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Journal articles on the topic 'Children Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 June 2025

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1

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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Nurmukhamedova, Laylo Sh. "LABOR EDUCATION OF CHILDREN WITH SPECIAL EDUCATION NEEDS." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 42–46. http://dx.doi.org/10.37547/tajssei/volume06issue06-08.

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A number of laws and decisions of our state have included the measures related to the full education of children with special needs, the support of the society, their integration into the society along with the healthy ones, and adaptation in social life.

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Abdullayeva, Maryambibi Djumaniyazovna. "SPIRITUAL EDUCATION OF PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 147–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-27.

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This article will focus on the necessary aspects of the coverage of preschool educational organizations for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary school will not be effective enough. That is, educational adaptation - adaptation in a child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical, psychological unavailability. The article examines the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.

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Shakhnoza, Rakhmonova. "METHODS OF PROVIDING AESTHETIC EDUCATION TO CHILDREN IN PRE-SCHOOL EDUCATIONAL ORGANIZATIONS." Oriental Journal of Education 03, no. 02 (2023): 25–30. http://dx.doi.org/10.37547/supsci-oje-03-02-05.

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Kilichova, Marhabo Khudoykulovna. "LITTLE FEATURES OF FOREIGN EXPERIENCE IN EDUCATION OF CHILDREN IN PRESCHOOL EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 241–46. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-43.

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This article discusses the specifics of foreign experience in raising children in preschool education. In Japan, Korea, the United States, Germany, the United Kingdom, and Russia, the preschool education system has its own peculiarities of child rearing. There are also specific recommendations on the correct choice of educational tools in preschool education. It was also noted that an analytical approach is needed in the use of best practices abroad. The specifics of the entire national education system are also highlighted, and the main tasks of pre-school education and upbringing in Uzbekistan are outlined.

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Khashimova, Yorkinoy I. "FORMATION OF ECONOMIC EDUCATION IN PRESCHOOL CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (2022): 59–66. http://dx.doi.org/10.55640/eijmrms-02-06-11.

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In modern conditions of the development of society and the formation of a market economy, the success of each person, and hence the prosperity of society as a whole, is possible only if the majority of people consciously, based on traditions and personal experience, act in accordance with objectively existing laws. To ensure their future in the new market conditions, completely new requirements are being put forward for preparing the future generation to participate in production and forming a willingness to be included in modern forms of economic relations, which is possible subject to studying the theory and practice of economics and shaping the economic thinking of the younger generation. This is also indicated in the concept of economic education in a secondary vocational school.

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Nyugap, Charly R. "Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (2018): 1172–82. http://dx.doi.org/10.31142/ijtsrd18843.

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Shegebaeva, G., and A. Alimbekova. "NUTRITION EDUCATION IN PRESCHOOL CHILDREN." Sciences of Europe, no. 150 (October 13, 2024): 59–62. https://doi.org/10.5281/zenodo.13926380.

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The first six years of a child’s life mark a period of rapid physical, emotional and mental development. During these formative years, they also interact with the social environment at the most intensive level. Early childhood development pertains to physical, mental and social growth and consists of various interventions, such as those involving the promotion of nutrition, health and mental and social development. Nutrition education plays a vital role in bringing about a greater awareness of the value nutrition has in adopting a healthy lifestyle. Broadly speaking, education is transformative, providing knowledge through instruction that first acts upon the attitudes of a person and then goes on to influence their behavior. The earlier this process begins, the more effective it is. That is why the provision of training as early as the pre-school years can be viewed as a future investment, considering that the healthy eating habits are formed at early ages. The aim of nutrition education, therefore, is to instruct children on how to adopt an adequate and balanced diet, eliminate unhealthy eating habits, use food resources economically by improving nutritional conditions and preserve the well-being of the body. By providing children with nutrition education during the preschool period, their future eating habits can be shaped in a healthy manner.

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Dave, Nigam. "Refugee Children: Education in Emergencies for Empowerment." Liberal Studies 1, no. 2 (2016): 185–90. https://doi.org/10.5281/zenodo.3372185.

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A famous Nigerian proverb says, “It takes an entire village to raise a child.” Today, when the world is facing one of the greatest migration crisis it has encountered, as a global village, the world as a whole would have to get together to solve the issue and ensure that children who are the most vulnerable victims of forced migration do not get impacted immeasurably. The United Nations High Commissioner for Refugees (UNHCR) report 2015, hints at an alarming status, that of the world’s total refugee population, about 51 percent are children below 18. The United Nations Children’s Fund (UNICEF) has already launched a campaign ‘No Lost Generation’ that is focused on providing access to quality education to refugee children. Lebanon which is encountering a great rush of Syrian refugees had started in 2014, a program called ‘Reaching All Children with Education’ (RACE). The British Council has even gone a step further in providing online support to aspirants of higher education. They have started a program called ‘Language and Academic Skills and E-Learning Resource’ (LASER). It aims at providing entry level competence to people from 18–25 to enrol in tertiary education. The Bolivarian Republic of Venezuela has provided unrestricted access to education, to migrants at all levels and given a right to free education to all refugee children. However, the gravity of the problem is so very huge that a major gap in providing access to education and receiving it still exists for the refugee children.

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Dilbar, Sadullayeva. "IMPORTANCE OF PRE-SCHOOL EDUCATIONAL INSTITUTION AND METHODS OF ITS DEVELOPMENT IN THE EDUCATION AND EDUCATION OF YOUNG CHILDREN." International Journal of Pedagogics 4, no. 1 (2024): 46–48. http://dx.doi.org/10.37547/ijp/volume04issue01-09.

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Dr., Gopal Krishna Thakur. "IMPACT ASSESSMENT OF AN ALTERNATIVE INTERVENTION FOR ACCESS OF MARGINALIZED CHILDREN TO EDUCATION AND RETENTION." International Journal of Research – Granthaalayah 3, no. 12 (2017): 9–15. https://doi.org/10.5281/zenodo.848566.

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The last couple of decades have witnessed sustained governmental efforts towards universalization of elementary education in India; yet the status of human development in the country is a matter of great concern. In the latest Human Development Report published by the United Nations Development Programme (UNDP), covering 187 countries across the world, India is ranked at 135, among the 'medium development' countries like Egypt, South Africa, Mongolia, Philippines and Indonesia. Among India's neighbours, Bhutan and Bangladesh too figure in this category. Though India has made considerable progress in social, political and economic spheres and has emerged as one of the fasted growing and the world’s fourth largest economy. But it still has more poor people than any other country with about one third of the population living below the poverty line. One of the main reasons of the poverty of the masses is not having the access to adequate educational facilities and subsequent benefits of education. This paper presents the factual details of a study, which attempted to examine the status of marginalized children’s access to education and retention in West Bengal, particularly of those children, whose parents work in the brick kilns of 24 North Pargana and Maldah districts of the State.

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Okolieuwa, C. C., J. Umeifekwem, and S. G. Eze. "The Impact of Health and Physical Education on Children's Cognitive Development (A Case Study of Nigerian Children)." British Journal of Health Science and Education 4, no. 2 (2023): 1–11. https://doi.org/10.5281/zenodo.8232247.

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This study explores the impact of health and physical education on the cognitive development of Nigerian children, recognizing the unique context of Nigerian society and its potential implications for shaping a brighter future for the nation. The study was questionnaire administered to teachers and parents to understand how Physical Education is taught, identify barriers to teaching this subject, explore parents' knowledge and expectations of the Physical Education program, and assess its contribution to a child's physical, social, and cognitive development. The research findings indicate that Physical Education is valued by parents, teachers, and children, but there is a disconnect between parents' expectations, teachers' intentions, and children's preferences regarding the content of Physical Education classes. Teachers identified barriers to comprehensive Physical Education, such as a congested curriculum, lack of resources, space constraints, lack of confidence, and conflicting school priorities. Many parents viewed Physical Education as essential but had limited understanding of its impact on their child's development or the grading criteria for the subject. Children expressed a desire for more fun and challenging activities in Physical Education classes, catering to various skill and fitness levels. It was recommended that Schools and educational authorities should prioritize ongoing professional development for Physical Education teachers.

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Jia, Wenwen. "Special Education for Developmentally Disordered Children." Lecture Notes in Education Psychology and Public Media 13, no. 1 (2023): 85–90. http://dx.doi.org/10.54254/2753-7048/13/20230860.

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Recently, many new methods have been proposed, analyzed, and tested for special education. This article selected and summarized some journals on this topic to provide a general view. This article summarizes the recent studies on developmental disorders in children and their causes and primary education accessible to these special children, including educational drama based on illustration books, Ceritasosial, music, Lego play and drawing. In this article, the former researchers experiments and their results are summarized to provide a more comprehensive view of the newly developed interventions in special education. Children in these experiments are selected based on the fact that they are already officially diagnosed. The article aims to show the importance and effectiveness of education for unique childrens recovery and psychological development and their current educational condition. The article also provides an overview of the innovative methods used in special education and their effectiveness. All the data used in the article comes from previous studies on related research topics and fields.

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Devine, Dympna. "‘Value’ing Children Differently? Migrant Children in Education." Children & Society 27, no. 4 (2013): 282–94. http://dx.doi.org/10.1111/chso.12034.

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Garibović, Emina. "Children, social welfare, education." Psihijatrija danas 50, no. 1 (2018): 73–83. http://dx.doi.org/10.5937/psihdan1801073g.

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Lewit, Eugene M., and Linda Schuurmann Baker. "Children in Special Education." Future of Children 6, no. 1 (1996): 139. http://dx.doi.org/10.2307/1602498.

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Frederick, Norris. "Pragmatism, Education, and Children." Newsletter of the Society for the Advancement of American Philosophy 36, no. 107 (2008): 40–43. http://dx.doi.org/10.5840/saap20083610718.

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&NA;. "Children Continuing Education Credit." Journal of Christian Nursing 12, no. 2 (1995): 30. http://dx.doi.org/10.1097/00005217-199512020-00012.

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Pickworth, Frances. "Children missing in education." SecEd 2016, no. 28 (2016): 6. http://dx.doi.org/10.12968/sece.2016.28.6a.

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Ryder, Rebekah. "Children missing in education." SecEd 2017, no. 12 (2017): 12. http://dx.doi.org/10.12968/sece.2017.12.12a.

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Feuchtwang, Anna. "Children missing from education." SecEd 2018, no. 5 (2018): 11. http://dx.doi.org/10.12968/sece.2018.5.11.

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22

Rodd, Jillian. "Children, Culture and Education." Childhood Education 72, no. 6 (1996): 325–29. http://dx.doi.org/10.1080/00094056.1996.10521881.

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Moe, Jeanne M. "Archaeology Education for Children." Advances in Archaeological Practice 4, no. 4 (2016): 441–53. http://dx.doi.org/10.7183/2326-3768.4.4.441.

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AbstractIn the past 30 years, archaeologists have taught children and youth about the processes of archaeological inquiry and the results of archaeological research. Hundreds, if not thousands, of education programs have sprouted up over the last 30 years; some have endured, while others have faded away. Some efforts and programs are aimed at formal learning in school classrooms, while many others are based in informal settings, such as museums, outdoor learning centers, after-school programs, and many others. A few of these programs have been assessed for learning outcomes, but many others have not. For example, all Project Archaeology education materials are intensively assessed in classrooms and peer reviewed prior to release for their efficacy in teaching predetermined goals or enduring understandings. Additionally, the Project Archaeology curriculum was assessed for its efficacy in teaching conceptual understanding of science inquiry. Program assessment is critical for the long-term success and sustainability of archaeology education.

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Macleod, Colin. "Toleration, Children and Education." Educational Philosophy and Theory 42, no. 1 (2010): 9–21. http://dx.doi.org/10.1111/j.1469-5812.2008.00493.x.

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Johnson, J. "Children, robotics, and education." Artificial Life and Robotics 7, no. 1-2 (2003): 16–21. http://dx.doi.org/10.1007/bf02480880.

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Prasetya, Damar. "PHILOSOPHY EDUCATION FOR CHILDREN." Jurnal Filsafat Indonesia 3, no. 3 (2020): 109–14. http://dx.doi.org/10.23887/jfi.v3i3.24973.

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Fundamentals of all subjects in higher university education were being taught since early childhood. The basic concepts of biology, medicine and physics were mandatory introduced as natural sciences subjects (ilmu pengetahuan alam) in elementary school curriculum as well as social sciences (ilmu pengetahuan sosial), languages and even religion. These early introduction of subjects will make sure that every children are exposed to this particular education to enrich their knowledge and skill. However, philosophy is not formally available in national curriculum until university level. Paradoxically, one of the essence of philosophy is to ensure a human being is capable to perform critical thinking in their later life. This review aims to delineate the urgency and benefit of introducing philosophy in children in either formal or informal form of education. The early introduction of philosophy will nurture and sharpen the process of thinking in children thus will help them to become a wiser adult in the future. This concept might be a consideration of inserting philosophy as one of the subject in national curriculum.

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MAIER, Roxana, Ioana GOLU, and Alina MARIAN. "EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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Achilov, Obid Muzrobovich, Mahliyo Norbutayevna Kochkinova, and Ozodaxon Muzaffar Qizi Kamolova. "THE IMPORTANCE OF ECONOMIC EDUCATION IN PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (2021): 137–40. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-26.

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This article discusses the specifics and important aspects of economic education of children in preschool education, as well as the content and priorities of comprehensive development, expanding the worldview of children through economic education. Along with the differences between economic education and all other types of education, there are comments on its interdependence and its role in child development.

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As'ari, Fajar, Hendra Prasetya, and Ridwan Sanjaya. "Children Safety: Education Game for Childs Sex Education." SISFORMA 3, no. 2 (2017): 44. http://dx.doi.org/10.24167/sisforma.v3i2.844.

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Some people still cannot talk freely about sex education. On the other hand, some of them have an assumption about teaching sex education will leads to free sex behavior. Sometimes parent afraid to talk about sex education with their children, even some parent think sex education is not important thing for children.However, in fact children need to know about sex education for their own good. To children, sex education is to explain differences in male and female and to know well about themselves. Create media to deliver sex education is the way to teach children about sex education. Among many media, game is one option to deliver this education.This research will discuss about game for childs sex media education. Use game as sex media education because game has capability to deliver message. Through game concept, picture, and animation, game deliver childs sex education to children. With the objective to prevent child from sexual abuse. However, when children play the game they need companion to make clear that children understand the meaning of game message through game story.

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Cheng, Xiaoqiao. "Education Should Respect the Nature of Children." Science Insights Education Frontiers 7, no. 1 (2020): 725–26. https://doi.org/10.15354/sief.20.ed009.

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How to effectively deal with school violence and bullying is currently a globally recognized hot issue in the field of student management and minor protection. The UNESCO (UNESCO) report (Behind the Numbers: Ending School Violence and Bullying) released in 2019 pointed out that school violence and bullying are common problems worldwide (UNESCO, 2019). School violence or bullying has long existed in different stages of school education (Wei et al., 2019).

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Abdivaliyevna, Kholmurodova Olima. "IMPORTANCE OF FOLKLORE IN EDUCATION." Current Research Journal of Philological Sciences 5, no. 1 (2024): 46–49. http://dx.doi.org/10.37547/philological-crjps-05-01-09.

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As a source of spirituality, folklore plays an important role in the upbringing and education of children. Children grow up with folklore. Folk tales, proverbs, sayings and proverbs, folk games are of great importance in the all-round development of children. This article extensively analyzes the role of folklore in the educational process and provides information about the role of folklore in the education of children.

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Shruti, Kirti Rastogi. "DIGITAL EDUCATION: A GATEWAY FOR INCLUSIVE PRIMARY EDUCATION." International Journal of Education &Applied Sciences Research 3, no. 3 (2016): 06–13. https://doi.org/10.5281/zenodo.10699595.

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<strong>Abstract</strong> <em>The digital education is one of the most potentially emerging routes for learning especially for the children with special needs. By using digital technology one can improve the learning at all levels, and for people of all backgrounds. Digital education is the educational resources for the differently able students. The current paper will review the development of education provision for children with special educational needs in India and the factors which have influenced current policy drive to Inclusive education supported by assistive technologies. Digital Education represents a new model for inclusive Educational which can bring benefits to both children with special needs and their non-disabled peers. Present paper will also reflect on the gap between the model of Inclusive Education  that is being striven for and the current model of provision and the critical contribution that Information and communication Technology  or  Assistive Technology  can make as a means for bridging that gap. Its aim is to encourage thinking and discussion about the future direction for the development of an inclusive education model in direct response to needs, but which would contain principles and elements that could be applied to any developing country context.</em> <strong>Key Words</strong>: Digital education, children with special needs, inclusive Education

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MIȘCALENCU, Mădălina. "From integrated education to inclusive education – the evolution in pre-university education." Acta et commentationes: Științe ale Educației 34, no. 4 (2023): 98–104. http://dx.doi.org/10.36120/2587-3636.v34i4.98-104.

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Integrated education and inclusive education are two important concepts in the field of education with different approaches and goals. The difference between the concepts is that integrated education involves adapting children with special needs to the school environment, while inclusive education involves adapting the educational environment to meet the needs of all children. In recent years, education systems have increasingly focused on inclusive education, as it promotes equality and equity. The goal of inclusive education is to create schools open to all children in the community that promote diversity and eliminate all forms of discrimination.

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Khakimdjanova, Kamola. "THEORETICAL FOUNDATIONS OF PHYSICAL EDUCATION IN PRESCHOOL EDUCATION." Eurasian Journal of Academic Research 2, no. 2 (2022): 52–55. https://doi.org/10.5281/zenodo.6044441.

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This article provides a scientific overview of the physical education of preschool children, combining it with physical education from an early age, which is the basis for healthy and energetic growth of children. In this article the process of preschool education, the ways of proper organization of physical education in children and the principles used in the training are described

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Feng, Zhuoyi. "The Influence of Parenting Style on School Adaptation of Special Children in Primary School." Lecture Notes in Education Psychology and Public Media 59, no. 1 (2024): None. http://dx.doi.org/10.54254/2753-7048/59/20241741.

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Family education is the starting point of life which is important to childrens development. Especially for special children, good family education is favorable to make up for congenital defects. Recently, China paid high attention to the development of special education, formulating the Action Plan for the Development and Promotion of Special Education in the 14th Five-year Plan to push it towards high-quality development. Social attention to special children increases significantly but still has rising space. In China, the study of parenting styles on childrens school adaptability has gotten rich achievement, but the research for special children is relatively few. Different parenting styles and both parents using the same parenting style have different impacts on the childrens development. Special childrens school adaptability is influenced by many factors, so their developmental level is uneven. Therefore, parents need to accurately grasp the relationship between the two and use appropriate parenting styles to nourish their children to promote childrens physical and mental health development.

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Du, Yuanyue. "Parental Punishment in Home Education." Lecture Notes in Education Psychology and Public Media 7, no. 1 (2023): 393–98. http://dx.doi.org/10.54254/2753-7048/7/20221004.

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Parental Punishment (PP) is a form of family education that has been misinterpreted from the traditional Chinese culture of filial piety. It relies heavily on the behaviorist mechanism of reward and punishment. But punishment not only makes children feel anxious and unsure of themselves but in the worst cases it can worsen the parent-child relationship. It is also clear from a cognitivist perspective that such an approach to education does not help children to understand the problem itself and its rationale. That it is difficult for children to discover the reasons for their mistakes on their own. Therefore, I question this approach and propose three alternatives that can achieve the same or even better results: utilize positive rewards, teach metacognitive strategies, and change childrens social sphere. Based on these alternatives, I conclude that we should do more to educate and raise the awareness of parents in the face of family education problems. This will improve the situation to a greater extent.

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Asror, Machfudzil, and Achmad Wahyudi. "Street Children Religious Education Using an Interactional Education Approach." Journal of Development Research 5, no. 1 (2021): 71–80. http://dx.doi.org/10.28926/jdr.v5i1.131.

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According to the Islamic viewpoint, if someone wants happiness in the world and hereafter then that person must have knowledge and to gain knowledge someone must undergo an educational process including religious education. Education that seeks to make Islamic teachings a way of life for a person. Street children are social entities with social disabilities, namely people with welfare problems whose daily activities are to earn income or beg at crossroads and traffic lights. Their religious education is often neglected. Therefore, through an interactional education approach, it is hoped that street children can learn Islam through the theory and practice directly in their activities on the streets and public places. This research is a field research which the required data is extracted from the field. This research used descriptive qualitative method. The subjects of this research are street children in Sidoarjo regency and related agencies such as the Social and Labor Office, the Education Office and the Ministry of Religion of Sidoarjo Regency. Street children who are the targets of this study are children aged 18 years and under, both boys and girls who live on the streets. The object of this research is religious education of street children in Sidoarjo regency. The data that will be explored in this research are those related to religious education in street children in Sidoarjo district which includes: First, the characteristics of street children in Sidoarjo regency. Second, the background to be street children. Third, the form of religious education carried out in the street children’s community. Fourth, institutions involved in the religious education process of street children. Fifth, religious practices carried out by street children. Sixth, obstacles in implementing religious education in street children communities. The data collected in this research were collected through the interview, observation and documentation techniques. After the data has been collected using these various techniques, the data obtained is collected and described in a data matrix. The data in this study were analyzed using interactive model analysis techniques. By religious education based on interactional education theory, street children can learn Islam by way of theory and direct practice in their activities on the streets and public places, for example: reciting the holy Qur’an and rowatib prayer, habituation of manners in speech (permission and thanking expressions) every time you interact with everyone, throw garbage in its place and so on.

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Hasanah, Fitria Fauziah. "SHARENTING IN THE PERSPECTIVE OF ISLAMIC EDUCATION." Sunan Kalijaga International Journal on Islamic Educational Research 3, no. 2 (2019): 42–50. http://dx.doi.org/10.14421/skijier.2019.2019.33.05.

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This article discusses “sharenting” (sharing representations of one’s parenting or children online) in the perspevtive of Islamic education. The term “sharenting”, coined from “share” and “parenting”, When parents share information about their children online, they do so without their children’s consent. Lack of legal regulations regarding the protection of children’s privacy online was also pointed out. sharenting has become a subject of research by increasing numbers of scholars worldwide, but the knowledge of this phenomenon is still meagre. This Article explores potential legal solutions to this issue and offers a set of best practices for parents to consider when sharing about children online in the perspevtive of Islamic education that Sharenting must be done by parent by maintaingin four principles : Maintain the nature of children (al muhafazoh), Develop childrens potential (at tanmiyah), With clear directions (at taujih), and Gradually (at tadaruj).

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Fernández-Henarejos, Ana del Carmen Tolino. "Childhood, vulnerability and education: pedagogical practice in social education." Brazilian Journal of Development 10, no. 2 (2024): e67069. http://dx.doi.org/10.34117/bjdv10n2-014.

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During the academic year 2021/2022, a cultural activity aimed at children was developed in the Degree of Social Education of the University of Murcia (Spain) within the framework of affective education and social skills in children, called "Educate emotions through the five senses" whose general objective was to educate emotional intelligence through adapted strategies so that children identify, recognize and express their emotions and feelings from language skills, communication and interaction with the environment and with others. To that end, the group of 20 children living in the First Reception and Half-stay Centre was invited to the University for 52 Social Education students to implement the intervention program they had developed in the subject of "Educational Action Programme for Children and Youth". The children lived the experience of attending university and working emotions with future professionals. This work relates the experience designed, implemented and evaluated in the classroom.

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Pálinkás, Réka, Antonia Kinczel, István Miklósi, Péter Váczi, Nóra Laoues-Czimbalmos, and Anetta Müller. "Lifestyle education, health education, environmental education, movement." Acta Carolus Robertus 12, no. 1 (2022): 129–42. http://dx.doi.org/10.33032/acr.2812.

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Unfortunately, one of the most popular topics today is the diseases of civilization, for which our changed lifestyle is responsible. It is very important that we educate and teach our children to protect nature, pay attention to their environment, move a lot. The role of the family is very important in passing on these values, so it is important and parents have to pay attention to give a good example for their children. In our research, we examined the ecological behavior, environmental values, environmental friendly behaviour and movement habits of students using a questionnaire method. The respondents were seventh and eighth grade students from schools in municipalities of different sizes. (N=558). We used different scales in our questions, such as NEP, PRE, APR, PEB1, HB. To present our results, we used basic statistics and calculated the results of the above-mentioned scales for the type of settlement with the help of SPSS program, analysis of variance (ANOVA). Our results showed that almost half of children believe that they should not respect the laws of nature, however, 71.9% mostly or completely like to go hiking in nature. Protecting ecological behaviour and environmental values is on the right way for students, but we need to draw their attention to becoming more energy efficient. Unfortunately, our results show, as has been supported by several literature, we live a sedentary, inactive life. 62.7% of students attend training that requires physical activity only once or 1-2 times a week. However, 56.7% of them spend at least 2-4 or more hours in front of the computer and / or use their mobilephone every day. Moreover, 33.3% spend 2-4 or more hours in front of the television every day. As at the HB movement scale, we found a difference in student movement as a function of residential settlements F555,2=4.458; p=0.012. If we want our children to live a healthy, quality life, we need to bring up and teach them for that as well.

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Jiang, Bowei. "The Impact of Parental Education on Childrens Future Income." Advances in Economics, Management and Political Sciences 115, no. 1 (2024): 35–45. http://dx.doi.org/10.54254/2754-1169/115/2024bj0206.

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Abstract: This study examines the casual effect of parental educational achievement and family background on educational outcome and income for children. In addition, the study tests the parental education as an instrumental variable for childrens education. The 2022 United States General Social Survey (GSS2022) has been used as the dataset. This article uses Mincer earning function and instrumental variable regression to generate the outcomes between parental status, parental educational achievement, and the outcomes for children. The result indicates that the impact of parental educational achievement and advantage family background on income for children is negligible. The result also shows that the education has a significant effect on income. Furthermore, the study finds out that there is significant correlation between parental educational achievement and the educational achievement for children. In addition, the advantage family background has a significant impact on educational attainment for children. Moreover, the instrumental variable regression outcomes indicate that the difference between IV regression and OLS regression is small. This research uses the latest dataset to find out the casual effects of family background and parental education on childrens education and future income.

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FIELDS, JESSICA. "“Children Having Children”: Race, Innocence, and Sexuality Education." Social Problems 52, no. 4 (2005): 549–71. http://dx.doi.org/10.1525/sp.2005.52.4.549.

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Grosu, Ioan. "Improving Skills for School Children." American Journal of Educational Research 2, no. 3 (2014): 135–37. http://dx.doi.org/10.12691/education-2-3-3.

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Meng, Yuanyuan. "The Effect of Family Education on Childrens Growth and Development." Lecture Notes in Education Psychology and Public Media 52, no. 1 (2024): 112–15. http://dx.doi.org/10.54254/2753-7048/52/20241545.

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Children may be more affected by their parents normal verbals or ways of thinking than the others education, like school or social. Family education will firstly play a crucial role in establishing some basic character or kind of person originally, and it may also be difficult to change, which may be the reason to explain people can determine whether your parents are good or not by acknowledging you. So, family education will inflect situations in your family by yourself, and you will be shaped by such conditions or education. Family is an original source of information for children and has a huge impact on childrens growth and development, so children learn starting with their parents. In this case, normal behaviors and ways of communication from parents will be imitated by their children. This study summarizes three factors of family education that can affect their childrens growth. According to analysis, it is concluded that family education plays a crucial role in helping children to grow and develop, outlining their personalities, and processing the first impressions of gender cognition.

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Besari, Anam. "Family Education as the First Education for Children." Jurnal Paradigma 14, no. 2 (2022): 218–26. http://dx.doi.org/10.53961/paradigma.v14i2.124.

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Family education is an effort made by parents in the form of habituation and improvisation to help children’s personal development. Family education is not just a process, but also the practice and implementation of education. This means that parents continue to carry out the value of education in the family. Although sometimes the theory is not fully understood, even most parents do not know much about the concept of family education. However, without realizing it, parents in their daily practice have carried out family functions in children’s education, because the function of the family is essentially character education, social, citizenship, the formation of a habit, and intellectual education of a child. The family as the first education has 5 functions, namely the affective function, the socialization and social placement function, the reproductive function, the economic function, the health care and maintenance function.

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Ulıkpanova, Aynur, and Anar Omarova. "MORAL EDUCATION OF PRESCHOOL CHILDREN THROUGH MUSICAL EDUCATION." MODERN SCIENCE AND RESEARCH 3, no. 2 (2024): 1240–44. https://doi.org/10.5281/zenodo.10724517.

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Andri Kusnandar and Iskandar Mirza. "Faith Education in Islamic Education." Classroom: Journal of Islamic Education 2, no. 1 (2025): 51–69. https://doi.org/10.61166/classroom.v2i1.19.

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Faith education is the instillation of faith and divine values by someone who has more religious experience and has weak faith qualities in order to become stronger. The importance of faith education requires teaching the faith exemplified by Luqman to be imitated by all parents and educators. Parents and educators have an obligation to foster a comprehensive understanding of the faith and teachings of Islam from the beginning of its growth, so that children will be bound by Islam, both aqidah and worship. And with this faith education, it is hoped that children will only know Islam as their religion, the Qur'an as their Imam and Rasulullah SAW as their leader and example. Things that destroy faith are shirk, namely equating other than Allah with Allah in things that are His privilege and riddah means leaving the teachings of Islam, the perpetrator is called an apostate. Every Muslim is obliged to protect his Islam and protect it from things that damage, cancel and break his Islam. Mufasir's views on faith education contained in QS. Luqman verse 13 tells the story of Luqman al-Hakim, a wise father, who really emphasized the importance of instilling monotheism in his children. Zakiyah Drajat emphasized that building strong faith should start in the family, from the time the child is born and even before birth until the end of adolescence. If childhood neglects education, it will be difficult for children to face changes in themselves, as a result it often brings emotional shock.

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Gabriel, Julien. "Street Children and the Importance of Education." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY ADVANCE RESEARCH 1, no. 1 (2022): 0–7. https://doi.org/10.5281/zenodo.7558353.

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Street children, who are they? What level of education do they have? Can they be properly educated? Are they interested in school? These questions are convoluted and challenging to address. On one hand, there is the conviction that education forms an integral component in the lives of children. On the other hand, many street children cannot avail themselves of this privilege. For street children, survival on the streets is their sole priority and trying to get an education is often suspended. Thus, many of them are caught in this great predicament. The lives of street children are complex to comprehend. It is also perplexing to try to understand how they survive on the streets with limited or no education. It is against this background that this non-empirical research was written. The principal objective was to try to ascertain why these children do not attend school. With the analysis of existing literature, it tried to offer a definition of street children and described life on the streets. It also presented a clear understanding about some of the characteristics of street children. It further investigated the issues that surround street children and education.

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Li, Zhuoxuan. "AI education: The application of the AI system with childrens education." Applied and Computational Engineering 16, no. 1 (2023): 196–99. http://dx.doi.org/10.54254/2755-2721/16/20230890.

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Since the technology Since the Artificial intelligence is becoming a technology that is mature and efficient for people to use, it is efficient if using this technology at children s education. This paper concluded two experiments that have already done. In the first experiment, they test whether can children use the application to study, and what level of the app that they can use easily. More specifically, they provided both paper and electronic devices with a simple drawing app and a complicated drawing app to children. Then they let children to draw whatever they want. Based on children s reactions, comments, and final products, they concluded that children could do well with the application. In the second experiment, they want to test whether can children study well with AI system. For this experiment, they prepared three activities for students, which were both involved with three different AI system, and all of the AI system were presented to children as the form of robots. In these three activities, children learned about AI, trained their own AI, and finally using AI to draw. Through the whole experiment, children showed high interest in the AI, and they can learn with AI system efficiently. Both of the experiments show that children have the ability to use the new technology, and they should use it, since those technology are interesting to them, and are helpful to them.

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Meisyara Cordelia Bintara Putri. "Education On Child Protection Andthe Importance Of Education." Journal of Community Service For Indonesian Society 1, no. 1 (2023): 11–15. http://dx.doi.org/10.62966/jocsfis.v1i1.24.

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This research aims tocommunity members are more aware of child protection and are motivated to improve their standard of living by continuing their education to a higher level. The average knowledge of the community about the law is still low. Especially regarding the law on child protection, some don't even know anything about it. Many children are treated poorly, for example, children aged 6 years have worked hard to earn money. The number of cases of children being targeted or victims of crime is a very worrying problem for many parties. Violence against children also often occurs, where all forms of violence and exploitation of children will have a negative impact on physical and mental health that can interfere with the growth and development of children. This is also influenced by the lack of public knowledge about the importance of education and child protection. The data analysis used in this research is a field study, which is carried out using a direct survey method in Perbarakan Village, Pagar Merbau District, Deli Serdang Regency, North Sumatra and library research which is carried out in two ways, namely (1 ) Offline; namely collecting library research data directly in the library (both inside and outside the University of Muhammadiyah North Sumatra campus) in order to collect secondary data needed in research. (2) Online; namely library research which is carried out by searching through internet media in order to collect secondary data needed in research.

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