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Relevant bibliographies by topics / Children – Research

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Journal articles
Dissertations / Theses
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Academic literature on the topic 'Children – Research'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Children – Research"

1

Knudson, Paula L. "Research with Children." Archives of Medical Research 33, no. 2 (2002): 203–4. http://dx.doi.org/10.1016/s0188-4409(01)00372-1.

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Alderson, Priscilla. "Research by children." International Journal of Social Research Methodology 4, no. 2 (2001): 139–53. http://dx.doi.org/10.1080/13645570120003.

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PUNCH, SAMANTHA. "Research with Children." Childhood 9, no. 3 (2002): 321–41. http://dx.doi.org/10.1177/0907568202009003005.

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Burns, Jeffrey P. "Research in children." Critical Care Medicine 31, Supplement (2003): S131—S136. http://dx.doi.org/10.1097/01.ccm.0000054905.39382.58.

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Kon, Alexander A. "Research Ethics, Children." JAMA 294, no. 11 (2005): 1429. http://dx.doi.org/10.1001/jama.294.11.1430.

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Isaacs, David. "Children in research." Journal of Paediatrics and Child Health 53, no. 9 (2017): 831–32. http://dx.doi.org/10.1111/jpc.13679.

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Smyth, R. L. "Research with children." BMJ 322, no. 7299 (2001): 1377–78. http://dx.doi.org/10.1136/bmj.322.7299.1377.

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Glantz, Leonard H. "Research with Children." American Journal of Law & Medicine 24, no. 2-3 (1998): 213–44. http://dx.doi.org/10.1017/s0098858800010418.

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In the United States we have very mixed feelings about research with human subjects. The Nuremberg Code (the Code), which provides a foundation for the protection of human subjects, was written by American judges in the context of trying Nazi doctors who committed atrocious acts of human experimentation on concentration camp inmates. The Code provides ten common-sense guidelines controlling research. For example, a researcher may not conduct research on human subjects without that subject's informed consent, or if there is an a priori reason to believe that the research will cause death or disabling injury to the subject. What is remarkable about the creation of the Code is that it was thought to be necessary to document and impose the most fundamental moral principles on researchers. The Code demonstrates a remarkable suspicion of research with human subjects and those who perform such research.

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Lee, Sewon. "Is it ethical research for children? Reflection on research involving children." Journal of School Social Work 52 (December 30, 2020): 29–51. http://dx.doi.org/10.20993/jssw.52.2.

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Gatsoeva, Liliy. "The Research of Time Perception of Children with Hearing Impairments." PHYSICAL EDUCATION, SPORTS AND HEALTH CULTURE IN MODERN SOCIETY, no. 4 (2017): 73–77. http://dx.doi.org/10.29038/2220-7481-2017-04-73-77.

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Dissertations / Theses on the topic "Children – Research"

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Schultz, Samantha Jane, and University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.

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Garris, Bill R., Lindsay Lester, Erin Doran, and Andrea Lowery. "iBusy: Research on children, families, and smartphones." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3142.

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Within the past 10 years, mobile devices have been widely adopted by adults and are now present in the lives of almost all U.S. children. While phones are common, our understanding of what effect this technology has upon children's development is lagging. Bioecological theory and attachment theory suggest that this new technology may be disruptive, especially to the degree to which it interferes with the parent-child relationship. This article reflects a National Organization for Human Services conference presentation and shares preliminary results from semi-structured interviews conducted with 18 youth, ages 7 through 11. Only four of eighteen interviewees voiced any negative thoughts concerning their parents’ use of mobile devices. However, those who reported feeling ignored by their parents experienced the negative emotions deeply. Themes that emerged from analysis of transcripts included devices as tools and boundaries.

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Tipling, Laurie. "Risk and Resilience in Young Children." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1993. http://hdl.handle.net/10150/622367.

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Woodward, David. "Children's perceptions of gender : an action research study with year three primary school children." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360595.

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McGinley, Susan. "Children and Lying: Study Focuses on Reasons Why." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/622259.

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Kleva-Forchic, Melodey A. "A study investigating the comparative effects of an audiation pause in tonal pattern training on fourth and fifth grade children /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Kingdon, Lorraine B., and Susan McGinley. "Preventive Intervention: Assisting Divorced Mothers and Their Adolescent Children." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/622284.

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Todd, Teri. "A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61773.

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Gambino, Josie. "The effects of a summer school program for the gifted on students' self-concept : a social comparison perspective." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66143.

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Henderson, Alex. "Consent, choice and children in research : exploring decision making by parents of children with Duchenne muscular dystrophy considering participation in genetic research projects." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485599.

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Background: Informed consent is a concept that is fundamental to the ethical inclusion of individuals in medical research projects. Theoretical and ethical analyses of consent has focused on important criteria including voluntariness, competence, provision of information, recommendation, understanding, decision making al!d authorisation. Study aims: (l) To explore the meaning of the concept of informed consent to parents who are contemplating including their sons in research projects, which are designed to develop and trial novel genetic treatments; (2) To assess the ways in which these parents engage in the consent process. Discussion: This thesis draws on qualitative interview data on the process ofconsent as experienced by parents of children with Duchenne muscular dystrophy. The results from an interpretative phenomenological analysis ofthe interviews indicate that there is significant dissociation between how parents are expected to think and choose, and how they actually behave in real life when ml)king consent decisions for their children. Many ofthe criteria which are used'for assessing adequacy of consent appear unrealistic, impossible or irrelevant to parents. This incongruence seems to result from a model, based on a principle-led form ofrational reasoning, which tends to abstract the process of consent from its clinical and social setting. There is a risk that a strict focus on a narrow analysis of consent, concentrating on elements such as competence, voluntariness, etc., can lead to consent becoming devoid ofmeaning to individuals. In tum, this threatens parents' participation in decision-making and provides some explanation for why many patients, parents, clinicians and researchers feel cynical, irritated, or despondent about consent. A more sophisticated understanding of how these decisions are made is important to ensure that ethical decisions about paediatric research participation can be made.

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Books on the topic "Children – Research"

1

Greig, Anne. Doing research with children. SAGE Publications, 1999.

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Butler, Barbara, and Diane Michalski Turner, eds. Children and Anthropological Research. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1843-9.

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Richards, Sarah, Jessica Clark, and Allison Boggis. Ethical Research with Children. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-35131-9.

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Kellett, Mary. Rethinking children and research. Continuum International Pub. Group, 2009.

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1957-, Taylor Jayne, and MacKay Tommy, eds. Doing research with children. 2nd ed. Sage Publications, 2007.

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Canada. Canadian Council on Social Development. Housing Canada's Children: Research report. Canadian Council on Social Development, 2000.

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Miller, Judith N. Reflections on research involving children. NCBHR, 1993.

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Eckhoff, Angela, ed. Participatory Research with Young Children. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19365-2.

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Council, Medical Research. The Ethical conduct of research on children: Working party on research on children. Medical Research Council, 1991.

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Law Reform Commission of Victoria. Sexual offences against children: Research reports. The Commission, 1988.

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Book chapters on the topic "Children – Research"

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Bessell, Sharon. "Children: Research." In Encyclopedia of Global Bioethics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05544-2_75-1.

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Bessell, Sharon. "Children: Research." In Encyclopedia of Global Bioethics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-09483-0_75.

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Holder, Mark D. "Future Research." In Happiness in Children. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4414-1_10.

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Phillips, Louise. "Research with Children." In Echoes. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-491-8_12.

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Hawkes, Kathryn. "Research with Children." In Realising Innovative Partnerships in Educational Research. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_3.

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Goodley, Dan, Janice McLaughlin, Emma Clavering, and Pamela Fisher. "Research Encounters." In Families Raising Disabled Children. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511_3.

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Baumann, Holger, and Barbara Bleisch. "Respecting Children and Children’s Dignity." In Children’s Well-Being: Indicators and Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9252-3_9.

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Zavershneva, Еkaterina, and René van der Veer. "Difficult Children." In Perspectives in Cultural-Historical Research. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4625-4_27.

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Silverman, Henry. "Children as Research Participants." In Research Ethics Forum. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65266-5_7.

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Gossen, Tatiana. "Open Research Issues." In Search Engines for Children. Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-12069-6_11.

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Conference papers on the topic "Children – Research"

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Read, Janet C. "Doing research with children." In IDC '18: Interaction Design and Children. ACM, 2018. http://dx.doi.org/10.1145/3202185.3205872.

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Cloney, Dan, and Kellie Picker. "Developing an assessment of oral language and literacy: Measuring growth in the early years." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_2.

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Children develop rapidly in their early years. A crucial component of this development is a child’s ability to learn and use language. Even before they enter formal education, children have learned much about oral language and literacy through meaningful interactions with others, and from their life experiences. Children, however, do not develop at the same pace – some children arrive in early childhood education and care (ECEC) programs more advanced while others require additional support. Recent reviews of the assessment tools available to ECEC educators show a lack of good quality measurement and a reliance on checklist style inventories or narrative approaches. This paper presents a new measure of oral language and pre-literacy specifically designed to be accurate enough to reliably measure an individual child’s growth. Results from a combined calibration of children’s responses using a many-facets item response model show the measure to be reliable, valid and sensitive enough to measure growth within children and between groups of children over time. Implications for future assessment development and for educators’ practice are discussed, including how such measures can provide insight into what children know, understand, and can do (Reynolds, 2020) and what educators can do to support future learning experiences targeted at children’s specific language and literacy needs.

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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.

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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.

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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.

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Høiseth, Marikken, and Maarten Van Mechelen. "Identifying Patterns in IDC Research." In IDC '17: Interaction Design and Children. ACM, 2017. http://dx.doi.org/10.1145/3078072.3079739.

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Kawas, Saba, Ye Yuan, Akeiylah DeWitt, et al. "Another decade of IDC research." In IDC '20: Interaction Design and Children. ACM, 2020. http://dx.doi.org/10.1145/3392063.3394436.

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"Session details: Research and design competition." In IDC '18: Interaction Design and Children, edited by Kiley Sobel and Christopher Frauenberger. ACM, 2018. http://dx.doi.org/10.1145/3247776.

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Sipitakiat, Arnan, and R. Benjamin Shapiro. "Session details: Research and Design Competition." In IDC '17: Interaction Design and Children. ACM, 2017. http://dx.doi.org/10.1145/3248703.

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Poole, Erika S., and Tamara Peyton. "Interaction design research with adolescents." In IDC '13: Interaction Design and Children 2013. ACM, 2013. http://dx.doi.org/10.1145/2485760.2485766.

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"The Influence of Paremiology in Educating Children." In Emirates Research Publishing. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.e1115018.

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Reports on the topic "Children – Research"

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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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van Blerk, Lorraine, Wayne Shand, and Patrick Shanahan. Longitudinal, Participatory Research with Street Children and Youth in Sub-Saharan Africa. University of Dundee, 2014. http://dx.doi.org/10.20933/100001137.

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.

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Fellows, M. R. Research on Mega-Math: Discrete mathematics and computer science for children. Final report. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/106599.

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Larsen, Michael Søgaard, Anders Holm, Bente Jensen, Niels Plough, and Peter Berliner. Staff supported parental involvement in effective early interventions for at-risk children – a systematic research review: VIDA research series 2013:01. Aarhus University, 2013. http://dx.doi.org/10.7146/aul.70.45.

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Impact Initiative, The. ESRC-DFID Research on Children and Youth in Africa. Putting children first: Identifying solutions and taking action to tackle poverty and inequality in Africa 23- 25 October 2017. The Impact Initiative / Institute of Development Studies, 2017. http://dx.doi.org/10.35648/20.500.12413/11781/ii288.

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Krah, Eva, Janine Hunter, Lorraine van Blerk, and Wayne Shand. Spirituality on the Streets: Findings from Participatory Research with Street Children and Youth in Three African Cities. University of Dundee, 2016. http://dx.doi.org/10.20933/100001144.

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Busso, Matías, Julian P. Cristia, and Sarah D. Humpage. Research Insights: Can Reminders Boost Vaccination Rates? Inter-American Development Bank, 2019. http://dx.doi.org/10.18235/0001935.

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While families in rural Guatemala recognize the value of vaccination and mostly vaccinate their children at early ages, they often fail to follow through with the course of treatment, drastically reducing the probability of immunization. To encourage members of underserved communities to complete the vaccination cycle, community health workers were given monthly lists of children due for vaccination at the clinic, enabling them to send timely reminders to families. Reminders increased the likelihood that children completed their vaccination treatment by 2.2 percentage points in the treatment communities. For children in treatment communities who were due to receive a vaccine, and whose parents were expected to be reminded of the due date, the probability of vaccination completion increased by 4.6 percentage points.

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Darmody, Merike, Emer Smyth, and Helen Russell. The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review. ESRI, 2020. http://dx.doi.org/10.26504/sustat94.

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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.

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