Academic literature on the topic 'Maze gardens Attention in children'

The person who is most responsible for the success of children is their parents. Because children born and raised by parents are the property of parents and cannot be contested. To carry out these heavy obligations, parents must have adequate knowledge and skills in order to achieve what they aspire to be, namely making children pious who are intelligent and of good character. The reality today is that there are still many parents who do not know that their role is very large in educating children so that they do not think and do not even make the maximum effort in educating children. Most parents submit their children's education to other people who are trusted, such as teachers at school, in the course and tutoring, and teachers at the Koran, so they do not pay attention to learning at home. The effect is a lot of personality that is not praiseworthy even failure in learning in school. To overcome this problem, parents and children are coaching through Community Reading Gardens.
 
 Keywords: Learning Society, Parents, Responsibility, Knowledge, Coaching

Purpose Previous investigations reveal that children with attention-deficit/hyperactivity disorder (ADHD) produce elevated rates of linguistic mazes (i.e., filled pauses, repetitions, revisions, and/or abandoned utterances) in expressive language samples ( Redmond, 2004 ). The current study aimed to better understand maze use of children and adolescents with ADHD with a focus on the specific maze types produced in different language sampling contexts based on the Autism Diagnostic Observation Schedule (ADOS-2; Lord et al., 2012 ). Method Participants included twenty-five 4- to 13-year-olds with a confirmed diagnosis of ADHD. Each participant completed the ADOS to provide narrative and conversational language samples. Research assistants transcribed at least 100 utterances from the ADOS using Systematic Analysis of Language Transcripts ( Miller & Chapman, 2000 ) conventions. Dependent variables included the rates of repetitions, revisions, filled pauses, content mazes ( Thordardottir & Ellis Weismer, 2002 ), and stalls ( Rispoli, 2003 ; Rispoli, Hadley, & Holt, 2008 ) produced in narrative and conversational portions of the ADOS. Results In the full sample, participants produced a significantly greater rate of revisions than filled pauses ( p = .01) and repetitions ( p < .01). Participants also produced a significantly lower rate of filled pauses than content mazes ( p < .01). Across contexts, participants produced a higher rate of filled pauses in conversational versus narrative contexts. Age was positively correlated with revisions and content mazes. Mean length of utterance was positively correlated with revisions, repetitions, and context mazes. Expressive language ability was positively correlated with filled pauses and stalls. Conclusion The children and adolescents in our sample demonstrated a unique profile of maze use. Sampling context had a limited influence on maze use, whereas maze use was impacted by age, mean length of utterance, and expressive language ability. Study findings highlight the importance of analyzing maze types separately rather than as a single category.

Children diagnosed with attention-deficit/hyperactivity disorder encounter difficulties in many activities in their daily lives that require motor coordination skills. The aim of this study was to establish whether children with attention-deficit/hyperactivity disorder have deficits in fine motor skills. Eighty male and female learners diagnosed with attention-deficit/hyperactivity disorder matched with 80 non-attention-deficit/hyperactivity disorder from the North West and Limpopo provinces (South Africa), aged 7–13 years, participated in the study. All participants completed the grooved pegboard test, the maze coordination task, and the finger tapping test. These instruments measure various functions of motor speed and eye–hand coordination. The findings reveal that children with attention-deficit/hyperactivity disorder performed significantly poorer than the control group with regard to the grooved pegboard and maze coordination tasks, but not with the finger tapping task. There were no gender differences in all the tests. Performance on the maze coordination task with the non-dominant hand was poorer for the attention-deficit/hyperactivity disorder group with regard to the time taken to complete the task. However, no hand dominance differences were found on the grooved pegboard and finger tapping tests. The study revealed a relationship between attention-deficit/hyperactivity disorder symptomatology and motor problems with regard to complex tasks of accuracy, but not on a simple task of motor speed. It is, therefore, recommended that since children with attention-deficit/hyperactivity disorder show motor deficiencies, motor skill training should be considered as part of the intervention, as these skills are needed for many daily activities and academic competencies.

Background: Physical activity is critical for the healthy development and well-being of children. Specifically, physical activity is associated with improvements in coordination, balance, attention, and behavior among elementary school-aged children. However, for many children, particularly those belonging to minority groups, opportunities to engage in quality physical activity programs outside school settings are limited. The purpose of this study was to examine the whether a physical activity program called Minds in Motion (MiM) The Maze before school, as compared with yoga, meets the criteria of the Comprehensive School Physical Activity Program framework as a before-school program to improve overall physical activity and academic performance among elementary school-age students. Methods: A total of 48 children attending an urban public school with large minority representation in the Midwest were randomly assigned to MiM-The Maze or yoga. Participants were assessed on motor proficiency, behavior, balance, and academic skills before and after training. Training consisted of either yoga or MiM-The Maze 30 minutes per day before school, 5 times per week for 12 weeks. Results: MiM-The Maze and yoga group students showed significant improvements in academic skills. Conclusions: MiM-The Maze is feasible and affordable before-school program to promote students’ classroom behavior in elementary school students.

Children's gardens are receiving increased attention from communities and schools. Educators recognize that gardens provide beauty, produce and education, and serve as an outlet in which gardeners may gain personal benefits. The objectives of this research study were to evaluate whether children participating in garden activities benefited by an improvement in interpersonal relationships and attitudes toward school. No significant differences were found between pre- and posttests and the control and experimental group comparisons. However, demographic comparisons offered interesting insight into trends in the data. Female students had significantly more positive attitudes towards school at the conclusion of the garden program compared to males. The results also showed that there were differences in interpersonal relationships between children depending on grade level in school. In addition, childrens' attitudes toward school were more positive in schools that offered more intensive individualized gardening.

Learning is an ongoing process of activity in the context of constructive change in children's behavior. Learning interest is a person's interest in a lesson that encourages him to study and pursue that lesson. The world of children is a world of play. Children have a great curiosity about something new. The importance of paying attention to children's interest in learning in participating in learning activities requires the right stimulus. Of course, in a way that suits the child's growth and development. Community reading gardens regarding the duties and functions of community reading gardens in improving children's learning abilities. And it needs to be known that one of the factors that influence children's interest in learning is how a teacher or parent is able to package learning activities that can be a special attraction for children in these learning activities. Therefore, in this study, he wanted to try to instill children's interest in learning by using learning while playing. This research was conducted at Saung Baca Kragilan, Gelingseng Village.

Although gardens as cultural landscapes have been examined within geography in relation to class, the ways in which gardens are constitutive of and constituted by gender relations have been largely ignored. Feminist geographers are now engaging with the gender implications of landscape representation and this paper, in which the multiple significances of the garden in Frances Hodgson Burnett's (1911) children's story The Secret Garden are explored, is a contribution to this field. Using an approach informed by feminisms and poststructuralisms I draw attention to intersections of late-19th and early-20th century discourses on Englishness, gender, class, and nature, gravitating around three children and set within an old abandoned garden. The garden is the site for a critical reading of the bodily regeneration of gendered and classed English identities whilst it is also a space of other possibilities.

The popularity and usage of digital games has increased in recent years, bringing further attention to their design. Some digital games require a significant use of higher order thought processes, such as problem solving and reflective and analytical thinking. Through the use of appropriate and interactive representations, these thought processes could be supported. A visualization of the game's internal structure is an example of this. However, it is unknown whether including these extra representations will have a negative effect on gameplay. To investigate this issue, a digital maze-like game was designed with its underlying structure represented as a decision tree. A qualitative, exploratory study with children was performed to examine whether the tree supported their thought processes and what effects, if any, the tree had on gameplay. This paper reports the findings of this research and discusses the implications for the design of games in general.

AbstractOld Government House (OGH) is one of Queensland’s premier heritage buildings, and is located within the Gardens Point campus of Queensland University of Technology (QUT). This 156-year-old building, now a house museum, offers a tangible link to Queensland’s early colonial life. The museum strives to present the stories of all who lived and worked here. Children generally do not visit historic houses willingly, and to address this OGH collaborated with Imaginary Theatre to develop an innovative and fun way to interpret and present the historical significance of the House to a younger audience. The result was a one-hour site-specific theatre performance, The Voice in the Walls — part game, part audio tour, part theatre. The key objective of the project was to create a visitor experience that captured the attention of nine- to twelve-year-olds by encouraging them to imagine an unfamiliar world and time while also conveying historical information. This article discusses the background to the development of the project, and its evolution from inspiration to practical reality.

This study is about child-friendly city (KLA). This research is motivated by the lack of attention of the local government in protecting children and the issuance of Law No. 35 of 2014 on Protection of Children, which mandates local government obligations in the care of the child. This study sought to describe the various efforts made by the government of Surakarta and Makassar in realizing the KLA, the following supporting factors and obstacles surrounding the KLA embodiment. By using descriptive method and combine it with a qualitative approach, this study found some important points about the efforts of local governments in realizing the KLA. In Surakarta, for example, there have been several child-friendly community health centers (puskesmas). The Puskesmas is equipped with a private lounge complete with a childrens playground. In addition, services for children such as nutrition garden, corner of breast milk, pediatrician, child counseling services and a child abuse victim services also continue to be equipped, and many other programs. No wonder the Ministry of Women Empowerment and Child Protection Republic of Indonesia assessment scoring 713 from a total value of 31 indicators contained in the KLA who had filled the city of Surakarta. Meanwhile, Makassar City has not done a lot of local government programs, because the relatively new Makassar proclaimed KLA and is still central to reform. Among the new programs are being implemented and the Government of Makassar is giving birth certificate free of charge, to build flats in slums, and make the two villages as a pilot project KLA. The factors that affect the embodiment of the KLA it is a commitment. Not only the commitment of the head region, but also all relevant parties. As a cross cutting issue, the KLA also requires institutional capacity. Not only is the capacity of Women Empowerment and Child Protection Agency as a leading sector in the KLA, but also all work units other related areas. The success of the KLA in a city / county is also very dependent on the commitment of all parties concerned built. In addition, the program can not be done KLA in a short time, and require no small cost. Penelitian ini adalah tentang kota layak anak (KLA). Penelitian ini dilatarbelakangi oleh kurangnya perhatian pemerintah daerah dalam melindungi anak dan keluarnya UU No 35 Tahun 2014 tentang Perlindungan Anak yang mengamanatkan kewajiban pemerintah daerah dalam mengurus anak. Penelitian ini berusaha menggambarkan pelbagai upaya yang dilakukan pemerintah Kota Surakarta dan Makassar dalam mewujudkan KLA, berikut faktor pendukung dan penghambat yang melingkupi perwujudan KLA tersebut. Dengan menggunakan metode deskriptif dan memadunya dengan pendekatan kualitatif, penelitian ini menemukan beberapa poin penting tentang upaya pemerintah daerah dalam mewujudkan KLA. Di Surakarta, misalnya, sudah ada beberapa puskesmas ramah anak. Puskemas itu dilengkapi dengan ruang tunggu khusus anak lengkap dengan alat bermainnya. Selain itu, layanan-layanan untuk anak seperti taman gizi, pojok ASI, dokter spesialis anak, layanan konseling anak dan tempat pelayanan korban kekerasan terhadap anak juga terus dilengkapi, dan masih banyak program lainnya. Tidak heran kalau penilaian Kementerian PPPA memberikan skor 713 dari total nilai yang terdapat dalam 31 indikator KLA yang sudah dipenuhi Kota Surakarta. Sedangkan, Kota Makassar belum banyak program yang dikerjakan pemerintah daerah. Pasalnya, Makassar relatif baru mencanangkan KLA dan kini masih tengah melakukan pembenahan. Di antara program yang baru dan sedang dilaksanakan Pemerintah Kota Makassar adalah pemberian akta kelahiran secara gratis, membangun rumah susun di kawasan kumuh, dan menjadikan dua kelurahan sebagai proyek percontohan KLA. Adapun faktor yang memengaruhi perwujudan KLA itu adalah komitmen. Tidak hanya komitmen kepala daerah, tetapi juga semua pihak terkait. Sebagai sebuah isu yang melibatkan pelbagai pihak, KLA juga membutuhkan kapasitas kelembagaan. Tidak hanya kapasitas Badan Pemberdayaan Perempuan dan Perlindungan Anak sebagai leading sector KLA, tetapi semua satuan kerja perangkat daerah terkait lainnya. Selain itu, program KLA tidak bisa dilakukan dalam waktu singkat, dan memerlukan biaya yang tidak sedikit.

This chapter concentrates on Byron’s relation to Italy as geography and landscape. It demonstrates that, while reading his poetry confronts us repeatedly with the poet’s digressive, fluid mobilité, studying his relationship to Italy repeatedly confronts us with his capacity for sustained attention to the given. Yet, as this chapter contends, in Canto IV of Childe Harold’s Pilgrimage, attending to the given is not simply a matter of ‘seizing’ the ‘colouring of the scenes which fleet along’ for Byron. By contrast, his depictions of Italian cityscapes and landscapes are ‘complex, heterogeneous and personal negotiations’ not just with ‘real places’ but also ‘their attendant histories’. In Byron’s poetry about Italy, these negotiations not only cast place as an essential component in the consciousness that observes it, but also make that consciousness ‘an essential element of place’.

The chapter continues the discussion of Alamán’s 1823-1825 ministry, his departure from the presidential cabinet and return, his efforts to establish domestic political stability in the country, and the establishment of a national museum, botanical gardens, and archive. Much attention is paid to his family life and the lives of his children, and to his purchase of a hacienda in 1836 from which he hoped to realize a substantial steady income, but which in the end proved more a drain than a gain.