Relevant bibliographies by topics / Wise children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Wise children'

Author: Grafiati
Published: 12 December 2022
Last updated: 27 January 2023

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Journal articles on the topic "Wise children"

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도해자. "Rewriting of Shakespearean Family Narrative:Angela Carter’s Wise Children." Shakespeare Review 55, no. 2 (July 2019): 195–214. http://dx.doi.org/10.17009/shakes.2019.55.2.001.

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Pickard, Phyllis. "A Letter to Children who would be Wise." Gifted Education International 5, no. 1 (September 1987): 57–58. http://dx.doi.org/10.1177/026142948700500114.

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This paper takes a gentle look at some adult failings with particular reference to education and educators. Miss Pickard emphasises the importance of knowing the self, recognizing strengths and weaknesses and developing a social interchange that is a glorious and often very. humorous give and take.
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Labudová, Katarína. "Wise Children and The Blind Assassin: fictional (auto)biographies." Brno studies in English, no. 2 (2016): [21]—34. http://dx.doi.org/10.5817/bse2016-2-2.

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Straker, L., C. Pollock, and B. Maslen. "Principles for the wise use of computers by children." Ergonomics 52, no. 11 (October 21, 2009): 1386–401. http://dx.doi.org/10.1080/00140130903067789.

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McNabb, W. L., S. R. Wilson-Pessano, G. W. Hughes, and P. Scamagas. "Self-management education of children with asthma: AIR WISE." American Journal of Public Health 75, no. 10 (October 1985): 1219–20. http://dx.doi.org/10.2105/ajph.75.10.1219.

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Chappell, Kerry, Chris Walsh, Heather Wren, Karen Kenny, Alexander Schmoelz, and Elias Stouraitis. "Wise Humanising Creativity." International Journal of Game-Based Learning 7, no. 4 (October 2017): 50–72. http://dx.doi.org/10.4018/ijgbl.2017100103.

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This article interrogates how a particular conception of creativity: ‘wise humanising creativity' (WHC) is manifest within a virtual learning environment (VLE) with children and young people. It reports on the outcomes of C2Learn, a three-year European Commission funded project which introduced innovative digital gaming activities to foster co-creativity in the VLE between players. Theoretically the paper builds on previous work, which has conceptualised the potential for WHC within VLEs, as well as other educational contexts. Within C2Learn, arguments have been made for WHC as an antidote to overly-marketised, competitive notions of creativity, as well as for WHC supporting a view of childhood and youth as empowered—rather than ‘at risk'—within digital environments. In particular, this paper focuses on outcomes of the project's final piloting in England, Greece and Austria across the primary and secondary age ranges. This research employed a bespoke co-creativity assessment methodology developed for the project. In order to document WHC, this methodology opted to evidence developments in lived experience via qualitative methods including teacher and student interviews, fieldnotes, video capture, observation and student self-assessment tools. The paper articulates how WHC manifests in C2Learn's unique VLE or C2Space, and its potential to develop more nuanced understandings of creativity across digital environments. It then goes on to consider WHC as a useful concept for changing how we create within VLEs, and the implications for educational futures debates and wider understanding of creativity in education as a less marketised and more ethically driven concept.
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Milosavljević, Tatjana. "Culture, class and counterfeit genealogies in Angela Carter's Wise Children." Kultura, no. 150 (2016): 195–205. http://dx.doi.org/10.5937/kultura1650195m.

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Sunarni, Dwi Hayantina. "THE PARENT ROLE IN EARLY CHILDHOOD CHARACTER BUILDING." Empowerment 7, no. 2 (September 30, 2018): 319. http://dx.doi.org/10.22460/empowerment.v7i2p319-327.993.

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Having children who has a good character is every parent wish. For having this good character its need to be done from early age. All the parents has an important role on building this character to their children. Children as a good imitators will do what they see, so that the parent in this case need to be a good role model to the children. Like a wise words say an apple never fall far from the tree, so its mean childrens is the reflection of their childrens. If we want to have children with good character so the parent must have a good character too. So that the parent has a main role to building this early age children. Every child is like a clean white paper, they will follow every direction that been given to them. Not only the parents, school and the environtment having a huge role to building this children character. But back again if the parents already put the values of the good character the children wont absorb other influence from their environment. So it means that father and mother roles in the family becoming the most important things on this children character building. Other than that the parent responsibilities to their children character building need to be their main concern.
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Jain, Paras, Soman Malaiya, and Anupam Jain. "ROLE OF RELIGIOUS PREACHING IN UPBRINGING OF NEW GENERATION." International Journal of Research -GRANTHAALAYAH 6, no. 5 (May 31, 2018): 377–79. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1465.

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Children are ambassador of new generation. They belong age of adoption and learning. They may be molded in any shape. Aim of religious preaching is enlighten the way of life, to make able children to face challenges, and knowledge of dos and don’ts. It is helpful to develop optimistic attitude and morality. Present study is focused on finding of impact of religious preaching on children gender wise and age group wise.
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Whiteside-Mansell, Leanne, Taren Swindle, and James P. Selig. "Together, We Inspire Smart Eating (WISE): An Examination of Implementation of a WISE Curriculum for Obesity Prevention in Children 3 to 7 Years." Global Pediatric Health 6 (January 2019): 2333794X1986981. http://dx.doi.org/10.1177/2333794x19869811.

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This study examined the implementation of a school-based, obesity prevention curriculum, Together, We Inspire Smart Eating (WISE), targeting 3- to 7-year-old low-income children. Survey data from a convenience sample were collected from educators and parents (N = 73, N = 188, respectively) at the beginning and end of a school year in which WISE was implemented. Educators also reported on lessons weekly. Measures to evaluate the success of the implementation were conceptually distinct implementation outcomes (Educators: Perceived Barriers, Appropriateness, Acceptability, Feasibility, Fidelity; Parents: Adoption, Appropriateness). WISE was successfully implemented in 33 target classrooms representing 7 preschool centers and 2 elementary schools. Based on educator report, perceived barriers were reduced. Educators rated Appropriateness, Acceptability, and Feasibility high. Evidence of Fidelity was mixed. Parents reported indicators of Adoption and Appropriateness high. The study provided support for WISE in preschools and elementary schools serving young children from low-resource homes.
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Dissertations / Theses on the topic "Wise children"

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Budiselik, William Robert. "Child-safe organisations : a wise investment?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1979.

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This thesis explores how in the last two decades a ‘child-safe organisations movement’ has emerged in Australia. The thesis title does not signal that the question posed therein is answered in this project, or even that it is answerable. The title is an invitation to the reader to hold the question in their mind as they read the thesis.This thesis addresses two research questions: What is a child-safe organisation? How can an organisation’s child-safe status be effectively represented to stakeholders? The outcomes of this project include a child-safe organisations framework and its critique. These are offered to those involved in organisations providing services to children as stimuli for reflection and loose scripts for enactment.The child-safe organisations framework and its critique were developed within interpretivist theoretical traditions and assumptions. Qualitative research methods consistent with these traditions were utilised to derive data from various sources including organisations’ stakeholders and purposively selected professionals (social workers, lawyers, administrators and insurers) to develop the framework.The research questions’ context is established by identifying the emergence of an Australian child-safe organisations movement. Impetus for the movement’s emergence came from revelations in the mid-1980s about child abuse in children’s institutions and then from recommendations of the Royal Commission into the New South Wales Police Service, which made findings about paedophilia. The thesis argues the movement’s advice can be typologised as good management, child protection, children’s rights and injury reduction.The thesis’ relevance and topicality has become more evident throughout the period of the project. In 2009 the Council of Australian Governments announced a specific strategy within a broad national framework to develop a nationally consistent approach to working with children checks and child safe organisations across jurisdictions (Protecting children is everyone's business: National framework for protecting Australia's children 2009-2020, 2009).
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Gleize, Lênia Pisani. "Manifestations of the grotesque in Angela Carter's love and wise children." reponame:Repositório Institucional da UFSC, 1996. https://repositorio.ufsc.br/xmlui/handle/123456789/158074.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T21:07:43Z (GMT). No. of bitstreams: 1 104004.pdf: 1399215 bytes, checksum: 8014e436ecbcba420b788b6cc1dbd2df (MD5) Previous issue date: 1996
Esta dissertação tem como objetivo investigar o emprego do grotesco, segundo as teorias de Wolfgang Kayser e Mikhail Bakhtin, em dois romances de Angela Carter: Love (1971) e Wise Children (1991). O primeiro capítulo caracteriza o "grotesco trágico", de acordo com a definição proposta por Wolfgang Kayser, bem como o "grotesco cômico", a partir do estudo de Mikhail Bakhtin. A seguir, analisa-se Love, tendo como foco de análise a trágica perspectiva de vida da protagonista do romance, a partir da descrição detalhada de seu comportamento. Neste capítulo, fica claro que o tipo de grotesco utilizado prioriza o grotesco romântico, ou trágico, assim descrito por Kayser, através da paródia do tema do amor romântico/trágico que está comprometido com o texto autenticamente "Romântico" de Edgar A. Poe. No terceiro capítulo apresenta-se a análise de Wise Children identificando-se o tom cômico empregado pelo narrador com o "grotesco cômico", assim descrito por Bakthin, focalizando-se basicamente em dois aspectos: o riso, e a velhice. A partir daí, sugere-se que houve uma modificação no emprego do grotesco cômico, ou seja, em Carter o uso do grotesco cômico reflete a ambigüidade inerente ao seu tempo, e não mais a certeza de transformação presente na interpretação Bakhtiniana do grotesco. Na conclusão, chama-se atenção para o fato de que uso dos dois tipos de grotesco identificados por Kayser e Bakhtin sofrem modificações, em Carter, que servem para demonstrar as mudancas sofridas pelo emprego contemporâneo do grotesco na narrativa.
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Root, Janine. "Performing and identity in Angela Carter's Nights at the circus and Wise children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/MQ52075.pdf.

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Wise, Wendy E. "The Effects Of The Wise Self-Esteem Project Upon The Development Of Self-Esteem In Primary Grade Children." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3474.

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Purpose of the study was to determine the effects of the Wise Self-Esteem Project (WISEP) on the development of self-esteem in primary grade children. Sample population was ethnically composed of approximately 270 Asian, Black, Hispanic, and White students. The majority of students were White and Hispanic; a lesser proportion were Asian and Black. The research questions focused on gains in self-esteem for WISEP participants. The Self-Appraisal Inventory (SAI), a student self-report measure, and the Behavioral Academic Self-Esteem (BASE), an observer rating scale, were used for data collection. Data analyses were based on pretest and posttest data from both instruments. Three-Way Anova of the gain scores indicated consistently superior gains for WISEP participants on all BASE subtests for grades one and three. Pearson correlation showed correlations between subtest scores to be substantial and significant. Second-grade WISEP participants whose research circumstances differed from first- and third-grade participants compared less favorably with second-grade control group. Chi-Square Test of Association showed gains of self-esteem level for WISEP participants to be significantly higher than the control group. Anova results indicated a significant gain in one category of self-esteem on the SAI for WISEP participants at the first-grade level. There were no significant gains for WISEP participants in any of the four categories at second- and third-grade level and no significant gains for the control group at any of the three grade levels.
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Trajano, Fábio Jarbeson da Silva. "Writing beyond the edges: appropriation, rewriting and blurring of genres in Angela Carters Nights at the Circus and Wise Children." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1815.

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O objetivo desta dissertação é investigar e analisar a transgressão e o borramento de fronteiras de gênero (categoria narrativa) e sua conexão com a emancipação do sujeito feminino no nível da narrativa nos dois últimos romances de Angela Carter, Nights at the Circus e Wise Children, à luz da teoria da intertextualidade paródica. O tipo de opressão pela qual passam as narradoras/protagonistas Fevvers e Dora Chance bem como as outras personagens femininas em ambos os romances mostra-se intrinsicamente relacionada às restrições ideológicas e formais tradicionalmente impostas aos gêneros (categoria narrativa) pelo patriarcalismo. Estas são precisamente as normas e regulamentos que Angela Carter se propõe desvelar, questionar e minar de forma a preparar o caminho para novas alternativas bem como diferentes possibilidades de futuro tanto para homens como mulheres. A principal contribuição desta dissertação está em sua tentativa de relacionar gênero (categoria narrativa), gênero (determinação sexual) e mudança social a fim de encorajar mais pesquisas sobre o poder político que subjaz a pós-moderna reescritura ou reinvenção e borramento de gêneros (categoria narrativa) praticada pelo sujeito feminino
The aim of this dissertation is to investigate and analyse the transgression and blurring of genre boundaries and its connection with the emancipation of the female subject on the level of the narrative in Angela Carters last two novels, Nights at the Circus and Wise Children, in the light of parodic intertextuality theory. The sort of oppression the narrators/protagonists Fevvers and Dora Chance as well as the other female characters undergo in both novels turn out to be intrinsically related to the ideological and formal constraints traditionally imposed on genres by patriarchy. These are precisely the norms and regulations Angela Carter sets out to unveil, question and undermine so as to pave the way for new alternatives as well as different future possibilities for men and women alike. The main contribution of this dissertation lies in its attempt to relate genre, gender and social change in order to nourish further research on the political power underlying postmodern female rewriting or reinvention and blurring of genres
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Tyson, Cynthia A. ""Shut my Mouth wide Open:" African American Fifth Grade Males Respond to Contemporary Realistic Children's Literature." The Ohio State University, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39271566.html.

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Del, Vecchio Tony. "The relationship between the Wechsler intelligence scale for children-revised (WISC-R), a short form (WISC-RSH), and the wide range achievement test (WRAT) in learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/724568.

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The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations.
Department of Educational Psychology
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Wall, Mark. "The Effect of Ritalin on WISC-R Block Design WISC-R Coding and Bender Gestalt Developmental Scores of Hyperactive Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331544/.

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Psychological research suggests that Ritalin reduces the rate of maladaptive behaviors in hyperactive children but does not improve their academic performance. Teachers, however, often assert that writing skills and other graphic work are improved by Ritalin. Twenty elementary school children who had been diagnosed as hyperactive and who were taking Ritalin were tested using WISC-R coding, WISC-R block design, and Bender Gestalt. Ten of the subjects were assigned to a group which was first tested when the children were off Ritalin and subsequently tested when they were on Ritalin. The sequence was reversed for the remaining ten. This procedure was designed to counterbalance the effect of practice. Direct difference t-tests indicated that there were no differences between groups regarding any of the three dependent measures. Thus, results indicate that the popular conceptions among educators regarding the efficacy of Ritalin for improving visual-motor efficiency is open to serious question.
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Pollard, Anné Francoisé. "Group music therapy in a paediatric oncology ward working with a wide open group in a wide open space /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10072008-132209/.

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Ewing, Melissa Cox. "The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.

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It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increased rather than decreasing. The findings of this study do not support the predictions and goals of revision as stated in the manual of the WISC-III.
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Books on the topic "Wise children"

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Carter, Angela. Wise children. Harmondsworth: Penguin, 1993.

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Carter, Angela. Wise Children. New York: Farrar Straus Giroux, 1992.

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Carter, Angela. Wise children. London, England: Vintage, 1992.

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Carter, Angela. Wise children. London: Chatto & Windus, 1991.

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Raising wise children. Grand Rapids, Mich: Zondervan, 2011.

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Barbara, Bleiman, Webster Lucy, and English & Media Centre, eds. Wise children: Studying a post-1990 novel. London: English & Media Centre, 2008.

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Making wise choices. Cincinnati, Ohio: Standard Pub., 1997.

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Brown, Margaret Wise. The Margaret Wise Brown treasury. New York: Parragon, 2013.

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Sandra, Adams, ed. Wordly wise 3000. Cambridge, MA: Educators Pub. Service, 1998.

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Raising money-wise kids. Chicago: Northfield Publishing, 1996.

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Book chapters on the topic "Wise children"

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Glomb, Stefan. "Carter, Angela: Wise Children." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_8183-1.

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Garai, Anita Kate, and Pip Williams. "Being trauma wise." In Being With Our Feelings - A Mindful Approach to Wellbeing for Children, 44–46. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003276838-9.

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Peach, Linden. "Illegitimate Power and Theatre: Wise Children (1991)." In Angela Carter, 151–65. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04930-8_8.

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Iwata, Mayu, Yuki Arase, Takahiro Hara, and Shojiro Nishio. "A Children-Oriented Re-ranking Method for Web Search Engines." In Web Information Systems Engineering – WISE 2010, 225–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17616-6_21.

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Gamble, Sarah. "Wise Children (1991) and American Ghosts and Old World Wonders (1993)." In The Fiction of Angela Carter, 163–85. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-08966-3_9.

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Anderson, Linda. "‘Brush Up Your Shakespeare’ or Learning to Dance with the Bard: Angela Carter’s Wise Children." In Shakespearean Continuities, 361–71. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-26003-4_25.

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Sinclair, Walter. "Husband, wife and children." In St. James’s Place Tax Guide 2002–2003, 41–48. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230287716_6.

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Ramšak, Mojca. "Children and Adolescents as a Marketing Target." In Social Impact of Wine Marketing, 43–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89224-1_7.

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Laine-Frigren, Tuomas. "Traumatized Children in Hungary After World War II." In Palgrave Studies in the History of Experience, 149–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84663-3_6.

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AbstractThis chapter examines how children’s wartime suffering was culturally constructed in postwar Hungary. Laine-Frigren uses a wide variety of source materials, such as published expert discourse, journalism and ego documents to explore how children’s suffering was interpreted and worked upon in different contexts, how the processes of healing were understood, and what kind of political meanings were attributed to children’s traumas. The particular focus is on the agency of people who did actual practical work with children, such as psychologists, teachers and civil society activists. The chapter suggests a multiplicity of responses to childhood trauma, from abstract and future-oriented policy-talk to teachers and psychologists promoting specific ways of healing such as offering children moments of joy, taking them on nature trips and exploring poetry.
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Debruyne, Emmanuel. "The Wife and Children of the ‘Boche’." In The Impact of World War I on Marriages, Divorces, and Gender Relations in Europe, 233–51. New York, NY: Routledge, 2020. | Series: Routledge research in gender and history; vol 40: Routledge, 2019. http://dx.doi.org/10.4324/9780429243684-13.

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Conference papers on the topic "Wise children"

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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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Lubāne, Inga, and Sandra Beatrice Sebre. "True, Partly False, and False Testimony of Child Witnesses: An Assessment of Credibility." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.04.

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The credibility of child witness testimonies is an important and controversial issue in forensic psychology. Children from an early age can testify in legal proceedings, while children are able to give false testimony for a variety of reasons. Research to date has focused on examining the differences between true and falsified children’s testimony, but little is known about assessing the credibility of testimony that is partly true but partly falsified. This paper presents a small sample quasi experimental study that explained the differences between true, partly falsified, and completely falsified children’s stories, and clarified the methodology for conducting a broader study. Study questions: what are the differences in credibility scores between true, partly falsified, and falsified children’s stories in this group of children; how do children understand the instruction to create a partly falsified story? Nine children aged 11 years (n = 9) participated in the study, three children in each study group. The children were interviewed about a real, partially falsified or completely contrived event, as well as taking the WISC-4 sub-test “Vocabulary”. The content of the narrative was assessed using the Criteria Based Content Analysis (CBCA). Results: CBCA averages did not differ between true-story and partly falsified story groups, while there were more children with higher CBCA scores in the true-story group than in the partly falsified story group. The CBCA averages were lower in the contrived story group compared to the first two groups. The children had difficulty spontaneously producing a false story during the interview. An association was found between CBCA scores and children’s level of verbal ability. The trends observed in the study group should be tested in a larger study with a larger number of participants.
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Wai Michael Siu, Kin, Kwok Yin Angelina Lo, Yi Lin Wong, and Chi Hang Lo. "Playful Public Design by Children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002044.

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The design of public space and facilities in a country park aims to serve a wide scope of people with diverse needs and interests. Research on human factors should include users of different ages and capabilities. Children are often a forgotten category of users for collecting views and preferences in public design. Their voices and ideas are seldom heard and heeded. It is crucial to involve children in the design process to optimise outdoor recreational and educational experience in a country park. Playful Public Design by Children is a design research project which involved 1,023 children aged 3 to 18. They were guided to use a human factors (or ergonomics) approach to identify and solve problems in the real-life setting of Shing Mun Country Park in Hong Kong. The design research, spanning from 2019 to 2020, was conceived and co-led by a public design lab of a university and a group of art and design studios for children and teenagers. This paper reports an investigation of children’s perception of, observations on and concerns about the country park and the values underlying these concerns. Different phases engaged children in site research and visual-based design projects. For clarity and more in-depth discussion, this paper focuses specifically on children aged 8 -12. The projects allowed children to participate in observing the inadequacies of current park features such as space and facilities design. Research findings reveal children’s ability to embrace complexity in different design situations as they adopted the role as researcher, designer and change-maker. The common problem-solving strategies among their proposed design ideas reflect their concern for fun, fulfilment, adventure, action and harmony of different users (animals included) in the shared outdoor environment. Their proposed design solutions go beyond existing park design that covers only functional and physical aspects. Children’s perspective addresses other human factors such as psychological, emotional and social needs of different users resulting in an array of whimsical designs, such as zoomorphic gazebos, tree houses and observation towers for star-gazing, bird-watching, daydreaming and quiet reading. The significance of the research project is in the pedagogical practice that reveals children’s inherent creativity, design ability and potential as contributing citizens. The project changes urban children’s perception of nature, design and problem-solving strategies, and parents’ perception of design education in children’s creative development. Through the lens of children, designers can find a more well-rounded view inclusive of different human factors that can optimise users' interaction with the country park environment.
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Minkus, Tehila, Kelvin Liu, and Keith W. Ross. "Children Seen But Not Heard." In WWW '15: 24th International World Wide Web Conference. Republic and Canton of Geneva, Switzerland: International World Wide Web Conferences Steering Committee, 2015. http://dx.doi.org/10.1145/2736277.2741124.

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Nascimento, Raul Batista, and Valzeli Sampaio. "Prenda da Mangueira." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.100.

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Prenda da Mangueira is an Alternate Reality Game (ARG) in the process of production in which uses the Mangueira Desejo project as a base to bring back a well known children’s game called Boca de Forno, that consists of one of the children being the leader which will be called mãe (mom), that will be in charge of giving errands to run by the other children as fast as they can right after singing a song together led by mãe. ARGs are transmedia analogic games that gather a community together to interact and play, solving puzzles, mysteries, quests and so on. They all have a strong narrative that extends our current reality and evolves as the players’ progress. The game is normally managed by their designers. The ARG’s definition is quite open, but some authors agree on the use of the term transmedia “the aggregate effect of multiple texts/media artifacts” as the defining attribute of ARGs. Even being a game, designers and players tend to bring a sentiment of that not being a real game but the reality itself. As adulthood comes we start to leave behind those games we used to play as children. Each generation has their own games and to those people who lived during the times with little or no internet, the trees still had some meaning and an importance, they were either a physical point of reference and a stage for children to gather and play around its shelter. Many of our already known children's games were born, taught and learned in scenarios like that, together with a handful of nostalgic memories that are getting harder and harder to bring back due to the decreasing social contact brought by many factors of our current way of life. As Mango Tree (Mangueira Desejo) project already brings us the observation of our current reality through an alternate digital one, bringing back and setting new meanings to the city’s mango trees, done over the idea of Yoko Ono’s project Wish Tree which encourages us to express ourselves through the written wishes hung up on any living tree. The project’s intent is to add a new expression to Mangueira Desejo project which is a new narrative that comprises the mãe (mom) played by the designers through the tree entity that brings errands for the players to run. As the base project uses trees, this project will stick to it and place physical markers on city’s trees in order to let anyone with an AR ready mobile device with the app installed to play the game.
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Lyakso, Elena, Olga Frolova, and Aleksandr Nikolaev. "VOICE AND SPEECH FEATURES AS A DIAGNOSTIC SYMPTOM." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact074.

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"The study of the peculiarities of speech of children with atypical development is necessary for the development of educational programs, children’s socialization and adaptation in society. The aim of this study is to determine the acoustic features of voice and speech of children with autism spectrum disorders (ASD) as a possible additional diagnostic criterion. The multiplicity of symptomatology, different age of its manifestation, and the presence of a leading symptom complex individually for each child make it difficult to diagnose ASD. To determine the specificity of speech features of ASD, we analyzed the speech of children with developmental disabilities in which speech disorders accompany the disease - Down syndrome (DS), intellectual disabilities (ID), mixed specific developmental disorders (MDD). The features that reflect the main physiological processes occurring in the speech tract during voice and speech production are selected for analysis. The speech of 300 children aged 4-16 years was analyzed. Speech files are selected from the speech database ""AD_Child.Ru"" (Lyakso et al., 2019). Acoustic features of voice and speech, which are specific for different developmental disorders, were determined. The speech of ASD children is characterized by: high pitch values (high voice); pitch variability; high values for the third formant (emotional) and its intensity causing ""atypical"" spectrogram of the speech signal; high values of vowel articulation index (VAI). The speech of children with DS is characterized by the maximal duration of vowels in words; low pitch values (low voice); a wide range of values of the VAI depending on the difficulty of speech material; low values of the third formant; unformed most of consonant phonemes. The characteristics of speech of children with ID are: high values of vowel’s duration in words, the pitch, and the third formant, low values of the VAI; of MDD - low pitch values and high values of the VAI. Based on the identified peculiarities specific to each disease, the set of acoustic features specific to ASD can be considered as a biomarker of autism and used as an additional diagnostic criterion. This will allow a timely diagnose, appoint treatment and develop individual programs for children. Speech characteristics of children with ID, DS, and MDD can be considered to a greater extent in the training and socialization of children and used in the development of training programs taking into account individual peculiarities of children."
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Mazolevskienė, Aldona, and Ieva Pažusienė. "Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.46.

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Multimodal learning to read and write emphasises the transition from the conception of direct teaching/learning (ability to decode printed text written on the paper) to spontaneous and child-initiated learning in the playful environment, which would originate from the child’s wish to learn, experience and know. Thus, multimodal learning refers to the learning, which employs as many and as diverse ways of education as possible. They aim to promote children’s learning, memorising and comprehension, which most frequently manifest in children’s positive emotions, new experiences, improvement of learning process and its adaptation to creation of child-centred education system and its realisation in practice. The changing attitude towards learning to read and write obviously leads to strengthening of the tradition of multimodal learning in the Lithuanian kindergartens. The working methods and means applied by teachers, which allow creating educational environments taking into consideration individual needs of every child environments, have been undergoing changes. The conducted research revealed that pre-primary education groups provide children with favourable conditions for multimodal learning, which helps them not only to learn to read and write faster but also develop other skills: fine motor skills, thinking, creativity, social skills, etc.
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Trasberg, Karmen. "How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.29.

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Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.
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Riedo, Fanny, Morgane Chevalier, Stephane Magnenat, and Francesco Mondada. "Thymio II, a robot that grows wiser with children." In 2013 IEEE Workshop on Advanced Robotics and its Social Impacts (ARSO). IEEE, 2013. http://dx.doi.org/10.1109/arso.2013.6705527.

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Krithiga, R. "Socially Assistive Robot for children with Autism Spectrum Disorder." In 2019 IEEE International WIE Conference on Electrical and Computer Engineering (WIECON-ECE). IEEE, 2019. http://dx.doi.org/10.1109/wiecon-ece48653.2019.9019992.

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Reports on the topic "Wise children"

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Allik, Mirjam. Children’s Health in Care in Scotland (CHiCS): Main findings from population-wide research. University of Glasgow, October 2022. http://dx.doi.org/10.36399/gla.pubs.279347.

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Whitacre, Madeline, and Amylee Belotti. International Holocaust Remembrance Day: How science earned Enrico Fermi a Nobel Prize – and saved his Jewish wife and children. Office of Scientific and Technical Information (OSTI), January 2022. http://dx.doi.org/10.2172/1839347.

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Roelen, Keetie, Inka Barnett, Vicky Johnson, Tessa Lewin, Dorte Thorsen, and Giel Ton. Understanding Children’s Harmful Work: A Review of the Methodological Landscape. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.001.

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Children’s engagement with work has been widely researched using a wide variety of methods. However, the extent to which such methods and their combination provides insight into forms of children’s harmful work (CHW) is not obvious. This paper reviews and assesses respective opportunities and challenges of the main methods that have been used to study children’s engagement with work. It proposes research design principles and a methodological landscape for an integrated approach to child-centred, inclusive, and ethical research of CHW.
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Roschnik, Natalie, Callum Northcote, Jacqueline Chalemera, Mphatso Nowa, Phindile Lupafaya, Rashida Bhaji, Tendai Museka Saidi, and Brian Mhango. Malawi Stories of Change in Nutrition: Evidence Review. Save the Children, Civil Society Agriculture Network (CISANET), and the Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.079.

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A review of evidence was conducted to understand the trends and determinants of malnutrition and identify interventions and programmes that improved maternal and child nutrition in Malawi. While children are less malnourished than two decades ago, one in three children remains stunted (37%) and 63% are anaemic. Children born from younger and less educated mothers, or from poorer rural households are more likely to be malnourished. One in ten children are born with a low birth weight (< 2.5kgs), with nearly half of them stunted by age two. The main causes of malnutrition include recurring sickness, poor infant and young child feeding and hygiene practices and low use of health and nutrition services, influenced by a wide range of factors, including food insecurity, poverty, gender inequality and food taboos. Programme evaluations and intervention trials have shown mixed results but overall highlight the need to address the multiple underlying drivers of malnutrition, rather than focus on one intervention.
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Brattman, Marian, and Aidan Waterstone. Research Strategy. Tusla: Child and Family Agency, February 2015. http://dx.doi.org/10.52516/rs0001.

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The Tusla Research Strategy sets out a long term action plan for active engagement within the context of the Tusla Corporate Plan and a sector wide strategic approach to knowledge about children’s lives.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Singh, Abhijeet, Mauricio Romero, and Karthik Muralidharan. COVID-19 Learning Loss and Recovery: Panel Data Evidence from India. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/112.

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We use a near-representative household panel survey of ∼19,000 primary-school-aged children in rural Tamil Nadu to study the extent of ‘learning loss’ after COVID-19 school closures, the pace of recovery in the months after schools reopened, and the role of a flagship compensatory intervention introduced by the state government. Students tested in December 2021, after 18 months of school closures, displayed severe deficits in learning of about 0.7 standard deviations (σ) in math and 0.34σ in language compared to identically-aged students in the same villages in 2019. Using multiple rounds of in-person testing, we find that two-thirds of this deficit was made up in the 6 months after school reopening. Using value-added models, we attribute ∼24% of the cohort-level recovery to a government-run after-school remediation program which improved test scores for attendees by 0.17σ in math and 0.09σ in Tamil after 3-4 months. Further, while learning loss was regressive, the recovery was progressive, likely reflecting (in part) the greater take up of the remediation program by more socioeconomically disadvantaged students. These positive results from a state-wide program delivered at scale by the government may provide a useful template for both recovery from COVID-19 learning losses, and bridging learning gaps more generally in low-and-middle-income countries.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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