Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 4189

Search results for: school children

4189 Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan

Authors: Ayesha Inam, R. Moazzam, Z. Akhtar

Abstract:

School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities.

Keywords: perception of mothers, Pakistan, school readiness, entry to preschool

Procedia PDF Downloads 69
4188 Music Aptitude and School Readiness in Indonesian Children

Authors: Diella Gracia Martauli

Abstract:

This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (M = 6.10, SD = 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (r = 0.196, p = 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness.

Keywords: BSRA, music aptitude, PMMA, school readiness

Procedia PDF Downloads 61
4187 Parents' Expectations from Compulsory Pre-School Education in the Slovak Republic

Authors: Sona Lorencova, Beata Hornickova

Abstract:

The study deals with the presentation of the results of qualitatively oriented research, the aim of which was to find out the attitudes of parents to the planned compulsory pre-school education in the Slovak Republic. The research was conceived as an entry into the field of the researched issue and its aim was to support the validity and effectiveness of items in the questionnaire, which was created based on the statements of parents. The research method was an interview with 15 parents whose children attended kindergarten. The main question of the interviews was to find out what are the parents' expectations from compulsory pre-school education, which will be compulsory in the Slovak Republic from 2021 for all 5-year-old children. From the introduction of compulsory pre-school education, the professional public expects in particular greater participation of children from marginalized Roma communities in pre-school education, as well as children from socially disadvantaged backgrounds, better preparation of children for primary school and better results in international testing. The research found that the expectations of parents are different and depend on their socio-economic status, in accordance with which they place greater importance on the upbringing and education of children. The findings from interviews with parents contributed to the formulation of items in the questionnaire, which will be distributed to parents whose children will attend compulsory pre-school education in the Slovak Republic from 2021.

Keywords: compulsory pre-school education, kindergarten, education of pre-school children, parental expectations from pre-school education

Procedia PDF Downloads 75
4186 An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya

Authors: Abdelbasit Gadour

Abstract:

This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with special educational needs. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom thirteen were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioral difficulties is also evident from this study. Children with behavior difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behavior problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behavior problems to teachers’ deficiencies, followed by school lack of resources.

Keywords: psychologist, school, social workers, special education

Procedia PDF Downloads 37
4185 Differences in the Perception of Behavior Problems in Pre-school Children among the Teachers and Parents

Authors: Jana Kožárová

Abstract:

Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of pre-school children is a difference in the perception of the importance and gravity of the symptoms. The underestimation of the children's problems by parents often result into conflicts with kindergarten teachers. Thus, the child does not get the support that his/her problems require and this might result into a school failure and can negatively influence his/her future school performance and success. The research sample consisted of 4 children with behavior problems, their teachers and parents. To determine the most problematic area in the child's behavior, Child Behavior Checklist (CBCL) filled by parents and Caregiver/Teacher Form (CTF-R) filled by teachers were used. Scores from the CBCL and the CTR-F were compared with Pearson correlation coefficient in order to find the differences in the perception of behavior problems in pre-school children.

Keywords: behavior problems, Child Behavior Checklist, Caregiver/Teacher Form, Pearson correlation coefficient, pre-school age

Procedia PDF Downloads 353
4184 Parents' Attitude toward Compulsory Pre-School Education in Slovakia

Authors: Sona Lorencova, Beata Hornickova

Abstract:

Compulsory pre-school education in Slovakia will be established by the Education Act for all five-year-old children from September 2021. The implementation of this law will change pre-school education in our country from optional to compulsory, and children will be able to complete this education either in institutional form school facilities or in the form of individual education at the request of the parent. The primary purpose of this change is that all children achieve pre-school education before entering primary school, thus eliminating differences between children before entering primary school. The benefits of introducing compulsory pre-school education are obvious to the professional public. However, as this fundamental change in children's education is perceived by parents who have a prime position in the upbringing and education of their children, research pays minimal attention. The aim of the study is to interpret the findings of quantitatively oriented research, which was focused on finding out the attitudes of parents to the planned introduction of compulsory preschool education in Slovakia. The data were obtained through questionnaires primarily intended for parents of preschool children. In the distributed questionnaire, the degree of agreement or disagreement with individual items could be expressed on a 5-point Likert scale. The results of the research present how perceived compulsory pre-school education is perceived by the parental public in Slovakia and what perspectives and limitations parents anticipate after its introduction.

Keywords: compulsory pre-school education, education act, childs' learning and development, kindergarten, parents' perspectives

Procedia PDF Downloads 66
4183 Hopes of out of School Children with Disabilities for Educational Inclusion

Authors: Afaf Manzoor, Abdul Hameed

Abstract:

Hopes to attend school is the most effective means to overcome the burden of disability and become a self-reliant, productive citizen. The objectives of the study were to develop a valid and reliable scale to measure hopes of out of school children with disabilities and find an association between hopes and various demographic factors such as type of disability, gender, socio-economic status, and locale, etc. Child Hope theory by Snyder (2003) was used as a framework to develop a measure for the hopes of children. According to this theory, hope is defined as a set of cognition that includes self- perception which establish routes to achieve desired goals (pathways) and motivation for achieving the goals (agency). By applying this theory, inclusion hope scale was developed and validated. The data were collected from 361 out of school children with disabilities living in three districts (Lahore, Sheikupura, Kasur) of Lahore Division by using the cluster sampling technique. Findings of the study indicated that children with intellectual challenges were more hopeless as compared to other types of disabilities. Similarly, children living in urban areas have better hopes for inclusion in school. However, no gender disparity was found in terms of being hopeful to attend schools. The study also includes recommendations to improve hopes for educational inclusion among out of school children with disabilities.

Keywords: out of school children, disability, hopes, inclusion

Procedia PDF Downloads 62
4182 Welfare State and Income Distribution to School-Age Children

Authors: Kanyarat Bussaban, Siriporn Poolsuwan

Abstract:

This study is conducted with the objective to prove how the distorted distribution of welfare affects the quality of school-age children lives differently in the case of an urban community in Bangkok. 334 samples are households from Suan Oi and Ratchapatubtim communities. The study of sample communities found the difference between two community areas that are close. The people of Suan Oi community are economically better off people than the people of the Ratchapatubtim community. They share the benefits of using most services except the welfare of a child’s education. The resulting analysis of the variability in quality of life of the school age children indicate that heads of the households are women looking for quality of life benefits when the compulsory school age is less. A study of the two communities suggests that the inequality in income distribution currently affects the quality of life of school-age children.

Keywords: inequality, income distribution, quality of school-age children lives, welfare state

Procedia PDF Downloads 287
4181 Impact of Mid-Day Meal on Nutritional Status of Primary School Children in Haryana, India

Authors: Vinti Davar

Abstract:

India is one among the many countries where child malnutrition is severe and also a major underlying cause of child mortality. The Mid Day Meal (MDM) program was launched to improve the nutritional status of children, attendance, and retention in schools. It was based on one meal provided to the children, who are attending elementary school (primary school). The objective of present study was to evaluate the impact of mid-day meal on the nutritional status of primary school children in Haryana, India. The present work was carried out on 1200 children between 6-11years of age, studying in primary schools in Haryana, India. Out of these 960 students as, the experimental group was selected from schools where mid-day meal is supplied by the government, and 240 students as control group where mid-day meal is not supplied. The mean height, weight, and BMI of children of both the groups were found to be significantly low as compared to NCHS standards. Stunting was found in 56.40% MDMB (Mid-day meal beneficiaries) and 62.50 % NMDMC (non- mid-day meal children).The weight of almost all subjects were low according to age indicating thinness. Anemia was more prevalent in MDMB as compared to NMDMC may be because school meals did not include vegetables. The consumption of energy, proteins, fat, calcium, iron, vitamins was significantly low (P ≤ .01) in both groups especially in girls of NMDM. The consumption of various food groups except vegetables was better in MDMB compared to NMDMC. It is concluded that with certain improvements, mid-meal can be beneficial in meeting everyday requirements of school going children.

Keywords: foods, meals, nutritional status, school going children

Procedia PDF Downloads 242
4180 A Study of Mental Health of Higher Secondary School Going Children in Rural Area

Authors: Tanmay L. Joshi

Abstract:

The Mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults. In urban area, many health professionals are working for the well being for younger population. There is so much of potential in rural area. However, the rural population is somehow neglected. Apart from lack of availability of basic needs like transport, electricity, telecommunication etc; the Psychological health is also overlooked in such area. There are no mental health professionals like Psychologists, counselors etc. So the researcher tries to throw some light on the mental health of Higher Secondary School going children in rural area. The current research tries to study the Mental Health (Confidence, Sociability and Neurotic Tendency) of Higher Secondary School going children. Researchers have used the tool Vyaktitva Shodhika (a personality inventory) by Dr. U. Khire (JPIP,Pune). The Sample size is 45 (N= 40, 24 boys/21 girls). The present study may provide a good support to inculcate emotional-management programs for higher secondary school going children in rural areas.

Keywords: mental health, neurotic tendency, rural area, school going children

Procedia PDF Downloads 456
4179 Salient Issues in Reading Comprehension Difficulties Faced by Primary School Children

Authors: Janet Fernandez

Abstract:

Reading is both for aesthetic and efferent purposes. In order for reading comprehension to take place, the reader needs to be able to make meaningful connections and enjoy the reading process. The notion of reading comprehension is discussed along with the plausible causes of poor reading comprehension abilities among primary school children. Among the major contributing causes are imaging, lack of schemata, selection of reading materials, and habits of the readers. Instruction methods are an integral part of making reading comprehension a meaningful experience, hence several models are presented for the classroom practitioner. Suggestions on how primary school children can improve their reading comprehension skills are offered.

Keywords: children, improve, reading comprehension, meaningful strategies

Procedia PDF Downloads 377
4178 An Exploration of Lighting Quality on Sleep Quality of Children in Elementary Schools

Authors: Mohamed Boubekri, Kristen Bub, Jaewook Lee, Kate Kurry

Abstract:

In this study, we explored the impact of light, particularly daylight on sleep time and quality of elementary school children. Sleep actigraphy was used to measure objectively sleep time and sleep efficiency. Our data show a good correlation between light levels and sleep. In some cases, differences of up to 36 minutes were found between students in low light levels and those in high light level classrooms. We recommend, therefore, that classroom design need to pay attention to the daily daylight exposures elementary school children are receiving.

Keywords: light, daylight, actigraphy, sleep, circadian rhythm, sustainable architecture, elementary school, children

Procedia PDF Downloads 52
4177 Stimulating Young Children Social Interaction Behaviour through Computer Play Activities: The Role of Teachers and Parents Support

Authors: Mahani Razali, Nordin Mamat

Abstract:

The purpose of the study is to explore how computer technology is integrated into pre-school activities and its relationship with children’s social interaction behaviour in pre-school classroom. The major question of interest in the present study is to investigate the social interaction behaviour of children when using computers in the Malaysian pre-school classroom. This research is based on three main objectives which are to identify children`s social interaction during computer play activities, teacher’s role and parent’s participation to develop children`s social interaction. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify social interaction behaviour among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired social interaction behaviour among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on social interaction behaviour elements among the pre-school children. Findings revealed that the children showed positive outcomes on the social interaction behaviour during their computer play. This research summarizes that teacher’s role and parent’s support can improve children`s social interaction behaviour through computer play activities. As a whole, this research highlighted the significance of computer play activities as to stimulate social interaction behavior among the pre-school children.

Keywords: early childhood, emotional development, parent support, play

Procedia PDF Downloads 252
4176 The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism

Authors: Maria Vinca Novenia

Abstract:

The number of school-aged children with autism in Indonesia has been increasing each year. Autism is a developmental disorder which can be diagnosed in childhood. One of the symptoms is the lack of communication skills. Music therapy is known as an effective treatment for children with autism. Music elements and structures create a good space for children with autism to express their feelings and communicate their thoughts. School-aged children are expected to be able to communicate non-verbally very well, but children with autism experience the difficulties of communicating non-verbally. The aim of this research is to analyze the significance of music therapy treatment to improve non-verbal communication tools for children with autism. This research informs teachers and parents on how music can be used as a media to communicate with children with autism. The qualitative method is used to analyze this research, while the result is described with the microanalysis technique. The result is measured specifically from the whole experiment, hours of every week, minutes of every session, and second of every moment. The samples taken are four school-aged children with autism in the age range of six to 11 years old. This research is conducted within four months started with observation, interview, literature research, and direct experiment. The result demonstrates that music therapy could be effectively used as a non-verbal communication tool for children with autism, such as changes of body gesture, eye contact, and facial expression.

Keywords: autism, improvisation, microanalysis, music therapy, nonverbal communication, school-aged

Procedia PDF Downloads 89
4175 The Influence of Physical Activity and Sporting Regular on the School Performances of Pupils Ages 6-10 Years Old

Authors: Kheira A. Bekhechi, Belkacem Khiat

Abstract:

The goal of our study is to know if there is an influence of the regular sporting physical-activity on the school performances of Algerian children. An experimental group composed of 55 sporting pupils and a reference group of 55 non-sporting pupils between 6 to10 years old (boys and girls) of the primary schools in Oran (Algeria) were followed during 15 months (Five terms). The socio-demographic data was collected from a survey given to pupils of the two groups and the school results from the administration at the end of each term. The sporting pupils have a general school average significantly higher than those of the non- sporting pupils (p < 0.05). The practice of physical activity and regular sporting by the children would deserve to be largely encouraged based on the beneficial effects not only on health but also on the academic performance. The parents, teachers and health professionals should be strongly aware.

Keywords: cognitive capacities, physical activity and sport, school children, school performances

Procedia PDF Downloads 93
4174 Repercussions of Ritual Dances to Personal Adjustment: A Perspicacious Study Among School Children

Authors: Abdul Rahiman Kannam Kulam

Abstract:

Reflecting the concepts of the development of the whole child, it is claimed that, purposeful engagement in physical activities or exercise involved ritual dances has the potential to engender in young people, the purpose of the present study was to analyze school children and their personal adjustment based on Ritual dance participation. For the purpose, two thousand and three hundred school children of Kerala were analyzed. AISS manual of A.K.P Sinha and R.P Singh was used to collect the data for adjustments. The adjustment qualities classifies as excellent, good, average, unsatisfactory and very unsatisfactory. The total performance denotes the state of adjustment based on the classifications. Findings of the study were subjected to percentages and ‘t’ ratio. The study enlightened that, the emotional, social and overall adjustments are better than non-athletes. But the study elucidated that, there is no difference in educational adjustment of school athletes and non athletes among school children.

Keywords: ritual dances, emotional adjustment, Poorakkali, Kolkkali, Margamkali

Procedia PDF Downloads 265
4173 Mother and Father Involvement and Students’ School Performance: A Study on Private Primary Schools in Bahir Dar City, Ethiopia

Authors: Alemayehu Belay Emagnaw

Abstract:

This study was conducted to investigate the relationship of mother and father involvement with students’ school performance and the effect of selected family demographic variables (mother and father education, family structure and sex of students) to the involvement of mothers and fathers in their children’s school performance. In addition, this study attempted to differentiate the level of involvement of mothers’ and fathers’ in their children’s school performance. The research was conducted in Bahirdar City, Ethiopia. A total of 175 students (boys were 85 and girls were 90) of grade 7th and 8th private primary schools were selected as respondents using stratified random sampling technique. The data were collected using a questionnaire. Analysis of the data showed that fathers and mothers have significant involvement in their children’s school performance. A significant difference was also found between mothers and fathers involvement in their children’s school performance. Mothers were better involved in their children school performance than fathers. The analysis of inter-correlation between variables showed that there is a statistically significant relationship between mother and father education, mother and father involvement, and school performance whereas, family structure and sex of the child had no significant relationship with school performance.

Keywords: family structure, parental education, parental involvement, school performance

Procedia PDF Downloads 61
4172 Student Absenteeism as a Challenge for Inclusion: A Comparative Study of Primary Schools in an Urban City in India

Authors: Deepa Idnani

Abstract:

Attendance is an important factor in school success among children. Studies show that better attendance is related to higher academic achievement for students of all backgrounds, but particularly for children with lower socio-economic status. Beginning from the early years, students who attend school regularly score higher on tests than their peers who are frequently absent. The present study in different types of School In Delhi tries to highlight the impact of student absenteeism and the challenges it poses for the students. The study relies on Lewin ‘Model of Exclusion’ and tries to focus on the analysis of children with special needs and the inclusion and exclusion of students in the school.

Keywords: student absenteeism, pedagogy, learning, right to education act, exclusion

Procedia PDF Downloads 216
4171 Learning Difficulties of Children with Disabilities

Authors: Chalise Kiran

Abstract:

The learning difficulties of children with disabilities are always a matter of concern when we talk about educational needs and quality education of children with disabilities. This paper is the outcome of the review of the literatures based on the literatures on the educational needs and learning difficulties of children with disabilities. For the paper, different studies written on children with disabilities and their education were collected through search engines. The literature put together was analyzed from the angle of learning difficulties faced by children with disabilities and the same were used as a precursor to arrive at the findings on the learning of the children. The analysis showed that children with disabilities face learning difficulties. The reasons for these difficulties could be attributed to factors in terms of authority, structure, school environment, and behaviors of teachers and parents, and the society as a whole.

Keywords: children with disabilities, learning difficulties, education, disabled children

Procedia PDF Downloads 11
4170 Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies

Authors: Anshu Radha Aggarwal

Abstract:

As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC).

Keywords: right to education, assessment, challenges, out of school children

Procedia PDF Downloads 358
4169 Electronic Media and Physical Activity of Primary School Children

Authors: Srna Jenko Miholic, Marta Borovec, Josipa Persun

Abstract:

The constant expansion of technology has further accelerated the development of media and vice versa. Although its promotion includes all kinds of interesting and positive sides, the poor functioning of the media is still being researched and proven. Young people, as well as children from the earliest age, resort to the media the most, so it is necessary to defend the role of adults as it were parents, teachers, and environment against virtual co-educators such as the media. The research aim of this study was to determine the time consumption of using electronic media by primary school children as well as their involvement in certain physical activities. Furthermore, to determine what is happening when parents restrict their children's access to electronic media and encourage them to participate in alternative contents during their leisure time. Result reveals a higher percentage of parents restrict their children's access to electronic media and then encourage children to socialize with family and friends, spend time outdoors, engage in physical activity, read books or learn something unrelated to school content even though it would not be children's favorite activity. The results highlight the importance of parental control when it comes to children's use of electronic media and the positive effects that parental control has in terms of encouraging children to be useful, socially desirable, physically active, and healthy activities.

Keywords: elementary school, digital media, leisure time, parents, physical engagement

Procedia PDF Downloads 58
4168 Promoting Early Learning of Children under Five Years in an Economically Disadvantaged Community in Sri Lanka through Health Promotion Approach

Authors: Najith Duminda Galmangoda Guruge, Nadeeka Rathnayake, Vinodani Wimalasena, Dinesha Wijesooriya

Abstract:

Investing in Early Learning can improve children’ interests for education and makes them ready for school. Children in economically disadvantaged communities may have reduced readiness for schools. Health Promotion approach enables communities including disadvantaged to control over their health. Mothers of children under the age five in ‘Alapathwewa’ community (n=40) were selected as the sample with the aim to promote early learning of children to improve their school readiness. Mothers in ‘Morakeewa’ community (n=40) were the control. Interventions were for a period of 2 years and children of these mothers were followed up to school entry. Importance of early learning and possibility of providing quality learning environments for children at a low cost was discussed with mothers in an experimental setting by facilitators. Mothers were enabled to make age-appropriate baby rooms which provide learning opportunities. Collective community playhouses and play areas were developed by mothers to provide opportunities for children to interact and learn with each other. Mothers started discussing with each other and sharing experiences. The progress was monitored by mothers at regular intervals. Data regarding school competencies of children were obtained from school teachers. School teachers measured thirteen competencies of children on a scale of ‘very good, good, moderate and weak’. All children in the experimental group were in ‘very good’ level in two competencies, ‘communicate friendly with others’ and ‘express ideas well’. Children in the experimental group reported a significantly higher achievement of all thirteen competencies (p < .05) than children in control. Providing quality early learning environments for children even in economically disadvantaged settings makes them ready for schools. Through a Health Promotion approach, early learning experiences for children can be provided at a low cost.

Keywords: disadvantaged, early learning, economically, health promotion

Procedia PDF Downloads 157
4167 Urinary Schistosomiasis among Pre-School and School Aged Children in Two Peri-Urban Communities in Southwest Nigeria

Authors: Isiaka Akinwale, Tolulope Babatunde, Oladepo Sowemimo

Abstract:

A cross-sectional study was conducted between March and April, 2016 among pre-school and school-aged children in two peri-urban communities in Osun State, Southwest Nigeria. Urine samples were collected from the pre-school and school-aged children, tested for microhaematuria using reagent strips, processed and examined for Schistosoma haematobium ova. Out of 274 pupils examined, 132 (48.2%) had infection, with no statistically significant difference (P > 0.05) in infection between male (48.6%) and female pupils (47.6%). The prevalence of infection increases significantly with age (P < 0.05), with the peak (93.3%) of infection recorded in pupils aged 15 to 16 years and the lowest infection (10.0%) in pupils aged 3 to 4 years. There was no statistically significant association (P > 0.05) between intensity in male pupils (156.0 ± 34.5/10 ml) and female pupils (141.7 ± 29.5/10 ml). The prevalence of pupils with microhaematuria was 65.0% and it increased significantly with age (P < 0.001). The conclusion drawn from the study is that to reduce the transmission of S. haematobium in endemic communities, health education and provision of potable water are advocated.

Keywords: Schistosoma haematobium, microhaeamturia, prevalence, urinary schistosomiasis, school aged children, Nigeria

Procedia PDF Downloads 334
4166 Parental Investment in Education: A Pathway for the Children's Access to Quality Education

Authors: Tukur Husaini Nahuche

Abstract:

The parent resources play a vital role in the life of the offspring. It help give children basic necessities of life like food, clothing, and housing. In a like manner financial assets allow parents to move into neighborhood with more affluent school systems, to pay school bills, purchase expensive technologies like personal computer, save money for tutoring books, magazines, journals, Newspapers etc. Making of proper provision in the home environment conducive for learning after school hours and creation of other outdoor activities for them are what necessitate in enhancing and accelerating children’s learning opportunities. Indeed, this paper intends to discuss parental investment in education, parent income resources, parental education, occupation, and income as relatively influencing children’s access to quality education. With the hope that families would provide equal opportunities for children irrespective of their sex, intelligence, subject choice,etc.

Keywords: parental investment, children's access, quality education

Procedia PDF Downloads 467
4165 Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic

Authors: Beata Hornickova, Sona Lorencova

Abstract:

The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance.

Keywords: compulsory pre-school education, education of pre-school children, kindergarten, parents’ opinions on pre-school education

Procedia PDF Downloads 50
4164 Correlation of Nutritional Status and Anemia Among School-Aged Children in Indonesian Urban Area

Authors: William Cheng, Yuni Astria, Rini Sekartini

Abstract:

Background: Prevalence of anemia among school-aged children is relatively high (25.4%). This condition can affect children’s life, including cognitive function. One of the most common factors that is associated with anemia in children is nutritional status. This simple indicator will be very helpful in identifying more population at risk. The aim of this study is to correlate the clinical implication of nutritional status to the prevalence of anemia in children, with intention to determine a more effective nutritional status indicator in detecting anemia. Method: Anthropometric and haemoglobin status were gathered from children between 5 to 7-years-old in one of the urban areas in Jakarta in 2012. We identified children with haemoglobin level under 11.5 as anemia and correlated them to their WHO z-score from each of these indicators: Body Weight for Age (normal weight and underweight), Height for Age (not stunted and stunted), and Body Mass Index for Age (not wasted and wasted). Results: A total of 195 children were included in this research and 57 of them (29,2%) were diagnosed as anemia. The majority of the children had good nutritional status, however, 30 (15,4%) of them were found to be underweight, 33 (16,9%) were stunted, and 1 children (0,5%) was wasted. There were no overweight result found in this population. From the three nutritional status indicators, none proved to be statistically significant in relation to the incidence of anemia (p>0.05). Out of 33 children who were diagnosed as stunted, 36.36 % were found to have anemia, in comparison to 27,7% of children who were not stunted. Meanwhile, among 30 children who were diagnosed as underweight, 33,3 % of them were anemic whereas only 28,4% of the normal weight group were anemic. Conclusion: In this study, there is no significant correlation between anemia with any nutritional status indicator. However, more than a third of the stunted children are proven to have low haemoglobin status. The finding of stunting in children should be given more attention to further investigate for anemia.

Keywords: school-aged children, nutritional status, anemia, pediatrics

Procedia PDF Downloads 458
4163 Development of a Method to Prepare In-School Tactile Guide Maps for Visually Impaired School Children

Authors: K. Doi, T. Nishimura, M. Kawano, H. Fujimoto, Y. Tanaka, M. Sawada, S. Oouchi, T. Kaneko, K. Kanamori

Abstract:

As part of reasonable accommodation for people with disabilities in Japan, which has ratified the Convention on the Rights of Persons with Disabilities, tactile guide maps are necessary. Such maps can enable visually impaired children to attend schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. However, it takes many years to be able to use a tactile guide map without difficulty. Thus, information support, in which audio information is added in addition to tactile information, is required. In the present research, a method to prepare an in-school tactile guide map with an additional audio reading function was developed. This map can enable visually impaired school children attending schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses.

Keywords: accessible design, visually impaired, braille, tactile map, in-school tactile guide map

Procedia PDF Downloads 267
4162 Validating the Home Experiences of Children that Negatively Impact Their Right to Education in South Africa: The Case of HIV/AIDS Orphans and Vulnerable Children (OVCs) Living in the Amatole District

Authors: Tatenda Manomano, Moreblessing Memory Ndonga

Abstract:

In South Africa and the world over, despite an array of commendable policies to protect the rights of children, the situation on the ground indicates that HIV/AIDS continues to pose increasing challenges on the children’s’ right to education due to the death of their parents. This study sought to validate the home experiences of children that negatively impact on their right to education in South Africa with a case of HIV/AIDS orphans and vulnerable children (OVCs) in Amatole District. The study utilized a qualitative research method in collecting the feelings, views and attitudes of these children to establish the children’s home experiences. An interview guide with semi-structured questions was used to steer the one-on-one in-depth interviews with children from Parkside Primary School, Langa-Liphumile High School and one anonymous school in East London, Eastern Cape Province. 5 learners were purposively selected from each school and subjected to a one-on-one interview with the researcher. The researcher purposively selected one teacher per school, 2 members each from 3 community based organizations (CBOs) who were also subjected to a one-on-one in-depth interview. The findings indicated these negative experiences of the OVCs in their homes such as; attendance to a school was poor; academic performance was low; enrollment in schools was very low and abuse of these children was high. These researchers recommend for psychosocial support for these children to be placed in the schools; integration of HIV/AIDS programmes to target especially the OVCs; social workers should ensure that they regularly do home visits to these OVCs to establish whether the home circumstances these children are still conducive for them. It is hoped that the findings from this paper will be an asset that other researchers, policy makers, the government and NGOs/CBOs will take into consideration for the benefit of OVCs.

Keywords: orphaned and vulnerable children (OVCs), HIV, AIDS, home experiences

Procedia PDF Downloads 296
4161 Prosocial Behavior and Satisfaction with School Life in Elementary Children: From the Perspective of Classroom Environment

Authors: Takuma Yamamoto

Abstract:

Present study investigated the relationship between elementary school children’s prosocial behavior in classroom and satisfaction with school life (approval and victimization from other children) with considering from the perspective of classroom social goal structures (prosocial and compliance goal structures). Participants were 755 elementary school children (393 boys, 362 girls, mean range= 10-12, 5th grader and 6th grader) who were living in Chugoku District, Japan. They filled up questionnaire which was consisted of Murakami, Nishimura and Sakurai’s (2016) prosocial behavior toward friend scale, Kawamura and Tagami’s (1997) satisfaction in classroom scale and Ohtani, Okada, Nakaya and Ito’s (2016) classroom social goal structures scale. Regression lines that satisfaction in classroom is dependent variable and prosocial behavior is independent variable for each class were drawn. There were two types of classroom which children’s prosocial behavior correlated with satisfaction positively and did not. Then one-way MANOVA was conducted to further describe two types of classroom which prosocial behavior increased satisfaction in classroom (type 1) and prosocial behavior decreased satisfaction (type 2). MANOVA for Prosocial goal structure was significant, type 1 > type 2. There were two key findings from this study. First, MANOVA for prosocial goal structure was significant. Second, high score of prosocial goal structure was not necessary condition for the classroom type which children’s prosocial behavior correlated with satisfaction. The implications from these key findings were: (1) in the low prosocial goal structure classroom, children will not behave prosocially because of their negative expectation for the effect of prosocial behavior, (2) this study can be a contribution for classroom management that teachers need to consider about the negative possibilities of prosocial behavior when they try to increase the amount of children’s positive behavior.

Keywords: elementary school children, classroom social goal structure, satisfaction with school life, prosocial behavior

Procedia PDF Downloads 113
4160 The Influence of Environmental Attributes on Children's Pedestrian-Crash Risk in School Zones

Authors: Jeongwoo Lee

Abstract:

Children are the most vulnerable travelers and they are at risk for pedestrian injury. Creating a safe route to school is important because walking to school is one of the main opportunities for promotion of needed physical exercise among children. This study examined how the built environmental attributes near an elementary school influence traffic accidents among school-aged children. The study used two complementary data sources including the locations of police-reported pedestrian crashes and the built environmental characteristics of school areas. The environmental attributes of road segments were collected through GIS measurements of local data and actual site audits using the inventory developed for measuring pedestrian-crash risk scores. The inventory data collected at 840 road segments near 32 elementary schools in the city of Ulsan. We observed all segments in a 300-meter-radius area from the entrance of an elementary school. Segments are street block faces. The inventory included 50 items, organized into four domains: accessibility (17items), pleasurability (11items), perceived safety from traffic (9items), and traffic and land-use measures (13items). Elementary schools were categorized into two groups based on the distribution of the pedestrian-crash hazard index scores. A high pedestrian-crash zone was defined as an school area within the eighth, ninth, and tenth deciles, while no pedestrian-crash zone was defined as a school zone with no pedestrian-crash accident among school-aged children between 2013 and 2016. No- and high pedestrian-crash zones were compared to determine whether different settings of the built environment near the school lead to a different rate of pedestrian-crash incidents. The results showed that a crash risk can be influenced by several environmental factors such as a shape of school-route, number of intersections, visibility and land-use in a street, and a type of sidewalk. The findings inform policy for creating safe routes to school to reduce the pedestrian-crash risk among children by focusing on school zones.

Keywords: active school travel, school zone, pedestrian crash, safety route to school

Procedia PDF Downloads 179