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children</title> <meta name="description" content="Search results for: children"> <meta name="keywords" content="children"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="children"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 417</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: children</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">417</span> Learning Difficulties of Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chalise%20Kiran">Chalise Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>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 literature focused 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 were 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.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%20with%20disabilities" title="Children with disabilities">Children with disabilities</a>, <a href="https://publications.waset.org/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/search?q=education%20of%20children%20with%20disabilities" title=" education of children with disabilities"> education of children with disabilities</a>, <a href="https://publications.waset.org/search?q=disabled%20children." title=" disabled children."> disabled children.</a> </p> <a href="https://publications.waset.org/10012825/learning-difficulties-of-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012825/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012825/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012825/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012825/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012825/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012825/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012825/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012825/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012825/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012825/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">416</span> Attachment Styles of Children Raised in Nursery vs. Those Who are Raised in the Family in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Narges%20Razeghi">Narges Razeghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In studies on psychological health and children-s personality development and in researches on emotional distresses, children-s behavioral disorders associated with mother deprivation, are known as the major cause of mental disorders. Therefore, for identification of children-s attachment styles in nursery-s children are of significant importance. For this purpose, to compare the attachment styles between children of nursery with those provided care by their families, the Separation Anxiety Test (SAT) of Slough and et al was administered on 72 children (36 in nursery and 36 family-cared). The results indicated, almost half of children in both groups have insecure attachment styles. Tendency ratio of both groups of children towards Secure and Ambivalent Insecure styles are almost the same. However the avoidant style of attachment in children of nursery is more than those provided care by their families. The children under family care compared to the children of nursery, in the situations of separation from their mothers in the first day of school and sleeping in their room, have shown more self reliance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attachment%20style" title="Attachment style">Attachment style</a>, <a href="https://publications.waset.org/search?q=Separation%20Anxiety%20Test%20%28SAT%29" title=" Separation Anxiety Test (SAT)"> Separation Anxiety Test (SAT)</a>, <a href="https://publications.waset.org/search?q=Children" title=" Children"> Children</a>, <a href="https://publications.waset.org/search?q=Nursery" title=" Nursery"> Nursery</a>, <a href="https://publications.waset.org/search?q=Emotional%20and%20Behavioral%20Disorders" title=" Emotional and Behavioral Disorders"> Emotional and Behavioral Disorders</a> </p> <a href="https://publications.waset.org/15635/attachment-styles-of-children-raised-in-nursery-vs-those-who-are-raised-in-the-family-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15635/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15635/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15635/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15635/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15635/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15635/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15635/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15635/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15635/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15635/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1879</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">415</span> Resilience in Children: A Comparative Analysis between Children with and without Parental Supervision Bandar Abbas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Taghinejad">N. Taghinejad</a>, <a href="https://publications.waset.org/search?q=F.%20Dortaj"> F. Dortaj</a>, <a href="https://publications.waset.org/search?q=N.%20Khodabandeh"> N. Khodabandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at comparing resilience among male and female children with and without parental supervision in Bandar Abbas. The sample consists of 200 subjects selected through cluster sampling. The research method was comparative causal and Conner and Davidson’s questionnaire form resilience was used for data collection. Results indicated that there is no difference between children with and without parental supervision regarding their resilience capacity. These findings may be challenging and useful for psychologists, officials of children’s affairs and legislators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Resilience" title="Resilience">Resilience</a>, <a href="https://publications.waset.org/search?q=children%20with%20parental%20supervision" title=" children with parental supervision"> children with parental supervision</a>, <a href="https://publications.waset.org/search?q=children%20without%20parental%20supervision." title=" children without parental supervision."> children without parental supervision.</a> </p> <a href="https://publications.waset.org/10004844/resilience-in-children-a-comparative-analysis-between-children-with-and-without-parental-supervision-bandar-abbas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004844/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004844/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004844/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004844/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004844/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004844/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004844/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004844/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004844/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004844/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1167</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">414</span> Barriers and Strategies for Effective Communication between Parents and Children in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sadhana%20Ghnayiem">Sadhana Ghnayiem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article deals with the issue of effective communication between parents and children and its impact on the family in general and on the child in particular. The aim of this article is to provide information to parents, students, anyone interested in family communication between parents and children, and to provide them with tools to deal with barriers to communication in the family unit. The article presented a literature review of the importance of effective communication in the family, the definition of the concept of communication, and was a reference to factors and barriers in communication between parents and children leading to conflict destructive to the extent that barriers to effective communication in the family unit. At the end of the article, strategies were introduced to motivate children to behave appropriately, and to equip parents best to foster the healthy development of their children when they can create an atmosphere of effective communication. From the literature review, it's found that effective communication between parents and children prevents problematic behavior and helps children understand how to communicate effectively with others. Communication between parents and children is the cornerstone of a happy family life and is the basis for positive interactions between parents and children and increases self-esteem in children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/search?q=family." title=" family."> family.</a> </p> <a href="https://publications.waset.org/10009301/barriers-and-strategies-for-effective-communication-between-parents-and-children-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009301/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009301/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009301/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009301/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009301/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009301/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009301/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009301/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009301/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009301/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4059</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">413</span> The Impact of Parent Involvement in Preschool Disabled Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheng-Min%20Cheng">Sheng-Min Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationship between parent involvement and preschool disabled children’s development. Parents of 3 year old disabled children (N=440) and 5 year old disabled children (N=937) participating in the Special Needs Education Longitudinal Study were interviewed or answered the web design questionnaire about their actions in parenting their disabled children. These children’s developments were also evaluated by their teachers. Data were analyzed using Structural Equation Modeling. Results were showed by tables and figures. Based on the results, the researcher made some suggestions for future studies.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20development" title="Child development">Child development</a>, <a href="https://publications.waset.org/search?q=longitudinal%20data%20analysis" title=" longitudinal data analysis"> longitudinal data analysis</a>, <a href="https://publications.waset.org/search?q=parent%0D%0Ainvolvement" title=" parent involvement"> parent involvement</a>, <a href="https://publications.waset.org/search?q=preschool%20disabled%20children." title=" preschool disabled children."> preschool disabled children.</a> </p> <a href="https://publications.waset.org/9999392/the-impact-of-parent-involvement-in-preschool-disabled-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999392/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999392/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999392/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999392/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999392/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999392/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999392/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999392/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999392/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999392/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2237</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">412</span> Eating Habits of Children Aged 10-15 Years in Reference to Nutrition Status </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Hetma%C5%84czyk">M. Hetmańczyk</a>, <a href="https://publications.waset.org/search?q=R.%20Polaniak"> R. Polaniak</a>, <a href="https://publications.waset.org/search?q=K.%20Bruka%C5%82o"> K. Brukało</a>, <a href="https://publications.waset.org/search?q=E.%20Grochowska-Niedworok"> E. Grochowska-Niedworok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Eating behaviours of people are determined by knowledge gained at different stages of life. Children’s diet is especially important. They have to eat meals regularly. Meals should consist of protein, carbohydrates and fat, and drinking the right amount of water. Mistakes in children’s diets affect their health and may lead to health issues such as diabetes, overweight, obesity or malnutrition. The aim of the study was to assess the eating habits among 10-15-year-old children. To achieve this aim, the study included children aged 10-15 years living in Silesia Province, Poland; the participants consisted of 52.08% girls and 47.92% boys. Authorial questionnaire contains 28 questions about eating habits. The results of 192 students were subjected to analysis. The results show that half of the surveyed students participated in physical activity every day. Most children ate 4-5 meals every day, but the breaks between them were too long (four and more hours). Children generally ate cooked meals. Most children ate first breakfast every day, but only one third of studied children ate a second breakfast daily, while 93.75% ate vegetables at least once a day, 94.79% ate fruit at least once a day, and 79.17% drink a daily glass of milk or more. The study found that the eating behaviours of the surveyed children were unsatisfying. While the children did not participate in physical activity often enough, girls took part slightly more often. Children eat second breakfast not often enough. Younger children (10-12 years old) are doing it more often than the older children (13-15 years old). Gender is not a determinant of the frequency of second breakfast consumption.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Eating%20habits" title="Eating habits">Eating habits</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=diet" title=" diet"> diet</a>, <a href="https://publications.waset.org/search?q=nutrition%20status." title=" nutrition status. "> nutrition status. </a> </p> <a href="https://publications.waset.org/10010327/eating-habits-of-children-aged-10-15-years-in-reference-to-nutrition-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010327/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010327/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010327/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010327/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010327/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010327/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010327/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010327/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010327/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010327/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1035</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">411</span> Usability Testing with Children: BatiKids Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hestiasari%20Rante">Hestiasari Rante</a>, <a href="https://publications.waset.org/search?q=Leonardo%20De%20Ara%C3%BAjo"> Leonardo De Araújo</a>, <a href="https://publications.waset.org/search?q=Heidi%20Schelhowe"> Heidi Schelhowe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Usability testing with children is similar in many aspects to usability testing with adults. However, there are a few differences that one needs to be aware of in order to get the most out of the sessions, and to ensure that children are comfortable and enjoying the process. This paper presents the need to acquire methodological knowledge for involving children as test users in usability testing, with consideration on Piaget’s theory of cognitive growth. As a case study, we use BatiKids, an application developed to evoke children’s enthusiasm to be involved in culture heritage preservation. The usability test was applied to 24 children from 9 to 10 years old. The children were divided into two groups; one interacted with the application through a graphic tablet with pen, and the other through touch screen. Both of the groups had to accomplish the same amount of tasks. In the end, children were asked to give feedback. The results suggested that children who interacted using the graphic tablet with pen had more difficulties rather than children who interacted through touch screen. However, the difficulty brought by the graphic tablet with pen is an important learning objective in order to understand the difficulties of using <em>canting</em>, which is an important part of batik.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=BatiKids" title="BatiKids">BatiKids</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=child-computer%20interaction" title=" child-computer interaction"> child-computer interaction</a>, <a href="https://publications.waset.org/search?q=usability%20test." title=" usability test."> usability test.</a> </p> <a href="https://publications.waset.org/10005779/usability-testing-with-children-batikids-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005779/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005779/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005779/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005779/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005779/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005779/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005779/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005779/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005779/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005779/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1291</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">410</span> BECOME: Body Experience-Based Co-Operation between Juveniles through Mutually Excited Team Gameplay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tsugunosuke%20Sakai">Tsugunosuke Sakai</a>, <a href="https://publications.waset.org/search?q=Haruya%20Tamaki"> Haruya Tamaki</a>, <a href="https://publications.waset.org/search?q=Ryuichi%20Yoshida"> Ryuichi Yoshida</a>, <a href="https://publications.waset.org/search?q=Ryohei%20Egusa"> Ryohei Egusa</a>, <a href="https://publications.waset.org/search?q=Etsuji%20Yamaguchi"> Etsuji Yamaguchi</a>, <a href="https://publications.waset.org/search?q=Shigenori%20Inagaki"> Shigenori Inagaki</a>, <a href="https://publications.waset.org/search?q=Fusako%20Kusunoki"> Fusako Kusunoki</a>, <a href="https://publications.waset.org/search?q=Miki%20Namatame"> Miki Namatame</a>, <a href="https://publications.waset.org/search?q=Masanori%20Sugimoto"> Masanori Sugimoto</a>, <a href="https://publications.waset.org/search?q=Hiroshi%20Mizoguchi"> Hiroshi Mizoguchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We aim to develop a full-body interaction game that could let children cooperate and interact with other children in small groups. As the first step for our aim, the objective of the full-body interaction game developed in this study is to make interaction between children. The game requires two children to jump together with the same timing. We let children experience the game and answer the questionnaires. The children using several strategies to coordinate the timing of their jumps were observed. These included shouting time, watching each other, and jumping in a constant rhythm as if they were skipping rope. In this manner, we observed the children playing the game while cooperating with each other. The results of a questionnaire to evaluate the proposed interactive game indicate that the jumping game was a very enjoyable experience in which the participants could immerse themselves. Therefore, the game enabled children to experience cooperation with others by using body movements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=cooperation" title=" cooperation"> cooperation</a>, <a href="https://publications.waset.org/search?q=full-body%20interaction%20game" title=" full-body interaction game"> full-body interaction game</a>, <a href="https://publications.waset.org/search?q=kinect%20sensor." title=" kinect sensor."> kinect sensor.</a> </p> <a href="https://publications.waset.org/10005290/become-body-experience-based-co-operation-between-juveniles-through-mutually-excited-team-gameplay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005290/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005290/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005290/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005290/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005290/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005290/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005290/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005290/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005290/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005290/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1345</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">409</span> Drawings as a Methodical Access to Reconstruct Children's Perspective on a Horse-Assisted Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Annika%20Barzen">Annika Barzen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article, the collection and analysis of drawings are implemented and discussed as a methodological approach to reconstruct children's perspective on horse-assisted interventions. For this purpose, drawings of three children (8-10 years old) were included in the research process in order to clarify the question of what insights can be derived from the drawings about the child's perspective on the intervention. The children were asked to draw a picture of themselves at the horse stable. Practical implementation considerations are disclosed. The developed analysis steps consider the work of two art historians (Erwin Panofsky and Max Imdahl) to capture the visual sense and to interpret the children's drawings. Relevant topics about the children's perspective can be inferred from the drawings. In the drawings, the following topics are important for the children: Overcoming challenges and fears in handling the horse, support from an adult in handling the horse and feeling self-confident and competent to act after completing tasks with the horse. The drawings show the main topics which are relevant for the children and can be used as a basis for conversation. All in all, the child's drawing offers a useful addition to other survey methods in order to gain further insights into the experiences of children in a horse-assisted setting.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%E2%80%99s%20perspective" title="Children’s perspective">Children’s perspective</a>, <a href="https://publications.waset.org/search?q=interpret%20children%E2%80%99s%20drawings" title=" interpret children’s drawings"> interpret children’s drawings</a>, <a href="https://publications.waset.org/search?q=equine-assisted-intervention" title=" equine-assisted-intervention"> equine-assisted-intervention</a>, <a href="https://publications.waset.org/search?q=methodical%20analysis." title=" methodical analysis."> methodical analysis.</a> </p> <a href="https://publications.waset.org/10011402/drawings-as-a-methodical-access-to-reconstruct-childrens-perspective-on-a-horse-assisted-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011402/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011402/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011402/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011402/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011402/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011402/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011402/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011402/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011402/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011402/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">408</span> Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandy%20Daley">Sandy Daley</a>, <a href="https://publications.waset.org/search?q=Sandra%20Jones"> Sandra Jones</a>, <a href="https://publications.waset.org/search?q=Don%20Iverson"> Don Iverson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The benefits of physical activity for children are promoted widely and well understood; however factors which impact on children-s beliefs and attitudes towards physical education need to be explored in more detail. The purpose of this study was to evaluate how primary school children value and perceive their involvement in physical education (PE) classes through the use of drawings. While this type of data collection has been used previously to determine a child-s response to specific health education classes, such as drug education, to the best of our knowledge it has not been used in the context of PE. Results from this study showed that kindergarten children found PE classes fun and engaging. Children in Year 4 and Year 6 were less satisfied with PE classes because of the activities offered, the lack of opportunity to play sport, and perception that teachers did not appear to value this area of the curriculum.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/search?q=primary%20school%0D%0Achildren" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/search?q=write%20and%20draw" title=" write and draw"> write and draw</a> </p> <a href="https://publications.waset.org/2245/worth-a-thousand-words-how-drawings-provide-insight-into-children-s-attitudes-and-perceptions-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2245/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2245/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2245/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2245/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2245/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2245/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2245/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2245/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2245/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2245/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1689</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">407</span> Evidence Based Practice for Oral Care in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=T.%20Turan">T. Turan</a>, <a href="https://publications.waset.org/search?q=%C3%87.%20Erdo%C4%9Fan"> Ç. Erdoğan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As far as is known, general nursing care practices do not include specific evidence-based practices related to oral care in children. This study aimed to evaluate the evidence based nursing practice for oral care in children. This article is planned as a review article by searching the literature in this field. According to all age groups and the oral care in various specific situations located evidence in the literature were examined. It has been determined that the methods and frequency used in oral care practices performed by nurses in clinics differ from one hospital to another. In addition, it is seen that different solutions are used in basic oral care, oral care practices to prevent ventilator-associated pneumonia and evidence-based practice in mucositis management in children. As a result, a standard should be established in oral care practices for children and education for children is recommended.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a>, <a href="https://publications.waset.org/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/search?q=oral%20care." title=" oral care. "> oral care. </a> </p> <a href="https://publications.waset.org/10009804/evidence-based-practice-for-oral-care-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009804/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009804/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009804/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009804/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009804/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009804/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009804/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009804/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009804/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009804/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1334</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">406</span> Exploring Self-Directed Learning Among Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mariani%20Md%20Nor">Mariani Md Nor</a>, <a href="https://publications.waset.org/search?q=Y.%20Saeednia"> Y. Saeednia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-directed learning (SDL) was developed initially for adult learning. Guglielmino constructed a scale to measure SDL. Recent researchers have applied this concept to children. Although there are sufficient theoretical evidences to present the possibility of applying this concept to children, empirical evidences were not provided. This study aimed to examine the quality of SDL and construct a scale to measure SDL among young children. A modified scale of Guglielmino-s scale was constructed and piloted with 183 subjects of age 9. Findings suggest that the qualities of SDL in young ages are apparently congruent with that of adults. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=SDLR" title="SDLR">SDLR</a>, <a href="https://publications.waset.org/search?q=Self-Directed%20Learning" title=" Self-Directed Learning"> Self-Directed Learning</a>, <a href="https://publications.waset.org/search?q=Young%20Children." title=" Young Children."> Young Children.</a> </p> <a href="https://publications.waset.org/6902/exploring-self-directed-learning-among-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6902/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6902/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6902/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6902/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6902/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6902/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6902/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6902/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6902/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6902/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2026</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">405</span> Voice Features as the Diagnostic Marker of Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Elena%20Lyakso">Elena Lyakso</a>, <a href="https://publications.waset.org/search?q=Olga%20Frolova"> Olga Frolova</a>, <a href="https://publications.waset.org/search?q=Yuri%20Matveev"> Yuri Matveev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of the 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 participants in the study were 95 children with ASD aged 5-16 years, 150 typically development (TD) children, and 103 adults – listening to children’s speech samples. Three types of experimental methods for speech analysis were performed: spectrographic, perceptual by listeners, and automatic recognition. In the speech of children with ASD, the pitch values, pitch range, values of frequency and intensity of the third formant (emotional) leading to the “atypical” spectrogram of vowels are higher than corresponding parameters in the speech of TD children. High values of vowel articulation index (VAI) are specific for ASD children’s speech signals. These acoustic features can be considered as diagnostic marker of autism. The ability of humans and automatic recognition of the psychoneurological state of children via their speech is determined.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorders" title="Autism spectrum disorders">Autism spectrum disorders</a>, <a href="https://publications.waset.org/search?q=biomarker%20of%20autism" title=" biomarker of autism"> biomarker of autism</a>, <a href="https://publications.waset.org/search?q=child%20speech" title=" child speech"> child speech</a>, <a href="https://publications.waset.org/search?q=voice%20features." title=" voice features."> voice features.</a> </p> <a href="https://publications.waset.org/10012604/voice-features-as-the-diagnostic-marker-of-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012604/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012604/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012604/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012604/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012604/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012604/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012604/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012604/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012604/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012604/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">619</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">404</span> Epidemiology of Waterborne Diarrhoeal Diseases among Children Aged 6-36 Months Old in Busia - Western Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=D.%20M.%20Onyango">D. M. Onyango</a>, <a href="https://publications.waset.org/search?q=P.%20O.%20Angienda"> P. O. Angienda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to evaluate the epidemiology of waterborne diarrhoeal among children aged 6-36 months old in Busia town, western Kenya. The study was carried out between Feb. 2008 and Feb. 2010. Cases of diarrhoea reported in 385 households were linked to household water handling practices. A mother with a child of 6-36 months old was also included in the study. Diarrhoea prevalence among children 6-36 months was 16.7% in Busia town, Bwamani (19.6%) and Mayenje (10.6%) clustered in Mayenje sub-location reported the highest and the lowest prevalence of diarrhoea. There was a positive correlation between the prevalence of diarrhoea in children and the level of the mother-s education, 29.9% (n= 100). Diarrhoea cases decreased in range from 35.5% (n =102) to 4.8% (n= 16), corresponding to increase in age from 6-35 months on average. In conclusion, prevalence of diarrhoea in children of 6-36 months old was 16.7% in Busia town. This was higher in children whose mother-s age was below 18 years and with low level of education, the rate decreased with increase in age of children. Prevalence of diarrhoea in children aged 6-36months in households was higher in children aged 6-17 and 36 months and whose mothers were less educated and fell between the ages of 18-24 years. The Influence of human activities at the main source of drinking water on the prevalence of diarrhoea in these children was insignificant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Diarrhoea" title="Diarrhoea">Diarrhoea</a>, <a href="https://publications.waset.org/search?q=Children" title=" Children"> Children</a>, <a href="https://publications.waset.org/search?q=Mortality" title=" Mortality"> Mortality</a>, <a href="https://publications.waset.org/search?q=Waterborne%20disease" title=" Waterborne disease"> Waterborne disease</a>, <a href="https://publications.waset.org/search?q=" title=""></a> </p> <a href="https://publications.waset.org/10696/epidemiology-of-waterborne-diarrhoeal-diseases-among-children-aged-6-36-months-old-in-busia-western-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10696/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10696/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10696/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10696/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10696/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10696/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10696/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10696/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10696/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10696/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2626</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">403</span> The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Maria%20Vinca%20Novenia">Maria Vinca Novenia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=non-verbal%20communication" title=" non-verbal communication"> non-verbal communication</a>, <a href="https://publications.waset.org/search?q=microanalysis" title=" microanalysis"> microanalysis</a>, <a href="https://publications.waset.org/search?q=music%20therapy" title=" music therapy"> music therapy</a>, <a href="https://publications.waset.org/search?q=school-aged%20children." title=" school-aged children."> school-aged children.</a> </p> <a href="https://publications.waset.org/10010099/the-use-of-music-therapy-to-improve-non-verbal-communication-skills-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010099/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010099/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010099/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010099/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010099/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010099/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010099/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010099/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010099/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010099/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2116</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">402</span> The Participation of Refugee Children with Disabilities in Educational Options in Turkey: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Robert%20L.%20Williamson">Robert L. Williamson</a>, <a href="https://publications.waset.org/search?q=Baris%20%C3%87etin"> Baris Çetin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Turkey, due to its geographic location, finds itself the world’s largest host to refugees worldwide, and this nation has done much to educate their refugee population. Turkey’s considerable experience can inform other nations educating refugee children. This systematic review of the literature examined the context, barriers, and responses to successfully educating refugee children in Turkey. Additionally, because some refugee children may have an identified or unidentified disability, the educational experiences of refugee children with disabilities in Turkey were an ancillary focus. Results indicated that while some educational challenges have been successfully met within Turkey, others remain. Additionally, the education of children with disabilities in Turkey is largely unexamined.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Disability" title="Disability">Disability</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=refugee" title=" refugee"> refugee</a>, <a href="https://publications.waset.org/search?q=systematic%20review" title=" systematic review"> systematic review</a>, <a href="https://publications.waset.org/search?q=Turkey." title=" Turkey."> Turkey.</a> </p> <a href="https://publications.waset.org/10010507/the-participation-of-refugee-children-with-disabilities-in-educational-options-in-turkey-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010507/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010507/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010507/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010507/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010507/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010507/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010507/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010507/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010507/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010507/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010507.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">777</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">401</span> Age-Based Interface Design for Children’s CAPT Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saratu%20Yusuf%20Ilu">Saratu Yusuf Ilu</a>, <a href="https://publications.waset.org/search?q=Mumtaz%20B.%20Mustafa"> Mumtaz B. Mustafa</a>, <a href="https://publications.waset.org/search?q=Siti%20Salwah%20Salim"> Siti Salwah Salim</a>, <a href="https://publications.waset.org/search?q=Mehdi%20Malekzadeh"> Mehdi Malekzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Children today use computer based application in various activities especially for learning and education. Many of these tools and application such as the Computer Aided Pronunciation Training (CAPT) systems enable children to explore and experience them with little supervision from the adults. In order for these tools and application to have maximum effect on the children’s learning and education, it must be attractive to the children to use them. This could be achieved with the proper user interface (UI) design. As children grow, so do their ability, taste and preferences. They interact differently with these applications as they grow older. This study reviews several articles on how age factors influence the UI design. The review focuses on age related abilities such as cognitive, literacy, concentration and feedback requirement. We have also evaluated few of existing CAPT systems and determine the influence of age-based factors on the interface design.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=age-based%20interaction" title=" age-based interaction"> age-based interaction</a>, <a href="https://publications.waset.org/search?q=learning%20application" title=" learning application"> learning application</a>, <a href="https://publications.waset.org/search?q=age-based%20UI." title=" age-based UI."> age-based UI.</a> </p> <a href="https://publications.waset.org/9999042/age-based-interface-design-for-childrens-capt-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999042/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999042/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999042/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999042/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999042/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999042/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999042/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999042/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999042/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999042/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1992</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">400</span> Developing Artistic Concepts for Kindergarten Children in Egypt Using Graphic Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mona%20Yacoub">Mona Yacoub</a>, <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa"> Ahmed Amin Mousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The current work presents a program for children in Egypt. This program involved a collection of artistic activities that purposes to improve some language, artistic skills of kindergarten children. The researchers have prepared a questionnaire for the link between the target group and the content. The questionnaire has been presented to experts for adjudicating. The program was applied to a group of 30 children. Another questionnaire has been prepared by the researchers for measuring the activities’ effect on the children. The second questionnaire was considered as the pre-test and post-test. Finally, after applying the activities and the questionnaire, the researchers detected a significant difference in favor of the post-test results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developing" title="Developing">Developing</a>, <a href="https://publications.waset.org/search?q=concepts" title=" concepts"> concepts</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=graphic%20activities." title=" graphic activities."> graphic activities.</a> </p> <a href="https://publications.waset.org/10011156/developing-artistic-concepts-for-kindergarten-children-in-egypt-using-graphic-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011156/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011156/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011156/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011156/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011156/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011156/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011156/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011156/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011156/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011156/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">807</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">399</span> The Impact of Scientific Content of National Geographic Channel on Drawing Style of Kindergarten Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=Mona%20Yacoub"> Mona Yacoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study depends on tracking children style through what they have drawn after being introduced to 16 visual content through National Geographic Abu Dhabi Channel programs and the study of the changing features in their drawings before applying the visual act with them. The researchers used Goodenough-Harris Test to analyse children drawings and to extract the features which changed in their drawing before and after the visual content. The results showed a positive change especially in the shapes of animals and their properties. Children become more aware of animals’ shapes. The study sample was 220 kindergarten children divided into 130 girls and 90 boys at the Orman Experimental Language School in Dokki, Giza, Egypt. The study results showed an improvement in children drawing with 85% than they were before watching videos.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=National%20Geographic" title="National Geographic">National Geographic</a>, <a href="https://publications.waset.org/search?q=children%20drawing" title=" children drawing"> children drawing</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=Goodenough-Harris%20Test." title=" Goodenough-Harris Test."> Goodenough-Harris Test.</a> </p> <a href="https://publications.waset.org/10011165/the-impact-of-scientific-content-of-national-geographic-channel-on-drawing-style-of-kindergarten-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011165/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011165/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011165/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011165/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011165/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011165/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011165/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011165/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011165/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011165/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">742</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">398</span> Children and Advertising: Issues in Consumer Socialization Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Laimona%20Sliburyte">Laimona Sliburyte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Today advertising is actively penetrating into many spheres of our lives. We cannot imagine the existence of a lot of economic activities without advertising. That mostly concerns trade and services. Everyone of us should look better into the everyday communication and carefully consider the amount and the quality of the information we receive as well as its influence on our behaviour. Special attention should be paid to the young generation. Theoretical and practical research has proved the ever growing influence of information (especially the one contained in advertising) on a society; on its economics, culture, religion, politics and even people-s private lives and behaviour. Children have plenty of free time and, therefore, see a lot of different advertising. Though education of children is in the hands of parents and schools, advertising makers and customers should think with responsibility about the selection of time and transmission channels of child targeted advertising. The purpose of the present paper is to investigate the influence of advertising upon consumer views and behaviour of children in different age groups. The present investigation has clarified the influence of advertising as a means of information on a certain group of society, which in the modern information society is the most vulnerable – children. In this paper we assess children-s perception and their understanding of advertising.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Advertising" title="Advertising">Advertising</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=children%20targeted%20advertising" title=" children targeted advertising"> children targeted advertising</a>, <a href="https://publications.waset.org/search?q=consumer%20socialization%20process." title="consumer socialization process.">consumer socialization process.</a> </p> <a href="https://publications.waset.org/15924/children-and-advertising-issues-in-consumer-socialization-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15924/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15924/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15924/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15924/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15924/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15924/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15924/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15924/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15924/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15924/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2692</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">397</span> Age and Sex Pattern of Children-s Disability and Its Severity in Parila Union of Rajshahi, Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Md.%20Emaj%20Uddin">Md. Emaj Uddin</a>, <a href="https://publications.waset.org/search?q=K.%20M.%20Rabiul%20Karim"> K. M. Rabiul Karim</a>, <a href="https://publications.waset.org/search?q=Md.%20Delwar%20Hossain"> Md. Delwar Hossain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines age and sex patterns of children-s disability in the Parila union of Rajshahi, Bangladesh. For this we assumed that (1) prevalence of disability patterns and its severity in the middle childhood are higher than in the infancy or latter childhood in the Parila union of Rajshahi, (2) prevalence of disability patterns and its severity among the boys compared to girls are higher in the study area of Bangladesh. In order to examine the assumptions 102 samples, including their mothers were selected based on snowball process and the respondents were individually interviewed with semi-structured questionnaire method. The results of the study suggest that disability patterns and its severity among the male children were two-fold higher than the female children. In addition, these patterns of children-s disability and its severity in the middle childhood were also higher than in the infancy or latter childhood. Further study should conduct how socio-structural factors influence age and sex patterns of children-s disability patterns and its severity in Bangladesh. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Age" title="Age">Age</a>, <a href="https://publications.waset.org/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a>, <a href="https://publications.waset.org/search?q=Children%27s%20Disability%20Pattern" title=" Children's Disability Pattern"> Children's Disability Pattern</a>, <a href="https://publications.waset.org/search?q=Sex" title=" Sex"> Sex</a>, <a href="https://publications.waset.org/search?q=Severity." title="Severity.">Severity.</a> </p> <a href="https://publications.waset.org/11754/age-and-sex-pattern-of-children-s-disability-and-its-severity-in-parila-union-of-rajshahi-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11754/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11754/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11754/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11754/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11754/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11754/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11754/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11754/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11754/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11754/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1747</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">396</span> Built Environment and Deprived Children: Environmental Perceptions of the Urban Slum Cohort in Pune, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hrishikesh%20Purandare">Hrishikesh Purandare</a>, <a href="https://publications.waset.org/search?q=Ashwini%20Pethe"> Ashwini Pethe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The built environment can have a significant effect on children’s cognitive and socio-emotional development. Children living in urban slums in India confront issues associated with poor living conditions and lack of access to basic service. It is a well-known fact that slums are places of extreme poverty, substandard housing, overcrowding, and poor sanitation. These challenges faced by children living in slums can have a significant impact on their physical, psychological, and social development. Despite the magnitude of the problem, the area of research particularly on the impact of the built environment of slums on children and adolescent well-being has been understudied in India. The impact of the built environment on children’s well-being has been understudied in the global south. Apart from issues of the limited access to health and education of these children, perception of children regarding the built environment which they inhabit is rarely addressed. A sample of 120 children living in the slums of Pune city between the ages 7 and 16 years participated in this study which employed a concurrent embedded approach of mixed method research. Questionnaires were administered to obtain quantitative data that included attributes of crowding, noise, privacy, territoriality, and housing quality in the built environment. The qualitative analysis of children’s sketches highlighted aspects of the built environment with which they associated themselves the most. The study sought to examine the perception of the deprived children living in the urban slums in the city of Pune (India) towards their built environment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Physical%20environment" title="Physical environment">Physical environment</a>, <a href="https://publications.waset.org/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/search?q=underprivileged%20children" title=" underprivileged children"> underprivileged children</a>, <a href="https://publications.waset.org/search?q=urban%20Indian%20slums." title=" urban Indian slums."> urban Indian slums.</a> </p> <a href="https://publications.waset.org/10013639/built-environment-and-deprived-children-environmental-perceptions-of-the-urban-slum-cohort-in-pune-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013639/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013639/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013639/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013639/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013639/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013639/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013639/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013639/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013639/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013639/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">395</span> The Effect of Static Balance Enhance by Table Tennis Training Intervening on Deaf Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yi-Chun%20Chang">Yi-Chun Chang</a>, <a href="https://publications.waset.org/search?q=Ching-Ting%20Hsu"> Ching-Ting Hsu</a>, <a href="https://publications.waset.org/search?q=Wei-Hua%20Ho"> Wei-Hua Ho</a>, <a href="https://publications.waset.org/search?q=Yueh-Tung%20Kuo"> Yueh-Tung Kuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with hearing impairment have deficits of balance and motors. Although most of parents teach deaf children communication skills in early life, but rarely teach the deficits of balance. The purpose of this study was to investigate whether static balance improved after table tennis training. Table tennis training was provided four times a week for eight weeks to two 12-year-old deaf children. The table tennis training included crossover footwork, sideway attack, backhand block-sideways-flutter forehand attack, and one-on-one tight training. Data were gathered weekly and statistical comparisons were made with a paired t-test. We observed that the dominant leg is better than the non-dominant leg in static balance and girl balance ability is better than boy. The final result shows that table tennis training significantly improves the deaf children’s static balance performance. It indicates that table tennis training on deaf children helps the static balance ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Deaf%20children" title="Deaf children">Deaf children</a>, <a href="https://publications.waset.org/search?q=static%20balance" title=" static balance"> static balance</a>, <a href="https://publications.waset.org/search?q=table%20tennis" title=" table tennis"> table tennis</a>, <a href="https://publications.waset.org/search?q=vestibular%20structure." title=" vestibular structure."> vestibular structure.</a> </p> <a href="https://publications.waset.org/10004939/the-effect-of-static-balance-enhance-by-table-tennis-training-intervening-on-deaf-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004939/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004939/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004939/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004939/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004939/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004939/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004939/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004939/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004939/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004939/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004939.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1684</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">394</span> Using Project MIND - Math Is Not Difficult Strategies to Help Children with Autism Improve Mathematics Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/search?q=Leanne%20Lai"> Leanne Lai</a>, <a href="https://publications.waset.org/search?q=Pei-Fen%20Li"> Pei-Fen Li</a>, <a href="https://publications.waset.org/search?q=Mei-Hwei%20Ho"> Mei-Hwei Ho</a>, <a href="https://publications.waset.org/search?q=Yu-Wen%20Chiu"> Yu-Wen Chiu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to provide a practical, systematic, and comprehensive intervention for children with Autism Spectrum Disorder (ASD). A pilot study of quasi-experimental pre-post intervention with control group design was conducted to evaluate if the mathematical intervention (<em>Project MIND - Math Is Not Difficult</em>) increases the math comprehension of children with ASD Children with ASD in the primary grades (K-1, 2) participated in math interventions to enhance their math comprehension and cognitive ability. The Bracken basic concept scale was used to evaluate subjects’ language skills, cognitive development, and school readiness. The study found that our systemic interventions of Project MIND significantly improved the mathematical and cognitive abilities in children with autism. The results of this study may lead to a major change in effective and adequate health care services for children with ASD and their families. All statistical analyses were performed with the IBM SPSS Statistics Version 25 for Windows. The significant level was set at 0.05 P-value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Young%20Children" title="Young Children">Young Children</a>, <a href="https://publications.waset.org/search?q=Autism" title=" Autism"> Autism</a>, <a href="https://publications.waset.org/search?q=Mathematics" title=" Mathematics"> Mathematics</a>, <a href="https://publications.waset.org/search?q=Curriculum" title=" Curriculum"> Curriculum</a>, <a href="https://publications.waset.org/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/search?q=children%20with%20special%20needs" title=" children with special needs"> children with special needs</a>, <a href="https://publications.waset.org/search?q=Project%20MIND." title=" Project MIND."> Project MIND.</a> </p> <a href="https://publications.waset.org/10011287/using-project-mind-math-is-not-difficult-strategies-to-help-children-with-autism-improve-mathematics-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011287/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011287/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011287/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011287/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011287/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011287/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011287/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011287/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011287/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011287/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">926</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">393</span> Hearing Aids Maintenance Training for Hearing-Impaired Preschool Children with the Help of Motion Graphic Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Mokhtarzadeh">M. Mokhtarzadeh</a>, <a href="https://publications.waset.org/search?q=M.%20Taheri%20Qomi"> M. Taheri Qomi</a>, <a href="https://publications.waset.org/search?q=M.%20Nikafrooz"> M. Nikafrooz</a>, <a href="https://publications.waset.org/search?q=A.%20Atashafrooz"> A. Atashafrooz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the present study was to investigate the effectiveness of using motion graphics as a learning medium on training hearing aids maintenance skills to hearing-impaired children. The statistical population of this study consisted of all children with hearing loss in Ahvaz city, at age 4 to 7 years old. As the sample, 60, whom were selected by multistage random sampling, were randomly assigned to two groups; experimental (30 children) and control (30 children) groups. The research method was experimental and the design was pretest-posttest with the control group. The intervention consisted of a 2-minute motion graphics clip to train hearing aids maintenance skills. Data were collected using a 9-question researcher-made questionnaire. The data were analyzed by using one-way analysis of covariance. Results showed that the training of hearing aids maintenance skills with motion graphics was significantly effective for those children. The results of this study can be used by educators, teachers, professionals, and parents to train children with disabilities or normal students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hearing-impaired%20children" title="Hearing-impaired children">Hearing-impaired children</a>, <a href="https://publications.waset.org/search?q=hearing%20aids" title=" hearing aids"> hearing aids</a>, <a href="https://publications.waset.org/search?q=hearing%20aids%20maintenance%20skill" title=" hearing aids maintenance skill"> hearing aids maintenance skill</a>, <a href="https://publications.waset.org/search?q=and%20motion%20graphics." title=" and motion graphics. "> and motion graphics. </a> </p> <a href="https://publications.waset.org/10011554/hearing-aids-maintenance-training-for-hearing-impaired-preschool-children-with-the-help-of-motion-graphic-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011554/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011554/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011554/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011554/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011554/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011554/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011554/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011554/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011554/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011554/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">575</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">392</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>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 SEN. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom 13 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 behavioural difficulties is also evident from this study. Children with behaviour 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 behaviour 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 behaviour problems to teachers’ deficiencies, followed by school lack of resources.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Special%20education" title="Special education">Special education</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=social%20workers" title=" social workers"> social workers</a>, <a href="https://publications.waset.org/search?q=psychologist." title=" psychologist."> psychologist.</a> </p> <a href="https://publications.waset.org/10012143/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012143/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012143/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012143/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012143/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012143/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012143/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012143/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012143/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012143/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012143/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012143.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">690</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">391</span> Evaluation of Degree and the Effect of Order in the Family on Violence against Children A Survey among Guidance School Students in Gilanegharb City in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Javadi%20Alimohammad">Javadi Alimohammad</a>, <a href="https://publications.waset.org/search?q=Javadi%20Maryam"> Javadi Maryam</a>, <a href="https://publications.waset.org/search?q=Feizi%20Fereidoon"> Feizi Fereidoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review of the literature found that Domestic violence and child maltreatment co-occur in many families, the purpose of this study attempts to emphasize the factors relating to intra-family relationships (order point of view) on violence against the children, For this purpose a survey technique on the sample size amounted 200 students of governmental guidance schools of city of Gilanegharb in country of Iran were considered. For measurement of violence against the children (VAC) the CTS scaled has been used .The results showed that children have experienced the violence more than once during the last year. degree of order in family is high. Explanation result indicated that the order variables in family including collective thinking, empathy, communal co-circumstance have significant effects on VAC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Violence" title="Violence">Violence</a>, <a href="https://publications.waset.org/search?q=domestic%20violence" title=" domestic violence"> domestic violence</a>, <a href="https://publications.waset.org/search?q=violence%20against%0Achildren" title=" violence against children"> violence against children</a>, <a href="https://publications.waset.org/search?q=order" title=" order"> order</a>, <a href="https://publications.waset.org/search?q=guidance%20school" title=" guidance school"> guidance school</a>, <a href="https://publications.waset.org/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/search?q=children." title=" children."> children.</a> </p> <a href="https://publications.waset.org/4034/evaluation-of-degree-and-the-effect-of-order-in-the-family-on-violence-against-children-a-survey-among-guidance-school-students-in-gilanegharb-city-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4034/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4034/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4034/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4034/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4034/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4034/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4034/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4034/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4034/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4034/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4034.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1292</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">390</span> Assessment of Psychomotor Development of Preschool Children: A Review of Eight Psychomotor Developmental Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Viola%20Huba%C4%8Dov%C3%A1%20Pirov%C3%A1">Viola Hubačová Pirová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The assessment of psychomotor development allows us to identify children with motor delays, helps us to monitor progress in time and prepare suitable intervention programs. The foundation of psychomotor development lies in pre-school age and is crucial for child´s further cognitive and social development. Many assessment tools of psychomotor development have been developed over the years. Some of them are easy screening tools; others are more complex and sophisticated. The purpose of this review is to describe the history of psychomotor assessment, specify preschool children´s psychomotor evaluation and review eight psychomotor development assessment tools for preschool children (Denver II., DEMOST-PRE, TGMD -2/3, BOT-2, MABC-2, PDMS-2, KTK, MOT 4-6). The selection of test depends on purpose and context in which is the assessment planned.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20of%20psychomotor%20development" title="Assessment of psychomotor development">Assessment of psychomotor development</a>, <a href="https://publications.waset.org/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/search?q=review%20of%20assessment%20tools." title=" review of assessment tools."> review of assessment tools.</a> </p> <a href="https://publications.waset.org/10011559/assessment-of-psychomotor-development-of-preschool-children-a-review-of-eight-psychomotor-developmental-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011559/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011559/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011559/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011559/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011559/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011559/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011559/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011559/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011559/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011559/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011559.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1478</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">389</span> Inadequacy of Macronutrient and Micronutrient Intake in Children Aged 12-23 Months Old: An Urban Study in Central Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dewi%20Fatmaningrum">Dewi Fatmaningrum</a>, <a href="https://publications.waset.org/search?q=Ade%20Wiradnyani"> Ade Wiradnyani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Optimal feeding, including optimal micronutrient intake, becomes one of the ways to overcome the long-term consequences of undernutrition. Macronutrient and micronutrient intake were important to a rapid growth and development of young children. The study objective was to assess macro and micronutrient intake and its adequacy in children aged 12-23 months. This survey was a cross-sectional study, involving 83 caregivers with children aged 12-23 months old in Senen Sub-district, Central Jakarta selected through simple random sampling. Data on nutrient intake was obtained through interview using single 24-hour recall. Repeated 24- hour recall to sub-sample was done to estimate the proportion of nutrient inadequacy. The highest prevalence of nutrient inadequacy was iron (52.4%), followed by vitamin C (30.9%) and zinc (28.8%). Almost 12% children had inadequate energy intake. More than half of children (62.6%) were anemic (25.3% were severely anemic). Micronutrient inadequacy, especially iron, was more problematic than macronutrient inadequacy in the study area.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Micronutrient" title="Micronutrient">Micronutrient</a>, <a href="https://publications.waset.org/search?q=macronutrient" title=" macronutrient"> macronutrient</a>, <a href="https://publications.waset.org/search?q=children%20under%20five" title=" children under five"> children under five</a>, <a href="https://publications.waset.org/search?q=urban%20setting." title=" urban setting."> urban setting.</a> </p> <a href="https://publications.waset.org/10001669/inadequacy-of-macronutrient-and-micronutrient-intake-in-children-aged-12-23-months-old-an-urban-study-in-central-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001669/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001669/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001669/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001669/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001669/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001669/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001669/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001669/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001669/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001669/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1603</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">388</span> How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Movement%20synchrony" title="Movement synchrony">Movement synchrony</a>, <a href="https://publications.waset.org/search?q=teacher%E2%80%93child%20relationships" title=" teacher–child relationships"> teacher–child relationships</a>, <a href="https://publications.waset.org/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/search?q=EFL%20learning." title=" EFL learning."> EFL learning.</a> </p> <a href="https://publications.waset.org/10010683/how-children-synchronize-with-their-teacher-evidence-from-a-real-world-elementary-school-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010683/apa" target="_blank" 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