CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: 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" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="children" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div 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> 3223</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 paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3193</span> The Preparation and Effectiveness of Picture Book for Increasing Knowledge about Divorce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denia%20Prameswari">Denia Prameswari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impacts of divorce are not only felt by parents but also by children. Preschool children are the most distressed while facing parental divorce. The negative impacts of divorce on children can be minimized when children had pervious knowledge about the event. One of the method to give knowledge about divorce to children is through picture book. Unfortunately, in Indonesia, researchers have not found picture books for preschoolers about divorce. This study aims to test the effectiveness of picture book in increasing knowledge of preschool children about divorce. Formulation of picture books in this study is based on three sources of information: (1) the study of literature, (2) analysis of picture books, and (3) need assessment. This picture book that have been prepared, then used to test its effectiveness for increasing knowledge of preschool children about divorce. The test was conducted using pre and post test on 5 participants. The statistical method used in this study is paired sample t-test. The purposive sampling method was used to select the participants. The participants for this study are preschool children with parents that is undergoing divorce proceedings. The result shows that picture books in this study significantly increase preschool children's knowledge about divorce. As an additional result, parents find it easier to explain divorce to their children using the picture book from this study. For further study, researcher can make another picture book about divorce for children at different age or to face another challenging situation in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=divorce" title="divorce">divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a> </p> <a href="https://publications.waset.org/abstracts/36882/the-preparation-and-effectiveness-of-picture-book-for-increasing-knowledge-about-divorce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36882.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">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3192</span> Development of Pediatric Medical Trauma Stress (PMTS) Among Children at Risk</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amichai%20Ben%20ari">Amichai Ben ari</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniella%20Margalit"> Daniella Margalit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical procedures, such as surgery, may have traumatic significance for some children. This study examines the relationship between maltreatment in children and the development Pediatric Medical Traumatic Stress (PMTS). To this end, differences in the level of distress of children after surgery were examined between two groups: children who were maltreated ("children at risk") and children from the control group ("children who are not at risk"). The study involved 230 parents of children who came to the hospital to undergo surgery. Parents filled out demographic questionnaires to measure socioeconomic variables and psychological questionnaires to measure the distress of the child and parent before surgery. After 6 months from the time of surgery, the parents again filled in the questionnaire measuring the child's distress. The results of the study showed that the level of distress experienced by children at risk after surgery was significantly higher relative to children who are not at risk. It was also found that the level of distress experienced by parents of children at risk in relation to their child’s surgery is significantly higher compared to parents of children who are not at risk. Finally, it was found that the variables: (1) pre-morbid psychological functioning of the child. (2) Parental and family functioning in daily life. (3) Exposure of the child to traumatic events. (4) Support factors for the family. Are variables that predict the development of PMTS in children after surgery, but only for children at risk and not for children who are not at risk. The significance of the findings in relation to the need to identify at-risk populations in the hospitals and the policies derived from them were discussed, and several directions were raised for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20at%20risk" title="children at risk">children at risk</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric%20medical%20traumatic%20stress%20%28PMTS%29" title=" pediatric medical traumatic stress (PMTS)"> pediatric medical traumatic stress (PMTS)</a>, <a href="https://publications.waset.org/abstracts/search?q=PTSD" title=" PTSD"> PTSD</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20procedures" title=" medical procedures"> medical procedures</a> </p> <a href="https://publications.waset.org/abstracts/148710/development-of-pediatric-medical-trauma-stress-pmts-among-children-at-risk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148710.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">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3191</span> Critical Reading Achievement of Rural Migrant Children in China: The Roles of Educational Expectation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liman%20Zhao">Liman Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianlong%20Zhang"> Jianlong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingman%20Ren"> Mingman Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Chuang%20Wang"> Chuang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jian%20Liu"> Jian Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas in the context of urbanization. In China, the socioeconomic status of migrant children is relatively low in comparison to non-migrant children. Parents of migrant children often work in occupations with long working hours, high labor intensity, and low pay due to their poor academic qualifications. Most migrant children's parents have not received higher education and have no time to read with their children. The family of migrant children usually does not have a good collection of books either, which leads to these children’s insufficient reading and low reading levels. Moreover, migrant children frequently relocate with their parents, and their needs for knowledge and reading are often neglected by schools, which puts migrant children at risk of academic failure in China. Therefore, the academic achievement of rural migrant children has become a focus of education in China. This study explores the relationship between the educational expectation of rural migrant children and their critical reading competence in general and the moderating effect of the difference between parental educational expectation to their children and the children’s own educational expectation. The responses to a survey from 5113 seventh-grade children in a district of the capital city in China revealed that children who moved to cities in grades 4-6 of primary school performed the best in critical reading, and children who moved to cities after middle school showed the worst performance in critical reading. In addition, parents’ educational expectations of their children and their own educational expectations were both significant predictors of rural migrant children’s reading competence. The higher a child's expectations of a degree and the smaller the gap between parents' expectations of a child's education and the child's own education expectations, the better the child's performance in critical reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20expectation" title="educational expectation">educational expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20competence" title=" critical reading competence"> critical reading competence</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20migrant%20children" title=" rural migrant children"> rural migrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=moderating%20effect" title=" moderating effect"> moderating effect</a> </p> <a href="https://publications.waset.org/abstracts/97944/critical-reading-achievement-of-rural-migrant-children-in-china-the-roles-of-educational-expectation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97944.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">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3190</span> Trafficking in Children as a Qualified Form of the Crime of Trafficking in Human Beings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanda%20Bo%C5%BEi%C4%87">Vanda Božić</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%BDeljko%20Nika%C4%8D"> Željko Nikač</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trafficking in children, especially vulnerable victims, is a qualified form of committing the crime of human trafficking, and a special form of abuse and violation of children's rights. Given that trafficking in children is dangerous, but also a specific form of crime in relation to trafficking in human beings, this paper will in the first part indicate the forms of trafficking in children (trafficking in children for sexual exploitation, child pornography, and pedophilia, exploitation of labor, begging, performance of criminal acts, adoption, marriage and participation in armed conflicts). The second part references the international documents which regulate this matter as well as the solutions in national criminal legislations of Republic of Croatia and Republic of Serbia. It points to the essential features and characteristics of the victims, according to sex, age, and citizenship, as well as the age of children at the stage of solicitation and recruitment and the status of the family from which the child comes from. The work includes a special emphasis on international police cooperation in the fight against trafficking in children. Concluding remarks set out proposals de lege ferenda that can be of significant impact, particularly on prevention, and then also on repression in combating this serious crime. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trafficking%20in%20children" title="trafficking in children">trafficking in children</a>, <a href="https://publications.waset.org/abstracts/search?q=trafficking%20in%20human%20beings" title=" trafficking in human beings"> trafficking in human beings</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20as%20a%20victim%20of%20human%20trafficking" title=" child as a victim of human trafficking"> child as a victim of human trafficking</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20rights" title=" children’s rights"> children’s rights</a> </p> <a href="https://publications.waset.org/abstracts/67529/trafficking-in-children-as-a-qualified-form-of-the-crime-of-trafficking-in-human-beings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67529.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">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3189</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/abstracts/search?q=T.%20Turan">T. Turan</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%87.%20Erdo%C4%9Fan"> Ç. Erdoğan</a> </p> <p class="card-text"><strong>Abstract:</strong></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 class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practice" title="evidence-based practice">evidence-based practice</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20care" title=" oral care"> oral care</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/86702/evidence-based-practice-for-oral-care-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86702.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">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3188</span> A Pedagogical Approach of Children’s Learning by Toys, Perspective: Bangladesh </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muktadir%20Ahmed">Muktadir Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayed%20Akhlakur%20Rahaman"> Sayed Akhlakur Rahaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Mridha%20Shihab%20Mahmud"> Mridha Shihab Mahmud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The parents of Bangladesh have scarcity of knowledge about children play. Most of them do not know which toys are perfect for their children. Appropriate toys for playing is one of the most significant parts of children development from early age, besides for proper amelioration of children’s mental growth and brain capacities, toys play an emergent role. So selection of proper toy for children is very important. A toy forms the sagacity of a child and instructs child’s attitude. In this era of globalization to keep pace with everything children toys are also going forward but in a deleterious way. Maximum toys are now battery-driven and for this psychological developments of children are not increasing in effective way; therefore, pedagogical toys are proper selection. This type of toy inspires the wisdom and helps a child to reveal himself/herself. Pedagogical toys are attractive to children and help to stimulate their imagination. Pedagogical toys help them to build senso-motoric skills and hand-eye coordination. In this study, some children divided into two groups, one group played with pedagogical toys and another group played with conventional toys. This study is going to exhibit the difference between pedagogical and conventional toys for kids. The main aim of this study is to reveal the potency of pedagogical toy for children. To implement this study two Daycare Centers (DCC) Projapoti 1 & 3 of Mymensingh city had chosen. Every DCC having 1.5-6 years old children but for this study 2-5 years old children had been selected. The children of Projapoti-1 played with pedagogical toys and the children of Projapoti-2 played with conventional toys. After 6 weeks of study, the children of Projapoti-1 proved that they have improved their skills more than those children of Projapoti-3 who were playing with conventional toys. The children of Projapoti-1 have developed their touch sensation, muscular movement, imitation power, hand-eye coordination whereas the children of Projapoti-3 have only developed their muscular movement fairly (while running after battery driven toys) which is not better than those children of Projapoti-1. They cannot imitate like the children of Projapoti-1. They just had fun from playing virtual games, battery driven toys, watching cartoons etc. Actually, it is not possible to develop a child’s brain without pedagogical toy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain%20development" title="brain development">brain development</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20growth" title=" mental growth"> mental growth</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20toys" title=" pedagogical toys"> pedagogical toys</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20for%20children" title=" play for children"> play for children</a> </p> <a href="https://publications.waset.org/abstracts/68625/a-pedagogical-approach-of-childrens-learning-by-toys-perspective-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68625.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">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3187</span> Correlation of Nutritional Status and Anemia Among School-Aged Children in Indonesian Urban Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=William%20Cheng">William Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuni%20Astria"> Yuni Astria</a>, <a href="https://publications.waset.org/abstracts/search?q=Rini%20Sekartini"> Rini Sekartini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Prevalence of anemia among school-aged children is relatively high (25.4%). This condition can affect children’s life, including cognitive function. One of the most common factors that is associated with anemia in children is nutritional status. This simple indicator will be very helpful in identifying more population at risk. The aim of this study is to correlate the clinical implication of nutritional status to the prevalence of anemia in children, with intention to determine a more effective nutritional status indicator in detecting anemia. Method: Anthropometric and haemoglobin status were gathered from children between 5 to 7-years-old in one of the urban areas in Jakarta in 2012. We identified children with haemoglobin level under 11.5 as anemia and correlated them to their WHO z-score from each of these indicators: Body Weight for Age (normal weight and underweight), Height for Age (not stunted and stunted), and Body Mass Index for Age (not wasted and wasted). Results: A total of 195 children were included in this research and 57 of them (29,2%) were diagnosed as anemia. The majority of the children had good nutritional status, however, 30 (15,4%) of them were found to be underweight, 33 (16,9%) were stunted, and 1 children (0,5%) was wasted. There were no overweight result found in this population. From the three nutritional status indicators, none proved to be statistically significant in relation to the incidence of anemia (p>0.05). Out of 33 children who were diagnosed as stunted, 36.36 % were found to have anemia, in comparison to 27,7% of children who were not stunted. Meanwhile, among 30 children who were diagnosed as underweight, 33,3 % of them were anemic whereas only 28,4% of the normal weight group were anemic. Conclusion: In this study, there is no significant correlation between anemia with any nutritional status indicator. However, more than a third of the stunted children are proven to have low haemoglobin status. The finding of stunting in children should be given more attention to further investigate for anemia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-aged%20children" title="school-aged children">school-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=anemia" title=" anemia"> anemia</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a> </p> <a href="https://publications.waset.org/abstracts/22947/correlation-of-nutritional-status-and-anemia-among-school-aged-children-in-indonesian-urban-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22947.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">559</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3186</span> Realization Mode and Theory for Extensible Music Cognition Education: Taking Children's Music Education as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yumeng%20He">Yumeng He</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to establish the “extenics” of children music education, the “extenics” thought and methods are introduced into the children music education field. Discussions are made from the perspective of children music education on how to generate new music cognitive from music cognitive, how to generate new music education from music education and how to generate music learning from music learning. The research methods including the extensibility of music art, extensibility of music education, extensibility of music capability and extensibility of music learning. Results of this study indicate that the thought and research methods of children’s extended music education not only have developed the “extenics” concept and ideological methods, meanwhile, the brand-new thought and innovative research perspective have been employed in discussing the children music education. As indicated in research, the children’s extended music education has extended the horizon of children music education, and has endowed the children music education field with a new thought and research method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20evaluations" title="comprehensive evaluations">comprehensive evaluations</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20thought" title=" extension thought"> extension thought</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20cognition%20music%20education" title=" extension cognition music education"> extension cognition music education</a>, <a href="https://publications.waset.org/abstracts/search?q=extensibility" title=" extensibility"> extensibility</a> </p> <a href="https://publications.waset.org/abstracts/104068/realization-mode-and-theory-for-extensible-music-cognition-education-taking-childrens-music-education-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104068.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">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3185</span> The Impact of COVID-19 Measures on Children with Disabilities and Their Families in the Kingdom of Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faris%20Algahtani">Faris Algahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID 19 pandemic and associated public health measures have disrupted the lives of peoplearound the world, including children. There is little knowledge about how pandemic measures have affected children in the Kingdom of Saudi Arabia (KSA). The aim and objectives of this qualitative study was to learn about the outcomes and impacts of the pandemic on children ages 0-8 in KSA. The study was based on 40 in-depth interviews that were conducted with experts in health, social protection, education, and early learning, children with special needs, and economics, including decision makers as well as specialists in service provision. The interviews were recorded and translated from Arabic to English into summary notes. The narrative was coded and analyzed following a thematic analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabilities" title="disabilities">disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/145118/the-impact-of-covid-19-measures-on-children-with-disabilities-and-their-families-in-the-kingdom-of-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145118.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">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3184</span> The Effectiveness of Adaptive Difficulty Adjustment in Touch Tablet App on Young Children's Spatial Problem Solving Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenchen%20Liu">Chenchen Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacques%20Audran"> Jacques Audran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using tablet apps with a certain educational purpose to promote young children’s cognitive development, is quite common now. Developing an educational app on an Ipad like tablet, especially for a young child (age 3-5) requires an optimal level of challenge to continuously attract children’s attention and obtain an educational effect. Adaptive difficulty adjustment, which could dynamically set the difficulty in the challenge according to children’s performance, seems to be a good solution. Since space concept plays an important role in young children’s cognitive development, we made an experimental comparison in a French kindergarten between one group of 23 children using an educational app ‘Debout Ludo’ with adaptive difficulty settings and another group of 20 children using the previous version of ‘Debout Ludo’ with a classic incremental difficulty adjustment. The experiment results of spatial problem solving indicated that a significantly higher learning outcome was acquired by the young children who used the adaptive version of the app. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20difficulty" title="adaptive difficulty">adaptive difficulty</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20problem%20solving" title=" spatial problem solving"> spatial problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20tablet" title=" tactile tablet"> tactile tablet</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children" title=" young children"> young children</a> </p> <a href="https://publications.waset.org/abstracts/43918/the-effectiveness-of-adaptive-difficulty-adjustment-in-touch-tablet-app-on-young-childrens-spatial-problem-solving-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43918.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">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3183</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/abstracts/search?q=Dewi%20Fatmaningrum">Dewi Fatmaningrum</a>, <a href="https://publications.waset.org/abstracts/search?q=Ade%20Wiradnyani"> Ade Wiradnyani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Optimal feeding, include optimal micronutrient intake, becomes one of the ways to overcome the long-term consequences of undernutrition. Macronutrient and micronutrient intake were important for rapid growth and development of the children. Objectives: To assess macro and micronutrient intake of children aged 12-23 months old and nutrients inadequacy from intake of children aged 12-23 months old. Methods: This survey was a cross-sectional study, simple random sampling was performed to select respondents. Total sample of this study was 83 children aged 12-23 months old in Paseban Village, Senen Sub-district, Central Jakarta. The data was collected via interview and hemoglobin measurement of children. Results: The highest prevalence of inadequacy was iron intake (52.4%) compared to other micronutrients, 11.98% children had inadequate energy intake. There were 62.6% anemic children in the study area in which divided into anemic (37.3%) and severe anemic (25.3%). Conclusion: Micronutrient inadequacy occurred more frequently than macronutrient inadequacy in the study area. The higher the percentage of iron inadequacy gets, the higher the percentage of anemia among children is observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=micronutrient" title="micronutrient">micronutrient</a>, <a href="https://publications.waset.org/abstracts/search?q=macronutrient" title=" macronutrient"> macronutrient</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20under%20five" title=" children under five"> children under five</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20setting" title=" urban setting"> urban setting</a> </p> <a href="https://publications.waset.org/abstracts/2243/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/abstracts/2243.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">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3182</span> Children’s (re)actions in the Scaffolding Process Using Digital Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Davoud%20Masoumi">Davoud Masoumi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Bourbour"> Maryam Bourbour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By characterizing children’s actions in the scaffolding process, which is often undermined and ignored in the studies reviewed, this study aimed to examine children’s different (re)actions in relation to the teachers’ actions in a context where digital technologies are used. Over five months, 22 children aged 4-6 with five preschool teachers were video observed. The study brought in rich details of the children’s actions in relation to the teacher’s actions in the scaffolding process. The findings of the study reveal thirteen (re)actions, including Giving short response; Explaining; Participating in the activities; Examining; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Problem-solving skills; Developing vocabulary; Choosing the activity; Expressing of the emotions; and Identifying the similarities and differences. Our findings expanded and deepened the understanding of the scaffolding process, which can contribute to the notion of scaffolding and help us to gain further understanding about scaffolding of children’s learning. Characterizing the children’s (re)action in relation to teacher’s scaffolding actions further can contribute to ongoing discussions about how teachers can scaffold children’s learning using digital technologies in the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99%20%28re%29actions" title="children’ (re)actions">children’ (re)actions</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding%20process" title=" scaffolding process"> scaffolding process</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=preschools" title=" preschools"> preschools</a> </p> <a href="https://publications.waset.org/abstracts/159537/childrens-reactions-in-the-scaffolding-process-using-digital-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159537.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">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3181</span> Children in Opera: Sociological and Musicological Trends</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Sutherland">Andrew Sutherland</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many ways, opera is not a natural domain for children. It is hardly surprising that from the thousands of works, comparatively few include roles for children. There are several possibilities for this, the dramatic themes in opera are often about the human condition from the adult perspective; the need for developed voices to project in large, theatrical spaces underpinned by orchestral accompaniment does not naturally suit the child’s voice, and enabling children to cope with long runs of performances on top of their education requires vocal and physical stamina. In more recent times, the involvement of children contributes another layer of difficulty in terms of having access to young singers while adhering to laws that protect their working rights. Despite these points, children have been in opera since its inception in a variety of ways, but their contribution is often undervalued or ignored by musicologists and even the industry itself. In this paper, the phenomenon of children in opera from the late 16th century to the present day is explored through empirical, socio-musicological observations with reference to score analysis. Conclusions are drawn regarding the changing attitudes of composers when scoring for children’s voices in relation to societal developments. From the use of ‘kindertruppen’ in the pre-enlightenment period to Handel’s virtuosic writing for William Savage, to the darkness of the inter-war eras which saw a proliferation of operatic characters for children and the post-war era which saw children as the new frontier of building audiences for opera, the links between changes in society and the inclusion, portrayal and scoring for children in opera are largely congruent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20analysis" title=" musical analysis"> musical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=opera" title=" opera"> opera</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology" title=" sociology "> sociology </a> </p> <a href="https://publications.waset.org/abstracts/112068/children-in-opera-sociological-and-musicological-trends" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112068.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">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3180</span> A Child with Attention Deficit Hyperactivity Disorder in a Trap of Expectations: About the Golem Effect at School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Kajka">Natalia Kajka</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnieszka%20Kulik"> Agnieszka Kulik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to present the results regarding differences in perception of cognitive progress of children with Attention Deficit Hyperactivity Disorder (ADHD) by adults and children themselves. The experiment was attended by 45 children with ADHD, their parents and teachers. The children attended the 3-month metacognitive training. Both children and adults were examined before and after joining this project. In order to show significant differences between the first and second measurement of the test, non-parametric Wilcoxon tests were performed. The analysis showed statistically significant differences in the change of cognitive functioning in children with ADHD participating in metacognitive training, this was also confirmed by the results of the parents' research. There were no significant differences in the teachers' assessment of these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=Golem%20effect%20metacognitive%20training" title=" Golem effect metacognitive training"> Golem effect metacognitive training</a> </p> <a href="https://publications.waset.org/abstracts/102959/a-child-with-attention-deficit-hyperactivity-disorder-in-a-trap-of-expectations-about-the-golem-effect-at-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102959.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">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3179</span> The Subcategories of Folklore Dance for Children as Didactic Games for Developing Musical Ability in the Preschool Period </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eudjen%20Cinc">Eudjen Cinc</a>, <a href="https://publications.waset.org/abstracts/search?q=Mircea%20Maran"> Mircea Maran</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmina%20Stolic"> Jasmina Stolic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Viewed through the prism of folkloristics – ethnomusicology, the majority of didactic musical games belong to the category of folklore creative work of children, such games can be extremely useful for the development of musical ability in the preschool age. The paper gives a number of examples from the Romanian children folklore which were used in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musical%20games" title="musical games">musical games</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20folklore" title=" children folklore"> children folklore</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythmical%20system" title=" rhythmical system"> rhythmical system</a>, <a href="https://publications.waset.org/abstracts/search?q=melodica" title=" melodica"> melodica</a> </p> <a href="https://publications.waset.org/abstracts/20125/the-subcategories-of-folklore-dance-for-children-as-didactic-games-for-developing-musical-ability-in-the-preschool-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20125.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">703</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3178</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/abstracts/search?q=Saratu%20Yusuf%20Ilu">Saratu Yusuf Ilu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mumtaz%20B.%20Mustafa"> Mumtaz B. Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Salwah%20Salim"> Siti Salwah Salim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Malekzadeh"> Mehdi Malekzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></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) system 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 factor influences 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 class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=age-based%20interaction" title=" age-based interaction"> age-based interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20application" title=" learning application"> learning application</a>, <a href="https://publications.waset.org/abstracts/search?q=age-based%20capability" title=" age-based capability"> age-based capability</a> </p> <a href="https://publications.waset.org/abstracts/13117/age-based-interface-design-for-childrens-capt-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13117.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">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3177</span> Hepatitis B Prevalence in Institutionalized Intellectually Disabled Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Vaezjalali">Maryam Vaezjalali</a>, <a href="https://publications.waset.org/abstracts/search?q=Foad%20Davoodbeglou"> Foad Davoodbeglou</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrnaz%20Mesdaghi"> Mehrnaz Mesdaghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Goudarzi"> Hossein Goudarzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Shojaei"> Fariba Shojaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Hourieh%20Aram"> Hourieh Aram </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Hepatitis B virus (HBV) infection causes chronic infection in human population, with high mortality. Some people are more susceptible to this infection. One of the high risk communities is mentally retarded children, who are institutionalized. Special conditions in these centers predispose children for HBV infection and transmission to healthy people. In this study our objective was to determine the prevalence of HBV infection among institutionalized mentally retarded children and study its associated risk factors. Materials and methods: In this study, 250 mentally retarded children (younger than 14 years old) were included. They were living in 5 nursing institutions, located in different parts of Tehran. HBsAg was measured in the sera of these patients by ELISA method. Results: Among 250 children, 20 children (8%) were HBsAg positive. HBV infection in girls was more than boys (11% to 5.6%). Among the types of mental retardation, children with cerebral palsy had the highest positive result for HBsAg. The most HBV infection (28.5%) was seen in children with longest duration of being institutionalized (10 to 11 years). Vaccinated children were more HBsAg positive (8.7%) than non-vaccinated children (5.3%). However, no significant relationship was observed between any of these factors and HBsAg positivity. Conclusion: Despite improvement of people’s health condition and implementation of HBV vaccination, the prevalence of HBV infection is high in institutionalized mentally retarded children, which highlights the need for active measures to reduce this infection among this high risk population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hepatitis%20B%20virus" title="hepatitis B virus">hepatitis B virus</a>, <a href="https://publications.waset.org/abstracts/search?q=HBV%20vaccine" title=" HBV vaccine"> HBV vaccine</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectually%20disabled%20children" title=" intellectually disabled children"> intellectually disabled children</a>, <a href="https://publications.waset.org/abstracts/search?q=mentally%20retarded" title=" mentally retarded"> mentally retarded</a> </p> <a href="https://publications.waset.org/abstracts/36248/hepatitis-b-prevalence-in-institutionalized-intellectually-disabled-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36248.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">481</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3176</span> Empowering Children through Co-creation: Writing a Book with and for Children about Their First Steps Towards Urban Independence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Patuszynska">Beata Patuszynska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are largely absent from Polish social discourse, a fact which is mirrored in urban planning processes. Their absence creates a vicious circle – an unfriendly urban space discourages children from going outside on their own, meaning adults do not see a need to make spaces more friendly for a group, not present. The pandemic and lockdown, with their closed schools and temporary ban on unaccompanied minors on the streets, have only reinforced this. The project – co-writing with children a book concerning their first steps into urban independence - aims at empowering children, enabling them to find their voice when it comes to urban space. The foundation for the book was data collected during research and workshops with children from Warsaw primary schools, aged 7-10 - the age they begin independent travel in the city. The project was carried out with the participation and involvement of children at each creative step. Children were (1) models: the narrator is an 7-year-old boy getting ready for urban independence. He shares his experience as well as the experience of his school friends and his 10-year-old sister, who already travels on her own. Children were (2) teachers: the book is based on authentic children’s stories and experience, along with the author’s findings from research undertaken with children. The material was extended by observations and conclusions made during the pandemic. Children were (3) reviewers: a series of draft chapters from the book underwent review by children during workshops performed in a school. The process demonstrated that all children experience similar pleasures and worries when it comes to interaction with urban space. Furthermore, they also have similar needs that need satisfying. In my article, I will discuss; (1) the advantages of creating together with children; (2) my conclusions on how to work with children in participatory processes; (3) research results: perceptions of urban space by children age 7-10, when they begin their independent travel in the city; the barriers to and pleasures derived from independent urban travel; the influence of the pandemic on children’s feelings and their behaviour in urban spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20space" title=" urban space"> urban space</a>, <a href="https://publications.waset.org/abstracts/search?q=co-creation" title=" co-creation"> co-creation</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/150528/empowering-children-through-co-creation-writing-a-book-with-and-for-children-about-their-first-steps-towards-urban-independence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150528.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">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3175</span> Who Save for Children’s Future Education in China: A Research Note</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jin%20Huang">Jin Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research shows that asset-building policies have positive financial and non-financial impacts on children and families. To promote the development of asset-building policies for children in China, it is important to understand the current status of family savings for children. We use the data from the 2016 China Family Panel Studies and show only 16% of families have savings designated for children’s future education. Families with advantaged socioeconomic backgrounds are more likely to save and also save more for their children than their counterparts with disadvantaged backgrounds. Without large-scale and progressive policy interventions, families with disadvantaged backgrounds are less likely to build assets for children. Policy and practice implications for family social workers are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assets" title="assets">assets</a>, <a href="https://publications.waset.org/abstracts/search?q=asset%20building" title=" asset building"> asset building</a>, <a href="https://publications.waset.org/abstracts/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/abstracts/search?q=china" title=" china"> china</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=savings" title=" savings"> savings</a> </p> <a href="https://publications.waset.org/abstracts/161538/who-save-for-childrens-future-education-in-china-a-research-note" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161538.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">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3174</span> The Impact of Customary Law on Children's Rights in Botswana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nqobizwe%20Mvelo%20Ngema">Nqobizwe Mvelo Ngema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Botswana has a dual legal system, one based on customary law and the other on the received law. This appears clearly from the Constitution that ring-fenced customary law from any constitutional scrutiny. A customary practice may continue even if it discriminates against women and children. As a result of this, numerous human rights of children are infringed. Firstly, if parents are married under customary law and separated, the custody is granted to the father and the mother merely having the right to visit. Secondly, female children are not entitled to inherit property. Thirdly, there is no age for marriage under customary law and even a child at the age of 10 years can get married. Lastly, marital power of a husband still continues under customary law and therefore females are still treated as perpetual minors. The latter infringement of rights is not in the best interests of children and conflicts with Botswana’s international obligations. Botswana is a signatory of various international and regional human rights instruments and it is suggested that it has to accelerate the incorporation of human rights instruments into domestic law in order to safeguard the best interest of children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=custody" title="custody">custody</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20power" title=" marital power"> marital power</a>, <a href="https://publications.waset.org/abstracts/search?q=children%27s%20best%20interest" title=" children's best interest"> children's best interest</a>, <a href="https://publications.waset.org/abstracts/search?q=customary%20law" title=" customary law"> customary law</a> </p> <a href="https://publications.waset.org/abstracts/14628/the-impact-of-customary-law-on-childrens-rights-in-botswana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14628.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">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3173</span> The Deprivation of Human Rights Experienced by African Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Wiltshire">Anna Wiltshire</a>, <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Markham"> Rebecca Markham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last decade, a growing body of evidence has indicated that children with disabilities are often amongst the most excluded and vulnerable in society. The World Bank estimates that 20% of those living in poverty in developing countries are disabled which means that those with the least bear the greatest burden. Furthermore, children with disabilities in Africa have to face a multitude of difficulties ranging from the physical to the psychological. Misconceptions and cultural beliefs are used to justify violence against, or complete shunning of these individuals and their families. In addition, discrimination can prevent access to both education and health services, further compromising these individuals. All children, irrespective of their disability should be able to enjoy human rights without discrimination, but this is often not the case. This poster explores how and why children with disabilities in Africa are subject to violations of their human rights, and suggests ways of addressing these problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=discrimination" title=" discrimination"> discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/20440/the-deprivation-of-human-rights-experienced-by-african-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20440.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">563</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3172</span> Examination of the Impact of Projects Based on Reggio Emilia Approach on the Creative Thinking Skills of Preschool Children: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arzu%20Akar%20Gen%C3%A7er">Arzu Akar Gençer</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C3%BCbeccel%20G%C3%B6nen"> Mübeccel Gönen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to investigate the impact of the projects based on Reggio Emilia Approach, on the creative thinking skills of preschool children. The study is carried out with eighteen 6 years old children in a class of a preschool, and entailed the development of projects based on Reggio Emilia approach with the children, for a period of 3 months. The study employs qualitative model. The children were analyzed with reference to the creative thinking aspects (rationality, originality, flexibility, and applicability) of the projects applied. As the projects based on Reggio Emilia approach arose out of the interests and curiosity of the children, and had their roots in the existing class culture, it is possible to conclude that they have an impact on the creativity of the children with reference to the aspects of creative thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reggio%20Emilia%20approach" title="Reggio Emilia approach">Reggio Emilia approach</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a> </p> <a href="https://publications.waset.org/abstracts/28951/examination-of-the-impact-of-projects-based-on-reggio-emilia-approach-on-the-creative-thinking-skills-of-preschool-children-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28951.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">581</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3171</span> Influences of Socioeconomic Status and Age on Child Creativity: An Exploratory Study Applied to School Children in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernard%20Vaernes">Bernard Vaernes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is thought to be of importance for educational success. Educational institutions vary greatly in regard to socioeconomic status (SES) and curricular emphasis on creativity. Research is needed to clarify the effects of age and SES on creativity. The objective of this study will be to compare the creative performance of children with different SES, low or high, and age. It is hypothesized that younger children will score higher than older children, independent of their SES. Children aged 15, 12, and 9 from four different junior and secondary schools in Warsaw, Poland, will participate in the study. The schools will differ in terms of socioeconomic, geographic localization. To assess creative performance, a Polish adaptation of the Torrance Test of Creative Thinking (TTCT) will be used. In order to select low and high SES individuals for SES grouping, a Polish adaptation of the MacArthur Scale of Subjective Social Status will be given to all participants. To control for individual differences in personality traits, a Polish adaptation of the Big Five Questionnaire for Children (BFQ-C) will be used. These measures will allow to compare the creative performance of children with different age and SES and eliminate confound variables. It is predicted that younger children, as well as high SES children, will score higher on the TTCT than older children, and low SES children. The findings of this study may provide useful insight into socioeconomic and age differences in creativity, as well as facilitating teacher’s adjustment of learning styles and emphasis on creativity in relation to the SES and age of their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20five%20questionnaire%20for%20children" title="big five questionnaire for children">big five questionnaire for children</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=socioeconomic%20status" title=" socioeconomic status"> socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=Torrance%20test%20of%20creative%20thinking" title=" Torrance test of creative thinking"> Torrance test of creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=TTCT" title=" TTCT"> TTCT</a> </p> <a href="https://publications.waset.org/abstracts/127124/influences-of-socioeconomic-status-and-age-on-child-creativity-an-exploratory-study-applied-to-school-children-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127124.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">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3170</span> LuMee: A Centralized Smart Protector for School Children who are Using Online Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lumindu%20Dilumka">Lumindu Dilumka</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranaweera%20I.%20D."> Ranaweera I. D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudusinghe%20%20S.%20P."> Sudusinghe S. P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanduni%20Kanchana%20A.%20M.%20K."> Sanduni Kanchana A. M. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was motivated by the challenges experienced by parents and guardians in ensuring the safety of children in cyberspace. In the last two or three years, online education has become very popular all over the world due to the Covid 19 pandemic. Therefore, parents, guardians and teachers must ensure the safety of children in cyberspace. Children are more likely to go astray and there are plenty of online programs are waiting to get them on the wrong track and also, children who are engaging in the online education can be distracted at any moment. Therefore, parents should keep a close check on their children's online activity. Apart from that, due to the unawareness of children, they tempt to share their sensitive information, causing a chance of being a victim of phishing attacks from outsiders. These problems can be overcome through the proposed web-based system. We use feature extraction, web tracking and analysis mechanisms, image processing and name entity recognition to implement this web-based system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20bullying" title=" cyber bullying"> cyber bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20recognition" title=" face recognition"> face recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20tracker" title=" web tracker"> web tracker</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20data" title=" privacy data"> privacy data</a> </p> <a href="https://publications.waset.org/abstracts/158590/lumee-a-centralized-smart-protector-for-school-children-who-are-using-online-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158590.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">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3169</span> The Microflora Assessment of the Urethra Area of Children with Newly Diagnosed Type 1 Diabetes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ewa%20Rusak">Ewa Rusak</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebastian%20Seget"> Sebastian Seget</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20Mroskowiak"> Aleksandra Mroskowiak</a>, <a href="https://publications.waset.org/abstracts/search?q=Miros%C5%82aw%20Partyka"> Mirosław Partyka</a>, <a href="https://publications.waset.org/abstracts/search?q=Ewa%20Samulska"> Ewa Samulska</a>, <a href="https://publications.waset.org/abstracts/search?q=Julia%20Str%C3%B3zik"> Julia Strózik</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Wilk"> Anna Wilk</a>, <a href="https://publications.waset.org/abstracts/search?q=Przemys%C5%82awa%20Jarosz-Chobot"> Przemysława Jarosz-Chobot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Various infections can affect children suffering from Type 1 Diabetes (T1D) because of dysfunctions of the immune system. The urinary tract and urethra of these children can be easily infected areas because of glycosuria. Aim: The microflora assessment of the urethra area of children with newly diagnosed T1D. Methods: The materials of the study were swabs taken prospectively from the urethral area of 63 children at the time of diagnosis of T1D (37 boys), then the results were correlated to the clinical parameters. In the statistical analysis, there were T student, Chi square, and U Mann-Whitney tests used. Results: The mean age was 9.4 years (6 months-17.4 years). The mean HbA1c value was 12.1% (5,6% - 20.1%). The mean value of glycosuria was 4463.2 mg/dl (0 - 9770 mg/dl). Ketoacidosis was diagnosed in 29 children (49%). The following microbial species were isolated in the collected materials: Staphylococcus epidermidis in 18 children (28.6%), Enterococcus faecalis in 17 children (27%), Candida albicans in 15 children (23.8%), coagulase-negative staphylococciin 11 children (17.5%), group B Streptococcus beta-hemolysis in 10 children (15.9%), S. aureus, E. coli, S. anginosus, C. glucuronolyticum, and A. urinae in 7 children each (11.1%), group B Streptococcus beta-hemolysis and S. hominis in 6 children each (9.5%), L. gasseri in 5 children (7.5%), C. dubliniensis in 4 children (6.3) and other, isolated cases. 2 of diagnosed patients were cultured negatively (3.2%). There were statistical correlations between the type of colonisation and patients’ sex and HbA1C value. Conclusions: It is extremely important to examine the urethral area at the time of diagnosis of T1D in order to detect inflammation and to undertake the appropriate and effective intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diabetology" title="diabetology">diabetology</a>, <a href="https://publications.waset.org/abstracts/search?q=skin%20disorders" title=" skin disorders"> skin disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=microbiology" title=" microbiology"> microbiology</a>, <a href="https://publications.waset.org/abstracts/search?q=microflora" title=" microflora"> microflora</a> </p> <a href="https://publications.waset.org/abstracts/147101/the-microflora-assessment-of-the-urethra-area-of-children-with-newly-diagnosed-type-1-diabetes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147101.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">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3168</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/abstracts/search?q=Robert%20L.%20Williamson">Robert L. Williamson</a>, <a href="https://publications.waset.org/abstracts/search?q=Baris%20%C3%87etin"> Baris Çetin</a> </p> <p class="card-text"><strong>Abstract:</strong></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 class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=refugee" title=" refugee"> refugee</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/100863/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/abstracts/100863.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">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3167</span> Adult-Child Relationships: Nurturing Development and Well-Being</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Obafemi%20Richard%20Jegede">Obafemi Richard Jegede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationship between adults and children is pivotal for the social, emotional, and cognitive development of the latter. This paper explores the multifaceted dynamics of adult-child relationships, emphasizing their significance in fostering positive outcomes for children's well-being. It delves into dimensions such as attachment, communication, and parenting styles, addressing their impact on children's mental health and development. Furthermore, the role of supportive environments and interventions in enhancing adult-child relationships is examined. Understanding the complexities of these relationships is crucial for promoting healthy and nurturing interactions that contribute to children's holistic development. Positive interactions with caring adults promote children's self-regulation, empathy, and resilience, while negative or inconsistent relationships can lead to emotional distress and impaired social skills. Creating supportive environments that prioritize positive adult-child relationships is essential for promoting children's well-being. By comprehensively understanding the factors that shape adult-child relationships, we can better support children's development and well-being. This paper aims to provide insights into the complexities of adult-child relationships and their profound impact on children's development and overall well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impact%20on%20children%27s%20development" title="impact on children's development">impact on children's development</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20environments%20and%20interventions" title=" supportive environments and interventions"> supportive environments and interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20style" title=" parenting style"> parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20between%20adult%20and%20children" title=" communication between adult and children"> communication between adult and children</a> </p> <a href="https://publications.waset.org/abstracts/181905/adult-child-relationships-nurturing-development-and-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181905.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">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3166</span> The Impact of Stress and Coping Style on Educational Involvement among Fathers to Children with Special Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aviva%20Lvan">Aviva Lvan</a>, <a href="https://publications.waset.org/abstracts/search?q=Lipaz%20Shamoa-Nir"> Lipaz Shamoa-Nir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, has increased the research interest in modern fatherhood especially, the increasing involvement of fathers in the family. However, there is a little research evidence on fathers to children with special needs. Therefore, the purpose of this study was to examine the effects of stress and coping style on involvement in school among fathers to children with special needs in inclusive education. We compared the fathers to children with special needs (N=72) with fathers to non-special needs children (N = 75), and found that higher stress levels, greater educational involvement and greater use of social support coping style, were found among fathers of children with special needs. In addition, mission coping style and emotional coping style predict involvement in the school and emotional coping style predicts high levels of stress. The above findings contribute to the investigation of changes in the perception of the role of fathers and their involvement in their children's lives especially, among fathers to children with special needs. From the applied aspect, the findings may increase the understanding of the role of fathers and their unique contribution to the social, emotional, and academic development of their children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20style" title="coping style">coping style</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20involvement" title=" educational involvement"> educational involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress "> stress </a> </p> <a href="https://publications.waset.org/abstracts/40391/the-impact-of-stress-and-coping-style-on-educational-involvement-among-fathers-to-children-with-special-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40391.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">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3165</span> Feeding Patterns and Diarrhea Incidence Among Children in Bangladesh: A Study Using Data from Demographic and Health Survey, 2014</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iqbal%20Ahmed%20Chowdhury">Iqbal Ahmed Chowdhury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diarrhea is considered to be one of the influential factors of child death in Bangladesh. While it is known that diarrhea is a water-driven disease, due to the lack of studies, little is known about the extent to which various feeding patterns contribute to such an incidence. Our paper intends to fill this gap by looking into different feeding patterns and their influence on diarrhea incidence among children in Bangladesh. Using data collected for the Demographic and Health Survey, 2014, this paper reveals that feeding patterns can influence the diarrhea incidence among this group of children to a great extent. This paper finds that the incidence of diarrhea is likely to elevate if diarrhea-affected children are fed plain water from any source and any kind of juice. However, breastfeeding, feeding soup or clear broth, prescribed baby food, and clean water from a tube well tend to help fight diarrhea incidence among children in Bangladesh. The results are found to be consistent even after controlling for sociodemographic variables, including age and sex of children, age and education qualification of the parent, and the number of children in the family. The results of this study could contribute to treating diarrhea among children in Bangladesh as well as similar other countries in the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feeding%20patterns" title="feeding patterns">feeding patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=diarrhea" title=" diarrhea"> diarrhea</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/157660/feeding-patterns-and-diarrhea-incidence-among-children-in-bangladesh-a-study-using-data-from-demographic-and-health-survey-2014" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157660.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">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3164</span> Munting Kamay, Munting Gawa: Children's Development Training, a UCU Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20A.%20Montero">Elizabeth A. Montero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project contemplated in this study particularly aimed at enabling public school children of ages ten to twelve who belong to low and middle income families. The pupils were provided training on communication, work, computer and social skills. In this study, the researcher hypothesized that children given the opportunity to develop a skill through guidance and proper supervision will significantly learn, improve and develop a skill. Since children’s minds are highly absorbent like a sponge absorbing anything within its capacity to take, it is ideal and necessary that education should provide an environment that is rich offering an array of meaningful experiences. The context of this study is well balanced since it catered to the children’s communication, work, computer and social skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Munting%20Kamay" title="Munting Kamay">Munting Kamay</a>, <a href="https://publications.waset.org/abstracts/search?q=Munting%20Gawa" title=" Munting Gawa"> Munting Gawa</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20development%20training" title=" children’s development training"> children’s development training</a>, <a href="https://publications.waset.org/abstracts/search?q=UCU%20experience" title=" UCU experience"> UCU experience</a> </p> <a href="https://publications.waset.org/abstracts/15535/munting-kamay-munting-gawa-childrens-development-training-a-ucu-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15535.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">437</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=107">107</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=108">108</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children&page=3" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>