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children's development</title> <meta name="description" content="Search results for: impact on children's development"> <meta name="keywords" content="impact on children's development"> <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" /> 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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="impact on children's development"> <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> 26376</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: impact on children's development</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26376</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">68</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">26375</span> Impact of Maternal Employment on the Overall Behavioral Development of Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hareem%20Kausar">Hareem Kausar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women of today’s world are energetic, enthusiastic and high-spirited. They tend to be the best in whatever they do and strive to accept and fulfil each challenge with utmost liveliness. The aim of the research was about studying the impact of Maternal Employment on the Child’s Behavioral Development. It was conducted as an initiative to study the impact factor in Pakistani culture and for deep insight to the subject using qualitative research methodology. The samples were interviewed through semi-structured interview method in three phases including two working mothers, two children and a day care center official and the data was collected and analyzed through content analysis. Further, it was linked with the literature from the west and the results show that children of working mothers tend to be sound mentally and physically but at some points they face the inner feeling of solitude. Overall, develop the mechanism in independence in their nature and behavior but maternal employment definitely affects the overall behavioral development of the children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20employment" title="maternal employment">maternal employment</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20behavior-%20development" title=" child behavior- development"> child behavior- development</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact "> impact </a> </p> <a href="https://publications.waset.org/abstracts/17032/impact-of-maternal-employment-on-the-overall-behavioral-development-of-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17032.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">551</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">26374</span> A Comparative Research on the Development Level of Left-Behind and Non-Left-Behind Children in Rural Areas of Henan Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuying%20Zhu">Yuying Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Left-behind children in rural areas are vulnerable groups with the course of our country’s urbanization. Left-behind young children in rural area separate from their parents in their early childhood, vicegerent guardian’s care are less sensitive and careful than children’s parents; they give less concern to children’s verbal development, this makes the verbal problem of the left-behind children to be ubiquitous problem. This study chooses four kindergartens from the east the middle and the west of the Henan Province, explore the verbal development differences between the left-behind young children and the non-left-behind young rural children through the McCarthy Scales of Children's Abilities (MSCA) and self-made questionnaires. The study shows that there is no significant difference between the left-behind young children and the non-left-behind young rural children in the verbal development, though the marks in primary class and middle class the non-left-behind young rural children is higher, but, the top class in the kindergarten is not. What’s more, the emergent reading and the economy have significant influence on young children’s verbal ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=left-behind%20children" title="left-behind children">left-behind children</a>, <a href="https://publications.waset.org/abstracts/search?q=non-left-behind%20children" title=" non-left-behind children"> non-left-behind children</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20difference" title=" regional difference"> regional difference</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20development" title=" verbal development"> verbal development</a> </p> <a href="https://publications.waset.org/abstracts/93053/a-comparative-research-on-the-development-level-of-left-behind-and-non-left-behind-children-in-rural-areas-of-henan-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93053.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">266</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">26373</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">26372</span> The Impact of Drama Education on Creativity Development at Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladim%C3%ADra%20Horn%C3%A1%C4%8Dkov%C3%A1">Vladimíra Hornáčková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper points out at the importance of creativity development in children of preschool age and analyses certain conditions and pedagogical principles which should be respected during the development of creativity in kindergartens. Research survey focuses on the development of creativity reflection at children in kindergartens at preschool age and based on a test of creativity it compares creativity of children in experimental and control groups. The goal is to find out if there are any differences among children in experimental and control classrooms in kindergartens; wherein experimental groups, there is preschool education with the use of drama education while in control groups there is not. On the basis of certain aspects, the gained data is compared through descriptive methods and correlations. Research results refer to reserves in creativity development in modern pre-primary education in the context of implemented and expected changes in didactic approach in the education of kindergartens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20child" title="preschool child">preschool child</a>, <a href="https://publications.waset.org/abstracts/search?q=drama%20in%20education" title=" drama in education"> drama in education</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20of%20creativity" title=" test of creativity"> test of creativity</a> </p> <a href="https://publications.waset.org/abstracts/48398/the-impact-of-drama-education-on-creativity-development-at-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48398.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">312</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">26371</span> Barriers and Strategies for Effective Communication between Parents and Children in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadhana%20Ghnayiem">Sadhana Ghnayiem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with the issue of effective communication between parents and children and its impact on the family in general and on the child in particular. The aim of this article is to provide information to parents, students, anyone interested in family communication between parents and children, and to provide them with tools to deal with barriers to communication in the family unit. The article presented a literature review of the importance of effective communication in the family, the definition of the concept of communication, and was a reference to factors and barriers in communication between parents and children leading to conflict destructive to the extent that barriers to effective communication in the family unit. At the end of the article, strategies were introduced to motivate children to behave appropriately, and to equip parents best to foster the healthy development of their children when they can create an atmosphere of effective communication. From the literature review, it's found that effective communication between parents and children prevents problematic behavior and helps children understand how to communicate effectively with others. Communication between parents and children is the cornerstone of a happy family life and is the basis for positive interactions between parents and children and increases self-esteem in children. <p 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=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a> </p> <a href="https://publications.waset.org/abstracts/92072/barriers-and-strategies-for-effective-communication-between-parents-and-children-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92072.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">196</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">26370</span> Built Environment and Deprived Children: Environmental Perceptions of the Urban Slum Cohort in Pune, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hrishikesh%20Purandare">Hrishikesh Purandare</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashwini%20Pethe"> Ashwini Pethe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research from developed countries has demonstrated that the built environment can have a significant effect on children’s cognitive and socio-emotional development. A majority of the studies on the relationship between the built environment and the well-being of children have been conducted in North America and Western Europe, though most of the world’s children live in the global South. Millions of children living in urban slums in India confront issues associated with poor living conditions and lack of access to basic services. It is a well-known fact that slums are places of extreme poverty, substandard housing, overcrowding, and poor sanitation. These challenges faced by children living in slums can have a significant impact on their physical, psychological, and social development. Despite the magnitude of the problem, the area of research, particularly on the impact of the built environment of slums on children and adolescent well-being, has been understudied in India. Only a few studies in the global South have investigated the impact of the built environment on children’s well-being. Apart from issues of the limited access to health and education of these children, the perception of children regarding the built environment which they inhabit is rarely addressed. A sample of 120 children living in the slums of Pune city between the ages 7 and 16 participated in this study, which employed a concurrent embedded approach of mixed method research. Questionnaires were administered to obtain quantitative data that included attributes of crowding, noise, privacy, territoriality and housing quality in the built environment. The qualitative analysis of children’s sketches highlighted aspects of the built environment with which they associated themselves the most. The study sought to examine the perception of the deprived children living in the urban slums in the city of Pune (India) towards their built environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20environment" title="physical environment">physical environment</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=underprivileged%20children" title=" underprivileged children"> underprivileged children</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20Indian%20slums" title=" urban Indian slums"> urban Indian slums</a> </p> <a href="https://publications.waset.org/abstracts/172890/built-environment-and-deprived-children-environmental-perceptions-of-the-urban-slum-cohort-in-pune-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172890.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">26369</span> Assessment of Psychomotor Development of Preschool Children: A Review of Eight Psychomotor Developmental Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Viola%20Huba%C4%8Dov%C3%A1%20Pirov%C3%A1">Viola Hubačová Pirová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of psychomotor development allows us to identify children with motor delays, helps us to monitor progress in time and prepare suitable intervention programs. The foundation of psychomotor development lies in pre-school age and is crucial for child´s further cognitive and social development. Many assessment tools of psychomotor development have been developed over the years. Some of them are easy screening tools; others are more complex and sophisticated. The purpose of this review is to describe the history of psychomotor assessment, specify preschool children´s psychomotor evaluation and review eight psychomotor development assessment tools for preschool children (Denver II., DEMOST-PRE, TGMD -2/3, BOT-2, MABC-2, PDMS-2, KTK, MOT 4-6). The selection of test depends on purpose and context in which is the assessment planned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20of%20psychomotor%20development" title="assessment of psychomotor development">assessment of psychomotor development</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20of%20assessment%20tools" title=" review of assessment tools"> review of assessment tools</a> </p> <a href="https://publications.waset.org/abstracts/129813/assessment-of-psychomotor-development-of-preschool-children-a-review-of-eight-psychomotor-developmental-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129813.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">167</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">26368</span> Parent’s Perspective about the Impact of Digital Storytelling on a Child’s Moral Development in the Early Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hina%20Abdul%20Majeed">Hina Abdul Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The story has a powerful impact on the human mind of all age groups. There are various ways to tell stories; one of the forms is digital storytelling. Digital storytelling is getting popular nowadays; it mainly catalyzes a child's holistic development in the early years. Thus, this study's primary purpose is to explore parents' perception of the impact of digital storytelling on developing children's moral values and the change that occurs in child's moral behavior and attitude using the digital storytelling tool. Literature was reviewed by exploring the recent studies on digital stories and their impact on child's development. This study was based on a mixed-method approach, considering qualitative and quantitative research designs. The population for this study included parents of early years children who resided in Karachi. However, parents of two to six years old children were targeted as samples by selecting using a purposive sample method. Thus, 100 parents were chosen for the quantitative survey, and five parents were interviewed to collect qualitative data. Questionnaires were developed for collecting data from parents through surveys and interviews. The SPSS was used to analyze the quantitative data, and the parents' responses collected during discussions were presented in narrative form. The findings show that the impact of digital storytelling, in most parents' opinion, is positive in inculcating moral values in their children. Moreover, parents also endorse the changes in child's behavior and attitude due to digital stories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title="digital storytelling">digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20years" title=" early years"> early years</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/162826/parents-perspective-about-the-impact-of-digital-storytelling-on-a-childs-moral-development-in-the-early-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162826.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">78</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">26367</span> Perception of Healthcare Workers Regarding the Psychological Impact of COVID-19 on Their Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saima%20Batool">Saima Batool</a>, <a href="https://publications.waset.org/abstracts/search?q=Saima%20Rafique"> Saima Rafique</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Objective: Pandemics like COVID-19 adversely affect children’s behavior and psychological development by disrupting routine life activities. Children of healthcare workers are exposed additionally due to the fear of parental exposure to the virus. The objective of this study was to assess the perception of frontline healthcare workers (HCWs) regarding the psychological impact of the COVID-19 pandemic on their children. We also sought to identify the difference in the psychological impact on children of male and female healthcare workers. Methods: A survey questionnaire was developed comprising 10 questions about the perception of HCWs regarding the psychological impact of COVID-19 on their children. It was distributed both online and face-to-face among 150 healthcare professionals working in training and non-training posts in 4 public and 5 nongovernment hospitals in Pakistan. The mean and standard deviation were calculated for each survey item using Statistical Package for the Social Sciences 26.0. Results: The response rate was 71.3%, and the majority (64.2%) of the healthcare professionals were ≥30 years of age. Ninety-two HCWs (85.98%) either agreed or strongly agreed that parental separation from their kids for long hours during the pandemic had a negative psychological impact on their children. There was a significant difference in the perceived psychological impact of COVID-19 on the children of male and female HCWs, with a mean survey score of 2.29 ± 1.82 and 1.69 ± 0.79, respectively (t = 2.29, p-value = 0.024). Conclusion: Children of healthcare workers experience more stress and anxiety because of long duty hours and working in high-risk settings. Continuous psychological support and counseling services may be adopted formally to prevent unforeseen adverse events or any long-term negative impact on their physical and mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=healthcare%20workers" title="healthcare workers">healthcare workers</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</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=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological" title=" psychological"> psychological</a> </p> <a href="https://publications.waset.org/abstracts/184553/perception-of-healthcare-workers-regarding-the-psychological-impact-of-covid-19-on-their-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184553.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">51</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">26366</span> Early Childhood Education: Working with Children, Families, and Communities for Collective Impact</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunico%20Armie%20Flores">Sunico Armie Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood education (ECE) is pivotal in shaping the future of individuals and society. This paper explores the collaborative efforts required among educators, families, and communities to create a collective impact on young children’s development. It delves into the importance of these partnerships, effective strategies for engagement, and the challenges and opportunities inherent in fostering such collaboration. By examining current research and practices, the paper aims to highlight the essential role of an integrated approach in achieving significant and sustainable improvements in early childhood outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-emotional%20development" title=" socio-emotional development"> socio-emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=educators" title=" educators"> educators</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=communities" title=" communities"> communities</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20efforts" title=" collaborative efforts"> collaborative efforts</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20impact" title=" collective impact"> collective impact</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20learning%20environments" title=" early learning environments"> early learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic%20development" title=" holistic development"> holistic development</a>, <a href="https://publications.waset.org/abstracts/search?q=high-quality%20ECE%20programs" title=" high-quality ECE programs"> high-quality ECE programs</a>, <a href="https://publications.waset.org/abstracts/search?q=investment%20in%20education" title=" investment in education"> investment in education</a> </p> <a href="https://publications.waset.org/abstracts/186394/early-childhood-education-working-with-children-families-and-communities-for-collective-impact" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186394.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">38</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">26365</span> A Change in Psychological Child Development Case Study on Animation Film Tom and Jerry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shani%20Ruri%20Efendi">Shani Ruri Efendi</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucky%20Tio%20Monika"> Lucky Tio Monika</a>, <a href="https://publications.waset.org/abstracts/search?q=Prita%20Esita"> Prita Esita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The purpose of this paper is to know the negative impact of the animated film show Tom & Jerry, how it might affect the changes of psychological child development, if this affects the development growth of children's behaviour and advice from the case of psychology as a solution to such problems Design/methodology/approach: The paper’s findings are based on an experimental method in conducting the test. The experiment lasted for 6 days at elementary school children aged from 6-7 years. Findings: The results of the analysis can be found that pictorial questionnaire which is one of the test tools in the study had no significant effect and also using IQ test is one test tool in the study of positive and significant influence of television has changed the way of thinking in children. Originality/value: This research tries to dig more into the negative influence of animated film Tom and Jerry as a negative influence on the development of children who may have the implementation of the child's behaviour in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20development" title="child development">child development</a>, <a href="https://publications.waset.org/abstracts/search?q=animated%20film" title=" animated film"> animated film</a>, <a href="https://publications.waset.org/abstracts/search?q=Tom%20and%20Jerry" title=" Tom and Jerry"> Tom and Jerry</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20children" title=" elementary school children"> elementary school children</a> </p> <a href="https://publications.waset.org/abstracts/34409/a-change-in-psychological-child-development-case-study-on-animation-film-tom-and-jerry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34409.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">766</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">26364</span> The Impact of Technology on Cultural Heritage among Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adenike%20%20Akinrotimi">Adenike Akinrotimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, education has been identified as vital tool for any form of development for any society (community); be it economic, social, political and cultural development. It is the determinant level of prosperity, welfare, security and sustenance of the people of a particular community. Education could be formal, informal and non-formal. Cultural development of an individual and of the community as it were is a lifelong process, where individual learns from daily experiences, exposure to the environment at home, at work, at play and it enriches human and environmental potentials. This type of education can be referred to as cultural heritage. It is built on learner participation and assimilation. Preschool programme also referred to as Early Childhood Education is critical to holistic development of a child cultural development inclusive. This paper examines the impact that technology has on cultural heritage among preschool children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title="cultural heritage">cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/38230/the-impact-of-technology-on-cultural-heritage-among-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38230.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">399</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">26363</span> Impact of Television Advertisement on Children Behaviour : A Qualitative Research in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarbjit%20Singh">Sarbjit Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Amit%20Kumar%20Lal"> Amit Kumar Lal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In India there is no governing body to control advertisement apart from ASCI due to which most of the companies are targeting children in their advertisements that have a negative impact on their behaviour. The main purpose of this research paper is to find out the impact of the television advertisement on the behaviour of the children as observed and reported by parents. The exploratory research design is adopted by using in-depth interviews with 20 parents in various cities of Punjab on the basis semi-structured interviews a self-administered structured Questionnaire was developed for data collection. Exploratory factor analysis using varimax rotation is used to analyse the data from 100 parents from the conjoint cities of Punjab. (Jalandhar, Amritsar and Ludhiana) The finding suggests that children demand those products which are more advertised. Parents believe that television advertisements are affecting the study of their children. Moreover, the children are becoming more violent, stubborn and rebellious. They try to start copying from the advertisements and indulge in bad habits. Children demand, nag and pester their parents to purchase the advertised product. This research paper would help advertisers to understand children behaviour towards advertisements and more over what should be done to control the negative impact of advertisement on children. Advertisers can also understand the parental perception towards advertisement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertisement" title="advertisement">advertisement</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behaviour" title=" consumer behaviour"> consumer behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20perception" title=" children perception"> children perception</a>, <a href="https://publications.waset.org/abstracts/search?q=teen%20marketing" title=" teen marketing"> teen marketing</a> </p> <a href="https://publications.waset.org/abstracts/3938/impact-of-television-advertisement-on-children-behaviour-a-qualitative-research-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3938.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">381</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">26362</span> Taiwanese Families' Perspectives: Promoting Foundations of Self-Determination Skills for Young Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szu-Yin%20Chu">Szu-Yin Chu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-determination has been particularly influential in obtaining a better quality of life through successful transition processes for students with disabilities. The development of self-determination through learning has raised attention at an early age. This study used a survey questionnaire to construct the understanding of the self-determination in Taiwan, learn the perspectives about the environmental and situational contexts where the respondents expect children to display self-determination skills in different cultures. Specifically, the research questions are: (a) What are Taiwanese families’ general perspectives about the development of foundations of self-determination for young children with special needs? and (b) how does families’ demographic background (i.e., income level, educational background) and child characteristics (i.e., age, emotional or behavior problems) impact Taiwanese families’ perspectives on the foundations of self-determination across three critical components (i.e., choice-making and problem-solving, self-regulation, and engagement) for young children with special needs? Data from 125 participants were gathered and analyzed. The findings suggested that Taiwanese families showed very positive attitudes toward promoting a foundation of self-determination for young children with special needs. Families’ income level and child’s severity of emotional/behavioral problems were two variables that were found to impact families’ views on their child’s foundational self-determination skills. Implications for future research and practice in supporting families to promote foundations of self-determination for young children with special needs will be provided. <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=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</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/76936/taiwanese-families-perspectives-promoting-foundations-of-self-determination-skills-for-young-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76936.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">301</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">26361</span> Implementation and Validation of Therapeutic Tourism Products for Families With Children With Autism Spectrum Disorder in Azores Islands: “Azores All in Blue” Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Rita%20Conde">Ana Rita Conde</a>, <a href="https://publications.waset.org/abstracts/search?q=Pilar%20Mota"> Pilar Mota</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%A2nia%20Botelho"> Tânia Botelho</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzana%20Caldeira"> Suzana Caldeira</a>, <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Rego"> Isabel Rego</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Pacheco"> Jessica Pacheco</a>, <a href="https://publications.waset.org/abstracts/search?q=Osvaldo%20Silva"> Osvaldo Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%81urea%20Sousa"> Áurea Sousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tourism promotes well-being and health to children with ASD and their families. Literature indicates the need to provide tourist activities that integrate the therapeutic component, to promote the development and well-being of children with ASD. The study aims to implement tourist offers in Azores that integrate the therapeutic feature, assess their suitability and impact on the well-being and health of the child and caregivers. Using a mixed methodology, the study integrates families that experience and evaluate the impact of tourism products developed specifically for them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=austism%20spectrum%20disorder" title="austism spectrum disorder">austism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20tourism%20activities" title=" therapeutic tourism activities"> therapeutic tourism activities</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20tourism" title=" inclusive tourism"> inclusive tourism</a> </p> <a href="https://publications.waset.org/abstracts/153205/implementation-and-validation-of-therapeutic-tourism-products-for-families-with-children-with-autism-spectrum-disorder-in-azores-islands-azores-all-in-blue-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153205.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">144</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">26360</span> Managing Children with Autism Spectrum Disorder in Corona Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raju%20Singh">Raju Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shikha%20Singh"> Shikha Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is note for managing Autistic Child during the Corona time line. It becomes very critical for the primary caregiver as corona pandemic poses new challenges and completely variety of threats to line of treatment, growth, socialization, mental health for children with autism spectrum disorder (ASD), and, so for the family of the children. It is a highly distressful situation, where the line of treatment has shrunken, physical contact has reduced and therapies footprints reduced in several parts of the world. As children with ASD already face socialization challenges, isolation rules imposed by individuals (or social groups), government agencies have only made the situation worse for the children with ASD and their family. This note will try to touch the basics on understanding the ASD and related development disorders, challenges, impact, and suggest approaches to deal with such situation. This document also covers data analysis, deep dive into the increasing impact of ASD on children. This document can also act as a baseline for many researchers, psychiatrists, psychologists, therapists to view the problem statement and measure its impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20behavior%20therapy" title=" applied behavior therapy"> applied behavior therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a> </p> <a href="https://publications.waset.org/abstracts/137480/managing-children-with-autism-spectrum-disorder-in-corona-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137480.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">148</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">26359</span> Development of Children through the Prism of Pending Bills in India: An Analytical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Sunaina">S. Sunaina</a>, <a href="https://publications.waset.org/abstracts/search?q=Neha%20Saini"> Neha Saini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are considered as future of a country. In order to have a better future, better laws are required in the present, especially for the children. Their development primarily revolves around physical, mental, psychological, emotional and financial facets. Hence the holistic development of a child in the contemporary society is a must in order to secure a better future. The present paper is an endeavour to analyse the development of children in India vis-a-vis The Child Development Bill 2016 and Child Labour (Abolition) Bill 2016 pending before the Indian Parliament. The findings of the study will attempt to highlight the flaws of the Bills and their probable repercussions, supporting the same with Constitutional provisions, judicial precedents, and the international perspective. Finally, the paper will conclude with concrete suggestions to overcome the flaws of the Bills so that the Bills, when passed, can be sincerely implemented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bill" title="bill">bill</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=repercussion" title=" repercussion"> repercussion</a> </p> <a href="https://publications.waset.org/abstracts/66002/development-of-children-through-the-prism-of-pending-bills-in-india-an-analytical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66002.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">271</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">26358</span> Online Early Childhood Monitoring and Evaluation of Systems in Underprivileged Communities: Tracking Growth and Progress in Young Children's Ability Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Kathryn%20Stretch">Lauren Kathryn Stretch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A study was conducted in the underprivileged setting of Nelson Mandela Bay, South Africa in order to monitor the progress of learners whose teachers receive training through the Early Inspiration Training Programme. Through tracking children’s growth & development, the effectiveness of the practitioner-training programme, which focuses on empowering women from underprivileged communities in South Africa, was analyzed. The aim was to identify impact & reach and to assess the effectiveness of this intervention programme through identifying impact on children’s growth and development. A Pre- and Post-Test was administered on about 850 young children in Pre-Grade R and Grade R classes in order to understand children’s ability level & the growth that would be evident as a result of effective teacher training. A pre-test evaluated the level of each child’s abilities, including physical-motor development, language, and speech development, cognitive development including visual perceptual skills, social-emotional development & play development. This was followed by a random selection of the classes of children into experimental and control groups. The experimental group’s teachers (practitioners) received 8-months of training & intervention, as well as mentorship & support. After the 8-month training programme, children from the experimental & control groups underwent post-assessment. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation on young children, that this understanding is implemented in the classroom, highlighting the areas of growth & development in the children whose teachers received additional training & support, as compared to those who did not receive additional training. Monitoring & Evaluation systems not only track children’s ability levels, but also have a core focus on reporting systems, mentorship and providing ongoing support. As a result of the study, an Online Application (for Apple or Android Devices) was developed which is used to track children’s growth via age-appropriate assessments. The data is then statistically analysed to provide direction for relevant & impactful intervention. The App also focuses on effective reporting strategies, structures, and implementation to support organizations working with young children & maximize on outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20development" title="early childhood development">early childhood development</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20child%20assessments" title=" developmental child assessments"> developmental child assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20application" title=" online application"> online application</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20and%20evaluating%20online" title=" monitoring and evaluating online"> monitoring and evaluating online</a> </p> <a href="https://publications.waset.org/abstracts/54695/online-early-childhood-monitoring-and-evaluation-of-systems-in-underprivileged-communities-tracking-growth-and-progress-in-young-childrens-ability-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54695.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">195</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">26357</span> The Impact of Perspective Taking and Gender Differences on the Encouragement of Social Competence for the Next Generation: The Evidence From Chinese Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Huang">Yi Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: For the development of children, it is important for parents to encourage children not only on academic competence but also on children’s social competence. In the western cultural context, parents emphasize more heavily on female children’s social-behavioral development. However, whether the conclusion is correct in eastern culture and whether the parent’s gender affects such an emphasis remains unclear. And, more valuably, from the perspective of intervention, except for the nature factors - child’s gender and parent’s gender, it is also worth to probe whether the improvable factors, such as parent’s perspective taking, influence parent’s emphasis on child’s social competence. Aim: This study was aimed to investigate the impact of parent’s gender, child’s gender, and parent’s perspective-taking on parent’s attitudes of encouragement of the child’s social competence under the Chinese cultural context. Method: 461 Chinese parents whose children were in the first year of middle school during the research time participated in this study. Among all participants, there were 155 fathers and 306 mothers. The research adopted the self-report of perspective-taking, which is the sub-scale of the Interpersonal Reactivity Index and the self-report of the encouragement on a child’s social communication, which is the sub-scale of the Chinese version of The Children Rearing Practice Report. In this study, 291 parents reported regarding male children, and 170 parents reported regarding female children. Results: Contrary to the traditional western theory, which usually suggests parent puts more attention on social development and competence to girl the instead of the boy, in the Chinese context, parent emphasizes social competence more on the male child. Analogically, in China, compared to mother, father underscores the child’s social competence more heavily. By constructing the hierarchical regression model, the result indicated that after controlling the variables of the gender of child and the gender of parent, parent’s perspective-taking still explains for the variance of parent’s encouragement on child’s social competence, which means, parent’s perspective-taking predicts parent’s encouragement on child’s social competence after excluding the impact of the gender of parent and child. Conclusion: For Chinese parents, the ability of perspective-taking is beneficial to enhance their awareness of encouraging children’s social competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parent%3B%20child" title="parent; child">parent; child</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective-taking" title=" perspective-taking"> perspective-taking</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a> </p> <a href="https://publications.waset.org/abstracts/119674/the-impact-of-perspective-taking-and-gender-differences-on-the-encouragement-of-social-competence-for-the-next-generation-the-evidence-from-chinese-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119674.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">137</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">26356</span> Cognitive Development Theories as Determinant of Children's Brand Recall and Ad Recognition: An Indian Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruchika%20Sharma">Ruchika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past decade, there has been an explosion of research that has examined children’s understanding of TV advertisements and its persuasive intent, socialization of child consumer and child psychology. However, it is evident from the literature review that no studies in this area have covered advertising messages and its impact on children’s brand recall and ad recognition. Copywriters use various creative devices to lure the consumers and very impressionable consumers such as children face far more drastic effects of these creative ways of persuasion. On the basis of Piaget’s theory of cognitive development as a theoretical basis for predicting/understanding children’s response and understanding, a quasi-experiment was carried out for the study, that manipulated measurement timing and advertising messages (familiar vs. unfamiliar) keeping gender and age group as two prominent factors. This study also examines children’s understanding of Advertisements and its elements, predominantly - Language, keeping in view Fishbein’s model. Study revealed significant associations between above mentioned factors and children’s brand recall and ad identification. Further, to test the reliability of the findings on larger sample, bootstrap simulation technique was used. The simulation results are in accordance with the findings of experiment, suggesting that the conclusions obtained from the study can be generalized for entire children’s (as consumers) market in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertising" title="advertising">advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20recall" title=" brand recall"> brand recall</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=preferences" title=" preferences"> preferences</a> </p> <a href="https://publications.waset.org/abstracts/46281/cognitive-development-theories-as-determinant-of-childrens-brand-recall-and-ad-recognition-an-indian-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46281.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">26355</span> Evaluating and Examining Pictures of Children of Five Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emine%20Y%C4%B1lmaz%20Bolat">Emine Yılmaz Bolat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood is a very important period in terms of identifying and developing early skills and abilities. It is likely that the child's development will be in the same direction in the future. This study was conducted with 26 children for the purpose of examining pictures of children of five years old. In the survey, children were asked to draw a picture with pastel dyes. The drawings were collected and evaluated by the researcher. At the end of the research, it was found that the children used the yellow color (N = 17, 16,34%) and the least gray color (N = 1, 0,96%). When the features of children's pictures are examined, the children's paintings have been found to have hierarchy, transparency, completion, the use of vivid colors, and the presence of vertical and horizontal painting lines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=pictures%20of%20children" title=" pictures of children"> pictures of children</a>, <a href="https://publications.waset.org/abstracts/search?q=features%20of%20pictures" title=" features of pictures"> features of pictures</a> </p> <a href="https://publications.waset.org/abstracts/68252/evaluating-and-examining-pictures-of-children-of-five-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68252.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">309</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">26354</span> Recessionary Tales: An Investigation into How Children with Intellectual Disability, and Their Families Experience the Current Economic Downturn</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Flynn">S. Flynn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a focused commentary on the impact of the current economic downturn on children with ID (intellectual disability), and their families, in the Republic of Ireland. It will examine the practical challenges, serious concerns, and trends in the field of disability with specific regard to the impact of the economic downturn in the Irish context. This includes the impact of cutbacks to services and supports, and the erosion of possibilities for life progression for children with ID as evident within the existing body of research. This focused commentary on core and seminal literature, policy and research will then be used to provide a discussion on what are the core points of learning for policy makers, researchers, practitioners and society as whole. <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=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=economic" title=" economic"> economic</a>, <a href="https://publications.waset.org/abstracts/search?q=recession" title=" recession "> recession </a> </p> <a href="https://publications.waset.org/abstracts/42758/recessionary-tales-an-investigation-into-how-children-with-intellectual-disability-and-their-families-experience-the-current-economic-downturn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42758.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">311</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">26353</span> Appraisal of Parents' Views and Supervision of Their Children's Use of Information Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olabisi%20Adedigba">Olabisi Adedigba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a fundamental truth that Information Communication Technology (ICT) lies at the very heart of our today’s society and determines its development. The use of ICT has given a boost to the educational and mental development of an average pupil of this age far above their counterparts who lived centuries ago. Nevertheless, the present age children stand the risk of the scourge of this technology if proactive measures are not taken urgently to arrest the damages of its negative use on them. One of the measures that can be taken is supervision of children’s use of ICT. This research therefore investigated parents’ views and supervision of their children’s use of Information Communication Technology. Descriptive design was adopted for this study. 300 parents were randomly selected. “Parents’ Views and Supervision of Children’s Use of ICT” was used to collect data for the study. Data collected were analyzed using percentage, mean, standard deviation and t-test. The result revealed that parents’ view of their children’s use of ICT is negative while supervision of their children’s use of ICT is low. Recommendations were thus offered that schools and other stakeholders should educate parents on children’s proper utilization of ICT and parents are urged to maintain adequate supervision on their children use of ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appraisal%20of%20parents%E2%80%99%20views%20and%20supervision" title="appraisal of parents’ views and supervision">appraisal of parents’ views and supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20use" title=" children’s use"> children’s use</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication%20technology" title=" information communication technology"> information communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=t-test" title=" t-test"> t-test</a> </p> <a href="https://publications.waset.org/abstracts/23859/appraisal-of-parents-views-and-supervision-of-their-childrens-use-of-information-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23859.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">510</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">26352</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">444</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">26351</span> Play-Based Early Education and Teachers’ Professional Development: Impact on Vulnerable Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chirine%20Dannaoui">Chirine Dannaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Maya%20Antoun"> Maya Antoun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intricate dynamics of play-based early childhood education (ECE) and the impact of professional development on teachers implementing play-based pedagogy, particularly in the context of vulnerable Syrian refugee children in Lebanon. By utilizing qualitative methodologies, including classroom observations and in-depth interviews with five early childhood educators and a field manager, this study delves into the challenges and transformations experienced by teachers in adopting play-based learning strategies. The research unveils the critical role of continuous and context-specific professional development in empowering teachers to implement play-based pedagogies effectively. When appropriately supported, it emphasizes how such educational approaches significantly enhance children's cognitive, social, and emotional development in crisis-affected environments. Key findings indicate that despite diverse educational backgrounds, teachers show considerable growth in their pedagogical skills through targeted professional development. This growth is vital for fostering a learning environment where vulnerable children can thrive, particularly in humanitarian settings. The paper also addresses educators' challenges, including adapting to play-based methodologies, resource limitations, and balancing curricular requirements with the need for holistic child development. This study contributes to the discourse on early childhood education in crisis contexts, emphasizing the need for sustainable, well-structured professional development programs. It underscores the potential of play-based learning to bridge educational gaps and contribute to the healing process of children facing calamity. The study highlights significant implications for policymakers, educators, schools, and not-for-profit organizations engaged in early childhood education in humanitarian contexts, stressing the importance of investing in teacher capacity and curriculum reform to enhance the quality of education for children in general and vulnerable ones in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=play-based%20learning" title="play-based learning">play-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerable%20children" title=" vulnerable children"> vulnerable children</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a> </p> <a href="https://publications.waset.org/abstracts/182214/play-based-early-education-and-teachers-professional-development-impact-on-vulnerable-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182214.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">59</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">26350</span> A Dream to Bicycle: A Curriculum Practice of Thematic Teaching Constructed by Scaffolding Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gu%20Chun-Mei">Gu Chun-Mei</a>, <a href="https://publications.waset.org/abstracts/search?q=Kung%20Mei-Juan"> Kung Mei-Juan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to examine (1) how a kindergarten teacher followed the scaffolding theory to inspire children’s interest in bicycling and (2) how these children had learned the skill of bicycling. Results revealed that: first of all, the teacher (1) used questions during the teaching process to stimulate the levels of children’s abilities; (2) provided follow-up thematic clues and hints which are based on children’s abilities (e.g., would not provide instructions and demonstrations except children continued failing to solve the current problems); (3) assisted only when children needed it. Furthermore, when children continued failing the task and being frustrated, instead of providing more concrete guidance, the teacher would utilize the following strategies: (1) postulating children’s thoughts; (2) encouraging children to feel the difficulties; (3) giving children opportunities to reflect on how to solve the problems. In sum, by raising questions, allowing children to implement by themselves for the first attempt, then inducing children to correct their actions, the teacher built a scaffold with thematic teaching to develop children’s potential on bicycling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=thematic%20teaching" title="thematic teaching">thematic teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffold" title=" scaffold"> scaffold</a>, <a href="https://publications.waset.org/abstracts/search?q=zone%20of%20proximal%20development" title=" zone of proximal development"> zone of proximal development</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/129248/a-dream-to-bicycle-a-curriculum-practice-of-thematic-teaching-constructed-by-scaffolding-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129248.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">193</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">26349</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">26348</span> Perceived Self-Efficacy of Children with Characteristics of Giftedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Medeiros"> Ana Medeiros</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina"> Ana Campina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study refers to the appropriateness of the psychopedagogical intervention programs focused on the adjustment and psychological well-being of children with characteristics of giftedness and the interests of promoting specialized and permanent follow-up to these children. It was intended to find out the impact on perceived self-efficacy in children with characteristics of giftedness after the frequency of a psychopedagogical intervention program. For this was applied to Multidimensional Scale Perceived Self-Efficacy, in two times (pre and post program frequency), in a quasi-experimental design. Innovative data are presented in reports to the relationship of perceived self-efficacy with giftedness, highlighting the evidence of this program focusing on the development of personal, social and emotional skills, applied to 20 children with characteristics of giftedness, in Northern Portugal, in the 2014-2015 school year, have no influence on perceived self-efficacy of children with characteristics of giftedness. The main implication of this research is congruent with the conclusions of studies that point that the greatest challenge in the education of children with characteristics of giftedness is to extend the traditional investment in intellectual production and creative capital to include an equal investment in social capital and the development of competencies of executive functions, dimensions that development programs stimulate. This study appeals to the need of children with characteristics of giftedness to be targets of psychopedagogical intervention programs with the constant specialization and constant updating of the knowledge of the professionals who work with them, motivated by being individuals with such specific and ever-changing characteristics reflecting an inclusive school life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=giftedness" title="giftedness">giftedness</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20self-efficacy" title=" perceived self-efficacy"> perceived self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=EMAEP" title=" EMAEP"> EMAEP</a>, <a href="https://publications.waset.org/abstracts/search?q=psychopedagogical%20intervention%20programs" title=" psychopedagogical intervention programs"> psychopedagogical intervention programs</a> </p> <a href="https://publications.waset.org/abstracts/70615/perceived-self-efficacy-of-children-with-characteristics-of-giftedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70615.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">279</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">26347</span> Validating the Arabic Communicative Development Inventory for Assessing the Development of Language in Arabic-Speaking Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alshaimaa%20Abdelwahab">Alshaimaa Abdelwahab</a>, <a href="https://publications.waset.org/abstracts/search?q=Allegra%20Cattani"> Allegra Cattani</a>, <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Floccia"> Caroline Floccia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessing children’s language is fundamental for changing their developmental outcome as it gives a chance for a quick and early intervention with the suitable planning and monitoring program. The importance of language assessment lies in helping to find the right test fit for purpose, in addition to achievement and proficiency. This study examines the validity of a new Arabic assessment tool, the Arabic Communicative Development Inventory ‘Arabic CDI’. It assesses the development of language in Arabic children in different Arabic countries, allowing to detect children with language delay. A concurrent validity is set to compare the Arabic CDI to the Arabic Language test. Twenty-three typically developing Egyptian healthy children and their mothers participated in this study. Their age is 24 months (+ or -) two weeks. The sample included 13 males and 10 females. Mothers completed the Arabic CDI either before or after the Arabic Language Test was conducted with the child. The score for comprehension in the Arabic CDI (M= 52.7, SD= 9.7) and words understood in the Arabic Language Test (M= 59.6, SD= 12.5) were strongly and positively correlated (r= .62, p= .002). At the same time, the scores for production in the Arabic CDI (M= 38.4, SD= 14.8) and words expressed in the Arabic Language Test (M= 52.1, SD= 16.3) were also strongly and positively correlated (r= .82, p= .000). The new Arabic CDI is an adequate tool for assessing the development of comprehension and production at Arabic children. In addition, it could be used for detecting children with language impairment. Standardization of the Arabic CDI across 18 different Arabic dialects in children aged 8 to 30 months is underway. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20CDI" title="Arabic CDI">Arabic CDI</a>, <a href="https://publications.waset.org/abstracts/search?q=assessing%20children" title=" assessing children"> assessing children</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20impairment" title=" language impairment"> language impairment</a> </p> <a href="https://publications.waset.org/abstracts/64877/validating-the-arabic-communicative-development-inventory-for-assessing-the-development-of-language-in-arabic-speaking-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64877.pdf" target="_blank" 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