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disabled children.</title> <meta name="description" content="Search results for: preschool disabled children."> <meta name="keywords" content="preschool disabled 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 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action="https://publications.waset.org/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="preschool disabled 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> 456</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: preschool disabled children.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">456</span> The Impact of Parent Involvement in Preschool Disabled Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheng-Min%20Cheng">Sheng-Min Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationship between parent involvement and preschool disabled children’s development. Parents of 3 year old disabled children (N=440) and 5 year old disabled children (N=937) participating in the Special Needs Education Longitudinal Study were interviewed or answered the web design questionnaire about their actions in parenting their disabled children. These children’s developments were also evaluated by their teachers. Data were analyzed using Structural Equation Modeling. Results were showed by tables and figures. Based on the results, the researcher made some suggestions for future studies.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20development" title="Child development">Child development</a>, <a href="https://publications.waset.org/search?q=longitudinal%20data%20analysis" title=" longitudinal data analysis"> longitudinal data analysis</a>, <a href="https://publications.waset.org/search?q=parent%0D%0Ainvolvement" title=" parent involvement"> parent involvement</a>, <a href="https://publications.waset.org/search?q=preschool%20disabled%20children." title=" preschool disabled children."> preschool disabled children.</a> </p> <a href="https://publications.waset.org/9999392/the-impact-of-parent-involvement-in-preschool-disabled-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999392/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999392/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999392/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999392/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999392/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999392/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999392/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999392/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999392/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999392/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2237</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">455</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/search?q=Vladim%C3%ADra%20Horn%C3%A1%C4%8Dkov%C3%A1">Vladimíra Hornáčková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Preschool%20child" title="Preschool child">Preschool child</a>, <a href="https://publications.waset.org/search?q=drama%20in%20education" title=" drama in education"> drama in education</a>, <a href="https://publications.waset.org/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/search?q=test%20of%20creativity." title=" test of creativity."> test of creativity.</a> </p> <a href="https://publications.waset.org/10005340/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/10005340/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005340/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005340/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005340/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005340/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005340/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005340/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005340/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005340/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005340/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005340.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">1890</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">454</span> Assessment of Psychomotor Development of Preschool Children: A Review of Eight Psychomotor Developmental Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Viola%20Huba%C4%8Dov%C3%A1%20Pirov%C3%A1">Viola Hubačová Pirová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The assessment of psychomotor development allows us to identify children with motor delays, helps us to monitor progress in time and prepare suitable intervention programs. The foundation of psychomotor development lies in pre-school age and is crucial for child´s further cognitive and social development. Many assessment tools of psychomotor development have been developed over the years. Some of them are easy screening tools; others are more complex and sophisticated. The purpose of this review is to describe the history of psychomotor assessment, specify preschool children´s psychomotor evaluation and review eight psychomotor development assessment tools for preschool children (Denver II., DEMOST-PRE, TGMD -2/3, BOT-2, MABC-2, PDMS-2, KTK, MOT 4-6). The selection of test depends on purpose and context in which is the assessment planned.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20of%20psychomotor%20development" title="Assessment of psychomotor development">Assessment of psychomotor development</a>, <a href="https://publications.waset.org/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/search?q=review%20of%20assessment%20tools." title=" review of assessment tools."> review of assessment tools.</a> </p> <a href="https://publications.waset.org/10011559/assessment-of-psychomotor-development-of-preschool-children-a-review-of-eight-psychomotor-developmental-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011559/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011559/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011559/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011559/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011559/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011559/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011559/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011559/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011559/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011559/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011559.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1478</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">453</span> The Habilitation with Preschool Children with Cerebral Palsy in Process of Pedagogical Support of their Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.B.%20Serova">N.B. Serova</a>, <a href="https://publications.waset.org/search?q=N.A.%20Toporkova"> N.A. Toporkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the research was to determine effectiveness of habilitation of preschool children with cerebral palsy in the process of pedagogical support of their families. The author presents the study of psychology-pedagogical problems of families with preschool children with cerebral palsy and the universal program of pedagogical support of families. In the conclusion, the author determines effectiveness of social adaptation of children with cerebral palsy and their families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=habilitation" title="habilitation">habilitation</a>, <a href="https://publications.waset.org/search?q=cerebral%20palsy" title=" cerebral palsy"> cerebral palsy</a>, <a href="https://publications.waset.org/search?q=pedagogical%20support" title=" pedagogical support"> pedagogical support</a>, <a href="https://publications.waset.org/search?q=social%20adaptation" title=" social adaptation"> social adaptation</a> </p> <a href="https://publications.waset.org/7711/the-habilitation-with-preschool-children-with-cerebral-palsy-in-process-of-pedagogical-support-of-their-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7711/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7711/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7711/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7711/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7711/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7711/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7711/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7711/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7711/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7711/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7711.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">1411</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">452</span> Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Compulsory%20pre-school%20education" title="Compulsory pre-school education">Compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20opinions%20on%20pre-school%20education." title=" parents’ opinions on pre-school education."> parents’ opinions on pre-school education.</a> </p> <a href="https://publications.waset.org/10011883/parents-opinions-on-compulsory-pre-school-attendance-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011883/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011883/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011883/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011883/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011883/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011883/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011883/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011883/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011883/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011883/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011883.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">591</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">451</span> The Use of Methods and Techniques of Drama Education with Kindergarten Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vladimira%20Hornackova">Vladimira Hornackova</a>, <a href="https://publications.waset.org/search?q=Jana%20Kottasova"> Jana Kottasova</a>, <a href="https://publications.waset.org/search?q=Zuzana%20Vanova"> Zuzana Vanova</a>, <a href="https://publications.waset.org/search?q=Anna%20Jungrova"> Anna Jungrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Drama%20education" title="Drama education">Drama education</a>, <a href="https://publications.waset.org/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/search?q=preschool%20teacher" title=" preschool teacher"> preschool teacher</a>, <a href="https://publications.waset.org/search?q=research." title=" research."> research.</a> </p> <a href="https://publications.waset.org/10005390/the-use-of-methods-and-techniques-of-drama-education-with-kindergarten-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005390/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005390/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005390/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005390/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005390/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005390/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005390/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005390/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005390/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005390/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005390.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">1380</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">450</span> A Robotic Cube to Preschool Children for Acquiring the Mathematical and Colours Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=Tamer%20M.%20Ismail"> Tamer M. Ismail</a>, <a href="https://publications.waset.org/search?q=M.%20Abd%20El%20Salam"> M. Abd El Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt"><span lang="EN-US">This work presents a robot called Conceptual Robotic Cube, CR-Cube. The robot can be used as an educational tool for children from the age of three. It has a cube shape attached with a camera colours sensor. In addition, it contains four wheels to move smoothly. The researchers prepared a questionnaire to measure the efficiency of the robot. The design and the questionnaire was presented to 11 experts who agreed that the robot is appropriate for learning numbering and colours for preschool children.<o:p></o:p></span></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CR-Cube" title="CR-Cube">CR-Cube</a>, <a href="https://publications.waset.org/search?q=robotic%20cube" title=" robotic cube"> robotic cube</a>, <a href="https://publications.waset.org/search?q=conceptual%20robot" title=" conceptual robot"> conceptual robot</a>, <a href="https://publications.waset.org/search?q=conceptual%20cube" title=" conceptual cube"> conceptual cube</a>, <a href="https://publications.waset.org/search?q=colour%20concept" title=" colour concept"> colour concept</a>, <a href="https://publications.waset.org/search?q=early%20childhood%20education." title=" early childhood education."> early childhood education.</a> </p> <a href="https://publications.waset.org/10007463/a-robotic-cube-to-preschool-children-for-acquiring-the-mathematical-and-colours-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007463/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007463/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007463/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007463/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007463/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007463/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007463/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007463/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007463/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007463/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007463.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">1188</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">449</span> Learning Difficulties of Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chalise%20Kiran">Chalise Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The learning difficulties of children with disabilities are always a matter of concern when we talk about educational needs and quality education of children with disabilities. This paper is the outcome of the review of the literature focused on the educational needs and learning difficulties of children with disabilities. For the paper, different studies written on children with disabilities and their education were collected through search engines. The literature put together were analyzed from the angle of learning difficulties faced by children with disabilities and the same were used as a precursor to arrive at the findings on the learning of the children. The analysis showed that children with disabilities face learning difficulties. The reasons for these difficulties could be attributed to factors in terms of authority, structure, school environment and behaviors of teachers and parents and the society as a whole.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%20with%20disabilities" title="Children with disabilities">Children with disabilities</a>, <a href="https://publications.waset.org/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/search?q=education%20of%20children%20with%20disabilities" title=" education of children with disabilities"> education of children with disabilities</a>, <a href="https://publications.waset.org/search?q=disabled%20children." title=" disabled children."> disabled children.</a> </p> <a href="https://publications.waset.org/10012825/learning-difficulties-of-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012825/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012825/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012825/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012825/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012825/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012825/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012825/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012825/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012825/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012825/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">448</span> Teaching Math to Preschool Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/search?q=Jia%20Borror"> Jia Borror</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study compared two different interventions for math instruction among preschoolers with autism spectrum disorder (ASD). The first intervention, a combination of discrete trial teaching and Strategies for Teaching Based on Autism Research (STAR), was the regular math curriculum utilized at the preschool. The second activity-based, naturalistic intervention was Project Mind, also known as Math is Not Difficult. The curricular interventions were randomly assigned to four preschool classrooms with ASD students and implemented over three months for Project MIND. Measurements gained during the same three months for the STAR intervention were used. A quasi-experimental, pre-test/post-test design was selected to compare which intervention was the most effective in increasing mathematical knowledge and skills among preschoolers with ASD. Standardized pre and post-test instruments included the Bracken Basic Concept Scale-3 Receptive, the Applied Problems and Calculation subtests of the Woodcock-Johnson IV Tests of Achievement, and the TEMA 3: Test of Early Mathematics Ability – Third Edition. The STAR assessment is typically administered to all preschoolers at the study site three times per year, and those results were used in this study. We anticipated that the implementation of these two approaches would lead to improvement in the mathematical knowledge and skills of children with ASD. Still, it is essential to see whether a behavioral or naturalistic teaching approach leads to more significant results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/search?q=special%20education." title=" special education."> special education.</a> </p> <a href="https://publications.waset.org/10012660/teaching-math-to-preschool-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012660/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012660/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012660/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012660/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012660/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012660/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012660/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012660/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012660/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012660/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012660.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">888</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">447</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of preschool education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/10012233/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012233/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012233/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012233/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012233/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012233/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012233/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012233/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012233/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012233/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012233/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012233.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">584</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">446</span> Author's Approach to the Problem of Correctional Speech Therapy with Children Suffering from Alalia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=%D0%95.%20V.%20Kutsina">Е. V. Kutsina</a>, <a href="https://publications.waset.org/search?q=S.%20A.%20Tarasova"> S. A. Tarasova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article we present a methodology which enables preschool and primary school unlanguaged children to remember words, phrases and texts with the help of graphic signs - letters, syllables and words. Reading for a child becomes a support for speech development. Teaching is based on the principle "from simple to complex", "a letter - a syllable - a word - a proposal - a text." Availability of multi-level texts allows using this methodology for working with children who have different levels of speech development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Alalia" title="Alalia">Alalia</a>, <a href="https://publications.waset.org/search?q=analytic-synthetic%20method" title=" analytic-synthetic method"> analytic-synthetic method</a>, <a href="https://publications.waset.org/search?q=development%20of%0D%0Acoherent%20speech" title=" development of coherent speech"> development of coherent speech</a>, <a href="https://publications.waset.org/search?q=formation%20of%20vocabulary" title=" formation of vocabulary"> formation of vocabulary</a>, <a href="https://publications.waset.org/search?q=learning%20to%20read" title=" learning to read"> learning to read</a>, <a href="https://publications.waset.org/search?q=" title=" "> </a>, <a href="https://publications.waset.org/search?q=sentence%0D%0Aformation" title=" sentence formation"> sentence formation</a>, <a href="https://publications.waset.org/search?q=three-level%20stories" title=" three-level stories"> three-level stories</a>, <a href="https://publications.waset.org/search?q=unlanguaged%20children." title=" unlanguaged children."> unlanguaged children.</a> </p> <a href="https://publications.waset.org/12132/authors-approach-to-the-problem-of-correctional-speech-therapy-with-children-suffering-from-alalia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12132/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12132/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12132/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12132/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12132/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12132/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12132/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12132/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12132/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12132/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12132.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">1941</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">445</span> Proposed Program for Developing Some Concepts for Nursery School Children in Egypt Using Artistic Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ebtehag%20Tolba">Ebtehag Tolba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study presents a proposed program for nursery school children in Egypt. The program consists of a collection of artistic activities and aims to develop the language, mathematical, and artistic skills of preschool children. Furthermore, the researcher has presented a questionnaire to experts about the link between the target group and the content. Finally, the proposed program was applied to group of 30 children. In addition, the researcher has prepared another questionnaire for measuring the effect of the program. This questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favour of the post-test results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developing" title="Developing">Developing</a>, <a href="https://publications.waset.org/search?q=concepts" title=" concepts"> concepts</a>, <a href="https://publications.waset.org/search?q=nursery" title=" nursery"> nursery</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=artistic%20activities." title=" artistic activities."> artistic activities.</a> </p> <a href="https://publications.waset.org/10007427/proposed-program-for-developing-some-concepts-for-nursery-school-children-in-egypt-using-artistic-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007427/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007427/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007427/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007427/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007427/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007427/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007427/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007427/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007427/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007427/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007427.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">792</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">444</span> Improving Learning Abilities and Inclusion through Movement: The Movi-Mente© Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ivan%20Traina">Ivan Traina</a>, <a href="https://publications.waset.org/search?q=Luigi%20Sangalli"> Luigi Sangalli</a>, <a href="https://publications.waset.org/search?q=Fabio%20Tognon"> Fabio Tognon</a>, <a href="https://publications.waset.org/search?q=Angelo%20Lascioli"> Angelo Lascioli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Currently, challenges regarding preschooler children are mainly focused on a sedentary lifestyle. Also, motor activity in infancy is seen as a tool for the separate acquisition of cognitive and socio-emotional skills rather than considering neuromotor development as a tool for improving learning abilities. The paper utilized an observational research method to shed light on the results of practicing neuromotor exercises in preschool children with disability as well as provide implications for practice.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%20with%20disability" title="Children with disability">Children with disability</a>, <a href="https://publications.waset.org/search?q=learning%20abilities" title=" learning abilities"> learning abilities</a>, <a href="https://publications.waset.org/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/search?q=neuromotor%20development." title=" neuromotor development."> neuromotor development.</a> </p> <a href="https://publications.waset.org/10012929/improving-learning-abilities-and-inclusion-through-movement-the-movi-mente-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012929/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012929/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012929/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012929/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012929/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012929/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012929/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012929/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012929/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012929/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012929.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">579</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">443</span> Hearing Aids Maintenance Training for Hearing-Impaired Preschool Children with the Help of Motion Graphic Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Mokhtarzadeh">M. Mokhtarzadeh</a>, <a href="https://publications.waset.org/search?q=M.%20Taheri%20Qomi"> M. Taheri Qomi</a>, <a href="https://publications.waset.org/search?q=M.%20Nikafrooz"> M. Nikafrooz</a>, <a href="https://publications.waset.org/search?q=A.%20Atashafrooz"> A. Atashafrooz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the present study was to investigate the effectiveness of using motion graphics as a learning medium on training hearing aids maintenance skills to hearing-impaired children. The statistical population of this study consisted of all children with hearing loss in Ahvaz city, at age 4 to 7 years old. As the sample, 60, whom were selected by multistage random sampling, were randomly assigned to two groups; experimental (30 children) and control (30 children) groups. The research method was experimental and the design was pretest-posttest with the control group. The intervention consisted of a 2-minute motion graphics clip to train hearing aids maintenance skills. Data were collected using a 9-question researcher-made questionnaire. The data were analyzed by using one-way analysis of covariance. Results showed that the training of hearing aids maintenance skills with motion graphics was significantly effective for those children. The results of this study can be used by educators, teachers, professionals, and parents to train children with disabilities or normal students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hearing-impaired%20children" title="Hearing-impaired children">Hearing-impaired children</a>, <a href="https://publications.waset.org/search?q=hearing%20aids" title=" hearing aids"> hearing aids</a>, <a href="https://publications.waset.org/search?q=hearing%20aids%20maintenance%20skill" title=" hearing aids maintenance skill"> hearing aids maintenance skill</a>, <a href="https://publications.waset.org/search?q=and%20motion%20graphics." title=" and motion graphics. "> and motion graphics. </a> </p> <a href="https://publications.waset.org/10011554/hearing-aids-maintenance-training-for-hearing-impaired-preschool-children-with-the-help-of-motion-graphic-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011554/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011554/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011554/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011554/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011554/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011554/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011554/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011554/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011554/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011554/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">575</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">442</span> Factors Underlying the Digital Divide for Disabled People: Focus on a Korean Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Soungwan%20Kim">Soungwan Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study identifies factors underlying the digital divide that is faced by the disabled. The results of its analysis showed that the digital divide in PC use is affected by age, number of years of education, employment status, and household income of more than KRW 3 million. The digital divide in smart device use is affected by sex, age, number of years of education, time when disability struck, and household income of more than KRW 3 million. Based on these results, this study proposes methods for bridging the digital divide faced by the disabled. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Digital%20divide" title="Digital divide">Digital divide</a>, <a href="https://publications.waset.org/search?q=digital%20divide%20for%20the%20disabled" title=" digital divide for the disabled"> digital divide for the disabled</a>, <a href="https://publications.waset.org/search?q=information%20accessibility%20for%20pcs%20and%20smart%20devices." title=" information accessibility for pcs and smart devices."> information accessibility for pcs and smart devices.</a> </p> <a href="https://publications.waset.org/10002145/factors-underlying-the-digital-divide-for-disabled-people-focus-on-a-korean-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002145/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002145/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002145/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002145/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002145/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002145/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002145/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002145/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002145/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002145/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002145.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">1795</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">441</span> Teaching Strategies and Prejudice Toward Immigrant and Disabled Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Pellerone">M. Pellerone</a>, <a href="https://publications.waset.org/search?q=S.%20G.%20Razza"> S. G. Razza</a>, <a href="https://publications.waset.org/search?q=L.%20Miano"> L. Miano</a>, <a href="https://publications.waset.org/search?q=A.%20Miccich%C3%A8"> A. Miccichè</a>, <a href="https://publications.waset.org/search?q=M.%20Adamo"> M. Adamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The teacher’s attitude plays a decisive role in promoting the development of the non-native or disabled student and counteracting hypothetical negative attitudes and prejudice towards those who are “different”. The objective of the present research is to measure the relationship between teachers’ prejudices towards disabled and/or immigrant students as predictors of teaching-learning strategies. A cross-sectional study involved 200 Italian female teachers who completed an anamnestic questionnaire, the Assessment Teaching Scale, the Italian Modern and Classical Prejudices Scale towards people with intellectual disability (ID), and the Pettigrew and Meertens’ Blatant Subtle Prejudice Scale. Confirming research hypotheses, data underline the predictive role of prejudice on teaching strategies, and in particular on the socio-emotional and communicative-relational dimensions. Results underline that general training appears necessary, especially for younger generations of teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Disabled%20students" title="Disabled students">Disabled students</a>, <a href="https://publications.waset.org/search?q=Immigrant%20students" title=" Immigrant students"> Immigrant students</a>, <a href="https://publications.waset.org/search?q=instructional%20competence" title=" instructional competence"> instructional competence</a>, <a href="https://publications.waset.org/search?q=prejudice" title=" prejudice"> prejudice</a>, <a href="https://publications.waset.org/search?q=teachers." title=" teachers."> teachers.</a> </p> <a href="https://publications.waset.org/10013764/teaching-strategies-and-prejudice-toward-immigrant-and-disabled-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013764/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013764/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013764/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013764/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013764/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013764/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013764/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013764/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013764/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013764/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013764.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">66</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">440</span> Investigating the Accessibility of Physically Disabled Individuals in Corporate Offices: A Case of Dhaka City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ishrar%20Tabassum">Ishrar Tabassum</a>, <a href="https://publications.waset.org/search?q=Jay%20Andrew%20Saptok"> Jay Andrew Saptok</a>, <a href="https://publications.waset.org/search?q=Khalid%20Raihan%20Kabir"> Khalid Raihan Kabir</a>, <a href="https://publications.waset.org/search?q=Elmee%20Tabassum"> Elmee Tabassum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to bring light to the current state of the working environments in the corporate environment and other such institutions with a particular focus on the Bangladesh National Building Code (BNBC) and its guidelines for accommodating the physically disabled. Data were collected via semi-formal interviews, site visits and focus groups conducted using a preset questionnaire as the guidelines. After conducting surveys at corporate offices of 20 organizations from major commercial sectors in Dhaka city, the auditing showed many inadequacies, as aside from the larger corporate offices, the offices have little to no accessibility for the physically disabled. This study hopes to shed light on the fact that the existing BNBCs lack of emphasis on ensuring the accessibility of the handicapped in corporate buildings in the hope that, in the future, the physically disabled will have greater opportunities at being productive members of the workforce.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Person%20with%20disability" title="Person with disability">Person with disability</a>, <a href="https://publications.waset.org/search?q=PWD" title=" PWD"> PWD</a>, <a href="https://publications.waset.org/search?q=corporate%20buildings" title=" corporate buildings"> corporate buildings</a>, <a href="https://publications.waset.org/search?q=Dhaka%20City." title=" Dhaka City."> Dhaka City.</a> </p> <a href="https://publications.waset.org/10010141/investigating-the-accessibility-of-physically-disabled-individuals-in-corporate-offices-a-case-of-dhaka-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010141/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010141/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010141/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010141/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010141/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010141/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010141/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010141/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010141/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010141/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010141.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">948</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">439</span> Remote Rehabilitation Development Status in China–To Eliminate the Disabled People`s Space Obstacles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ning%20Liu">Ning Liu</a>, <a href="https://publications.waset.org/search?q=Jue%20Wang"> Jue Wang</a>, <a href="https://publications.waset.org/search?q=Zhe%20Li"> Zhe Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The remote diagnosis and remote medical smoked to part. In China, in accordance with the requirements of different applications of remote diagnosis and Relates to the technical difference, which can be divided into special purpose remote diagnosis and treatment system, the remote will Referral system, remote medical consultation system, remote rehabilitation technology and remote operation technology. In this article, will introduce China for the special purpose of service remote diagnosis and treatment system and technology, including: China disabled status and virtual reality technology; China 's domestic family medical care system and China 's current situation of the development of telemedicine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/search?q=Remote%20rehabilitation" title=" Remote rehabilitation"> Remote rehabilitation</a>, <a href="https://publications.waset.org/search?q=The%20disabled%20people" title=" The disabled people"> The disabled people</a> </p> <a href="https://publications.waset.org/6393/remote-rehabilitation-development-status-in-china-to-eliminate-the-disabled-peoples-space-obstacles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6393/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6393/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6393/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6393/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6393/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6393/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6393/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6393/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6393/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6393/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6393.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">1661</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">438</span> Info-participation of the Disabled Using the Mixed Preference Data in Improving Their Travel Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Y.%20Duvarci">Y. Duvarci</a>, <a href="https://publications.waset.org/search?q=S.%20Mizokami"> S. Mizokami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Today, the preferences and participation of the TD groups such as the elderly and disabled is still lacking in decision-making of transportation planning, and their reactions to certain type of policies are not well known. Thus, a clear methodology is needed. This study aimed to develop a method to extract the preferences of the disabled to be used in the policy-making stage that can also guide to future estimations. The method utilizes the combination of cluster analysis and data filtering using the data of the Arao city (Japan). The method is a process that follows: defining the TD group by the cluster analysis tool, their travel preferences in tabular form from the household surveys by policy variableimpact pairs, zones, and by trip purposes, and the final outcome is the preference probabilities of the disabled. The preferences vary by trip purpose; for the work trips, accessibility and transit system quality policies with the accompanying impacts of modal shifts towards public mode use as well as the decreasing travel costs, and the trip rate increase; for the social trips, the same accessibility and transit system policies leading to the same mode shift impact, together with the travel quality policy area leading to trip rate increase. These results explain the policies to focus and can be used in scenario generation in models, or any other planning purpose as decision support tool.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Transportation%20Disadvantaged" title="Transportation Disadvantaged">Transportation Disadvantaged</a>, <a href="https://publications.waset.org/search?q=Disabled" title=" Disabled"> Disabled</a>, <a href="https://publications.waset.org/search?q=Mixed%20Preference" title=" Mixed Preference"> Mixed Preference</a>, <a href="https://publications.waset.org/search?q=Stated%20Preference%20Data." title=" Stated Preference Data."> Stated Preference Data.</a> </p> <a href="https://publications.waset.org/10458/info-participation-of-the-disabled-using-the-mixed-preference-data-in-improving-their-travel-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10458/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10458/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10458/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10458/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10458/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10458/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10458/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10458/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10458/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10458/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10458.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">1079</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">437</span> Attachment Styles of Children Raised in Nursery vs. Those Who are Raised in the Family in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Narges%20Razeghi">Narges Razeghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In studies on psychological health and children-s personality development and in researches on emotional distresses, children-s behavioral disorders associated with mother deprivation, are known as the major cause of mental disorders. Therefore, for identification of children-s attachment styles in nursery-s children are of significant importance. For this purpose, to compare the attachment styles between children of nursery with those provided care by their families, the Separation Anxiety Test (SAT) of Slough and et al was administered on 72 children (36 in nursery and 36 family-cared). The results indicated, almost half of children in both groups have insecure attachment styles. Tendency ratio of both groups of children towards Secure and Ambivalent Insecure styles are almost the same. However the avoidant style of attachment in children of nursery is more than those provided care by their families. The children under family care compared to the children of nursery, in the situations of separation from their mothers in the first day of school and sleeping in their room, have shown more self reliance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attachment%20style" title="Attachment style">Attachment style</a>, <a href="https://publications.waset.org/search?q=Separation%20Anxiety%20Test%20%28SAT%29" title=" Separation Anxiety Test (SAT)"> Separation Anxiety Test (SAT)</a>, <a href="https://publications.waset.org/search?q=Children" title=" Children"> Children</a>, <a href="https://publications.waset.org/search?q=Nursery" title=" Nursery"> Nursery</a>, <a href="https://publications.waset.org/search?q=Emotional%20and%20Behavioral%20Disorders" title=" Emotional and Behavioral Disorders"> Emotional and Behavioral Disorders</a> </p> <a href="https://publications.waset.org/15635/attachment-styles-of-children-raised-in-nursery-vs-those-who-are-raised-in-the-family-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15635/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15635/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15635/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15635/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15635/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15635/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15635/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15635/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15635/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15635/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1879</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">436</span> Efficacy of Selected Mobility Exercises and Participation in Special Games on Psychomotor Abilities, Functional Abilities and Game Performance among Intellectually Disabled Children of Under 14 Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Samuel%20Jesudoss">J. Samuel Jesudoss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to find out the efficacy of selected mobility exercises and participation in special games on psychomotor abilities, functional abilities and skill performance among intellectually disabled children of age group under 14. Thirty male students who were studying in Balar Kalvi Nilayam and YMCA College Special School, Chennai, acted as subjects for the study. They were only mild and moderate in intellectual disability. These students did not undergo any special training or coaching programme apart from their regular routine physical activity classes as a part of the curriculum in the school. They were attached at random, based on age in which 30 belonged to under 14 age group, which was divided into three equal group of ten for each experimental treatment. 10 students (Treatment group I) underwent calisthenics and special games participation, 10 students (Treatment group II) underwent aquatics and special games participation, 10 students (Treatment group III) underwent yoga and special games participation. The subjects were tested on selected criterion variables prior (pre test) and after twelve weeks of training (post test). The pre and post test data collected from three groups on functional abilities(self care, learning, capacity for independent living), psychomotor variables(static balance, eye hand coordination, simple reaction time test) and skill performance (bocce skill, badminton skill, table tennis skill) were statistically examined for significant difference, by applying the analysis ANACOVA. Whenever an 'F' ratio for adjusted test was found to be significant for adjusted post test means, Scheffe-s test was followed as a post-hoc test to determine which of the paired mean differences was significant. The result of the study showed that among under 14 age groups there was a significant improvement on selected criterion variables such as, Balance, Coordination, self-care and learning and also in Bocce, Badminton & Table Tennis skill performance, due to mobility exercises and participation in special games. However there were no significant differences among the groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Functional%20ability" title="Functional ability">Functional ability</a>, <a href="https://publications.waset.org/search?q=intellectually%20disabled" title=" intellectually disabled"> intellectually disabled</a>, <a href="https://publications.waset.org/search?q=Mobility%20exercises" title=" Mobility exercises"> Mobility exercises</a>, <a href="https://publications.waset.org/search?q=Psychomotor%20ability." title=" Psychomotor ability."> Psychomotor ability.</a> </p> <a href="https://publications.waset.org/13756/efficacy-of-selected-mobility-exercises-and-participation-in-special-games-on-psychomotor-abilities-functional-abilities-and-game-performance-among-intellectually-disabled-children-of-under-14-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13756/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13756/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13756/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13756/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13756/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13756/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13756/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13756/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13756/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13756/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13756.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">1973</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">435</span> Long-Term Effect of Breastfeeding in Preschooler’s Psychomotor Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aurela%20Saliaj">Aurela Saliaj</a>, <a href="https://publications.waset.org/search?q=Majlinda%20Zahaj"> Majlinda Zahaj</a>, <a href="https://publications.waset.org/search?q=Bruna%20Pura"> Bruna Pura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Background: Breast milk may impact early brain development, with potentially important biological, medical and social implications. There is an important discussion on which is the adequate breastfeeding extension to the development consolidation and how the children breastfeeding affects their psychomotor development, in the first year of life, and in following periods as well. Some special fats (LC PUFA) contained in breast milk play a key role in the brain’s maturation and cognitive development or social skills. These capacities created during breastfeeding time would be unfolded throughout all lifespan. Aim of the study: In our research, we have studied the effect of breastfeeding in preschooler's psychomotor assessment. Method: This study was conducted in a sample of 158 preschool children in Vlorë, Albania. We have measured the psychometric parameters of preschoolers with ASQ-3 (Age&Stage Questionnaires- 3). The studied sample was divided in three groups according to their breastfeeding duration (3, 6 and 12 months). Results: Children breastfed for only 3 months have definitely lower psychometric scores compared to the ones with 6 or more months of breastfeeding (respectively 217 to 239 ASQ-3 scores). Six and twelvemonth breastfed children have progressively more odds to have high levels of psychomotor development comparing to those with only 3 months of breastfeeding. The most affected psychometric domains by shortness of breastfeeding are Communication and Global motor. Conclusion: This leads to conclusion that to ensure high psychomotor parameters during childhood is necessary breastfeeding for at least 6 months.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Breastfeeding" title="Breastfeeding">Breastfeeding</a>, <a href="https://publications.waset.org/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/search?q=psycho-motor%0D%0Adevelopment" title=" psycho-motor development"> psycho-motor development</a>, <a href="https://publications.waset.org/search?q=psycho-motor%20domains." title=" psycho-motor domains."> psycho-motor domains.</a> </p> <a href="https://publications.waset.org/10003008/long-term-effect-of-breastfeeding-in-preschoolers-psychomotor-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003008/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003008/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003008/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003008/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003008/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003008/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003008/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003008/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003008/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003008/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003008.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">2348</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">434</span> Resilience in Children: A Comparative Analysis between Children with and without Parental Supervision Bandar Abbas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Taghinejad">N. Taghinejad</a>, <a href="https://publications.waset.org/search?q=F.%20Dortaj"> F. Dortaj</a>, <a href="https://publications.waset.org/search?q=N.%20Khodabandeh"> N. Khodabandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at comparing resilience among male and female children with and without parental supervision in Bandar Abbas. The sample consists of 200 subjects selected through cluster sampling. The research method was comparative causal and Conner and Davidson’s questionnaire form resilience was used for data collection. Results indicated that there is no difference between children with and without parental supervision regarding their resilience capacity. These findings may be challenging and useful for psychologists, officials of children’s affairs and legislators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Resilience" title="Resilience">Resilience</a>, <a href="https://publications.waset.org/search?q=children%20with%20parental%20supervision" title=" children with parental supervision"> children with parental supervision</a>, <a href="https://publications.waset.org/search?q=children%20without%20parental%20supervision." title=" children without parental supervision."> children without parental supervision.</a> </p> <a href="https://publications.waset.org/10004844/resilience-in-children-a-comparative-analysis-between-children-with-and-without-parental-supervision-bandar-abbas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004844/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004844/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004844/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004844/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004844/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004844/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004844/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004844/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004844/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004844/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1167</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">433</span> Barriers and Strategies for Effective Communication between Parents and Children in the Family</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sadhana%20Ghnayiem">Sadhana Ghnayiem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article deals with the issue of effective communication between parents and children and its impact on the family in general and on the child in particular. The aim of this article is to provide information to parents, students, anyone interested in family communication between parents and children, and to provide them with tools to deal with barriers to communication in the family unit. The article presented a literature review of the importance of effective communication in the family, the definition of the concept of communication, and was a reference to factors and barriers in communication between parents and children leading to conflict destructive to the extent that barriers to effective communication in the family unit. At the end of the article, strategies were introduced to motivate children to behave appropriately, and to equip parents best to foster the healthy development of their children when they can create an atmosphere of effective communication. From the literature review, it's found that effective communication between parents and children prevents problematic behavior and helps children understand how to communicate effectively with others. Communication between parents and children is the cornerstone of a happy family life and is the basis for positive interactions between parents and children and increases self-esteem in children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/search?q=family." title=" family."> family.</a> </p> <a href="https://publications.waset.org/10009301/barriers-and-strategies-for-effective-communication-between-parents-and-children-in-the-family" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009301/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009301/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009301/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009301/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009301/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009301/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009301/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009301/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009301/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009301/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4069</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">432</span> Anthropomorphism in Robotics Engineering for Disabled People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Tondu">B. Tondu</a>, <a href="https://publications.waset.org/search?q=N.%20Bardou"> N. Bardou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In its attempt to offer new ways into autonomy for a large population of disabled people, assistive technology has largely been inspired by robotics engineering. Recent human-like robots carry new hopes that it seems to us necessary to analyze by means of a specific theory of anthropomorphism. We propose to distinguish a functional anthropomorphism which is the one of actual wheelchairs from a structural anthropomorphism based on a mimicking of human physiological systems. If functional anthropomorphism offers the main advantage of eliminating the physiological systems interdependence issue, the highly link between the robot for disabled people and their human-built environment would lead to privilege in the future the anthropomorphic structural way. In this future framework, we highlight a general interdependence principle : any partial or local structural anthropomorphism generates new anthropomorphic needs due to the physiological systems interdependency, whose effects can be evaluated by means of specific anthropomorphic criterions derived from a set theory-based approach of physiological systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anthropomorphism" title="Anthropomorphism">Anthropomorphism</a>, <a href="https://publications.waset.org/search?q=Human-like%20machines" title=" Human-like machines"> Human-like machines</a>, <a href="https://publications.waset.org/search?q=Systemstheory" title=" Systemstheory"> Systemstheory</a>, <a href="https://publications.waset.org/search?q=Disability." title=" Disability."> Disability.</a> </p> <a href="https://publications.waset.org/7118/anthropomorphism-in-robotics-engineering-for-disabled-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7118/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7118/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7118/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7118/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7118/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7118/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7118/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7118/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7118/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7118/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7118.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">1989</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">431</span> Disability Diversity Management: A Case Study of the Banking Sector in the KSA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nada%20Azhar">Nada Azhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper is drawn from a wider study of the management of gender, age and disability diversity in the banking sector in the Kingdom of Saudi Arabia (KSA), which aims to develop a framework for diversity management (DM) in this sector. The paper focuses on the management of disability diversity. The purpose of the paper is to assist in understanding disability DM in the banking sector in KSA and to make suggestions for its enhancement. Hence, it contributes to filling a research gap, as there is a dearth of literature on disability DM, in KSA in general, and in the banking sector specifically. Discrimination against people with disabilities is a social issue that has not been entirely overcome in any society. However, in KSA, Islam informs almost every aspect of daily life including work, and Islam is against discrimination. Hence, in KSA, there are regulations to accommodate people with disabilities; however, employers are still free not to hire job applicants with disabilities specifically because of their condition. Indeed, disabled people are almost entirely absent from the labour market. There are 12 Saudi-owned or part-Saudi-owned banks in KSA and two managers from each of these were interviewed, making a total of 24. The interviews aimed to investigate empirically the understanding of managers in the banking sector in KSA of diversity management, including disability DM, in the banking sector. The interview data were analysed using thematic analysis. Two interviewees stated that banks used the employment of people with disabilities to enhance their corporate image, while five expressed the opinion that disabled employees could contribute to the bank provided they did not have to deal with customers face-to-face. Nine of the interviewees perceived that disabled employees could be of value to the bank for their own sake, not only in ‘behind the scenes’ roles. Another two interviewees mentioned that employing disabled people could be part of the bank’s community service programme and one thought it would be part of the bank’s Saudisation efforts. The remaining five interviewees did not know how disabled people could contribute to the bank. The findings show that disability DM in the banking sector in KSA is a relatively new concept, and is not yet well understood. In the light of the findings, in order to achieve the purpose of the paper, the following suggestions were made for the enhancement of disability DM in the banking sector in KSA. A change in attitudes towards disabled people is necessary. Such a change in the workplace can only be achieved if a top-down approach is taken to the integration of disabled people. Hence, it is suggested that management and employees follow a course in disability awareness. Further, a diversity officer in the HR department could enhance the integration of disabled people into the banking workforce. It is also suggested that greater government support is required through closely monitored and enforced anti-discrimination legislation. Moreover, flexible working arrangements such as part-time work would facilitate the employment of disabled people and benefit other groups of employees.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Banking" title="Banking">Banking</a>, <a href="https://publications.waset.org/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/search?q=diversity%20management" title=" diversity management"> diversity management</a>, <a href="https://publications.waset.org/search?q=Kingdom%0D%0Aof%20Saudi%20Arabia." title=" Kingdom of Saudi Arabia."> Kingdom of Saudi Arabia.</a> </p> <a href="https://publications.waset.org/9999908/disability-diversity-management-a-case-study-of-the-banking-sector-in-the-ksa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999908/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999908/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999908/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999908/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999908/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999908/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999908/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999908/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999908/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999908/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999908.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">3920</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">430</span> Eating Habits of Children Aged 10-15 Years in Reference to Nutrition Status </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Hetma%C5%84czyk">M. Hetmańczyk</a>, <a href="https://publications.waset.org/search?q=R.%20Polaniak"> R. Polaniak</a>, <a href="https://publications.waset.org/search?q=K.%20Bruka%C5%82o"> K. Brukało</a>, <a href="https://publications.waset.org/search?q=E.%20Grochowska-Niedworok"> E. Grochowska-Niedworok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Eating behaviours of people are determined by knowledge gained at different stages of life. Children’s diet is especially important. They have to eat meals regularly. Meals should consist of protein, carbohydrates and fat, and drinking the right amount of water. Mistakes in children’s diets affect their health and may lead to health issues such as diabetes, overweight, obesity or malnutrition. The aim of the study was to assess the eating habits among 10-15-year-old children. To achieve this aim, the study included children aged 10-15 years living in Silesia Province, Poland; the participants consisted of 52.08% girls and 47.92% boys. Authorial questionnaire contains 28 questions about eating habits. The results of 192 students were subjected to analysis. The results show that half of the surveyed students participated in physical activity every day. Most children ate 4-5 meals every day, but the breaks between them were too long (four and more hours). Children generally ate cooked meals. Most children ate first breakfast every day, but only one third of studied children ate a second breakfast daily, while 93.75% ate vegetables at least once a day, 94.79% ate fruit at least once a day, and 79.17% drink a daily glass of milk or more. The study found that the eating behaviours of the surveyed children were unsatisfying. While the children did not participate in physical activity often enough, girls took part slightly more often. Children eat second breakfast not often enough. Younger children (10-12 years old) are doing it more often than the older children (13-15 years old). Gender is not a determinant of the frequency of second breakfast consumption.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Eating%20habits" title="Eating habits">Eating habits</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=diet" title=" diet"> diet</a>, <a href="https://publications.waset.org/search?q=nutrition%20status." title=" nutrition status. "> nutrition status. </a> </p> <a href="https://publications.waset.org/10010327/eating-habits-of-children-aged-10-15-years-in-reference-to-nutrition-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010327/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010327/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010327/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010327/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010327/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010327/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010327/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010327/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010327/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010327/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1035</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">429</span> Usability Testing with Children: BatiKids Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hestiasari%20Rante">Hestiasari Rante</a>, <a href="https://publications.waset.org/search?q=Leonardo%20De%20Ara%C3%BAjo"> Leonardo De Araújo</a>, <a href="https://publications.waset.org/search?q=Heidi%20Schelhowe"> Heidi Schelhowe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Usability testing with children is similar in many aspects to usability testing with adults. However, there are a few differences that one needs to be aware of in order to get the most out of the sessions, and to ensure that children are comfortable and enjoying the process. This paper presents the need to acquire methodological knowledge for involving children as test users in usability testing, with consideration on Piaget’s theory of cognitive growth. As a case study, we use BatiKids, an application developed to evoke children’s enthusiasm to be involved in culture heritage preservation. The usability test was applied to 24 children from 9 to 10 years old. The children were divided into two groups; one interacted with the application through a graphic tablet with pen, and the other through touch screen. Both of the groups had to accomplish the same amount of tasks. In the end, children were asked to give feedback. The results suggested that children who interacted using the graphic tablet with pen had more difficulties rather than children who interacted through touch screen. However, the difficulty brought by the graphic tablet with pen is an important learning objective in order to understand the difficulties of using <em>canting</em>, which is an important part of batik.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=BatiKids" title="BatiKids">BatiKids</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=child-computer%20interaction" title=" child-computer interaction"> child-computer interaction</a>, <a href="https://publications.waset.org/search?q=usability%20test." title=" usability test."> usability test.</a> </p> <a href="https://publications.waset.org/10005779/usability-testing-with-children-batikids-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005779/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005779/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005779/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005779/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005779/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005779/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005779/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005779/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005779/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005779/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1291</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">428</span> BECOME: Body Experience-Based Co-Operation between Juveniles through Mutually Excited Team Gameplay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tsugunosuke%20Sakai">Tsugunosuke Sakai</a>, <a href="https://publications.waset.org/search?q=Haruya%20Tamaki"> Haruya Tamaki</a>, <a href="https://publications.waset.org/search?q=Ryuichi%20Yoshida"> Ryuichi Yoshida</a>, <a href="https://publications.waset.org/search?q=Ryohei%20Egusa"> Ryohei Egusa</a>, <a href="https://publications.waset.org/search?q=Etsuji%20Yamaguchi"> Etsuji Yamaguchi</a>, <a href="https://publications.waset.org/search?q=Shigenori%20Inagaki"> Shigenori Inagaki</a>, <a href="https://publications.waset.org/search?q=Fusako%20Kusunoki"> Fusako Kusunoki</a>, <a href="https://publications.waset.org/search?q=Miki%20Namatame"> Miki Namatame</a>, <a href="https://publications.waset.org/search?q=Masanori%20Sugimoto"> Masanori Sugimoto</a>, <a href="https://publications.waset.org/search?q=Hiroshi%20Mizoguchi"> Hiroshi Mizoguchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We aim to develop a full-body interaction game that could let children cooperate and interact with other children in small groups. As the first step for our aim, the objective of the full-body interaction game developed in this study is to make interaction between children. The game requires two children to jump together with the same timing. We let children experience the game and answer the questionnaires. The children using several strategies to coordinate the timing of their jumps were observed. These included shouting time, watching each other, and jumping in a constant rhythm as if they were skipping rope. In this manner, we observed the children playing the game while cooperating with each other. The results of a questionnaire to evaluate the proposed interactive game indicate that the jumping game was a very enjoyable experience in which the participants could immerse themselves. Therefore, the game enabled children to experience cooperation with others by using body movements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/search?q=cooperation" title=" cooperation"> cooperation</a>, <a href="https://publications.waset.org/search?q=full-body%20interaction%20game" title=" full-body interaction game"> full-body interaction game</a>, <a href="https://publications.waset.org/search?q=kinect%20sensor." title=" kinect sensor."> kinect sensor.</a> </p> <a href="https://publications.waset.org/10005290/become-body-experience-based-co-operation-between-juveniles-through-mutually-excited-team-gameplay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005290/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005290/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005290/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005290/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005290/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005290/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005290/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005290/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005290/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005290/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1345</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">427</span> Drawings as a Methodical Access to Reconstruct Children's Perspective on a Horse-Assisted Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Annika%20Barzen">Annika Barzen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article, the collection and analysis of drawings are implemented and discussed as a methodological approach to reconstruct children's perspective on horse-assisted interventions. For this purpose, drawings of three children (8-10 years old) were included in the research process in order to clarify the question of what insights can be derived from the drawings about the child's perspective on the intervention. The children were asked to draw a picture of themselves at the horse stable. Practical implementation considerations are disclosed. The developed analysis steps consider the work of two art historians (Erwin Panofsky and Max Imdahl) to capture the visual sense and to interpret the children's drawings. Relevant topics about the children's perspective can be inferred from the drawings. In the drawings, the following topics are important for the children: Overcoming challenges and fears in handling the horse, support from an adult in handling the horse and feeling self-confident and competent to act after completing tasks with the horse. The drawings show the main topics which are relevant for the children and can be used as a basis for conversation. All in all, the child's drawing offers a useful addition to other survey methods in order to gain further insights into the experiences of children in a horse-assisted setting.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%E2%80%99s%20perspective" title="Children’s perspective">Children’s perspective</a>, <a href="https://publications.waset.org/search?q=interpret%20children%E2%80%99s%20drawings" title=" interpret children’s drawings"> interpret children’s drawings</a>, <a href="https://publications.waset.org/search?q=equine-assisted-intervention" title=" equine-assisted-intervention"> equine-assisted-intervention</a>, <a href="https://publications.waset.org/search?q=methodical%20analysis." title=" methodical analysis."> methodical analysis.</a> </p> <a href="https://publications.waset.org/10011402/drawings-as-a-methodical-access-to-reconstruct-childrens-perspective-on-a-horse-assisted-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011402/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011402/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011402/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011402/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011402/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011402/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011402/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011402/ris" target="_blank" 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