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children schooling</title> <meta name="description" content="Search results for: migrant children schooling"> <meta name="keywords" content="migrant children schooling"> <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/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="migrant children schooling"> <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> 3491</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: migrant children schooling</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3491</span> Critical Reading Achievement of Rural Migrant Children in China: The Roles of Educational Expectation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liman%20Zhao">Liman Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jianlong%20Zhang"> Jianlong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingman%20Ren"> Mingman Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Chuang%20Wang"> Chuang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jian%20Liu"> Jian Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas in the context of urbanization. In China, the socioeconomic status of migrant children is relatively low in comparison to non-migrant children. Parents of migrant children often work in occupations with long working hours, high labor intensity, and low pay due to their poor academic qualifications. Most migrant children's parents have not received higher education and have no time to read with their children. The family of migrant children usually does not have a good collection of books either, which leads to these children’s insufficient reading and low reading levels. Moreover, migrant children frequently relocate with their parents, and their needs for knowledge and reading are often neglected by schools, which puts migrant children at risk of academic failure in China. Therefore, the academic achievement of rural migrant children has become a focus of education in China. This study explores the relationship between the educational expectation of rural migrant children and their critical reading competence in general and the moderating effect of the difference between parental educational expectation to their children and the children’s own educational expectation. The responses to a survey from 5113 seventh-grade children in a district of the capital city in China revealed that children who moved to cities in grades 4-6 of primary school performed the best in critical reading, and children who moved to cities after middle school showed the worst performance in critical reading. In addition, parents’ educational expectations of their children and their own educational expectations were both significant predictors of rural migrant children’s reading competence. The higher a child's expectations of a degree and the smaller the gap between parents' expectations of a child's education and the child's own education expectations, the better the child's performance in critical reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20expectation" title="educational expectation">educational expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20competence" title=" critical reading competence"> critical reading competence</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20migrant%20children" title=" rural migrant children"> rural migrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=moderating%20effect" title=" moderating effect"> moderating effect</a> </p> <a href="https://publications.waset.org/abstracts/97944/critical-reading-achievement-of-rural-migrant-children-in-china-the-roles-of-educational-expectation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3490</span> Children with Migration Backgrounds in Russian Elementary Schools: Teachers Attitudes and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chulpan%20Gromova">Chulpan Gromova</a>, <a href="https://publications.waset.org/abstracts/search?q=Rezeda%20Khairutdinova"> Rezeda Khairutdinova</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20Birman"> Dina Birman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most significant issues that schools all over the world face today is the ways teachers respond to increasing diversity. The study was informed by the tripartite model of multicultural competence, with awareness of personal biases a necessary component, together with knowledge of different cultures, and skills to work with students from diverse backgrounds. The paper presents the results of qualitative descriptive studies that help to understand how school teachers in Russia treat migrant children, how they solve the problems of adaptation of migrant children. The purpose of this study was to determine: a) educational practices used by primary school teachers when working with migrant children; b) relationship between practices and attitudes of teachers. Empirical data were collected through interviews. The participants were informed that a conversation was being recorded. They were also warned that the study was voluntary, absolutely anonymous, no personal data was disclosed. Consent was received from 20 teachers. The findings were analyzed using directive content analysis (Graneheim and Lundman, 2004). The analysis was deductive according to the categories of practices and attitudes identified in the literature review and enriched inductively to identify variation within these categories. Studying practices is an essential part of preparing future teachers for working in a multicultural classroom. For language and academic support, teachers mostly use individual work. In order to create a friendly classroom climate and environment teachers have productive conversations with students, organize multicultural events for the whole school or just for an individual class. The majority of teachers have positive attitudes toward migrant children. In most cases, positive attitudes lead to high expectations for their academic achievements. Conceptual orientation of teacher attitudes toward cultural diversity is mostly pluralistic. Positive attitudes, high academic expectations and conceptual orientation toward pluralism are favorably reflected in teachers’ practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title="intercultural education">intercultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20children%20schooling" title=" migrant children schooling"> migrant children schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20attitudes" title=" teachers attitudes"> teachers attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/105418/children-with-migration-backgrounds-in-russian-elementary-schools-teachers-attitudes-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105418.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">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3489</span> Indigenous Childhood: Upbringing and Schooling in Two Indigenous Communities from Argentina (Qom and Mbyá)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Carolina%20Hecht">Ana Carolina Hecht</a>, <a href="https://publications.waset.org/abstracts/search?q=Noelia%20Enriz"> Noelia Enriz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Garcia%20Palacios"> Mariana Garcia Palacios</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The South American anthropology has been recently focused to research with children in different contexts. In our researches with children from indigenous communities in the lowlands and highlands of South America (Qom and Mbyá), we especially considered social categories that define the different ways of being a boy and a girl. In this way, we built an approach to disrupt monolithic models of childhood. The aim of this paper is to tackle the first stage of life, demarcated from their nominal references and from the upbringing and formative experiences in which children participate. So, we will focus on the network of social relations in the period of childhood, making especial focus on language develops, religion, schooling and games. The crossing of our different thematic interests allows us to consider the complexity of knowledge and skills that come into play during the development of children. Methodologically, this text is based on an ethnographic approach, with frequent visits and periods of cohabitation, for more than a decade with Mbyá and Qom people, who lives within indigenous communities in the provinces of Chaco, Buenos Aires and Misiones, in Argentina. We made participant observation and interviews with children and their families, with the objective to include children's voices in our researches about the whole community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chidhood" title="chidhood">chidhood</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20people" title=" indigenous people"> indigenous people</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=upbringing" title=" upbringing"> upbringing</a> </p> <a href="https://publications.waset.org/abstracts/29459/indigenous-childhood-upbringing-and-schooling-in-two-indigenous-communities-from-argentina-qom-and-mbya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29459.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">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3488</span> Barriers and Drivers Towards the Use of Childhood Vaccination Services by Undocumented Migrant Caregivers in Sabah, Malaysia: A Qualitative Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michal%20Christina%20Steven">Michal Christina Steven</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Yusof%20Hj%20Ibrahim"> Mohd. Yusof Hj Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Haryati%20Abdul%20Karim"> Haryati Abdul Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=Prabakaran%20Dhanaraj"> Prabakaran Dhanaraj</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20Alexius%20Mansin"> Kelly Alexius Mansin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After 27 years, Malaysia reported polio cases in 2019 involving the children of the undocumented migrants living in Sabah. These undocumented migrants present a significant challenge in achieving the elimination of vaccine-preventable diseases (VPD). Due to the recent polio outbreak among the undocumented migrant children in Sabah, an in-depth interview was conducted among the caregivers of undocumented migrant children to identify the barriers and drivers towards vaccinating their children. Financial barriers, legal citizenship status, language barrier, the COVID-19 pandemic, and physical barriers have been the barriers to access vaccination services by undocumented migrants. Five significant drivers for undocumented migrants to vaccinate their children are social influence, fear of disease, parental trust in healthcare providers, good support, and vaccine availability. Necessary action should be taken immediately to address the problems of vaccinating the children of undocumented migrants to prevent the re-emergence of VPD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title="Malaysia">Malaysia</a>, <a href="https://publications.waset.org/abstracts/search?q=polio" title=" polio"> polio</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabah" title=" Sabah"> Sabah</a>, <a href="https://publications.waset.org/abstracts/search?q=undocumented%20migrants" title=" undocumented migrants"> undocumented migrants</a> </p> <a href="https://publications.waset.org/abstracts/137394/barriers-and-drivers-towards-the-use-of-childhood-vaccination-services-by-undocumented-migrant-caregivers-in-sabah-malaysia-a-qualitative-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137394.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">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3487</span> Prevalence of Over-Schooling Preschoolers as Perceived by Teachers in Kwara Central, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachael%20Ojima%20Agarry">Rachael Ojima Agarry</a>, <a href="https://publications.waset.org/abstracts/search?q=Raheemat%20Opeyemi%20Omosidi"> Raheemat Opeyemi Omosidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over-schooling children is an abuse of the fundamental provisions of the National Policy on Education in Nigeria. The practice overburdens or places unwarranted academic demands on children, particularly preschoolers. This study was carried out to ascertain the prevalence of over-schooling preschoolers as perceived by teachers in the Kwara Central Senatorial District. One research question and two null hypotheses were formulated to guide the study. A descriptive survey design was employed. The population of the study consists of all preschool teachers in both private and public schools in Kwara Central. A validated instrument tagged “Questionnaire on Prevalence of Over-schooling of Preschoolers (QPOP)” with a reliability index of 0.76 was used for data collection. The questionnaire consists of sections A and B. Section A solicited the respondents’ demographic information, and Section B sought the prevalence of over-schooling as perceived by teachers. Data collected were analyzed using descriptive statistics of frequency and percentage. Mean and standard deviation were used to analyze the demographic information and the research question. The two research hypotheses were analyzed using a t-test and Analysis of Variance (ANCOVA) at a 0.05 level of significance. The results revealed that there is a high level of prevalence of over-schooling of preschoolers in Kwara Central. Also, there is a significant difference in teachers' perception of the prevalence of over-schooling preschoolers based on school type and school location. It was concluded that both private and public schools in Kwara Central practice over-schooling of preschoolers at a high level. Hence, it was recommended that the government, through the State and/or Federal Ministry of Education, should enact and enforce a law that would ensure children in this category spend only the stipulated time in school as well as strict adherence to the recommended curriculum contents by proprietors and teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=over-schooling" title="over-schooling">over-schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20type" title=" school type"> school type</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20location" title=" school location"> school location</a> </p> <a href="https://publications.waset.org/abstracts/183050/prevalence-of-over-schooling-preschoolers-as-perceived-by-teachers-in-kwara-central-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183050.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">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3486</span> Unaccompanied Children: An Overview on National and European Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cinzia%20Valente">Cinzia Valente </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last few years, national legislators have been forced to deal with social changes that have had important repercussions in family law and children’s law. This growing focus on minors has provoked important reforms, specifically on issues relating to the welfare and protection of children. My presentation focuses on the issue of migrant children in particular I refer to unaccompanied children, or ‘children on the move’, or separate children or any other term defining migrant minors who cross national borders seeking protection or better opportunities. They arrive often illegally, on the European territory without a responsible adult who take care of them. There is a common assumption that migrants are running away from conflicts, poverty and human rights abuse and they arrive in a foreign country hoping a better life; children without persons who takes care of them encounter some difficulties in their integration in the host country. The migration flows recorded in recent decades towards EU countries, and Italy in particular, have imposed an intense pressure to modernize institutions, services and specific legal frameworks, with the aim of responding adequately to the needs of foreign individuals, as well as ensuring a good level of living standards and facilitating integration, especially for migrant children. The object of my paper is the analysis of the Italian rules, practices and services existing in favor of unaccompanied children (foster care, reunification, acquisition of citizenship and other) in comparison with other European legal systems on the same thematic with a comparative method. Highlighting European standards to find common principles for the best solution to children's problems is the conclusive aim of my presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Children" title="Children ">Children </a>, <a href="https://publications.waset.org/abstracts/search?q=Family%20Law" title=" Family Law"> Family Law</a>, <a href="https://publications.waset.org/abstracts/search?q=Migration" title=" Migration "> Migration </a>, <a href="https://publications.waset.org/abstracts/search?q=Uniform%20Law" title=" Uniform Law"> Uniform Law</a> </p> <a href="https://publications.waset.org/abstracts/129019/unaccompanied-children-an-overview-on-national-and-european-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129019.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">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3485</span> Towards a More Inclusive Society: A Study on the Assimilation and Integration of the Migrant Children in Kerala</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arun%20Perumbilavil%20Anand">Arun Perumbilavil Anand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the past few years, the state of Kerala has been witnessing a large inflow of migrant workers from other states of the country, which emerged as a result of demographic transition and Gulf emigration. The in-migration patterns in Kerala have changed over the time with the migrants having a higher residence history bringing their families to the state, thereby making the process more complicated and divergent in its approach. These developments have led to an increase in the young migrant population at least in some parts of the state, which has opened up doubts and questions related to their future in the host society. At this juncture, the study ponders into the factors that are associated with the assimilation and wellbeing of migrant children in the society of Kerala. As one of the objectives, the study also analyzed the influence and role played by the educational institutions (both public and private) in meeting the needs and aspirations of both the children and their parents. The study gains significance as it tries to identify various impediments that hinder the cognitive skill formation and behaviour patterns of the migrant children in the host society. Data and Methodology: The study is based on the primary data collected through a series of interviews and interactions held with parents, children, and teachers of different educational institutions, including both public and private. The primary survey also made use of research techniques like observation, in-depth interviews, and case study method. The study was conducted in schools in the Kanjikode area of the Palakkad district in Kerala. The findings of the study are on the basis of a survey conducted in four schools and 40 migrant children. Findings: The study found that majority of the children have wholly integrated and assimilated into the host society. The influence of the peer group was quite visible in giving stimulus to the assimilation process. Most of the children do not have any emotional or cultural sentiments attached to their state of origin, and they consider Kerala as their ‘home state’ and the local language (Malayalam) as their ‘mother tongue'. The study could also find that the existing education system in the host society fails to meet the needs and aspirations of migrants as well as that of their children. On a comparative scale, to some extent, private schools have succeeded in fulfiling the special requirements of the migrant children. An interesting point that the study could pinpoint at is that the children of the migrants show better health conditions and wellbeing than compared to the natives, which is usually addressed as an epidemiologic paradox. As a concluding remark, the study recommends the inclusion concept of inclusive education into the education system of the state with giving due emphasis on those who are at higher risk of being excluded or marginalized, along with fostering increased interaction between diverse groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assimilation" title="assimilation">assimilation</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerala" title=" Kerala"> Kerala</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20children" title=" migrant children"> migrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/82974/towards-a-more-inclusive-society-a-study-on-the-assimilation-and-integration-of-the-migrant-children-in-kerala" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82974.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">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3484</span> Highlighting Strategies Implemented by Migrant Parents to Support Their Child's Educational and Academic Success in the Host Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josee%20Charette">Josee Charette</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The academic and educational success of migrant students is a current issue in education, especially in western societies such in the province of Quebec, in Canada. For people who immigrate with school-age children, the success of the family’s migratory project is often measured by the benefits drawn by children from the educational institutions of their host society. In order to support the academic achievement of their children, migrant parents try to develop practices that derive from their representations of school and related challenges inspired by the socio-cultural context of their country of origin. These findings lead us to the following question: How does strategies implemented by migrant parents to manage the representational distance between school of their country of origin and school of their host society support or not the academic and educational success of their child? In the context of a qualitative exploratory approach, we have made interviews in the French , English and Spanish languages with 32 newly immigrated parents and 10 of their children. Parents were invited to complete a network of free associations about «School in Quebec» as a premise for the interview. The objective of this paper is to present strategies implemented by migrant parents to manage the distance between their representations of schools in their country of origin and in the host society, and to explore the influence of this management on their child’s academic and educational trajectories. Data analysis led us to develop various types of strategies, such as continuity, adaptation, resources mobilization, compensation and "return to basics" strategies. These strategies seem to be part of a continuum from oppositional-conflict scenario, in which parental strategies act as a risk factor, to conciliator-integrator scenario, in which parental strategies act as a protective factor for migrant students’ academic and educational success. In conclusion, we believe that our research helps in highlighting strategies implemented by migrant parents to support their child’s academic and educational success in the host society and also helps in providing a more efficient support to migrant parents and contributes to develop a wider portrait of migrant students’ academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20and%20educational%20achievement%20of%20immigrant%20students" title="academic and educational achievement of immigrant students">academic and educational achievement of immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=family%E2%80%99s%20migratory%20project" title=" family’s migratory project"> family’s migratory project</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants%20parental%20strategies" title=" immigrants parental strategies"> immigrants parental strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=representational%20distance%20between%20school%20of%20origin%20and%20school%20of%20host%20society" title=" representational distance between school of origin and school of host society "> representational distance between school of origin and school of host society </a> </p> <a href="https://publications.waset.org/abstracts/23941/highlighting-strategies-implemented-by-migrant-parents-to-support-their-childs-educational-and-academic-success-in-the-host-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23941.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">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3483</span> Literature Review of Female Migrant Entrepreneurship Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dike%20Ike">Dike Ike</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Migrants foster innovation and economic development in host nations through their entrepreneurial activities. Female migrant entrepreneurship is gaining more attention from the research community, with several studies being conducted in the field. This paper presents a standalone (scoping) systematic literature review of academic literature related to female migrant entrepreneurship and focuses on their entrepreneurial experiences, strategies, outcomes, resources, and context. For this purpose, 13 articles published in research journals are studied based on their (a) objective, (b) research methods. Based on the review, several gaps in the literature were identified, and suggestions were made to fill the gaps in future research to expand the scientific knowledge on female migrant entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship" title="female migrant entrepreneurship">female migrant entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20literature%20review" title=" systematic literature review"> systematic literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship%20outcomes" title=" female migrant entrepreneurship outcomes"> female migrant entrepreneurship outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship%20experiences" title=" female migrant entrepreneurship experiences"> female migrant entrepreneurship experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20migrant%20entrepreneurship%20strategies" title=" female migrant entrepreneurship strategies"> female migrant entrepreneurship strategies</a> </p> <a href="https://publications.waset.org/abstracts/146888/literature-review-of-female-migrant-entrepreneurship-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146888.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">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3482</span> Mobile Schooling for the Most Vulnerable Children on the Street: An Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Shakhawat%20Ullah%20Chowdhury">Md. Shakhawat Ullah Chowdhury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile school is an innovative methodology in non-formal education to increase access to education for children during conflict through theatre for education for appropriate basic education to children during conflict. The continuous exposure to harsh environments and the nature of the lifestyles of children in conflict make them vulnerable. However, the mobile school initiative takes into consideration the mobile lifestyle of children in conflict. Schools are provided considering the pocket area of the street children with portable chalkboards, tin of books and materials as communities move. Teaching is multi-grade to ensure all children in the community benefit. The established mobile schools, while focused on basic literacy and numeracy skills according to traditions of the communities. The school teachers are selected by the community and trained by a theatre activist. These teachers continue to live and move with the community and provide continuous education for children in conflict. The model proposed a holistic team work to deliver education focused services to the street children’s pocket area where the team is mobile. The team consists of three members –an educator (theatre worker), a psychological counsellor and paramedics. The mobile team is responsible to educate street children and also play dramas which specially produce on the basis of national curriculum and awareness issues for street children. Children enjoy play and learn about life skills and basic literacy and numeracy skills which may be a pillar of humanitarian aid during conflict. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vulnerable" title="vulnerable">vulnerable</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20in%20conflict" title=" children in conflict"> children in conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20schooling" title=" mobile schooling"> mobile schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=child-friendly" title=" child-friendly"> child-friendly</a> </p> <a href="https://publications.waset.org/abstracts/2190/mobile-schooling-for-the-most-vulnerable-children-on-the-street-an-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2190.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">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3481</span> Motherhood and Its Essence among Zimbabwean Migrant Women in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pranee%20Liamputtong">Pranee Liamputtong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Childlessness in non-Western societies has wide-ranging social implications and profoundly affects the gender identity and well-being of women. The aspirations of women in these societies are shaped by various sociocultural expectations, encompassing social norms and their own social standing. Currently, there is limited knowledge regarding the perceptions and experiences of Zimbabwean migrant women living in Australia regarding childlessness and motherhood. This paper explores the cultural perspective on children in Zimbabwean society and investigates the personal and social consequences of infertility, as well as the cultural expectations of motherhood among Zimbabwean migrant women residing in Australia. The perceptions and experiences of this migrant community are of utmost importance in order to prevent misunderstandings about the core essence of motherhood among Zimbabwean women. Ultimately, this will lead to the provision of sensitive and culturally appropriate healthcare and social support for migrants in Australia's multicultural society. The study adopts a constructivist paradigm and employs qualitative methods, including in-depth interviews, drawings, and photo elicitation, involving 15 Zimbabwean women. Thematic analysis was employed to analyze the data. In Zimbabwean culture, the ability to bear a child holds significant meaning for women. Children not only ensure the continuity of society but also provide social security, as parents rely on their children for care in old age. Childlessness jeopardizes a woman's social status and carries social repercussions that have a profound impact on their gender identity and well-being. Cultural expectations of motherhood place the sole responsibility for the emotional and physical care of children on the mother. Despite residing in Australia, the procreative value has not diminished for Zimbabwean women. Raising awareness of the procreative needs of Zimbabwean women in a culturally sensitive manner would enhance the emotional well-being of these women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motherhood" title="motherhood">motherhood</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20women" title=" migrant women"> migrant women</a>, <a href="https://publications.waset.org/abstracts/search?q=Zimbabwe" title=" Zimbabwe"> Zimbabwe</a>, <a href="https://publications.waset.org/abstracts/search?q=Australia" title=" Australia"> Australia</a> </p> <a href="https://publications.waset.org/abstracts/169154/motherhood-and-its-essence-among-zimbabwean-migrant-women-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169154.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">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3480</span> Working Memory Growth from Kindergarten to First Grade: Considering Impulsivity, Parental Discipline Methods and Socioeconomic Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Cobanoglu">Ayse Cobanoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working memory can be defined as a workspace that holds and regulates active information in mind. This study investigates individual changes in children's working memory from kindergarten to first grade. The main purpose of the study is whether parental discipline methods and child impulsive/overactive behaviors affect children's working memory initial status and growth rate, controlling for gender, minority status, and socioeconomic status (SES). A linear growth curve model with the first four waves of the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011 (ECLS-K:2011) is performed to analyze the individual growth of children's working memory longitudinally (N=3915). Results revealed that there is a significant variation among students' initial status in the kindergarten fall semester as well as the growth rate during the first two years of schooling. While minority status, SES, and children's overactive/impulsive behaviors influenced children's initial status, only SES and minority status were significantly associated with the growth rate of working memory. For parental discipline methods, such as giving a warning and ignoring the child's negative behavior, are also negatively associated with initial working memory scores. Following that, students' working memory growth rate is examined, and students with lower SES as well as minorities showed a faster growth pattern during the first two years of schooling. However, the findings of parental disciplinary methods on working memory growth rates were mixed. It can be concluded that schooling helps low-SES minority students to develop their working memory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20curve%20modeling" title="growth curve modeling">growth curve modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%2Foveractive%20behaviors" title=" impulsive/overactive behaviors"> impulsive/overactive behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/114758/working-memory-growth-from-kindergarten-to-first-grade-considering-impulsivity-parental-discipline-methods-and-socioeconomic-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114758.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">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3479</span> The Effectiveness of Homeschooling: A Stakeholder's Perception in East London Education District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20M.%20Zukani">N. M. Zukani</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20O.%20Adu"> E. O. Adu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Homeschooling has been a primary method for parents to educate their children. It has become a growing educational phenomenon across the globe. However, homeschooling is, therefore, an alternative form of education in which children are instructed at home rather than in mainstream schools. This study evaluated the effectiveness of homeschooling in East London Education District, looking at the stakeholder’s perceptions, reviewing issues that impact on this as reflected in literature. This is a qualitative study done in selected homeschools. Semi structured interviews were used as a form of collecting data. Data was scrutinized and grouped into themes. The study revealed the importance of differentiation of instruction, and the need for flexibility in the process of homeschooling for children who faced difficulties, special needs in learning in mainstream schooling. It is therefore concluded that the participants in the study clearly showed that homeschooling is an educational choice for parents who have concerns about the quality of education of their children. Furthermore, homeschooling has the potential to be the most learner centered, nurturing educational approach. It was recommended that an effective homeschooling practice mainly, the practice should consider attention to children-parent’s goals and learning structure. Although homeschooling looks at how to overcome the drawbacks of mainstream schooling, there are also cases that reflected, the incompetency of parents or tutors conducting the homeschooling and also a need for the support material and other educational supports from the government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=homeschooling" title="homeschooling">homeschooling</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/115728/the-effectiveness-of-homeschooling-a-stakeholders-perception-in-east-london-education-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115728.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">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3478</span> The Impact of Female Education on Fertility: A Natural Experiment from Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Romeh">Fatma Romeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiferaw%20Gurmu"> Shiferaw Gurmu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the impact of female education on fertility, using the change in length of primary schooling in Egypt in 1988-89 as the source of exogenous variation in schooling. In particular, beginning in 1988, children had to attend primary school for only five years rather than six years. This change was applicable to all individuals born on or after October 1977. Using a nonparametric regression discontinuity approach, we compare education and fertility of women born just before and after October 1977. The results show that female education significantly reduces the number of children born per woman and delays the time until first birth. Applying a robust regression discontinuity approach, however, the impact of education on the number of children is no longer significant. The impact on the timing of first birth remained significant under the robust approach. Each year of female education postponed childbearing by three months, on average. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Egypt" title="Egypt">Egypt</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20education" title=" female education"> female education</a>, <a href="https://publications.waset.org/abstracts/search?q=fertility" title=" fertility"> fertility</a>, <a href="https://publications.waset.org/abstracts/search?q=robust%20regression%20discontinuity" title=" robust regression discontinuity"> robust regression discontinuity</a> </p> <a href="https://publications.waset.org/abstracts/26141/the-impact-of-female-education-on-fertility-a-natural-experiment-from-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26141.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">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3477</span> Life Locked Up in Immigration Detention: An Exploratory Study of Education in Australian Refugee Prisons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carly%20Hawkins">Carly Hawkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Forced migration is at unprecedented levels globally, and many countries have implemented harsh policies regarding people seeking asylum. Australia legislates one of the harshest and most controversial responses in the world, sending any asylum seeker arriving by boat to indefinite offshore immigration detention. This includes children, families and unaccompanied minors. Asylum seekers and refugees are detained indefinitely by the Australian government in the Pacific Island countries of Papua New Guinea and Nauru. Global research on the impact of immigration detention has primarily focused on mental health and psychological concerns for both adults and children. Research into Australian immigration detention has largely overlooked the schooling and education of children detained in Nauru, despite refugee children spending more than five years in detention, a significant portion of a child’s life. This research focused on the experience of education for children detained offshore in Nauru from 2013-2019. 21 qualitative interviews were conducted with children, parents and service providers between 2021-2022. Interviews explored experiences of schooling, power structures, and barriers and support to education. Findings show that a lack of belonging and lack of agency negatively affected school engagement. A sense of hopelessness and uncertainty also affected their motivation to attend school, with many children missing school for months and years. The research indicates that Australia’s current policy of offshore detention has been detrimental to children’s educational experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asylum%20seeker" title="asylum seeker">asylum seeker</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration%20detention" title=" immigration detention"> immigration detention</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=refugee" title=" refugee"> refugee</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/162314/life-locked-up-in-immigration-detention-an-exploratory-study-of-education-in-australian-refugee-prisons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162314.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">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3476</span> Effects of Music Training on Social-Emotional Development and Basic Musical Skills: Findings from a Longitudinal Study with German and Migrant Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefana%20Francisca%20Lupu">Stefana Francisca Lupu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Chantah"> Jasmin Chantah</a>, <a href="https://publications.waset.org/abstracts/search?q=Mara%20Krone"> Mara Krone</a>, <a href="https://publications.waset.org/abstracts/search?q=Ingo%20Roden"> Ingo Roden</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephan%20Bongard"> Stephan Bongard</a>, <a href="https://publications.waset.org/abstracts/search?q=Gunter%20Kreutz"> Gunter Kreutz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Long-term music interventions could enhance both musical and nonmusical skills. The present study was designed to explore cognitive, socio-emotional, and musical development in a longitudinal setting. Third-graders (N = 184: 87 male, 97 female; mean age = 8.61 years; 115 native German and 69 migrant children) were randomly assigned to two intervention groups (music and maths) and a control group over a period of one school-year. At baseline, children in these groups were similar in basic cognitive skills, with a trend of advantage in the control group. Dependent measures included the culture fair intelligence test CFT 20-R; the questionnaire of emotional and social school experience for grade 3 and 4 (FEESS 3-4), the test of resources in childhood and adolescence (FRKJ 8-16), the test of language proficiency for German native and non-native primary school children (SFD 3), the reading comprehension test (ELFE 1-6), the German math test (DEMAT 3+) and the intermediate measures of music audiation (IMMA). Data were collected two times at the beginning (T1) and at the end of the school year (T2). A third measurement (T3) followed after a six months retention period. Data from baseline and post-intervention measurements are currently being analyzed. Preliminary results of all three measurements will be presented at the conference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musical%20training" title="musical training">musical training</a>, <a href="https://publications.waset.org/abstracts/search?q=primary-school%20German%20and%20migrant%20children" title=" primary-school German and migrant children"> primary-school German and migrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-emotional%20skills" title=" socio-emotional skills"> socio-emotional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/99617/effects-of-music-training-on-social-emotional-development-and-basic-musical-skills-findings-from-a-longitudinal-study-with-german-and-migrant-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99617.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">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3475</span> A Short History of Recorder Education in Taiwan: A Qualitative Research about the Process of the Recorder Move into the Compulsory Schooling System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jen-Fu%20Lee">Jen-Fu Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the 1980s, the ministry of education in Taiwan moves the instrument ‘Recorder’ into the 9-year compulsory schooling system. The recorder is widely popularized successfully in Taiwan. The research aims to document the history of how the recorder came into Taiwan, what the process of the recorder moving into the schooling system is; what the meaning for the recorder moving into the schooling system is by searching the papers about the recorder in Taiwan and interviewing the people who had participated the process. The research discovers that the recorder in Taiwan was popularized nongovernmental by Shang-Ren, Wang. Shang-Ren, Wang imported 200 recorders from Japan in 1982 and then founded a publishing house which publishes the books and sheets about the recorder in 1983. The reason of Shang-Ren, Wang committed to popularizing the recorder is to spread the Orff Approach in Taiwan. Except for the technique of playing the recorder, the knowledge of the history of the recorder and the role that it plays in Early Music is not available in school. The recorder only plays a ‘Cheap and Easy’ instrument which is suitable for the schooling system in Taiwan, cannot develop to a professional instrument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recorder" title="recorder">recorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shang-Ren" title=" Shang-Ren"> Shang-Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang" title=" Wang"> Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=compulsory%20schooling%20system" title=" compulsory schooling system"> compulsory schooling system</a> </p> <a href="https://publications.waset.org/abstracts/57663/a-short-history-of-recorder-education-in-taiwan-a-qualitative-research-about-the-process-of-the-recorder-move-into-the-compulsory-schooling-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57663.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">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3474</span> Economic and Social Well-Being for Migrant Workers: Asian Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsin%20Reza">Mohsin Reza</a>, <a href="https://publications.waset.org/abstracts/search?q=Thirunaukarasu%20Subramaniam"> Thirunaukarasu Subramaniam</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Rezaul%20Islam"> M. Rezaul Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Asia, economic and social well-being issues are rarely addressed. The major characteristics of the migrant workers in Asian countries are seriously exploited, marginalized, and infrequently looked from human rights perspective. This paper explored the opportunities and shortages of economic and social well-being for the migrant workers in Asia. A Qualitative Interpretative Meta-Synthesis (QIMS) was conducted to analyze the contextual socio-economic factors that characterized migrant workers’ economic and social well-being. It is perceived that in most of the recruiting countries, there are lacks of government commitments to the international protocols, conventions and laws that they ratified towards safeguarding migrant workers’ economic and social well-being. Results showed that the migrant workers had lack of job security, poor salary, long working hours, low access to the public services, poor health, poor living and working conditions, lack of legal rights, physical and mental threats. The finding would be important guideline to the governments, policy makers, legal rights practitioners, and human rights organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asia" title="Asia">Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20well-being" title=" economic well-being"> economic well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20well-being" title=" social well-being"> social well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20workers" title=" migrant workers"> migrant workers</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights "> human rights </a> </p> <a href="https://publications.waset.org/abstracts/53733/economic-and-social-well-being-for-migrant-workers-asian-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3473</span> Pre-Grade R Numerosity Levels and Gaps: A Case of South African Learners in the Eastern Cape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nellie%20Nosisi%20Feza">Nellie Nosisi Feza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing young students' number sense is a priority if the aim is to build a rich mathematical foundation for successful schooling and future innovative careers. Capturing students’ interests is crucial while mediating counting concepts. This paper reports South African young children number concepts demonstrated before entering the reception class. It indicates the diverse knowledge attained in different settings before entering formal schooling. The findings indicate that their start is uneven with fully and partly attained number concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. Literature directs practice on important core concepts that are foundational in developing number sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=numeracy" title="numeracy">numeracy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20trajectories" title=" learning trajectories"> learning trajectories</a>, <a href="https://publications.waset.org/abstracts/search?q=innate%20abilities" title=" innate abilities"> innate abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=counting" title=" counting"> counting</a>, <a href="https://publications.waset.org/abstracts/search?q=Grade%20R%2Freception%20class" title=" Grade R/reception class"> Grade R/reception class</a> </p> <a href="https://publications.waset.org/abstracts/147512/pre-grade-r-numerosity-levels-and-gaps-a-case-of-south-african-learners-in-the-eastern-cape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147512.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">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3472</span> Exploring Well-Being: Lived Experiences and Assertions From a Marginalized Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ritwik%20Saha">Ritwik Saha</a>, <a href="https://publications.waset.org/abstracts/search?q=Anindita%20Chaudhuri"> Anindita Chaudhuri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The psychological dimension of work-based mobility of the contemporary time in the context of the ever-changing socio-economic process mounting the interest to address the consequential issues of quality of life and well-being of the migrant section of society. The negotiation with the fluidity of the job market and the changing psychosocial dimensions within and between psychosocial relations may disentangle the resilience as well as the mechanism of diligence toward migrant (marginal) life. The work-based mobility and its associated phenomena have highly impacted the migrant’s quality of life especially the marginalized (socioeconomically weak) ones along with their family members staying away from them. The subjective experiences of the journey of their migrant life and reconstruction of the psychosocial being in terms of existence and well-being at the host place are the minimal addressed issues in migrant literature. Hence this gap instigates to bring forth the issue with the present study exploring the phenomenal aspects of lived experiences, resilience, and sense-making of the well-being of migrant living by the marginalized migrant people engaging in unorganized space. In doing so qualitative research method was followed, and semi-structured interviews were used for data collection from the four selected migrant groups (Fuchkawala, Bhunjawala, Bhari - drinking water supplier, Construction worker) as they migrated to Kolkata and its metropolis area from different states of India, Five participants from each group (20 participants in total) age range between 20 to 45 were interviewed physically and participants’ observatory notes were taken to capture their lived experiences, audio recordings were transcribed and analyzed systematically following Charmaz’s three-layer coding of grounded theory. Being truthful to daily industry, the strong desire to build children’s future, the mastering mechanism to dual existence, use of traditional social network these four themes emerges after analysis of the data. However, incorporating fate as their usual way of life and making sense of well-being through their assertion is another evolving aspect of migrant life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title="lived experiences">lived experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=marginal%20living" title=" marginal living"> marginal living</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=sense-making%20process" title=" sense-making process"> sense-making process</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/172175/exploring-well-being-lived-experiences-and-assertions-from-a-marginalized-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172175.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">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3471</span> Achievement Goal Orientations of Schooling Adolescents in Bayelsa State, Nigeria: Implications for Sustainable Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iniye%20Irene%20Wodi">Iniye Irene Wodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20A.%20Agih"> Allen A. Agih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Goal theory perspective as an emerging trend in students’ motivation explores reasons why students engage in achievement related behaviour. While previous research typifies students’ goal orientations into two dimensions of mastery and performance orientations in various other parts of the world, not much has been done in this regard in Nigeria and specifically in Bayelsa state to the best of the researcher’s knowledge. To this end, the study explores the achievement goal orientations of schooling adolescents in Bayelsa State. The sample of the study consists of 220 schooling adolescents drawn from four urban schools in the state. A modified form of the Patterns of Adaptive learning survey (PALS) questionnaire was used to elicit data. Results indicated that schooling adolescents in Bayelsa state are mastery as well as performance oriented. The students also did not differ in goal orientations by gender. The implications of this for sustainable development were highlighted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20goals" title="achievement goals">achievement goals</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientations" title=" goal orientations"> goal orientations</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20adolescents" title=" schooling adolescents"> schooling adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/58072/achievement-goal-orientations-of-schooling-adolescents-in-bayelsa-state-nigeria-implications-for-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58072.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">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3470</span> Migrant Youth: Trauma-Informed Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nancy%20Daly">Nancy Daly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Migrant youth who have experienced traumatic events in their home countries or in their passage to the United States may require interventions or formal services to support varying levels and types of needs. The manner in which such youth are engaged and evaluated, as well as the framework of evaluation, can impact their educational services and placement. Evidenced-based trauma-informed practices that engage and support migrant youth serve as an important bridge to stabilization; however, ensuring long-term growth may require a range of integrated services, including special education and mental health services. Special education evaluations which consider the eligibility of Emotional Disturbance for migrant youth must carefully weigh issues of mental health needs against the exclusionary criteria of lack of access to education, limited language skills, as well as other environmental factors. Case studies of recently arrived migrant youth reveal both commonalities and differences in types and levels of need which underscores the importance of adept evaluation and case management to ensure the provision of services that support growth and resiliency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=migrant%20youth" title="migrant youth">migrant youth</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed%20care" title=" trauma-informed care"> trauma-informed care</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20services" title=" mental health services"> mental health services</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/156345/migrant-youth-trauma-informed-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156345.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">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3469</span> Third Generation Greek Identities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panayiota%20Romios">Panayiota Romios</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Greek diaspora communities with their specific cultural identity are found throughout the world and exist on a continuum of redefinition and renewal. This paper investigates Greek migration to Australia, followed by a discussion of findings from a qualitative study of sixteen third generation Greek Australians conducted by the author in Melbourne, Australia, in 2021. The Greek-born population in Australia increased from 15,000 in 1930 to well over 300,000 by 1970. Over the next decades, first-generation Greek migrants successfully sustain a Greek identity that promotes difference within Australia. Their Australian-born children, while constructing Greek Australian hybrid identities through an encounter with difference, integrate successfully into Australian society and maintain strong connections to Greece. This study explores the third generation Greek Australian identities, the children of the second generation, and their having horizontal and vertical orientations, where the former designates transgression of borders and space and the latter is connected to the movement across time. This approach is particularly interesting in the context of Greek Australian migrant and diasporic experience as hybridity understood as movement and translocation can offer new perspectives on migrant identities in multi-and transcultural worlds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diaspora" title="diaspora">diaspora</a>, <a href="https://publications.waset.org/abstracts/search?q=migration" title=" migration"> migration</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridity" title=" hybridity"> hybridity</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicty" title=" ethnicty"> ethnicty</a> </p> <a href="https://publications.waset.org/abstracts/152442/third-generation-greek-identities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152442.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">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3468</span> Impact of Primary Care on Sexual and Reproductive Health for Migrant Women in Medellín Colombia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexis%20Piedrahita">Alexis Piedrahita</a>, <a href="https://publications.waset.org/abstracts/search?q=Ludi%20Valencia"> Ludi Valencia</a>, <a href="https://publications.waset.org/abstracts/search?q=Aura%20Gutierrez"> Aura Gutierrez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The migration crisis that is currently being experienced in the world is a continuous phenomenon that has had solutions in form but not in substance, violating the international humanitarian law of people who are in transit through countries foreign to their roots, especially women of age reproductive, this has caused different governments and organizations worldwide to meet around this problem to define concise actions to protect the rights of migrant women in the world. This research compiles the stories of migrant women who arrive in Colombia seeking better opportunities, such as accessibility to comprehensive and quality health services, including primary health care. This is the gateway to the offer of health promotion and disease prevention services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20health%20care" title=" primary health care"> primary health care</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20and%20reproductive%20health" title=" sexual and reproductive health"> sexual and reproductive health</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development%20goals" title=" sustainable development goals"> sustainable development goals</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20migrant" title=" women migrant"> women migrant</a> </p> <a href="https://publications.waset.org/abstracts/178278/impact-of-primary-care-on-sexual-and-reproductive-health-for-migrant-women-in-medellin-colombia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178278.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">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3467</span> The Importance of Artificial Intelligence on Arts and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Adel%20Hakim%20Fouad">Mariam Adel Hakim Fouad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This quantitative examine investigates innovative arts teachers' perceptions regarding the implementation of an Inclusive innovative Arts curriculum. The study employs a descriptive method utilizing a 5-point Likert scale questionnaire comprising 15 objects to acquire data from innovative arts educators. The Census, with a disproportionate stratified sampling approach, became utilized to pick out 226 teachers from five academic circuits (Circuit A, B, C, D & E) within Offinso Municipality, Ghana. The findings suggest that most innovative arts instructors maintain a wonderful belief in enforcing an inclusive, innovative arts curriculum. Wonderful perceptions and attitudes amongst teachers are correlated with improved scholar engagement and participation in class sports. This has a look at recommends organizing workshops and in-carrier schooling periods centered on inclusive innovative arts schooling for creative Arts instructors. Moreover, it shows that colleges of education and universities accountable for trainer schooling integrate foundational guides in creative arts and special schooling into their number one schooling teacher training packages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-in-health" title="arts-in-health">arts-in-health</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20medicine" title=" evidence based medicine"> evidence based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20for%20health" title=" arts for health"> arts for health</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapiesarts" title=" expressive arts therapiesarts"> expressive arts therapiesarts</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTarts" title=" ICTarts"> ICTarts</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=font" title=" font"> font</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/189742/the-importance-of-artificial-intelligence-on-arts-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189742.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">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3466</span> Effects of Family Socioeconomic Status and Parental Involvement on Elementary School Students’ Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingli%20Lei">Qingli Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of family socioeconomic status and parental involvement on the academic performance of elementary school students, specifically focusing on migrant students in China. The findings reveal that gender has a stronger influence on academic performance compared to local status and parental tutoring time. Female students tend to achieve higher scores than males. Parental education level does not significantly predict academic performance, while parent tutoring time does have a significant impact. Furthermore, there is a significant interaction between local status and parental education level, indicating that migrant students with lower-educated parents perform better than their local counterparts, while local children excel when their parents' education levels are higher. These results emphasize the importance of parental involvement, particularly for immigrant students, and highlight the need for interventions that enhance parental engagement in education to improve academic outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20socioeconomic%20status" title=" family socioeconomic status"> family socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20students" title=" migrant students"> migrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/166948/effects-of-family-socioeconomic-status-and-parental-involvement-on-elementary-school-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166948.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">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3465</span> Marginalized Children's Drawings Speak for Themselves: Self Advocacy for Protecting Their Rights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhavneet%20Bharti">Bhavneet Bharti</a>, <a href="https://publications.waset.org/abstracts/search?q=Prahbhjot%20Malhi"> Prahbhjot Malhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Vandana%20Thakur"> Vandana Thakur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Children of the urban migrant laborers have great difficulty in accessing government programs which are otherwise routinely available in rural settings. These include programs for child care, nutrition, health and education. There are major communicative fault-lines preventing advocacy for these marginalized children. The overarching aim of this study was to investigate the role of an innovative strategy of children’s drawings in supporting communication between children, social workers, pediatricians and other child advocates to fulfil their fundamental child rights. Materials and Methods: The data was collected over a period of one-year April 2015 to April 2016 during the routine visits by the members of the Social Pediatrics team including a social worker, pediatricians and an artist to the makeshift colony of migrant laborers. Once a week a drawing session was organized where the children including adolescents were asked to any drawing and provide a narrative thereafter. 5-30 children attended these weekly sessions for one year. All these drawings were then classified into various themes and exhibited on 16th April 2016 in the Govt. College of Art Museum. The forum was used for advocacy of Child Rights of these underprivileged children to Secretary social welfare. Results: Mean (SD) age of children in present observational study was 8.5 (2.5) years, with 60% of the boys. Majority of children demonstrated themes which were local and contextualized to their daily needs, threats and festivals which clearly underscored their fundamental right to basic services and equality of opportunities to achieve their full development Drawings of tap with flowing water, queues of people collecting water from hand pumps reflect the local problem of water availability for these children. Young children talking about fear of rape and murder following their drawings indicate the looming threat of potential abuse and neglect. Besides reality driven drawing, children also echoed supernatural beliefs, dangers and festivities in their drawings. Anyone who watched these children at work with art materials was able to see the intense level of absorption, clearly indicating the enjoyment they received, making it a meaningful activity. Indeed, this self-advocacy through art exhibition led to the successful establishment of mobile Anganwadi (A social safety net programme of the government) in their area of stay. Conclusions: This observational study is an example of how children were able to do self-advocacy to protect their rights. Of particular importance, these drawings address how psychologists and other child advocates can ensure in a child-centered manner that the voice of children is heard and represented in all assessments of their well-being and future care options. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20advocacy" title="child advocacy">child advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20drawings" title=" children drawings"> children drawings</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20rights" title=" child rights"> child rights</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalized%20children" title=" marginalized children"> marginalized children</a> </p> <a href="https://publications.waset.org/abstracts/86952/marginalized-childrens-drawings-speak-for-themselves-self-advocacy-for-protecting-their-rights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86952.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">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3464</span> Schooling Culture in Egyptian Public Schools: Reform in Professional Development for Equity and hope in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nora%20El-Bilawia">Nora El-Bilawia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discovers the challenges and/or opportunities to implementing multiple intelligence (MI) practices in English as foreign language (EFL) classrooms at Egyptian public schools as part of the government’s educational reform plan. It is found that Egyptian EFL teachers value the use of MI’s ways of teaching as means for active and higher order thinking. However, teachers believed they were underprivileged, as the government did not provide appropriate trainings, tools, or means to integrate MI in their daily lessons. They also conferred challenges they face due to some Egyptian schooling cultural practices. At the end of this chapter, a proposed need for a paradigm shift in the schooling culture in Egypt to implement practical changes in schools to promote hope in education such as the use of MI teaching tools. This study promotes cross-cultural understanding of educational opportunities and efforts for equal learning outcomes around the globe. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20culture" title=" schooling culture"> schooling culture</a>, <a href="https://publications.waset.org/abstracts/search?q=acculturation" title=" acculturation"> acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20education" title=" equitable education"> equitable education</a> </p> <a href="https://publications.waset.org/abstracts/156742/schooling-culture-in-egyptian-public-schools-reform-in-professional-development-for-equity-and-hope-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156742.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">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3463</span> The Impact of Virtual Schooling Due to COVID-19 Restrictions on Children’s Mood and Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahaf%20Alasiri">Rahaf Alasiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Tarek%20Alghamdi"> Tarek Alghamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Zarkan"> Abdullah Zarkan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Due to measures such as school closure, social distancing, and virtual teaching during the pandemic, primary school children's psychological well-being is greatly affected. These measures have short and long-term consequences on the children's well-being and mental health. Identifying these consequences is important. Aim: This study aimed to evaluate mood and behavior changes in children who attended school virtually. Subjects and methods: This is a cross-sectional study conducted among children and their parents who visited the outpatient clinic. A self-administered questionnaire was given to the parents of children aged between 6 to 14 years. The questionnaire includes socio-demographic characteristics, Conor's modifies scale to assess the attention deficit hyperactivity disorder (ADHD) of children, and the parental stress scale (PSS) to assess the stress symptoms of the parents. Results: Of the 66 surveyed children, 60.6% were aged between 10 to 14 years old, with the female being dominant (77.3%). The most common medical condition was asthma (7.6%), and nearly two-thirds (63.6%) indicated good health conditions during the pandemic. There was a significant inverse correlation observed between ADHD score and PSS score (r=-0.387). No significant differences are in ADHD and PSS scores in relation to the socio-demographic characteristics of the children, including age, gender, and having an associated medical condition (p>0.05). Conclusion: During the pandemic, children who attended virtual classes did not seem to affect even with restrictions. Most children indicated good health conditions during the pandemic. However, it is surprising to know that in spite of children’s high spirits during the pandemic, their parents were seen to have an increased level of stress. Strategies to address parents’ psychological disorders during the pandemic are warranted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%27s%20mood" title="children's mood">children's mood</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20stress" title=" parental stress"> parental stress</a> </p> <a href="https://publications.waset.org/abstracts/160632/the-impact-of-virtual-schooling-due-to-covid-19-restrictions-on-childrens-mood-and-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160632.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">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3462</span> The Utilization of Healthcare by African Migrants: The Lived Experiences of Unaccompanied Adolescent Migrants in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kwanele%20Shishane">Kwanele Shishane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerous countries are faced with challenges such as disease, poverty and other social ills and inadequate government support to meet the needs of the entire population. In developing countries, the concept of child-headed households has become a ubiquitous phenomenon and lived experience. As such, migration of children is common in these countries. This study aims to explore the lived experiences of unaccompanied adolescent migrant, with regards to the utilization of health care in South Africa. The objectives of the study are to examine the lived experiences of health care utilization by unaccompanied adolescent migrants; examine the predisposing, enabling and need factors influencing utilization of health care among unaccompanied adolescent migrants; examine the social and cultural influences on health care utilization among unaccompanied adolescent migrants; and identify the health system barriers to utilization of health care by unaccompanied adolescent migrants. Andersen and Newman’s Model of Health Care Utilization (1995) which explains factors determining the utilization of healthcare will provide the theoretical framework for the empirical investigation of this study. The target population for this study is unaccompanied adolescent migrants, seeking to access services from migrant service organizations in four provinces in South Africa (Limpopo, KwaZulu-Natal, Free State, and Gauteng). Participants will be selected using a purposive sampling procedure. A qualitative research approach utilizing a descriptive phenomenological epistemology will be utilized in this study. Data will be collected through conducting in-depth interviews and focus group discussions with unaccompanied migrant adolescents, to explore their lived experiences related to access and utilization of health care, as an unaccompanied migrant in SA. The qualitative data will be analysed using Tech’s (1990) thematic analytical approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20care%20utilisation" title="health care utilisation">health care utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=unaccompanied%20migrant%20youth" title=" unaccompanied migrant youth"> unaccompanied migrant youth</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title=" lived experiences"> lived experiences</a> </p> <a href="https://publications.waset.org/abstracts/84984/the-utilization-of-healthcare-by-african-migrants-the-lived-experiences-of-unaccompanied-adolescent-migrants-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84984.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">175</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=migrant%20children%20schooling&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=migrant%20children%20schooling&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=migrant%20children%20schooling&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=migrant%20children%20schooling&page=5">5</a></li> <li class="page-item"><a class="page-link" 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