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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> 8876</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school children in Ho Chi Minh City</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8876</span> The Difficulties Encountered in Overseeing Learner-Centered Instructional Activities for Elementary School Children in Ho Chi Minh City, Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Son%20Huynh">Van Son Huynh</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20Huan%20Nguyen"> Thanh Huan Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Tat%20Thien%20Do"> Tat Thien Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Thi%20Mai%20Thu%20Nguyen"> Thi Mai Thu Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thien%20Vu%20Giang"> Thien Vu Giang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the necessity for substantial and all-encompassing educational reform, particularly in elementary Education, it is imperative to prioritize learner-centered instruction at the elementary level. This study focuses on the difficulties encountered in overseeing learner-centered instructional activities for elementary school children in Ho Chi Minh City (HCMC), the largest city in Vietnam in terms of population. Although learner-centered solutions have been implemented, there are still certain weaknesses, including an emphasis on content and worries about lax monitoring. The purpose of this study, named "Management of Learner-Centered Teaching Activities for Primary School Students in HCMC," is to enhance and advance theories related to the management of learner-centered teaching activities. The study evaluates the present condition of learner-centered teaching activities and management practices in HCMC, aiming to suggest solutions for improving the efficiency of managing such activities in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children%20in%20Ho%20Chi%20Minh%20City" title=" school children in Ho Chi Minh City"> school children in Ho Chi Minh City</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20instructional%20activities" title=" learner-centered instructional activities"> learner-centered instructional activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20teaching%20activities%20and%20management." title=" learner-centered teaching activities and management."> learner-centered teaching activities and management.</a> </p> <a href="https://publications.waset.org/abstracts/180049/the-difficulties-encountered-in-overseeing-learner-centered-instructional-activities-for-elementary-school-children-in-ho-chi-minh-city-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180049.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">81</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">8875</span> The School Threshold's Identity as a Place for Interaction: Research Project with the Participation of Elementary-School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Bazaiou">Natalia Bazaiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school entrance is one of the most important places in the everyday lives of children. As an intersection between school and public realm of the city, it is characterized by gradations of porous and rigid boundaries. Depending on its function, it can serve as a threshold or as a boundary. Additionally, it is a spatial condition that facilitates a dialogue between the school and the city and draws content from both. School thresholds are important in supporting the role of the school as an important node in the city and a bridge between children's various everyday life dynamics by demonstrating prominent usage and meaning as a place that is open to the community as well as to possibilities and physical interaction. In this research, we examine the role of the "realm of the in-between" between school and city through the architecture workshops for children at Hill Memorial School in Athens, in which we explore children's perceptions, wishes, and ideas related to their familiar everyday places of transition from school to city and vice versa. Also discussed in the presentation are the writings of Herman Hertzberger, Aldo Van Eyck, Jaap Bakema and others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold" title="threshold">threshold</a>, <a href="https://publications.waset.org/abstracts/search?q=city" title=" city"> city</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=cinematic%20tools" title=" cinematic tools"> cinematic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20architecture" title=" school architecture"> school architecture</a> </p> <a href="https://publications.waset.org/abstracts/174138/the-school-thresholds-identity-as-a-place-for-interaction-research-project-with-the-participation-of-elementary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174138.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">8874</span> Analysis of Access Pattern to School and Travel Risks among School Children in Benin City, Edo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barry%20Aifesehi%20Aiworo">Barry Aifesehi Aiworo</a>, <a href="https://publications.waset.org/abstracts/search?q=Henry%20Oriakhi"> Henry Oriakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper, examines the analysis of access pattern to school and travel risks among school children in Benin City, Edo State, Nigeria. The risk includes accident, molestation (sexually) and kidnapping. The objective of this paper are to examine the various means (modes) of transport to school; determine the type and incidences of risk experienced by school children in the study area; examine the risk incidences and ages of school children in the study area. Hypothesis which states that the types of risks encountered by school children are independent of means of transport was tested using the chi-square test (X2). A sampling ratio of twelve percent (12%) was taken from 396 schools in Benin City. By implication, 49 schools were randomly selected in Benin City for this research. A total of 42,053 students in the 49 schools constitute the sample frame for the research. Two percent (2%), 841 students were taken as the sample size. The use of stratified sampling method was applied by stratifying the study area (Benin City) into local governments- Egor, Ikpoba-Okha and Oredo. Thereafter, the lists of schools in the various local governments were obtained from the Ministry of Education before the schools for research were randomly chosen from each local government area. The analysis revealed that 6.7% of the total students interviewed have been involved in road accidents. 1.04% of the total respondents said at one time or the other that they have been kidnapped. Finally, the research found that travel is comparatively safe and believes this may be partly attributable to safer route to schools and school children being more familiar with the school journey. The research indicates that children aged between eleven and fifteen are most at risk of hit or knocked down on Benin City’s roads. These findings may help in planning and targeting road safety initiative (education, campaigns) in Benin City. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accident" title="accident">accident</a>, <a href="https://publications.waset.org/abstracts/search?q=molestation%20%28sexually%29" title=" molestation (sexually)"> molestation (sexually)</a>, <a href="https://publications.waset.org/abstracts/search?q=kidnapping" title=" kidnapping"> kidnapping</a>, <a href="https://publications.waset.org/abstracts/search?q=pedophile" title=" pedophile"> pedophile</a>, <a href="https://publications.waset.org/abstracts/search?q=pedestrian" title=" pedestrian"> pedestrian</a> </p> <a href="https://publications.waset.org/abstracts/42515/analysis-of-access-pattern-to-school-and-travel-risks-among-school-children-in-benin-city-edo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42515.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">215</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">8873</span> Mother and Father Involvement and Students’ School Performance: A Study on Private Primary Schools in Bahir Dar City, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alemayehu%20Belay%20Emagnaw">Alemayehu Belay Emagnaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to investigate the relationship of mother and father involvement with students’ school performance and the effect of selected family demographic variables (mother and father education, family structure and sex of students) to the involvement of mothers and fathers in their children’s school performance. In addition, this study attempted to differentiate the level of involvement of mothers’ and fathers’ in their children’s school performance. The research was conducted in Bahirdar City, Ethiopia. A total of 175 students (boys were 85 and girls were 90) of grade 7th and 8th private primary schools were selected as respondents using stratified random sampling technique. The data were collected using a questionnaire. Analysis of the data showed that fathers and mothers have significant involvement in their children’s school performance. A significant difference was also found between mothers and fathers involvement in their children’s school performance. Mothers were better involved in their children school performance than fathers. The analysis of inter-correlation between variables showed that there is a statistically significant relationship between mother and father education, mother and father involvement, and school performance whereas, family structure and sex of the child had no significant relationship with school performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20structure" title="family structure">family structure</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20education" title=" parental education"> parental education</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performance" title=" school performance"> school performance</a> </p> <a href="https://publications.waset.org/abstracts/110102/mother-and-father-involvement-and-students-school-performance-a-study-on-private-primary-schools-in-bahir-dar-city-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110102.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">166</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">8872</span> Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Inam">Ayesha Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Moazzam"> R. Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Akhtar"> Z. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20mothers" title="perception of mothers">perception of mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20to%20preschool" title=" entry to preschool"> entry to preschool</a> </p> <a href="https://publications.waset.org/abstracts/108714/indigenous-conceptualization-of-school-readiness-mothers-perspective-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108714.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">160</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">8871</span> Relationship between Age, Gender, Anthropometrics Characteristics and Dynamic Balance in Children Age Group between 5 to 12 Years Old at Anand City, Gujarat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dhruveshi%20B.%20Rana">Dhruveshi B. Rana</a>, <a href="https://publications.waset.org/abstracts/search?q=Nirav%20P.%20Vaghela"> Nirav P. Vaghela</a>, <a href="https://publications.waset.org/abstracts/search?q=Jigar%20N.%20Mehta"> Jigar N. Mehta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To assess the relationships among age, gender, anthropometrics and dynamic balance in 5 to 12 years of children in Anand city. Method: Cross-sectional study was conducted. 150 school going children of 5-12 (75-girls, 75-boys) years were recruited from the school of the Anand city-Shivam English Medium school, Veer Vithalbhai Patel school, Adarsh Primary school. Height, weight, arm length, and foot length were measured in 150 children of 5 to 12 years. Dynamic balance was assessed using Time Up and Go Test, Functional Reach Test, Pediatric Balance Scale. Results: Positive relationship (r = 0.58 and r= 0.77) were found between increasing age and FRT and PBS scores. A negative relationship (r = - 0.46) was observed between age of boys and TUG test. Significant gender by age group difference was observed in FRT. Arm length and height has the strongest influence on FRT, and age, height, foot length; and arm length has the strongest influence on PBS. Conclusions: Age and arm length have the strongest relationship with the dynamic balance (FRT, PBS). Dynamic balance ability is directly related to the age. It helps the pediatric therapists in selecting dynamic balance test according to the age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age" title="age">age</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropometric" title=" anthropometric"> anthropometric</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20balance" title=" dynamic balance"> dynamic balance</a> </p> <a href="https://publications.waset.org/abstracts/70907/relationship-between-age-gender-anthropometrics-characteristics-and-dynamic-balance-in-children-age-group-between-5-to-12-years-old-at-anand-city-gujarat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70907.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">298</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">8870</span> Renovation of Industrial Zones in Ho Chi Minh City: An Approach from Changing Function of Processing to Urban Warehousing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thu%20Le%20Thi%20Bao">Thu Le Thi Bao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial parks have both active roles in promoting economic development and source of appearance of boarding houses and slums in the adjacent area, lacking infrastructure, causing many social evils. The context of the recent pandemic and climate change on a global scale pose issues that need to be resolved for sustainable development. Ho Chi Minh City aims to develop housing for migrant workers to stabilize human resources and, at the same time, solve problems of social evils caused by poor living conditions. The paper focuses on the content of renovating existing industrial parks and worker accommodation in Ho Chi Minh City to propose appropriate models, contributing to the goal of urban embellishment and solutions for industrial parks to adapt to abnormal impact conditions such as pandemics, climate change, crises. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20park" title="industrial park">industrial park</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20housing" title=" social housing"> social housing</a>, <a href="https://publications.waset.org/abstracts/search?q=accommodation" title=" accommodation"> accommodation</a>, <a href="https://publications.waset.org/abstracts/search?q=distribution%20center" title=" distribution center"> distribution center</a> </p> <a href="https://publications.waset.org/abstracts/147634/renovation-of-industrial-zones-in-ho-chi-minh-city-an-approach-from-changing-function-of-processing-to-urban-warehousing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147634.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">118</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">8869</span> Mode Choice for School Trip of Children’s Independence Mobility: A Case Study of School Proximity to Mass Transit Stations in Bangkok, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phannarithisen%20Ong">Phannarithisen Ong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children's independent mobility for school trips promotes physical and mental well-being, reduces parental chauffeuring and traffic congestion, and boosts children's public confidence. However, in Thailand, despite a decade of rail mass transit development in Bangkok City, cars still queue to drop students at schools near transit stations. This worsens congestion, urging better independent mobility among children in mass transit regions. The high reliance on the private vehicle will influence the private mode in the children's adulthood. This research emphasizes mass transit use among high school students near transit systems. Through a questionnaire survey, quantitative and qualitative methods reveal key factors impacting school trip mode choice. Preliminary findings highlight children's independence as crucial. The socioeconomic, demographic, trip, and transportation traits explain private car use, even schools near mass transit stations. The outcomes of this study will shed light on urban strategic policies for improvement, advocacy, and encouragement of students using mass transit for school trips, which will help normalize the use of mass transit for such trips. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%27s%20independence%20mobility" title="children's independence mobility">children's independence mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=mode%20choice" title=" mode choice"> mode choice</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20trips" title=" school trips"> school trips</a>, <a href="https://publications.waset.org/abstracts/search?q=TOD" title=" TOD"> TOD</a>, <a href="https://publications.waset.org/abstracts/search?q=extraneous%20variable" title=" extraneous variable"> extraneous variable</a>, <a href="https://publications.waset.org/abstracts/search?q=children%27s%20independency" title=" children's independency"> children's independency</a> </p> <a href="https://publications.waset.org/abstracts/171652/mode-choice-for-school-trip-of-childrens-independence-mobility-a-case-study-of-school-proximity-to-mass-transit-stations-in-bangkok-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171652.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">8868</span> Student Absenteeism as a Challenge for Inclusion: A Comparative Study of Primary Schools in an Urban City in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deepa%20Idnani">Deepa Idnani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attendance is an important factor in school success among children. Studies show that better attendance is related to higher academic achievement for students of all backgrounds, but particularly for children with lower socio-economic status. Beginning from the early years, students who attend school regularly score higher on tests than their peers who are frequently absent. The present study in different types of School In Delhi tries to highlight the impact of student absenteeism and the challenges it poses for the students. The study relies on Lewin ‘Model of Exclusion’ and tries to focus on the analysis of children with special needs and the inclusion and exclusion of students in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20absenteeism" title="student absenteeism">student absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education%20act" title=" right to education act"> right to education act</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusion" title=" exclusion"> exclusion</a> </p> <a href="https://publications.waset.org/abstracts/49853/student-absenteeism-as-a-challenge-for-inclusion-a-comparative-study-of-primary-schools-in-an-urban-city-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49853.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">307</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">8867</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.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">151</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">8866</span> Parents' Expectations from Compulsory Pre-School Education in the Slovak Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, the aim of which was to find out the attitudes of parents to the planned compulsory pre-school education in the Slovak Republic. The research was conceived as an entry into the field of the researched issue and its aim was to support the validity and effectiveness of items in the questionnaire, which was created based on the statements of parents. The research method was an interview with 15 parents whose children attended kindergarten. The main question of the interviews was to find out what are the parents' expectations from compulsory pre-school education, which will be compulsory in the Slovak Republic from 2021 for all 5-year-old children. From the introduction of compulsory pre-school education, the professional public expects in particular greater participation of children from marginalized Roma communities in pre-school education, as well as children from socially disadvantaged backgrounds, better preparation of children for primary school and better results in international testing. The research found that the expectations of parents are different and depend on their socio-economic status, in accordance with which they place greater importance on the upbringing and education of children. The findings from interviews with parents contributed to the formulation of items in the questionnaire, which will be distributed to parents whose children will attend compulsory pre-school education in the Slovak Republic from 2021. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations%20from%20pre-school%20education" title=" parental expectations from pre-school education"> parental expectations from pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127311/parents-expectations-from-compulsory-pre-school-education-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127311.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">186</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">8865</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with special educational needs. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom thirteen were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioral difficulties is also evident from this study. Children with behavior difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behavior problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behavior problems to teachers’ deficiencies, followed by school lack of resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</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/130946/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130946.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">110</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">8864</span> Differences in the Perception of Behavior Problems in Pre-school Children among the Teachers and Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jana%20Ko%C5%BE%C3%A1rov%C3%A1">Jana Kožárová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of pre-school children is a difference in the perception of the importance and gravity of the symptoms. The underestimation of the children's problems by parents often result into conflicts with kindergarten teachers. Thus, the child does not get the support that his/her problems require and this might result into a school failure and can negatively influence his/her future school performance and success. The research sample consisted of 4 children with behavior problems, their teachers and parents. To determine the most problematic area in the child's behavior, Child Behavior Checklist (CBCL) filled by parents and Caregiver/Teacher Form (CTF-R) filled by teachers were used. Scores from the CBCL and the CTR-F were compared with Pearson correlation coefficient in order to find the differences in the perception of behavior problems in pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title="behavior problems">behavior problems</a>, <a href="https://publications.waset.org/abstracts/search?q=Child%20Behavior%20Checklist" title=" Child Behavior Checklist"> Child Behavior Checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=Caregiver%2FTeacher%20Form" title=" Caregiver/Teacher Form"> Caregiver/Teacher Form</a>, <a href="https://publications.waset.org/abstracts/search?q=Pearson%20correlation%20coefficient" title=" Pearson correlation coefficient"> Pearson correlation coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school%20age" title=" pre-school age"> pre-school age</a> </p> <a href="https://publications.waset.org/abstracts/40670/differences-in-the-perception-of-behavior-problems-in-pre-school-children-among-the-teachers-and-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40670.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">441</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">8863</span> Parents' Attitude toward Compulsory Pre-School Education in Slovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compulsory pre-school education in Slovakia will be established by the Education Act for all five-year-old children from September 2021. The implementation of this law will change pre-school education in our country from optional to compulsory, and children will be able to complete this education either in institutional form school facilities or in the form of individual education at the request of the parent. The primary purpose of this change is that all children achieve pre-school education before entering primary school, thus eliminating differences between children before entering primary school. The benefits of introducing compulsory pre-school education are obvious to the professional public. However, as this fundamental change in children's education is perceived by parents who have a prime position in the upbringing and education of their children, research pays minimal attention. The aim of the study is to interpret the findings of quantitatively oriented research, which was focused on finding out the attitudes of parents to the planned introduction of compulsory preschool education in Slovakia. The data were obtained through questionnaires primarily intended for parents of preschool children. In the distributed questionnaire, the degree of agreement or disagreement with individual items could be expressed on a 5-point Likert scale. The results of the research present how perceived compulsory pre-school education is perceived by the parental public in Slovakia and what perspectives and limitations parents anticipate after its introduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20act" title=" education act"> education act</a>, <a href="https://publications.waset.org/abstracts/search?q=childs%27%20learning%20and%20development" title=" childs' learning and development"> childs' learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%27%20perspectives" title=" parents' perspectives"> parents' perspectives</a> </p> <a href="https://publications.waset.org/abstracts/131418/parents-attitude-toward-compulsory-pre-school-education-in-slovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131418.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">165</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">8862</span> Empowering Children through Co-creation: Writing a Book with and for Children about Their First Steps Towards Urban Independence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Patuszynska">Beata Patuszynska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are largely absent from Polish social discourse, a fact which is mirrored in urban planning processes. Their absence creates a vicious circle – an unfriendly urban space discourages children from going outside on their own, meaning adults do not see a need to make spaces more friendly for a group, not present. The pandemic and lockdown, with their closed schools and temporary ban on unaccompanied minors on the streets, have only reinforced this. The project – co-writing with children a book concerning their first steps into urban independence - aims at empowering children, enabling them to find their voice when it comes to urban space. The foundation for the book was data collected during research and workshops with children from Warsaw primary schools, aged 7-10 - the age they begin independent travel in the city. The project was carried out with the participation and involvement of children at each creative step. Children were (1) models: the narrator is an 7-year-old boy getting ready for urban independence. He shares his experience as well as the experience of his school friends and his 10-year-old sister, who already travels on her own. Children were (2) teachers: the book is based on authentic children’s stories and experience, along with the author’s findings from research undertaken with children. The material was extended by observations and conclusions made during the pandemic. Children were (3) reviewers: a series of draft chapters from the book underwent review by children during workshops performed in a school. The process demonstrated that all children experience similar pleasures and worries when it comes to interaction with urban space. Furthermore, they also have similar needs that need satisfying. In my article, I will discuss; (1) the advantages of creating together with children; (2) my conclusions on how to work with children in participatory processes; (3) research results: perceptions of urban space by children age 7-10, when they begin their independent travel in the city; the barriers to and pleasures derived from independent urban travel; the influence of the pandemic on children’s feelings and their behaviour in urban spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20space" title=" urban space"> urban space</a>, <a href="https://publications.waset.org/abstracts/search?q=co-creation" title=" co-creation"> co-creation</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/150528/empowering-children-through-co-creation-writing-a-book-with-and-for-children-about-their-first-steps-towards-urban-independence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</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">8861</span> Are Oral Health Conditions Associated with Children’s School Performance and School Attendance in the Kingdom of Bahrain - A Life Course Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seham%20A.%20S.%20Mohamed">Seham A. S. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20R.%20Baker"> Sarah R. Baker</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Deery"> Christopher Deery</a>, <a href="https://publications.waset.org/abstracts/search?q=Mario%20V.%20Vettore"> Mario V. Vettore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The link between oral health conditions and school performance and attendance remain unclear among Middle Eastern children. The association has been studied extensively in the Western region; however, several concerns have been raised regarding the reliability and validity of measures, low quality of studies, inadequate inclusion of potential confounders, and the lack of a conceptual framework. These limitations have meant that, to date, there has been no detailed understanding of the association or of the key social, clinical, behavioural and parental factors which may impact the association. Aim: To examine the association between oral health conditions and children’s school performance and attendance at Grade 2 in Muharraq city in the Kingdom of Bahrain using Heilmann et al.’s (2015) life course framework for oral health. Objectives: To (1) describe the prevalence of oral health conditions among 7-8 years old schoolchildren in the city of Muharraq; (2) analyse the social, biological, behavioural, and parental pathways that link early and current life exposures with children’s current oral health status; (3) examine the association between oral health conditions and school performance and attendance among schoolchildren; (4) explore the early and current life course social, biological, behavioural and parental factors associated with children’s school outcomes. Design: A time-ordered-cross-sectional study was conducted with 466 schoolchildren aged 7-8 years and their parents from Muharraq city in KoB. Data were collected through parents’ self-administered questionnaires, children’s face-face interviews, and dental clinical examinations. Outcome variables, including school performance and school attendance data, were obtained from the parents and school records. The data were analysed using structural equation modelling (SEM). Results: Dental caries, the consequence of dental caries (PUFA/pufa), and enamel developmental defects (EDD) prevalence were 93.4%, 25.7%, and 17.2%, respectively. The findings from the SEM showed that children born in families with high SES were less likely to suffer from dentine dental caries (β= -0.248) and more likely to earn high school performance (β= 0.136) at 7-8 years of age in Muharraq. From the current life course of children, the dental plaque was associated significantly and directly with enamel caries (β= 0.094), dentine caries (β= 0.364), treated teeth (filled or extracted because of dental caries) (β= 0.121), and indirectly associated with dental pain (β= 0.057). Further, dentine dental caries was associated significantly and directly with low school performance (β= -0.155). At the same time, the dental plaque was indirectly associated with low school performance via dental caries (β = −0.044). Conversely, treated teeth were associated directly with high school performance (β= 0.100). Notably, none of the OHCs, biological, SES, behavioural, or parental conditions was related to school attendance in children. Conclusion: The life course approach was adequate to examine the role of OHCs on children’s school performance and attendance. Birth and current (7-8-year-olds) social factors were significant predictors of poor OH and poor school performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20caries" title="dental caries">dental caries</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20course" title=" life course"> life course</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahrain" title=" Bahrain"> Bahrain</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20outcomes" title=" school outcomes"> school outcomes</a> </p> <a href="https://publications.waset.org/abstracts/157162/are-oral-health-conditions-associated-with-childrens-school-performance-and-school-attendance-in-the-kingdom-of-bahrain-a-life-course-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157162.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">115</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">8860</span> The Influence of Environmental Attributes on Children's Pedestrian-Crash Risk in School Zones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeongwoo%20Lee">Jeongwoo Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are the most vulnerable travelers and they are at risk for pedestrian injury. Creating a safe route to school is important because walking to school is one of the main opportunities for promotion of needed physical exercise among children. This study examined how the built environmental attributes near an elementary school influence traffic accidents among school-aged children. The study used two complementary data sources including the locations of police-reported pedestrian crashes and the built environmental characteristics of school areas. The environmental attributes of road segments were collected through GIS measurements of local data and actual site audits using the inventory developed for measuring pedestrian-crash risk scores. The inventory data collected at 840 road segments near 32 elementary schools in the city of Ulsan. We observed all segments in a 300-meter-radius area from the entrance of an elementary school. Segments are street block faces. The inventory included 50 items, organized into four domains: accessibility (17items), pleasurability (11items), perceived safety from traffic (9items), and traffic and land-use measures (13items). Elementary schools were categorized into two groups based on the distribution of the pedestrian-crash hazard index scores. A high pedestrian-crash zone was defined as an school area within the eighth, ninth, and tenth deciles, while no pedestrian-crash zone was defined as a school zone with no pedestrian-crash accident among school-aged children between 2013 and 2016. No- and high pedestrian-crash zones were compared to determine whether different settings of the built environment near the school lead to a different rate of pedestrian-crash incidents. The results showed that a crash risk can be influenced by several environmental factors such as a shape of school-route, number of intersections, visibility and land-use in a street, and a type of sidewalk. The findings inform policy for creating safe routes to school to reduce the pedestrian-crash risk among children by focusing on school zones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20school%20travel" title="active school travel">active school travel</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20zone" title=" school zone"> school zone</a>, <a href="https://publications.waset.org/abstracts/search?q=pedestrian%20crash" title=" pedestrian crash"> pedestrian crash</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20route%20to%20school" title=" safety route to school"> safety route to school</a> </p> <a href="https://publications.waset.org/abstracts/69990/the-influence-of-environmental-attributes-on-childrens-pedestrian-crash-risk-in-school-zones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69990.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">251</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">8859</span> Hopes of out of School Children with Disabilities for Educational Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afaf%20Manzoor">Afaf Manzoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Hameed"> Abdul Hameed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hopes to attend school is the most effective means to overcome the burden of disability and become a self-reliant, productive citizen. The objectives of the study were to develop a valid and reliable scale to measure hopes of out of school children with disabilities and find an association between hopes and various demographic factors such as type of disability, gender, socio-economic status, and locale, etc. Child Hope theory by Snyder (2003) was used as a framework to develop a measure for the hopes of children. According to this theory, hope is defined as a set of cognition that includes self- perception which establish routes to achieve desired goals (pathways) and motivation for achieving the goals (agency). By applying this theory, inclusion hope scale was developed and validated. The data were collected from 361 out of school children with disabilities living in three districts (Lahore, Sheikupura, Kasur) of Lahore Division by using the cluster sampling technique. Findings of the study indicated that children with intellectual challenges were more hopeless as compared to other types of disabilities. Similarly, children living in urban areas have better hopes for inclusion in school. However, no gender disparity was found in terms of being hopeful to attend schools. The study also includes recommendations to improve hopes for educational inclusion among out of school children with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title="out of school children">out of school children</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=hopes" title=" hopes"> hopes</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/102023/hopes-of-out-of-school-children-with-disabilities-for-educational-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102023.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">178</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">8858</span> Welfare State and Income Distribution to School-Age Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanyarat%20Bussaban">Kanyarat Bussaban</a>, <a href="https://publications.waset.org/abstracts/search?q=Siriporn%20Poolsuwan"> Siriporn Poolsuwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted with the objective to prove how the distorted distribution of welfare affects the quality of school-age children lives differently in the case of an urban community in Bangkok. 334 samples are households from Suan Oi and Ratchapatubtim communities. The study of sample communities found the difference between two community areas that are close. The people of Suan Oi community are economically better off people than the people of the Ratchapatubtim community. They share the benefits of using most services except the welfare of a child’s education. The resulting analysis of the variability in quality of life of the school age children indicate that heads of the households are women looking for quality of life benefits when the compulsory school age is less. A study of the two communities suggests that the inequality in income distribution currently affects the quality of life of school-age children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inequality" title="inequality">inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=income%20distribution" title=" income distribution"> income distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20school-age%20children%20lives" title=" quality of school-age children lives"> quality of school-age children lives</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare%20state" title=" welfare state"> welfare state</a> </p> <a href="https://publications.waset.org/abstracts/9852/welfare-state-and-income-distribution-to-school-age-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9852.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">8857</span> The Thoughts and Feelings of 60-72 Month Old Children about School and Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Ozturk%20Samur">Ayse Ozturk Samur</a>, <a href="https://publications.waset.org/abstracts/search?q=Gozde%20Inal%20Kiziltepe"> Gozde Inal Kiziltepe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> No matter what level of education it is, starting a school is an exciting process as it includes new experiences. In this process, child steps into a different environment and institution except from the family institution which he was born into and feels secure. That new environment is different from home; it is a social environment which has its own rules, and involves duties and responsibilities that should be fulfilled and new vital experiences. The children who have a positive attitude towards school and like school are more enthusiastic and eager to participate in classroom activities. Moreover, a close relationship with the teacher enables the child to have positive emotions and ideas about the teacher and school and helps children adapt to school easily. In this study, it is aimed to identify children’s perceptions of academic competence, attitudes towards school and ideas about their teachers. In accordance with the aim a mixed method that includes both qualitative and quantitative data collection methods are used. The study is supported with qualitative data after collecting quantitative data. The study group of the research consists of randomly chosen 250 children who are 60-72 month old and attending a preschool institution in a city center located West Anatolian region of Turkey. Quantitative data was collected using Feelings about School scale. The scale consists of 12 items and 4 dimensions; school, teacher, mathematic, and literacy. Reliability and validity study for the scale used in the study was conducted by the researchers with 318 children who were 60-72 months old. For content validity experts’ ideas were asked, for construct validity confirmatory factor analysis was utilized. Reliability of the scale was examined by calculating internal consistency coefficient (Cronbach alpha). At the end of the analyses it was found that FAS is a valid and reliable instrument to identify 60-72 month old children’ perception of their academic competency, attitude toward school and ideas about their teachers. For the qualitative dimension of the study, semi-structured interviews were done with 30 children aged 60-72 month. At the end of the study, it was identified that children’s’ perceptions of their academic competencies and attitudes towards school was medium-level and their ideas about their teachers were high. Based on the semi structured interviews done with children, it is identified that they have a positive perception of school and teacher. That means quantitatively gathered data is supported by qualitatively collected data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feelings" title="feelings">feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=thoughts" title=" thoughts"> thoughts</a> </p> <a href="https://publications.waset.org/abstracts/63978/the-thoughts-and-feelings-of-60-72-month-old-children-about-school-and-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63978.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">230</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">8856</span> Impact of Mid-Day Meal on Nutritional Status of Primary School Children in Haryana, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinti%20Davar">Vinti Davar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is one among the many countries where child malnutrition is severe and also a major underlying cause of child mortality. The Mid Day Meal (MDM) program was launched to improve the nutritional status of children, attendance, and retention in schools. It was based on one meal provided to the children, who are attending elementary school (primary school). The objective of present study was to evaluate the impact of mid-day meal on the nutritional status of primary school children in Haryana, India. The present work was carried out on 1200 children between 6-11years of age, studying in primary schools in Haryana, India. Out of these 960 students as, the experimental group was selected from schools where mid-day meal is supplied by the government, and 240 students as control group where mid-day meal is not supplied. The mean height, weight, and BMI of children of both the groups were found to be significantly low as compared to NCHS standards. Stunting was found in 56.40% MDMB (Mid-day meal beneficiaries) and 62.50 % NMDMC (non- mid-day meal children).The weight of almost all subjects were low according to age indicating thinness. Anemia was more prevalent in MDMB as compared to NMDMC may be because school meals did not include vegetables. The consumption of energy, proteins, fat, calcium, iron, vitamins was significantly low (P ≤ .01) in both groups especially in girls of NMDM. The consumption of various food groups except vegetables was better in MDMB compared to NMDMC. It is concluded that with certain improvements, mid-meal can be beneficial in meeting everyday requirements of school going children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foods" title="foods">foods</a>, <a href="https://publications.waset.org/abstracts/search?q=meals" title=" meals"> meals</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20going%20children" title=" school going children"> school going children</a> </p> <a href="https://publications.waset.org/abstracts/69506/impact-of-mid-day-meal-on-nutritional-status-of-primary-school-children-in-haryana-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69506.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8855</span> A Study of Mental Health of Higher Secondary School Going Children in Rural Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanmay%20L.%20Joshi">Tanmay L. Joshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults. In urban area, many health professionals are working for the well being for younger population. There is so much of potential in rural area. However, the rural population is somehow neglected. Apart from lack of availability of basic needs like transport, electricity, telecommunication etc; the Psychological health is also overlooked in such area. There are no mental health professionals like Psychologists, counselors etc. So the researcher tries to throw some light on the mental health of Higher Secondary School going children in rural area. The current research tries to study the Mental Health (Confidence, Sociability and Neurotic Tendency) of Higher Secondary School going children. Researchers have used the tool Vyaktitva Shodhika (a personality inventory) by Dr. U. Khire (JPIP,Pune). The Sample size is 45 (N= 40, 24 boys/21 girls). The present study may provide a good support to inculcate emotional-management programs for higher secondary school going children in rural areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=neurotic%20tendency" title=" neurotic tendency"> neurotic tendency</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20area" title=" rural area"> rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20going%20children" title=" school going children"> school going children</a> </p> <a href="https://publications.waset.org/abstracts/23919/a-study-of-mental-health-of-higher-secondary-school-going-children-in-rural-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23919.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">594</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">8854</span> Salient Issues in Reading Comprehension Difficulties Faced by Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Fernandez">Janet Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is both for aesthetic and efferent purposes. In order for reading comprehension to take place, the reader needs to be able to make meaningful connections and enjoy the reading process. The notion of reading comprehension is discussed along with the plausible causes of poor reading comprehension abilities among primary school children. Among the major contributing causes are imaging, lack of schemata, selection of reading materials, and habits of the readers. Instruction methods are an integral part of making reading comprehension a meaningful experience, hence several models are presented for the classroom practitioner. Suggestions on how primary school children can improve their reading comprehension skills are offered. <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=improve" title=" improve"> improve</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=meaningful%20strategies" title=" meaningful strategies"> meaningful strategies</a> </p> <a href="https://publications.waset.org/abstracts/12844/salient-issues-in-reading-comprehension-difficulties-faced-by-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12844.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">475</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">8853</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">206</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">8852</span> Fear and Anxiety among School Age Children Undergoing Dental Treatment in an Oral Health Unit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Ibrahim%20Mohamed%20Khalifa">Maha Ibrahim Mohamed Khalifa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Dental fear and anxiety lead to avoidance of dental treatment and deterioration of oral health. Aim of the study: To assess the levels of fear and anxiety among school-age children undergoing dental treatment. Setting: The study was conducted in Outpatient Dental Clinics at Benha Teaching Hospital. Research design: A descriptive research design was utilized to conduct the study. Sample: A purposive sample of 60 school-age children and their mothers attending at the previously mentioned setting was included. Tools: Three tools were used: Tool one: A structured interviewing questionnaire for Personal characteristics of children and their mothers. Tool two: Dental Subscale of Children's Fear Survey Schedule (CFSS-DS). Tool three: Modified Dental Anxiety Scale (MDAS). Results: It was illustrated that more than two-fifths (43.3%) of children had maximum fear and more than half of children (53.3%) had maximal anxiety. Conclusion: Many school-age children undergoing dental treatment suffer from high levels of fear and anxiety. Recommendations: The study recommended further research should be conducted to assess levels of fear and anxiety among children undergoing dental treatments and preferable nursing interventions for reducing their fears and anxieties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fear" title="fear">fear</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=dental%20treatment" title=" dental treatment"> dental treatment</a> </p> <a href="https://publications.waset.org/abstracts/160823/fear-and-anxiety-among-school-age-children-undergoing-dental-treatment-in-an-oral-health-unit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160823.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">94</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">8851</span> An Exploration of Lighting Quality on Sleep Quality of Children in Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Boubekri">Mohamed Boubekri</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristen%20%20Bub"> Kristen Bub</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaewook%20Lee"> Jaewook Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%20Kurry"> Kate Kurry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we explored the impact of light, particularly daylight on sleep time and quality of elementary school children. Sleep actigraphy was used to measure objectively sleep time and sleep efficiency. Our data show a good correlation between light levels and sleep. In some cases, differences of up to 36 minutes were found between students in low light levels and those in high light level classrooms. We recommend, therefore, that classroom design need to pay attention to the daily daylight exposures elementary school children are receiving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=light" title="light">light</a>, <a href="https://publications.waset.org/abstracts/search?q=daylight" title=" daylight"> daylight</a>, <a href="https://publications.waset.org/abstracts/search?q=actigraphy" title=" actigraphy"> actigraphy</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep" title=" sleep"> sleep</a>, <a href="https://publications.waset.org/abstracts/search?q=circadian%20rhythm" title=" circadian rhythm"> circadian rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20architecture" title=" sustainable architecture"> sustainable architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/116236/an-exploration-of-lighting-quality-on-sleep-quality-of-children-in-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116236.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">8850</span> Stimulating Young Children Social Interaction Behaviour through Computer Play Activities: The Role of Teachers and Parents Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how computer technology is integrated into pre-school activities and its relationship with children’s social interaction behaviour in pre-school classroom. The major question of interest in the present study is to investigate the social interaction behaviour of children when using computers in the Malaysian pre-school classroom. This research is based on three main objectives which are to identify children`s social interaction during computer play activities, teacher’s role and parent’s participation to develop children`s social interaction. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify social interaction behaviour among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired social interaction behaviour among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on social interaction behaviour elements among the pre-school children. Findings revealed that the children showed positive outcomes on the social interaction behaviour during their computer play. This research summarizes that teacher’s role and parent’s support can improve children`s social interaction behaviour through computer play activities. As a whole, this research highlighted the significance of computer play activities as to stimulate social interaction behavior among the pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20development" title=" emotional development"> emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20support" title=" parent support"> parent support</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/53541/stimulating-young-children-social-interaction-behaviour-through-computer-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53541.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">374</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">8849</span> The Influence of Physical Activity and Sporting Regular on the School Performances of Pupils Ages 6-10 Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kheira%20A.%20Bekhechi">Kheira A. Bekhechi</a>, <a href="https://publications.waset.org/abstracts/search?q=Belkacem%20Khiat"> Belkacem Khiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of our study is to know if there is an influence of the regular sporting physical-activity on the school performances of Algerian children. An experimental group composed of 55 sporting pupils and a reference group of 55 non-sporting pupils between 6 to10 years old (boys and girls) of the primary schools in Oran (Algeria) were followed during 15 months (Five terms). The socio-demographic data was collected from a survey given to pupils of the two groups and the school results from the administration at the end of each term. The sporting pupils have a general school average significantly higher than those of the non- sporting pupils (p < 0.05). The practice of physical activity and regular sporting by the children would deserve to be largely encouraged based on the beneficial effects not only on health but also on the academic performance. The parents, teachers and health professionals should be strongly aware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20capacities" title="cognitive capacities">cognitive capacities</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity%20and%20sport" title=" physical activity and sport"> physical activity and sport</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performances" title=" school performances"> school performances</a> </p> <a href="https://publications.waset.org/abstracts/89454/the-influence-of-physical-activity-and-sporting-regular-on-the-school-performances-of-pupils-ages-6-10-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89454.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">194</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">8848</span> The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Vinca%20Novenia">Maria Vinca Novenia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of school-aged children with autism in Indonesia has been increasing each year. Autism is a developmental disorder which can be diagnosed in childhood. One of the symptoms is the lack of communication skills. Music therapy is known as an effective treatment for children with autism. Music elements and structures create a good space for children with autism to express their feelings and communicate their thoughts. School-aged children are expected to be able to communicate non-verbally very well, but children with autism experience the difficulties of communicating non-verbally. The aim of this research is to analyze the significance of music therapy treatment to improve non-verbal communication tools for children with autism. This research informs teachers and parents on how music can be used as a media to communicate with children with autism. The qualitative method is used to analyze this research, while the result is described with the microanalysis technique. The result is measured specifically from the whole experiment, hours of every week, minutes of every session, and second of every moment. The samples taken are four school-aged children with autism in the age range of six to 11 years old. This research is conducted within four months started with observation, interview, literature research, and direct experiment. The result demonstrates that music therapy could be effectively used as a non-verbal communication tool for children with autism, such as changes of body gesture, eye contact, and facial expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=microanalysis" title=" microanalysis"> microanalysis</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20therapy" title=" music therapy"> music therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=nonverbal%20communication" title=" nonverbal communication"> nonverbal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged" title=" school-aged"> school-aged</a> </p> <a href="https://publications.waset.org/abstracts/97831/the-use-of-music-therapy-to-improve-non-verbal-communication-skills-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97831.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">231</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">8847</span> Repercussions of Ritual Dances to Personal Adjustment: A Perspicacious Study Among School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rahiman%20Kannam%20Kulam">Abdul Rahiman Kannam Kulam </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reflecting the concepts of the development of the whole child, it is claimed that, purposeful engagement in physical activities or exercise involved ritual dances has the potential to engender in young people, the purpose of the present study was to analyze school children and their personal adjustment based on Ritual dance participation. For the purpose, two thousand and three hundred school children of Kerala were analyzed. AISS manual of A.K.P Sinha and R.P Singh was used to collect the data for adjustments. The adjustment qualities classifies as excellent, good, average, unsatisfactory and very unsatisfactory. The total performance denotes the state of adjustment based on the classifications. Findings of the study were subjected to percentages and ‘t’ ratio. The study enlightened that, the emotional, social and overall adjustments are better than non-athletes. But the study elucidated that, there is no difference in educational adjustment of school athletes and non athletes among school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ritual%20dances" title="ritual dances">ritual dances</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20adjustment" title=" emotional adjustment"> emotional adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=Poorakkali" title=" Poorakkali"> Poorakkali</a>, <a href="https://publications.waset.org/abstracts/search?q=Kolkkali" title=" Kolkkali"> Kolkkali</a>, <a href="https://publications.waset.org/abstracts/search?q=Margamkali" title=" Margamkali"> Margamkali</a> </p> <a href="https://publications.waset.org/abstracts/4038/repercussions-of-ritual-dances-to-personal-adjustment-a-perspicacious-study-among-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4038.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">352</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=school%20children%20in%20Ho%20Chi%20Minh%20City&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20children%20in%20Ho%20Chi%20Minh%20City&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20children%20in%20Ho%20Chi%20Minh%20City&page=4">4</a></li> <li class="page-item"><a class="page-link" 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