Towards a framework for exploring children's analytical thinking and creativity in technology

Technology education provides children with opportunities to be creative as they engage in problem solving and make products that address human needs. When thinking creatively, children generate new ideas through remote associations and brainstorming and this type of thinking is enhanced when attention is allowed to wander in a relaxed and uncompetitive environment. Research shows that the two mental states (generative and nongenerative/analytical) cannot exist simultaneously (Howard-Jones 2002). It follows that at some point in the technological process a child’s generative mental state needs to give way to a nongenerative, analytical state so that the child can focus on analysing information. This research project aims to investigate the impact of analytical thinking on creativity in the context of technology education in young children.

Pretend play, social competence and involvement in children aged 5-7 years : the concurrent validity of the child-initiated pretend play assessment

Background and aims: The aims of this study were to investigate the relationship between pretend play, social competence and involvement in school-based activities in children aged 5–7 years and to determine whether children's social competence and level of involvement could be inferred from their scores on the Child-Initiated Pretend Play Assessment.
Procedure: The pretend play skills of 41 primary school-aged children aged 5–7 years were assessed on a one-on-one basis. Classroom teachers of the children assessed the children's social competence using the Penn Interactive Peer Play Scale and their involvement in school based activities using the Leuven Involvement Scale for Young Children.
Main findings: Significant positive relationships were found between elaborate pretend play and object substitution scores, involvement scores and peer play interaction scores (P < 0.05, P < 0.01). A significant negative relationship was found between elaborate pretend play scores, and social disconnection and social disruption scores (P < 0.05). Play deficit indicators were significantly negatively related to involvement scores (P < 0.01). This suggests that children with proficient pretend play skills are socially competent with peers and are able to engage in classroom activity. Children who scored poorly on the play assessment were more likely to have difficulty interacting with their peers and engaging in school activities.
Conclusion: Social competence and involvement skills are related to a child's ability to engage in pretend play. A child's social skills and ability to engage in school activities as assessed by teachers can be inferred from their scores on the Child-Initiated Pretend Play Assessment.

Is dog ownership or dog walking associated with weight status in children and their parents?

Issue addressed: Several studies have shown that dog owners do more physical activity than non-owners; however, associations with weight status are unknown. This study examined associations between dog ownership, frequency of dog walking and weight status among children and their parents. Methods: Height and weight were measured for 281 children aged 5-6 years and 864 children aged 10-12 years. One parent reported their own and their partner's height and weight (n=1,108), dog ownership, usual frequency their child walks a dog, and usual frequency of walking the dog as a family. Logistic regression analyses were adjusted for sex (children only), physical activity, education, neighbourhood SES, parental weight status (children only) and clustering by school. Results: Dog ownership ranged from 45-57% in the two age groups. Nearly one in four 5-6 year-olds and 37% of 10-12 year- olds walked a dog at least once/week. Weekly dog walking as a family was reported by 24-28% of respondents. The odds of being overweight or obese were lower among younger children who owned a dog (OR=0.5, 95% CI 0.3-0.8) and higher among mothers whose family walked the dog together (OR--1.3, 95% CI 1.0-1.7). Conclusions: Dog ownership may offer some protection from overweight among young children. It is important that families with a dog are encouraged to walk or play with it regularly. Associations with weight status may depend on the type of dog owned, length of ownership and the nature of walks or interaction.

Weight, physical activity and dietary behavior change in young mothers : short term results of the HeLP-her cluster randomized controlled trial

Background
Preventing weight gain rather than treating established obesity is an important economic and public health response to the rapidly increasing rates of obesity worldwide. Treatment of established obesity is complex and costly requiring multiple resources. Preventing weight gain potentially requires fewer resources to reach broad population groups, yet there is little evidence for successful interventions to prevent weight gain in the community. Women with children are an important target group because of high rates of weight gain and the potential to influence the health behaviors in family members.

Methods
The aim of this cluster randomized controlled trial was to evaluate the short term effect of a community-based self-management intervention to prevent weight gain. Two hundred and fifty mothers of young children (mean age 40 years ± 4.5, BMI 27.9 kg/m2 ± 5.6) were recruited from the community in Melbourne, Australia. The intervention group (n = 127) attended four interactive group sessions over 4 months, held in 12 local primary schools in 2006, and was compared to a group (n = 123) receiving a single, non-interactive, health education session. Data collection included self-reported weight (both groups), measured weight (intervention only), self-efficacy, dietary intake and physical activity.

Results
Mean measured weight decreased significantly in the intervention group (-0.78 kg 95% CI; -1.22 to -0.34, p < 0.001). Comparing groups using self-reported weight, both the intervention and comparison groups decreased weight, -0.75 kg (95% CI; -1.57 to 0.07, p = 0.07) and -0.72 kg (95% CI; -1.59 to 0.14 p = 0.10) respectively with no significant difference between groups (-0.03 kg, 95% CI; -1.32 to 1.26, p = 0.95). More women lost or maintained weight in the intervention group. The intervention group tended to have the greatest effect in those who were overweight at baseline and in those who weighed themselves regularly. Intervention women who rarely self-weighed gained weight (+0.07 kg) and regular self-weighers lost weight (-1.66 kg) a difference of -1.73 kg (95% CI; -3.35 to -0.11 p = 0.04). The intervention reported increased physical activity although the difference between groups did not reach significance. Both groups reported replacing high fat foods with low fat alternatives and self-efficacy deteriorated in the comparison group only.

Conclusion
Both a single health education session and interactive behavioral intervention will result in a similar weight loss in the short term, although more participants in the interactive intervention lost or maintained weight. There were small non-significant changes to physical activity and changes to fat intake specifically replacing high fat foods with low fat alternatives such as fruit and vegetables. Self-monitoring appears to enhance weight loss when part of an intervention.

Victims of violence among indigenous mothers living with dependent children

Objective: To identify individual and household factors associated with violence among Australian Indigenous women with dependent children.

Design and participants: Univariate and multivariable analysis of data from the 2002 National Aboriginal and Torres Strait Islander Social Survey, stratified by area.

Main outcome measure: Self-reported experience of being a victim of violence in the previous year.

Results: One in four Indigenous women living with dependent children younger than 15 years reported being victims of violence in the previous year; this corresponds to an estimated 24 221 Indigenous mothers (95% CI, 21 507–26 935) nationwide. Violence was more prevalent in regional areas and cities than remote areas. In remote areas, mothers who had been removed from their natural families during childhood had nearly threefold greater odds of being victims of violence (odds ratio [OR], 2.90; 95% CI, 1.82–4.61); in non-remote areas, the odds were 72% greater (OR, 1.72; 95% CI, 1.23–2.39). Older maternal age (≥ 45 years) was associated with lower odds of experiencing violence in both non-remote areas (OR, 0.39; 95% CI, 0.25–0.60) and remote areas (OR, 0.46; 95% CI, 0.30–0.70). Women with partners residing in the household faced lower odds of violence in both non-remote areas (OR, 0.54; 95% CI, 0.41–0.72) and remote areas (OR, 0.46; 95% CI, 0.32–0.67).

Conclusions: The prevalence of violence against Indigenous mothers with young children is alarmingly high across remote and non-remote areas. This study identified distinctive characteristics of victims, but further research is needed to assess potential risk factors, such as history of removal from natural family.

Gaining representations of children's and adults' constructions of sustainability issues

In this decade of Education for Sustainable Development, it is timely to consider the methodological issues associated with researching this topic not only with adults but also with the young children who, as members of the next generation, will experience the success or otherwise of current environmental sustainability efforts. We argue that it is important when making methodological choices to recognize that both the sustainability issues themselves and the way individuals learn about these issues, are socially and culturally constructed. In this article we are interested in ways of gaining representations of individuals' mental constructions of environmental sustainability issues. We recount experiences from two projects, one which used the approach of analyzing children's drawings to gain representations of how children in Mexico understand environmental issues and the other which employed adult participant-directed photography as the principal data collection method conducted mainly in the north of South Africa.

Family food environments as determinants of children's eating : implications for obesity prevention

The prevalence of childhood obesity is escalating rapidly and it considered to be a major public health problem. Diet is a recognised precursor of fatness, and current evidence supports the premise that in Westernised countries, the dietary intakes of children are likely to be important in obesity genesis. However, we have a relatively poor understanding of the environments in which a child’s eating is learnt and maintained. Much of the existing work in this area is based on small-scale or experimental studies, or has been derived from homogeneous populations within the USA. Despite these limitations, there is evidence that aspects of the child’s family environment are likely to be important in determining obesity risk in children. This thesis examines the impact of the family food environment on a child’s eating through two related studies. The first study, titled the Children and Family Eating (CAFÉ) study comprised three phases. Phase one involved qualitative interviews with 17 parents of 5-6 year-old children to explore parental perceptions regarding those factors in a child’s environment believed to influence the development of their child’s eating habits. These interviews were used to inform the development of quantitative measures of the family food environment. The second phase involved the development of a Food Frequency Questionnaire (FFQ) to assess dietary intake in 5-6 year-olds. The FFQ was informed by analysis of 1995 Australian National Nutrition Survey data. In the final phase the relationships between dietary intakes of 5-6 year-old children, and potential predictors of dietary intake were examined in a cross-sectional study of 560 families. Predictors included measures of: parental perceptions of the adequacy of their child’s diet; food availability and accessibility; child-feeding; the opportunities for parental modelling of food intake; a child’s television exposure; maternal Body Mass Index; and maternal education. Analysis of the CAFÉ data provides unique information regarding the relationships between a child’s family food environment and their food consumption. Models developed for a range of dietary outcomes considered to be predictive of increased risk for obesity, including total energy and fat intakes, vegetable variety, vegetable consumption, and high-energy (non-dairy) fluid consumption, explained between 11 and 20 percent of the variance in dietary intake. Two aspects of the family food environment, parental perception of a child’s dietary adequacy, and the total minutes of television viewed per day, were frequently found to be predictive of dietary outcomes likely to promote fatness in these children. The second study, titled the Parent Education and Support (PEAS) Feeding Intervention Study, was a prospective pre/post non-randomised intervention trial that assessed the impact of a feeding intervention to 240 first-time mothers of one-year-old children. This intervention focused on one aspect of the family food environment, child-feeding, which has been proposed as influential in the development of obesogenic eating behaviours. In this study, Maternal and Child Health Nurses (MCHNs), using a ‘Division of Responsibility’ model of feeding, taught parents to provide nutritious food at regular intervals and to let children decide if to eat and how much to eat. Thus parents were encourages to food their child without exerting pressure, or employing coercion or rewards (controlling behaviours). The aim was to influence parental attitudes and beliefs regarding child-feeding. Through the use of these feeding techniques, this intervention also aimed to increase the variety of fruits and vegetables a child consumed by teaching parents to persist with offering these foods, over the year of the intervention, in non-emotive environments. Fruits and vegetables were chosen in this intervention because they are likely to be protective in the development of obesity. Analysis of the PEAS data suggests that this low-level feeding intervention, delivered through existing Maternal and Child Health services, was modestly effective in changing parental attitudes and beliefs regarding the feeding of young children. Further, the validity of fruits offered to intervention group children increased. This thesis expands the existing knowledge base by providing a comprehensive analysis of the relative impact of aspects of the family environment on dietary intakes of 5-6 year-olds. Further, the analysis of a feeding intervention in first-time parents provides important insights regarding the potential to influence child-feeding and the impact this may have on the promotion of eating behaviours protective against obesity.

Production system model of children's development of number concepts

The purpose of the present research study was to produce a global, cumulative model of number concept development for children between the ages of two and eight years old. The theoretical and methodological orientation of this study was greatly influenced by Richard Young's production system analysis of seriation by young children (Young, 1971, 1976) and by Newell's (1973) seminal paper, ‘You can't play twenty questions with nature and win’. The methodology used in this investigation thus was as follows. A series of complex number tasks encompassing many aspects of the concept of number were developed. Five children aged between three and seven years then were videotaped while performing some of these complex number tasks. From a detailed protocol analysis of the video-recordings, computer simulation models written in the production system language PSS3 (Ohlsson, 1979) were produced. Specific production system models were produced for each of following aspects of the children's number knowledge: (i) sharing of discrete quantities; (ii) comparison of shares; and (iii) conservation/addition/subtraction of number. These domain-specific models were based on the converging experimental evidence obtained from each of the children’s responses to variants of the complex number tasks. Each child thus received a different set of problems which were chosen systematically in order to clarify particular features of the child's abilities. After a production system model for each child had been produced within a domain, these models were compared and contrasted. From this analysis, developmental trends within the domain were identified and discussed. The research and educational implications of these developmental trends then were discussed. In the concluding parts of this study, the children's domain-specific production system models were cumulated into global, comprehensive models which accurately represented their behaviour in a variety of number tasks. These comprehensive models were compared and contrasted and general developmental trends in young children's number knowledge were identified and discussed.

Consistency of sensory testing with 4- and 5-year-old children

Rank-order and paired comparison tests are widely used methods to assess previous termsensorynext term perception of young children. Small age differences could, however, influence the ability of children to carry out such tasks. This study compared rank-order and paired comparison tests for previous termconsistencynext term in previous term4next term- and 5-year-old children. During previous termfournext term sessions, 22 young adults, 21 previous term4next term-year-old and 47 5-year-old children carried out rank-order and paired comparison tests to measure discriminatory ability (0.22 M, 0.25 M, 0.29 M, 0.34 M, 0.39 M sucrose in orangeade) and preference (0.14 M, 0.20 M, 0.29 M, 0.42 M, 0.61 M sucrose in orangeade). Young adults and 5-year-old children were able to discriminate between all solutions and showed a high previous termconsistencynext term between the rank-order and pair-wise tests for discriminatory ability (>76% previous termconsistency)next term and preference (>71% previous termconsistency)next term. In contrast, previous term4next term-year-olds detected differences in sweetness during the preference tests, but failed to distinguish sweetness intensities during the discriminatory ability tests. It is concluded that the dissimilarity between previous term4next term-and 5-year-olds in performing previous termsensorynext term tests was due to a difference in their cognitive skills rather than their previous termsensorynext term perceptual differences.

Sour taste preferences of children relates to preference for novel and intense stimuli

Previous research has suggested that some children have a preference for sour tastes. The origin of this preference remains unclear. We investigated whether preference for sour tastes is related to a difference in rated sour intensity due to physiological properties of saliva, or to an overall preference for intense and new stimuli. Eighty-nine children 7–12 years old carried out a rank-order procedure for preference and category scale for perceived intensity for four gelatins (i.e. 0.0 M, 0.02 M, 0.08 M, 0.25 M added citric acid) and four yellow cards that differed in brightness. In addition, we measured their willingness to try a novel candy and their flow and buffering capacity of their saliva. Fifty-eight percent of the children tested preferred one of the two most sour gelatins. These children had a higher preference for the brightest color (P < 0.05) and were more likely to try the candy with the unknown flavor (P < 0.001) than children who did not prefer the most sour gelatins. Preference for sour taste was not related with differences in rated sour intensity, however those who preferred sour taste had a higher salivary flow (P < 0.05). These findings show that a substantial proportion of young children have a preference for extreme sour taste. This appears to be related to the willingness to try unknown foods and preference for intense visual stimuli. Further research is needed to investigate how these findings can be implemented in the promotion of sour-tasting food such as fruit.

When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia

Preschool directors, teachers, and assistants from regional and rural eastern Australia were interviewed in the autumn of 2008 to discover their knowledge and beliefs concerning whether young children had the capacity to solve mathematical problems, when young children begin to think mathematically, and their observations of children’s mathematics learning. Respondents overwhelmingly agreed that preschool children were capable of mathematical activity and thought. Fifty eight (88%) respondents believed that children had begun to exhibit mathematical thinking by age 3; 30 (46%) by their first birthday. Practitioners interviewed were able to provide examples of both incidental and planned mathematical activities across a breadth of content, including number and operations, measurement, geometry, and fundamental classifying and ordering activities. The practitioners also demonstrated a creditable awareness of children who seemed to have a good grasp of mathematics. Many practitioners realized that mathematical proclivity could be shown in the processes children use as they engaged in mathematical activity and solved mathematical problems.

Procedural and declarative memory in children with and without specific language impairment

Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population.

Aims: This study examined procedural and declarative memory in young children with and without specific language impairment.

Methods & Procedures: A total of 15 children with specific language impairment and 15 non-impaired children of comparable age, gender and handedness were presented with measures of procedural and declarative memory. Procedural memory was assessed using a Serial Reaction Time (SRT) Task in which children implicitly learnt a ten-item sequence pattern. Declarative memory for verbal and visual information was assessed using paired associative learning tasks.

Outcomes & Results: The results from the SRT Task showed the children with specific language impairment did not learn the sequence at levels comparable with the non-impaired children. On the measures of declarative memory, differences between the groups were observed on the verbal but not the visual task. The differences on the verbal declarative memory task were found after statistically controlling for differences in vocabulary and phonological short-term memory.

Conclusions & Implications: The results were interpreted to suggest an uneven profile of memory functioning in specific language impairment. On measures of declarative memory, specific language impairment appears to be associated with difficulties learning verbal information. At the same time, procedural memory is also appears to be impaired. Collectively, this study indicates multiple memory impairments in specific language impairment.

A cluster randomised trial of a telephone-based intervention for parents to increase fruit and vegetable consumption in their 3-to 5-year-old children : study protocol

Background: Inadequate fruit and vegetable consumption in childhood increases the risk of developing chronic disease. Despite this, a substantial proportion of children in developed nations, including Australia, do not consume sufficient quantities of fruits and vegetables. Parents are influential in the development of dietary habits of young children but often lack the necessary knowledge and skills to promote healthy eating in their children. The aim of this study is to assess the efficacy of a telephone-based intervention for parents to increase the fruit and vegetable consumption of their 3- to 5-year-old children.
Methods/Design: The study, conducted in the Hunter region of New South Wales, Australia, employs a cluster randomised controlled trial design. Two hundred parents from 15 randomly selected preschools will be randomised to receive the intervention, which consists of print resources and four weekly 30-minute telephone support calls delivered by trained telephone interviewers. The calls will assist parents to increase the availability and accessibility of fruit and vegetables in the home, create supportive family eating routines and role-model fruit and vegetable consumption. A further two hundred parents will be randomly allocated to the control group and will receive printed nutrition information only. The primary outcome of the trial will be the change in the child's consumption of fruit and vegetables as measured by the fruit and vegetable subscale of the Children's Dietary Questionnaire. Pre-intervention and post-intervention parent surveys will be administered over the telephone. Baseline surveys will occur one to two
weeks prior to intervention delivery, with follow-up data collection calls occurring two, six, 12 and 18 months following baseline data collection.
Discussion: If effective, this telephone-based intervention may represent a promising public health strategy to increase fruit and vegetable consumption in childhood and reduce the risk of subsequent chronic disease.
Trial registration: Australian Clinical Trials Registry ACTRN12609000820202

Multidimensional correlates of preschool children's physical activity

This thesis identified a number of factors which are associated with preschool children’s physical activity and were previously unexplored. The findings are important as they help identify possible targets for interventions to support healthy levels of physical activity in young children.

Children's ability to estimate the frequency of single and repeated events

Although it is extremely important when interviewing children about alleged abuse to determine whether the abuse was a single or a repeated occurrence, we have little information about how children judge the frequency of events. The aim of the current study was to examine children's accuracy in providing estimates of event frequency that were numerical (that is, 1, 2, 3, . . .) and qualitative (that is, once, a few times, or many times). Younger (4- to 5-year-old) and older (6- to 8-year-old) children took part in a single event or an event that was repeated 6 or 11 times. They were interviewed after a short or long delay; some were interviewed a second time. Overall, children were very accurate at judging the frequency of a single event, but much less so for repeated events. Based on our findings, we make two recommendations for professionals trying to establish the frequency of events when interviewing young children.