Goals and reputations amongst young children - The validation of the importance of goals and reputation enhancement scales

The aim of the present research was to provide school psychologists with valid instruments with which to assess the goals and reputations of young children. This was achieved by ascertaining whether the factor structures and the second-order factor models of the high school versions of the Importance of Goals (Carroll, et al., 1997) and Reputation Enhancement Scales (Carroll, et al., 1999) could be replicated with a primary school sample. Eight hundred and eighty-six 10 to 12 year old children were administered modified versions of the two scales, which were combined and renamed the Children's Activity Questionnaire. For the two scales, the factor structure proved replicable and reliable with the primary school sample. A comparison between the factor loadings of the primary school and the high school samples using the coefficient of congruence procedure demonstrated similarity indicating that the scales are replicable and able to be used with a younger primary school sample. Structural equation modelling indicated that the second-order factor structure of the Importance of Goals Scale was acceptable but this was not the case for the second-order factor structure of the Reputation Enhancement Scale.

Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms

This study examined group and individual factors that facilitate changes in cooperation and learning outcomes in trained and untrained work groups of elementary school-age children. The study had two foci. The first was to determine if the cooperative behaviors and interactions of children in classroom groups who were trained in cooperative learning skins were different from those of children who were given no training, and the second was to investigate small group interactions and achievement in these groups over time. The results showed that there were observable differences between student interactions in the two conditions and these differences were maintained over time. Compared with children in the untrained groups, those in the trained groups were consistently more cooperative and helpful to each other; they actively tried to involve each other in the learning task by using language which was more inclusive (e.g., frequent use of ''we''), and they gave more explanations to assist each other as they worked together. It appeared that as the children worked together over time, they became more responsive to the learning needs of each other. Furthermore, the children in the trained groups performed significantly better on the learning outcomes questionnaire than those in the untrained groups. (C) 1997 Society for the Study of School Psychology. Published by Elsevier Science Ltd.

Occupational aspirations of sixth-grade children

The present study examined the occupational aspirations of sixth-grade children in terms of occupational category, minimum education level and gender. In addition, the study identified the sources of occupational information used by the children and the factors they thought could influence them toward or away from a job. The study found that all of the children were able to express occupational aspirations. While the children obtained occupational information from a range of sources, including the media and family, the source most likely to influence them toward or away from choosing a job was family.

The long-term effects of cooperative learning on children's behaviour and interactions

This study investigates the long-term effects of training in small-group and interpersonal behaviours on children's behaviours and interactions as they worked in small groups two years after they were initially trained. Forty-eight third grade children, who had been trained two years previously in cooperative group behaviours, were assigned to the Trained condition and 44 third grade children who had not previously been trained were assigned to the Untrained condition. The children in the trained and untrained groups were reconstituted from the pool of students who had participated previously in either trained or untrained group activities. The results showed that there was a long-term training effect with the children in the Trained groups demonstrating more cooperative behaviour and providing more explanations in response to requests for help than their untrained peers.

Postural control and movement performance during upper limb tasks in children with developmental co-ordination disorder (DCD)

At least 6% of primary school aged children present with DCD, where co-ordination is substantially below the normal range for the child’s age and intelligence. Motor skill difficulties negatively affect academic achievement, recreation and activities of daily living. Poor upper-limb co-ordination is a common difficulty for children with DCD. A possible cause of this problem is deviant muscle timing in proximal muscle groups, which results in poor postural and movement control. While studies have been published investigating postural control in response to external perturbations, detail about postural muscle activity during voluntary movement is limited even in children with normal motor development. No studies have investigated the relationship between muscle timing, resultant arm motion and upper-limb coordination deficits. Objectives: To investigate the relationship between functional difficulties with upper-limb motor skills and neuromuscular components of postural stability and coordination. Specifically, to investigate onset-timing of muscle activity, timing of arm movement, and resultant three-dimensional (3D) arm co-ordination during rapid, voluntary arm movement and to analyse differences arising due to the presence of DCD. This study is part of a larger research program investigating postural stability and control of upper limb movement in children. Design: A controlled, cross-sectional study of differences between children with and without DCD. Methods: This study included 50 children aged eight to 10 years (25 with DCD and 25 without DCD). Children participated in assessment of motor skills according to the Movement ABC Test and a laboratory study of rapid, voluntary arm movements. Parameters investigated included muscle activation timing of shoulder and trunk muscles (surface electromyography), arm movement timing (light sensor) and resultant 3D arm motion (Fastrak). Results: A MANOVA is being used to analyse between-group differences. Preliminary results indicate children with DCD demonstrate altered muscle timing during a rapid arm raise when compared with the control group of children. Conclusion: Differences in proximal muscle timing in children with DCD support the hypothesis that altered proximal muscle activity may contribute to poor proximal stability and consequently poor arm movement control. This has implications for clinical physiotherapy.

Heterophoria, fusional amplitudes and stereoacuity in school aged children

The stability of binocular vision depends on good fusional amplitudes and its measurements provide information about the patient’s ability to cope with a deviation. However, weak correlations between fusional amplitudes and angle of deviation have been reported in the literature. There are no uniform normative values of fusional amplitudes, even though standards for vergence have been established since 1940s. Aims: 1) Determine the prevalence of heterephoria; 2) Determine the relationship between heterophoria, fusional amplitudes and stereoacuity in children.

Content validity and reliability of test of gross motor development in Chilean children

ABSTRACT OBJECTIVE To validate a Spanish version of the Test of Gross Motor Development (TGMD-2) for the Chilean population. METHODS Descriptive, transversal, non-experimental validity and reliability study. Four translators, three experts and 92 Chilean children, from five to 10 years, students from a primary school in Santiago, Chile, have participated. The Committee of Experts has carried out translation, back-translation and revision processes to determine the translinguistic equivalence and content validity of the test, using the content validity index in 2013. In addition, a pilot implementation was achieved to determine test reliability in Spanish, by using the intraclass correlation coefficient and Bland-Altman method. We evaluated whether the results presented significant differences by replacing the bat with a racket, using T-test. RESULTS We obtained a content validity index higher than 0.80 for language clarity and relevance of the TGMD-2 for children. There were significant differences in the object control subtest when comparing the results with bat and racket. The intraclass correlation coefficient for reliability inter-rater, intra-rater and test-retest reliability was greater than 0.80 in all cases. CONCLUSIONS The TGMD-2 has appropriate content validity to be applied in the Chilean population. The reliability of this test is within the appropriate parameters and its use could be recommended in this population after the establishment of normative data, setting a further precedent for the validation in other Latin American countries.

Tradução com adaptação cultural para portugês e determinação da reprodutibilidade do questionnaire on respiratory symptoms in preschool children

RESUMO: Introdução: A asma brônquica é uma entidade frequente em idade pediátrica, apresentando uma grande heterogeneidade clínica e significativa morbilidade quando não controlada. A identificação de crianças sintomáticas pode atrasar ou até mesmo diminuir a ocorrência de algumas alterações estruturais. Reconhece-se a necessidade de questionários sobre sintomas respiratórios em língua portuguesa, devidamente validados, que tenham como população-alvo os grupos etários inferiores a 3 anos. Deste modo, será possível não só um conhecimento mais rigoroso da asma e da sibilância infantil mas também a uniformização de metodologias para o desenvolvimento de estratégias a nível nacional. Objetivos: Tradução com adaptação cultural para português e determinação da reprodutibilidade do Questionnaire on respiratory symptoms in preschool children de Strippoli e colaboradores. Material e métodos: A escolha do questionário obedeceu a vários critérios, entre os quais o grupo etário, o tipo e número de perguntas. O Questionnaire on respiratory symptoms in preschool children de Strippoli e colaboradores é um questionário de autopreenchimento, dirigido a crianças entre os 12 e os 24 meses de idade e destinado a estudos epidemiológicos ao nível da comunidade. Aborda aspetos referentes a sintomas respiratórios (sibilância, tosse crónica, sintomas das vias aéreas superiores), cuidados médicos, terapêutica, características ambientais, história familiar e situação social. Procedemos à sua tradução, com especial atenção para a adaptação do ponto de vista cultural e linguístico, utilizando o método da tradução / retroversão, amplamente utilizado e descrito na literatura internacional. Seguidamente determinámos a reprodutibilidade da versão final em língua portuguesa – Questionário de sintomas respiratórios em idade pré-escolar – utilizando o teste-reteste. Para tal, incluíram-se crianças entre os 12 e os 36 meses de idade recrutadas num Centro de Saúde e em creches de Lisboa. A distribuição dos questionários decorreu em duas fases: na primeira fase foram entregues pessoalmente nos locais de recrutamento e na segunda fase foram enviados por correio para os domicílios das crianças, respeitando-se um intervalo mínimo de 2 semanas entre ambos. Resultados: Na primeira fase foram distribuídos 180 questionários, com uma taxa de reposta de 41% (n=74). Na segunda fase enviaram-se para os respetivos domicílios 70 questionários,obtendo-se uma taxa de resposta de 66% (n=46). Para a análise de reprodutibilidade foram incluídos apenas os questionários preenchidos em ambos os momentos pelo mesmo indivíduo (mãe, pai ou representante legal) (n=41). A idade média das crianças foi, na primeira fase, de 22,5 meses e, na segunda fase, de 23,7 meses, com um predomínio do sexo feminino (F:M =1:0,6). A mediana do tempo decorrido entre os dois momentos de preenchimento dos questionários foi de 26 dias. Obtivemos valores de concordância globalmente bons a muito bons, à semelhança do sucedido no trabalho original. Conclusões: Procedemos à tradução e avaliação da reprodutibilidade do Questionnaire on respiratory symptoms in preschool children. Pretende-se que venha a ser uma ferramenta útil para estudos epidemiológicos e programas de rastreio na comunidade, contribuindo deste modo para uma otimização da abordagem da asma / sibilância infantil a nível nacional. -------------ABSTRACT: Background: Asthma is a very common feature in childhood, with important clinical heterogeneity and morbidity if not properly controlled. Identifying symptomatic children may delay or even reduce several structural changes. The development of questionnaires on respiratory symptoms in Portuguese for children under 3 years old will allow not only a more accurate knowledge of infantile asthma and recurrent wheezing but also the standardization of methodologies to develop nationwide strategies. Objectives: The aim of this study was to translate and adapt to the Portuguese culture and to determine the repeatability of the Questionnaire on respiratory symptoms in preschool children by Strippoli et al. Material and methods: The choice of the questionnaire took in consideration several criteria, among which the target age, the type and the number of questions. The Questionnaire on respiratory symptoms in preschool children by Strippoli et al is a parent-completed questionnaire for assessment of respiratory symptoms in 1 to 2-year-old children, developed for cross-sectional and longitudinal studies. It contains sections on respiratory symptoms (wheezing, chronic cough and upper airways symptoms), healthcare utilization, treatment, environmental exposure, family history and social situation. For the process of translation we used the method of translation and back-translation, with particular concern to cultural and linguistic adaptation. To assess the repeatability of the final Portuguese version - Questionário de sintomas respiratórios em idade pré-escolar - we used the test–retest analyses. The questionnaires were distributed to parents of children between 12 and 36 months old attending nurseries and a Primary Care Center of Lisbon. The distribution took place in two phases: the first questionnaires were delivered in person (phase one) and an identical questionnaire was posted to the families that participated in the first phase, 2 weeks after the first one was returned (phase two). Results: The response rates were 41% (180/74) in the first phase and 66% (70/46) in the second phase. For test–retest analyses, we included the 41 children with the same respondent (mother, father or legal representative) in both occasions. The median age of the children was 22,5 months at the first phase and 23,7 months at the second phase, with a predominance of girls (F:M = 1:0,6). The median time between the fillings of both questionnaires was 26 days. Globally, agreement values were good to excellent, similarly to the original work. Conclusion: In the present study we translated the Questionnaire on respiratory symptoms in preschool children and assessed its repeatability. Overall, we expect it to be a valuable tool for epidemiological studies and community-based screening programs, thus contributing to improve the management of infantile asthma / recurrent wheezing nationwide.

Commercial vs. product placement: A study with young children

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Seroprevalence and sociocultural conditionants of Chagas disease in school aged children of marginal zones of Asunción

Chagas disease is becoming a public health problem in Latin America due to the wide distribution, the high prevalence, the magnitude of the damage caused and the difficulties to control it. In Paraguay, the disease is mainly distributed in the departments of Paraguari, Cordillera and Central. Prevalence in marginal zones, where migrations from rural populations and endemic areas make possible the urbanization of the disease, has no been studied yet. This is a descriptive study with a cross-sectional sampling and a probabilistic system recruitment carried out in school aged children from marginal zones of Asuncion to determine the prevalence of Chagas' disease. Serological methods, parasite isolation and questionnaires were used to achieve the goals. Nine hundred and fifty three children were studied to determine the prevalence of Chagas' disease in marginal zones which was 1.4%.

Food and Nutrition Guidelines for Primary Schools

Food & Nutrition Guidelines for Primary Schools The Government has identified school children as one group to be given priority during the planning and delivery of programmes and initiatives for good health throughout life. In the Governmentâ?Ts National Health Promotion Strategy 2000/2005, the two major objectives for children are: Click here to download PDF 458kb

The national child measurement programme guidance for PCTs: 2007-08 school year

This guidance has been developed following wide consultation with primary care trusts (PCTs) and schools. It provides advice to PCTs on: arrangements for measuring the height and weight of primary and middle school children as part of the National Child Measurement Programme; and upload of this information to the Information Centre for health and social care (IC). refer to the resource

Determinants of school efficiency : The case of primary schools in the State of Geneva, Switzerland

The public primary school system in the State of Geneva, Switzerland, is characterized by centrally evaluated pupil performance measured with the use of standardized tests. As a result, consistent data are collected among the system. The 2010-2011 dataset is used to develop a two-stage data envelopment analysis (DEA) of school efficiency. In the first stage, DEA is employed to calculate an individual efficiency score for each school. It shows that, on average, each school could reduce its inputs by 7% whilst maintaining the same quality of pupil performance. The cause of inefficiency lies in perfectible management. In the second stage, efficiency is regressed on school characteristics and environmental variables;external factors outside of the control of headteachers. The model is tested for multicollinearity, heteroskedasticity and endogeneity. Four variables are identified as statistically significant. School efficiency is negatively influenced by (1) the provision of special education, (2) the proportion of disadvantaged pupils enrolled at the school and (3) operations being held on multiple sites, but positively influenced by school size (captured by the number of pupils). The proportion of allophone pupils; schools located in urban areas and the provision of reception classes for immigrant pupils are not significant. Although the significant variables influencing school efficiency are outside of the control of headteachers, it is still possible to either boost the positive impact or curb the negative impact. Dans le canton de Genève (Suisse), les écoles publiques primaires sont caractérisées par un financement assuré par les collectivités publiques (canton et communes) et par une évaluation des élèves à l'aide d'épreuves standardisées à trois moments distincts de leur scolarité. Cela permet de réunir des informations statistiques consistantes. La base de données de l'année 2010-2011 est utilisée dans une analyse en deux étapes de l'efficience des écoles. Dans une première étape, la méthode d'analyse des données par enveloppement (DEA) est utilisée pour calculer un score d'efficience pour chaque école. Cette analyse démontre que l'efficience moyenne des écoles s'élève à 93%. Chaque école pourrait, en moyenne, réduire ses ressources de 7% tout en conservant constants les résultats des élèves aux épreuves standardisées. La source de l'inefficience réside dans un management des écoles perfectible. Dans une seconde étape, les scores d'efficience sont régressés sur les caractéristiques des écoles et sur des variables environnementales. Ces variables ne sont pas sous le contrôle (ou l'influence) des directeurs d'école. Le modèle est testé pour la multicolinéartié, l'hétéroscédasticité et l'endogénéité. Quatre variables sont statistiquement significatives. L'efficience des écoles est influencée négativement par (1) le fait d'offrir un enseignement spécialisé en classe séparée, (2) la proporition d'élèves défavorisés et (3) le fait d'opérer sur plusieurs sites différents. L'efficience des écoles est influencée positivement par la taille de l'école, mesurée par le nombre d'élèves. La proporition d'élèves allophones, le fait d'être situé dans une zone urbaine et d'offrir des classes d'accueil pour les élèves immigrants constituent autant de variables non significatives. Le fait que les variables qui influencent l'efficience des écoles ne soient pas sous le contrôle des directeurs ne signifie pas qu'il faille céder au fatalisme. Différentes pistes sont proposées pour permettre soit de réduire l'impact négatif soit de tirer parti de l'impact positif des variables significatives.

Determinants of school efficiency : The case of primary schools in the State of Geneva, Switzerland

Purpose The purpose of this paper is (1) to measure school technical efficiency and (2) to identify the determinants of primary school performance. Design/methodology/approach A two-stage Data Envelopment Analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At the second stage, efficiency is regressed on school characteristics and environmental variables. Findings The mean technical efficiency of schools in the State of Geneva is equal to 93%. By improving the operation of schools, 7% (100 - 93) of inputs could be saved, representing 17'744'656.2 Swiss francs in 2010. School efficiency is negatively influenced by (1) operations being held on multiple sites, (2) the proportion of disadvantaged pupils enrolled at the school and (3) the provision of special education, but positively influenced by school size (captured by the number of pupils). Practical implications Technically, the determinants of school efficiency are outside of the control of the headteachers. However, it is still possible to either boost the positive impact or curb the negative impact. Potential actions are discussed. Originality/value Unlike most similar studies, the model in this study is tested for multicollinearity, heteroskedasticity and endogeneity. It is therefore robust. Moreover, one explanatory variable of school efficiency (operations being held on multiple sites) is a truly original variable as it has never been tested so far.

Changing teachers´ practices in regular schools enrolling children with visual impairment

The number of persons with visual impairment in Tanzania is estimated to over 1.6 million. About half a million of these persons are children aged 7-13. Only about 1% of these children are enrolled in schools. The special schools and units are too few and in most cases they are far away from the children’s homes. More and more regular schools are enrolling children with visual impairment, but the schools lack financial resources, tactile teaching materials and trained special education teachers. Children with visual impairment enrolled in regular schools seldom get enough support and often fail in examinations. The general aim of this study was to contribute to increased knowledge and understanding about how teachers can change their teaching practices and thus facilitate the learning of children with visual impairment included in regular classrooms as they participate in an action research project. The project was conducted in a primary school in a poor rural region with a high frequency of blindness and visual impairment. The school was poorly resourced and the average number of pupils per class was 90. The teachers who participated in the collaborative action research project were the 14 teachers who taught blind or visually impaired pupils in grades 4 and 6, in total 6 pupils. The action research project was conducted during a period of 6 months and was carried out in five cycles. The teachers were actively involved in all the project activities; identifying challenges, planning solutions, producing teaching materials, reflecting on outcomes, collaborating and evaluating. Empirical data was collected with questionnaires, interviews, observations and focus group discussions. The findings of the study show that the teachers managed to change their teaching practices through systematic reflection, analysis and collaboration. The teachers produced a variety of tactile teaching materials, which facilitated the learning of the pupils with visual impairment. The pupils learned better and felt more included in the regular classes. The teachers gained new knowledge and skills. They grew professionally and started to collaborate with each other. The study contributes to new knowledge of how collaborative action research can be conducted in the area of special education in a Tanzanian school context. The study has also relevance to the planning of school-based professional development programs and teacher education programs in Tanzania and in other low-income countries. The results also point at strategies which can promote inclusion of children with disabilities in regular schools.