CONTRIBUTION OF THE LIBRARY CHILDREN "ALVAREZ MIRIAM BRENES" AND FAMILY IN THE FORMATION OF HABITS OF READING UNIVERSITY GARDENS CHILD POPULATION I AND II, Heredia, COSTA RICA: YEAR 2007 "

Constantly making efforts to strengthen reading habits in children from their earliest years of life, a process in which the family is established as the primary basis for the child to achieve the taste and interest in books. The school as being key to education supports and strengthens the skills taught in the home, with the help of technologies such as computers, disk reading, television, among other means, by which (as) children (as) found a door of communication with the outside world and everything around them. The children's library tends to use these technological means to attract children to reading, generating and taste for the various information resources, which over time will become a habit.This research is based on the "Contribution of the Library Miriam Alvarez Brenes and family in the formation of reading habits of children of the community of Garden I and II University in Heredia, through advocacy, in 2007 "

Young people with learning disabilities who sexually abuse: understanding, identifying and responding from within generic education and welfare services

This chapter will start by providing an overview of current knowledge about young people with learning disabilities who sexually abuse. Research cited will, unless otherwise indicated, be limited to UK studies since international variations in the definitions of both learning disability and sexual abuse make the use of a wider literature base problematic – particularly that relating to prevalence and incidence. It will then go on to report key findings from a recent study (Fyson et al, 2003; Fyson, 2005) which examined how special schools and statutory child protection and youth offending services in four English local authorities responded to sexually inappropriate or abusive behaviours exhibited by young people with learning disabilities. It will conclude by highlighting areas of current practice which give cause for concern, and suggest some pointers for future best practice.

Keeping the promise? Contextualizing inclusive education in developing countries

Inclusive education became a global promise corroborated by international declarations such as the Salamanca Statement (1994) and the Incheon Declaration (2015). Most countries worldwide have committed to the goal of inclusive education, putting a lot of pressure on so-called developing countries. Against this backdrop the threefold purpose of this book is to: 1. Generate research evidence on the development and implementation of inclusive education in developing countries, 2. Contextualize inclusive education in specific developing countries and contexts, and 3. Reflect on the future of inclusive education in developing countries. (DIPF/Orig.)

Conceptualisation, design and development of a primary school based child healthy weight intervention

INTRODUCTION: In common with much of the developed world, Scotland has a severe and well established problem with overweight and obesity in childhood with recent figures demonstrating that 31% of Scottish children aged 2-15 years old were overweight including obese in 2014. This problem is more pronounced in socioeconomically disadvantaged groups and in older children across all economic groups (Scottish Health Survey, 2014). Children who are overweight or obese are at increased risk of a number of adverse health outcomes in the short term and throughout their life course (Lobstein and Jackson-Leach, 2006). The Scottish Government tasked all Scottish Health Boards with developing and delivering child healthy weight interventions to clinically overweight or obese children in an attempt to address this health problem. It is therefore imperative to deliver high quality, affordable, appropriately targeted interventions which can make a sustained impact on children’s lifestyles, setting them up for life as healthy weight adults. This research aimed to inform the design, readiness for application and Health Board suitability of an effective primary school-based curricular child healthy weight intervention. METHODS: the process involved in conceptualising a child healthy weight intervention, developing the intervention, planning for implementation and subsequent evaluation was guided by the PRECEDE-PROCEED Model (Green and Kreuter, 2005) and the Intervention Mapping protocol (Lloyd et al. 2011). RESULTS: The outputs from each stage of the development process were used to formulate a child healthy weight intervention conceptual model then develop plans for delivery and evaluation. DISCUSSION: The Fit for School conceptual model developed through this process has the potential to theoretically modify energy balance related behaviours associated with unhealthy weight gain in childhood. It also has the potential to be delivered at a Health Board scale within current organisational restrictions.

The Hitchcok boy: treating aggressive acting out in child therapy

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

READY FOR KINDERGARTEN: A TRAINING PROGRAM DESIGNED TO ENCOURAGE PARENT-CHILD CONVERSATION DURING THE PRESCHOOL YEARS

Many children in the United States begin kindergarten unprepared to converse in the academic language surrounding instruction, putting them at greater risk for later language and reading difficulties. Importantly, correlational research has shown there are certain experiences prior to kindergarten that foster the oral language skills needed to understand and produce academic language. The focus of this dissertation was on increasing one of these experiences: parent-child conversations about abstract and non-present concepts, known as decontextualized language (DL). Decontextualized language involves talking about non-present concepts such as events that happened in the past or future, or abstract discussions such as providing explanations or defining unknown words. As caregivers’ decontextualized language input to children aged three to five is consistently correlated with kindergarten oral language skills and later reading achievement, it is surprising no experimental research has been done to establish this relation causally. The study described in this dissertation filled this literature gap by designing, implementing, and evaluating a decontextualized language training program for parents of 4-year-old children (N=30). After obtaining an initial measure of decontextualized language, parents were randomly assigned to a control condition or training condition, the latter of which educated parents about decontextualized language and why it is important. All parents then audio-recorded four mealtime conversations over the next month, which were transcribed and reliably coded for decontextualized language. Results indicated that trained parents boosted their DL from roughly 17 percent of their total utterances at baseline to approximately 50 percent by the mid-point of the study, and remained at these boosted levels throughout the duration of the study. Children’s DL was also boosted by similar margins, but no improvement in children’s oral language skills was observed, measured prior to, and one month following training. Further, exploratory analyses pointed to parents’ initial use of DL and their theories of the malleability of intelligence (i.e., growth mindsets) as moderators of training gains. Altogether, these findings are a first step in establishing DL as a viable strategy for giving children the oral language skills needed to begin kindergarten ready to succeed in the classroom.

Mathematical pedagogical content knowledge in early childhood education: A study in initial teacher education in Portugal

The study aims to explore the specificity of mathematics Pedagogical Content Knowledge in Early Childhood Education Pedagogy. The pedagogy of ECE (Siraj-Blatchford, 2010) and the didactics of ECE (Pramling & Pramling-Samuelsson, 2011) suggest dimensions of knowledge that require strong content and PC knowledge of teachers. Recent studies about PCK of ECE teachers highlight similar specific dimensions: organization of educational environment and interactions with children (Lee, 2010, McCray, 2008, Rojas, 2008). The current framework for ECE Teacher Education in Portugal (since 2007) focuses both content knowledge and subject didactics. PCK has been labelled the 'great unknown' in ECE (Rojas, 2008) in traditions where the child's development is considered as the main knowledge base for ECE (Chen & McNamee, 2006, Cullen, 2005, Hedges & Cullen, 2005). We studied the perspectives of 27 initial teacher education students about knowledge for teaching and about ECE Pedagogy. We used one open-ended questionnaire and students' analysis of episodes focusing children's answers or discourse relevant for mathematics (about high numbers and square root). The questionnaire was anonymous and students’ permission to use the answers was obtained. In the questionnaire, interactions with children (62%) and organization of the educational environment (38%) are highlighted as the most important focus for the teacher. Students suggested tasks that were adult planned and oriented to further the situations presented in the episodes. Very few references to children's exploratory actions (Bonawitz et al., 2011) were made. The specificity of ECE (child initiated activities, e.g.) needs to be further developed in initial teacher education.

SAP-Related Education - Status-Quo and Experience

Integrating Enterprise Systems solutions in the curriculum of not only universities but all types of institutes of higher learning has been a major challenge for nearly ten years. Enterprise Systems education is surprisingly well documented in a number of papers on Information Systems education. However, most publications in this area report on the individual experiences of an institution or an academic. This paper focuses on the most popular Enterprise System - SAP - and summarizes the outcomes of a global survey on the status quo of SAP-related education. Based on feedback of 305 lecturers and more than 700 students, it reports on the main factors of Enterprise Systems education including, critical success factors, alternative hosting models, and students’ perceptions. The results show among others an overall increasing interest in advanced SAP solutions and international collaboration, and a high satisfaction with the concept of using Application Hosting Centers.