Early Childhood Development

The aims of this article are to explore the links between maternal parenting practices and child behavioural outcomes, as well as to investigate maternal warmth as a potential moderator of the relationship between mother-reported child maltreatment and child problematic behavioural outcomes specifically. Cross-sectional data were obtained from a representative sample of 328 mothers and 59 nursery teachers of two-to-three-year-old children recruited through eight randomly selected public nurseries in Tirana. Results from the multiple regressions showed that mother-reported total child behavioural difficulties were positively associated with child maltreatment and negatively associated with maternal warmth. Mother-reported child prosociality was further positively associated with positive parenting. Contrastingly, there were no significant effects of either mother-reported child maltreatment or maternal warmth on nursery teacher assessed behavioural problems, as well as no significant effect of mother-reported positive parenting on nursery teacher-reported child prosociality. The results further showed that high levels of maternal warmth enhanced the effect that child maltreatment had on child behavioural problems, as assessed by both mothers and nursery teachers. These findings suggest the need for the implementation of parent training programmes in the Albanian society to help mothers develop consistent, positive parenting practices.

Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky's Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

It is undeniable that societies as well as our geography classrooms become more and more heterogenous. This change requires new perspectives on how to teach and learn geography. Especially in geography education and it’s interculturally connecting curricula multilingualism appears to offer several advantages over strictly monolingually delivered lessons. The aim of the article is to grasp the reality and potential of multilingual teaching and learning in the subject of geography in German secondary schools as an anchor for further studies on that matter. This article does that by presenting the results of a survey on the current status of multilingual education in the German geography curriculum as well as on the multilingual life practices and experiences of pupils with migration history. While German geography lessons are curriculumwise intended to be taught almost entirely in German, our survey revealed that pupils have positive expectations for multilingual education. In additio...

El objetivo de la presente investigacion fue elaborar un instrumento que midiera la depresion en adolescentes y que considerase los aspectos de desarrollo propios de la adolescencia, asi como sus manifestaciones culturales. Al efecto, se aplico una escala ex profeso a una muestra conformada por 813 adolescentes, estudiantes de bachillerato. El instrumento obtenido se constituyo por 56 indicadores distribuidos en siete factores. Los resultados muestran que dicha escala es apropiada al proposito pretendido, aunque es necesario realizar estudios confirmatorios.

Agradezco a las participantes de este estudio, quienes con su experiencia y conocimiento me brindaron su tiempo para la co-construcción de esta investigación. A Marcela Aracena, por ser mi guía, compartir sus valiosos aportes, sugerencias, estímulo, y disposición en cada paso de la investigación, resaltando ante todo su calidad humana, vocación y confianza en mi trabajo. Gracias a mis amigas y colegas, Irina, Yael, Daniela y Katherina quienes siempre me dieron ánimo y apoyo incondicional durante toda la investigación. Gracias a mi esposo, Felipe Caldera quien siempre ha creído en mí, ha sido mí pilar y apoyo en todo momento, con mucha paciencia y amor. Finalmente, agradezco a mis padres por impulsarme al logro de mis metas, mis hermanas, familia y amigos/as por su apoyo incondicional. III ÍNDICE AGRADECIMIENTOS.

The BCPC's leadership is essential to addressing child protection. The Philippines' child protection system is currently described as "top-down," with clear legislation and national policies that are inadequately implemented.(Rotche et al., 2019. This study aimed to determine the following: a) level of implementation of BCPC functionality; b) participation of Barangay Council; c) if there's significant relationship between implementation and participation; and d) issues and concern in the implementation. The statistical tools used for this study are the following: Mean and standard deviation, Pearson Correlation Coefficient, and percentile rank. BCPC fully implemented its functionality, however, 1% budget allocation of BCPC are attributively allocated to different programs for children. Barangay council's participation was often participated. No significant relationship between the level of implementation and participation, the null hypotheses was accepted. The top issue and concern is the term-based membership. The result suggests that BCPC's ability to deliver essential services may be impacted by insufficient funding. Understanding the level of participation of BC is crucial to ensuring that the fundamental rights are upheld at the local level. BCPC and BC might work together to successfully execute BCPC's functionality. Complete execution of programs for the welfare of children is impacted by the term-based membership of BCPC and BC. Moreover, with the consent of the SKSU Graduate School, the results were also presented to the different offices of the Local Government Unit of the City of Tacurong which have direct involvement in the implementation of BCPC programs namely CLGOO, CSWDO, ABC, and CPDCO.

La literatura infantil debe ser trabajada respondiendo a los intereses y necesidades de quienes reconocen que a través de la lectura y la escritura pueden viajar a otros universos posibles, desarrollar la imaginación, la creatividad y experimentar placer. Se comparte la experiencia al planificar y modelar talleres dirigidos a Docentes en Formación sobre cómo implementar estrategias y actividades mediadas por el juego para desarrollar la comprensión y la producción escrita. Se utilizó una metodología cualitativa, exploratoria y descriptiva, enfocada en la investigación-acción. Participaron 78 futuros docentes del Nivel Primario. Se concluye que los talleres son eficaces para estimular la creatividad al momento de leer y escribir. Permiten a los futuros docentes desarrollar las competencias pedagógicas y disciplinares para ser promotores de la lectura y la escritura en espacios diversos.

Introduction The nutritional status in the first 5 years of life has lifelong and inter-generational impacts on individual’s potential and development. This study described the trend of stunting and its risk factors in children under 5 years of age between 2001 and 2016 in Nepal. Methods The study used datasets from the 2001, 2006, 2011 and 2016 Nepal Demographic Health Surveys to describe the trend of stunting in under 5-year children. Multiple logistic regression analysis was carried out to assess the risk factors for stunting at the time of the four surveys. Results The nutritional status of under 5-year children improved between 2001 and 2016. Babies born into poorer families had a higher risk of stunting than those born into wealthier families (AOR 1.51, CI 95% 1.23–1.87). Families residing in hill districts had less risk of stunting than those in the Terai plains (AOR 0.75, CI 95% 0.61–0.94). Babies born to uneducated women had a higher risk of stunting than those born to educ...

Syntax allows us to talk about who-did-what-to-whom, how many people were involved, when and where it happened, how events unfolded over time, and what were the consequences. It gives us a way to encode our attitudes, keep track of the narrative thread and highlight which information is new and important and which is old and background. To speakers of the same syntax, it also a strong sign that you are part of social in-group. But children do not hear the syntax that adults use, like subject-verb-object, they hear utterances, like John kicked the ball. As children develop, a fundamental challenge they face is to reconstruct the abstract syntax adult use from the concrete utterances they hear, and in doing so, unlock the expressive power of language. This article covers some of what we know about how that process happens.

The ABC’s Four Corners television episode ‘Betrayal of Trust: Australia’s Childcare Crisis’ into the worst excesses of the troubled early childhood education and care (ECEC) sector was gruesome viewing. This article discusses the central challenges the program revealed rather
than the horrific stories of abuse, injury, and neglect. Such reports are likely to scare parents with over a million families and almost 1.4 million children using Government-subsidised services. The ABC’s six-month investigation revealed what happens when the values and goals of
education and care are misaligned with corporate agendas but are fuelled by Government policies and practices. While the program interviewed a service director within a service where the children had a chance to flourish, and the system worked well, these scenes were few and far between. These services supposedly make up about 90% of the sector. Such services are said to meet or exceed sector standards set by the ECEC federal governing body, the Australian Children’s Education and Care Quality Authority (ACECQA).

Las imágenes invitan a aprender, a ver, observar, interpretar y construir los conocimientos. Permiten crear situaciones de aprendizaje que evoquen experiencias, emociones y recuerdos para ayudar al profesorado a conectar con lo que se quiere enseñar.
Las narrativas digitales con imágenes tienen un enorme potencial pedagógico como recurso didáctico en las aulas de educación infantil. A través de sus propias fotos, desde lo que fotografían y llevan a clase, qué y cómo lo trabajan, hasta sus fotos participando de soportes y materiales que se generan en clase, tales como presentaciones de los componentes de la clase a las familias, fotos o memory. Un buen ejemplo de ello es la creación de cuentos digitales interactivos en los que participa el alumnado de forma colaborativa y personalizada.
Hoy en día son muchas las aplicaciones digitales (software) que permiten construir narrativas colaborativas, que ayudan a generar cuentos personalizados, con fotos o imágenes de temas cercanos de la infancia, que los hacen protagonistas, en cuentos personalizados de la clase, en historias que desarrollan con imágenes, para hacer libros personalizados, con múltiples posibilidades para trabajar temáticas esenciales en esta etapa educativa temprana como la gestión de las emociones, la diversidad familiar o el respeto por los animales.

The paper attempts to explain how differential reinforcement in applied behavior analysis works in shaping positive behaviors in the daily lives of children. Especially, some behaviors whose function is identified as 'sensory', like thumb-sucking are automatically maintained because reinforcement comes merely by engaging in the behavior. Such behaviors which feel good to children, that is appeal to their sensory needs, are hard to get rid of, and they come to be known as 'bad habits' in the common language of the world. The objective of the paper is to describe differential reinforcement as it applies to behavior analysis, and establish how the ABA procedure have been successfully implemented to reduce automatically maintained behaviors like thumb-sucking. The method of the paper is a literature review of contemporary researches that describe differential reinforcement in applied behavior analysis and focuses on the strengths and weakness of its core principles. The paper also analyzes a major literature which has implemented DRA as an intervention for reducing thumb-sucking in a 5-year-old girl. From the results, it is evident that DRA can be used as an effective intervention for reducing thumb-sucking behaviors in children.

Módulo 1. El papel de las guarderías en el desarrollo infantil temprano. 1 Desarrollo humano y el trabajo en guarderías PERFIL REQUERIDO EN LA ASISTENCIA INFANTIL Reconocimiento de las cualidades de sí mismo y las de los demás. La autoestima es el valor que ponemos en nosotros mismos. Se forma con la percepción y retroalimentación que se tiene y se ha recibido de forma directa o indirecta desde pequeños con padres, hermanos, maestros, compañeros y todas las personas con quienes interactuamos en el medio donde nos desenvolvemos. Es por tanto, el razonamiento de lo que soy en la vida, de que soy competente; es estar consciente y confiado en uno mismo. Una parte natural del ser humano es sentir que es agradable, capaz y valioso para los demás. La autoestima no es estática puede subir o bajar de un instante a otro, de acuerdo con los acontecimientos que vivimos diariamente. Las personas con una autoestima más sólida, son aquellas que conocen sus puntos fuertes y débiles, y que se aceptan como son; están abiertas a las críticas positivas y negativas sobre ellas y son capaces de mostrar sentido del humor sobre sí mismas. La autoestima alta impacta en forma positiva sobre la salud física y psicológica, por el contrario una autoestima baja afecta en forma negativa sobre las mismas. La sensación de confianza frente a los desafíos de la vida: La eficacia personal. Significa confianza en el funcionamiento de la mente, en la capacidad para pensar y entender, para aprender a elegir y tomar decisiones: confianza en la capacidad para comprender los hechos de la realidad que entran en el ámbito de los intereses y las necesidades personales. La sensación de considerarse merecedor de la felicidad: El respeto a uno mismo. La comunicación es un proceso que abarca todos los aspectos de la vida, consecuentemente no existe el hombre sin la posibilidad de comunicarse. No hay hombre sin sociedad, ni sociedad sin comunicación. La comunicación es una manera de entrar en contacto con otras personas mediante las palabras, las señas, los dibujos, los signos, las conductas, los gestos, las actitudes, las emociones y las ideas. La comunicación tiene por objeto crear y desarrollar relaciones humanas, sanas y significativas; para poder llevar a cabo una comunicación efectiva, se deben tomar en cuenta los siguientes factores: Atención reflexiva: Consiste en captar los sentimientos, sin olvidar escuchar el mensaje con actitud positiva. Resolución de problemas: Se tiene que entender el problema, plantear las alternativas y reflexionar sobre las mismas, con el fin de visualizar las posibles consecuencias, elegir una de las alternativas y ponerla en práctica. Mensajes yo: Es la forma de comunicar a otra persona cómo afectan sus acciones y mensajes sin acusar, herir ni faltar al respeto Los "mensajes yo", se construyen de la siguiente forma: 1. Describe lo que está ocurriendo. 2. Di lo que sientes 3. Explica por qué te sientes así. 4. Menciona lo que esperas que ocurra. Estas recomendaciones deben ocurrir en un clima de confianza con una actitud de respeto y disponibilidad para escuchar. Al decir comunicación se entiende que se hace en toda la extensión de la palabra, utilizando lenguaje verbal, no verbal o corporal. Con esto se pretende evitar conflictos en los círculos familiar, social y laboral. El conflicto se da cuando los objetivos, los métodos o las metas de dos o más partes se encuentran en contraposición y ninguna cede ante las expectativas del otro e incluso el no poder elegir una respuesta entre dos no compatibles. Los conflictos se originan de diversas situaciones, como son: En toda organización el surgimiento del conflicto puede considerarse como una parte del ambiente laboral. Cuando es manejado adecuadamente y se mantiene dentro de ciertos límites, puede resultar útil a la organización, es entonces necesario aprender a reconocer los síntomas de un conflicto, para poder manejarlos y encauzarlos en beneficio del ambiente organizacional. Las conductas inadecuadas en la comunicación. Los comportamientos inadecuados en situaciones determinadas pueden generar serios conflictos durante la comunicación de los mensajes La subjetividad en la percepción de la información: las personas captan de diferentes maneras un mismo objeto o situación y es frecuente que esa situación u objeto se distorsione Cuando la información es incompleta: quienes emiten una opinión sólo han tenido acceso a una parte de los hechos y no conocen la otra Fallas naturales de la comunicación interpersonal: todo acto de comunicación utiliza un código e impone al receptor la tarea de descifrar el mensaje. Cada cual descifra el mensaje como puede o como quiere, o como le conviene Desproporción entre las necesidades de las personas y los satisfactores disponibles. Por ejemplo, en una familia hay dos bicicletas y cuatro quieren usarla el mismo día Diferencia de caracteres: una persona es lenta y la otra rápida; una idealista y la otra realista; una ordena y la otra desordena; una tolerante y la otra intransigente. Presiones que causan frustración: por ejemplo, para una o un niño puede ser la falta de aceptación por parte de los padres; para un adulto las actitudes autoritarias de los jefes; para la población en general el bombardeo de la propaganda comercial que crea necesidades excesivas, la inseguridad que produce el miedo y no permite el disfrute de actividades de recreación Pretender igualar a los demás con uno mismo. No aceptar a otros sin juzgarlos y "dejarlos ser" simplemente, da origen a problemas personales con este rechazo de la realidad, además de crearlos en quienes se pretende cambiar. Los separatismos y divisiones: por religiones, por razas, color, sexo, etc La interdependencia: hay personas que dependen tanto de otras o las hacen depender de ellas, que llegan a estorbarse entre sí. De aquí se derivan graves conflictos entre una madre y una hija o una mujer y su marido El manejo de los conflictos tiene varios estilos, de acuerdo con lo que pretende obtener el individuo: Los conflictos tienen efectos positivos o negativos en el ser humano, actuando de forma negativa, es una fuente potencial de violencia, origina frustración, el resultado es hostilidad y sentimientos destructivos, contra quien los provoca o se percibe como el causante del mismo que desencadenan reacciones psicosomáticas como dolores de cabeza y trastornos emocionales; pero actuando positivamente, aclara las ideas, los sentimientos, objetivos de los miembros de un grupo y conduce al establecimiento de normas de grupo e institución. Cuando el conflicto no es intragrupal (dentro del grupo) sino intergrupal (entre grupos) une al grupo y ayuda a definir sus fronteras, así como el manejo de los mismos, logrando el trabajo en equipo Afirman y no cooperan. La persona trata de satisfacer sus propios intereses a costa de otra persona Complacer: Cooperador y no afirmativo, lo opuesto a competir. Olvidarse de los propios intereses para satisfacer los de otra persona, que puede tomar forma de una generosidad desinteresada o caritativa, obedeciendo las órdenes de otra cuando, en la gran mayoría de los casos, preferiría no hacerlo Evadir: No afirmativo y no cooperador. La persona no satisface de inmediato sus intereses ni tampoco los intereses de la otra persona, no maneja el conflicto. La evasión puede significar darle la vuelta diplomáticamente a un problema, posponiendo hasta otro momento que considere adecuado o simplemente retirarse de una situación amenazadora Colaborar: Afirmativo y cooperador. Implica un intento de trabajar con la otra persona para encontrar alguna solución que satisfaga plenamente los intereses de ambos Transigir: Punto intermedio entre afirmación y cooperación. El objetivo es encontrar una solución adecuada y mutuamente aceptable que satisfaga parcialmente a ambas partes. Es el punto intermedio entre competir y complacer.

Background. Interest in aquatic programs for babies has grown significantly, with many families participating worldwide. While numerous studies have examined the effects of these programs on motor development or aquatic learning, little attention has been given to the emotional experiences of the interaction. Understanding how emotions appear in each subject and how they influence the learning process opens a valuable area of exploration in early childhood motor development. Objectives. The goal of this research was to explore the emotional responses of both subjects of the baby-adult dyad during an aquatic programme for babies, and their relation to the aquatic learning process of the baby. Methods. Using a descriptive and intrasubject approach, the study observed fortnightly the emotional reactions to the aquatic motor behaviour of the babies of four dyads during a fourmonth aquatic programme. We designed an ad hoc system of categories of observation of the babies' behaviour and the emotional response of both subjects in levels of positive, neutral and negative emotions. Results. The analysis of 1,962 individual emotional responses indicates that each dyad and their subjects behave differently and independently. Results show that an increase of tasks difficulty correlates with more positive emotional responses from adults. In contrast, there is no significant relationship between the difficulty of the tasks of the baby and its emotional responses. Conclusions. Since this is a first approach to the study of emotions in aquatic programmes for babies, its results invite us to debate the relationship between emotions and learning.

The fashion industry significantly contributes to environmental pollution through excessive textile waste, carbon emissions, and water pollution. With growing concerns about sustainability, integrating green fashion studies into higher education curricula has become imperative. This paper examines the necessity of sustainability education in fashion studies, its impact on students, and its role in transforming the industry towards eco-friendly practices. The study highlights how sustainable fashion education can cultivate environmental consciousness, responsible consumption, and innovation in design. To assess student interest and foster engagement in sustainable practices, an assignment on upcycling denims was given to students, challenging them to create a collection using industrial textile waste and worn-out jeans. This hands-on approach encouraged students to explore upcycling techniques, waste reduction strategies, and circular fashion principles. By incorporating green fashion into the curriculum and engaging students through practical projects, educational institutions can play a crucial role in shaping a sustainable future for the fashion industry.

Colombia has endured one of the world's longest internal displacement crises in recent history. Programs that address the practices and psychosocial wellbeing of the community of caregivers of young children in protracted crises are urgently needed. We developed and implemented a program aimed at strengthening the resilience and wellbeing of caregivers (parents, grandparents, and educators) of children enrolled in home-based and institutional centers for early childhood development in Colombia. The program, Conmigo, Contigo, Con Todos, or 3Cs, used purposive sampling across 14 municipalities disproportionately impacted by the armed conflict in Colombia. It consisted of two modules, a skills-building program (SBP) module and a psychotherapy intervention (PTI). The program content drew from cognitive behavioral therapy and mindfulness, and from inputs from local stakeholders. By applying a pragmatic evaluation strategy, we explored the pre-post intervention changes in parental res...

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El “Test de Aprendizaje y Desarrollo Infantil” (TADI) es una escala de tamizaje del desarrollo para niños/as de 6 a 72 meses construida en Chile. Objetivo: Determinar la validez de la primera edición de TADI muestra nivel poblacional. Metodología: Análisis psicométrico secundario de una muestra de 11.283 niños/as chilenos que participaron de la Encuesta Longitudinal de Primera Infancia (ELPI) 2012. Se evaluó validez convergente mediante el Análisis Factorial Confirmatorio (AFC), verificado mediante Análisis Factorial Exploratorio (AFE). Se consideraron variables sociales para la validez de constructo. Para la validez concurrente, sensibilidad, especificidad y correlación se tomaron como referencias las pruebas Battelle Developmental Inventory Segunda Edición (BDI-2) y el Test de Vocabulario en Imágenes Peabody (TVIP). Resultados: De los niños evaluados, 12,6% se categorizó en Retraso o Riesgo de Retraso, y 17,3% en categoría Alerta. El AFC arrojó buenos niveles de ajuste del modelo propuesto para los datos de la escala, en particular a edades mayores. El AFE reveló patrones diferentes para distintos rangos etarios. El TADI se correlacionó significativamente con los factores socioeconómicos, como la presencia de materiales de aprendizaje en el hogar, el nivel educativo del cuidador principal, el ingreso económico y la respuesta emocional de la madre. Se encontró correlación moderadamente positiva del TADI con el BDI-2 y el TVIP, con sensibilidad y especificidad cercanos a 0,70 al incluir la categoría Alerta. Conclusiones: Los adecuados valores psicométricos del TADI en una muestra poblacional ratifican su validez como instrumento de tamizaje del desarrollo de niños/as pequeños en Chile.

The “Test de aprendizaje y Desarrollo Infantil” (TADI) is a developmental screening scale for children aged 6 to 72 months, designed in Chile. Objective: To determine the validity of the first edition of the TADI at the population level. Methodology: Secondary psychometric analysis of a sample of 11,283 Chilean children who participated in the 2012 Early Childhood Longitudinal Survey (ELPI). Convergent validity was assessed through Confirmatory Factor Analysis (CFA) and verified by Exploratory
Factor Analysis (EFA). Social variables were considered for construct validity. For concurrent validity, sensitivity, specificity, and correlation we used as references the Battelle Developmental Inventory Screening Second Edition (BDI-2) and the Peabody Picture Vocabulary Test (PPVT). Results: Out of the children evaluated, 12.6% were categorized in the Delay or at Risk for Delay category, and 17.3% in the Alert category. The CFA showed good levels of fit of the proposed model to the scale data, particularly in older age groups. The EFA revealed different patterns for different age ranges. The TADI correlated significantly with socioeconomic factors, such as the presence of learning materials in the home, the educational level of the main caregiver, economic income, and the mother’s emotional response. Data analysis showed moderately positive correlation of the TADI with the BDI2 and the PPVT, with sensitivity and specificity values close to 0.70 when including the Alert category. Conclusions: The adequate psychometric values of the TADI in a population-based sample ratify its validity as a screening instrument for the development of young children in Chile.

Objectives: The objectives of the study are to assess and seek the association of behavioral pediatric feeding problems, parental problems, and strategies with selected variables among developmentally disabled children. Materials and Methods: The study used a cross-sectional design including 150 children aged 6-11 years diagnosed with autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), intellectual disability, cerebral palsy, specific language disability, and Down syndrome in Child Developmental Center of Safdarjung hospital, selected through purposive sampling technique. Data were collected through structured interviews, anthropometric measurements, and behavioral pediatric feeding assessment. Results: Mean behavioral feeding problem score and parent's pediatric feeding problem score were higher in children with ASD, ADHD, and intellectual disability. It was found that P-values for maternal occupation (P = 0.027), nutritional status (P = 0.000), and diagnosis of child (P = 0.002) were found to be statistically significant at 0.05 level of significance to seek the association between behavioral pediatric feeding problem among children with developmental disabilities and the selected variables, whereas the P-values for mode of delivery (P = 0.016), nutritional status (P = 0.000), diagnosis of child (P = 0.003), and socioeconomic status (P = 0.050) were found to be statistically significant at 0.05 level of significance to seek the association between parent's pediatric feeding problem and strategies among children with developmental disabilities and the selected variables. Conclusion: Parental problems and their strategies may play a vital role in behavioral feeding problems among children with developmental disabilities which are further affected by various factors.

Arastirma, 8.sinif ogrencilerinin dil bilgisi konularindan hangilerinde daha cok zorlandiklarini tespit etmek amaciyla yapilmistir. Calisma, nitel bir arastirmadir. Calismada arastirmaci tarafindan gelistirilen derecelendirme sistemiyle (cok zorlanirim, biraz zorlanirim, hic zorlanmam) hazirlanmis anket kullanilmistir. Ankette ogrencilere iliskin betimsel verileri toplamaya yonelik 1 soru ve ogrencilerin ogrenmekte zorlandiklari dil bilgisi konularini tespit etmek amaciyla hazirlanan 25 madde yer almaktadir. Bu arastirmanin calisma evrenini Malatya merkez Ataturk Ortaokulu Ortaokulunda ogrenim goren 8. sinif ogrencileri olusturmaktadir. Arastirmada ogrencilere sunulan konular 5 ana baslik etrafinda toplanmis olup bu konu basliklari; fiilimsiler, cumlenin ogeleri, cumle turleri ve anlatim bozuklugudur. Bu basliklar altinda toplam 25 konu yer almaktadir. Bu konu basliklarindan ogrencileri en cok zorlayan konu basliklarinin sozcugun yanlis anlamda kullanilmasindan kaynaklanan anlatim b...

Since the last issue of the International Critical Childhood Policy Studies Journal (2011), there has been an expansion of the editorial board and reorganization of the journal's sections and purposes. While the co-editors remain the same (Marianne Bloch and Gaile Cannella), a new team of wonderful associate, assistant, copy, and journal section editors has arrived to lead the journal during the next few years and, hopefully, beyond. As the editorial team, we hope that the new sections allow for flexibility in submissions, diverse authorship, and the ability to respond to the interests of readers from around the world pertaining to research, policy, curriculum, programs, and pedagogical discussions of childhood (early childhood as well as youth culture and studies). We continue to acknowledge the significance of theoretical perspectives from various/multiple disciplines that examine "childhood" and policy studies shaping and constructing our politicaleconomic, historical and cultural reasoning and actions as well as inclusionary and exclusionary actions. These are "new" times with advancing global agendas that focus on privatization, capitalisms, and standardized teaching, children, and childhood(s). While this journal focuses on scholarly research, by design, it will also be open to new ways to represent issues of importance related to critical childhood policy studies.

durante los años 2018 a 2019. Metodología: Estudio observacional descriptivo cualitativo, de corte transversal, que explora a través de preguntas semi estructuradas factores que dificultan o facilitan la continuidad del cuidado, utilizando como marco de referencia la aplicación de 13 atributos de las RIISS/OPS. Se realizaron entrevistas individuales a 25 actores clave (profesionales y personal de salud) desempeñando roles en el primer nivel de atención y niveles hospitalarios de referencia, utilizando un cuestionario de preguntas semi estructuradas para explorar dimensiones vinculadas a la continuidad del cuidado (información, mecanismos de comunicación, gestión coordinación y capacitación). Resultados: Los hallazgos señalan dificultades de comunicación, discontinuidad de utilización de instrumentos de referencia y retorno que condicionan la efectividad de los procesos de derivación de pacientes, el conocimiento, disponibilidad de normas y protocolos contribuyen en muchos casos a la toma de decisiones. Son insuficientes las oportunidades de capacitación conjunta entre equipos de primer nivel y equipos hospitalarios, dificultades de conectividad y uso restringido de dispositivos móviles repercuten en la integración de profesionales entre niveles y la generación de cambios de conducta y compromiso. Conclusión: Las dinámicas de interacción, articulación, integración y participación entre niveles de atención, se encuentra aún en proceso de fortalecimiento. Aun no se logra avanzar hacia la construcción de una única gobernanza regional, que asuma el compromiso de salvar vidas a través de efectivos mecanismos organizativos P a l a b r a s c l a v e : C o n t i n u i d a d ; c u i d a d o s ; coordinación; atención primaria de salud; Paraguay

Sabana informa que el(los) autor(es) ha(n) autorizado a usuarios internos y externos de la institución a consultar el contenido de este documento a través del Catálogo en línea de la Biblioteca y el Repositorio Institucional en la página Web de la Biblioteca, así como en las redes de información del país y del exterior con las cuales tenga convenio la Universidad de La Sabana. Se permite la consulta a los usuarios interesados en el contenido de este documento para todos los usos que tengan finalidad académica, nunca para usos comerciales, siempre y cuando mediante la correspondiente cita bibliográfica se le de crédito al documento y a su autor. De conformidad con lo establecido en el artículo 30 de la Ley 23 de 1982 y el artículo 11 de la Decisión Andina 351 de 1993, La Universidad de La Sabana informa que los derechos sobre los documentos son propiedad de los autores y tienen sobre su obra, entre otros, los derechos morales a que hacen referencia los mencionados artículos.

Menjelaskan teori-teori yang melandasi pembentukan pribadi kreatif meliputi; Teori Psikoanalisis (Teori Freud, Teori Ernst Kris, Teori Jung) Corey (dalam Husna, 2018 101) Psikoanalisis menurut definisi modern memiliki beberapa pengertian, diantaranya adalah -Psikoanalisis adalah pengetahuan psikologi yang mengedepankan pada dinamika, faktor-faktor psikis yang menentukan perilaku manusia serta pentingnya pengalaman masa kanak-kanak dalam membentuk kepribadian masa depan. -Psikoanalisis adalah metode interpretasi dan penyembuhan gangguan mental -Psikoanalisis adalah sebuah model perkembangan kepribadian, filsafat tentang sifat manusia dan metode psikoterapi. Berbicara kreativitas dalam halnya manusia makhluk ciptaan tuhan yang dianugerahi berbagai kreatif yang tanpa batas hingga perannya akan berdampak pada peradaban manusia itu sendiri. Kreativitas merupakan salah satu bentuk transfer karena melibatkan aplikası pengetahuan dan keterampilan yang telah diketahui sebelumnya kepada situasi yang baru. Selama masa kehidupan anak, banyak orang yang berpengaruh terhadap perkembangan dan pendidikan anak Mereka mempunyai peranan besar dalam terwujudnya potensi anak, terutama orang tua dan guru. Memupuk keunggulan berarti membantu anak berbakat mewujudkan kemampuan potensialnya. Sigmund Freud dilahirkan dikota kecil, Freiberg, Moravia. Psikoloanalisis merupakan salah satu aliran di dalam disiplin ilmu psikologi yang memiliki beberapa definısı dan sebutan, adakalanya psikoloanalisa didefinisikan sebagai metode penelitian, sebagai tehnik penyembuhan dan juga sebagai pengetahuan psikologi (Sabri dalam Husna, 2018:101). Freud membagi tingkatan kepribadian menjadi 3 tingkatan yaitu kesadaran (conscious), perasadar preconscious), dan ketidaksadaran. (unconsious). a. Kesadaran (Conscious): Segala sesuatu yang disadari berkaitan dengan makna dalam kehidupan sehari, termasuk sensasi dan pengalaman. yang membuat kita menyadari setiap peristiwa yang kita alamı b. Pra-sadar (Pre-conscious). Pra-sadar merupakan lapisan jiwa di bawah kesadaran, dan berada di tengah antara sadar dan tidak sadar. Perasadar sebagai penampung

TEZ11608Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2019.Kaynakça (s. 78-82) var.xiv, 92 s. : tablo ; 29 cm.Bu araştırma, okul öncesi eğitim kurumuna devam eden çocukların yazısız resimli kitap ile oluşturdukları öyküleri anlatı analizi yöntemiyle değerlendirerek öykü anlatma becerilerini incelemek amacıyla yapılmıştır. Araştırmanın çalışma grubunu 2017-2018 eğitim öğretim yılı ikinci döneminde Gaziantep ili Şahinbey ve Şehitkâmil ilçelerinde bulunan Milli Eğitim Bakanlığına bağlı 4 bağımsız anaokuluna devam eden 57 çocuk oluşturmaktadır. Araştırmada kullanılan veri toplama araçları; Alev (2011) tarafından Türkçe standardizasyon çalışması yapılan Pragmatik Dil Becerileri Envanteri, Parkta Bir Gün isimli resimli öykü kitabı, Doğum Günü Hediyesi isimli yazısız resimli kitap ve Işıtan (2010) tarafından geliştirilen Öykü Anlatma Değerlendirme Formudur. Çalışma grubu belirlenirken Pragmatik Dil Becerileri Envanteri kullanılmıştır. İlk olarak 4 bağımsız anaokulundan 18 öğretmen t...

El objetivo del presente estudio fue analizar las características del desarrollo de las funciones psicológicas en niños marginales inhaladores. Se seleccionaron 94 niños de 6 a 12 años, divididos en tres grupos: Grupo 1: 10 niños inhaladores; Grupo 2: 25 niños no inhaladores (del mismo grupo social); Grupo 3: 59 niños de una escuela oficial con nivel socioeconómico bajo (grupo control). La evaluación se realizó con los Protocolos para la evaluación de las imágenes internas (Quintanar 1997), de la comprensión del lenguaje oral (Quintanar 1997) y la evaluación del desarrollo de la actividad intelectual (Solovieva y Quintanar 1995). Los resultados muestran mayores dificultades en el grupo de niños inhaladores, respecto al grupo control, en las tareas de asociación libre, dibujo por consigna, clasificación, completar dibujos y comprensión de palabras, oraciones y textos. Los resultados se analizan con base en la estructura sistémica de la actividad y del papel que desempeñan los diferentes procesos psicológicos en su formación.Palabras clave: Disolventes Inhalables, Desarrollo Cognitivo, Marginalidad y Cognición, Neurotóxicos, Evaluación Neuropsicológica.

Introducción: Actualmente se vive inmerso en diversas plataformas que proporcionan ver la realidad y a nosotros mismos a través de las historias que nos cuentan. El cine es una herramienta educativa poderosa, capaz de enriquecer el proceso de enseñanza-aprendizaje mediante la incorporación de elementos visuales y narrativos. Metodología: Se realiza una revisión sistemática del cine desde una perspectiva didáctica y de los discursos que explican sus saberes y representaciones para identificar sus aportaciones didácticas. Se utiliza la metodología PRISMA que garantiza una revisión de la literatura considerando algunas dimensiones que se seleccionaron en función de los objetivos. Resultados: La información recogida muestra que el cine facilita la comprensión de conceptos complejos y fomenta el pensamiento crítico. Sin embargo, su integración en el currículum requiere de una planificación cuidadosa y de una formación docente específica. Discusión: Se identifican beneficios y mejores prácticas en la implementación del cine en contextos educativos que aporten visbilidad y una necesidad pedagógica de sistematizar los saberes que el cine

Prepared as a contribution to the Uorld Summit for Children organized by the United Nations in New York in September 19'40, this report highlights and promotes commitment at the highegt political level for goals and strategies that ensure the survival, protection, and development of children. As part of the process of looking beyond survival and of working toward a "fair start" for children, this document offers the following: (1) a straightforward presentation of what is meant by child development, distinguishing it from child survival and growth and linking it to the concept of child care; (2) a rationale for investing in programs of early childhood care and development; (3) a brief description of the evolution of child care and development programs and a sketch of the current configuration of institutionalized programs, with special attention given to changes occurring since 1979 when the International Year of the Child (IYC) was celebrated; (4) a programming framework in three dimensions, combining stages of child development with five complementary program approaches and with a set of program guidelines; (5) brief descriptions of several programs from various countries that illustrate different ways to support and enhance early childhood development; and (6) some conclusions about what needs to be done to increase investment and to move child care and development programs from rhetoric to reality. References are included with each section except the introduction. (TJQ)

This study examined the effects of prenatal alcohol exposure on childhood development trajectories in a rural South African community between 2003 and 2008. We assessed 121 children at 7-12 months (year one) and 5-6 years (year five) using the Griffiths Mental Developmental Scales - Extended Revised, which measures sensorimotor, cognitive and social development, with lower scores indicating developmental delay. We also interviewed their mothers or caregivers. Three groups were identified: 29 with fetal alcohol syndrome (FAS) or partial FAS (pFAS), 57 more who had been exposed to alcohol and 35 controls who had not. The scale's total score was higher in the controls than in the FAS/pFAS group at years one and year five and in the alcohol exposed group at year five. Many groups' trajectories declined when compared with global norms, but the trajectories in the FAS/pFAS and the alcohol exposed groups declined more than the controls for eye-hand and performance and total score. ...

Early Childhood Care and Education (ECCE) is essential in developing young children's fundamental cognitive and social-emotional skills. This research examines the difficulties encountered by early ECCE in Punjab, Pakistan, specifically highlighting teacher shortages, insufficient teacher training, and the underutilization of available resources. Using a mixed-method approach, data were collected from 40 ECCE schools in Bahawalnagar District. Data were collected quantitatively from the School Information System (SIS), and qualitative data were gathered through interviews from caretakers of ECCE rooms and classroom observations. Research indicates a severe teacher shortage in Punjab, where 107,372 teaching positions are unfilled, with 3,984 vacancies concentrated in Bahawalnagar. More than 95% of ECCE teachers and caregivers are deficient in essential skills; conversely, over 50% of educational institutions cannot utilize ECCE kits to their full potential due to insufficient training. Overcrowding is widespread, with approximately 70% of schools combining ECCE, Playgroup, and Nursery classes under a single caretaker, ultimately compromising educational standards. The situation delivers fewer results because government policies fail and organizations waste available resources. The research recommends filling the vacant posts of teachers, launch teachers' trainings programs with ECCE. By addressing the challenges ECCE will be fruitful for ECCE learners.

economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

The development of pre-service teachers to teaching career are enhance through a field study. Field study is one of the major courses of pre-service teachers in which they are exposed to teaching environment in a school setting. Pre-service teachers are exposed to different teaching-learning process in a different classrooms and class subjects to observe how teaching takes place. This study aim to gather perceptions of the pre-service teachers during their field study observations and investigate the factors that affect their field study observations through survey and descriptive research. Using structured and unstructured questionnaires, twenty five (25) students enrolled in field study 6 “On Becoming a Teacher” and field study 5 “Learning Assessment Strategies were taken as respondents of the study. From the data gathered, analysis revealed that the demographic profile of the respondents are mostly 18-20 years old, single, parents educational attainment were baccalaureate degree ...

Bu araştırmanın amacı, Türkçenin doğal dil işleme (NLP) teknolojilerinde karşılaşılan dilbilgisel zorlukları ve bu zorlukların üstesinden gelmek için geliştirilen yenilikçi çözümleri incelemektir. Türkçenin eklemeli yapısı, serbest sözdizimi, çok anlamlılık gibi dil özellikleri, dil işleme algoritmalarının etkinliğini zorlaştıran başlıca etmenlerdir. Araştırmada, Türkçe dil işleme sistemlerinde kullanılan morfolojik analiz, derin öğrenme tabanlı modeller, bağlam bağımlı anlam çıkarımı ve çok dilli modeller literatür araştırması yapılarak incelenmiştir. Ayrıca, morfolojik çözümleme ve derin öğrenme tekniklerinin Türkçenin dilbilgisel yapısına uyum sağlamak için nasıl geliştirildiği ve bu tekniklerin dil işleme alanındaki başarıları incelenmiştir.

Ensuring Early Childhood Care and Education (ECCE) is one of the focus themes of Education for All movement conceived at the World Conference (1990) and World Education Forum (2000). Countries have keenly pursued ECCE, the first goal of Education for All and prepared well to fulfil their commitments towards this. The commitment envisages to ensure that all children, irrespective of gender and social group, get access to quality ECCE that enable them to attain necessary skills, knowledge, values and attitude. But in many countries, the progress towards Education for All goal is not enough and India is one of them. Eventually, the goal was considered to be achieved in long-term through the improved implementation of quality components of ECCE and acquiring the holistic approach to improve the functioning of ECCE programs. Realising this, the provision of ‘quality ECCE’ became one of the vision for education by 2030 as per the ‘Incheon Declaration, Education 2030’, accepted during the ...

Early Childhood Care and Education (ECCE) is globally recognized as a crucial element of education for all. Therefore, countries have intensely pursued it. After many efforts, progress towards ensuring ECCE is apparent in many countries in the world. But most of them could not either completely achieve this goal or compromised its quality due to inadequate resources, improper planning and ineffective implementation strategies; especially a vast and populous country like India. A number of initiatives have been taken by the Government of India for bringing quality in the form of policies, plans, constitutional amendments, acts, development of quality standards and curriculum framework, schemes and flagship programs like Integrated Child Development Services (ICDS); District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA). In this endeavour, somewhere India has compromised with the non-negotiable quality standards for ECCE, leading the emergence of expected and unexpected issues and challenges. As a result, the country has missed the target of ensuring quality in ECCE. However, recent studies give evidence of tremendous progress towards quality reforms. Of course, there are low achievements in some aspects and in some regions, but also improvement in others which shows that ensuring quality is an attainable target. This paper intends to describe initiatives of the Government of India, assess the ground realities, identify major challenges in quality reform in ECCE and suggest possible enablers to reach out the same.

What inspired me to explore the conjuncture between art and mental health is, although there are numerous articles and theses on the subject of Art, Mental Health, and the coexistence of them together from various researchers, I have not come across many where the voice of the psychiatric patient getting represented from a first-person narrative. While I do not dismiss the efforts of any other kinds, and perhaps my being able to write this thesis depends a lot on the fruits of their labours, whether pathological or academic, it felt increasingly crucial for me to look for and try to find, if not represent the mental health struggle from a narrative where the understanding is preserved from a personal point of views. Over time, I have tried talking to patients, their family members, physicians and people with different areas of experience and expertise in this topic, but most of them denied getting involved in this research directly, excluding being described in a generic term whether due to fear of being subjected to prejudice or adherence to professional responsibilities. One thing was clear from the very beginning: I must respect their agency; as in the mental health struggle, it is the agency and respect as human rights that get compromised first and foremost for the patients who are suffering from mental health-related issues already. This denial of respect and empathy only adds to their struggles and is something that cannot be substituted through medicine alone. Therefore, I tried to find the other resources that are there and weave an understanding of what I was reading and the other more intangible parts of it that I learned through conversation with people in my network who are affected by severe mental health struggles, whether as themselves or as caregivers in different capacities. So, while writing this thesis, I dive into my experience regarding mental health in connection to my extended art practice while also looking into important figures like Vincent van Gogh, Antonin Artaud and Ramkinkar Baij through establishing different contact zones. The phenomenon of Affect and Sensorium also emerged as part of the conversation. Though I have only been able to scratch the surface, it has given me essential points of departure I am interested in exploring further. The intention is to bring together an earnest narrative of art, mental health and their coexistence in different intensities as experienced by a person.

Thanks to those at the Big Lottery Fund, Department for Education and in myplace centres who contributed time and expertise, participated in interviews and provided data and documentation. Particular thanks are due to the administrative team in CRESR, and the staff in participating myplace centres, for their support in administering the young people's survey. Thanks also to the Research Manager at the Big Lottery Fund, Renu Verma, and to members of the Evaluation Steering Group 1 for their assistance in guiding the evaluation. Finally, thanks to Young Advisors in Rotherham for their help in designing the young people's survey. The findings and recommendations expressed in this report are the authors' own and do not necessarily represent those of the Big Lottery Fund or the Department for Education.

Este trabajo de grado que se propone, busca solventar las reacciones inadecuadas ante situaciones conflictivas, tales como las agresiones fisicas y verbales que se producen a partir del inadecuado manejo de las emociones, incidiendo en trastornos como la depresion, siendo asi, una problematica en la actualidad que genera detrimento en la calidad de vida de las personas porque se relaciona con falencias de caracter motriz y social, afectando considerablemente las relaciones interpersonales y por ende, en el movimiento y las formas de relacion. Esta carencia contribuye a que la persona actue de forma inapropiada, es decir que se relaciona con su motricidad, en esta medida se convierte en un fenomeno de interes para la Educacion Fisica como disciplina que al propender por una salud bio-sico-social le compete trabajar en las relaciones cuerpo – interaccion – emocion; por eso se propone la gestion corpoemocional, como una alternativa para direccionar la accion pedagogica del educador.

This paper examines the challenges and achievements of the Site Registration Programme (SRP) launched by the Western Cape Government in 2017 to support early childhood development (ECD) facilities in achieving legal compliance. The Grassroots Educare Trust, one of the appointed non-governmental organisations (NGOs), provides developmental support to ECD facilities in four municipal areas. Despite the programme's efforts, only about 12% of unregistered partial care facilities (PCFs) achieved compliance due to structural and financial challenges. The study reflects on feedback from Grassroots frontline staff and explores the issues faced during the programme's implementation. It highlights the socio-economic context of South African townships and informal settlements, the regulatory environment, and the Grassroots model of development. The findings reveal the dilemmas faced by poor working parents, the ethics of the desperate, and the loss of community agency. The paper suggests that personal mentoring and coaching, along with financial investment, are crucial for the success of ECD facilities in impoverished communities.

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In Chile, the Psychomotor Development Evaluation Scale (EEDP in Spanish) and the Psychomotor Development Test (TEPSI in Spanish) are outdated tools that lack international reliability and validation. It is necessary to analyze the evaluation process from the point of view of the health and education professionals, that is, nurses and early childhood educators. The purpose was to reveal the experiences of these actors in the evaluation process of psychomotor development in children under three years of age, according to social determinants. This is a qualitative exploratory study based on the Alfred Schütz phenomenology, carried out in seven key informants, five nurses and two educators, through semi-structured interviews. The analysis was limited to transcription, coding, grouping into categories and synthesis. The meta categories revealed are: A: Dilemmas and uncertainties by critical nodes and intermediate categories: a) The gap between public policies and local reality does not f...