scholarly journals Young Children's Health and Wellbeing Across the Transition to School: A Critical Interpretive Synthesis

2016 ◽  
Vol 41 (2) ◽  
pp. 126-140 ◽  
Author(s):  
Jennifer Fane ◽  
Colin MacDougall ◽  
Gerry Redmond ◽  
Jessie Jovanovic ◽  
Paul Ward
Keyword(s):  
Systematic Review ◽  
School Readiness ◽  
Empirical Studies ◽  
Early Years ◽  
Transition To School ◽  
Health And Wellbeing ◽  
Current State ◽  
Critical Interpretive Synthesis ◽  
At Risk Children ◽  
Research Questions

This paper reports on the systematic search and review of the literature relating to the health and wellbeing of young children across the transition to school. It identified 56 papers (including empirical studies, reviews, commentaries, and reports) relevant to the research questions and completed an interpretive systematic review to ascertain the current state of the literature. The review employed the Critical Interpretive Synthesis (CIS) method to allow for a rigorous and systematic review of a disparate literature which stretches across several disciplines. The findings are presented in seven thematic categories: current conceptualisations of health and wellbeing, assessment and measurement, ‘school readiness’, service integration, transition actors, ‘at risk’ children, and child voice. These findings illustrate the ways in which concepts have been constructed, identified, and operationalised in early years research, practice, and policy. Moreover, it highlights that ‘what is known’ can be used to inform the review or implementation of services, practices, and partnerships that support child health and wellbeing during the transition to school.

scholarly journals Blockchain Applications in Education: A Systematic Literature Review

2021 ◽  
Vol 11 (24) ◽  
pp. 11811
Author(s):  
Christian Delgado-von-Eitzen ◽  
Luis Anido-Rifón ◽  
Manuel J. Fernández-Iglesias
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
State Of The Art ◽  
Current State ◽  
Research Questions ◽  
Educational Field ◽  
The Way

Blockchain is one of the latest technologies attracting increasing attention from different actors in diverse fields, including the educational sector. The objective of this study is to offer an overview of the current state of the art related to blockchain in education that may serve as a reference for future initiatives in this field. For this, a systematic review of reference journals was carried out. Eleven databases were systematically searched and eligible papers that focused on blockchain in education that made significant contributions, and not only generic statements about the topic, were selected. As a result, 28 articles were analyzed. Lack of precision, and selection and analysis bias were then minimized by involving three researchers. The analysis of the selected papers provided invaluable insight and answered the research questions posed about the current state of the application of blockchain in education, about which of its characteristics can benefit this sector, and about the challenges that must be addressed. Blockchain may become a relevant technology in the educational field, and therefore many proofs of concept are being developed. However, there are still some relevant technological, regulatory and academic issues to be addressed to pave the way for the mainstream adoption of this technology.

scholarly journals The implications of parent mental health and wellbeing for parent-child attachment: A systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260891
Author(s):  
Alixandra Risi ◽  
Judy A. Pickard ◽  
Amy L. Bird
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Intergenerational Transmission ◽  
Empirical Studies ◽  
Preliminary Evidence ◽  
Future Research ◽  
Health And Wellbeing ◽  
Parent Mental Health ◽  
Child Attachment ◽  
The Impact

Background Parent mental health and wellbeing may have implications for understanding attachment transmission. In this systematic review, we synthesise the published literature to determine the nature of the relationship between parent mental health and wellbeing and the intergenerational transmission of attachment and to provide recommendations for future research, clinical practice and intervention. Method Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach, five electronic databases were searched for peer-reviewed empirical studies, published in English. Articles were considered for inclusion if data was collected on adult attachment, child attachment, and a domain of parent mental health/wellbeing. No date parameters were applied to the search strategy. The review was registered with PROPSERO (registration number: CRD42020157247). Results Eleven studies examining the impact on parent mental health and wellbeing on the intergenerational transmission of attachment were identified for inclusion in this review. Our review found preliminary evidence that parent mental health and wellbeing play a role in the intergenerational transmission of attachment. Other key findings from the review were: evidence quality is mixed due to variable measurement of attachment and mental health; studies have mostly included correlational analysis or do not utilise contemporary methodological approaches to testing mediating or moderating relationships; and literature is largely focused on psychopathology and negative factors of mental health. Conclusions The limited scope of parent mental health and wellbeing constructs examined in the literature, the sparse use of robust statistical analyses, and the lack of literature in general makes it difficult to draw conclusions on how and why parent mental health impacts attachment transmission. Addressing these limitations will further progress attachment-related literature and may have particular implications for attachment-informed interventions with clinical populations.

scholarly journals Children's mental health and the transition to school: systemic issues in Ontario

2021 ◽  
Author(s):  
Ingrid McKhool
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
School Readiness ◽  
Social Inclusion ◽  
Current Model ◽  
Early Years ◽  
Measurement Development ◽  
Transition To School ◽  
Community Based ◽  
Mental Wellness

Early intervention in mental health is critical to school readiness and social functioning, and mental wellness is linked to student achievement and success through the life span. Children aged four to six entering school with unaddressed mental health issues may struggle academically and socially, charting a course for low academic achievement that compromises their life chances. Many children are not captured through the Ministry of Education’s labeling of exceptionalities or approach to inclusion. In addition, the current model lacks a systematic approach to monitoring the effectiveness of services. This study compiled descriptive statistics through a secondary analysis of previously collected community-based mental health services data in Ontario to better understand the needs of children four to six and the services provided to them before they enter school. Results were discussed in the context of a critical review of the literature related to mental health, early years and inclusion in school and community contexts. Recommendations include improved system measurement, development of a more age-focused community-based early intervention system and a reconceptualized practice of social inclusion to support children’s transition to school.

School readiness: interventions in action

2021 ◽  
Vol 2 (1) ◽  
pp. 45-48
Author(s):  
Neil Henty
Keyword(s):  
Public Health ◽  
School Readiness ◽  
Crucial Role ◽  
Early Years ◽  
School Entry ◽  
Public Health Nurses ◽  
Transition To School

The transition to school from the home or early years setting is a crucial time in a child's life. Public health nurses and early years professionals have a crucial role to play in ensuring that children are ready for school entry. In this second part of a two-part series, Neil Henty looks at local strategies and interventions implemented in practice to improve school readiness.

scholarly journals Mapping Political Trust and Involvement in the Personality Space – A Systematic Review and Analysis

2021 ◽  
Author(s):  
Laurits Bromme ◽  
Tobias Rothmund
Keyword(s):  
Systematic Review ◽  
Big Five ◽  
Empirical Studies ◽  
Political Trust ◽  
Empirical Literature ◽  
Second Step ◽  
Big Five Personality ◽  
Current State ◽  
Frequent Use ◽  
Hierarchical Levels

Individual differences in political trust and involvement in politics have been linked to Big Five personality dispositions. However, inconsistent correlational patterns have been reported. As a systematic review is still missing, the present paper provides an overview of the current state of the empirical literature. A systematic review of 43 publications (N = 215,323 participants) confirmed substantial inconsistency in the correlational patterns and corroborated a suspicion that the frequent use of low-bandwidth personality short scales might be responsible, among other reasons. In a second step, we conducted two empirical studies (N1 = 988 and N2 = 795), estimating latent correlations between the Big Five and political trust and involvement at different hierarchical levels. We found that personality relations were consistent across different subdimensions of trust (e.g., trust in politicians, institutional trust) and involvement (e.g., political interest, political self-efficacy, participation propensity) and are therefore best estimated at aggregated levels (i.e., general political trust and involvement). Meanwhile, correlational patterns differed substantially between Big Five facets, confirming that previous inconsistencies can be partly attributed to a misbalanced representation of facets in Big Five short scales and indicating that associations should be estimated at lower levels of the personality hierarchy.

scholarly journals Children's mental health and the transition to school : systemic issues in Ontario

2021 ◽  
Author(s):  
Ingrid McKhool
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
School Readiness ◽  
Social Inclusion ◽  
Current Model ◽  
Early Years ◽  
Measurement Development ◽  
Transition To School ◽  
Community Based ◽  
Mental Wellness

Early intervention in mental health is critical to school readiness and social functioning, and mental wellness is linked to student achievement and success through the life span. Children aged four to six entering school with unaddressed mental health issues may struggle academically and socially, charting a course for low academic achievement that compromises their life chances. Many children are not captured through the Ministry of Education's labeling of exceptionalities or approach to inclusion. In addition, the current model lacks a systematic approach to monitoring the effectiveness of services. This study compiled descriptive statistics through a secondary analysis of previously collected community-based mental health services data in Ontario to better understand the needs of children four to six and the services provided to them before they enter school. Results were discussed in the context of a critical review of the literature related to mental health, early years and inclusion in school and community contexts. Recommendations include improved system measurement, development of a more age-focused community-based early intervention system and a reconceptualized practice of social inclusion to support children's transition to school.

scholarly journals Children's mental health and the transition to school: systemic issues in Ontario

2021 ◽  
Author(s):  
Ingrid McKhool
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
School Readiness ◽  
Social Inclusion ◽  
Current Model ◽  
Early Years ◽  
Measurement Development ◽  
Transition To School ◽  
Community Based ◽  
Mental Wellness

Early intervention in mental health is critical to school readiness and social functioning, and mental wellness is linked to student achievement and success through the life span. Children aged four to six entering school with unaddressed mental health issues may struggle academically and socially, charting a course for low academic achievement that compromises their life chances. Many children are not captured through the Ministry of Education’s labeling of exceptionalities or approach to inclusion. In addition, the current model lacks a systematic approach to monitoring the effectiveness of services. This study compiled descriptive statistics through a secondary analysis of previously collected community-based mental health services data in Ontario to better understand the needs of children four to six and the services provided to them before they enter school. Results were discussed in the context of a critical review of the literature related to mental health, early years and inclusion in school and community contexts. Recommendations include improved system measurement, development of a more age-focused community-based early intervention system and a reconceptualized practice of social inclusion to support children’s transition to school.

scholarly journals Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

2021 ◽  
Author(s):  
Amy Louise Atkinson ◽  
Liam Hill ◽  
Katherine Pettinger ◽  
John Wright ◽  
Anthony Hart ◽  
...  
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
Academic Language ◽  
Educational Needs ◽  
Early Years ◽  
School Entry ◽  
Special Educational Needs ◽  
Good Level ◽  
At Risk Children ◽  
Academic Assessments

This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and special educational needs (SEN) status (N=5,833 – 8,352). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at-risk children’.

Mental health of older migrants migrating along with adult children in China: a systematic review

2020 ◽  
pp. 1-26
Author(s):  
Julia Juan Wang ◽  
Daniel W. L. Lai
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Adult Children ◽  
Empirical Studies ◽  
Mutual Support ◽  
Family Reunion ◽  
Older Migrants ◽  
Health And Wellbeing ◽  
Theoretical Perspectives ◽  
Social Work Interventions

Abstract Due to urbanisation in China, about 7.74 million older people have migrated to urban centres, where their adult children reside and work, to care for their grandchildren. While older migrants may benefit from family reunion and mutual support, empirical studies have identified challenges to adaptation, integration and mental health. Employing a systematic literature review approach, this paper examines recent empirical studies on the mental health of older migrants migrating along with adult children in China, focusing on mental health and wellbeing outcomes and determinants and directions for social work interventions. It identifies directions for considering diversity in conceptualisations of mental health and in theoretical perspectives to enrich understanding of the experiences of Chinese older migrants migrating along with adult children and potential interventions.

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