scholarly journals What Are the Kids Doing? Exploring Young Children's Activities at Home and Relations with Externally Cued Executive Function and Child Temperament

2022 ◽  
Author(s):  
Nicole J. Stucke ◽  
Gijsbert Stoet ◽  
Sabine Doebel
Keyword(s):  
Executive Function ◽  
Child Temperament ◽  
Children's Activities ◽  
At Home

Time for Family

A Child's Day ◽  
2020 ◽  
pp. 87-116
Author(s):  
Killian Mullan
Keyword(s):  
Daily Life ◽  
Active Travel ◽  
The Past ◽  
Domestic Activities ◽  
The Stability ◽  
Children's Activities ◽  
At Home

This chapter investigates the context of children's daily life linked to family, in particular concentrating on the time children spend at home and with parents. Mirroring the stability of time at school over the past several decades, children's waking time at home with their parents on school days changed remarkably little over four decades between 1975 and 2015. Days when children are not at school, in contrast, have witnessed significant changes in the time children are at home with their parents. In 2000, children spent less time at home with parents than children in 1975. The examination of changes in children's activities in context revealed that children in 2000 were spending more time in screen-based activities and substantially more time in domestic activities (primarily shopping) outside the home than children in 1975, the latter of which likely includes time when children are with their parents. Between 2000 and 2015, there was a subsequent reversal of this trend, with a significant increase in the time children spent at home with their parents, which accounts for an overall increase in this period in the time children spend at the same location as their parents. This increase in time at home with parents on non-school days coincides with children spending more time doing activities such as homework, study, and screen-based activities, and less time in active travel and out-of-home play.

scholarly journals Child Temperament and Total Diurnal Cortisol in Out‐of‐Home Center‐Based Child Care and in At‐Home Parental Care

2020 ◽  
Author(s):  
Katja Tervahartiala ◽  
Saara Nolvi ◽  
Susanna Kortesluoma ◽  
Juho Pelto ◽  
Sirpa Hyttinen ◽  
...  
Keyword(s):  
Child Care ◽  
Parental Care ◽  
Child Temperament ◽  
Diurnal Cortisol ◽  
At Home

scholarly journals Mendongeng Bersama Anak Sebagai Upaya Pencegahan Covid-19

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ni Made Sulastri ◽  
Jessica Festy Maharani ◽  
Sarilah Sarilah
Keyword(s):  
Community Service ◽  
Growth And Development ◽  
Fairy Tale ◽  
Learning Activities ◽  
Online Media ◽  
Children’S Learning ◽  
Service Activities ◽  
Learning Through Play ◽  
Children's Activities ◽  
At Home

Community service activities aim to increase children's knowledge about co-19 in a fun way so that it is easily understood by children, this is done on the grounds of children's activities while at home, studying at home so it is necessary to do interesting activities so that the growth and development of children continues to develop well. Various choices of activities can be done in accordance with the principles of children's learning, namely learning through play, one of the fun activities that can be done by children is through storytelling activities. Storytelling activities can use pictorial story book media, storytelling with hand puppets or finger puppets, and can also use digital-based media in conveying a fairy tale to children, online media is felt to be the most appropriate way to facilitate storytelling activities in children during the pandemic covid 19 this. Storytelling activities are aimed at making children have play activities while learning about Covid-19, children are expected to be able to easily understand how to prevent covid-19, healthy ways of living, so that children can understand and can enjoy learning activities while at home with fun.

Parents’ Beliefs About Children’s Activities at Home Questionnaire

2016 ◽  
Author(s):  
Susan Sonnenschein ◽  
Shari R. Metzger ◽  
Joy A. Thompson
Keyword(s):  
Children's Activities ◽  
At Home

scholarly journals A Pilot Study to Assess At-Home Speed of Processing Training for Individuals with Multiple Sclerosis

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Lindsay Barker ◽  
Brian C. Healy ◽  
Emily Chan ◽  
Kaitlynne Leclaire ◽  
Bonnie I. Glanz
Keyword(s):  
Multiple Sclerosis ◽  
Information Processing ◽  
Executive Function ◽  
Pilot Study ◽  
Verbal Memory ◽  
Training Intervention ◽  
Speed Of Processing ◽  
Speed Of Information Processing ◽  
Patient Reported ◽  
At Home

Objective. Cognitive impairment is a common symptom of multiple sclerosis (MS), yet treatment is currently limited. The primary goal of this pilot study was to assess the feasibility and acceptability of an at-home, five-week computerized speed of processing (SOP) training intervention for MS patients. In addition, we examined the utility of the intervention to improve speed of information processing, memory, executive function, and health-related quality of life (HRQOL). Method. Fifteen subjects were assigned five weeks of SOP training, two times per week, for a total of ten sessions. Subjects were trained on five computerized SOP tasks that required processing of increasingly complex visual stimuli in successively shorter presentation times. Subjects were given a neuropsychological test battery that included measures of speed of information processing, verbal memory, visual spatial memory, and executive function. Subjects were also administered patient-reported outcome (PRO) measures to assess HRQOL, depression, and work productivity. Neuropsychological and PRO batteries were completed at baseline and after five weeks. Results. Eighty percent of subjects completed the five-week intervention (n = 12). Significant improvements were observed on some, but not all, measures of speed of information processing, verbal memory, and executive function. There were no significant changes in HRQOL. Conclusion. This pilot study supports the feasibility of an at-home SOP training intervention for individuals with MS. SOP training was associated with improvements in several cognitive domains. Larger, randomized controlled trials are warranted.

scholarly journals Why is Children’s Time in Less-Structured Activities Associated with Executive Function? A Study of Children at Home During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Sabine Doebel ◽  
Nicole Stucke ◽  
Gijsbert Stoet
Keyword(s):  
Executive Function ◽  
Effortful Control ◽  
Family Income ◽  
Dimensional Change ◽  
Card Sort ◽  
Caregiver Education ◽  
Structured Activities ◽  
Typical Day ◽  
Verbal Knowledge ◽  
At Home

Time in less-structured activities is associated with children’s developing executive function, but it is unclear why. Prior research suggests less-structured time specifically benefits self-directed executive function, by allowing children to practice making choices. We tested another hypothesis: that less-structured time also benefits externally-cued executive function, which develops earlier than self-directed executive function, theorizing that less-structured time can provide children with opportunities to acquire knowledge that supports emerging control skills. Caregivers of 93 3- to 5-year-olds reported their child’s activities on a typical day at home during the COVID-19 pandemic, and children completed a widely-used cued executive function task, the Dimensional Change Card Sort. Time and variety in less-structured activities predicted successful switching on the card sort, controlling for age, family income, caregiver education, and verbal knowledge. Caregivers were more involved in less-structured versus structured activities. Children’s temperament, as rated by caregivers, predicted how they spent their time. Findings provide a more nuanced picture of how less-structured time and executive function are related, consistent with less-structured time affording opportunities for children, particularly those higher in effortful control, to acquire diverse knowledge that supports engaging control in various ways.

scholarly journals Environmental and genetic influences on self-directed executive functioning in childhood

2021 ◽  
Author(s):  
Jane E. Barker ◽  
Kaylyn Van Deusen ◽  
Naomi P. Friedman ◽  
Yuko Munakata
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Time Use ◽  
Verbal Fluency ◽  
Early Time ◽  
Vocabulary Knowledge ◽  
Verbal Fluency Task ◽  
Structured Activities ◽  
Children's Activities ◽  
Fluency Task

Young children often struggle to accomplish goals without instructions or reminders from adults. Less-structured activities might facilitate children’s emerging self-directed executive functioning, by giving children opportunities to choose what to do and when, and to practice setting and accomplishing goals. In one study, 6-year-old children who spent more time in less-structured activities showed better self-directed switching on a verbal fluency task; conversely, more time in adult-structured activities predicted worse switching (Barker et al., 2014). However, it is unclear from such correlational studies whether children’s activities caused differences in executive functioning, as opposed to differences in executive functioning shaping how children spent time, or a third factor driving both. The current study thus investigated relationships between children’s experiences and self-directed executive function in a genetically-informative longitudinal twin sample (N= 936; 472 female, 464 male) . Twins who lived in more structured homes and participated in more structured activities at ages 3 and 4 showed worse self-directed switching on a verbal fluency task at age 7, controlling for earlier performance and concurrent levels of environmental structure. These relationships persisted controlling for general cognitive ability, vocabulary knowledge, and socioeconomic status. Associations between early time use and self-directed switching were mediated by nonshared environmental rather than genetic factors. These findings are consistent with early structured time causally affecting later self-directed executive function.

scholarly journals Randomised controlled trial of a novel online cognitive rehabilitation programme for children with cerebral palsy: a study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e028505 ◽  
Author(s):  
Jane Wotherspoon ◽  
Koa Whittingham ◽  
Roslyn N Boyd ◽  
Jeanie Sheffield
Keyword(s):  
Academic Achievement ◽  
Cerebral Palsy ◽  
Executive Function ◽  
Randomised Controlled Trial ◽  
Cognitive Training ◽  
Cognitive Rehabilitation ◽  
Controlled Trial ◽  
Well Being ◽  
Randomised Controlled ◽  
At Home

IntroductionCerebral palsy (CP) is the most common cause of physical disability in children, with an estimated 600–700 infants born with CP in Australia each year. CP is typically associated with motor impairments, but nearly half of all children with CP also experience cognitive impairment, potentially impacting educational and vocational achievement. This paper reports the protocol for a randomised controlled trial of a computerised cognitive training intervention based on behavioural principles: Strengthening Mental Abilities through Relational Training (SMART). The study aims to investigate SMART’s effect on fluid reasoning, executive function and academic achievement in children with CP.Methods and analysisSixty children with mild to moderate CP (Gross Motor Function Classification Scale I–IV) aged between 8 years and 12 years will be recruited. Participants will be randomly allocated to two groups: SMART cognitive training and waitlist control. Families will access the programme at home over a 4-month period. Assessments will be administered at baseline, 20 weeks and at 40 week follow-up for retention. The primary outcome will be fluid intelligence, while academic achievement, executive function and social and emotional well-being will be secondary outcomes.Ethics and disseminationThis study has approval from the Children’s Health Queensland Hospital and Health Service Research Ethics Committee (HREC/14/QRCH/377) and The University of Queensland (2017001806). If the computerised cognitive training programme is found to be effective, dissemination of these findings would assist children with CP by providing an accessible, cost-effective intervention that can be completed at home at the individual’s own pace.Registration detailsThe study was registered prospectively on 10 November 2017 to present. Recruitment is now under way, and we aim to complete recruitment by June 2019, with data collection finalised by March 2020.Trial registration numberACTRN12617001550392; Pre-results.

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