Preschool children deliver stroke knowledge to their families with the FAST 112 Heroes educational programme

2021 ◽  
pp. 001789692199040
Author(s):  
Kalliopi Tsakpounidou ◽  
Hariklia Proios
Keyword(s):  
Preschool Children ◽  
Extended Family ◽  
Educational Programme ◽  
Kindergarten Children ◽  
Programme Implementation ◽  
Northern Greece ◽  
Extended Families ◽  
Speech Time ◽  
Completed Stroke ◽  
Stroke Knowledge

Background: FAST (Face, Arm, Speech, Time) 112 Heroes is an educational programme that delivers information to children and their extended families helping them identify the principal signs of stroke and informing them how to respond appropriately in the event of a stroke. Objectives: To examine the baseline stroke literacy that extended families possess, as well as to assess whether children enrolled in FAST 112 Heroes programme effectively convey stroke knowledge to their extended family. Design: Field trial. Setting: Four schools in Northern Greece – two public and two private. Methods: Parents of preschool aged (5–7 years) children completed stroke knowledge questionnaires, before the programme began and one week after the completion of the FAST 112 Heroes programme. Findings were analysed. Results: In total, 240 parents of kindergarten children (146 women, 94 men; 20–59 years old; mean age: 38.81) completed the pre-programme questionnaire, whereas only 80 of them (33.33%) completed the post-programme questionnaire. Before the programme started, 30 out of 80 parents (37.5%) recognised the three rudimentary stroke symptoms, compared to 68 out of 80 (85%) after the completion of the programme ( p = .00). Parental awareness of the emergency number 112 and of the FAST acronym before programme implementation was relatively poor. Conclusions: Improvement of stroke knowledge post-implementation was observed in the extended family of preschool children enrolled in the FAST 112 Heroes programme which suggests that the latter delivered stroke information to their families effectively.

FAST 112 HEROES: A kindergarten-based educational stroke intervention for the whole family

2020 ◽  
Vol 79 (6) ◽  
pp. 724-734
Author(s):  
Kalliopi Tsakpounidou ◽  
Ariadne Loutrari ◽  
Freideriki Tselekidou ◽  
Maria Baskini ◽  
Hariklia Proios
Keyword(s):  
Preschool Children ◽  
Extended Family ◽  
Real Life ◽  
Role Playing ◽  
Medical Emergency ◽  
Participatory Action ◽  
Northern Greece ◽  
School Based ◽  
Assessment Tasks ◽  
Wide Range

Background: Stroke is a worldwide leading cause of disability, and around 50 million people are affected by stroke annually. Public stroke educational and awareness programmes can make a great deal of difference. Young children are in key position to seek urgent medical care if grandparents suffer a stroke, as grandparents are often their secondary caretakers. Objective: The objective of the current study was to design an educational intervention targeting children and, in parallel, directly involve extended family members. Design: Participatory action research. Setting: School-based education stroke intervention in Thessaloniki, Northern Greece. Methods: Over the course of 5 weeks, this intervention sought to educate 66 preschool children and their families through a series of novel activities that revolved around 4 superheroes, the FAST mnemonic and a medical emergency number. One superhero and their unique superpower was introduced every week through a Powerpoint presentation, a short animation video and a wide range of in-class and take-home activities, such as ‘phantom speech’, role-playing, funny face mimicking games, and rhyming poems. Children were also encouraged to identify their own family superhero so as to transfer their learning to real life. Results: Follow-up individual and group assessment pointed to encouraging results. Results from odd-one-out-tasks revealed that children were able to recognise the stroke symptoms in question. However, they performed more poorly on more complex tasks involving recall. Conclusions: Preschool children acquired knowledge of stroke symptoms which appears more solid when recognition is assessed. Assessment tasks involving substantial recall of information do not necessarily reflect the ability to detect stroke symptoms.

Children in Self-Care: A New Priority for Pediatricians

PEDIATRICS ◽  
1986 ◽  
Vol 77 (4) ◽  
pp. 548-549
Author(s):  
PATRICIA FOSARELLI
Keyword(s):  
Preschool Children ◽  
Extended Family ◽  
Self Care ◽  
Divorce Rate ◽  
Common Reason ◽  
After School ◽  
Alternative Care ◽  
School Aged Children ◽  
Common Time ◽  
World Report

Everyday in this country, approximately 2 to 5 million 6- to 13-year-old children are in their own care1,2 (US News and World Report, Sept 14, 1981, pp 42, 47). In addition, at least 20,000 children younger than 6 years care for themselves.1 These figures are estimates because many parents do not like to admit to the practice of leaving their children alone. The most common time children are in selfcare is after school, and the most common reason is because their parents work and alternative care arrangements might be unavailable or unaffordable. Currently, 47% of mothers of preschool children and 64% of mothers of school-aged children work outside of the home.3 This situation, coupled with the increasing number of families headed by women, the staggering 50% divorce rate in this country, and the disappearance of the extended family, creates a situation in which certain children must care for themselves.

scholarly journals Development of the cardinality principle in Macedonian preschool children

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 459-475 ◽  
Author(s):  
Ana Nikoloska
Keyword(s):  
Preschool Children ◽  
Kindergarten Children ◽  
Pass Through ◽  
The Individual

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

Intergenerational Association of Alexithymic Characteristics for College Students and Their Mothers

2001 ◽  
Vol 89 (1) ◽  
pp. 77-84 ◽  
Author(s):  
Isao Fukunishi ◽  
Wayne Paris
Keyword(s):  
College Students ◽  
Intergenerational Transmission ◽  
Nuclear Family ◽  
Extended Family ◽  
Parental Bonding ◽  
Related Factors ◽  
Toronto Alexithymia Scale ◽  
Extended Families ◽  
The Family ◽  
Family Types

The intergenerational association of alexithymic characteristics of mothers and their children were examined in a sample of 232 pairs of college students and their mothers. Scores on the Toronto Alexithymia Scale, Parental Bonding Inventory, and the Family Environmental Scale of college students were significantly correlated with their mothers' memories of when they were also 20 years old. College students' scores were significantly correlated with their mothers' scores on each questionnaire. The student-mother pairs were further divided into two family types, nuclear and extended families. Correlations were higher for scores of the nuclear family than for those of the extended family. Such results suggest there may be intergenerational transmission of alexithymia and related factors from mothers to children.

Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens

2016 ◽  
Vol 15 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Elena Papadopoulou ◽  
Athanasios Gregoriadis
Keyword(s):  
Preschool Children ◽  
School Engagement ◽  
Positive Interactions ◽  
Northern Greece ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Child Relationship ◽  
Ethnicity Differences

The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.

scholarly journals EXPERIMENTAL PROGRAMME ON THE UDMURT LANGUAGE AND CULTURE FOR PRESCHOOL CHILDREN IN A POLYETHNIC REGION

2020 ◽  
Vol 12 ◽  
pp. 60-68
Author(s):  
L. I. Khasanova ◽  
S. I. Petrova
Keyword(s):  
Preschool Children ◽  
Intercultural Competence ◽  
Preschool Education ◽  
Educational Programme ◽  
Scientific Data ◽  
Educational Process ◽  
Preschool Age ◽  
Empirical Observation ◽  
Language And Culture ◽  
Substantive Content

The paper discusses the issues of teaching nationality languages of Russia to preschool children, taking the Udmurt language and culture as an example. The relevance of the study is dermined by the scientific data according to which ethnic stereotypes in behaviour are formed most intensively in preschool age. Getting acquainted with new cultures and languages is particularly important for preschool education in multinational regions as it prevents the development of ethnocentric personalities. The paper aimed at a detailed analysis of the didactic and substantive content of the educational programme “Zarni bugor” (“Golden ball”) (hereinafter referred as the Programme) with the elements of teaching the Udmurt language to children from 4 to 7; the Programme is to be realised within three years in the Russian group of kindergarten № 5 in the town of Agryz, Republic of Tatarstan. The novelty of the Programme lies in introducing the Udmurt language (along with Tatar and Russian) into the educational process of the kindergarten. The research methods are theoretical (the study of academic literature on the problems of intercultural education in a multi-ethnic region) and empirical (observation and behavioral analysis of preschoolers). The system of exercises included into the Programme, its content, the forms and methods of teaching preschoolers present a consistant didactic material for teaching the Udmurt language and culture in this age group. The programme is expected to provide a high level of intercultural competence corresponding to the age of children, it is supposed to arouse their interest in the Udmurt language and culture, make them open for perception of other cultures.

scholarly journals Baseline Stroke Literacy of Young Children Based on “FAST 112 Heroes” Program

2021 ◽  
Vol 9 ◽  
Author(s):  
Kalliopi Tsakpounidou ◽  
Socrates Psomiadis ◽  
Tatiana Pourliaka ◽  
Maria Akritidou ◽  
Hariklia Proios
Keyword(s):  
Young Children ◽  
Medical Care ◽  
Educational Program ◽  
Public Awareness ◽  
Emergency Procedures ◽  
Course Of Action ◽  
Speech Time ◽  
Age Appropriate ◽  
Awareness Programs ◽  
Stroke Knowledge

Background: Young children are often unaware of emergency health conditions, such as stroke, and could serve as important vehicles to save the lives of their grandparents, who are more likely to suffer a stroke. An important aspect for the evaluation of public awareness on stroke signs and related emergency procedures is to examine the level of baseline stroke knowledge children have and whether they understand when to seek medical care on time.Objective: To examine the level of stroke symptomatology knowledge in children as well as evaluate their preparedness in stroke response before their participation in the educational program “FAST (Face, Arms, Speech, Time) 112 Heroes.”Methods: For the purpose of this work, a questionnaire was developed and adapted to preschoolers' needs. The present study involved 123 children (65 boys, 58 girls, aged 4–6.5 years; mean age: 5.30, S.D.: 0.59) from two cities in Greece. Five multiple-choice animated pictures, that were age-appropriate, were administrated to each child, along with verbal explanations provided by the investigator.Results: More than half of the participants (n = 65, 52.8%) could recognize the symptom of face drooping, 53 children (43.1%) could identify the symptom of arm hemiparesis/hemiplegia and 92 children (74.8%) were able to answer the question regarding speech disturbances. However, the number of correct answers to the question regarding the appropriate course of action in case of a stroke was the lowest among all the questions (10.6% of participants gave a correct answer). Furthermore gender and age did not play a significant role (p = 0.571 and 0.635, respectively).Conclusion: Although more than half of the enrolled preschool children could recognize stroke symptoms before their participation in the educational program, their baseline stroke knowledge, prior to their training, is low. Concurrently, they do not have sufficient knowledge on how to react appropriately in the event of a stroke. Therefore, awareness programs focusing on developing stroke literacy to children are needed, to ensure children will seek urgent medical care in case of a stroke.

scholarly journals Social workers understanding of extended families position in child welfare in Lithuania, Chile and Norway

2020 ◽  
Vol 15 (1) ◽  
pp. 84-107
Author(s):  
Siv Oltedal ◽  
Ingunn Studsrød ◽  
Rasa Naujanienė ◽  
Carolina Muñoz Guzmán
Keyword(s):  
Child Welfare ◽  
Social Workers ◽  
Extended Family ◽  
Responsibility To Protect ◽  
Private Sphere ◽  
Child Welfare Services ◽  
Extended Families ◽  
State Involvement ◽  
The Family ◽  
The World

Child welfare services around the world deal with families and family complexities. The study from Chile, Lithuania and Norway explores how social workers define family and more specific the position of extended families within child welfare and thus indicate contextual differences and similarities. In the data collection, five focus groups were included: one Lithuanian (eight participants), two Chilean (with two and two participants) and two Norwegian groups (with seven and eight participants). The analysis reveals significant and thematic differences and similarities between the countries related to the fluid and varied concept of family. The results also show variations across contexts in which families that are targeted by the services, the involvement of children and nuclear and extended family members. A dilemma between children’s need to keep family bonds and the states responsibility to protect children, can be exemplified with the position of the extended family. We can identity a difference between Norway, with comprehensive state involvement that can be framed as they are dealing with a public family, and both Chile and Lithuania, which put more of an emphasis on problem-solving within families, and thus look at the family as more of a private sphere.

scholarly journals A Kindergarten-Based Oral Health Preventive Approach for Hong Kong Preschool Children

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 545
Author(s):  
Hollis Haotian Chai ◽  
Sherry Shiqian Gao ◽  
Kitty Jieyi Chen ◽  
Duangporn Duangthip ◽  
Edward Chin Man Lo ◽  
...  
Keyword(s):  
Hong Kong ◽  
Preschool Children ◽  
Oral Health ◽  
General Health ◽  
Well Being ◽  
Kindergarten Children ◽  
Fluoride Treatment ◽  
Oral Health Education ◽  
Health Related ◽  
Untreated Caries

Early childhood caries (ECC) remains the single most common chronic childhood disease. Untreated caries can cause tooth loss and compromised dentition. Severe ECC can also influence nutrition intake, cognitive development, general health and quality of life. In Hong Kong, approximately half of 5-year-old children suffer from ECC, and more than 90% of these caries remain untreated. Thus, the development of effective strategies for promoting the oral health of preschool children is warranted. The Faculty of Dentistry of the University of Hong Kong has provided kindergarten-based dental outreach services to selected kindergartens since 2008. In 2020, the project expanded to serve all kindergarten children in Hong Kong. The aim of the service is to improve oral health through the prevention and control of ECC among preschool children. The service provides dental screening and silver diamine fluoride treatment for ECC management. In addition, the parents receive oral health talks, and teachers receive training in delivering regular oral health education at kindergarten. The objectives of this service are to improve oral and general health of preschool children, develop the children’s good oral health-related behaviours, maintain the children’s psychological well-being and reduce the burden on their family. This paper describes this kindergarten-based dental outreach service.

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