Writing letters to characters in bullying-themed stories: An approach to educating about bullying in early childhood

2020 ◽  
Vol 45 (3) ◽  
pp. 266-279
Author(s):  
Su-Jeong Wee ◽  
Youngmi Lee
Keyword(s):  
Early Childhood ◽  
Letter Writing ◽  
Long Term Effects ◽  
Early Childhood Classroom ◽  
Study Approach ◽  
Effects Of Bullying ◽  
Group Reading ◽  
Social Constructivist Theory

In spite of increasing international concern and the long-term effects of bullying on children’s development, bullying in early childhood has been overlooked and underestimated, with both children and adults having difficulties in recognizing and understanding it. This study explores how young children respond to bully-themed stories, what and how they expressed in writing letters to characters from the stories, and how their attitudes towards and understanding of bullying have changed through a series of reading, discussing and writing about bullying. Drawing from social-constructivist theory, this study was conducted in a classroom of 20 5-year-old children in a metropolitan city in Korea using a qualitative study approach. The children were involved in a large group reading about bullying and follow-up letter-writing activities led by their teacher. The findings show that the approach used in this study helped children clearly understand and recognize bullying. Specifically, the letter-writing activities after reading and discussing bully-themed stories enhanced their understanding of bullying and helped them empathize with the characters. The children also showed various ways of solving problems/issues and practised getting along with other children. Approaches to more meaningful and effective planning and implementing activities for bullying education in the early childhood classroom are discussed.

scholarly journals Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258287
Author(s):  
Dorthe Bleses ◽  
Philip S. Dale ◽  
Laura Justice ◽  
Anders Højen ◽  
Benedicte D. Vind ◽  
...  
Keyword(s):  
Early Childhood ◽  
Controlled Trial ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Second Grade ◽  
Language And Literacy ◽  
Long Term Effects ◽  
Intervention Effects

Predictive relations between language and literacy skills during the preschool years and children’s future reading achievement are well-documented, leading to development and evaluation of preschool interventions targeting early skill development. Although educational researchers have developed and found some positive short- and mid-term effects of language and literacy intervention supplements implemented in early childhood education (ECE) settings, fade-out is a concern. Most studies have targeted children experiencing risk, rather than a more representative sample. Additionally, there are very few studies of long-term intervention effects, and heterogeneity of long-term effects has not been well described. In the present study, we build on initial reports of one of the largest studies of a language and literacy intervention supplement, the SPELL randomized controlled trial implemented as part of the universal ECE system in Denmark. SPELL was delivered to an unselected sample of children at 3–5 years of age (n = 7,076). Results of the base intervention (SPELL) and two enhanced versions featuring extended professional development for teachers (SPELL+PD) or an add-on home-based program for parents (SPELL+HOME) showed short-term effects for literacy outcomes for all children for all SPELL conditions compared to business as usual (BAU). In this follow-up study, we utilized follow-up assessments of 2,700 SPELL 4-5-year-old participants with national reading tests in second grade. The main analyses based on the whole sample showed no significant differences in reading scores in second grade for those in any of the three SPELL conditions relative to the BAU condition. However, moderation analyses demonstrated heterogeneity in intervention effects with children whose mothers had low-mid education showing sustained and mostly large-sized effects. Other risk factors, including income and immigrant background, and condition interacted with at least one outcome variables. These findings suggest that at-risk children in some cases derive long-term benefits from early language and literacy intervention enhancing learning opportunities in ECE settings.

scholarly journals The course of subjective and objective chemosensory dysfunction in hospitalized patients with COVID-19: a 6-month follow-up

2021 ◽  
Author(s):  
Mattis Bertlich ◽  
Clemens Stihl ◽  
Enzo Lüsebrink ◽  
Johannes C. Hellmuth ◽  
Clemens Scherer ◽  
...  
Keyword(s):  
Long Term Effects ◽  
Initial Examination ◽  
Initial Cohort ◽  
Negative Controls ◽  
Chemosensory Function ◽  
Analogue Scales ◽  
Smell Identification ◽  
Snot 22

Abstract Purpose It has been established that the infection with SARS-CoV-2 may cause an impairment of chemosensory function. However, there is little data on the long-term effects of SARS-CoV-2 infection on chemosensory function. Methods Twenty three SARS-CoV-2-positive patients diagnosed in spring 2020 with subjective hyposmia (out of 57 positive patients, 40.3%) were compared to SARS-CoV-2-positive patients without hyposmia (n = 19) and SARS-CoV-2-negative patients (n = 14). Chemosensory function was assessed by the Brief Smell Identification Test (BSIT), Taste Strips (TS), Visual Analogue Scales (VAS), and the SNOT-22. The initial cohort with hyposmia were also examined at 8 weeks and 6 months after initial examination. Results There were no differences between the SARS-CoV-2-positive cohort without hyposmia and negative controls in terms of BSIT (8.5 ± 2.6 vs. 10.2 ± 1.8), TS (3.4 ± 0.6 vs. 3.9 ± 0.3) or VAS (2.1 ± 1.3 vs. 1.1 ± 0.5); yet the SNOT-22 was significantly elevated (27.7 ± 11.2 vs. 16.4 ± 10.8). The SARS-CoV-2-positive group with hyposmia performed significantly poorer in BSIT (4.0 ± 1.7 vs. 8.5 ± 2.6/10.2 ± 1.8), TS (2.6 ± 1.3 vs. 3.4 ± 0.6/3.9 ± 0.3), and VAS (7.9 ± 2.2 vs. 2.1 ± 1.3/1.1 ± 0.5) compared to both control groups. At week 8 and month 6 control, six and five patients, respectively, still suffered from subjectively and objectively impaired chemosensory function. The other patients had recovered in both respects. Conclusion SARS-CoV-2 patients with subjectively impaired chemosensory function regularly perform poorly in objective measurements. About 70% of patients suffering from olfactory dysfunction in SARS-CoV-2 quickly recover—the rest still suffers from considerable impairment 6 months after infection.

scholarly journals Long-term effects of a modified, low-protein infant formula on growth and body composition: Follow-up of a randomized, double-blind, equivalence trial

2021 ◽  
Author(s):  
Stefanie M.P. Kouwenhoven ◽  
Nadja Antl ◽  
Martijn J.J. Finken ◽  
Jos W.R. Twisk ◽  
Eline M. van der Beek ◽  
...  
Keyword(s):  
Body Composition ◽  
Infant Formula ◽  
Long Term Effects ◽  
Double Blind ◽  
Equivalence Trial ◽  
Low Protein

scholarly journals Long-term effects of the Dutch Schoolgruiten Project – promoting fruit and vegetable consumption among primary-school children

2009 ◽  
Vol 12 (8) ◽  
pp. 1213-1223 ◽  
Author(s):  
Nannah I Tak ◽  
Saskia J te Velde ◽  
Johannes Brug
Keyword(s):  
Primary School ◽  
Vegetable Consumption ◽  
Primary School Children ◽  
Secondary Outcome ◽  
Fruit Intake ◽  
Long Term Effects ◽  
Intervention Effects ◽  
Parent Reports

AbstractObjectivesTo evaluate the long-term effects of the Schoolgruiten Project, a Dutch primary school-based intervention providing free fruit and vegetables (F&V). In addition, we assessed whether children’s appreciation of the project mediated these intervention effects.Design and methodsParticipating schoolchildren (mean age 9·9 years at baseline) and their parents completed parallel questionnaires at baseline, at 1-year and at 2-year follow-up, including questions on usual F&V intake of the child, potential behavioural determinants, their appreciation of the project and general demographics. Primary outcomes were usual F&V intakes as assessed by parent and child self-reported food frequency measures. Secondary outcome measures were taste preference, knowledge of daily recommendations, availability and accessibility for fruit intake. Multilevel linear regression analyses were used to assess differences at second follow-up adjusted for baseline values between control and intervention groups.SubjectsReports were available for 346 intervention children (148 parents) and 425 control children (287 parents).ResultsBoth child and parent reports indicated that the intervention group had a significantly higher fruit intake at 2-year follow-up (difference, servings/d: 0·15; 95 % CI 0·004, 0·286 for child reports; 0·19; 95 % CI 0·030, 0·340 for parent reports). No significant effects on vegetable intake were observed. Significant positive intervention effects were also found for knowledge of fruit recommendations among boys. Some evidence was found for partial mediation analyses of the effects on fruit intake.ConclusionThe present study indicates that the Schoolgruiten scheme was effective in increasing children’s fruit intake and that appreciation of the project partially mediated this effect.

The acceptance of hearing aids for children with otitis media with effusion

1999 ◽  
Vol 113 (4) ◽  
pp. 314-317 ◽  
Author(s):  
A. H. Jardine ◽  
M. V. Griffiths ◽  
E. Midgley
Keyword(s):  
Otitis Media ◽  
Hearing Aids ◽  
Otitis Media With Effusion ◽  
Binaural Hearing ◽  
Long Term Effects ◽  
Non Invasive ◽  
Parents And Children ◽  
Binaural Hearing Aids

AbstractConservative treatment for otitis media with effusion (OME) led us to consider the use of hearing aids as a way of managing the associated hearing loss. This study aimed to assess the compliance of patients and acceptance of hearing aids for the management of children with OME.Thirty-nine children who had been given binaural hearing aids to manage OME were assessed at routine follow-up after six months. A clinician who did not prescribe the aid administered a questionnaire to assess compliance, change in symptoms and acceptance of the aids.Thirty-eight parents thought the aids were easy to use and 25 (66 per cent) were completely satisfied with the management. Aided hearing improved by a mean of 17 dB (Range 10–30) over three frequencies, 0.5, 1.0, 2.0 Khz and all parents reported subjective hearing improvement in their children. The stigma of an aid was reported as minimal under the age of seven.Hearing aids provide a non-invasive way of managing the problems associated with OME which is acceptable to certain parents and children. Long-term effects of using aids need to be evaluated before they can be recommended.

Repair of Protruding Bilateral Cleft Lip and Palate With Staged Premaxilla Setback Osteotomy, Cheiloplasty, and Palatoplasty in Trisomy 17p Patient: A Review of Syndromic Clinical Characteristic

2021 ◽  
pp. 105566562110698
Author(s):  
Kristaninta Bangun ◽  
Jessica Halim ◽  
Vika Tania
Keyword(s):  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Surgical Techniques ◽  
Chromosome 17 ◽  
Long Term Effects ◽  
Surgical Strategies ◽  
Increased Risk ◽  
The Cost

Chromosome 17 duplication is correlated with an increased risk of developmental delay, birth defects, and intellectual disability. Here, we reported a female patient with trisomy 17 on the whole short arm with bilateral complete cleft lip and palate (BCLP). This study will review the surgical strategies to reconstruct the protruding premaxillary segment, cleft lip, and palate in trisomy 17p patient. The patient had heterozygous pathogenic duplication of chromosomal region chr17:526-18777088 on almost the entire short arm of chromosome 17. Beside the commonly found features of trisomy 17p, the patient also presented with BCLP with a prominent premaxillary portion. Premaxillary setback surgery was first performed concomitantly with cheiloplasty. The ostectomy was performed posterior to the vomero-premaxillary suture (VPS). The premaxilla was firmly adhered to the lateral segment and the viability of philtral flap was not compromised. Two-flap palatoplasty with modified intravelar veloplasty (IVV) was performed 4 months after. Successful positioning of the premaxilla segment, satisfactory lip aesthetics, and vital palatal flap was obtained from premaxillary setback, primary cheiloplasty, and subsequent palatoplasty in our trisomy 17p patient presenting with BLCP. Postoperative premaxillary stability and patency of the philtral and palatal flap were achieved. Longer follow-up is needed to evaluate the long-term effects of our surgical techniques on inhibition of midfacial growth. However, the benefits that the patient received from the surgery in improving feeding capacity and facial appearance early in life outweigh the cost of possible maxillary retrusion.

Bildungsgerechtigkeit in der Krise: Welche potenziellen Auswirkungen hat die Corona-Pandemie auf die frühe Bildung?

2021 ◽  
Vol 70 (7-8) ◽  
pp. 419-435
Author(s):  
Susanne Lochner ◽  
Katharina Kopp
Keyword(s):  
Early Childhood ◽  
Ad Hoc ◽  
Educational Inequality ◽  
Educational Equality ◽  
Long Term Effects ◽  
Childhood Education ◽  
Care Facilities ◽  
Frühe Bildung ◽  
The One

Die Maßnahmen zur Eindämmung der Covid-19-Pandemie trafen Familien mit kleinen Kindern besonders hart: Ausgangsbeschränkungen, die Abriegelung von Spielplätzen und allem voran die Schließungen von Kinderbetreuungseinrichtungen stellten nicht nur den familiären Alltag auf den Kopf, sondern haben möglicherweise auch langfristige Folgen für die altersgerechte Entwicklung und den Kompetenzerwerb von Kindern. Dieser Beitrag widmet sich der Frage, welche Auswirkungen sich aus den Einschränkungen des Kita-­Betriebs in der Corona-Pandemie auf die Bildungsgerechtigkeit in der frühen Kindheit ergeben können. Da keine vergleichbaren historischen Ereignisse zur Prognose von potenziellen Auswirkungen herangezogen werden können, werden zum einen die Ergebnisse von Wirksamkeitsstudien zu institutionalisierter früher Bildung aufbereitet und zum anderen erste Befunde aus ad-hoc Erhebungen des ersten Lockdowns im Frühjahr 2020 analysiert. Bilanzierend werden aus den Befunden mögliche kurz-, mittel- und langfristige Auswirkungen abgeleitet, die Bildungsungerechtigkeit bereits in der frühen Kindheit verstärken können. Abstract: Educational Equality in the Crisis: What Impact does the Corona Pandemic have on Early Childhood Education? The actions taken to contain the Covid-19 pandemic hit families with young children particularly hard. Social restrictions, the closure of playgrounds and, above all, the lockdown of day-care facilities did not only turn everyday family life upside down, but could also have long-term consequences for child development and acquisition of skills. This article is devoted to the question of what effects the measures to contain the coronavirus pandemic can have on educational equality in early childhood. Since no comparable historical events can be used to forecast potential impacts, the results of efficacy studies on institutionalized early education are reported on the one hand and initial findings from ad-hoc surveys conducted during the first lockdown in spring 2020 are ana­lyzed on the other. The findings suggest short, middle and long-term effects of the corona measures taken that can intensify educational inequality in early childhood.

Long-term effects of filmed social contact or internet-based self-study on mental health-related stigma: a 2-year follow-up of a randomised controlled trial

2018 ◽  
Vol 54 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Sosei Yamaguchi ◽  
Yasutaka Ojio ◽  
Shuntaro Ando ◽  
Peter Bernick ◽  
Kazusa Ohta ◽  
...  
Keyword(s):  
Mental Health ◽  
Controlled Trial ◽  
Social Contact ◽  
Long Term Effects ◽  
Self Study ◽  
Related Stigma ◽  
Health Related ◽  
Randomised Controlled
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