scholarly journals Children's feelings and attitude towards medical contacts

2021 ◽  
Vol 11 (10) ◽  
pp. 41-48
Author(s):  
Bartosz Wojtera ◽  
Agnieszka Bugaj ◽  
Joanna Jackowska
Keyword(s):  
University Students ◽  
Sore Throat ◽  
School Children ◽  
Psychological Trauma ◽  
Primary School Children ◽  
Medical Procedures ◽  
General Physician ◽  
Current Frame ◽  
And Gender ◽  
The Moment

Introduction and purpose Medical procedures can be physically harmful and cause psychological trauma among young children, possibly resulting in certain lifelong aversion. The aim of the study was to evaluate children's feelings while undergoing minor medical procedures depending on age, gender and previous experience and to compare it with university students. Material and methods We conducted a survey among 382 primary school children, as well as 334 university students. Questions concerned the frame of mind at the moment of examination, during dentist and general physician appointment, vaccination, hospitalization and condition of sore throat. Results The experience of hospital stay resulted in better feelings about possible future hospitalization in both groups, and about dentist appointment in the group of children. Girls and women declared lower mood during general physician appointment. Interestingly, in the group of children boys felt worse at the moment of survey, while in the group of students women felt so. The current frame of mind correlated with an appraisal of all other situations among students, whereas only with physician appointment and vaccination among children. All of above were statistically significant. For both groups, the most unpleasant condition was sore throat. However, in regards to medical procedures exclusively, vaccination appeared to be the most traumatic for children and hospitalization for students. Conclusion Earlier experience and gender of children can affect their feelings about medical procedures. Presented analysis suggests that every medical should do their best to provide pleasant atmosphere for every child during medical contacts.

Nutritional habits in a primary school children: generational and gender differences

2012 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Maria Luisi ◽  
Raffaele Lova ◽  
Luisa Bertulli ◽  
Francesco Sofi ◽  
Angelo Pietrobelli ◽  
...  
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Nutritional Habits ◽  
And Gender

What Accounts for Individual and Gender Differences in the Multi-Digit Number Processing of Primary School Children?

2012 ◽  
Vol 220 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Helga Krinzinger ◽  
Guilherme Wood ◽  
Klaus Willmes
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Spatial Working Memory ◽  
Number Processing ◽  
Primary School Children ◽  
Digit Number ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
And Gender

Gender differences in numerical domains have frequently been reported, but typically only from high-school age onwards. Recently, we found performance differences in favor of primary school boys in multi-digit number processing. Several underlying factors have been suggested to explain general differences in multi-digit number processing (such as visual-spatial working memory capacity), gender differences in mathematics (such as attitudes toward mathematics), and gender differences in multi-digit number processing (such as visual-spatial abilities). To date, no study has tested the concurrent impact of these factors on the development of multi-digit number processing in primary school children; thus, we applied structural equation modeling to a longitudinal dataset of 140 primary school children. Our main result was that gender exerted the strongest influence on multi-digit number processing, which was partly mediated by attitudes toward mathematics. Furthermore, general visual-spatial abilities (but not visual-spatial working memory) had a strong impact on individual differences in multi-digit number processing. These results are discussed in light of the psychobiosocial view.

La politica del multilinguismo e l'apprendimento della lingua

FUTURIBILI ◽  
2009 ◽  
pp. 134-138
Author(s):  
Sean O'Rian
Keyword(s):  
Middle School ◽  
European Union ◽  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Primary School Children ◽  
The European Union ◽  
Language Policies ◽  
The Moment ◽  
Almost All

- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.

scholarly journals Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis

2017 ◽  
Vol 16 (3) ◽  
pp. 1 ◽  
Author(s):  
Lucía Herrera Torres ◽  
Rafael Enrique Buitrago Bonilla ◽  
Sergio Cepero Espinosa
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Children ◽  
Reliability And Validity ◽  
Primary School Children ◽  
Future Research ◽  
Social And Emotional ◽  
Learning Programs ◽  
Emotional Quotient Inventory ◽  
And Gender

This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.

Intensity- and Domain-Specific Levels of Physical Activity and Sedentary Behavior in 10- to 14-Year-Old Children

2015 ◽  
Vol 12 (12) ◽  
pp. 1543-1550 ◽  
Author(s):  
Stijn De Baere ◽  
Jan Seghers ◽  
Renaat Philippaerts ◽  
Kristine De Martelaer ◽  
Johan Lefevre
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Repeated Measures ◽  
Activity Level ◽  
Primary School Children ◽  
Electronic Diary ◽  
Domain Specific ◽  
And Gender

Background:to investigate levels of physical activity (PA) and sedentary behavior (SB) in 10- to 14-year-olds and to determine PA differences between week-weekend days, genders and school stages.Methods:241 children were recruited from 15 primary and 15 secondary schools. PA was assessed for 7 days using the SenseWear Mini Armband and an electronic diary. Week-weekend and gender differences were determined using 2-way repeated-measures ANOVA. Combined intensity- and domain-specific PA differences between genders and school stages were examined using 2-way ANOVA.Results:Weekdays were more active compared with weekend days. Physical activity level (PAL) of boys was higher compared with girls. Boys showed more moderate (+15 min/day) and vigorous PA (+9 min/day), no differences were found for SB and light PA. Secondary school children showed more SB (+111 min/day), moderate (+8 min/day) and vigorous (+9 min/day) PA and less light PA (-66 min/day) compared with primary school children. No difference was found for PAL. The results of the combined intensity- and domain-specific parameters revealed more nuanced differences between genders and school stages.Conclusions:Our results demonstrate the complexity of PA and SB behavior of children, indicating the need for a multidimensional and differentiated approach in PA promotion.

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