scholarly journals The Influence of Siblings on Young Children’s Understanding of Fluid Intake

2021 ◽  
Vol 6 (3) ◽  
pp. 13-20
Author(s):  
Josh Williamson ◽  
Kristy Howells
Keyword(s):  
Role Models ◽  
Primary Schools ◽  
Fluid Intake ◽  
Visual Representations ◽  
Further Education ◽  
Education Curriculum ◽  
Sibling Status ◽  
School Day ◽  
The Right ◽  
Recommended Guidelines

Background Children need to drink enough water (1.1-1.3 litres) throughout the day to stay hydrated and for health benefits1. Wellbeing and cognitive function benefits have been identified for children who are hydrated2. Yet there is a dearth of research focusing specifically on children’s perceptions of their own fluid intake levels and who helps support them in ensuring they are drinking enough water, this is a novel area to investigate. Previous research3 identified that 44.2% of young children’s fluid intake were influenced the strongest by a family member. This paper will explore in further detail the influence of siblings on children’s fluid intake, in particular older versus younger siblings. Methods 130 children (67 girls and 63 boys, of which 45 had a younger sibling (s) and 85 having an elder sibling(s), from 4 primary schools in the South East of England, were questioned between January and April 2019 using an adapted version of Coppinger and Howells’ (2019)4 questionnaire, on their understanding of fluid intake, how much they perceived they drank and who supported them in prompting them to drink. Physical visual representations were used to aid question comprehension and to ensure the questions were appropriate for young children. The data was analysed using SPSS 24.0 using MANOVAs (P < 0.05) to consider statistical variance in gender and older sibling status. Results The most significant results were linked to elder siblings influence younger siblings in drinking too little fluids within a school day (F=0.530, p<0.05), whilst those without an elder sibling, thought they drank beyond the daily recommended guidelines and reported they drank over 2 litres. This illustrates that children misunderstand fluid intake recommendations regardless of whether they have an elder sibling or not. Children named adults, both parents and teachers as well as elder siblings as the key influencers of them drinking (F=3.67, p<0.05) and the data indicated that girls were more influenced by siblings than boys, whilst twins were not influenced by each other. Conclusion It is concluded that siblings do have an influence on the consumption of water, as siblings act as role models and other siblings follow their habits, therefore the whole family unit is important to ensure that the right fluid intake is consumed. It is recommended that further education, curriculum and community development is needed to continue to support young children’s knowledge and understanding of fluid intake.

scholarly journals Young Children’s Understanding of Fluid Intake.

2019 ◽  
Vol 1 (4) ◽  
pp. 1-8 ◽  
Author(s):  
Josh Williamson ◽  
Kristy Howells
Keyword(s):  
Young Children ◽  
Primary Schools ◽  
Fluid Intake ◽  
School Setting ◽  
Visual Representations ◽  
Good Health ◽  
Number Of Children ◽  
Younger Age ◽  
Age Appropriate ◽  
Age Range

Background Coppinger and Howells’ (2019) previously completed an International comparison between primary schools in Ireland and England focusing on children’s understanding of fluid intake. They identified that children under 11 years did not understand the amount of fluid they need each day for good health. Within their sample there was only a limited number of children who were aged 4 – 5 years. This research focuses on this particular age phase and further questions if young children understand fluid intake. Methods 130 children (63 boys and 67 girls, of which 83 were aged 4 and 47 were aged 5) from 4 elementary schools in the South East of England were questioned between January and April 2019 using an adapted version of Coppinger and Howells’ (2019) questionnaire on their understanding of fluid intake and how much they perceived they drank and who supported them in prompting them when to drink. The adaptions were to ensure the questionnaire was age appropriate for younger age range, and included physical visual representations to aid question comprehension. Results 46.9% of children felt they consumed 500ml or under a day. Only 39.6% responded that they were supported by the teacher, also when children were thirsty, if given the option of playing or stopping rehydration and then playing 33.8% would continue to play without drinking. Conclusion Young children in England do not understand fluid recommendations, they were not supported within the school setting by their teacher and more effective resources and strategies are needed to support children’s knowledge.

PONDOK PEDULI ANAK JALANAN

2021 ◽  
Vol 3 (1) ◽  
pp. 1153
Author(s):  
Lavia Lavia ◽  
Petrus Rudi Kasimun
Keyword(s):  
Social Interaction ◽  
Child Development ◽  
Public Transportation ◽  
Role Models ◽  
Growth And Development ◽  
Street Children ◽  
Environmentally Friendly ◽  
Halfway House ◽  
The Right

The condition of a child who does not have parents or a guide in life will be difficult to develop and grow well. It takes the right place for children to study together regardless of race, economy, and other problems. A place that becomes a home for children to learn and play together with the right people and understand very well about children's problems. Even parents always hope that their children can grow up to be children who have good and healthy personalities. But of course parents themselves are not perfect creatures who can teach it all. Because humans have their own skills and talents. Respectively Even having parents, there is no guarantee that parents really understand the child's condition. Very often parents do not understand or even pay less attention which of course affects the child's growth and development. Because humans naturally need other people to be role models or examples in their life. One solution that can address this problem is by designing a halfway house for street children that has appropriate facilities for child development, is environmentally friendly, and is located close to where street children are. Street children generally earn money on streets close to public transportation locations. some street children have been handled by an orphanage. However, the facilities and the number of orphanages are not proportional to the number of street children. So that not all street children can be handled properly. Designs are made not only for theoretical learning but also for developing other types of children's intelligence. The process of form and space is made according to the needs that will be needed by children in terms of health, hobby distribution, social interaction, and education. So that children can feel learning is not just a theory but can also be channeled into other forms of activity. Keywords: develop and grow well; house for street children; personalitites AbstrakKondisi anak yang tidak memiliki orangtua maupun penuntun dalam hidupnya akan sulit untuk berkembang dan tumbuh dengan baik. Diperlukan tempat yang tepat untuk anak dapat belajar bersama tanpa memandang ras, ekonomi, dan masalah lainnya. Tempat yang menjadi rumah untuk anak belajar dan bermain bersama dengan orang yang tepat dan paham betul tentang persoalan anak.  Orangtua sekalipun selalu berharap anaknya dapat tumbuh menjadi anak yang memiliki kepribadian baik dan sehat. Tetapi tentunya orangtua sendiri bukan mahkluk sempuran yang dapat mengajarkan itu semua. Karena manusia memiliki keahlian dan bakat masing – masing. Bahkan memiliki orangtua sekalipun tidak ada jaminan orangtua mengerti betul tentang kondisi anak. Sering sekali orangtua kurang memahami atau bahkan kurang memberikan perhatian yang tentu saja berpengaruh terhadap tumbuh kembang anak. Karena sewajarnya manusia memerlukan orang lain untuk menjadi panutan atau contoh dalam hidupnya. Salah satu solusi yang dapat menangani masalah tersebut dengan merancang rumah singgah untuk anak jalanan yang memiliki fasilitas yang sesuai untuk perkembangan anak ,ramah lingkungaan, serta letaknya dekat dengan dimana anak jalanan berada. Anak jalanan pada umumnya mencari uang dijalan berdekatan dengan lokasi transpotasi umum. beberapa anak jalanan sudah di tangani oleh panti asuhan. Akan tetapi, fasilitas serta jumlah panti asuhan tidak sebanding dengan jumlah anak jalanan. Sehingga tidak semua anak jalanan dapat tertangani dengan baik. Rancangan dibuat tidak hanya untuk belajar secara teori melainkan mengembangkan jenis kecerdasaaan anak lainnya. Proses bentuk dan ruang dibuat menyesuaikan dengan kebutuhan yang  akan dibutuhkan anak dari segi kesehatan, penyaluran hobi, interaksi sosial, dan edukasi.  Sehingga anak dapat merasakan belajar tidak hanya sekedar teori akan tetapi juga dapat disalurkan dalam bentuk aktivitas lainnya. 

Konsep Memilih Pasangan Hidup Menurut 2 Korintus 6:14-15 Dan Aplikasinya Terhadap Pencegahan Perkawinan Beda AgamaKonsep Memilih Pasangan Hidup Menurut 2 Korintus 6:14-15 Dan Aplikasinya Terhadap Pencegahan Perkawinan Beda Agama

2021 ◽  
Author(s):  
Candra Gunawan Marisi
Keyword(s):  
Social Relations ◽  
Role Models ◽  
Belief Systems ◽  
Apostle Paul ◽  
2 Corinthians ◽  
The Bible ◽  
The Family ◽  
Patterns Of Behavior ◽  
Effective Role ◽  
The Right

The concept of choosing a life partner for young people today needs more attention. Incorrect selection will lead them to circumstances and family situations that are certainly not based on the Word of God. The planting of children's faith must begin at an early age so that it can become a guide for them when they grow up and start thinking about family life. The basics and criteria in choosing a marriage partner according to Christian teachings must be planted in children so that wherever they are or whatever environment they are in, they are still able to hold and have a principle of choosing the right life partner according to the Bible. , The family is a fellowship consisting of people who are bound by each other by the most close ties of blood and social relations. How a child grows into adulthood is influenced by the family. Parents must be good models of Christian faith in order to be effective role models for the internalization of Christian belief systems, values and patterns of behavior. Parents must first live in truth in order to be a model of faith for children, in 2 Corinthians 6: 14-15. The Apostle Paul wrote a letter to the Corinthians about a spouse because there were believers there who had a spouse who did not believe in Jesus. The Apostle Paul also said that no similarities could be found through marriage that did not worship the same God.

scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  
Keyword(s):  
Science Education ◽  
Primary Schools ◽  
Science Communication ◽  
Planetary Science ◽  
Science Museum ◽  
University Education ◽  
Primary School Children ◽  
Science Museums ◽  
Asking Questions ◽  
The Right

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

scholarly journals POJOK BACA (BALANCE CAIRAN) UNTUK SURVIVOR HEMODIALISIS

2018 ◽  
Vol 2 (2) ◽  
pp. 138
Author(s):  
Eska Dwi Prajayanti
Keyword(s):  
Kidney Failure ◽  
Fluid Intake ◽  
Fluid Overload ◽  
Hemodialysis Patients ◽  
Fluid Restriction ◽  
End Stage Renal Failure ◽  
Severity Of The Disease ◽  
The Right ◽  
End Stage

Background: Management of end-stage renal failure patients one of the treatments is hemodialysis. Complications that arise with respect to fluid overload in patients with kidney failure can be prevented through effective and efficient fluid intake restrictions. Efforts to create restrictions on fluid intake in patients with kidney failure can be done through monitoring fluid intake per day. Fluid restriction program in patients in order to prevent complications and maintain quality of life, it is necessary to analyze practices related to intervention in controlling the amount of fluid intake through recording the amount of fluid taken and urine released every day. Pojok Balance Cairan (BACA) is one way to help hemodialysis patients learn how to calculate fluid needs in their body and help determine dietary settings for hemodialysis patients where in the reading corner will be explained related to how to calculate fluid balance and how the right diet in patients hemodialysis according to the severity of the disease. Method of implementation: lectures and demonstrations. Conclusion: POJOK BACA can prolong the life of patients undergoing hemodialysis because it can reduce the risk of complications that arise such as shortness of breath.Keywords: Hemodialysis, Liquid, Pojok Baca

scholarly journals Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

2021 ◽  
Vol 7 (4) ◽  
pp. 637-6478
Author(s):  
Ailwei Solomon ◽  
Sizwe Blessing
Keyword(s):  
South Africa ◽  
Mathematics Teachers ◽  
Social Constructivism ◽  
Primary Schools ◽  
Single Case ◽  
Sampling Technique ◽  
Further Education ◽  
Code Switching ◽  
Structured Interviews ◽  
Learning And Teaching

<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>

scholarly journals Islam dan Pluralitas Agama (Studi Analisis tentang Model Pendekatan dalam Dialog Antar Umat Beragama di Indonesia)

2019 ◽  
Vol 4 (2) ◽  
pp. 428-451
Author(s):  
Andi Jufri
Keyword(s):  
Role Models ◽  
Religious Communities ◽  
Religious Plurality ◽  
Break Up ◽  
The Right

The plurality of religion is an inevitable phenomenon, and every religion emerges in a plural environment. If the pluralistas of these religions are not addressed appropriately, they will potentially lead to problems of vulnerability and conflict between religious communities, and this fact has already happened to monotheistic religions. To find a solution to the conflict between religious communities there needs to be the right approaches. What are the approaches used in efforts to break up conflicts between religious believers? This paper wants to uncover the problem of religious plurality in Indonesia and several approaches that can be used as role models in building dialogue between religious communities.

scholarly journals Role of Teachers’ towards Primary School Children with Exceptional Orientation towards Quality Education based on Statistical Measures using ANOVA Tool

2019 ◽  
Vol 8 (12) ◽  
pp. 824-831
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Quality Education ◽  
Primary School Children ◽  
Quality Teachers ◽  
Statistical Measures ◽  
The Status ◽  
Education In India ◽  
The Government ◽  
The Right

The paper presents the current scenario of education in India and as examined the rural areas of Patna district area becoming nastiest in spite of initiatives taken and expenses made by the government in this regard. This paper used some statistical measures to evaluate the purpose of the right to education, which is not mere providing education but to provide the right to receive an education of good quality to every child. A quality education is maintained by three key columns viz. providing quality teachers, providing quality resources and by providing secure and compassionate atmosphere. Some suggestive measures have been given through this paper which will help in improving the status of education especially in primary schools in our country

scholarly journals What has the Constitutional Court Given Us? Afriforum v University of the Free State 2018 (4) BCLR 387 (CC)

Obiter ◽  
2019 ◽  
Vol 40 (3) ◽  
Author(s):  
Mokgadi Margaret Mokgokong ◽  
Moses Retselisitsoe Phooko
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Further Education ◽  
The State ◽  
Constitutional Court ◽  
Official Language ◽  
National Party ◽  
The Right ◽  
To Receive

The history of South Africa is an unpleasant one. It was a society based on racial segregation with the promotion of Afrikaner culture and the Afrikaans language above all other languages. This can be traced to the architect of apartheid, the Afrikaner National Party, which introduced apartheid. Afrikaans-speaking people, through the Afrikaner National Party, dominated South Africa politically. Their language too, was promoted above all other languages. For example, Afrikaans enjoyed more privileges than other languages in that it was used for drafting laws, as the language of record in the courts and was also the only compulsory subject for learning. The apartheid government, through its racial policies, used the Afrikaans language as a tool to control Black South Africans in almost all spheres of life, including education, which had to be undertaken in Afrikaans. It is therefore no surprise that there were five universities that offered education mainly in Afrikaans. These are Stellenbosch University, University of the Free State, University of Pretoria, Potchefstroom University for Christian Higher Education (now North-West University) and Randse Afrikaanse Universiteit (now University of Johannesburg). The use of the Afrikaans language as an instrument for social control was not sustainable. The new constitutional dispensation ushered in an era wherein respect for fundamental human rights and freedoms is at the top of the South African agenda. The right to further education is constitutionally recognised in section 29(1)(b) of the Constitution of the Republic of South Africa, 1996. Section 29(2) of the Constitution further recognises and embraces the diversity of South African society and provides that “everyone has the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (s 29(b) of the Constitution). The State has an obligation to take reasonable measures on a progressive basis to ensure that further education is available and accessible (s 29(1)(b) of the Constitution). In ensuring “effective access to and implementation” of the right to further education, It is notable that, in its endeavour to make further education available and accessible, the State is required to consider several factors such as language policies. In an effort to facilitate the realisation of the right to further education, the Higher Education Act (101 of 1997) was enacted in order inter alia to “redress past discrimination and ensure representivity and equal access to higher education institutions” (preamble to the Act).In the UFS case (CC), the Constitutional Court applied section 29(1)(b) of the Constitution, which provides for the right to further education and the “right to receive education in the official language or languages of [one’s] choice”. This note centres on this decision and seeks to critically discuss and analyse both the majority and minority decisions of the Constitutional Court. The question presented is whether the Constitutional Court has given the public a solution to the issue surrounding the use of either Afrikaans or English as a language medium of instruction in the higher education sector and what the effect of this has been on the development of other languages. The case note is divided into five sections. The facts of the case, the issues put before the court for consideration and the finding of the court are discussed in part 2. Part 3 contains an analysis of the minority and majority judgments. Part 4 considers whether the court has given us any solutions. Part 5 sets out the authors’ recommendations and their conclusions.

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