scholarly journals Promotion of Family Reading in the Context of Children’s Early Reading Literacy Development

2016 ◽  
Vol 6 (2) ◽  
pp. 9-28 ◽  
Author(s):  
Viola Tamášová ◽  
Zuzana Šulganová
Keyword(s):  
Family Environment ◽  
Literacy Development ◽  
Quantitative Research ◽  
Reading Development ◽  
Early Reading ◽  
Current Situation ◽  
Point Of View ◽  
School Age Children ◽  
Reading Literacy ◽  
School Age

Abstract The proposed study deals with early reading literacy development of pre-school age children. A special attention is paid to the promotion of reading in family environment. Children’s relationship to reading starts developing before entering school, therefore, we consider families, alongside with intentional reading development in kindergartens, to be the basic indicators of the development of children’s relationship to reading and to books in general. The results of our quantitative research reflect the current situation in reading literacy development of pre-school age children in Slovakia, in particular families, and from the point of view of both the participating parents and their children.

scholarly journals Faktor- Faktor yang Mempengaruhi Depresi Anak Usia Sekolah: Kajian Literatur

2020 ◽  
Vol 3 (2) ◽  
pp. 50-58
Author(s):  
Iga Ayu Saputri ◽  
Artika Nurrahima
Keyword(s):  
Family Environment ◽  
School Environment ◽  
Quantitative Research ◽  
Psychosocial Problems ◽  
School Age Children ◽  
School Age ◽  
Literature Study ◽  
School Aged Children ◽  
Family Finances ◽  
Real Picture

Introduction: School-age children are a vulnerable group who have a high risk of experiencing psychosocial problems, one of which is depression. School-age children who experience depression have adverse effects, such as increasing the risk of committing suicide, being dragged into bad habits, and falling into alcohol abuse, or other drugs as a way to calm down to feel better. Depression is caused by several factors, by knowing these factors can be done to prevent depression in school-age children, so that the incidence of depression in school-age children can be minimized. This study aims to determine the factors that influence depression in school-age children.Methods: The method used in this research is the study of literature. Researchers reviewed 10 articles sourced from Google Scholar, Science Direct, and Springer Link with keywords risk factor, depression, and school-age children.Results: The results of the literature study indicate that the factors that influence depression in school-age children, namely the pressure experienced every day, the school environment, family environment, family finances, maternal depression, premature, and emotional intelligence.Conclusion: Further quantitative research on the factors that influence depression can provide a real picture of the causes of depression in school-aged children in Indonesia. 

Reading Development in Children With Nonsyndromic Cleft Palate With or Without Cleft Lip: Meta-analysis and Systematic Review

2021 ◽  
pp. 105566562110398
Author(s):  
Hope Sparks Lancaster ◽  
Kari M. Lien ◽  
Jordan Haas ◽  
Paige Ellis ◽  
Nancy J. Scherer
Keyword(s):  
Systematic Review ◽  
Cleft Palate ◽  
Phonological Awareness ◽  
Cleft Lip ◽  
Meta Analysis ◽  
Reading Development ◽  
Effect Sizes ◽  
School Age Children ◽  
School Age ◽  
Word Decoding

Objective We conducted a meta-analysis and systematic review of literature comparing pre-reading and general reading in school-age children with nonsyndromic cleft palate with or without cleft lip (NSCP/L) to their peers without NSCP/L. Methods Our literature search identified 1238 possible records. After screening we identified 11 samples for inclusion for systematic review and eight for meta-analysis. We compared 292 children with NSCP/L to 311 peers for 23 pre-reading effect sizes and 17 general reading effect sizes (EFg). We conducted a random-effects metaregression using robust variance estimation. Results On average school-age children with NSCP/L scored lower on pre-reading (EFg = −0.36) and general reading measures (EFg = −0.38) compared to their peers. We conducted post-hoc analyses on phonological awareness and word decoding effect sizes; children with NSCP/L performed lower on phonological awareness (EFg = −0.22) and word decoding (EFg = −0.39) compared to their peers. There was weak evidence that hearing status and/or speech-language functioning might moderate reading development. There was limited evidence that age or socioeconomic status moderated reading development. However, samples did not consistently report several characteristics that were coded for this project. Conclusions Our findings suggest that school-age children with NSCP/L have persistent reading problems. Further research is needed to explore reading development in children with NSCP/L, as well as the relationships among hearing, speech, language, and reading development.

scholarly journals GAMBARAN TINGKAT ASUPAN GIZI ANAK SEKOLAH DASAR NEGERI 06 SALATIGA

2019 ◽  
pp. 94-101
Author(s):  
Kristiawan P.A. Nugroho ◽  
Theresia P.E. Sanubari ◽  
Stephanie Rosalina
Keyword(s):  
Elementary School ◽  
Nutritional Status ◽  
Growth And Development ◽  
Quantitative Research ◽  
Nutritional Intake ◽  
School Age Children ◽  
School Age ◽  
Food Record ◽  
School Students ◽  
Recommended Dietary Allowances

Anak usia sekolah merupakan kelompok usia yang mengalami proses tumbuh kembang secara pesat, sehingga diperlukan asupan gizi yang adekuat dan sesuai untuk mendukung proses tersebut. Apabila anak tidak mendapatkan asupan gizi yang adekuat dan sesuai kebutuhan, maka dapat memicu masalah gangguan gizi dan risiko penyakit lainnya yang dapat berpengaruh buruk secara berkelanjutan pada pertumbuhan dan perkembangan anak hingga dewasa kelak. Tujuan dari penelitian ini adalah untuk menggambarkan asupan gizi anak usia sekolah di SD Negeri 06 Salatiga. Metode penelitian yang digunakan adalah metode penelitian deskriptif kuantitatif dengan pengumpulan data observasional, pengukuran IMT, dan food record. Subjek penelitian adalah siswa sekolah dasar kelas 4 – 5 yang dipilih secara acak (random sampling) dan mengisi kuesioner food record 3 hari berurutan secara lengkap. Aplikasi nutrisurvey dan WHO Anthro Plus digunakan untuk menganalisis data asupan gizi dan IMT. Hasil penelitian menunjukkan bahwa asupan gizi responden tergolong kurang dari AKG (Angka Kecukupan Gizi), yakni <80% , meskipun sebagian besar responden berstatus gizi normal. Makanan yang kerap dikonsumsi oleh responden adalah makanan dengan tinggi kalori dan tinggi gula. Kata kunci: anak usia sekolah, asupan gizi, angka kecukupan gizi, status gizi School-age children are an age group that is experiencing a rapid growth and development, so the adequate and appropriate nutritional intake is needed to support that process. If the child does not get the nutritional intake as they needed, it can trigger nutritional problems and the risk of the other diseases that can adversely affect the growth and development of children to adulthood later. The purpose of this study is to describe school-age children’s nutritional intake in 06 States Elementary School Salatiga. The method that used in this research was decriptive quantitative research method with observational data collection, BMI measurements and food record questionnaire. The subjects studied were elementary school students in grades 4-5 who were randomly selected and have Þ lled in a complete 3-day food record questionnaire. Nutrisurvey and WHO Anthro Plus software are used to analyzed nutritional intake data and BMI. This study shows that respondents’ nutritional intake was less than the supposed Recommended Dietary Allowances (RDA), which is <80%, even though their nutritional status were normal. Food that is frequently consumed by respondents is high-calorie and high-sugar food. Keywords: school-age children, nutritional intake, recommended dietary allowances, nutritional status

SYMPOSIUM ON OFFICE EVALUATION OF INTELLIGENCE AND SPECIAL SENSES

PEDIATRICS ◽  
1959 ◽  
Vol 23 (5) ◽  
pp. 980-985
Author(s):  
John E. Bordley
Keyword(s):  
Severe Trauma ◽  
Handicapped Child ◽  
Point Of View ◽  
School Age Children ◽  
School Age ◽  
Hearing Impairments ◽  
Early School ◽  
Statistical Studies ◽  
Early School Age ◽  
Hearing Range

STATISTICAL studies undertaken in many communities of this country show rather marked variation as to the percentage of children suffering from significant handicaps in communication. However, none of those making such surveys would feel it an exaggeration if one ventured to state that the instance of handicapping impairments of hearing range somewhere between 1 and 2% in the preschool and early school age children. The number of crippling hearing problems apparently is growing. This growth paradoxically seems to be proportional to the improvement in the obstetrician's and pediatrician's ability to save children, particularly children born after severe trauma, and premature children. The national picture of the hearing handicapped child is changing. Thirty years ago our deaf schools were filled with children whose hearing impairments were caused by sequelae of meningococcic meningitis or of other infections that involved the ears. This no longer pertains, and we are faced today with a population of children whose hearing handicaps include lesions not localized to the middle or inner ear on even to the auditory nerve. Very few of these children arc completely deaf. They suffer either distorted hearing as the result of damage to the end-organ, or, due to some central damage they are unable to understand speech because they cannot properly comprehend on synthesize speech patterns without special training. Often such youngsters suffer from multiple neurologic handicaps. Many children have an amazing ability to learn communication both from an auditory and a speech point of view, provided that their problem is detected early and carefully evaluated, and that they are placed in a well-designed training program. After the age of 6 on 7 years, children with such injuries can rarely be trained with as good results as are obtained in the preschool group. Early detection therefore is of the utmost importance.

Rhythm and reading development in school-age children: a longitudinal study

2007 ◽  
Vol 30 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Dana David ◽  
Lesly Wade-Woolley ◽  
John R. Kirby ◽  
Katharine Smithrim
Keyword(s):  
Longitudinal Study ◽  
Reading Development ◽  
School Age Children ◽  
School Age

scholarly journals Developing Reading Literacy through Parent–Teacher Partnership Program in Indonesian Primary Schools

2021 ◽  
Author(s):  
Sahiruddin Sahiruddin ◽  
Sri Herminingrum
Keyword(s):  
Parental Support ◽  
Literacy Development ◽  
Primary Schools ◽  
Literacy Practices ◽  
Reading Development ◽  
Teaching Experience ◽  
Reading Literacy ◽  
Online Social Media ◽  
Teachers And Parents ◽  
Story Sharing

The purpose of this paper was to explore the reading literacy programs of Indonesian primary schools and examine the parent–teacher collaborations in dealing with the students’ reading literacy development in Bahasa Indonesia. Eight teachers with an average of five-year teaching experience from two primary schools and forty-six parents of four-grade students were interviewed to investigate the reading literacy practices and parent–teacher collaborations. The study revealed that the reading literacy practices in the investigated classroom or at school levels include 15-minute reading before the lesson, story-sharing, book content rewriting, and book summary writing. Book swap or book exchange program, classroom mini library, and weekly library visit some activities used to facilitate the students’ reading development. Regarding the parent–teacher partnership in facilitating or monitoring students’ reading literacy development, parent–teacher conferences (where teachers and parents discussed issues regarding students’ behaviour, progress and achievement), parenting and literacy workshops and outreach activities were conducted. In addition, parent–teacher communication books and parent–teacher online social media groups were also found to be effective and efficient in monitoring and developing students’ reading literacy. All teachers generally agreed that active parental support towards children’s education brought about children’s academic achievement. Some challenges in literacy development and their pedagogical implication at the primary education level were also discussed. Keywords: reading literacy, reading development, parent-teacher partnership

scholarly journals PECULIARITIES OF NUTRITION, HEALTH EDUCATION AND LEISURE OF PRE-SCHOOL AGE CHILDREN

2019 ◽  
Vol 2 (8) ◽  
pp. 154
Author(s):  
Liuda Radzevičienė ◽  
Lina Miliūnienė ◽  
Ilona Dobrovolskytė ◽  
Vilma Navickienė Navickienė ◽  
Renata Jadlauskienė ◽  
...  
Keyword(s):  
Health Education ◽  
Research Methods ◽  
Questionnaire Survey ◽  
Quantitative Research ◽  
Graphical Representation ◽  
Main Tool ◽  
School Age Children ◽  
School Age ◽  
Questionnaire Data ◽  
Quantitative Research Methods

<p>The aim of the research – to assess the nutrition, health education and leisure of pre-school age children. The study involved 3549 children of pre-school education institutions in Šiauliai. A questionnaire survey was selected as the main tool for the research. The research was conducted on the basis of the quantitative research methods. Questionnaires were distributed and completed by parents. Questionnaire data was processed, analyzed and provided using graphical representation.</p><p> </p>

scholarly journals Pendidikan kesehatan tentang perkembangan psikososial sebagai upaya pencegahan kekerasan fisik dan verbal pada anak usia sekolah di Kota Kendal

2018 ◽  
Vol 5 (2) ◽  
pp. 097-104
Author(s):  
Livana PH ◽  
Rina Anggraeni
Keyword(s):  
Health Education ◽  
Family Environment ◽  
Psychosocial Development ◽  
Physical Violence ◽  
School Age Children ◽  
Control Group ◽  
School Age ◽  
The Family ◽  
Post Test ◽  
Verbal Violence

Abstract: The psychosocial development of children is influenced by the family environment including the role of parents in parenting, so parents should educate children well in order for children to develop optimally achieve development tasks, but the current phenomenon there are parents educating children using physical and verbal violence. The impact of violence on children is a disorder of psychosocial development. Actions that can be taken are providing health education about psychosocial develop- ment of normal and deviant school-age children. This study aimed to identify the influence of health education on psychosocial development against physical and verbal violence of school-aged children in Kendal City. The design used pre and post test without control group. The sample was 1320 school- age children of 4th, 5th, and 6th grade in 20 public elementary schools in Kendal city which was chosen by purposive sampling. The data were analyzed using Chisquare test. The results showed that there was an influence of health education on psychosocial development of school-age children with verbal and physical violence. It is suggested to parents to discipline children in the family environment, it requires understanding and knowledge of parents in educating children, without verbal and physical violence so that the child’s psychosocial development according to the task of development.Keywords: Health education on psychosocial development, physical and verbal violence, school age children.Abstrak: Perkembangan psikososial anak dipengaruhi lingkungan keluarga termasuk peran orang tua dalam mengasuh anak, sehingga orang tua harus mendidik anak secara baik agar anak berkembang optimal mencapai tugas perkembangan, tetapi fenomena saat ini ada orang tua mendidik anak menggunakan kekerasan fisik dan verbal. Dampak kekerasan pada anak yaitu gangguan perkembangan psikososial. Tindakan yang dapat dilakukan yaitu memberikan pendidikan kesehatan tentang perkembangan psikososial anak usia sekolah yang normal dan yang menyimpang. Penelitian ini bertujuan untuk pengidentifikasi pengaruh pendidikan kesehatan tentang perkembangan psikososial terhadap kekerasan fisik dan verbal pada anak usia sekolah di Kota Kendal.Desain penelitiannya menggunakan pre and post test without control group. Sampel penelitian ini sebanyak 1320 anak usia sekolah yang menduduki kelas 4, 5, dan 6 di 20 SD Negeri di Kota Kendal yang dipilih dengan cara purposive sampling. Data dianalisis menggunakan uji Chisquare. Hasil penelitian menunjukkan ada pengaruh pendidikan kesehatan tentang perkembangan psikososial anak usia sekolah dengan kekerasan verbal dan fisik. Disarankan kepada orang tua untukmendisiplinkan anak di lingkungan keluarga, diperlukan pemahaman dan pengetahuanorang tua dalam mendidik anak, tanpa melakukan kekerasan verbal dan fisik agar perkembangan psikososial anak sesuai tugas perkembangan.Kata kunci: Pendidikan kesehatan tentang perkembangan psikososial, kekerasan fisik dan verbal, anak usia sekolah.

scholarly journals HUBUNGAN PERKEMBANGAN PSIKOSOSIAL DENGAN PRESTASI BELAJAR ANAK USIA SEKOLAH

2019 ◽  
Vol 2 (3) ◽  
pp. 157
Author(s):  
Ulfah Ainul Khasanah ◽  
Livana PH ◽  
Novi Indrayati
Keyword(s):  
Psychosocial Development ◽  
Quantitative Research ◽  
Report Cards ◽  
School Age Children ◽  
School Age ◽  
Learning Achievement ◽  
Average Value ◽  
School Aged Children ◽  
Relationship Of ◽  
The Relationship

ABSTRAKPerkembangan psikososial merupakan perubahan dan kestabilitas dalam emosi, kepribadian dan hubungan sosial yang dapat berpengaruh terhadap fugsi kognitif dan fisik pada anak usia sekolah. anak usia sekolah (6-12 tahun) berada dalam industry vs inferior dimana perkembangan psikososial anak akan mampu menghasilkan keterampilan atau karya, berinteraksi dan berprestasi. Penelitian ini bertujuan untuk mengetahui hubungan perkembangan psikososial dengan prestasi belajar anak usia sekolah di SD N 01 Patukangan Kendal. Penelitian ini merupakan penelitian kuantitatif. Sampel sebanyak 100 responden. Teknik penelitian menggunakan Total Sampling. Variabel dependen penelitian ini adalah perkembangan psikososial yang diukur dengan kuesioner, dan variabel independen adalah prestasi belajar yang diukur dengan nilai rata-rata raport siswa. Analisis penelitian ini menggunakan Kendall Tau b yang dilakukan selama 5 hari di SD N 01 Patukangan Kendal. Hasil penelitian menunjukkan Tidak ada hubungan antara perkembangan psikososial dengan prestasi belajar anak usia sekolah di SD N 01 Patukangan Kendal dengan hasil r= 0,600 > 0,05. Peneliti menyarankan bagi peneliti selanjutnya agar dapat meneliti faktor-faktor yang membuat anak takut ketika tampil di kelas sehingga diketahui perkembangan psikososial anak yang menyimpang.Kata Kunci : Anak Usia Sekolah, Perkembangan Psikososial, Prestasi Belajar  ABSTRACTPsychosocial development is a change and stability in emotions, personalities and social relationships that can affect cognitive and physical function in school-age children. school age children (6-12 years) are in the industry vs inferior where the child's psychosocial development will be able to produce skills or work, interact and achieve. This study aims to determine the relationship of psychosocial development with school-age learning achievement in SD N 01 Patukangan Kendal. This research is quantitative research. Samples of 100 respondents. The research technique uses total sampling. The dependent variable of this study is psychosocial development as measured by a questionnaire, and the independent variable is learning achievement as measured by the average value of student report cards. The analysis of this study used Kendall Tau b which was conducted for 5 days in SD N 01 Patukangan Kendal. The results showed there was no relationship between psychosocial development and learning achievement of school-aged children in SD N 01 Patukangan Kendal with results r = 0,600> 0, 05. Researchers suggest for further researchers to be able to examine the factors that make children afraid when appearing in class so that the psychosocial development of children who are deviant is known. Keywords :School Age Ana, Psychosocial Development, Learning Achievemen

scholarly journals Physical Violence of Parents in Children Age School

2020 ◽  
Vol 2 (1) ◽  
pp. 41-48
Author(s):  
Livana PH ◽  
Midhu Kurian
Keyword(s):  
Quantitative Research ◽  
Physical Violence ◽  
School Age Children ◽  
Developmental Tasks ◽  
School Age ◽  
Questionnaire Data ◽  
Frequency Distributions ◽  
Central Java ◽  
The City ◽  
Descriptive Method

Physical violence often occurs in children, especially school-age children. School-age children are able to complete their developmental tasks if parents are able to educate children well, especially in disciplining children, but many parents choose ways to discipline children with physical violence. Physical violence by parents is able to influence the behavior and development of children, but the form of physical violence committed by parents have not been described in detail. Research aims to find out the picture of physical violence of parents in school-age children. This research is quantitative research with descriptive method. The study was conducted in the city of Kendal, Central Java, Indonesia. The study was conducted on 1313 school-age children. Data collection using total sampling techniques. The research instrument used a questionnaire. Data were analyzed univariately in the form of frequency distributions. Research results show shows that the majority of respondents were 10 years old and majority of respondents were male. Parents' physical violence in school children is shown by hitting the child with hands or sharp objects, although parents will calm the child when the child whines to ask for something. Keywords: physical violence, parent, children age school

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