scholarly journals Promoting Creativity for younger school age children in arts field subject integration

2015 ◽  
Vol 2 ◽  
pp. 401
Author(s):  
Beatrise Garjāne ◽  
Ande Kļave
Keyword(s):  
Teacher Beliefs ◽  
Arts Education ◽  
International Experience ◽  
Educational Opportunities ◽  
School Age Children ◽  
School Age ◽  
Cultural Education ◽  
Study Results ◽  
Subject Integration

The article reveals the main lines of identifying the nature of creativity, highlighting the importance of creativity in education in general and arts subjects, justifying the need for integration of these items. This paper analyses the international experience in arts education and cultural education the author of the article to dis; the framework of study reveals the situation in Latvia. The study results prompted cuss arts subjects integration educational opportunities associated with industry experts and arts teacher beliefs.

scholarly journals Evaluación Del Refrigerio En Niños En Edad Preescolar Y Escolar Que Asisten Al Tianguis De La Ciencia De La Universidad Michoacana De San Nicolás De Hidalgo

Xihmai ◽  
2013 ◽  
Vol 8 (16) ◽  
Author(s):  
Josefina Valenzuela Gandarilla ◽  
Marí­a Dolores Flores Solí­s ◽  
Ma. Cristina Martha Reyes ◽  
Elizabeth Medina Castro ◽  
David Mendoza Armas
Keyword(s):  
Public Schools ◽  
Observational Study ◽  
Key Words ◽  
Private Schools ◽  
School Age Children ◽  
School Age ◽  
Palabras Clave ◽  
Study Results

  Resumen El refrigerio es una oportunidad para proveer al niño de la energí­a necesaria así­ como otros elementos nutritivos sin impedir el apetito a la comida. El objetivo del estudio fue evaluar el refrigerio en niños en edad preescolar y escolar que asistieron al Tianguis de la Ciencia de la Universidad Michoacana de San Nicolás de Hidalgo de Morelia, Michoacán. Se trató de un estudio descriptivo, transversal y observacional. Resultados: El 23% procedí­an de escuelas privadas y el 77% de escuelas públicas, el 45% eran del sexo masculino y el 55% (289) fueron de sexo femenino. Los alimentos que refirieron llevar de refrigerio fueron torta o sándwich el 55%, fruta y yogurt en el 37%, y el 8% refirió llevar galletas, refresco o jugos enlatados. Palabras clave: Refrigerio, nutritivo, preescolar, escolar, apetito.   Abstract   The lunch is an opportunity to provide the child's power as well as other nutrients without impeding the appetite to the meal. The objective of the study was to evaluate the lunch in preschool and school-age children who attended the science Expo of the Universidad Michoacana de San Nicolás de Hidalgo de Morelia, Michoacán. It was a descriptive, transversal and observational study. Results: 23%  came from private schools and 77% public schools, 45% were male and 55%  were female, foods which concerned bring lunch were cake or sandwich 55%, fruit and yogurt in 37% (193), 8% referred to bring cookies, soda, or juice.   Key words: Lunch, nutritious, preschool, school, appetite.

scholarly journals REFRACTIVE ERRORS

2011 ◽  
Vol 18 (04) ◽  
pp. 649-653
Author(s):  
MOHAMMAD ALAM ◽  
MOHAMMAD FAREED
Keyword(s):  
Refractive Error ◽  
Teaching Hospitals ◽  
School Age Children ◽  
Refractive Errors ◽  
School Age ◽  
Spherical Equivalent ◽  
Study Materials ◽  
Study Results ◽  
Age Range ◽  
Work Up

Objective: To know the profile of refractive errors in school age children in DHQ Hospital Karak and group of teaching Hospitals Bannu. Setting: DHQ Hospital Karak and group of Teaching hospitals Bannu. Period: Two years study from August 2007 to August 2009. Design: Descriptive study. Materials & Methods: A work up proforma was prepared for record of children. School age children with age range from 5 to 15 years who attended the eye OPD were documented and informed consents were taken from children and their parents. They were screened for refractive errors with retinoscopy. In some children cycloplegic refraction was done.Fundoscopy was also done to exclude any lesion causing visual impairment in some children .Refractive errors was noted as spherical equivalent of myopia and hypermetropia in children who had both spherical and cylindrical error while in those children who had only cylindrical error were assigned as astigmatism .Children with any organic lesion in cornea lens and fundi were excluded from study. Results: Total 2680 school age children with age range from 5 to 15 years were examined out of which 1560(58.20%) were male and 1120(41.8%) were female.1688(62.98%) children were emmetropic while 992(37.01%) had refractive error .Spherical equivalent of myopia was present in 541(54.53%) while that of hypermetropia in 360 (36.29%)children. Astigmatism was present in 91(9.17%) children. Conclusions: Refractive error is a common ocular disorder affecting school age children. Myopia is more common followed by hypermetropia. Therefore routine careful visual check up in school age children should be carried out.

scholarly journals Sleep duration among school-age children in Hungary and Romania

2013 ◽  
Vol 154 (40) ◽  
pp. 1592-1596
Author(s):  
Réka Sólyom ◽  
Zsófia Lendvai ◽  
Krisztina Pásti ◽  
Lilla Szeifert ◽  
J. Attila Szabó
Keyword(s):  
Secondary School ◽  
Sleep Duration ◽  
School Age Children ◽  
School Age ◽  
Negative Consequences ◽  
Geographical Differences ◽  
Study Results ◽  
Significant Difference ◽  
The Difference ◽  
Children’S Sleep

Introduction: Children’s sleep duration is decreasing in the last decade. Despite of the well known negative consequences, there are no data on children’s sleep duration in Hungary and Romania. Aim: The aim of the authors was to assess sleep duration of school-age children in Hungary and Romania. Method: A self-edited questionnaire was used for the study. 2446 children were enrolled. All elementary and secondary schools in a Hungarian city, and one elementary and secondary school in a Romanian city took part in the study. Results: Mean sleep duration was 8.3±1.2 hours on weekdays. There was a significant difference between the two countries (Hungary vs. Romania, 8.5±1.2 hours vs. 7.8±0.9 hours, p = 0.001). Age correlated with sleep duration on weekdays (r= –0.605, p = 0.001), but not during weekend. Conclusions: this is the first study on children’s sleep duration in Hungary and Romania. The difference between countries may be due to the difference in mean age or cultural and/or geographical differences. Orv. Hetil., 2013, 154, 1592–1596.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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