scholarly journals Family Engineering for Elementary-Aged Children and Their Parents

2021 ◽  
Author(s):  
Neil J. Hutzler ◽  
Joan S. Chadde ◽  
David Heil ◽  
Mia Jackson
Keyword(s):  
Elementary Aged Children

Perceived Cost in Exercising and Healthy Eating in Elementary-Aged Children

2009 ◽  
Author(s):  
Evelyn S. Chiang ◽  
Sandra Byrd ◽  
Yashica J. Crawford ◽  
Joseph Patteson ◽  
Ashley J. Molin ◽  
...  
Keyword(s):  
Healthy Eating ◽  
Elementary Aged Children

scholarly journals Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

2021 ◽  
Author(s):  
Melissa Holland ◽  
McKenzie Courtney ◽  
James Vergara ◽  
Danielle McIntyre ◽  
Samantha Nix ◽  
...  
Keyword(s):  
Emotional Health ◽  
Well Being ◽  
Emotional Impact ◽  
Sleep Habits ◽  
Academic Impact ◽  
Family Time ◽  
Social And Emotional ◽  
Elementary Aged Children ◽  
Parent Child Relationships ◽  
Parent Child

Abstract Background Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children. Objective The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6. Method Survey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being. Results Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework. Conclusions Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

Design and Characterization of Edible Soft Robotic Candy Actuators

MRS Advances ◽  
2018 ◽  
Vol 3 (50) ◽  
pp. 3003-3009 ◽  
Author(s):  
Aditya N. Sardesai ◽  
Xavier M. Segel ◽  
Matthew N. Baumholtz ◽  
Yiheng Chen ◽  
Ruhao Sun ◽  
...  
Keyword(s):  
High School ◽  
The Body ◽  
Soft Robotics ◽  
Compression Tests ◽  
Pneumatic Actuators ◽  
School Division ◽  
Biologically Relevant ◽  
Elementary Aged Children ◽  
Design Competition ◽  
Robotic Devices

ABSTRACTOne of the goals of soft robotics is the ability to interface with the human body. Traditionally, silicone materials have dominated the field of soft robotics. In order to shift to materials that are more compatible with the body, developments will have to be made into biodegradable and biocompatible soft robots. This investigation focused on developing gummy actuators which are biodegradable, edible, and tasty. Creating biodegradable and edible actuators can be both sold as an interactive candy product and also inform the design of implantable soft robotic devices. First, commercially available gelatin-based candies were recast into pneumatic actuators utilizing molds. Edible robotic devices were pneumatically actuated repeatedly (up to n=8 actuations) using a 150 psi power inflator. To improve upon the properties of actuators formed from commercially available candy, a novel gelatin-based formulation, termed the “Fordmula” was also developed and used to create functional actuators. To investigate the mechanics and functionality of the recast gummy material and the Fordmula, compression testing and biodegradation studies were performed. Mechanical compression tests showed that recast gummy materials had similar properties to commercially available candies and at low strain had similar behavior to traditional silicone materials. Degradation studies showed that actuation was possible within 15 minutes in a biologically relevant solution followed by complete dissolution of the actuator afterwards. A taste test with elementary aged children demonstrated the fun, edible, and educational appeal of the candy actuators. Edible actuator development was an entry and winning submission in the High School Division of the Soft Robotics Toolkit Design Competition hosted by Harvard University. Demonstration of edible soft robotic actuators created by middle and high school aged students shows the applicability of the Soft Robotics Toolkit for K12 STEM education.

Family and Friend Influences on Fruit and Vegetable Intake in Elementary Aged Children

2019 ◽  
Vol 44 (5) ◽  
pp. 932-940
Author(s):  
Brian C. Helsel ◽  
Jessica Liang ◽  
Joel E. Williams ◽  
Sarah F. Griffin ◽  
Hugh Spitler
Keyword(s):  
Vegetable Intake ◽  
Fruit And Vegetable Intake ◽  
Fruit And Vegetable ◽  
Elementary Aged Children

Effectiveness of a Play Therapy Intervention on Children's Externalizing and Off-Task Behaviors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Kristin K. Meany-Walen ◽  
Sunny Teeling ◽  
Aubrey Davis ◽  
George Artley ◽  
Andrea Vignovich
Keyword(s):  
School Counselors ◽  
Play Therapy ◽  
Behavioral Problems ◽  
Single Case ◽  
Classroom Behaviors ◽  
Case Research ◽  
School Based ◽  
Elementary Aged Children ◽  
Single Case Research ◽  
Task Behaviors

Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002; Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems throughout their development. This single-case research design investigates the effectiveness of Adlerian play therapy on the behaviors of two elementary-aged children who have externalizing and off-task classroom behaviors. Results for this intervention suggest Adlerian play therapy may show promise as an effective intervention for school counselors and school-based counselors.

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