scholarly journals Risk Factors Related to Decreased Vision in Primary School Children in Palembang

2021 ◽  
Vol 5 (1) ◽  
pp. 194-200
Author(s):  
Dicky Hartono
Keyword(s):  
Risk Factors ◽  
Visual Acuity ◽  
Elementary School ◽  
School Children ◽  
Screen Time ◽  
Elementary School Children ◽  
Simple Random Sampling ◽  
Primary School Children ◽  
Snellen Chart ◽  
Working Distance

Introduction. Visual acuity is the ability of the eye to see an object clearly, and this depends on the ability of the eye to accommodate. Myopia is one of the causes of a sharp decline in vision in children aged 8-12 years. Close working distance is one of the most frequently mentioned risk factors for myopia. Head and back posture that bends forward when reading or doing other close-up tasks causes a higher prevalence of myopia. This study was conducted to describe risk factors related to decreased vision in elementary school children. Methods. The study was a descriptive research with a sample of 100 elementary school children taken by simple random sampling. Data was taken using a questionnaire and a Snellen chart. Results. A total of 100 students participated in this study. Most of the participants were aged 11 years old. Based on visual acuity, 20 students have decreased right eye vision, and 21% have decreased left eye vision. Most respondents read every day for 1 hour time as many as 58 (58%) people and had screen time for less than 2 hours (52%). In addition, based on family history, most respondents had parents' glasses (73%). Conclusion. More elementary school children had normal right and left eye vision than those with decreased vision. Most respondents have less screen time and less reading duration.

Abstract 14784: Effect of Lifestyles of Children and Their Parents on the Levels of Cardiovascular Risk Factors in Elementary School Children

Circulation ◽  
2014 ◽  
Vol 130 (suppl_2) ◽  
Author(s):  
Masao Yoshinaga ◽  
Ayumi Miyazaki ◽  
Machiko Aoki ◽  
Yoshiya Ito ◽  
Toshihide Kubo ◽  
...  
Keyword(s):  
Risk Factors ◽  
Elementary School ◽  
Risk Factor ◽  
School Children ◽  
Screen Time ◽  
Elementary School Children ◽  
Maternal Obesity ◽  
Task Force ◽  
Medical Examination ◽  
Sleeping Time

Background and Objectives: Recently, the prevalence of obese children is declining in Japan; however, longitudinal studies showed that the prevalence of obesity is still increasing during elementary school periods. Therefore, the present study aimed to evaluate the effect of lifestyles of children and their parents on the levels of cardiovascular (CV) risk factors in elementary school children. Subjects: The study have conducted since 2012 and announced through the local boards of education in seven areas in Japan. The study was included 1114 healthy volunteers (540 boys, 574 girls) aged from 6 to 12 years with a medical examination and a questionnaire. The medical examination included the measurement of height, weight, waist circumference, and blood pressures, and blood sampling for CV risk factors. The questionnaire collected data on the lifestyles of the subjects and their parents. Screen time included time spent watching TV and playing games. The subjects were asked to walk with pedometer for 7 days. Obesity in the present study was defined using the age- and sex-specific International Obesity Task Force standard. Results: Multivariate regression analyses showed that number of steps by pedometer measurement, screen time, sleeping time, and parental BMI were significantly and independently associated with the levels of one or more CV risk factors in elementary school children. Among these, screen time had a profound adverse effect on CV risk factor levels. Number of steps was positively associated with sleeping time and negatively associated with screen time. Screen time in children was strongly associated with parental screen time. The risk of obesity in boys was associated with paternal obesity (p=0.000), but not with maternal obesity (p=0.95). On the other hand, the risk of obesity in girls was associated with both paternal and maternal obesity (both p=0.000). Conclusions: Increase in number of steps and sleeping time and decrease in screen time may be the first-line approach for elementary school children to maintain favorable CV risk factor levels. An association between childhood obesity and paternal or maternal obesity and differs between genders in Japan; thus, approaches focusing on parents should take the gender of children into consideration.

scholarly journals Prevalence and Risk Factors of Asthma and Allergic Rhinitis in Elementary School Children in Jinan-Gun

2012 ◽  
Vol 22 (4) ◽  
pp. 374 ◽  
Author(s):  
Do-Soo Kim ◽  
Mi-Ran Park ◽  
Jung-Seok Yu ◽  
Ho-Suk Lee ◽  
Jung-Hyun Lee ◽  
...  
Keyword(s):  
Risk Factors ◽  
Allergic Rhinitis ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children

Using an Exergame in Inclusive Physical Education for Elementary School Children with Hearing Impairment: A Future Area of Research in Saudi Arabia

2021 ◽  
Vol 39 (10) ◽  
Author(s):  
Abdulrahman Nasser Alshahrany ◽  
Halijah Bt Ibrahim
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Physical Education ◽  
Hearing Impairment ◽  
Motor Skills ◽  
School Children ◽  
Elementary School Children ◽  
Secondary Data ◽  
Primary School Children ◽  
Children With Hearing Loss

Over recent decades, the common understanding of hearing impairment has improved.  People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessary motor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study.  This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing

2016 ◽  
Vol 50 (5) ◽  
pp. 522-533 ◽  
Author(s):  
Juan E. Jiménez ◽  
Isaac Marco ◽  
Natalia Suárez ◽  
Desirée González
Keyword(s):  
Elementary School ◽  
Internal Structure ◽  
School Children ◽  
Phonological Processing ◽  
Elementary School Children ◽  
Principal Component ◽  
Sentence Production ◽  
Primary School Children ◽  
Poor Spellers ◽  
Typically Achieving

This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

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