scholarly journals Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone

BMJ ◽  
2018 ◽  
pp. k4667 ◽  
Author(s):  
Sarah Barnett ◽  
Jetske van Dijk ◽  
Abdulai Swaray ◽  
Tamba Amara ◽  
Patricia Young
Keyword(s):  
Human Rights ◽  
Health Education ◽  
Sierra Leone ◽  
Children's Health ◽  
Children’S Health ◽  
Humanitarian Crisis ◽  
Education Project ◽  
Child Friendly

Defining Taiwanese children’s health literacy abilities from a health promotion perspective

2016 ◽  
Vol 24 (4) ◽  
pp. 69-80 ◽  
Author(s):  
Li-Ling Liao ◽  
Chieh-Hsing Liu ◽  
Chi-Chia Cheng ◽  
Tzu-Chau Chang
Keyword(s):  
Health Promotion ◽  
Health Literacy ◽  
Health Education ◽  
Life Experiences ◽  
Real Life ◽  
Operational Definition ◽  
Children's Health ◽  
Functional Health ◽  
Children’S Health ◽  
Measurement Tool

Background: Health literacy is related to health inequality, health behaviors, and health status. Globally, health literacy has primarily focused on adults and has been based on the medical model. It is necessary to understand children’s life experiences as they relate to health; thus, this study attempted to evaluate and describe the health literacy abilities of sixth-graders in Taiwan. Methods: Interviews were conducted with 10 teachers and 11 caregivers, and focus groups were conducted with 32 children. Health literacy abilities corresponding to real-life situations were identified from life skills and the Taiwanese Curriculum Guidelines for health education. Three expert meetings were held to redefine children’s health literacy using a health promotion perspective and confirmed indicators. Results: An operational definition of three aspects of children’s health literacy and 25 abilities was proposed: 11 functional health literacy abilities (e.g. understands the connection between personal health care behaviors and health); seven interactive health literacy abilities (e.g. obtains and understands information from various channels); and seven critical health literacy abilities (e.g. analyzes the relationship between personal needs and diet choices for a balanced diet). These indicators cover 10 health education categories. Conclusions: These findings highlight the importance of understanding Taiwanese children’s health literacy, and the urgency of developing an appropriate measurement tool. The definition and indicators in this study were identified using a child-centered approach focusing on children’s real-life experiences. The result serves as a solid basis for the development of the Taiwan Children’s Health Literacy Scale, and provides information for the decision-making sector on health education.

scholarly journals Comparative Study Of Preschool Children’s Current Health Issues And Health Education In New Zealand And Japan

2017 ◽  
Vol 10 (4) ◽  
pp. 219-224 ◽  
Author(s):  
Kanae Watanabe ◽  
Annette Dickinson
Keyword(s):  
New Zealand ◽  
Health Education ◽  
Health Knowledge ◽  
Preschool Teachers ◽  
Food Preferences ◽  
Health Problems ◽  
Children's Health ◽  
Children’S Health ◽  
Health Issues ◽  
Structured Interviews

In New Zealand and Japan, despite health education on food, exercise, and hygiene, children’s health is an important concern in preschools. This study investigated the relationship between children’s health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children’s health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children’s health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents’ education was necessary. In Japan, children’s health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents’ irregular lifestyles because they were busy, and parents’ depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children’s health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children’s health issues and health education.

Health concepts among socially disadvantaged children in France, Germany and Switzerland

2018 ◽  
Vol 35 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Elke Grimminger-Seidensticker ◽  
Monica Aceti ◽  
Sandrine Knobé ◽  
Gilles Vieille Marchiset
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
National Health ◽  
Health Problems ◽  
Children's Health ◽  
Children’S Health ◽  
Disadvantaged Children ◽  
Socially Disadvantaged ◽  
Socially Disadvantaged Children ◽  
Health Concepts

Summary As health concepts develop through exposure to, and experience with particular contexts, and as health concepts influence health behaviour, it is important for actors in health promotion programmes to understand an individual’s health concepts. This study focussed on health concepts among socially disadvantaged children in France, Germany, Italy and Switzerland—a hitherto less researched population group. We conducted focus groups with a total of 167 children aged 7–11 years (mean=8.76 years, SD=0.68). The aim of this study was to explore if the life situation across four different countries leads to similar health concepts, and how the particular, national health discourses are reflected in the children’s health concepts. The data were analysed through a structured qualitative content analysis and revealed four categories: ‘Symbols/symptoms of health/illness’, ‘Emotionality’, ‘Healthy/unhealthy practices’, and ‘Consequences of health problems’. The children’s health concepts are linked to concrete events and objects, and they are able to think in logical sequences. However, the children’s causal argumentation is uni-dimensional; they do not cover the complexity of the development of health problems. In particular, overweight stands for illness and is exclusively the result of unhealthy practices. In their concepts, the children reflect the national health promotion programme discourses about overweight. They seem to understand the messages of health education as ‘behaving well means being healthy’; however, such a health education message initiates accusations of ‘unhealthy persons’. In consequence, challenges for sensitive health education programmes (at school) are discussed.

scholarly journals Parental Knowledge of Children’s Developmental Milestones in Riyadh, Saudi Arabia

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Abdulrahman S. Aldayel ◽  
Abdulaziz A. Aldayel ◽  
Ahmed M. Almutairi ◽  
Hamad A. Alhussain ◽  
Sultan A. Alwehaibi ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Health Education ◽  
Online Survey ◽  
Parental Knowledge ◽  
Children's Health ◽  
Children’S Health ◽  
Developmental Milestones ◽  
First Child ◽  
Outcomes For Children ◽  
Development Outcomes

Objective. Parental recognition of children’s developmental milestones has been correlated with more effective childcare strategies and overall better outcomes for children. However, the knowledge that parents have about children’s development remains uncertain which reflects serious concerns about children’s health in Saudi Arabia. Therefore, this study was undertaken to identify parents’ knowledge levels about children’s developmental milestones and the information sources they rely on for this knowledge. Study Design. We recruited 1471 parents aged ≥18 with at least one child under 14 and living in Riyadh to participate in an online survey between July of 2019 and January of 2020. Results. Most respondents showed a poor level of knowledge (80.0%) in all of four domains. However, mothers had more acceptable levels of knowledge (21.0%) than fathers (10.0%) ( p ≤ 0.01 ). There was a significant association between knowledge and age at first child’s birth; respondents who had their first child between 39 and 50 had the highest levels of knowledge (37.5%; p ≤ 0.01 ). In the four domains of development, parents were found to have the most knowledge about physical development (52.3%), followed by cognitive development (21.6%), social development (21.5%), and emotional development (21.2%). Only a few parents (5%) claimed to always rely on their healthcare professionals for information. Conclusion. There is a lack of appropriate knowledge about developmental milestones among parents, which reflects serious concerns about children’s health in Saudi Arabia. Healthcare institutions and pediatricians currently play a minimal role in health education. Effective health education programs and strategies should be implemented to improve child development outcomes in the community.

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