scholarly journals Developing a health game to prepare pre-school children for anesthesia: A formative study using a child-centered approach (Preprint)

10.2196/31471 ◽  
2021 ◽  
Author(s):  
Brynja Ingadottir ◽  
Elina Laitonen ◽  
Adalheidur Stefansdottir ◽  
Anna Olafia Sigurdardottir ◽  
Berglind Brynjolfsdottir ◽  
...  
Keyword(s):  
School Children ◽  
Child Centered

Adults Researching Pre-Schoolers in More-Than-Human Contexts

2019 ◽  
pp. 110-143
Author(s):  
Fiona Scott ◽  
Jo Bird
Keyword(s):  
Early Childhood ◽  
Educational Research ◽  
School Children ◽  
Ethnographic Research ◽  
Research Context ◽  
Research Paradigms ◽  
Childhood Play ◽  
The Social ◽  
Child Centered ◽  
Researcher Identity

Drawing on their reflective conversations, the authors argue that existing educational research paradigms may be insufficient for understanding how researchers are mutually affecting, and affected by, encounters with both the human and more-than-human, as spoken of in Rautio and Jokinen, whilst engaging in ethnographic research with pre-school children. Through empirically grounded reflections in the social and material spaces of kindergartens and family homes, we aim to reflect and raise critical questions about existing educational research paradigms, focusing on: 1. The intrinsic tensions between child-centered and post-human paradigms. 2. The (in)stability of researcher identity in the Anthropocene. 3. The unique research context(s) of early childhood play. The chapter concludes by proposing for debate several new norms for the kind of ‘identity work' in which researchers grappling with the emergent post-human and Anthropocentric traditions might consider engaging.

Child-Centered Kinder Training for Teachers of Pre-School Children Deemed At-Risk.

2004 ◽  
Vol 13 (2) ◽  
pp. 53-74 ◽  
Author(s):  
Phyllis Post ◽  
Melissa McAllister ◽  
Angela Sheely ◽  
Barbara Hess ◽  
Claudia Flowers
Keyword(s):  
At Risk ◽  
School Children ◽  
Child Centered ◽  
Kinder Training

Developing a health game to prepare pre-school children for anesthesia: A formative study using a child-centered approach (Preprint)

2021 ◽  
Author(s):  
Brynja Ingadottir ◽  
Elina Laitonen ◽  
Adalheidur Stefansdottir ◽  
Anna Olafia Sigurdardottir ◽  
Berglind Brynjolfsdottir ◽  
...  
Keyword(s):  
School Children ◽  
Game Design ◽  
Usability Testing ◽  
Lessons Learned ◽  
Ease Of Use ◽  
Target Group ◽  
Medical Procedures ◽  
Child Centered ◽  
Fear And Anxiety ◽  
User Centered

BACKGROUND Every year, millions of children undergo medical procedures which require anesthesia. Fear and anxiety are common among young children undergoing such procedures and can interfere with the child’s recovery and wellbeing. Relaxation, distraction, and education are methods that can be used to prepare children and help them to cope with fear and anxiety and serious games may be a suitable medium for these purposes. User-centered design emphasizes the involvement of end-users during the development and testing of products, but involving young, pre-school children may be challenging. OBJECTIVE An objective of this study was to describe the development and usability of a computer-based educational health game intended for pre-school children to prepare them for upcoming anesthesia. A further objective was to describe the lessons learned from using a child-centered approach with the young target group. METHODS A formative mixed methods child (user)-centered study design was used to develop and test the usability of a serious game for pre-school aged children. The game’s purpose was to educate pre-school children about the upcoming event of anesthesia and teach them exercises to cope with fear and anxiety through relaxation, distraction, and positive self-talk. The study was interdisciplinary and involved researchers and clinicians from Iceland and Finland. Pre-school children (4-6 years-old) informed the game design through playful workshops (N=26) and usability testing was conducted through game-playing and interviews (N=16), where the ease of use, attractiveness, and functionality of the game were assessed. Data were collected in both countries with direct observation, interviews, and children’s drawings. The workshops and usability testing session were video-recorded and analyzed with content analysis and descriptive statistics. RESULTS The children were able to share with the researchers, through playing, their knowledge and ideas about hospitals, different emotions and their preferences concerning game elements such as soft toys, food, drinks, and rewards. Testing revealed the high usability of the game and provided important information that was used to modify the game before publishing and that will be used in its further development. CONCLUSIONS Pre-school children can inform game design through playful workshops about health-related subjects which they are not necessarily familiar with but that are relevant for them. The game’s usability was improved with the participation of the target group and is now ready for clinical testing by children undergoing medical procedures which include anesthesia, and children’s families. CLINICALTRIAL NA

scholarly journals ROLE AND IMPORTANCE OF THE PLAYING SPACE IN PSYCHIC DEVELOPMENT OF A PRE-SCHOOL CHILD

2020 ◽  
pp. 12-17
Author(s):  
Oksana Bondar
Keyword(s):  
School Children ◽  
School Child ◽  
Spiritual Development ◽  
Structural Model ◽  
Modern Society ◽  
Research Process ◽  
Special Importance ◽  
High Quality ◽  
Child Centered ◽  
High Level

In the research process it has been determined, that the full-value development of a pre-school child takes place at the expanse of high-quality organization and effective use of the playing space. It has been outlined, that high-quality organization of the playing space favors the harmonic combination of psychic, physical and spiritual development of a child. The conducted theoretical analysis allowed to separate four main components that must be taken into account in the process of organizing the high-quality playing space of pre-school children, namely: content, material, organizational and personal. It has been noted, that a structural model of the qualitatively organized playing space of a pre-school child is based on acknowledgement of the child-centered orientation priority. It has been proved, that the agreed combination of four components of the playing space provides psychological safety of a pre-school child and favors the high level development of its cooperation in the process of interaction with others. It has been revealed, that the content of realized playing actions, material filling of the playing space, its dynamics and mobility, inclusion of all children in the active playing activity need essentially other approaches. There have been fixed contradictions between necessary and real ideas of teachers as to the organization quality of the playing space for pre-school children. The problem of quality organization of the playing space for pre-school children gains special importance under conditions of modern society that dictates new rules and requirements to the development of a successful person. The formation of the high level ability to understand own possibilities, to reveal initiative and comprehensively realize themselves in pre-school children provides the presence and interconnection of all structural components of the playing space.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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