'University is a place of imagination where anything can happen': evaluating widening participation initiatives with young children

2020 ◽  
Vol 22 (2) ◽  
pp. 238-245
Author(s):  
Katherine Sela ◽  
Naomi Winstone
Keyword(s):  
Young Children ◽  
Sentence Completion ◽  
Widening Participation ◽  
University Campus ◽  
Older Children ◽  
Children’S Perspectives ◽  
Evaluation Data ◽  
Drawing Tasks ◽  
The Impact ◽  
Insight Into

There is increasing awareness of the importance of working with younger children in widening participation initiatives. While typical evaluation methods, such as feedback questionnaires, may be appropriate for collating evidence of the impact of initiatives with older children and teenagers, these tools are less appropriate for younger children. In the context of the evaluation of a campus-based creative writing programme for 9- to 10-year-old children, this paper discusses the utility of creative approaches to evaluation. Prior to and following their visit to a university campus, children completed a worksheet to gain their perspectives of university through sentence completion, comparison and drawing tasks. These methods provide insight into how children's perspectives are shaped by visiting a university campus, as well as differences between those who do and do not know someone who has attended university. We present snapshots of the evaluation data and discuss the implications for evaluation of widening participation initiatives with young children.

Parents' Perceptions of the Overall Impact of Stuttering on Young Children

2021 ◽  
pp. 1-13
Author(s):  
Linn Stokke Guttormsen ◽  
J. Scott Yaruss ◽  
Kari-Anne Bottegård Næss
Keyword(s):  
Young Children ◽  
Adverse Impact ◽  
School Age Children ◽  
School Age ◽  
Point Scale ◽  
Cognitive Reactions ◽  
Communication Difficulties ◽  
The Impact ◽  
Insight Into

Introduction Research has revealed the presence of emotional, behavioral, and cognitive reactions in young children who stutter; however, prior studies have not examined the overall impact of stuttering on young children's lives. Such information is necessary for improving understanding of how stuttering affects young children and for ensuring appropriate early intervention. Method This study employed an adaptation of the Overall Assessment of the Speaker's Experience of Stuttering for School-Age Children that was designed to ask parents about their perceptions of the impact of stuttering on their young children. Thirty-eight parents of young children who stutter (2–5 years of age) provided their perceptions of the impact of stuttering on their children. Parents rated how certain they were in their judgments using a 5-point scale to provide an indication of their confidence in proxy ratings of impact. Results Results indicated that, on average, parents perceived that stuttering affected their children negatively. Qualitatively, parents provided descriptions of the impact of stuttering on their children's quality of life, communication difficulties across people and situations, and reactions to stuttering; they also commented on their own feelings and strategies for handling impact. On average, parents perceived themselves to be certain in rating the impact of stuttering on their children. Conclusions Results indicated that parents identified adverse impact in their children's lives. Even though parents considered themselves to be certain in their impact ratings, clinicians and researchers should also assess the perspective of the children if appropriate. This is because present findings reveal that parents may not have insight into all aspects of impact, in particular, cognitive reactions to stuttering. Still, parents' perceptions of impact are important for clinicians to consider when giving recommendations for therapy, as they can provide important insight into the family's needs.

Consumers at play: negotiations of identity in a Japanese preschool

2016 ◽  
Vol 17 (1) ◽  
pp. 94-106
Author(s):  
Mayumi Takahashi
Keyword(s):  
Young Children ◽  
Peer Relationships ◽  
Participant Observation ◽  
Pretend Play ◽  
Childhood Studies ◽  
Children’S Perspectives ◽  
Content Type ◽  
Preschool Experience ◽  
Collective Construction ◽  
Insight Into

Purpose The aim of this article is to explore how young children (five year olds) collectively construct pretend identities with peers in play while using and negotiating consumer knowledge and experiences. Particular attention is given to children’s collaborative transformation of objects, ideas, places and persons, as they occur in the context of pretend play. Design/methodology/approach Data were gathered from ethnographic fieldwork in a local preschool in Japan. Two classes of five-year-old children (both boys and girls) were observed over four months. The theoretical framework highlights the dynamic and fluid interactional sphere and conversational exchanges through which pretend identities are created, negotiated and expanded. Findings In the findings, children’s construction of pretend identities is identified in terms of three characteristic forms of interaction in play: children’s reciprocal immediacy; maintaining and challenging participation; and willingness and collaboration to expand a play theme. Children’s collective construction of pretend identities indicates that playing roles means playing rules. Originality/value Through participant observation focusing of children’s perspectives and practices, this study contributes both to childhood studies and consumption studies. It also contributes to insight into how young children in the Japanese preschool experience consumer culture in a specific socio-cultural environment and how they construct peer relationships.

scholarly journals The impact of parenthood on risk of registration for alcohol use disorder in married individuals: a Swedish population-based analysis

2018 ◽  
Vol 49 (13) ◽  
pp. 2141-2148 ◽  
Author(s):  
Kenneth S. Kendler ◽  
Sara Larsson Lönn ◽  
Jessica E. Salvatore ◽  
Jan Sundquist ◽  
Kristina Sundquist
Keyword(s):  
Alcohol Use ◽  
Young Children ◽  
Alcohol Use Disorder ◽  
Causal Effect ◽  
Substantial Reduction ◽  
Marginal Effect ◽  
Older Children ◽  
Married Individuals ◽  
The Impact ◽  
Reduced Risk

AbstractBackgroundAlthough being married with children is associated with a reduced rate of alcohol use disorder (AUD), is this finding independent of a marital effect, different in mothers and fathers and potentially causal in effect.MethodsUsing Cox proportional hazards, we examined, in 1 252 237 married individuals, the association between a resident younger and older child and risk for AUD registration in national medical, criminal, and pharmacy registers. Using logistic regression, we analyzed, in 600 219 parents, within-person models comparing risk for AUD prior to first pregnancy v. with young children. We examined whether risk for AUD in 1302 parents after a first spousal AUD registration was reduced by having a young resident child.ResultsCompared with childless married individuals, resident younger children were associated with a reduced risk for AUD in mothers [hazard ratio (HR) 0.36, 95% confidence interval 0.31–0.41] and fathers (HR 0.66, 0.60–0.73). The reduced risk was attenuated but still significant for older children. Within-person models confirmed the protective effect of young children in mothers [odds ratio (OR) 0.49, 0.30–0.80] but yielded inconclusive results in fathers (OR 0.85, 0.58–1.25). After a first spousal registration for AUD, a resident young child was associated with a substantial reduction in risk for mothers and a weaker marginal effect in fathers.ConclusionIn married individuals, resident children are associated with a reduction in basal risk for AUD which is stronger in mothers than fathers and with younger v. older children. This effect is also evident during high-risk periods. In mothers, our results are consistent with a largely causal effect.

Population-Based Analysis of Firearm Injuries among Young Children in the United States, 2010–2015

2019 ◽  
Vol 85 (5) ◽  
pp. 449-455 ◽  
Author(s):  
Alan Cook ◽  
David Hosmer ◽  
Laurent Glance ◽  
Bindu Kalesan ◽  
Jordan Weinberg ◽  
...  
Keyword(s):  
United States ◽  
Young Children ◽  
Hospital Mortality ◽  
Gunshot Wounds ◽  
The United States ◽  
Population Based ◽  
Older Children ◽  
Firearm Injuries ◽  
One Year ◽  
The Impact

Firearm violence in the United States knows no age limit. This study compares the survival of children younger than five years to children and adolescents of age 5–19 years who presented to an ED for gunshot wounds (GSWs) in the United States to test the hypothesis of higher GSW mortality in very young children. A study of GSW patients aged 19 years and younger who survived to reach medical care was performed using the Nationwide ED Sample for 2010–2015. Hospital survival and incidence of fatal and nonfatal GSWs in the United States were the study outcomes. A multilevel logistic regression model estimated the strength of association among predictors of hospital mortality. The incidence of ED presentation for GSW is as high as 19 per 100,000 population per year. Children younger than five years were 2.7 times as likely to die compared with older children (15.3% vs 5.6%). Children younger than one year had the highest hospital mortality, 33.1 per cent. The mortality from GSW is highest among the youngest children compared with older children. This information may help policy makers and the public better understand the impact of gun violence on the youngest and most vulnerable Americans.

Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic

2022 ◽  
Author(s):  
Alejandra Abufhele ◽  
David Bravo ◽  
Florencia Lopez-Boo ◽  
Pamela Soto-Ramirez
Keyword(s):  
Child Development ◽  
Young Children ◽  
Language Development ◽  
Longitudinal Data ◽  
Environmental Changes ◽  
Early Years ◽  
Older Children ◽  
Development Indicators ◽  
Primary Program ◽  
The Impact

The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.

The Impact of Classroom on the Attitudes and Actions of Young Children

2008 ◽  
Author(s):  
Gamze Baray ◽  
Stephen Wright ◽  
Jane Friesen ◽  
Jasmina Arifovic ◽  
Lisa Giamo ◽  
...  
Keyword(s):  
Young Children ◽  
The Impact

The impact of Hurricane Katrina on Young Children

2015 ◽  
Author(s):  
Michelle Moore ◽  
Kristin Callahan ◽  
Tonya C. Hansel
Keyword(s):  
Young Children ◽  
Hurricane Katrina ◽  
The Impact

Improving Outcomes for Young Children By Mitigating the Impact of Toxic Stress and Trauma

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 154A-154A
Author(s):  
Blythe Berger ◽  
Ronald Seifer ◽  
Ailis Clyne
Keyword(s):  
Young Children ◽  
Toxic Stress ◽  
The Impact

Instruction Helps and Hinders Young Children’s Feature Learning

2018 ◽  
Author(s):  
Charles Kalish ◽  
Nigel Noll
Keyword(s):  
Young Children ◽  
Feature Learning ◽  
Irrelevant Information ◽  
Diagnostic Feature ◽  
Older Children ◽  
Prediction Task ◽  
Feature Correlation ◽  
The Future

Existing research suggests that adults and older children experience a tradeoff where instruction and feedback help them solve a problem efficiently, but lead them to ignore currently irrelevant information that might be useful in the future. It is unclear whether young children experience the same tradeoff. Eighty-seven children (ages five- to eight-years) and 42 adults participated in supervised feature prediction tasks either with or without an instructional hint. Follow-up tasks assessed learning of feature correlations and feature frequencies. Younger children tended to learn frequencies of both relevant and irrelevant features without instruction, but not the diagnostic feature correlation needed for the prediction task. With instruction, younger children did learn the diagnostic feature correlation, but then failed to learn the frequencies of irrelevant features. Instruction helped older children learn the correlation without limiting attention to frequencies. Adults learned the diagnostic correlation even without instruction, but with instruction no longer learned about irrelevant frequencies. These results indicate that young children do show some costs of learning with instruction characteristic of older children and adults. However, they also receive some of the benefits. The current study illustrates just what those tradeoffs might be, and how they might change over development.

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