The period of early childhood sets the stage for how well children view themselves, each other, and their world. Shared positive emotional experiences between caregivers and children serve as building blocks for the development of social and emotional well-being in infants and toddlers. Incorporating the three principles of promotion, prevention, and intervention within a systems framework (child–parent–environment) will enable early childhood practitioners to foster the emotional health and well-being of all children and families, especially those individual children who are more vulnerable due to the presence of multiple risk factors. The primary intent of the authors of this paper is to discuss the importance of attending to the social and emotional well being of very young children as a primary focus of early learning and school success. 相似文献
Abstract The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16?years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p?<?0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations. 相似文献
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children
present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological
working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological
working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with
literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With
Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake.
The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed
that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in
phonological processing and language. These deficits seem to be a result of alterations of the phonological representations
and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of
these alterations can be very useful for the prevention of future literacy problems. 相似文献
This research aims to present proposals that can improve the transition to adulthood of young people with intellectual disabilities (ID). Four focus groups were set up in three different cities in Spain, each comprising education and social work professionals, people with ID and family members. In total, 32 participants were included in the study. The discussions were recorded, transcribed and analysed using thematic content analysis. Improvements proposed by participants were organised into six themes: coordination between services and professionals; curricular approaches; participation by young people with ID; peer-relationship networks; family and administration. Participants highlighted the need to make the curriculum more flexible and foster curricular experiences related to social and workplace inclusion, as well as establish more continuity in guidance processes throughout the different stages of education and especially at the end of secondary education. Participants also suggested the need for young people with ID to have a more prominent role in their educational process, and strengthening their social networks by promoting their participation in community activities. 相似文献
This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.
Children's kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort ( N = 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4–6 years) through 5th grade (ages 9–12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics. 相似文献
The American Girl (AG) collection is an enormously successful line of girls merchandise that includes dolls, books, and accessories. Through mail-order catalogs, AG has become a part of the cultural universe of young girls in the United States. We examined the dolls, books, accouterments, and catalogs as texts and, therefore, sites of cultural construction, attempting to uncover the ways in which nationality, history, race/ethnicity, consumerism, and gender are immersed in these products. Our study underscores how the AG dolls and products render the world for its young consumers. This rendering is not innocent. Inclusions, exclusions, and hierarchies are naturalized, offering a particular view of race, gender, and the imagined community that is embedded in social practices and power relations that help determine our ways of seeing and imagining from a very young age. 相似文献
BackgroundConsidering the potential cumulative effects of repetitive head impact (HI) exposure, we need sensitive biomarkers to track short- and long-term effects. Circulating small extracellular vesicles (sEVs) (<200 nm) traffic biological molecules throughout the body and may have diagnostic value as biomarkers for disease. The purpose of this study was to identify the microRNA (miRNA) profile in circulating sEVs derived from human plasma following repetitive HI exposure.MethodsHealthy adult (aged 18–35 years) soccer players were randomly assigned to one of 3 groups: the HI group performed 10 standing headers, the leg impact group performed 10 soccer ball trapping maneuvers over 10 min, and the control group did not participate in any soccer drills. Plasma was collected before testing and 24 h afterward, and sEVs were isolated and characterized via nanoparticle tracking analysis. Next-generation sequencing was utilized to identify candidate miRNAs isolated from sEVs, and candidate microRNAs were analyzed via quantitative polymerase chain reaction. In silico target prediction was performed using TargetScan (Version 7.0; targetscan.org) and miRWalk (http://mirwalk.umm.uni-heidelberg.de/) programs, and target validation was performed using luciferase reporter vectors with a miR-7844-5p mimic in human embryonic kidney (HEK) 293T/17 cells.ResultsPlasma sEV concentration and size were not affected across time and group following repetitive HI exposure. After 24 h, the HI read count from next-generation sequencing showed a 4-fold or greater increase in miR-92b-5p, miR-423-5p, and miR-24-3p and a 3-fold or greater decrease in miR-7844-5p, miR-144-5p, miR-221-5p, and miR-22-3p. Analysis of quantitative polymerase chain reaction revealed that leg impact did not alter the candidate miRNA levels. To our knowledge, miR-7844-5p is a previously unknown miRNA. We identified 8 miR-7844-5p mRNA targets: protein phosphatase 1 regulatory inhibitor subunit 1B (PPP1R1B), LIM and senescent cell antigen-like domains 1 (LIMS1), autophagy-related 12 (ATG12), microtubule-associated protein 1 light chain 3 beta (MAP1LC3B), integrin subunit alpha-1 (ITGA1), mitogen-activated protein kinase 1 (MAPK1), glycogen synthase kinase 3β (GSK3β), and mitogen-activated protein kinase 8 (MAPK8).ConclusionCollectively, these data indicate repetitive HI exposure alters plasma sEV miRNA content, but not sEV size or number. Furthermore, for the first time we demonstrate that previously unknown miR-7844-5p targets mRNAs known to be involved in mitochondrial apoptosis, autophagy regulation, mood disorders, and neurodegenerative disease. 相似文献