United States is experiencing significant growth in its foreign-born population,especially Chinese American population comprising of 1.2%of the U.S.population.Many healthcare providers are challenged in their efforts ...United States is experiencing significant growth in its foreign-born population,especially Chinese American population comprising of 1.2%of the U.S.population.Many healthcare providers are challenged in their efforts to provide culturally competent healthcare to this population.To provide culturally competent healthcare,healthcare providers should understand variations in cultural attributes that impact health.One group in which cultural variation holds great influence is that of children.Culture influences a child's behavior,development and health.This article provides a cross-cultural,comparative examination of important cultural influences on child behaviors development and health in China and the U.S.Using the findings about these two populations,interventions for childhood obesity cross culturally are addressed through the analysis of a U.S.based Children's Obesity Program.The author suggests that uniquely different approaches to childhood obesity intervention research are needed based upon the cultural differences identified within this paper.展开更多
The paper sought to explore issues of access, equity, and quality in the early childhood development （ECD） sub-sector in Zimbabwe. The massive expansion of ECD services prompted the author to undertake the study. Da...The paper sought to explore issues of access, equity, and quality in the early childhood development （ECD） sub-sector in Zimbabwe. The massive expansion of ECD services prompted the author to undertake the study. Data were collected using focus group discussions, individual interviews, document analysis, and observations. Information from literature, research reports, policies, and practices was also analyzed in order to establish the state of affairs in the provision of ECD. The data were analyzed using theme identification methods to solicit emerging issues. Generally, it was found that on issues of access, equity, and quality in ECD in Zimbabwe, there is a quality-quantity dilemma with qualitative progress less conspicuous than quantitative progress. The resultant specific challenges include： large teacher-child ratio; lack of parental involvement, lack of trained ECD specialists with expertise in using a play-based curriculum; and shortage of equipment, material resources, and age appropriate infrastructure. In most ECD settings, there were inadequate health and nutrition provisions. Water, sanitation and health （WASH） facilities were found to be insufficient in most centres. The study recommended that there is need for： equal access to quality early childhood education; provision of infrastructure, provision of ability and age appropriate resources; and health, sanitation, and nutrition services especially in rural settings. Overall, ECD programmes in Zimbabwe should strive to attain quality more than quantity services. The need to train more early childhood specialists who would drive the ECD sub-sector is emphasized.展开更多
Introduction:Early childhood development(ECD)centres are important community hubs in South Africa and act as sites for community detection of childhood nutrition problems.This study aimed to assess the ability of trai...Introduction:Early childhood development(ECD)centres are important community hubs in South Africa and act as sites for community detection of childhood nutrition problems.This study aimed to assess the ability of trained ECD practitioners with optimal support to correctly classify the nutritional status of infants and young children at ECD centres in the Nelson Mandela Bay.Methods:A descriptive,cross-sectional study was used to collect data from 1645 infants and children at 88 ECD centres.Anthropometric measurements were taken by trained fieldworkers and growth monitoring and promotion infrastructure was audited at ECD centres.Results:Of the sample,4.4%(n=72)were underweight by weight for age Z-score(WAZ<-2)and 0.8%(n=13)were severely underweight(WAZ<-3).Results showed that 13.1%(n=214)were stunted by height for age Z-score(HAZ<-2)and 4.5%(n=74)were severely stunted(HAZ<-3).The prevalence of moderate acute malnutrition was 1.2%and severe acute malnutrition was 0.5%,while the prevalence of overweight was 9.2%and the prevalence of obesity was 4%.A significant level of agreement between the correct interpretation and the ECD practitioners'interpretation was observed across all the anthropometric indicators investigated.The true positive wasting cases had a mean mid-upper arm circumference(MUAC)of 14.6 cm,which may explain the high false negative rate found in terms of children identified with wasting,where ECD practitioners fail to use the weight for height Z-score(WHZ)interpretation for screening.Conclusion:By using ECD centres as hub to screen for malnutrition,it may contribute to the early identification of failure to thrive among young children.Although it was concerning that trained ECD practitioners are missing some children with an unacceptably high false negative rate,it may have been due to the fact that wasting in older children cannot be identified with MUAC alone and that accurate WFH plotting is needed.Onsite mentorship by governmental health workers may provide ECD practitioners with more confidence to screen children for growth failure based on regular WFH measurements.Moreover,ECD practitioners will be more confident to monitor the Road to Health booklets for missed vaccinations,vitamin A and deworming opportunities.展开更多
<p style="text-align:justify;"> Early childhood development involves an appropriate global intervention concerning the different areas of development such as: physical, cognitive, language and socio-em...<p style="text-align:justify;"> Early childhood development involves an appropriate global intervention concerning the different areas of development such as: physical, cognitive, language and socio-emotional <span style="white-space:nowrap;"><a href="#ref1">[1]</a></span><span>. Especially during the first six years of life in an adequate environment rich in exchange and inter</span><span>action. We will present in this article a review of the literature concerning normal early childhood development, focus firstly in normal development’s steps, the importance of first experiences and first aid with a stable and caring attachment figure. second, we will describe the various developmental disorders, occurring during this age group which extends from birth to 6 years and based on the DSM5 classification, namely that developmental delay may concern only one aspect of development (e.g. language delay or motor delay specifically) or concern the different aspects of development (overall development delay). The dynamics of development is also important to clarify because schematically we contrast the pathologies fixed to progressive pathologies (where we find the concepts of stagnation or regression in the development of the child). We will discuss in the third chapter, the interest of early detection as well as the multiple clinical and psychometric diagnostic tools, which aim to detect any delay or disorder in order to initiate appropriate care and minimize the long-term consequences.</span> </p>展开更多
Early childhood character education is a critical element in shaping an individual’s moral foundation and fostering a sense of social responsibility.It plays a fundamental role in overall personal development.Althoug...Early childhood character education is a critical element in shaping an individual’s moral foundation and fostering a sense of social responsibility.It plays a fundamental role in overall personal development.Although China’s early childhood character education has made progress with the support of policies and practical exploration,it still faces challenges such as the homogenization of educational models,a formalization of home-kindergarten cooperation,a single-dimensional evaluation system,and a need for further improvement in teachers’professional competence in character education.This paper draws on core theories of character education(e.g.,social learning theory and cognitive moral development theory)and incorporates representative case studies to conduct an in-depth analysis of the current landscape and associated challenges.It proposes innovative approaches,which include establishing a“threefold”system of implementation,enhancing the mechanisms for home-kindergarten co-education,optimizing and ensuring a multidimensional and dynamic evaluation system,equitably allocating teaching resources,and expanding the social support networks.The aim is to offer theoretical reference and practical solutions to promote the scientific and systematic development of early childhood character education.展开更多
The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for ...The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for women and children, this study argues that the theory of childhood development helped shape socialized play and citizenship training in new schools. These new institutions followed scientific insights about childhood development in terms of both physical and emotional growth. Educators hoped to found schools that would inculcate respect for political authority within the classroom, and administrators took unprecedented steps in documenting and regulating children. Schools not only became places for disseminating learning, but also centers for gathering information about children and their families, as well as about childhood itself. The production of knowledge and the institutionalization of schools for preschool children helped usher in new trends that denaturalized childrearing outside of the family domain.展开更多
<strong>Objectiv</strong><strong>e</strong><strong>:</strong><span style="font-family:""><span style="font-family:Verdana;"> Children with fetal...<strong>Objectiv</strong><strong>e</strong><strong>:</strong><span style="font-family:""><span style="font-family:Verdana;"> Children with fetal alcohol spectrum disorder (FASD) are overrepresented in early intervention programs, foster care, special education, juvenile corrections, and mental health services. In this study, we examine relationships between FASD and non-FASD controls for adverse childhood experiences (ACEs), and neurodevelopmental disorders. </span><b><span style="font-family:Verdana;">Methods:</span> </b><span style="font-family:Verdana;">A chart review was conducted among patients seen at our clinic from 2010-2017 with data on FASD, ACEs, neurodevelopmental diagnoses, and foster or residential care placement available. </span><b><span style="font-family:Verdana;">Results:</span> </b><span style="font-family:Verdana;">Relative risk for FASD was increased in patients with increased ACE scores (RR = 5.08), increased numbers of neurodevelopmental diagnoses (RR = 2.36), and patients who have been in foster or residential care (RR = 9.53). FASD risk increased as ACE scores or the number of neurodevelopmental diagnoses increased. Patients with any ACEs were 3.96 times more likely to have FASD, and those with eight or more ACEs were 6.31 times more likely to have FASD than those with no ACEs. Patients with three or more neurodevelopmental diagnoses were 6.55 times more likely to have FASD than those with two or fewer diagnoses. Nine or more diagnoses increased the risk for FASD ten-fold (RR = 10.91). Conversely, patients diagnosed with FASD were more likely to have at least three ACEs (RR = 3.71), at least five neurodevelopmental diagnoses (RR = 1.61), and high rates of previous foster or residential care placement (RR = 5.39). </span><b><span style="font-family:Verdana;">Conclusion:</span> </b><span style="font-family:Verdana;">This study demonstrates that all children being considered for placement in foster care or residential should be screened for FASD.</span></span>展开更多
At present, with the deepening of China's education system reform, the teaching goals of domestic children have also undergone new changes, from the traditional teaching mode to a new teaching mode focusing on the...At present, with the deepening of China's education system reform, the teaching goals of domestic children have also undergone new changes, from the traditional teaching mode to a new teaching mode focusing on the comprehensive development of cultivating students. Children are the most important stage in the process of life development. The quality of education and teaching at this stage will play a huge impact on children's future life development. Based on this, this paper focuses on analyzing the impact of art teaching on children's development, and puts forward the relevant strategies of art education on children's growth for reference.展开更多
文摘United States is experiencing significant growth in its foreign-born population,especially Chinese American population comprising of 1.2%of the U.S.population.Many healthcare providers are challenged in their efforts to provide culturally competent healthcare to this population.To provide culturally competent healthcare,healthcare providers should understand variations in cultural attributes that impact health.One group in which cultural variation holds great influence is that of children.Culture influences a child's behavior,development and health.This article provides a cross-cultural,comparative examination of important cultural influences on child behaviors development and health in China and the U.S.Using the findings about these two populations,interventions for childhood obesity cross culturally are addressed through the analysis of a U.S.based Children's Obesity Program.The author suggests that uniquely different approaches to childhood obesity intervention research are needed based upon the cultural differences identified within this paper.
文摘The paper sought to explore issues of access, equity, and quality in the early childhood development （ECD） sub-sector in Zimbabwe. The massive expansion of ECD services prompted the author to undertake the study. Data were collected using focus group discussions, individual interviews, document analysis, and observations. Information from literature, research reports, policies, and practices was also analyzed in order to establish the state of affairs in the provision of ECD. The data were analyzed using theme identification methods to solicit emerging issues. Generally, it was found that on issues of access, equity, and quality in ECD in Zimbabwe, there is a quality-quantity dilemma with qualitative progress less conspicuous than quantitative progress. The resultant specific challenges include： large teacher-child ratio; lack of parental involvement, lack of trained ECD specialists with expertise in using a play-based curriculum; and shortage of equipment, material resources, and age appropriate infrastructure. In most ECD settings, there were inadequate health and nutrition provisions. Water, sanitation and health （WASH） facilities were found to be insufficient in most centres. The study recommended that there is need for： equal access to quality early childhood education; provision of infrastructure, provision of ability and age appropriate resources; and health, sanitation, and nutrition services especially in rural settings. Overall, ECD programmes in Zimbabwe should strive to attain quality more than quantity services. The need to train more early childhood specialists who would drive the ECD sub-sector is emphasized.
基金Nelson Mandela University,London Metropolitan University and UNICEF。
文摘Introduction:Early childhood development(ECD)centres are important community hubs in South Africa and act as sites for community detection of childhood nutrition problems.This study aimed to assess the ability of trained ECD practitioners with optimal support to correctly classify the nutritional status of infants and young children at ECD centres in the Nelson Mandela Bay.Methods:A descriptive,cross-sectional study was used to collect data from 1645 infants and children at 88 ECD centres.Anthropometric measurements were taken by trained fieldworkers and growth monitoring and promotion infrastructure was audited at ECD centres.Results:Of the sample,4.4%(n=72)were underweight by weight for age Z-score(WAZ<-2)and 0.8%(n=13)were severely underweight(WAZ<-3).Results showed that 13.1%(n=214)were stunted by height for age Z-score(HAZ<-2)and 4.5%(n=74)were severely stunted(HAZ<-3).The prevalence of moderate acute malnutrition was 1.2%and severe acute malnutrition was 0.5%,while the prevalence of overweight was 9.2%and the prevalence of obesity was 4%.A significant level of agreement between the correct interpretation and the ECD practitioners'interpretation was observed across all the anthropometric indicators investigated.The true positive wasting cases had a mean mid-upper arm circumference(MUAC)of 14.6 cm,which may explain the high false negative rate found in terms of children identified with wasting,where ECD practitioners fail to use the weight for height Z-score(WHZ)interpretation for screening.Conclusion:By using ECD centres as hub to screen for malnutrition,it may contribute to the early identification of failure to thrive among young children.Although it was concerning that trained ECD practitioners are missing some children with an unacceptably high false negative rate,it may have been due to the fact that wasting in older children cannot be identified with MUAC alone and that accurate WFH plotting is needed.Onsite mentorship by governmental health workers may provide ECD practitioners with more confidence to screen children for growth failure based on regular WFH measurements.Moreover,ECD practitioners will be more confident to monitor the Road to Health booklets for missed vaccinations,vitamin A and deworming opportunities.
文摘<p style="text-align:justify;"> Early childhood development involves an appropriate global intervention concerning the different areas of development such as: physical, cognitive, language and socio-emotional <span style="white-space:nowrap;"><a href="#ref1">[1]</a></span><span>. Especially during the first six years of life in an adequate environment rich in exchange and inter</span><span>action. We will present in this article a review of the literature concerning normal early childhood development, focus firstly in normal development’s steps, the importance of first experiences and first aid with a stable and caring attachment figure. second, we will describe the various developmental disorders, occurring during this age group which extends from birth to 6 years and based on the DSM5 classification, namely that developmental delay may concern only one aspect of development (e.g. language delay or motor delay specifically) or concern the different aspects of development (overall development delay). The dynamics of development is also important to clarify because schematically we contrast the pathologies fixed to progressive pathologies (where we find the concepts of stagnation or regression in the development of the child). We will discuss in the third chapter, the interest of early detection as well as the multiple clinical and psychometric diagnostic tools, which aim to detect any delay or disorder in order to initiate appropriate care and minimize the long-term consequences.</span> </p>
文摘Early childhood character education is a critical element in shaping an individual’s moral foundation and fostering a sense of social responsibility.It plays a fundamental role in overall personal development.Although China’s early childhood character education has made progress with the support of policies and practical exploration,it still faces challenges such as the homogenization of educational models,a formalization of home-kindergarten cooperation,a single-dimensional evaluation system,and a need for further improvement in teachers’professional competence in character education.This paper draws on core theories of character education(e.g.,social learning theory and cognitive moral development theory)and incorporates representative case studies to conduct an in-depth analysis of the current landscape and associated challenges.It proposes innovative approaches,which include establishing a“threefold”system of implementation,enhancing the mechanisms for home-kindergarten co-education,optimizing and ensuring a multidimensional and dynamic evaluation system,equitably allocating teaching resources,and expanding the social support networks.The aim is to offer theoretical reference and practical solutions to promote the scientific and systematic development of early childhood character education.
文摘The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for women and children, this study argues that the theory of childhood development helped shape socialized play and citizenship training in new schools. These new institutions followed scientific insights about childhood development in terms of both physical and emotional growth. Educators hoped to found schools that would inculcate respect for political authority within the classroom, and administrators took unprecedented steps in documenting and regulating children. Schools not only became places for disseminating learning, but also centers for gathering information about children and their families, as well as about childhood itself. The production of knowledge and the institutionalization of schools for preschool children helped usher in new trends that denaturalized childrearing outside of the family domain.
文摘<strong>Objectiv</strong><strong>e</strong><strong>:</strong><span style="font-family:""><span style="font-family:Verdana;"> Children with fetal alcohol spectrum disorder (FASD) are overrepresented in early intervention programs, foster care, special education, juvenile corrections, and mental health services. In this study, we examine relationships between FASD and non-FASD controls for adverse childhood experiences (ACEs), and neurodevelopmental disorders. </span><b><span style="font-family:Verdana;">Methods:</span> </b><span style="font-family:Verdana;">A chart review was conducted among patients seen at our clinic from 2010-2017 with data on FASD, ACEs, neurodevelopmental diagnoses, and foster or residential care placement available. </span><b><span style="font-family:Verdana;">Results:</span> </b><span style="font-family:Verdana;">Relative risk for FASD was increased in patients with increased ACE scores (RR = 5.08), increased numbers of neurodevelopmental diagnoses (RR = 2.36), and patients who have been in foster or residential care (RR = 9.53). FASD risk increased as ACE scores or the number of neurodevelopmental diagnoses increased. Patients with any ACEs were 3.96 times more likely to have FASD, and those with eight or more ACEs were 6.31 times more likely to have FASD than those with no ACEs. Patients with three or more neurodevelopmental diagnoses were 6.55 times more likely to have FASD than those with two or fewer diagnoses. Nine or more diagnoses increased the risk for FASD ten-fold (RR = 10.91). Conversely, patients diagnosed with FASD were more likely to have at least three ACEs (RR = 3.71), at least five neurodevelopmental diagnoses (RR = 1.61), and high rates of previous foster or residential care placement (RR = 5.39). </span><b><span style="font-family:Verdana;">Conclusion:</span> </b><span style="font-family:Verdana;">This study demonstrates that all children being considered for placement in foster care or residential should be screened for FASD.</span></span>
文摘At present, with the deepening of China's education system reform, the teaching goals of domestic children have also undergone new changes, from the traditional teaching mode to a new teaching mode focusing on the comprehensive development of cultivating students. Children are the most important stage in the process of life development. The quality of education and teaching at this stage will play a huge impact on children's future life development. Based on this, this paper focuses on analyzing the impact of art teaching on children's development, and puts forward the relevant strategies of art education on children's growth for reference.
