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Prior investigations indicate that the five core personality dimensions (the “Big Five”) are measurable by middle childhood. The aim of this research was to examine the psychometric properties of a short-form self-report measure of the Big Five personality dimensions in children that would be suitable for administration online in large population-based studies. Twen-ty-five questionnaire items in English, derived from the 65-item Big Five Questionnaire for Children in Italian (Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003), were completed online by 27,415 Australian children in Year 6 (mean age 11.92 years). An item response theory approach evaluated the psychometric properties and resolved a 20-item short-form questionnaire. Exploratory and confirmatory factor analyses supported the Big Five structure. Construct validity was demonstrated via correlations between Big Five scores and the Strengths and Difficulties Questionnaire subscales (Goodman, 2001). The 20 items provide a brief, reliable, and valid child self-report measure of the Big Five personality dimensions.

Prior investigations indicate that the five core personality dimensions (the “Big Five”) are measurable by middle childhood. The aim of this research was to examine the psychometric properties of a short-form self-report measure of the Big Five personality dimensions in children that would be suitable for administration online in large population-based studies. Twenty-five questionnaire items in English, derived from the 65-item Big Five Questionnaire for Children in Italian (Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003), were completed online by 27,415 Australian children in Year 6 (mean age 11.92 years). An item response theory approach evaluated the psychometric properties and resolved a 20-item short-form questionnaire. Exploratory and confirmatory factor analyses supported the Big Five structure. Construct validity was demonstrated via correlations between Big Five scores and the Strengths and Difficulties Questionnaire subscales (Goodman, 2001). The 20 items provide a brief, reliable, and valid child self-report measure of the Big Five personality dimensions.

This study analyses the relationship between the perfectionism dimensions, i.e. Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented Perfectionism-Striving (SOP-S), and affect and the Big Five traits of personality in a sample of 804 Spanish students aged 8 to 11 (M = 9.57; SD = 1.12). Student’s t test, Cohen’s d index and logistic regression analysis were used. The high SOP-C group scored significantly higher than their peers having low SOP-C on Negative Affect and Neuroticism, and lower on Positive Affect, Agreeableness, Consciousness and Openness to Experience. To the contrary, students with high SOP-S scored significantly higher on all adaptive dimensions (i.e. Positive Affect, Extraversion, Agreeableness, Consciousness and Openness to Experience), and lower on Negative Affect and Neuroticism. Effect sizes were small for most of statistically significant differences. These findings were also supported by regression analysis. Results are discussed in light of the debate on the adaptive or maladaptive nature of Self-Oriented Perfectionism., Este estudio analiza la relación entre las dimensiones del perfeccionismo, es decir, el perfeccionismo auto-orientado-críticas (SOP-C) y el perfeccionismo auto-orientado-esfuerzo (SOP-S), y el afecto y los rasgos de personalidad del Big Five en una muestra de 804 españoles entre 8 y 11 años (M = 9.57; DT = 1.12). Se utilizaron la prueba t de Student, el índice d de Cohen y el análisis de regresión logística. El grupo con alto SOP-C obtuvo una puntuación significativamente mayor que la de sus compañeros con bajo SOP-C en Afecto Negativo y Neuroticismo, así como significativamente menor en Afecto Positivo, Amabilidad, Conciencia y Apertura a la Experiencia. Por el contrario, los estudiantes con alto SOP-S obtuvieron puntuaciones significativamente más altas en todas las dimensiones adaptativas (es decir, Afecto Positivo, Extraversión, Amabilidad, Conciencia y Apertura a la Experiencia), y más bajas en Afecto Negativo y Neuroticismo. Los tamaños del efecto fueron pequeños para la mayoría de las diferencias estadísticamente significativas. Estos hallazgos también fueron apoyados por el análisis de regresión. Los resultados se discuten a la luz del debate sobre la naturaleza adaptativa o desadaptativa del perfeccionismo auto-orientado.

This article analyzes scholarly approaches to the moral development of personality, describes the views of particular authors on this issue from the historical perspective; highlights and defines specific features and structural components of this notion; conducts a comparative analysis of moral development in case of normal ontogenesis and in case of intellectual disability. It also attempts to synthesize the existing scholarly approaches to the methods and conditions for effective moral development of children with intellectual disability in correlations with the structural components. In the main section of the article, the authors provide a general overview of the correction methods facilitating moral development and summarize the results of the experimental research of moral development in children with intellectual disabilities of the early school age., Este artículo analiza los enfoques académicos del desarrollo moral de la personalidad, describe las opiniones de autores particulares sobre este tema desde la perspectiva histórica; destaca y define características específicas y componentes estructurales de esta noción; realiza un análisis comparativo del desarrollo moral en caso de ontogénesis normal y en caso de discapacidad intelectual. También intenta sintetizar los enfoques académicos existentes sobre los métodos y condiciones para el desarrollo moral efectivo de los niños con discapacidad intelectual en correlaciones con los componentes estructurales. En la sección principal del artículo, los autores proporcionan una visión general de los métodos de corrección que facilitan el desarrollo moral y resumen los resultados de la investigación experimental del desarrollo moral en niños con discapacidades intelectuales de la edad escolar temprana.

This article analyzes scholarly approaches to the moral development of personality, describes the views of particular authors on this issue from the historical perspective; highlights and defines specific features and structural components of this notion; conducts a comparative analysis of moral development in case of normal ontogenesis and in case of intellectual disability. It also attempts to synthesize the existing scholarly approaches to the methods and conditions for effective moral development of children with intellectual disability in correlations with the structural components. In the main section of the article, the authors provide a general overview of the correction methods facilitating moral development and summarize the results of the experimental research of moral development in children with intellectual disabilities of the early school age., Este artículo analiza los enfoques académicos del desarrollo moral de la personalidad, describe las opiniones de autores particulares sobre este tema desde la perspectiva histórica; destaca y define características específicas y componentes estructurales de esta noción; realiza un análisis comparativo del desarrollo moral en caso de ontogénesis normal y en caso de discapacidad intelectual. También intenta sintetizar los enfoques académicos existentes sobre los métodos y condiciones para el desarrollo moral efectivo de los niños con discapacidad intelectual en correlaciones con los componentes estructurales. En la sección principal del artículo, los autores proporcionan una visión general de los métodos de corrección que facilitan el desarrollo moral y resumen los resultados de la investigación experimental del desarrollo moral en niños con discapacidades intelectuales de la edad escolar temprana.

This study analyses the relationship between the perfectionism dimensions, i.e. Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented Perfectionism-Striving (SOP-S), and affect and the Big Five traits of personality in a sample of 804 Spanish students aged 8 to 11 (M = 9.57; SD = 1.12). Student’s t test, Cohen’s d index and logistic regression analysis were used. The high SOP-C group scored significantly higher than their peers having low SOP-C on Negative Affect and Neuroticism, and lower on Positive Affect, Agreeableness, Consciousness and Openness to Experience. To the contrary, students with high SOP-S scored significantly higher on all adaptive dimensions (i.e. Positive Affect, Extraversion, Agreeableness, Consciousness and Openness to Experience), and lower on Negative Affect and Neuroticism. Effect sizes were small for most of statistically significant differences. These findings were also supported by regression analysis. Results are discussed in light of the debate on the adaptive or maladaptive nature of Self-Oriented Perfectionism., Este estudio analiza la relación entre las dimensiones del perfeccionismo, es decir, el perfeccionismo auto-orientado-críticas (SOP-C) y el perfeccionismo auto-orientado-esfuerzo (SOP-S), y el afecto y los rasgos de personalidad del Big Five en una muestra de 804 españoles entre 8 y 11 años (M = 9.57; DT = 1.12). Se utilizaron la prueba t de Student, el índice d de Cohen y el análisis de regresión logística. El grupo con alto SOP-C obtuvo una puntuación significativamente mayor que la de sus compañeros con bajo SOP-C en Afecto Negativo y Neuroticismo, así como significativamente menor en Afecto Positivo, Amabilidad, Conciencia y Apertura a la Experiencia. Por el contrario, los estudiantes con alto SOP-S obtuvieron puntuaciones significativamente más altas en todas las dimensiones adaptativas (es decir, Afecto Positivo, Extraversión, Amabilidad, Conciencia y Apertura a la Experiencia), y más bajas en Afecto Negativo y Neuroticismo. Los tamaños del efecto fueron pequeños para la mayoría de las diferencias estadísticamente significativas. Estos hallazgos también fueron apoyados por el análisis de regresión. Los resultados se discuten a la luz del debate sobre la naturaleza adaptativa o desadaptativa del perfeccionismo auto-orientado.

This article analyzes scholarly approaches to the moral development of personality, describes the views of particular authors on this issue from the historical perspective; highlights and defines specific features and structural components of this notion; conducts a comparative analysis of moral development in case of normal ontogenesis and in case of intellectual disability. It also attempts to synthesize the existing scholarly approaches to the methods and conditions for effective moral development of children with intellectual disability in correlations with the structural components. In the main section of the article, the authors provide a general overview of the correction methods facilitating moral development and summarize the results of the experimental research of moral development in children with intellectual disabilities of the early school age., Este artículo analiza los enfoques académicos del desarrollo moral de la personalidad, describe las opiniones de autores particulares sobre este tema desde la perspectiva histórica; destaca y define características específicas y componentes estructurales de esta noción; realiza un análisis comparativo del desarrollo moral en caso de ontogénesis normal y en caso de discapacidad intelectual. También intenta sintetizar los enfoques académicos existentes sobre los métodos y condiciones para el desarrollo moral efectivo de los niños con discapacidad intelectual en correlaciones con los componentes estructurales. En la sección principal del artículo, los autores proporcionan una visión general de los métodos de corrección que facilitan el desarrollo moral y resumen los resultados de la investigación experimental del desarrollo moral en niños con discapacidades intelectuales de la edad escolar temprana.

This article analyzes scholarly approaches to the moral development of personality, describes the views of particular authors on this issue from the historical perspective; highlights and defines specific features and structural components of this notion; conducts a comparative analysis of moral development in case of normal ontogenesis and in case of intellectual disability. It also attempts to synthesize the existing scholarly approaches to the methods and conditions for effective moral development of children with intellectual disability in correlations with the structural components. In the main section of the article, the authors provide a general overview of the correction methods facilitating moral development and summarize the results of the experimental research of moral development in children with intellectual disabilities of the early school age., Este artículo analiza los enfoques académicos del desarrollo moral de la personalidad, describe las opiniones de autores particulares sobre este tema desde la perspectiva histórica; destaca y define características específicas y componentes estructurales de esta noción; realiza un análisis comparativo del desarrollo moral en caso de ontogénesis normal y en caso de discapacidad intelectual. También intenta sintetizar los enfoques académicos existentes sobre los métodos y condiciones para el desarrollo moral efectivo de los niños con discapacidad intelectual en correlaciones con los componentes estructurales. En la sección principal del artículo, los autores proporcionan una visión general de los métodos de corrección que facilitan el desarrollo moral y resumen los resultados de la investigación experimental del desarrollo moral en niños con discapacidades intelectuales de la edad escolar temprana.

This article analyzes scholarly approaches to the moral development of personality, describes the views of particular authors on this issue from the historical perspective; highlights and defines specific features and structural components of this notion; conducts a comparative analysis of moral development in case of normal ontogenesis and in case of intellectual disability. It also attempts to synthesize the existing scholarly approaches to the methods and conditions for effective moral development of children with intellectual disability in correlations with the structural components. In the main section of the article, the authors provide a general overview of the correction methods facilitating moral development and summarize the results of the experimental research of moral development in children with intellectual disabilities of the early school age., Este artículo analiza los enfoques académicos del desarrollo moral de la personalidad, describe las opiniones de autores particulares sobre este tema desde la perspectiva histórica; destaca y define características específicas y componentes estructurales de esta noción; realiza un análisis comparativo del desarrollo moral en caso de ontogénesis normal y en caso de discapacidad intelectual. También intenta sintetizar los enfoques académicos existentes sobre los métodos y condiciones para el desarrollo moral efectivo de los niños con discapacidad intelectual en correlaciones con los componentes estructurales. En la sección principal del artículo, los autores proporcionan una visión general de los métodos de corrección que facilitan el desarrollo moral y resumen los resultados de la investigación experimental del desarrollo moral en niños con discapacidades intelectuales de la edad escolar temprana.

This article analyzes scholarly approaches to the moral development of personality, describes the views of particular authors on this issue from the historical perspective; highlights and defines specific features and structural components of this notion; conducts a comparative analysis of moral development in case of normal ontogenesis and in case of intellectual disability. It also attempts to synthesize the existing scholarly approaches to the methods and conditions for effective moral development of children with intellectual disability in correlations with the structural components. In the main section of the article, the authors provide a general overview of the correction methods facilitating moral development and summarize the results of the experimental research of moral development in children with intellectual disabilities of the early school age., Este artículo analiza los enfoques académicos del desarrollo moral de la personalidad, describe las opiniones de autores particulares sobre este tema desde la perspectiva histórica; destaca y define características específicas y componentes estructurales de esta noción; realiza un análisis comparativo del desarrollo moral en caso de ontogénesis normal y en caso de discapacidad intelectual. También intenta sintetizar los enfoques académicos existentes sobre los métodos y condiciones para el desarrollo moral efectivo de los niños con discapacidad intelectual en correlaciones con los componentes estructurales. En la sección principal del artículo, los autores proporcionan una visión general de los métodos de corrección que facilitan el desarrollo moral y resumen los resultados de la investigación experimental del desarrollo moral en niños con discapacidades intelectuales de la edad escolar temprana.

Understanding the development of psychopathic personality from childhood to adulthood is crucial for understanding the development and stability of severe and long-lasting conduct problems and criminal behavior. This paper describes the development of a new teacher rated instrument to assess psychopathic personality from age three to 12, the Child Problematic Traits Inventory (CPTI). The reliability and validity of the CPTI was tested in a Swedish general population sample of 2,056 3- to 5-year-olds (mean age = 3.86; SD = .86; 53 % boys). The CPTI items loaded distinctively on three theoretically proposed factors: a Grandiose-Deceitful Factor, a Callous-Unemotional factor, and an Impulsive-Need for Stimulation factor. The three CPTI factors showed reliability in internal consistency and external validity, in terms of expected correlations with theoretically relevant constructs (e.g., fearlessness). The interaction between the three CPTI factors was a stronger predictor of concurrent conduct problems than any of the three individual CPTI factors, showing that it is important to assess all three factors of the psychopathic personality construct in early childhood. In conclusion, the CPTI seems to reliably and validly assess a constellation of traits that is similar to psychopathic personality as manifested in adolescence and adulthood.

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序說 : 複雑な親子関係への接近の一つとして, 近年, 親への同一視の面からする研究が多いが, なお, 同一視の理論的考察をすすめるとともに, より多くの実証的資料の集積がさらに必要と思われる。われわれも親の態度と子の性格との関連を媒介する変数として, 親への同一視をとりあげ, すでにいくつかの報告をしてきたが, その調査方法とも関連しなお検討の余地が少なくないようである。……, To investigate the relations among the parental identification, the attitudes of parents for their children and the personality of children, 250 boys and girls of a primary school, a middle school and a high school were tested on the semantic differential, the parent-child relation scale and the YG test. It was supposed that there were the some significant relations between the desirable attitudes of parents and the parental identification, but we could not conclude that there were any relations between the parental identification and the personal adjustment of children.

1)目的 : アパート居住者と非居住者の児童の心理的特性の差異を知り, その根拠を明かにしようとする。 / 2)方法 : (1)アパート(A群), 一般家庭(B群), 高収入者向アパート(C群)の児童4~6学年児について学業, 社会性を調べる (2)その背景としての親子関係をしらべるため, ラドケー中西の親子関係調査を行う。 / 3)結果 : (1)学業成績ではA, B群間に差はなく, A, C群では基礎学科にB, C群間には基礎学科芸能学科で差が見られた。(2)子どもの社会性については, A群は”おちつき”・”度量”の点でB群より優れておりC群は"おちつき” ”人気” “率先” "度量” “礼儀”の項目で好ましい結果を示した。(3)親子関係においては, A群はB群より民主的であり, C群は5項目でA, B群より民主的である。A群はB群に比べ許容的で, C群は更に許容的である。又, C群はA・B両群よりも子供ばさの奨励が強い。同胞不調和一調和については, 3群共に項目によって調和的であるといえる。 / 4)アパート居住児童は非居住児童に比し, ことに社会性においてすぐれ, 高収入者アパート児童程それが著しい。親子関係でもアパート居住者の方が, 子供に民主的で許容的であり人格形成上好ましい条件にあり, これも高級アパートで最も著しい。故にアパート生活そのものが子供の人格に直接影響するものか, 母の態度に影響して更にそれが, 子どもの人格形成を促進するものかは明かでないが, アパート生活が子供の人格にとって好ましい条件であるという事はできよう。, 1. Purpose : By comparing the psychological traits of children who live in apartment houses with those of children in detached houses, it is intended to clarify the factors that characterize them. / 2. Method : Subjects consisted of three groups, 40 families (A group) in apartment houses of an equal economic level as that of B group, 40 families (B group) in detached houses, and 40 families (C group) in apartment houses of a higher economic level. The children were from 10 to 12 years old, and attended the preliminary school in the same region. Their school records were surveyed, and the social adjustment examined through sociometry and GuessWho-Test. In order to disclose the parent's attitude to the child, Radke-Nakanishi Parent-child Relation Inquiries were made to the subjects' mothers. / 3. Results: a) On the school records, C group showed the higher scores than those of A and B groups except on gymnastics. b) In terms of composure and generousness, a significant difference was found between A and B. C group showed the characteristics of more composure and generousness than A and B, and moreover, of favorite, initiative and politeness. c) As for the relation of parent-child, 1) A group showed a more democratic attitude than B on the three items. C group was the most democratic. 2) A group was more permissive than B group on one item. C group was more permissive than A and B groups. 3) In the term of "manlike-childlike", a significant difference was observed between A and C, and also B and C. / 4. The children in apartment houses showed a better tendency in social adjustment in comparison with ones in the detached houses. Among the children in the apartment houses, the ones in the higher level of economy were more adjusted. The parents of apartment dwellers showed a more democratic and permissive attitude, much more so with the group of higher economic level. Therefore, the study indicated that living in the apartment houses has given some influences on children'

Children are most vital populace for nations, for optimal psychological, physical and emotional growth for its perspective beneficial citizens. Populace below the age group of 5 years comprises 20 percent of total population and are the most high-risk segment for under nutritional disorders. The childhood is the vital phase of the life for laying the basement for optimal wellbeing and sound mind. Citizens of developing countries are the principal victims of under nutrition. Over 800 million children around the worldwide are encountered with under nutrition. More than half of the childhood deaths in growing nations are due the reason of under nutrition. Malnutrition covers a vast continuum of illness including malnutrition of protein calorie and alters the individual’s growth on massive scale across the global. The most dispersed health and under nutrition problem in developing countries including India, is malnutrition of nutrition of calorie and growth retardation. United Nations International Children’s Emergency Funds (UNICEF) document “The Progress for Children” identifies that in the growing world 146 million children underneath 5 years are below weight, predisposing them to serious problems from common childhood ailments. The normal developmental milestone in preschool children includes, naming colors, showing affection and hooping on one foot. The developmental mile stones assessed by how children play, learn, speak, behave and move. Preschool children try to investigate and explore the things surrounding them. Family plays important role in shaping personality of children by this age preschool child should be able to run tricycle, safety use of scissors, understand the sexuality difference, assist themselves to dress and undress, mingle with other children, sing a song and remind the story or part. Problem Statement: A Pre-Experimental Study to Assess the Effectiveness of Structured Teaching Programs (STP) on Knowledge Regarding Kwashiorkor and Marasmus Amon

The following article, entitled: “Through the concretion of the best interest of the child”, is proposed to analize the best interest, taking into account different theoretical positions and legal norms. As the objective, it has to concrete the content of this undetermined concept, general notion, in order to guarantee that its interpretation and application become according to law and prevent the abusive discretion of public and/or private authorities. Systems of concretion are criticized, so it includes the general clause and the pre-established legal criteria. Finally, they must not be taken in a limited way, but as complements to reach a whole development of the personality of children., El presente artículo, titulado: “Hacia la objetivación del interés superior de la niñez y la adolescencia”, se propone analizar el interés superior en cuestión a partir de las diversas posturas teóricas que se han asumido, así como las propuestas normativas que se han dictado. Todo ello tiene como finalidad que se concrete el contenido de un concepto indeterminado, de una noción marco, para que su interpretación y consiguiente aplicación resulte ajustada a Derecho, so pena de incurrir en una abusiva discrecionalidad por parte de la autoridad pública y/o privada. Se valoran los sistemas de objetivación, a saber: cláusula general y criterios normativos preestablecidos. Finalmente, valga resaltar que no han de asumirse de forma ingenua, sino que ambos sistemas deben complementarse en pos de alcanzar ese desarrollo holístico de la personalidad de niños, niñas y adolescentes.

Social networks have become a context of great inf luence in the socialization, learning and formation of the personality of children and adolescents. This work has two objectives. On the one hand, to know the prevalence of the use of social networks in a sample of Spanish preadolescents, analyzing which social networks they use more and possible gender differences. On the other hand, knowing who they follow and what kind of content they see on social networks, also analyzing possible gender differences. For this, a self-report questionnaire on the use of social networks was applied to 548 students (49.7% girls) in the 6th year of Primary Education (10-13 years old). The obtained results show a generalized use of social networks in these ages. Applications that allow sharing and viewing videos, as well as instant messaging applications, are mainly used. The pattern of use shows results consistent with traditional gender roles. Boys follow publications about sports or video games more than girls. Girls follow publications about music, fashion, health/beauty, politics, art and celebrities more than boys. Girls follow family members through social networks to a greater extent than boys. The main educational implications of these results are discussed, Las redes sociales se han convertido en un contexto de gran inf luencia en la socialización, el aprendizaje y la formación de la personalidad de infantes y adolescentes. El presente trabajo parte de dos objetivos. Por un lado, conocer la prevalencia de uso de redes sociales en una muestra de preadolescentes españoles, analizando qué redes sociales usan más y posibles diferencias en función del género. Por otro lado, conocer a quién siguen y qué tipo de contenidos ven en las redes sociales, analizando también posibles diferencias entre ellos y ellas. Para ello, se aplicó un cuestionario de autoinforme sobre uso de redes sociales a 548 estudiantes (49.7% chicas) de 6º de Educación Primaria (10-13 años). Los resultados obtenidos muestran un uso generalizado de las redes sociales en estas edades. Principalmente se usan aplicaciones que permiten compartir y ver vídeos, así como aplicaciones de mensajería instantánea. El patrón de uso muestra resultados congruentes con los roles de género tradicionales. Los chicos siguen más que las chicas publicaciones sobre deporte o videojuegos. Las chicas siguen más que los chicos publicaciones sobre música, moda, salud/belleza, política, arte y famosos. Las chicas siguen a través de redes sociales a familiares, en mayor medida que los chicos. Se discuten las principales implicaciones educativas de estos resultados.

Education is the main means in efforts to improve the quality of human resources. Without education, it will be difficult to obtain good quality human resources. The family environment is the first educational environment. The main task of the family is raising children by laying the foundation for moral education and a religious attitude towards life. The nature and personality of children are mainly inherited from parents and other families.This study aims to determine the relationship between parental attention and the responsibility of adolescent worship in the village of Bandar Khalipah, Percut Sei Tuan District. This type of research is quantitative and belongs to the data interval. This study consists of two variables, namely; parental attention (X) is the independent variable and youth worship (Y) is the dependent variable. The population of this study were teenagers in Bandar Khalipah Village, Percut Sei Tuan District, totaling 20 people with stratified sampling, namely representing a population of only 3 teenagers. The results showed that parental attention was in the high category with the aspect of taking care of material needs in the high category and the aspect of creating affection was in the high category and most of the youth's worship was in the good category with the thought aspects of worship being in the bad category, aspects of moral behavior are in the good category, but in this aspect there are still students who are in the bad category.

Education is the main means in efforts to improve the quality of human resources. Without education, it will be difficult to obtain good quality human resources. The family environment is the first educational environment. The main task of the family is raising children by laying the foundation for moral education and a religious attitude towards life. The nature and personality of children are mainly inherited from parents and other families.This study aims to determine the relationship between parental attention and the responsibility of adolescent worship in the village of Bandar Khalipah, Percut Sei Tuan District. This type of research is quantitative and belongs to the data interval. This study consists of two variables, namely; parental attention (X) is the independent variable and youth worship (Y) is the dependent variable. The population of this study were teenagers in Bandar Khalipah Village, Percut Sei Tuan District, totaling 20 people with stratified sampling, namely representing a population of only 3 teenagers. The results showed that parental attention was in the high category with the aspect of taking care of material needs in the high category and the aspect of creating affection was in the high category and most of the youth's worship was in the good category with the thought aspects of worship being in the bad category, aspects of moral behavior are in the good category, but in this aspect there are still students who are in the bad category.

Education is the main means in efforts to improve the quality of human resources. Without education, it will be difficult to obtain good quality human resources. The family environment is the first educational environment. The main task of the family is raising children by laying the foundation for moral education and a religious attitude towards life. The nature and personality of children are mainly inherited from parents and other families.This study aims to determine the relationship between parental attention and the responsibility of adolescent worship in the village of Bandar Khalipah, Percut Sei Tuan District. This type of research is quantitative and belongs to the data interval. This study consists of two variables, namely; parental attention (X) is the independent variable and youth worship (Y) is the dependent variable. The population of this study were teenagers in Bandar Khalipah Village, Percut Sei Tuan District, totaling 20 people with stratified sampling, namely representing a population of only 3 teenagers. The results showed that parental attention was in the high category with the aspect of taking care of material needs in the high category and the aspect of creating affection was in the high category and most of the youth's worship was in the good category with the thought aspects of worship being in the bad category, aspects of moral behavior are in the good category, but in this aspect there are still students who are in the bad category.

Education is the main means in efforts to improve the quality of human resources. Without education, it will be difficult to obtain good quality human resources. The family environment is the first educational environment. The main task of the family is raising children by laying the foundation for moral education and a religious attitude towards life. The nature and personality of children are mainly inherited from parents and other families.This study aims to determine the relationship between parental attention and the responsibility of adolescent worship in the village of Bandar Khalipah, Percut Sei Tuan District. This type of research is quantitative and belongs to the data interval. This study consists of two variables, namely; parental attention (X) is the independent variable and youth worship (Y) is the dependent variable. The population of this study were teenagers in Bandar Khalipah Village, Percut Sei Tuan District, totaling 20 people with stratified sampling, namely representing a population of only 3 teenagers. The results showed that parental attention was in the high category with the aspect of taking care of material needs in the high category and the aspect of creating affection was in the high category and most of the youth's worship was in the good category with the thought aspects of worship being in the bad category, aspects of moral behavior are in the good category, but in this aspect there are still students who are in the bad category.

Education is the main means in efforts to improve the quality of human resources. Without education, it will be difficult to obtain good quality human resources. The family environment is the first educational environment. The main task of the family is raising children by laying the foundation for moral education and a religious attitude towards life. The nature and personality of children are mainly inherited from parents and other families.This study aims to determine the relationship between parental attention and the responsibility of adolescent worship in the village of Bandar Khalipah, Percut Sei Tuan District. This type of research is quantitative and belongs to the data interval. This study consists of two variables, namely; parental attention (X) is the independent variable and youth worship (Y) is the dependent variable. The population of this study were teenagers in Bandar Khalipah Village, Percut Sei Tuan District, totaling 20 people with stratified sampling, namely representing a population of only 3 teenagers. The results showed that parental attention was in the high category with the aspect of taking care of material needs in the high category and the aspect of creating affection was in the high category and most of the youth's worship was in the good category with the thought aspects of worship being in the bad category, aspects of moral behavior are in the good category, but in this aspect there are still students who are in the bad category.

El aprendizaje de los idiomas extranjeros representa un elemento fundamental en el mundo globalizado y esa enseñanza se ha generalizado incluso en la educación infantil. Sin embargo, podemos observar que poco se enseña en lo que concierne las culturas extranjeras. Por esta razón en el presente documento se expone la necesidad de un cambio en la forma de educar a los niños de Educación Infantil con respecto a esta materia. También hablaremos de las diferencias que encontramos entre la realidad del aula y lo que está presente en documentos oficiales como es el Curriculum de Educación Infantil. Además, conoceremos la importancia que tiene el estudio de las diferentes culturas que existen para un mejor desarrollo de la personalidad de los niños que, a su vez, tienen mayor facilidad para estos aprendizajes. Por último, ofrecemos una propuesta de actividades didácticas que se podrán llevar a cabo en un aula de Educación Infantil para demostrar que el aprendizaje de diferentes culturas puede llevarse a cabo pese a la corta edad de nuestros alumnos. La programación didáctica que presentamos está referida a las culturas inglesa, francesa, portuguesa e incluimos la etnia gitana debido a su gran presencia en nuestra sociedad y su poco conocimiento., The learning of foreign languages represents a fundamental element in the globalized world and this teaching has become widespread even in early childhood education. However, we can observe that little is taught regarding foreign cultures. For this reason, this document presents the need for a change in the way of educating children in Early Childhood Education regarding this matter. We will also talk about the differences that we find between the reality of the classroom and what is present in official documents such as the Early Childhood Education Curriculum. In addition, we will know the importance of the study of the different cultures that exist for a better development of the personality of children who, in turn, have greater facility for these learnings. Finally, we offer a proposal of didactic activities that can be carried out in a classroom of Early Childhood Education to demonstrate that the learning of different cultures can be carried out despite the young age of our students. The didactic program that we present refers to the English, French, and Portuguese cultures and we include the gypsy ethnic group due to their great presence in our society and their little knowledge., Grado en Educación Infantil

El aprendizaje de los idiomas extranjeros representa un elemento fundamental en el mundo globalizado y esa enseñanza se ha generalizado incluso en la educación infantil. Sin embargo, podemos observar que poco se enseña en lo que concierne las culturas extranjeras. Por esta razón en el presente documento se expone la necesidad de un cambio en la forma de educar a los niños de Educación Infantil con respecto a esta materia. También hablaremos de las diferencias que encontramos entre la realidad del aula y lo que está presente en documentos oficiales como es el Curriculum de Educación Infantil. Además, conoceremos la importancia que tiene el estudio de las diferentes culturas que existen para un mejor desarrollo de la personalidad de los niños que, a su vez, tienen mayor facilidad para estos aprendizajes. Por último, ofrecemos una propuesta de actividades didácticas que se podrán llevar a cabo en un aula de Educación Infantil para demostrar que el aprendizaje de diferentes culturas puede llevarse a cabo pese a la corta edad de nuestros alumnos. La programación didáctica que presentamos está referida a las culturas inglesa, francesa, portuguesa e incluimos la etnia gitana debido a su gran presencia en nuestra sociedad y su poco conocimiento., The learning of foreign languages represents a fundamental element in the globalized world and this teaching has become widespread even in early childhood education. However, we can observe that little is taught regarding foreign cultures. For this reason, this document presents the need for a change in the way of educating children in Early Childhood Education regarding this matter. We will also talk about the differences that we find between the reality of the classroom and what is present in official documents such as the Early Childhood Education Curriculum. In addition, we will know the importance of the study of the different cultures that exist for a better development of the personality of children who, in turn, have greater facility for these learnings. Finally, we offer a proposal of didactic activities that can be carried out in a classroom of Early Childhood Education to demonstrate that the learning of different cultures can be carried out despite the young age of our students. The didactic program that we present refers to the English, French, and Portuguese cultures and we include the gypsy ethnic group due to their great presence in our society and their little knowledge., Grado en Educación Infantil

The work is devoted to the topical problem of linguoculture. The subject of the research is cultural codes in children's discourse based on the materials of the living speech of Russian children on the site "Children Speak". For the research general scientific methods of analysis and generalization, descriptive and contextological methods, the method of linguoculturological and ontogenetic analysis are used. As a result, the linguocultural and linguo-sociological aspects of the formation of a child's linguistic personality are considered. At the same time, attention is focused on identifying the peculiarities of Russian children's discourse in the linguocultural aspect, studying the ethnocultural determinants of creating the linguistic personality of children. Based on the results of the analysis, it was concluded that the national culture is one of the decisive factors affecting the speech activity of children. In the process of mastering the native language, the child simultaneously acquires a special national mentality and creates a system of values that coincides with it, such as patriotism, the symbolic meaning of animal archetypes, attitude towards the family, etc. Moreover, under the influence of a child's linguistic personality, a certain deviation from the usual national worldview is also manifested in children's discourse.

Antisocial personality is generally used to describe people who treat other people with callous disregard and disrespect. Although animal cruelty is diagnostic of conduct disorder, a precursor of antisocial personality in children, it is unclear whether the term antisocial also encompasses disregard and disrespect toward nonhuman animals among adults. In this study, we examined associations between three antianimal attitudes and behaviors-speciesism, hunting/fishing, and lack of sympathy for animal rights-and traits that underlie adult antisocial behavior. We found consistent links between antisocial personality traits and antianimal attitudes and behaviors in 2 samples. These effects were generally specific to traits linked to antisociality (although we also found associations with low openness), and these traits were stronger as predictors of variation among meat eaters than as predictors of differences between vegetarians and meat eaters. These results suggest that the term antisocial applies to negative attitudes and behaviors toward both humans and nonhuman animals and imply the potential value of considering antianimal attitudes and behaviors in the clinical assessment of antisocial personality. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

El aprendizaje de los idiomas extranjeros representa un elemento fundamental en el mundo globalizado y esa enseñanza se ha generalizado incluso en la educación infantil. Sin embargo, podemos observar que poco se enseña en lo que concierne las culturas extranjeras. Por esta razón en el presente documento se expone la necesidad de un cambio en la forma de educar a los niños de Educación Infantil con respecto a esta materia. También hablaremos de las diferencias que encontramos entre la realidad del aula y lo que está presente en documentos oficiales como es el Curriculum de Educación Infantil. Además, conoceremos la importancia que tiene el estudio de las diferentes culturas que existen para un mejor desarrollo de la personalidad de los niños que, a su vez, tienen mayor facilidad para estos aprendizajes. Por último, ofrecemos una propuesta de actividades didácticas que se podrán llevar a cabo en un aula de Educación Infantil para demostrar que el aprendizaje de diferentes culturas puede llevarse a cabo pese a la corta edad de nuestros alumnos. La programación didáctica que presentamos está referida a las culturas inglesa, francesa, portuguesa e incluimos la etnia gitana debido a su gran presencia en nuestra sociedad y su poco conocimiento., The learning of foreign languages represents a fundamental element in the globalized world and this teaching has become widespread even in early childhood education. However, we can observe that little is taught regarding foreign cultures. For this reason, this document presents the need for a change in the way of educating children in Early Childhood Education regarding this matter. We will also talk about the differences that we find between the reality of the classroom and what is present in official documents such as the Early Childhood Education Curriculum. In addition, we will know the importance of the study of the different cultures that exist for a better development of the personality of children who, in turn, have greater facility for these learnings. Finally, we offer a proposal of didactic activities that can be carried out in a classroom of Early Childhood Education to demonstrate that the learning of different cultures can be carried out despite the young age of our students. The didactic program that we present refers to the English, French, and Portuguese cultures and we include the gypsy ethnic group due to their great presence in our society and their little knowledge., Grado en Educación Infantil

El aprendizaje de los idiomas extranjeros representa un elemento fundamental en el mundo globalizado y esa enseñanza se ha generalizado incluso en la educación infantil. Sin embargo, podemos observar que poco se enseña en lo que concierne las culturas extranjeras. Por esta razón en el presente documento se expone la necesidad de un cambio en la forma de educar a los niños de Educación Infantil con respecto a esta materia. También hablaremos de las diferencias que encontramos entre la realidad del aula y lo que está presente en documentos oficiales como es el Curriculum de Educación Infantil. Además, conoceremos la importancia que tiene el estudio de las diferentes culturas que existen para un mejor desarrollo de la personalidad de los niños que, a su vez, tienen mayor facilidad para estos aprendizajes. Por último, ofrecemos una propuesta de actividades didácticas que se podrán llevar a cabo en un aula de Educación Infantil para demostrar que el aprendizaje de diferentes culturas puede llevarse a cabo pese a la corta edad de nuestros alumnos. La programación didáctica que presentamos está referida a las culturas inglesa, francesa, portuguesa e incluimos la etnia gitana debido a su gran presencia en nuestra sociedad y su poco conocimiento., The learning of foreign languages represents a fundamental element in the globalized world and this teaching has become widespread even in early childhood education. However, we can observe that little is taught regarding foreign cultures. For this reason, this document presents the need for a change in the way of educating children in Early Childhood Education regarding this matter. We will also talk about the differences that we find between the reality of the classroom and what is present in official documents such as the Early Childhood Education Curriculum. In addition, we will know the importance of the study of the different cultures that exist for a better development of the personality of children who, in turn, have greater facility for these learnings. Finally, we offer a proposal of didactic activities that can be carried out in a classroom of Early Childhood Education to demonstrate that the learning of different cultures can be carried out despite the young age of our students. The didactic program that we present refers to the English, French, and Portuguese cultures and we include the gypsy ethnic group due to their great presence in our society and their little knowledge., Grado en Educación Infantil

The work is devoted to the topical problem of linguoculture. The subject of the research is cultural codes in children's discourse based on the materials of the living speech of Russian children on the site "Children Speak". For the research general scientific methods of analysis and generalization, descriptive and contextological methods, the method of linguoculturological and ontogenetic analysis are used. As a result, the linguocultural and linguo-sociological aspects of the formation of a child's linguistic personality are considered. At the same time, attention is focused on identifying the peculiarities of Russian children's discourse in the linguocultural aspect, studying the ethnocultural determinants of creating the linguistic personality of children. Based on the results of the analysis, it was concluded that the national culture is one of the decisive factors affecting the speech activity of children. In the process of mastering the native language, the child simultaneously acquires a special national mentality and creates a system of values that coincides with it, such as patriotism, the symbolic meaning of animal archetypes, attitude towards the family, etc. Moreover, under the influence of a child's linguistic personality, a certain deviation from the usual national worldview is also manifested in children's discourse.

The work is devoted to the topical problem of linguoculture. The subject of the research is cultural codes in children's discourse based on the materials of the living speech of Russian children on the site "Children Speak". For the research general scientific methods of analysis and generalization, descriptive and contextological methods, the method of linguoculturological and ontogenetic analysis are used. As a result, the linguocultural and linguo-sociological aspects of the formation of a child's linguistic personality are considered. At the same time, attention is focused on identifying the peculiarities of Russian children's discourse in the linguocultural aspect, studying the ethnocultural determinants of creating the linguistic personality of children. Based on the results of the analysis, it was concluded that the national culture is one of the decisive factors affecting the speech activity of children. In the process of mastering the native language, the child simultaneously acquires a special national mentality and creates a system of values that coincides with it, such as patriotism, the symbolic meaning of animal archetypes, attitude towards the family, etc. Moreover, under the influence of a child's linguistic personality, a certain deviation from the usual national worldview is also manifested in children's discourse.

BACKGROUND: Dementia is a key health issue worldwide. In Sweden, as in other European countries, most persons with dementia live in domestic settings and are often cared for by their family members. This scoping review aims to describe the perspectives of children and young adults with a parent diagnosed with dementia. Young family members may be alone and without support despite their high level of care burden. DESIGN AND METHODS: Three electronic databases (PubMed, Web of Science and PsycINFO) were used to search for English-language articles focusing on children and young adults between the ages of 6 and 34 who have a parent diagnosed with dementia. A thematic synthesis of the included articles was performed. FINDINGS: Sixteen original published qualitative studies were identified. These studies were categorised based on information about the authors, year of publication, study location, participants, aim of the study, data collection, analysis and main findings. Five main analytical themes were identified: (1) children and young adults identify changes in their parents' behaviour and personality, (2) children and young adults experience changed roles and relationships within the family, (3) children and young adults need to cope with an uncertain future, (4) children and young adults relate changes in their parent to their own mixed emotions and (5) children and young adults need help and seek it out but experience inadequate support. CONCLUSIONS: The children and young adults in the included studies seem to provide significant levels of care and support to their affected parent, which may affect their own health, social relations, community participation, employment, education, finances and sense of security. This means that it is important for health care systems and social services to identify barriers to these young family members' access to relevant care and support for themselves.

The article deals with the role of national customs and traditions in the formation of ethnopsychological features in the personality of children and teenagers and the views of young people on their national characteristics, spiritual and moral values, cultural traditions, customs and values, their preservation and transmission from generation to generation and the factors influencing the knowledge of national characteristics are described.

The article deals with the role of national customs and traditions in the formation of ethnopsychological features in the personality of children and teenagers and the views of young people on their national characteristics, spiritual and moral values, cultural traditions, customs and values, their preservation and transmission from generation to generation and the factors influencing the knowledge of national characteristics are described.

Antisocial personality is generally used to describe people who treat other people with callous disregard and disrespect. Although animal cruelty is diagnostic of conduct disorder, a precursor of antisocial personality in children, it is unclear whether the term antisocial also encompasses disregard and disrespect toward nonhuman animals among adults. In this study, we examined associations between three antianimal attitudes and behaviors-speciesism, hunting/fishing, and lack of sympathy for animal rights-and traits that underlie adult antisocial behavior. We found consistent links between antisocial personality traits and antianimal attitudes and behaviors in 2 samples. These effects were generally specific to traits linked to antisociality (although we also found associations with low openness), and these traits were stronger as predictors of variation among meat eaters than as predictors of differences between vegetarians and meat eaters. These results suggest that the term antisocial applies to negative attitudes and behaviors toward both humans and nonhuman animals and imply the potential value of considering antianimal attitudes and behaviors in the clinical assessment of antisocial personality. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Objective - Woefully, the early onset of anxiety disorders had affected children in different aspects throughout their developmental stages. In order to get rid of the increased prevalence rate among children, the biological attributed risk factors for anxiety should be given more concern. Particularly, this research intended to study the biological brain mechanism for trait anxiety among children. With brain electrical activity mapping, this research was aimed to study the relationship between the brain locations situated at the prefrontal cortex and temporal lobe with trait anxiety. Subsequently, this research aimed to predict the associated brain locations for trait anxiety among anxious children. Methodology/Technique - A total of 212 Chinese children from Kuala Lumpur, Malaysia with high trait anxiety was recruited after the first phase of the screening phase through the administration of the State-Trait Anxiety Inventory for Children-Trait Scale (STAIC-T). Recruited children then proceeded to the second phase of brain electrical activity brain mapping with a Quantitative Electroencephalogram (qEEG) brain mapping machine. Finding - Results showed that brain locations Fp1, Fp2, F7, F8, F3, F4, T3, and T4 are significantly correlated with trait anxiety while F8, Fp2, F4, and Fp1 are the significant predictors for trait anxiety among children during on task state. In short, the biological brain mechanism of brain locations played a role in forming the anxious trait the personality of children which resulted in reducing their resilience towards stress.

Objective - Woefully, the early onset of anxiety disorders had affected children in different aspects throughout their developmental stages. In order to get rid of the increased prevalence rate among children, the biological attributed risk factors for anxiety should be given more concern. Particularly, this research intended to study the biological brain mechanism for trait anxiety among children. With brain electrical activity mapping, this research was aimed to study the relationship between the brain locations situated at the prefrontal cortex and temporal lobe with trait anxiety. Subsequently, this research aimed to predict the associated brain locations for trait anxiety among anxious children. Methodology/Technique - A total of 212 Chinese children from Kuala Lumpur, Malaysia with high trait anxiety was recruited after the first phase of the screening phase through the administration of the State-Trait Anxiety Inventory for Children-Trait Scale (STAIC-T). Recruited children then proceeded to the second phase of brain electrical activity brain mapping with a Quantitative Electroencephalogram (qEEG) brain mapping machine. Finding - Results showed that brain locations Fp1, Fp2, F7, F8, F3, F4, T3, and T4 are significantly correlated with trait anxiety while F8, Fp2, F4, and Fp1 are the significant predictors for trait anxiety among children during on task state. In short, the biological brain mechanism of brain locations played a role in forming the anxious trait the personality of children which resulted in reducing their resilience towards stress.

Diplomová práce na téma Vliv internetu a sociálních sítí na oblast komunikace a vytváření mezilidských vztahů u dětí a mládeže bude zaměřena na pozitivní a negativní vlivy působící na osobnost dětí a mladých lidí v důsledku užívání služeb internetu a sociálních sítí. Teoretická část bude shrnovat dostupné poznatky v oblasti informačních a komunikačních technologií, internetu, sociálních sítí a specifických rysů virtuálního světa. Svoji pozornost budu zaměřovat především na pozitivní a negativní jevy ovlivňující způsoby komunikace a vytváření mezilidských vztahů mezi dětmi a mladými lidmi v rodinném a školním prostředí v důsledku působení internetu a sociálních sítí majících vliv na děti a mládež. V neposlední řadě se budu zabývat otázkami bezpečného pohybu dítěte/mladistvého v on-line prostředí. V praktické části sleduji důležitost postavení internetu a sociálních sítí v životě dítěte/mladistvého, a to v rodinném i školním prostředí. Dále zjišťuji, k jakým účelům jej používají, jaké je doprovázejí emoce v důsledku jejich užívání, kolik svého denního času s nimi stráví, zda se v jejich životě vyskytly možné problémy spojené s užíváním služeb, které jim virtuální svět poskytuje. Nepostradatelnou složkou je vnímání bezpečnosti v on-line prostředí, proto se jí věnuji v konečné části výzkumu., The thesis on "The influence of the internet and social networks on communication and creation of interpersonal relations in children and adolescents" will focus on the positive and negative effects on the personality of children and young people resulting from using internet and social networks. The theoretical part will summarize available know ledge of information and communication technologies, internet, social networks and specific features of the virval world. I will focus mainly on positive and negative phenomen a affecting the wals of communication and creation of interpersonal relationships between children and young people in the family and school environment as a consequence of effect of the internet and social networks, which has influence on children and adolescents. Finally I will deal with is sues of safe movement of child/adolescent in the online environment. In the practical part I will monitor the importace of the position of the internet and social networks in life ofchild/adolescent in the family and school environment. Further I will find out for chat purposes they use them, which emotikons accompany them as a reset of thein using, how much of thein daily time Theky spend with them, whethert here were any possible complications in thein lives as sociated with using of these services, which are provided by the virval world. Anindispensable part is the perception of safety in the online environment, there fore I will deal with it at the end of the research., Fakulta filozofická, Studentka představila cíle, metody a závěry své diplomové práce a zodpověděla otázky z posudků a dotazy členů komise.

El objeto de estudio de este trabajo son los estereotipos sexistas presentes en la publicidad televisiva española y su influencia en el menor. Para empezar, se introducirá el tema hablando brevemente sobre la historia de la publicidad, centrándonos en la publicidad infantil y a continuación se describirá el panorama actual de la publicidad televisiva (características y tendencias de los últimos 10 años). Seguidamente, analizaremos algunos de los spots más relevantes de los últimos 5 años; resaltando cómo estos perfilan identidades de género determinadas, contribuyendo de ese modo a la perpetración de estos estereotipos. Además se estudiará cómo puede afectar su uso en el comportamiento y la personalidad de los niños. Finalmente se describirá la importancia de la lucha contra el sexismo desde la infancia para que los niños se puedan desarrollar libremente y se incluirán algunos ejemplos de iniciativas que ya se están llevando a cabo., The object of study of this work are the sexist stereotypes present in Spanish television advertising and its influence on the minor. To begin with, we are going to introduce briefly on the history of advertising, focusing on children's advertising and then we will describe the current panorama of television advertising (characteristics and trends of the last 10 years). Next, we will analyze some of the most relevant spots of the last 5 years; highlighting how they shape specific gender identities, contributing to the perpetration of these stereotypes. In addition will be studied how it can affect their use in the behavior and personality of children. Finally, we will describe the importance of combating sexism from childhood so that children can develop freely and we will include some examples of initiatives already under way.

El objeto de estudio de este trabajo son los estereotipos sexistas presentes en la publicidad televisiva española y su influencia en el menor. Para empezar, se introducirá el tema hablando brevemente sobre la historia de la publicidad, centrándonos en la publicidad infantil y a continuación se describirá el panorama actual de la publicidad televisiva (características y tendencias de los últimos 10 años). Seguidamente, analizaremos algunos de los spots más relevantes de los últimos 5 años; resaltando cómo estos perfilan identidades de género determinadas, contribuyendo de ese modo a la perpetración de estos estereotipos. Además se estudiará cómo puede afectar su uso en el comportamiento y la personalidad de los niños. Finalmente se describirá la importancia de la lucha contra el sexismo desde la infancia para que los niños se puedan desarrollar libremente y se incluirán algunos ejemplos de iniciativas que ya se están llevando a cabo., The object of study of this work are the sexist stereotypes present in Spanish television advertising and its influence on the minor. To begin with, we are going to introduce briefly on the history of advertising, focusing on children's advertising and then we will describe the current panorama of television advertising (characteristics and trends of the last 10 years). Next, we will analyze some of the most relevant spots of the last 5 years; highlighting how they shape specific gender identities, contributing to the perpetration of these stereotypes. In addition will be studied how it can affect their use in the behavior and personality of children. Finally, we will describe the importance of combating sexism from childhood so that children can develop freely and we will include some examples of initiatives already under way.

Nowadays not only formal but also non-formal education plays a significant role in the context of lifelong learning. By getting involved in various non-formal education activities, with overall and personality development, children and young people socialise, gain new experiences, and acquire new social roles. The wider the spectrum of non-formal education activities, the more possibilities there are for each child and young person to find the most suitable to get involved in according to their interests, needs, abilities, future intentions and goals. One of the forms of non-formal education for children and youth is theatre art non-formal education, which finds its theoretical methodological base in drama pedagogy. School drama clubs, optional course of public speech, drama studio etc. have a significant role and contribute to the promotion of students’ personality development and socialisation. The aim of this article is to give a theoretical justification of the youth theatre art non-formal education in the context of drama pedagogy historical development. The approaches, principles, new methods of drama pedagogy were and are currently used by teachers-practitioners in many countries not only in the drama non-formal education but also throughout formal education – by including drama elements as learning techniques and methods across different subjects, thus making the drama pedagogy universal, constantly present everywhere and at all times.

Durante la etapa de educación primaria se produce un gran desarrollo de la personalidad de los niños, siendo un momento idóneo para que adquieran y forjen hábitos de vida saludables que perduren en su vida de adulto. Se propone así una investigación con el objetivo de analizar los estilos de vida de los escolares en las variables de ejercicio físico y alimentación saludable, realizando propuestas para combatir uno de los grandes problemas de la población infantil del siglo XXI: la obesidad. Participan en el estudio un total de 310 alumnos (174 niños y 136 niñas), con edades comprendidas entre los 9 y los 12 años (5º y 6º curso) de 6 centros de educación infantil y primaria de la ciudad de Santiago de Compostela. Se emplea como instrumento de recogida de datos un cuestionario Ad Hoc de 19 ítems para medir la dimensión de alimentación saludable (9 ítems) y de actividad física (10 ítems). Los resultados muestran una tendencia de los estudiantes a consumir alimentos hipercalóricos en el recreo, una escasa práctica de actividad física semanal y el uso intensivo de las nuevas tecnologías, tendiendo de esta forma al sedentarismo y, consecuentemente, al aumento de la obesidad infantil. El fomento y adquisición de hábitos de vida saludables debe constituir una prioridad de las administraciones públicas, de las familias y de los propios docentes, haciendo un frente común para frenar los altos índices de obesidad infantil e invertir esta tendencia., During the stage of primary education, there is a great development of the personality of children, being a perfect moment for them to acquire and forge healthy lifestyle habits that endure in their adult life. The intention of this study is to analyze the lifestyles of students in the variables of physical exercise and healthy eating, making proposals to combat one of the major problems of children in the 21st century: the obesity. There take part in the study a total of 310 students (174 boys and 136 girls), with aged between 9 and 12 years old (5th and 6th course) of 6 centers of early childhood education and primary of the city of Santiago de Compostela. It was used an Ad Hoc questionnaire of 19 items for data collection to measure the healthy eating dimension (9 items) and physical activity (10 items). The results show a tendency of students to eat hypercaloric food in the playtime, a scarce practice of weekly physical activity and the intensive use of new technologies, tending then to sedentarism and, consequently, to the increase in childhood obesity. The development and acquisition of healthy lifestyle habits must be a priority of the public administrations, families and teachers, making a common front to stop the high rates of childhood obesity and reverse this trend.

Nowadays not only formal but also non-formal education plays a significant role in the context of lifelong learning. By getting involved in various non-formal education activities, with overall and personality development, children and young people socialise, gain new experiences, and acquire new social roles. The wider the spectrum of non-formal education activities, the more possibilities there are for each child and young person to find the most suitable to get involved in according to their interests, needs, abilities, future intentions and goals. One of the forms of non-formal education for children and youth is theatre art non-formal education, which finds its theoretical methodological base in drama pedagogy. School drama clubs, optional course of public speech, drama studio etc. have a significant role and contribute to the promotion of students’ personality development and socialisation. The aim of this article is to give a theoretical justification of the youth theatre art non-formal education in the context of drama pedagogy historical development. The approaches, principles, new methods of drama pedagogy were and are currently used by teachers-practitioners in many countries not only in the drama non-formal education but also throughout formal education – by including drama elements as learning techniques and methods across different subjects, thus making the drama pedagogy universal, constantly present everywhere and at all times.

В статье рассматриваются условия, при которых конструктор lego будет эффективным педагогическим средством, способствующим развитию творческих способностей детей старшего дошкольного возраста, роль лего-конструирования в развитии личности детей старшего дошкольного возраста., The article considers the conditions under which the lego-kit will be an effective pedagogical instrument of development of creative abilities of the children of senior preschool age, the role of legodesigning in the development of the personality of children of senior preschool age.

The idea of this Special Focus first came to us while we were carrying out fundamental research about children in two different countries and con- texts in Southeast Asia. While Silvia Vignato was enquiring about children’s rescue after the 2004 tsunami and the end of a 30-year long conflict in Aceh, Giuseppe Bolotta was in the slums of Bangkok, doing research with children connected to NGOs. In both cases, the young people we met were growing up outside their families, however these are defined, and raised in different institutions committed to leading children towards developing specific ideals of adulthood. For different reasons, these children had to ac- quire various degrees of independence from parental figures. Owing to our common, albeit separated in time, first training as clinical psychologists, we were familiar with theories of child development stating that primary relationships, especially with the mother, play a fundamental role in children’s and youth’s development of a healthy “identity”.1 In their absence, for example according to ground-breaking psychiatrist Salman Akhtar (1984), a “syndrome of identity diffusion” might insurge, leading to a pathologic personality. The children we met challenged much of our former knowledge. Firstly, they were raised within family structures, which could differ quite radically from the modern bourgeois ideal of the nuclear family postulated as univer- sal by most Western psychology. Secondly, they showed that despite quite early separation from parents or other meaningful kin, and experiences of poverty and educational disadvantage, they were coping quite well – to the point of being able to make choices and behave independently. To our sens- es, their behaviour and talks testified of sharp social and emotional skills of emotion and subjectivity that enables a person to have a coeherent reflexive feeling and thinking of what she is and does (Erikson, 1968). Beyond common-sense considerations, theories specifically