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2. The Changing Child Population of the United States: Analysis of Data from the 2010 Census. KIDS COUNT Working Paper
- Author
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Annie E. Casey Foundation and William O'Hare
- Abstract
This paper explores the nation's changing child population based on data from the 2010 census. While the number of U.S. children increased only slightly, the demographic shifts within the population were considerable. Some areas of the country (Nevada and Texas) and some demographic groups (including children of mixed race) grew significantly, while the number of children in other areas (Vermont and New York) and in other groups (such as non-Hispanic whites) declined. Appended are: (1) State Changes in Child Population 1990, 2000, and 2010; and (2) Distribution of Children (under age 18) by Race and Hispanic Origin: 2010. (Contains 16 tables, 3 figures, 1 chart and 30 endnotes.)
- Published
- 2011
3. Adventure Therapy and Adjudicated Youth. AEE White Papers
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Association for Experiential Education, Boulder, CO.
- Abstract
The most recent figures place the number of juvenile arrests in the United States at 2.11 million. (OJJDP, 2009). In some states, children as young as 10 years old are incarcerated for violent offenses. Crowded juvenile facilities are often unable to meet the needs of these large numbers of youth. The cost to treat offenders within long-term residential facilities is expensive. States spend anywhere from $4 million (in smaller states like Hawaii) to $450 million in larger states such as California on their annual juvenile corrections budget (freelibrary.com, 2010). Locked confinement in a state juvenile correction institution can run in excess of $60,000 annually (Tyler, Ziedenberg, and Lotke, 2006). As an alternative to incarceration for adjudicated youth, several forms of adventure therapy programming have been used. Most of these programs were developed around the premise that the structure of the adventure experience and associated facilitation could produce beneficial changes more effectively than time spent within a locked treatment facility. Just as the type of adventure therapy programs are mixed, so are the outcome research findings associated with juvenile delinquency. Several studies criticize adventure therapy with adjudicated youth for having insignificant or no lasting evidence of effectiveness, including Aos, Miller, and Drake (2006), Brown, Borduin, and Henggeler, (2001), Moote and Wodarski (1997), and Wilson and Lipsey (2000). As recognized in these studies, the key to unlocking the understanding of what is an effective adventure therapy program for juvenile delinquents is the inclusion of certain critical elements. Gass (1993), and more recently in Gillis and Gass (2010), identified seven key factors that seem to predominate the treatment elements of successful programs. These seven elements include treatment: (1) enhanced through action-oriented experiences, (2) centered on the use of unfamiliar client environments, (3) producing a climate of functional change through the positive use of stress, (4) highly informed with client assessment, (5) conducted in a small group, supportive atmosphere, (6) focused on solution oriented principles and techniques, and (7) that changed the role of therapist to remain more "mobile" to actively design and frame interventions.
- Published
- 2011
4. Family Policy in the US, Japan, Germany, Italy and France: Parental Leave, Child Benefits/Family Allowances, Child Care, Marriage/Cohabitation, and Divorce. A Briefing Paper Prepared by the Council on Contemporary Families.
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Henneck, Rachel
- Abstract
Within the last 50 years, the work-family-household arrangements upon which social policy systems in industrial nations were formulated have disappeared. This briefing paper examines how social policies of the United States, Japan, Germany, Italy, and France have responded. The paper is presented in two major sections. The first section describes family policies in each country concerning parental leave, child benefits/family allowances, child care, marriage/cohabitation, and divorce. The second section discusses the mixed effects of maternity leave on womens employment, the lack of a relationship between fertility and maternity leave and fertility and cash benefits, and factors that complicate the relationship between countries' social spending and child poverty. Job-protected maternity leave is described as the most basic entitlement reflecting public acknowledgment of the economic necessity of working motherhood. Analyses suggest that fertility rates do not seem responsive to cash benefits or other policies, such as extended maternity leave, that function as wages for motherhood. In countries where child care provisions are not widely available, lengthy paid leaves have the effect of bringing women into the home for long periods of time. The most important role of cash benefits is to reduce child poverty, as illustrated by patterns in the U.S., France, and Germany. The paper concludes by asserting that Western European nations family policy can be divided into two types, one in which the social welfare system provides a comprehensive array of universal family benefits and services, and the other in which benefits are nonuniversal and accompanied by higher child poverty rates. The United States fits neither of the European patterns and is characterized by several contradictions contributing to the lack of political support for families. (Contains 98 references.) (KB)
- Published
- 2003
5. IFLA General Conference, 1992. Division of Education and Research: Editors of Library Journals (RT); Section on Research in Reading; Section on Women's Interest in Librarianship; Section on Education and Training; Continuing Professional Education (RT); Section on Library Theory and Research. Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in Israel" (I. Sever); (3) "Investigations into Reader Interest and Reading in Lithuania, 1918-1990" (V. Rimsa); (4) "Ethnic and Social Problems of Reading in Kazakhstan" (R. Berdigalieva); (5) "The USA Experience: Views and Opinions of an Asian American Librarian" (S. H. Nicolescu); (6) "The Implications for Libraries of Research on the Reading of Children" (M. L. Miller); (7) "Women's Status in Librarianship, the UK Experience" (S. Parker); (8) "Women's Interests in Librarianship, Resources on Women: Their Organization and Use" (H. Parekh); (9) "Information for Research on Women and Development" (A. Vyas); (10) "The Contribution of S. R. Ranganathan's Scientific School to the Informatization of Education for Library Science in the World" (J. N. Stolyarov and E. A. Nabatnikova); (11) "Library and Information Science Education Policy in India" (N. L. Rao and C. R. Karisiddappa); (12) "The Market in the Gap: Continuing Professional Education in the South Pacific" (J. Evans); (13) "Continuing Education Programmes for Teachers in Library and Information Science and Academic Library Professionals in South India" (A. A. N. Raju); (14) "Continuing Professional Education in China: A Decade Retrospective" (D. Xiaoying); (15) "Grounded Theory and Qualitative Methodology" (D. E. Weingand); (16) "Research in the Outskirts of Science: The Case of Mexico" (J. Lau); (17) "Society's Library: Leading to the Realization of the Five Laws--In Memory of Dr. S. R. Ranganathan" (L. Minghua); (18) "The Role of Library and Information Science Reviews in the Development of the Profession and Services" (M. Poulain); and (19) "Journal Publications in Africa: The Trouble with Authors and Readers" (L. O. Aina). Several papers are followed by references. (SLD)
- Published
- 1992
6. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Open Forum; Section on Libraries Serving Disadvantaged Persons; INTAMEL (RT); Mobile Libraries (RT). Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
Nine papers delivered at the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. In addition to papers about libraries for disadvantaged persons, papers on services to children and young people and to the general public through mobile libraries, are presented. The following papers are included: (1) "UNESCO Public Library Manifesto" (B. Thomas); (2) "An Introduction to the International Guidelines for Library Services to Prisoners: Ze zitten hier niet voor hun zweetvoeten" (F. E. Kaiser); (3) "An Overview of Library Services in an Ageing Society: Emphasis on New Trends in Scandinavian Countries" (K.-J. Carlsen and K. Thulin); (4) "The Importance of Library and Reading in the Rehabilitation Process of the Disabled People" (F. Czajkowski); (5) "Multicultural Library Services for Immigrants in Queens County, New York" (A. A. Tandler); (6) "From Reading Promotion to Media Literacy--Public Library Services for Children and Young People" (I. Glashoff); (7) "Mobile Libraries in Finland--Culture Brought to Your Doorstep" (T. Haavisto); (8) "Mobile Libraries and the UNESCO Manifesto for Public Libraries" (T. H. Tate); and (9) "Mobile Library Service with a Special Reference to Delhi Public Library" (S. N. Khanna). (SLD)
- Published
- 1992
7. Doing Poorly: The Real Income of American Children in a Comparative Perspective. Luxembourg Income Study. Working Paper No. 127.
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Syracuse Univ., NY. Maxwell Graduate School of Citizenship and Public Affairs., CEPS/INSTEAD, Walferdange (Luxembourg)., Rainwater, Lee, and Smeeding, Timothy M.
- Abstract
This paper investigates the real living standards and poverty status of U.S. children in the 1990s compared to the children in 17 other nations, including Europe, Scandinavia, Canada, and Australia. The analysis is based on the Luxembourg Income Study database. It was found that American children have lower real spendable income than do comparable children in almost every other nation studied. In contrast, high income U.S. children are far better off than their counterparts in other nations. Persistently high child poverty rates were also found in the United States when compared with other nations. Demographic factors and the effectiveness of tax and transfer policies in reducing child poverty are also explored, and the paper concludes with a discussion of results and their policy implications. An appendix presents two tables of countries studied and poverty figures. (Contains 3 text tables, 8 figures, and 28 references.) (Author/SLD)
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- 1995
8. The Causes and Consequences of Child Poverty in the United States. Innocenti Occasional Papers, Number 10. Special Subseries: Child Poverty in Industrialized Countries.
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United Nations Children's Fund, Florence (Italy)., Danziger, Sheldon, and Stern, Jonathan
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This report addresses the sources and remedies for child poverty in the United States through a review of the effects of trends, policies, and changes in social relationships; and an analysis of data concerning poverty and children. An introduction sketches the present condition of children in poverty and the policies and attitudes of the past 30 years. The next section reviews trends in family incomes and poverty, pointing out the antipoverty effects of economic growth and government policies. It also focuses on poverty and income transfer recipiency among children, emphasizing the diversity of the poverty population and analyzing those who are and are not aided by income transfer programs. The third section analyses the effects of changes in family structure and family size on child poverty. The fourth section discusses evidence on persistent poverty and welfare receipt and examines the emergence of an urban underclass. The fifth section analyses some important consequences of poverty for child health and development: adolescent pregnancy and out-of-wedlock childbearing, infant mortality and low birthweight, and others. The paper concludes with an antipoverty agenda for the 1990s. Included are 9 tables, 7 graphs, and an 89-item bibliography. (JB)
- Published
- 1990
9. Emigration and Schooling among Second-Generation Mexican-American Children. Working Paper. WR-529
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Rand Corp., Santa Monica, CA., Rendall, Michael S., and Torr, Berna M.
- Abstract
Second-generation immigrants are typically analyzed under the assumption that, having been born in the United States, they grew up in the United States. We challenge this assumption by investigating the prevalence and patterns of second-generation Mexican-American children's migration to and return from Mexico during childhood, and consider the consequences of this migration for their schooling. Around 1 in 10 second-generation Mexican-American children live in Mexico for some of their childhood. Strong patterns of return to the U.S. throughout childhood, and especially in early adulthood, argue for their being considered as part of the Mexican-American second generation even when growing up in Mexico. The school enrollment of these emigrating children in Mexico is much lower than for those second-generation Mexican-American children remaining in the U.S. through childhood. The moderately negative selectivity of emigrating second-generation children explains little of their much lower school enrollment. We conclude that country of residence is a far more important determinant than either family background or migrant status. (Contains 4 tables and 4 figures.) [This paper is part of the RAND Labor and Population working paper series. It was made possible by the NIA funded RAND Center for the Study of Aging and the NICHD funded RAND Population Research Center. An earlier draft of this paper was presented at the 2007 meeting of the Population Association of America.]
- Published
- 2007
10. The Economic Costs of Poverty in the United States: Subsequent Effects of Children Growing Up Poor. Discussion Paper No. 1327-07
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University of Wisconsin-Madison, Institute for Research on Poverty, Holzer, Harry J., Schanzenbach, Diane Whitmore, Duncan, Greg J., and Ludwig, Jens
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In this paper, we review a range of rigorous research studies that estimate the average statistical relationships between children growing up in poverty and their earnings, propensity to commit crime, and quality of health later in life. We also review estimates of the costs that crime and poor health per person impose on the economy. Then we aggregate all of these average costs per poor child across the total number of children growing up in poverty in the U.S. to estimate the aggregate costs of child poverty to the U.S. economy. Our results suggest that "the costs to the U.S. associated with childhood poverty total about $500 billion per year, or the equivalent of nearly 4 percent of GDP." (Contains 35 footnotes.) [This report was prepared for the Task Force on Poverty at the Center for American Progress.]
- Published
- 2007
11. Child Support in the United States: An Uncertain and Irregular Income Source? Discussion Paper No. 1298-05
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Wisconsin Univ., Madison. Inst. for Research on Poverty., Cancian, Maria, and Meyer, Daniel R.
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In all developed countries, single-parent families are particularly vulnerable to poverty. In contrast to many European countries that provide some guaranteed income support for children, the United States has emphasized private responsibility, increasingly requiring child support from the other parent. The reliance on a private approach raises several questions concerning the adequacy and distribution of child support. Using detailed administrative records for virtually all mothers with new child support orders in one U.S. state in 2000, we analyze child support receipts over the subsequent three years. We find that most mothers with child support orders receive support, and many receive substantial amounts. However, the amount received varies substantially from year to year. Moreover, we find substantial instability within years--a characteristic of private support that has been difficult to measure with prior data. Our analysis of child support outcomes across the income distribution shows remarkably similar proportions of families receiving at least some support. Considering amounts received over the distribution of pre-child-support income, we find a U-shaped pattern, with amounts declining slightly with income over the first three deciles, and then increasing steadily. Lower-income families are also less likely to receive regular child support. Nonetheless, child support plays an important role in the income packages of many low-income families, reducing pre-child-support poverty rates by 16 percent and closing the poverty gap by an average of 44 percent in 2001.
- Published
- 2005
12. Two Americas: Racial Differences in Child Poverty in the U.S. A Linear Trend Analysis to the Year 2010. Research in Progress Working Paper.
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Tufts Univ., Medford, MA. Center on Hunger, Poverty and Nutrition Policy., Cook, John T., and Brown, J. Larry
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This analysis is the third in the Center's series on child poverty in America. The first part of this study is a historical view of trends in child poverty by race and Hispanic origin for children in families below the age of 18 years. The second part presents projections of child poverty rates and levels for the three largest racial groups to the year 2010, based on Census Bureau poverty data. Increasing numbers of corporate leaders are recognizing the critical importance of healthy, well-nourished, and well-educated children for the viability of the work force. There is growing concern over recent findings on the relationships of poverty-related conditions such as undernutrition and social deprivation to cognitive deficits and academic failure. It is also recognized that without healthy and productive families, children in poverty experience diminished opportunities through cognitive impairment, inadequate education, lack of basic skills, reduced job performance, and increased morbidity and mortality. Projections suggest that if current trends continue child poverty will increase dramatically for White, Black, and Hispanic American children. By the end of the first decade of the twenty-first century, half of all Black children and more than half of all Hispanic American children will be impoverished. Three tables and six figures present information about poverty trends. (Contains 25 references.) (SLD)
- Published
- 1993
13. Children's Libraries Section. Libraries Serving the General Public Division. Papers.
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Papers on children's services, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Education and Training of Children's Librarians: An Investigation" by Eva Glistrup (Denmark), which presents preliminary results from a 1982 survey of institutions in 30 countries (30% response rate) showing a general lack of adequate educational programs for children's librarianship; (2) "Annual Report of the Activities of the Section of Children's Libraries" by Genevieve Patte (France), which focuses on children's reading and library projects sponsored by IFLA in developing nations; (3) "Meet the Future with Video," in which A. M. Kylberg (Sweden) describes the widespread use of video recordings in Sweden and trial projects providing educational video programs for children and adults in public libraries; (4) "Informatique et Education avec le Langage LOGO (Information Technology and Education with the Computer Language LOGO)," in which Fatimata Sylla (Senegal) describes a pilot project conducted by the Senegalese Institute of Research in Mathematics and Applied Information Science to assess the psychological, pedagogical, sociological, and epistemological impact of LOGO and microcomputer usage on primary school children aged 8 to 11 years (paper in French); and (5) "Video and Youth Services in the Public Library," in which Emma Cohn (United States) discusses reasons for and methods of providing video services in public libraries and in educational systems, and describes specific examples from the United States and France. (ESR)
- Published
- 1983
14. Children's Libraries Section. Libraries Serving the General Public Division. Papers.
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International Federation of Library Associations, The Hague (Netherlands).
- Abstract
Papers on school and children's libraries which were presented at the 1982 International Federation of Library Associations (IFLA) conference include: (1) "Learning to Learn in the Street," a description by B. Lang (France) of "street libraries" and other institutions designed to introduce economically disadvantaged children to books and other sources of knowledge; (2) a report on recent activities of IFLA's Children's Libraries Section; (3) "Library Services for the Disadvantaged Children in the United States of America," an overview of these services by Nita Vegamora Norman (United States) based on a 1982 survey of 652 randomly selected public libraries and information published in library literature from 1975 on; (4) "The Centralized Automation of National Centres to Networking in School Libraries," a discussion by D. Reumer (Netherlands) of the benefits and services of national institutions which provide central services to school libraries such as publication acquisition, storage, retrieval, processing, and loan; (5) "Orientation and Extension of a Programme of Mini-Libraries in Venezuela," a description by Bruno Renaud (Venezuela) of Venezuelan cultural aims and the development of the fledgling mini-library program which provides library services for Venezuelan children and adults; and (6) "School Libraries and Networking in North America: Principles and Problems of Participation," an overview by Donald C. Adcock (United States) of factors which inhibit school participation in networks. (ESR)
- Published
- 1982
15. Library Service for Children in the USSR. Reaction paper by Marilyn L. Miller.
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Kobzarenko, N. S.
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The development and management of children's libraries and library services in the USSR are discussed by N.S. Kobzarenko, State Republican Library for Children of the Ukraine, and comparisons and contrasts between that system and the U.S. system are outlined. Kobzarenko notes that library services for children, established along directives from V.I. Lenin, exist to help schools ensure educational process, to aid in the development of a child's personality and morals, and to assist parents, teachers, and educators with questions regarding children's reading. Materials are regulated through a centralized State library system which publishes books through its own publishing houses. Librarians are trained in the guidance of reading using various detailed methods and programs. The improvement of professional skills of the staff is recognized through methodical centers for research and through government standards. Marilyn Miller, from the University of North Carolina School of Library Science, points out that library services in the United States and the USSR reflect each nation's ideological, social, and economic philosophies while both are dedicated to the welfare of the children served. Objectives for public library service, programming, and collections are compared. (CWM)
- Published
- 1979
16. Bias and Sensitivity to Task Constraints in Spontaneous Relational Attention
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Murphy, Ashley N., Zheng, Yinyuan, Shivaram, Apoorva, Vollman, Elayne, and Richland, Lindsey Engle
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Two studies examined factors that predicted children's tendencies to match objects versus relations across scenes when no instruction was given. Study 1 examined a) age and b) nationality as a proxy for cultural differences in experiences with relations. The results showed that Chinese and U.S. children across ages all showed an initial bias to match objects versus relations across scenes. However, older children in both regions were more likely to notice features of the task that indicated relational matches were a more reliable solution and shifted their responding toward relations over time. Study 2 replicated the object mapping bias and age effects within U.S. children while also examining the impact of directly manipulating children's relational experiences. Before the main scene mapping task children did a relation-generation task known to prime attention to relations (Simms & Richland, 2019). This did not override the initial bias toward object mapping, but magnified the role of age, making older children increasingly sensitive to task features that prompted relational matches, further shifting their responding toward relations over time. [This paper will be published in "Journal of Experimental Child Psychology."]
- Published
- 2021
- Full Text
- View/download PDF
17. Evaluation of Child Health Services: The Interface Between Research and Medical Practice.
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Fogarty International Center (DHEW/PHS), Bethesda, MD., Bosch, Samuel J., and Arias, Jaime
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This monograph derives from a conference sponsored by the Fogarty International Center for Advanced Study in the Health Sciences. The goals of the conference were (1) to establish channels of communication between health care evaluators from different disciplines and from different countries in the Americas, and (2) to promote an exchange of information and experience in evaluation techniques: comparing approaches, methods, needed resources, difficulties, achievements, and failures. Of primary concern was the need for a current evaluation of maternal and child health services delivery systems and the implications of this evaluation for health professional education in the Americas. The monograph consists of five position papers on child health care, 10 papers on case studies involving different methods of evaluation and different types of child health care programs, followed by discussions, and two papers on uses of evaluation in education. The contributors, representing a variety of perspectives and backgrounds, include experts in evaluation, health care, social science research, education, policymaking, and economics. (Author/SS)
- Published
- 1978
18. National Policies for Library Services to Visually Impaired and Other Print Handicapped Children.
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Skold, Beatrice Christensen
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This paper presents the results of a survey that investigated which countries follow the United Nations recommendations by having a national policy for library services to visually impaired and other print handicapped children. Questionnaires were distributed to the 78 members of the IFLA (International Federation of Library Associations and Institutions) Section of Libraries for the Blind, and responses were received from 22 members, representing 17 countries. Results showed that Denmark, the Netherlands, Norway, Russia, South Africa, Sweden, and the United States have adopted such a national policy. The following criteria were used to characterize a national policy: legislation; goal of production/criteria for selection; information such as union catalogs or national bibliographies; lending by a library network; cooperation with schools for the visually handicapped; trained staff; and publicly funded services. Responding countries that lack a specific national policy for library services to visually impaired children were Belgium, Botswana, Canada, Finland, Iceland, Ireland, Israel, Japan, Switzerland, and the United Kingdom. (MES)
- Published
- 1999
19. The Child's Right To Play.
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Morris, Beverley
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This paper argues that play is an important and fundamental educational process and that the child's right to play should be respected. The paper also comments on the 1990 Tokyo International Conference on the Child's Right to Play. Several issues related to children's play, both in and out of school, are discussed. The focus is on the state of children and play in New Zealand, but examples from several other countries are also provided. The issues discussed concern: (1) the space reserved for children's play; (2) the importance of playmates in the process of learning social skills; (3) the role of adults in children's play; (4) the child's right to play in safety; (5) dangers of crossing the street in traffic; (6) sexual abuse; (7) play as a therapeutic process for sick or hospitalized children; (8) toy-lending libraries; (9) concerns about war toys; (10) racism and sex stereotyping; (11) computer games; and (12) the importance of creative play. (GLR)
- Published
- 1991
20. Challenges in HIV/AIDS Education: Implementing a Program Placing the HIV Positive Child into the Classroom.
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Heimann, G. Allen
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This presentation transcript discusses the roles of schools and the public following the enrollment of ten elementary and secondary school students who have AIDS in Windsor, Ontario, Canada. The processes used to allow the children to enter or re-enter the classroom with minimal conflict are discussed. Since the opportunities for transmission of the virus are negligible during the school day, the public needs to know that extraordinary measures are not required to protect students and that the afflicted students need not be identified. The writer recommends that public meetings be held off school grounds to move focus away from the school and to allow for peripheral issues surrounding AIDS, such as adolescent sexual activity and drug use. School staff also have concerns, particularly about their risk of exposure, and teachers and administrators must be prepared to discuss the issue. Six figures highlight points made in the presentation. (RJM)
- Published
- 1993
21. Population Estimates of School Age Language Minorities and Limited English Proficiency Children of the United States, 1979-1988.
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Chapa, Jorge
- Abstract
Estimates of the school-age, 5-17-year-old, language minority and Limited-English-Proficient (LEP) populations in the United States are discussed. The estimates are based on the population counts for first, second, and third generation Hispanics, Anglos, Asians, and Blacks derived from the June 1988 Current Population Survey. The language minority population is estimated by determining the ratio of language minority children to the total population for each race-ethnic-generation group from the November 1979 Current Population Survey. The LEP estimates, derived from multiplication of the non-English languages background (NELB) population by LEP-to-NELB ratios established in previous studies, are much higher than some projections that do not reflect the impact of recent high rates of Hispanic and Asian immigration. Fifteen tables and figures are provided to illustrate population statistics, language usage, generational distributions, etc. (LB)
- Published
- 1990
22. Bridging Cultures through Literacy. The Thirty-Seventh Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
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Association of Literacy Educators and Researchers, Vasinda, Sheri, Szabo, Susan, Johnson, Robin D., Vasinda, Sheri, Szabo, Susan, Johnson, Robin D., and Association of Literacy Educators and Researchers
- Abstract
The theme for the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) was Bridging Cultures Through Literacy. In the first section of the Yearbook, Parker Fawson's presidential address captures the unique nature of ALER and its role in his professional development, and then moved beyond to capture the changing nature of literacy. In "Creating Innovators: The Central Role of Literacy Development in a Rapidly Changing Global Landscape", Dr. Fawson described the need for 21st century "dispositions" such as creativity, critical thinking, risk-taking, and collaborative problem solving over a storehouse of facts. In section two, Violet Harris, one of the keynote speakers, reminds attendees to recognize the importance of multicultural literature as one of the critical components of bridging cultural gaps. The third section showcases ALER award winners while section four showcases the master's and doctoral research award winners' papers. The remaining articles represent a sampling of the sessions presented at the conference and are divided into three categories related to the conference theme and articles contents: (1) Bridging Cultures Through Literacy: Impacting Children, Adolescents, and Families; (2) Bridging Cultures Through Literacy: Impacting Adult Learners; and (3) Bridging Cultures Through Literacy: Impacting Teacher Education. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for considering new thinking and bridging cultures of all kinds demonstrating that literacy is the road, or bridge, to human progress. [For the Thirty-Sixth Yearbook, see ED552940.]
- Published
- 2015
23. Children and Terrorism. Social Policy Report. Volume 29, Number 2
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Society for Research in Child Development, Garbarino, James, Governale, Amy, Henry, Patrick, and Nesi, Danielle
- Abstract
Hardly a week goes by in the United States (and to varying degrees, in the rest of the world) that the word "terrorism" does not appear in the collective consciousness, as represented, channeled, and shaped by the mass media in its many print, broadcast, and internet manifestations. While relatively few children worldwide (and even fewer children domestically in the United States) have been the specific targets for acts of terrorism, some have, and most are growing up in a world in which terrorism in its many aspects is a salient cultural phenomenon. This paper explores the impact of growing up in a world with terrorism on children and youth. It considers both the direct traumatic effects of being a victim and the indirect effects of living in communities and societies in which the threat of terrorism is on the minds of children, but perhaps more importantly, of adults generally, and parents and policy makers in particular. It also considers policy initiatives and programmatic responses. [This document includes two commentaries: (1) Towards a More Holistic Approach to Helping Children Affected by Terrorism and Political Violence (Kathleen Kostelny and Michael Wessells); and (2) Children and Political Violence: Progress on the Pathways of Risk, Resilience, and Peace (Ann S. Masten). Commentaries are individually referenced.]
- Published
- 2015
24. Non-Native Language as the Unmarked Code in Bilingual Utterances of Libyan Children in USA
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Abugharsa, Azza
- Abstract
This paper investigates the effect of multiple cultures and languages on the bilingual utterances of Libyan children who live in the United States and who have acquired English after they arrived there at ages from 3 to 5. Data analysis is based on the Markedness Model (Myers-Scotton, 1993) in order to determine which language is the unmarked code and which language is the marked one. According to Myers-Scotton, the unmarked code is mostly the native language, which is also supposed to be the dominant language. The bilingual utterances in this study are analyzed in terms of subjects' responses to the interviewer and the culture-specific topic under discussion; some of the responses are made in a code different from the one in which the question was asked; others are culture-related. The results show that it is the dominant language (not necessarily the native language) that is most likely the unmarked code, and the less dominant language is the marked code which is chosen more consciously. (Contains 5 tables and 2 figures.)
- Published
- 2013
25. Starting Early with English Language Learners: First Lessons from Illinois
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New America Foundation and Severns, Maggie
- Abstract
In recent years, a boom in immigration and high birth rates among the foreign-born population has led to significant growth in the number of children in the United States who speak a language other than English at home. This demographic change presents a challenge to the public school system, where English proficiency is central to a child's success. The vast majority of these children are legal citizens, yet as a nation, we have yet to determine how to meet this challenge. State education leaders in Illinois have first-hand experience with these challenges as the immigrant population in the state has grown in recent decades, and has spread to suburban and rural areas where many schools aren't yet accustomed to serving students who are not proficient in English. Illinois is one of the first states to try to tackle this problem as early as possible--before children enroll in kindergarten. While most state programs for ELL students begin when a child is enrolled in kindergarten or first grade, Illinois is in the process of extending its ELL program into state-funded pre-K programs. This will affect a sizeable portion of children in the state-funded Preschool for All program. Recent data shows that 34.2 percent of Preschool for All graduates in Chicago and 13.1 percent of Preschool for All graduates outside Chicago receive bilingual services when they moved on to kindergarten. The change will, the state hopes, create more continuity between pre-K and the early grades of school when students are developing crucial language skills, and reduce remediation for students in later grades by building important language skills early on. This paper takes a deep look at how the state came to see a need for these policies and how it is implementing them on a large scale. It also highlights two parts of Illinois's approach that merit consideration by other states with large or growing ELL populations. First, by expanding into pre-K, the state has created opportunities to align ELL programs across the early school years, opening the possibilities for districts to adopt a PreK-3rd approach. A glossary is included. (Contains 57 notes.)
- Published
- 2012
26. We Need to Communicate! Helping Hearing Parents of Deaf Children Learn American Sign Language
- Author
-
Weaver, Kimberly A. and Starner, Thad
- Abstract
Language immersion from birth is crucial to a child's language development. However, language immersion can be particularly challenging for hearing parents of deaf children to provide as they may have to overcome many difficulties while learning American Sign Language (ASL). We are in the process of creating a mobile application to help hearing parents learn ASL. To this end, we have interviewed members of our target population to gain understanding of their motivations and needs when learning sign language. We found that the most common motivation for parents learning ASL is better communication with their children. Parents are most interested in acquiring grammar knowledge through learning to read stories to their children. (Contains 1 figure and 2 tables.)
- Published
- 2011
27. Is the US Plan to Improve Its Current Situation in Science, Mathematics, and Technology Achievable?
- Author
-
Hossain, Md. Mokter and Robinson, Michael
- Abstract
Despite being the inventing country of the Internet, the US is not satisfied with its current state in Internet speed and broadband adoption. Although, more students, teachers and researchers in the US use Internet than any other country in the world, it is not satisfactory for the US educators and legislators to maintain US competitiveness in the achievement of science, mathematics and technology. Another alarming situation is that the mean scores in science and mathematics of US, students are lower than expected. Even with coherent action taken by the government and various institutions, the US cannot produce a sufficient number of experts in science, mathematics and technology fields to meet national and global needs. These situations are not satisfactory for educators and legislators to reach US education goals. To improve this situation, President Obama's government has taken several action plans. This paper presents a closer look at US science, mathematics and technology education as well as the President's plan to improve the situation. Conclusions are made regarding whether the US plan is too ambitious as well as whether the vision is comprehensive enough but still possible to execute. (Contains 1 table.)
- Published
- 2011
28. Advancing the Early Care and Education Workforce: A State-Based Cross-Sector Approach. Presidential Transition
- Author
-
ICF International, Aviles, Jill, and Murphy, Reeva
- Abstract
An estimated 2.5 million professionals are responsible for the care and education of more than 50 percent of U.S. children ages 0-5. The potential growth and development of children in this critical stage are greatly influenced by the quality of care and education they receive from these early childhood professionals. Unfortunately, the current workforce training and support systems are not consistent across government programs. This ICF International white paper presents strategies for establishing an effective and efficient cross-sector workforce development system designed to attract and retain qualified early childhood professionals. (Contains 6 resources.)
- Published
- 2008
29. Kids' Share 2007: How Children Fare in the Federal Budget
- Author
-
Urban Inst., Washington, DC., Carasso, Adam, Steuerle, C. Eugene, and Reynolds, Gillian
- Abstract
This report tracks federal spending from 1960 to 2006 and uses current policy and some assumptions to project activity through 2017. The report looks at more than 100 major programs that aim to improve children's lives through income security, health care, social services, food and nutritional aid, housing, education, training, and tax credits and exemptions for their families. It provides the most comprehensive examination to date of trends in federal spending on children. It charts the relative changes---and therefore, shifting national emphases---between children's spending and spending on other programs, as well as among different types of children's spending. In this report, children are defined as residents of the United States under age 19. (Contains 3 tables and 19 figures.) [Focus First also sponsored this research. This report is an update and an expansion of the path-breaking work of Rebecca L. Clark, Rosalind Berkowitz King, Christopher Spiro, and C. Eugene Steuerle, "Federal Expenditures on Children: 1960-1997, Assessing the New Federalism." Occasional Paper Number 45, Washington, DC: The Urban Institute, 2000. (ED454306)]
- Published
- 2007
30. Emotion as a Means of Dramaturgy. (Summary of Prix Jeunesse Seminar, Munchen, Federal Republic of Germany, June 18-20, 1979).
- Abstract
This collection of seminar papers is concerned with the presentation of emotions on the screen, the emotional impact of such presentations on young children, and the use of children's televised drama to foster the development of emotional sensitivity. Also considered are differences in the violence depicted on Japanese and American television, and areas in which researchers and producers can cooperate to reach common objectives. Two of the papers present analyses of a children's cartoon serial named "Heidi" and the real-life film titled "Big Henry and the Polka Dot Kid." One of the analyses is an interaction analysis of social behavior and the other is a psychological analysis. Other papers present a developmental view of the impact of television on children's emotions; a discussion of the differences between real drama and kitsch; a description of the use of children's television drama in the East German television organization to develop and educate children's emotions; a comparison of pain, aggression, and identification with aggressors and victims on television in Japan and America, accompanied by a discussion of possible reasons for the differing crime trends in the two countries; and an outline of emerging areas for cooperation between educators and television producers. A brief summary of the main points of the group discussions in the seminar is provided, along with a list of the participants and their addresses. (Author/SS)
- Published
- 1979
31. Research on Cognitive Effects of Non-Educational TV: An Epistemological Discussion.
- Author
-
Gomez, Guillermo Orozco
- Abstract
This paper makes a critical exploration into the core epistemological assumptions of mainstream television effects research and explains why the mainstream study of the cognitive impact of television on children suffers from two reductionist tendencies, i.e., television is understood by most researchers to be solely a technical medium, and most cognitive effects of television are perceived to be relevant only to cognitive skills and knowledge. It is argued that the impact of television on beliefs has generally been left unexplored and unexplained, and that this double reductionism has reinforced researchers' optimistic analyses of television's potential for children's education. In addition, the paper describes how such analyses focus on what television--and video technology--can be made to do (the intended effects), and thus automatically rule out systematic consideration of unintended effects. Based on an understanding of both the historical determination of television as a profit-making institution and the specific quality of television for making its messages believable, researchers are urged to consider an alternative perspective aimed at investigating primarily and directly the unintended cognitive effects of television. (17 notes, 117 references) (Author/CGD)
- Published
- 1986
32. Childhood Overweight: What the Research Tells Us
- Author
-
Center for Health and Health Care in Schools
- Abstract
The rapid increase in overweight among children and adolescents is generating widespread concern. On average, rates of overweight for boys and girls remain similar. Some groups of children are more affected by overweight than others. This paper discusses the health consequences of childhood obesity. A list of school interventions for obesity prevention is also included.
- Published
- 2005
33. Healthy Weight: Community Outreach Initiative. Strategy Development Workshop Report (Bethesda, Maryland, February 17-18, 2004)
- Author
-
National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD.
- Abstract
The National Heart, Lung, and Blood Institute (NHLBI) Obesity Education Initiative (OEI) convened a two-day meeting to help develop a national public education outreach initiative to help reduce and prevent overweight and obesity in the United States. This Strategy Development Workshop, held on February 17-18, 2004, convened more that 70 public health leaders, nutritionists and dieticians, food industry experts, health communicators, youth marketing experts, park and recreation officials, and others from professional societies and constituency groups. The Workshop proceedings illuminated the complexity of the factors leading to weight gain; the many environmental and societal influences on the eating and physical activity habits of various population groups; and the community-based strategies that might encourage healthier habits. The objectives of the Workshop were to examine community-based obesity best practices; help determine the unique niche for the new NHLBI Healthy Weight Initiative (HWI); recommend appropriate and effective program strategies and interventions; and identify potential program partners and partnership opportunities. Texts presented at the meeting and contained herein are as follows: (1) Obesity: What are the Challenges, Obstacles, and Strategic Considerations? (Marian Fitzgibbon); (2) The Basic (Care and) Feeding of Homo Sapiens: Are We Truly Clueless About Weight Control? (David L. Katz); (3) CardioVision 2020: A Community Responds to the Obesity Epidemic (Thomas E. Kottke); (4) From Clinical Trial to Public Health Practice: Translation and Dissemination of the Coordinated Approach to Child Health (CATCH) (Deanna M. Hoelscher and Peter Cribb); (5) Youth Marketing and Public Health Messaging (Peter Zollo and Richard Ellis); (6) Talk-Show Session: Feedback From the Field (William A. Smith, Ezra D. Alexander, III, Lisa Bailey-Davis, Kathy Burkhardt, Monica Dixon, Kristy Hansen, Molly M. Michelman, and Anita Pesses); (7) Carousel Brainstorming: Facilitated Small-Group Sessions; (8) When Obesity Is More Common Than Not: Developing a Culturally Positive Approach (Shiriki Kumanyika); (9) Environmental Factors: Disparities in Access to Healthy Foods and Active Living (Jeane Ann Grisso); (10) Is Increased Weight Discrimination Acceptable Collateral Damage in the War on Obesity? (Lynn McAfee); and (11) Closing Session: Workshop Wrap-Up and Next Steps (Marian Fitzgibbon and Karen Donato). Appendices present a participant list; strategy development workshop agenda, participant guidelines for small-group carousel brainstorming; and graphic representations of presentations.
- Published
- 2005
34. Childhood Vision: What the Research Tells Us
- Author
-
Center for Health and Health Care in Schools
- Abstract
While a nationwide study of vision problems in children has not been conducted in over 30 years, the most recent NHIS (National Health Interview Survey) study shows vision problems are common in children, with an estimated 13.5 million children ages 0-17 affected. As of 2002, 30 states plus the District of Columbia "required" vision screening in elementary schools or for all school-aged children. Eleven states "recommended" vision screenings. Even with these recommendations and requirement, only a small percentage of preschool and school age children actually receive the recommended or required tests. This paper discusses what schools, parents, and communities can do to help children with vision problems.
- Published
- 2004
35. Speaking for America's Children: Child Advocates Identify Children's Issues and 2002 State Priorities.
- Author
-
National Association of Child Advocates, Washington, DC. and Foster, Catherine Crystal
- Abstract
Despite the ongoing devolution of policymaking from the federal to the state and local level, there remains a belief that there is a single agenda for children. In summer 2001, the National Association of Child Advocates (NACA) surveyed its membership to determine if a national agenda for children exists. This paper identifies the key issues affecting children in their states and outlines how child advocates propose to address them in 2002. The introduction details emerging trends influencing child advocacy and discusses overarching issues affecting children. The bulk of the report is comprised of profiles for 49 states (all except Alaska) and the District of Columbia. Each profile lists member organizations for the state, provides key statistics, lists top issues affecting children and families, and identifies the top child advocacy priorities for 2002. The findings revealed that while there are some common issues, such as ensuring that all children have access to affordable quality health care, the strategies necessary for reaching that goal vary considerably. Differing demographic, political, economic, historic, and social circumstances in each state create unique environments requiring individualized responses. The report concludes by noting that there may be consensus about children's most fundamental needs, but setting priorities and choosing strategies to improve child well-being are processes that differ significantly nationwide, with every state and city creating a unique environment for advocacy and change. The report's seven appendices include a description of the study methodology and the statistical analyses used, a glossary of key terms, and a list of NACA members. (KB)
- Published
- 2001
36. Social Change, Socio-Economic Status, and the Development of Self-Direction in Children: A Comparison of Russia, Estonia, and the United States.
- Author
-
Tudge, Jonathan, Hogan, Diane, Tammeveski, Peeter, Kulakova, Natasha, Meltsas, Marika, Snezhkova, Irina, and Putnam, Sarah
- Abstract
This study used a Vygotskian perspective to compare child rearing values and beliefs of parents, especially in regard to self-directed activities of children, in the United States, Russia, and Estonia. Participating were 60 families, evenly divided by society and social class (middle or working class), each with a child between 28 and 45 months old. Families were located in Greensboro, North Carolina; Obninsk, Russia; and Tartu, Estonia. Interview and questionnaire data were collected from parents, and observational data were obtained from children observed in their everyday activities for 20 hours during 1 week, focusing on academic lessons, skill/nature lesson, play with academic objects, and conversation with adults. Findings indicated that middle-class parents rated self-direction higher, and control and discipline lower, than working-class parents, and were less likely to be concerned with spoiling their children by giving attention than were working-class parents. There were no cultural differences in parent values and beliefs. Children in Obninsk and Tartu were far more likely than those from Greensboro to be involved in skill/nature lesson. Middle-class children were more likely than working-class counterparts to be involved in academic or skill/nature lessons, except in Obninsk, where there were no social class differences in academic lessons. Middle-class children were more likely to initiate the activities of interest than were their working-class counterparts. (Contains 17 references.) (KB)
- Published
- 1997
37. A Comparison of Self-Regulated Problem-Solving Awareness of American and Korean Children.
- Author
-
Gorrell, Jeffrey, Hwang, Young Suk, and Chung, Kap Soon
- Abstract
As part of a cross-cultural investigation of self-regulated learning, this study investigated American and South Korean children's knowledge of appropriate self-regulation in a variety of settings. Participating in the study were 120 South Korean and 95 American children, nearly equally divided between males and females in each of 3 grades--first, third, and fifth. Children were presented with 20 hypothetical situations highlighting self-regulation issues related to problem solving within and outside the classroom. Six personal self-regulation questions followed. Two raters separately coded children's responses into five categories: no strategy, direct effort, active practice, help from others, and other strategies. Results indicated that Korean children had higher self-regulation scores on non-school-based problems than American children, whereas American children had higher self-regulation scores on school-based problems than did Korean children. Third and fifth graders had higher self-regulation scores than first graders. Cultural differences were evident in the type of strategies selected for problem solving. Grade differences support a developmental trend in metacognition for older children to have more elaborate and advanced understanding of learning strategies. (Two appendices include the interview questions and description of log-linear analysis techniques. Contains 25 references.) (KB)
- Published
- 1996
38. A Comparison of Performance on Piagetian Tasks among Japanese and Anglo-American Children Six Years of Age Who Were Exposed to One Language and Two Languages.
- Author
-
Horgan, Noriko Saito and Hayes, Mabel
- Abstract
This study explored the extent of measurable differences in performance on Piagetian tasks among six year olds who are exposed to one or two languages. Subjects (N=120) were divided into four groups: (1) native English-speaking Anglo-Americans who live in the United States; (2) native Japanese-speaking Japanese who live in Japan; (3) native English-speaking Anglo-Americans who are exposed to Japanese and live in Japan; and (4) native Japanese speaking Japanese who are exposed to English and live in the United States. Nine null hypotheses were formulated to test for significant differences among the groups on the performance of three different Piagetian tasks which were individually administered. The F-test (p<.01), Q-test (p<.05), and t-test (p<.01) were used for underlying distribution of the test statistics. All subjects (Japanese and American) exposed to two languages performed significantly better on the three Piagetian tasks as compared to subjects exposed to one language. There were no significant differences in performance on the three Piagetian tasks between: (1) Japanese with one language/one culture and Anglo-Americans with one language; and (2) Japanese with two languages/two cultures and Anglo-Americans with two languages. Two tables are included. (Contains 68 references.) (Author)
- Published
- 1994
39. Using the Notion of a Central Conceptual Structure To Explain the Development of Children's Understanding of Human Behaviour.
- Author
-
McKeough, Anne
- Abstract
By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops until by adolescence the capacity exists for interpreting personal/character traits and history. These social structures develop throughout early and middle childhood and adolescence and are subject to societal processing constraints. To determine variations in development across cultural and class lines, a comparison was undertaken of performance in story composition and identification by middle socio-economic status (SES) children in Canada, the United States, and Japan and low-SES children in North America. While little difference was found in central social structure for the middle-SES groups in the three countries, low-SES group performance on tasks measuring central intentional structure was considerably below that of the middle-SES subjects. This difference might stem from differences between middle and low SES parent language usage, with middle groups using questions to have children display known information (similar to standard classroom questioning) and treating events in a decontextualized manner, thus aiding the development of children's intentional structure. (Charts of cognitive structures, tables, and 31 references are included.) (BCY)
- Published
- 1993
40. The Birth of the Child Study Movement in the U.S.: Some Ideological, Social and Institutional Influences.
- Author
-
Harvard Univ., Cambridge, MA. Graduate School of Education. and Kirschner, Suzanne
- Abstract
This paper explores some of the intellectual forces and themes connected to the emergence of the child study movement as a focus of scientific interest and research. This analysis is followed by a look at some institutional and social developments, which, it has been suggested, created needs and demands for the systematic study of children. Finally, there is an examination of the history of the movement itself: its chronology, methods and foci of study, some key figures associated with it, and its relationship to and reception by popular and academic audiences. The paper is divided into five sections: (1) early romantic theories of education and studies of development; (2) a note on nonromantic ideological strains in American psychology and education; (3) the influences of Darwinism; (4) social and institutional connections and influences; and (5) the child study movement, covering its major theoreticians, ideas, journals, goals and decline. A seven-page list of project research papers concludes the document. (IS)
- Published
- 1983
41. A Review Essay on the Measurement of Child Well-Being
- Author
-
Fernandes, Liliana, Mendes, Americo, and Teixeira, Aurora A. C.
- Abstract
Research on indicators related to the state of child well-being is a growing field that has experienced several changes over time. The growing supply of data on children, as well as the need to facilitate conclusions and to track trends, has led researchers to develop a number of child well-being indexes. This paper critically reviews the most recent and relevant child well-being indexes, i.e., the Index of Child and Youth Well-Being in the United States, the Child Well-being Index for the European Union, the Microdata Child Well-being Index, and the Deprivation Index. The study focuses primarily on the contributions and innovations the indexes have brought to the field, making a critical assessment of the methods used in the construction of the indexes and identifying their main limitations.
- Published
- 2012
- Full Text
- View/download PDF
42. Jamaican American Child Disciplinary Practices
- Author
-
Carter, Stephaney
- Abstract
Little is known about child disciplinary practices in Jamaican American families. Literature on child discipline in Jamaica and other Caribbean nations has mainly focused on physical discipline, and no empirical studies have investigated the types of discipline used in the Jamaican American community. The purpose of this study was to describe current child disciplinary practices in Jamaican American families. A total of 311 primarily first-generation Jamaican American parents from New York City completed the 54-item Jamaican Child Discipline Survey, designed for this study, either online or in paper-pencil format. The main foci of the study included the use of child discipline techniques taken from the Jamaican Survey of Living Conditions for children ages 5 to 11 years and 12 to 18 years for both home and school-related infractions; parental goals for parenting; strictness ratings of child discipline strategies; differences between mothers and fathers; and perceived differences between parenting practices in Jamaica and the United States. Results revealed that Jamaican American parents use a wide variety of child discipline techniques, with frequency of use varying by parent gender and age of child. Reasoning and removing privileges were used most frequently for both age groups. Top parenting goals were developing a relationship with God and achieving a good education. Parents tended to use the techniques they rated more strictly more often. Mothers more often were the primary parent and used quarreling/shouting more frequently. Most respondents perceived the United States as different and less strict compared to Jamaica in regard to parenting practices. Significant associations were found among parents' level of education, age, time in the United States, and the frequency of use of child discipline techniques. Major themes from optional open-ended comments included: (a) the role of the church and Bible as integral to child discipline, (b) the importance of maintaining open communication with children, and (c) child discipline and training begins at an early age. Cultural influences related to Jamaicans living and parenting in the United States are addressed. Implications for mental health, family and school counseling, and counselor education are discussed. Recommendations for future research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2011
43. The Development of Close Relationships in Japan and the United States: Paths of Symbiotic Harmony and Generative Tension.
- Author
-
Rothbaum, Fr, Pott, Martha, Azuma, Hiroshi, Miyake, Kazuo, and Weisz, John
- Abstract
Compares paths of development in Japan (symbiotic harmony) and the United States (generative tension) of parent-child and adult mate relationships, challenging assumptions that certain processes are central in all relationships or that U.S. relationships are less valued or weaker than Japan's. Suggests need to investigate processes underlying, and adaptive consequences of, these two paths. (Author/KB)
- Published
- 2000
44. Factor Analysis of the WISC-R and WISC-CR: A Comparison across Ages between American and Chinese Samples.
- Author
-
Wang, Xiaoping
- Abstract
This paper presents results of a LISREL factor analysis on data from the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Intelligence Scale for Children-Chinese Revised (WISC-CR) (published in 1986) for children ages 6.5 to 16.5 years, using a standardization sample of 200 children (100 males and 100 females) at each of the 11 age levels (2,200) for the WISC-R and 2,237 children for the WISC-CR. The same best fit common factor structure was found for the WISC-R and the WISC-CR. The common factor structure included three factors tentatively labeled verbal comprehension, perceptual organization, and freedom from distractibility. In addition, a multi-sample LISREL analysis was performed to test the equality of the factor pattern between age groups and between the two cultures. Both American and Chinese children in the oldest and youngest ranges of age groups fit the common factor structure better than did other age groups. Those age groups that best fit the common factor structure also showed high factor pattern consistency between the cultures. It is argued that ability and model fit differences may be linked to differences in cultural and educational experiences. Seven tables and three graphs illustrate the analyses. There is an 11-item list of references. (Author/SLD)
- Published
- 1992
45. The State of Hispanic Health, 1992. Facing the Facts.
- Author
-
ASPIRA Association, Inc., Washington, DC. National Office.
- Abstract
This publication offers an overview of the health of Hispanic Americans in the United States. Topics covered include the following: (1) Hispanic representation in health fields; (2) access to health care; (3) maternal and child health; (4) substance abuse; (5) Acquired Immune Deficiency Syndrome and Hispanics; (6) Hispanic elderly; (7) migrant farm workers; (8) leading causes of death; and (9) availability of Hispanic health data. The paper notes that 1 out of every 10 women of reproductive age is Hispanic, that 51 percent of Hispanic women of child-bearing age have family incomes at least 200 percent below the poverty level; that 31 percent of Hispanics have no private or public health insurance compared to 12 percent of Whites and 22 percent of African Americans; and that 2 times as many Hispanics as Whites use the emergency room as a source of primary care. (Contains 15 references.) (JB)
- Published
- 1992
46. Ideological Themes in Movements for Child Labor Reform and in Images of Children in Literature in 19th Century England and America.
- Author
-
Harvard Univ., Cambridge, MA. Graduate School of Education. and Kirschner, Suzanne
- Abstract
This paper explores ideological factors that influenced child labor reform and the image of the child as depicted in romantic and sentimental literature of 19th century England and the United States. In both countries the image of the child and the view of the relative roles of the parent and the state in bearing responsibility for children underwent dramatic change during this era. A reluctance to interfere with paternal authority and a laissez-faire attitude towards industry created, during the last 20 to 30 years of the 19th century, a new attitude of "social responsibility" on the part of the public and the state towards children. Within the contexts of different cultural and historical particulars in the two countries, some common patterns do emerge. It appears that the groups that were disempowered by the sweeping social changes beginning in the late 1700's used the symbol of the child as an expression of their own increasingly marginal sensibilities. After the 1860's the needs of the two nations to maintain military and industrial strength also played a role in the change to a social welfare attitude toward children. Sections on each country are divided into three subsections: (1) early history of child labor reform, (2) sentimental and romantic images of children in literature, and (3) post-1860 reform movements. (IS)
- Published
- 1983
47. Children's Responses Following a Sibling's Death: Role of Family and Community Environments.
- Author
-
Davies, Betty
- Abstract
Focusing on relationships between children's behavioral responses and family characteristics, this exploratory, descriptive, and retrospective study investigated bereaved children's responses to the death of a sibling from cancer and examines those responses in relationship to selected individual, situational, and environmental characteristics. Participating in the study were 34 two-parent families from the United States and Canada who had had a child die from cancer within 3 years from the time of data collection and who had a surviving child between 6 and 16 years of age. The Child Behavior Checklist was used to measure behavior problems and competencies reported for bereaved children, and the Family Environment Scale was used to assess dimensions of family social climate. Content analysis of interview data preceded the coding of all data for quantitative analysis. It was found that internalizing and externalizing behaviors correlated negatively with social status, whereas social competence correlated positively with social status. Both internalizing and externalizing behaviors were related negatively to family cohesion, and lower internalizing scores were related to intellectual/cultural orientation, active/recreational orientation, and moral/religious emphasis. Implications of the results were pointed out for nurses who work with children and families in situations of long term illness and death. (RH)
- Published
- 1984
48. Some Effects of Stress during Grade School Years.
- Author
-
Hebrew Univ. of Jerusalem (Israel). School of Education. and Inbar, Michael
- Abstract
This paper summarizes research findings which suggest that 6 to 11 year olds may be more vulnerable to environmental crises than younger or older youths. A survey of Moroccan immigrants in Israel and France found that those aged 6-ll at the time of immigration had a smaller percentage admitted to college than those aged 0-5 and 12 and over when they immigrated. The effect was identified as the vulnerable age phenomenon. It was hypothesized that while school transfers tend to be stressful for all youths, the fact is more likely to go unnoticed for grade school children whose problems would therefore command less attention from families. Replications with Canadian and United States data corroborated the finding and suggested, futhermore, that: (1) the effect was not specific to cohort, socioeconomic status, or language; (2) the effect was more prominent among interregional U.S. migrants than among shorter-distance migrants; (3) the effect was more noticeable among boys than among girls; and (4) the attrition effect of structural transitions between levels of the educational system should be distinguished from the vulnerable age effect. Certain developmental and environmental factors were presented as possible explanations for the vulnerability of youths in mid-childhood to social or school environmental change. (Author/MJL)
- Published
- 1981
49. Video in Libraries--An International Perspective. AV in Action 5.
- Author
-
Nederlands Bibliotheek en Lektuur Centrum, The Hague (Netherlands)., McNally, Paul, McNally, Paul, and Nederlands Bibliotheek en Lektuur Centrum, The Hague (Netherlands).
- Abstract
This collection of papers on the use of video in libraries is designed to show the many different ways in which video can help communication. After a general introduction by Paul McNally which discusses current trends in video developments, 11 case studies are presented: (1) "Using Video in Public Libraries--Motherwell District Libraries, Scotland: A Case Study" (Norman Turner); (2) "Video and Youth Services in the Public Library--United States Perspective" (Emma Cohn); (3) "Video in Children's Libraries in Sweden" (Anna-Maria Kylberg); (4) "Video Services to Cultural Groups: A London Case Study in Language Development" (Neville Price); (5) "Video in Parliamentary Libraries--Applications and Implications" (Michael R. Mann); (6) "Video in Educational Institutions--Two Examples from Australia: Use of Video in New South Wales Schools" (Martha Heeren) and "Development of the Audiovisual Library Section and Services at Swinburne" (Bill Linklater and Bonna Jones); (7) "The Use of Video in Hospitals--An Example from Great Britain" (Cecily A. Miller); (8) "Video and Library Service to the Deaf--United States" (Phyllis I. Dalton); (9) "Video in Libraries for the Visually Impaired" (William C. Byrne); (10) "FORMAT-Canada's Computerised Information System for Aduiovisual Materials" (Donald Bidd, Louise de Chevigny, and Margot Letourneau); and (11) "Video and Copyright--A Scandinavian Perspective" (Anna Johansen). Brief biographies of the contributors and their addresses are provided. (JB)
- Published
- 1985
50. The Future of Books: Will electronic books change the way we read?
- Author
-
Jost, Kenneth
- Subjects
ELECTRONIC books ,PUBLISHING ,BOOK industry ,BOOK collecting ,PUBLICATIONS - Abstract
The book-publishing industry is all abuzz over electronic books. E-book advocates say they will revolutionize reading, much as Gutenberg's invention of movable type did more than 500 years ago. Electronic books, they say, provide useful computerized features along with portability and durability. Many bibliophiles, however, sneer at the digitized products. They rhapsodize about the feel of ink-on-paper books as well as useful features of print products that they say e-books lack. Consumer acceptance is uncertain. The $200 to $600 price tag for handheld e-book readers is one barrier. In addition, only a small percentage of books are now available in electronic format. But e-book entrepreneurs are working hard to expand the market and say that prices will come down as that happens. [ABSTRACT FROM AUTHOR]
- Published
- 2000
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