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Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

Dr. Judy Lupart has had a distinguished career as a researcher, teacher, and leader in the field of education, and some of her most important work has stemmed from her creation of and continuing involvement in "Exceptionality Education Canada." Two articles she wrote for the journal, one in 1992 and one in 2002, are of particular note. To the author, these articles are a concise representation of what Dr. Lupart has excelled at throughout her academic career--challenging everyone to be analytical and to use research and evidence to identify new ways of approaching education for children with special needs. By supporting young researchers, setting high standards for Canadian research, and collaborating with others, Dr. Lupart has left an important legacy. Her work with "Exceptionality Education Canada" is a key part of that legacy, helping create a body of work that will be read by students and academics for many years, and will have a lasting impact on the way Canadians approach educational reform.

Serious games (i.e., digital games designed for educational purposes) can foster positive learning attitudes and are increasingly used as educational tools. Foodbot Factory is a serious game application (app) that helps children learn about healthy eating based on Canada's Food Guide principles and has demonstrated to increase nutrition knowledge among this group. This paper describes the process followed to expand Foodbot Factory's educational content and integrate immersive technologies and innovative features into the app. The revision process, which was guided by the Obesity-Related Behavioral Intervention Trials model, included the following phases: first, an interdisciplinary team of nutrition scientists, education experts, and computer scientists analyzed data from the original pilot study, recently published literature, and feedback from stakeholders to define areas to improve Foodbot Factory. The five original Foodbot Factory modules were evaluated by the team during weekly meetings, where the educational content, interactive features, and other elements that required updates (e.g., aesthetics and accessibility) were identified. Second, prototypes were created and refined until a final version of Foodbot Factory was approved. Nineteen children tested the updated Foodbot Factory and found it "easy to use" (89%) and "fun" (95%). The new version of Foodbot Factory contains 19 learning objectives, including 13 original and six new objectives. Interactive engagement features in the updated Foodbot Factory included augmented reality incorporated into two learning modules; new mini-games were created, including a memory game; an overhaul of the aesthetics; (e.g., new food images); and accessibility features were included to support users with cognitive and vision disabilities. [ABSTRACT FROM AUTHOR]

Respiratory syncytial virus (RSV) is a leading cause of morbidity and hospitalization in young children, and prevention is the primary management strategy. At present, palivizumab, a monoclonal antibody providing immediate passive immunity, rather than a vaccine that induces active immunity, is the only preventive intervention used in routine practice internationally. In Canada, access varies across the country. Prophylaxis policies are mainly driven by cost-effectiveness analyses, and it is crucial that the full costs and benefits of any intervention are captured. Positive results from a new Canadian cost-effectiveness analysis of palivizumab will help address the current inequality in use while providing a framework for future models of RSV preventives. Nurses are the principal educators for parents about the risks of childhood RSV and optimal prevention via basic hygiene, behavioral and environmental measures, and seasonal prophylaxis. Nurses should be provided not only with regular, up-to-date, and accurate information on RSV and the clinical aspects of emerging interventions but be informed on the decision-making governing the use of preventive strategies. [ABSTRACT FROM AUTHOR]

Background: Children with chronic kidney disease (CKD) generally have worse educational and psychosocial outcomes compared with their healthy peers. This can impair their ability to manage their treatment, which in turn can have long-term health consequences through to adulthood. We attempted to capture the experiences of children with CKD and to describe the perspectives of their parents and caregivers on access to educational and psychosocial support. Methods: Children with CKD (n = 34) and their caregivers (n = 62) were sampled via focus groups from pediatric hospitals in Australia, Canada, and the USA. Sixteen focus groups were convened and the transcripts were analyzed thematically. Results: We identified four themes: disruption to self-esteem and identity (emotional turmoil of adolescence, wrestling with the sick self, powerlessness to alleviate child's suffering, balancing normality and protection); disadvantaged by lack of empathy and acceptance (alienated by ignorance, bearing the burden alone); a hidden and inaccessible support system (excluded from formal psychological support, falling behind due to being denied special considerations); and building resilience (finding partners in the journey, moving towards acceptance of the illness, re-establishing childhood). Conclusions: Children with CKD and their caregivers encountered many barriers in accessing psychosocial and educational support and felt extremely disempowered and isolated as a consequence. Improved availability and access to psychosocial and educational interventions are needed to improve the wellbeing and educational advancement of children with CKD. A higher resolution version of the Graphical abstract is available as Supplementary information. [ABSTRACT FROM AUTHOR]

Background: Pediatric intensive care unit (PICU)-associated delirium contributes to a decline in postdischarge quality of life, with worse outcomes for individuals with delayed identification. As delirium screening rates remain low within PICUs, caregivers may be able to assist with early detection, for which they need more education, as awareness of pediatric delirium among caregivers remains limited. Objective: This study aimed to develop an educational tool for caregivers to identify potential delirium symptoms during their child's PICU stay, educate them on how to best support their child if they experience delirium, and guide them to relevant family resources. Methods: Web-based focus groups were conducted at a tertiary pediatric hospital with expected end users of the tool (ie, PICU health care professionals and caregivers of children with an expected PICU length of stay of over 48 h) to identify potential educational information for inclusion in a family resource guide and to identify strategies for effective implementation. Data were analyzed thematically to generate requirements to inform prototype development. Participants then provided critical feedback on the initial prototype, which guided the final design. Results: In all, 24 participants (18 health care professionals and 6 caregivers) attended 7 focus groups. Participants identified five informational sections for inclusion: (1) delirium definition, (2) key features of delirium (signs and symptoms), (3) postdischarge outcomes associated with delirium, (4) tips to inform family-centered care, and (5) education or supportive resources. Participants identified seven design requirements: information should (1) be presented in an order that resembles the structure of the clinical discussion around delirium; (2) increase accessibility, recall, and preparedness by providing multiple formats; (3) aim to reduce stress by implementing positive framing; (4) minimize cognitive load to ensure adequate information processing; (5) provide supplemental electronic resources via QR codes; (6) emphasize collaboration between caregivers and the health care team; and (7) use prompting questions to act as a call to action for caregivers. Conclusions: Key design requirements derived from end-user feedback were established and guided the development of a novel pediatric delirium education tool. Implementing this tool into regular practice has the potential to reduce distress and assist in the early recognition and treatment of delirium in the PICU domain. Future evaluation of its clinical utility is necessary. [ABSTRACT FROM AUTHOR]

Attention to children's emotional development in Canadian schools is often presented as a very recent concern. In fact, competing conceptions of students' emotional well-being informed educational discourses throughout the twentieth century. This article examines educators' changing ideals regarding good citizenship, particularly the affective attributes or expressions attached to those ideals, and argues that educational discourse has shifted from an emphasis on creating citizens with a "disciplined intelligence" to promoting a "culture of care." The first half of the twentieth century witnessed the melding of a nineteenth-century Anglo-Christian moral imperative with a more modern emphasis on the search for personality. While this thrust lingered well into the century, educators increasingly embraced a culture of rights alongside evolving ideas about personality development from the 1950s to the 1980s. In the process, they prioritized self-expression or "self-actualization." Beginning in the 1980s, educators transformed loose edicts about students' personal fulfillment into more concrete pursuits of engaged pedagogy, active citizenship, and, increasingly, a "culture of care" within the classroom. In tracing these shifting emphases, this article highlights the need for critical analysis of the affective dimensions of education to better understand both the historic and current role of schools in shaping citizens. [ABSTRACT FROM AUTHOR]

In 2020, the global number of refugees reached record levels, pressuring asylum countries to determine more effective methods for facilitating integration. This article explores an array of stakeholder practices towards refugees in Surrey and Greater Vancouver, Canada. It is based on questionnaires and interviews that elicit the perceptions and struggles of 40 settlement workers, health and mental health professionals, Members of Parliament, educators, librarians, scholars and grassroots organisations, who work with refugees. The findings show that stakeholders often feel isolated, 'working in silos' and wasting time and money due to uncoordinated services and a lack of interagency communication. They feel it is also unreasonable to expect Government‐Assisted Refugees (GARs) to learn English and complete job training in preparation for independent living within 1 year of support. Both refugee adults and children suffer from high levels of trauma, often compounded by interrupted or no schooling. Since education is essential to refugee success, I argue that teachers play a role in filling the gap, often uniquely positioned to form ongoing, safe and trusting relationships with refugee students and their families. For many teachers, it is an ethos of care, compassion and social justice acquired in teacher education programmes that increases refugee resilience, sense of belonging and wellbeing. This article identifies what new collaborations between teachers and other stakeholders might accomplish, including communication back to government policymakers. Recommendations encompass initiating online registries of services and low‐cost housing in neighbourhoods where community schools and services are interlinked, possibly achieving holistic care for all refugees. [ABSTRACT FROM AUTHOR]

Canadian children experience a high level of intergenerational income mobility compared with US children. Moreover, their physical and mental health outcomes, school readiness, and post-secondary attendance are all less tightly associated with parental outcomes than in the United States. In this article, we investigate the role played by children's education in the intergenerational transmission of income in Canada. Existing research has produced macro-level estimates of mobility to draw comparisons over time and across places and has studied the micro-level mechanisms that underlie the relationship between parents' and children's outcomes. However, evidence on the extent to which the different factors investigated drive the broader numbers is still limited. To remedy this, we exploit the Longitudinal and International Study of Adults, a rich panel of integrated survey and administrative data covering 1982–2013. We estimate that the education level of children accounts for 40.5–50.1 percent of the correlation between their income and their parents', similar to the United States. Moreover, we discuss evidence suggesting that the greater mobility of Canadian children is linked not only to their lower returns to education but also to the weaker association between their education and their parents' income. Finally, we find that almost half of the effect linked to education is associated with the skills respondents use at work, such as reading or communication. [ABSTRACT FROM AUTHOR]

The Government of Canada identifies numeracy as a foundational skill for work, learning, and life. Libraries have historically been champions of literacy; however, the role of libraries in developing numeracy skills is understudied. Specifically, there is a critical gap in studying numeracy programs offered by public libraries. This exploratory study examines the state of numeracy programming at five major urban public libraries in Canada (Calgary Public Library, Edmonton Public Library, Bibliothèques de Montréal, Ottawa Public Library, and Toronto Public Library) to understand the types and varieties of numeracy programs that they offer. The frequency of programs, the intended age range, and the program content are the main foci of this paper. The researchers examined 1166 program listings by scraping programming information from the five libraries' websites. The data was collected for the second week of December 2015 and relied on programming descriptions from libraries' websites. Results showed that a total of 65 programs (5.6% of total programs) covered numeracy related skills. Overall, the options to learn about numeracy concepts were very limited at all of the libraries in the sample. Calgary offered the highest number of children-focused numeracy programs, while Toronto offered the greatest number of adult-focused numeracy programs. "Math/mathematics" was the most common term used to describe numeracy-related programs. This exploratory study underscores the need for greater investigation of numeracy programming in public libraries. [ABSTRACT FROM AUTHOR]

The kindergarten program, Tools of the Mind (Tools), has been shown to improve executive functions (as assessed by laboratory measures) and academic performance. The objective here was to see if Tools can improve executive functions in the real world (in the classroom), academic outcomes not previously investigated, reduce bullying and peer ostracism, and increase teachers’ and students’ joy in being in the classroom. This first randomized controlled trial of Tools in Canada included 351 kindergarten children (mean age 5.2 years at entry; 51% female) in 18 public schools. Stratified randomization resulted in teachers and students in both groups being closely matched. Teachers in both groups received the same number of training hours and same funds for new materials. Outcome measures were pre and post standardized academic skill assessments and teacher online survey responses. This study replicated that Tools improves reading and shows for the first time that it improves writing (far exceeding levels the school districts had seen before), self-control and attention-regulation in the real world (e.g., time on task without supervision), reduces teacher burnout and children being ostracized or excluded, and increases the joy students and teachers experience in school. By Spring, Tools teachers were still enthusiastic about teaching; control teachers were exhausted. These results were not only better than the control group but also better than Tools teachers experienced the year before Tools. Thus, children in a kindergarten curriculum that emphasized play, improving self-regulation, working together and helping one another, and hands-on learning performed better academically, showed less bullying and peer ostracism and more kindness and helping behavior than students in more traditional classes, and teacher enthusiasm for teaching soared. Tools reduced initial disparities separating children, schools, and teachers. [ABSTRACT FROM AUTHOR]

This study examined profiles of participation in extracurricular activities (ECAs) in 4th grade children (N = 27,121; Mean age = 9.20 years; SD = .54; 51% male) in British Columbia, Canada. Latent class analyses were used to establish activity profiles and determine class membership; ANCOVA was used to investigate differences in mental wellbeing (optimism, life satisfaction, self-concept) and perceived overall health between groups. Data came from a cross-sectional, population-level child self-report survey (i.e., the Middle Years Development Instrument) implemented with 4th grade children in public schools. We found four distinct ECA profiles: participation in “All Activities”, “No activities”, “Sports” (i.e., individual and team sports), and “Individual activities” (i.e., educational programs, arts/music, individual sports). Wellbeing and health scores were highest for children in the “All Activities” and the “Sports” clusters, and lowest for those in “No Activities” and the cluster reflecting individual activities (i.e., “Individual activities”). Results are discussed in the context of previous research, and with respect to practical relevance. [ABSTRACT FROM AUTHOR]

Background: Food insecurity is associated with a wide array of negative health outcomes and higher health care costs but there has been no population-based study of the association of food insecurity and mortality in high-income countries. Methods: We use cross-sectional population surveys linked to encoded health administrative data. The sample is 90,368 adults, living in Ontario and respondents in the Canadian Community Health Survey (CCHS). The outcome of interest is all-cause mortality at any time after the interview and within four years of the interview. The primary variable of interest is food insecurity status, with individuals classed as “food secure”, “marginally food insecure”, “moderately food insecure”, or “severely food insecure”. We use logistic regression models to determine the association of mortality with food insecurity status, adjusting for other social determinants of health. Results: Using a full set of covariates, in comparison to food secure individuals, the odds of death at any point after the interview are 1.28 (CI = 1.08, 1.52) for marginally food insecure individuals, 1.49 (CI = 1.29, 1.73) for moderately food insecure individuals, and 2.60 (CI = 2.17, 3.12) for severely food insecure individuals. When mortality within four years of the interview is considered, the odds are, respectively, 1.19 (CI = 0.95, 1.50), 1.65 (CI = 1.37, 1.98), and 2.31 (CI = 1.81, 2.93). Interpretation: These findings demonstrate that food insecurity is associated with higher mortality rates and these higher rates are especially large for the most severe food insecurity category. Efforts to reduce food insecurity should be incorporated into broader public health initiatives to reduce mortality. [ABSTRACT FROM AUTHOR]

Substantial historical research indicates that during World War II Canadian schools were considered optimal sites for fostering nationalistic sentiments in teachers and learners. Policymakers directed educators and students to collect scrap metals, purchase war savings certificates, salute the flag, and undertake marching drills. These wide-reaching directives give the impression that schools were considerably reshaped during the war. Nevertheless, since much of the literature has used official information sources, such as curriculum documents and government missives, it is unclear to what extent teachers implemented such directives. No Canadian scholarship has tapped the memories of former teachers to determine their compliance in promoting nationalistic sentiments and activities. Nor have existing histories categorised activities by geographic area (such as rural versus urban; coastal versus inland) or school level (elementary versus secondary). Thus, the “unity of purpose and experience” implied by some of the literature may be overemphasised. This paper challenges the suggestion that throughout Canada all children and teachers in schools fervently engaged in nationalistic behaviour during World War II. To supplement government perspectives found in newspapers, magazines, curricular documents, and other Department of Education sources, I interviewed two dozen teachers who taught in 40 schools throughout British Columbia between 1939 and 1945. Despite policymakers’ intentions, there were many factors influencing schools’ abilities to support the war effort. These included a community’s geographic proximity or access to centres of larger war-related activity, such as munitions factories or collection stations; the values and social circumstances of families and communities; and teachers’ individual preferences, often reflecting their career stage. [ABSTRACT FROM AUTHOR]

Delivered as one of the keynote addresses at the International Standing Committee on the History of Education (ISCHE) Conference held in Chicago in August 2016, this paper offers a broad review of how the body and embodiment have been incorporated into histories of education. Based on this historiography, I extend three “inspiring provocations” intended to set the stage for new questions, new theorising, and new methods regarding the body in the field. By asking new questions of the past, drawing on innovative theoretical and methodological frameworks, I argue, historians can continue to give proper empirical standing to the body and embodiment in our histories of education. I conclude with a central question: What are the important questions in the history of education that the body might help us to answer? [ABSTRACT FROM PUBLISHER]

Children need opportunities to establish positive social connections at school, yet many school playgrounds are challenged by social conflict that can undermine these connections. When children's social needs go unmet, the resultant feelings of loneliness, isolation and self-doubt can cumulatively lead to mental and physical illness. Because recess is typically the only time during the school day that children are free to socialize and play, we propose a more thoughtful way of thinking about it: from the lens of belongingness. Schools are, historically, designed for instruction. We argue, however, that we need to attend to children's social needs at school. We highlight current research from social neuroscience, belonging and social connectedness in order to delineate the pathways between daily school recess and developmental health trajectories. We then consolidate an array of research on play, social interaction and school change to suggest four areas that could benefit from consideration in research, practice and policy: (i) the culture of recess, (ii) the importance of healthy role models on the playground, (iii) the necessity of activities, options and variety during recess and (iv) the significance of space and spatial layout (indoor and outdoor).We bridge our discussion with the conception of health as described in the Ottawa Charter and emphasize the need to build alliances across sectors to assist schools in their efforts to support children's overall health needs. [ABSTRACT FROM AUTHOR]

In 1874, 6000 Old Colony Mennonites, an ethno-religious minority sect, immigrated to the Canadian prairies from Russia, after negotiating a charter of privileges with the federal government. Chief among these freedoms was the right to educate their children without government interference. Between 1890 and 1922, tensions mounted between the Mennonites and the government over issues related to schooling, culminating in the 1922 exodus to Latin America. Archival evidence – school inspector reports, personal correspondence and German and English-language newspapers – illustrates how a lack of identity with a nation-state rendered government attempts at assimilation through schooling ineffective. The transnational lens elucidates why these Mennonites were not moved by state efforts; their allegiance was to their own community and to the kingdom of God, but not to any particular nation. Successive legislation – the 1890 Schools Act, the 1907 law mandating that the Union Jack flag be flown outside schools, and the School Attendance Act – though not directed solely at the Mennonites, made it harder for them to conduct their schools according to tradition. Schooling served as the primary locus through which their language, religion and worldview were transmitted and these goals often conflicted directly with predominant concepts of education. [ABSTRACT FROM PUBLISHER]

Children do not know everything that adults know, nor do adults know everything that children know. The present research examined the universality of beliefs about child and adult knowledge and their development with 4- and 7-year-old Canadian and Japanese children (N = 96). In both countries, all children were able to identify adult-specific knowledge and only older children displayed beliefs about child-specific knowledge. However, Japanese and Canadian children differed in whether they used their own knowledge in deciding whether a person who knew an item was a child or an adult. In addition, parental and child beliefs were related in Japan but not in Canada. These findings indicate that children growing up in different cultures may take different paths in developing beliefs about age-related knowledge. Implications for theories of socio-cognitive development and learning are discussed. [ABSTRACT FROM AUTHOR]

Using examples from family letters sent to the Department of Education’s Elementary Correspondence School (ECS) in the western Canadian province of British Columbia in the early twentieth century, this article discusses three potential problems or traps associated with concepts of agency in the history of children and youth. Following a brief discussion of the emergence of agency in childhood studies, it focuses on three approaches to agency that it is argued limit our efforts to demonstrate the contributions of young people to historical change: contributory, binaried, and undifferentiated approaches to agency. Investigating the ECS family letters through these three approaches demonstrates their limits while also pointing the way towards more productive pathways. By focusing on more nuanced interpretive strategies, such as empathic inference, structural and relational analyses, and explicitly theorising around the key concept of age, young people emerge more clearly as actors in history, not merely subjects of history. [ABSTRACT FROM PUBLISHER]

Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test’s conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents’ experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent’s perceptions of the child’s needs and is context specific. In these cases, advocacy during transition reflects the parent’s priorities for the child’s inclusion. [ABSTRACT FROM PUBLISHER]

The authors conduct a document analysis of theEarly Learning for Every Child Today: A Framework for Ontario Early Childhood Settings(2007) to identify children's rights as reflected in a widely used early childhood curriculum framework in Ontario, Canada. They argue about the significance of looking at curriculum through the lens of children's rights in order to create a global community and strive toward a “rights-integrative approach to early learning.” The findings from the analysis indicate how curriculum documents used for guiding early learning practices may serve as ideal vehicles for introducing discourses on children's rights. [ABSTRACT FROM PUBLISHER]

In the midst of the complicated racial-linguistic landscape that is Montreal, Quebec, the educational experiences of the relatively small population of Anglophone Blacks are often invisibilized within the education literature, and relatively little attention is paid to the nature of Black students’ and educators’ struggles with racism and Eurocentricity within Anglophone schools in Montreal. This article makes a contribution to the empirical literature concerning these groups. It shares the experiences of, and racism witnessed by, two Black teachers in Montreal. Their narratives paint a compelling picture of the consequences and effects of educating Black students within a colour-blind context in Montreal schools, as well as the pedagogies and personal philosophies they work through to resist and challenge the context of denial within Canadian education. The article ends with a discussion of the ways in which the teachers’ pedagogies align with critical anti-racist praxis, and nascent forms of African-centred pedagogy. [ABSTRACT FROM PUBLISHER]

This paper uses longitudinal microdata from the Statistics Canada National Longitudinal Survey of Children and Youth (NLSCY) to study the family income dynamics of Canadian children from the time they are 4 or 5 until they are 14 or 15. Dynamics of family income have been studied less often than dynamics of child poverty. Yet we argue that from the perspective of equity, it is important to know the extent to which some children are always affluent while other children are always poor. Also, since our social safety net is designed to shelter Canadians, including children, from both economic hardship and economic loss, it is also important, from the perspective of policy, to assess risk factors for persistent low income as well as correlates of major economic loss. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study that compared the French as a second official achievement of three groups of students: (1) Canadian-born English speaking (CBE), (2) Canadian-born multilingual (CBM), and (3) immigrant multilinguals (IMM) as determined by multiskills test results. ANOVAs and subsequent post hoc tests revealed that the immigrant group outperformed the other two groups on some test components. In order to identify statistically significant predictors of the French as a second official language (FSOL) results, multiple linear regression analyses were conducted considering groupings, attitudes and experiences as revealed through a questionnaire. The results indicate that the immigrant group's advantages are beyond language(s) proficiency, motivation, attitude, metalinguistic awareness, or strategy use. The author suggests the immigrant group's status of immigrant has a positive impact on the results. [ABSTRACT FROM AUTHOR]

Given the instructional challenges posed by the influx of minority-language children in North America, this article attempts to examine early childhood bi- or multilingualism in one of the fastest growing ethnic minority groups in Canada, Korean-Canadians. By drawing on a Vygotskian perspective, the article focuses on the affective and social aspects of learning for culturally and linguistically diverse (CLD) children and their families. With an emphasis on the integration of language and thought, this article first identifies the instructional applications of Vygotskian perspectives and then describes iterative phases of design-based research aimed at developing technology-mediated collaborative learning environments for trilingual Korean-Canadian children. The technology-mediated collaborative learning environment supported young CLD children's affective, social and cognitive needs and created meaning-centered collaborative learning environments. The paper concludes with a consideration of implications of this technology-mediated collaborative learning environment so as to assist teachers who might be confronted with the educational needs of the growing population of CLD children. [ABSTRACT FROM PUBLISHER]

This article describes a research study that investigated three- and four-year-old Canadian preschool children's perceptions about starting kindergarten. Findings from 33 focus-group discussions suggest that children begin to formulate ideas about starting kindergarten prior to school entry. Children's responses were grouped according to three themes, play versus academic activities and homework; getting bigger but still needing help; and rules. Overall, the responses highlighted their expectations regarding continuity and discontinuity between the two environments. These findings support the position that children should be given the opportunity to contribute to the planning of transition practices. [ABSTRACT FROM AUTHOR]

This study moves beyond evidence left behind by church and state officials to ask who knew what when about residential schooling in Canada. While our historical knowledge about residential schooling and the people involved in and affected by it has grown in recent years, scholars have characteristically focused on official church and state agents. Other non-Aboriginal individuals who lived in or spent some time in Aboriginal communities, and who are not typically implicated in residential schooling, have consequently been overlooked as a source of knowledge about the truth of residential schooling. By broadening our examination of the various people who knew about residential schooling, by considering what they knew, and by coming to terms with the truth that many of them did little or nothing to stop the abuse they witnessed, this study suggests that we can more fully understand ourselves and our history, and we can be more properly prepared to move forward in a process of reconciliation and healing. [ABSTRACT FROM AUTHOR]

Childhood stress leads to adverse developmental and health outcomes in adulthood, and childhood poverty is perhaps the most significant source of stress that exists today for Canadian children. Previously, three key factors were identified that are important in improving developmental outcomes in children: reducing the stress of poverty; connecting the mother to the child's education; and connecting the mother to social support. The Mom2Mom Child Poverty Initiative was established as a model to improve developmental outcomes for vulnerable children. Mom2Mom combines current evidence regarding the social and biological determinants of child health with direct advocacy. It provides mentorship, and financial and practical support to families, with the goal of improving outcomes for children living in poverty. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of International Migration & Integration is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper explores the enabling and constraining effects of culture on the framing efforts of social movements by examining the use of children in materials produced by opposing sides of the Newfoundland "Confederation debate" of 1948. Cultural perceptions of children as "future citizens" of the nation coincided with a denominational schooling system which Newfoundlanders had long trusted to administer their children's civic education. The state thus had little role to play in the production of Newfoundland nationals, a situation that induced pro- and anti-Confederate frames to diverge from more familiar discourses on children and nation. The analysis shows how the coincidence of culture and structure generates cultural constrictions that shape social-movement initiatives in sometimes unexpected ways. It also contributes to the literature on the place of children in political debate, and on Newfoundland Confederation more generally. [ABSTRACT FROM AUTHOR]

Shares a collaborative story of how a group of people gathered to live and tell a new story of indigenous education. Coactions of aboriginal leaders, parents and grandparents for sharing their visions on education; Historical background of Mother Earth's Children's Charter School in Canada; Objective of the Charter School.

This article presents a comparative analysis of practical socio-educational measures in family environments in Canada and Spain. It aims to draw conclusions about what the two regions may learn from each other. This comparative pedagogy study is the result of field research on socio-educational policies designed to prevent situations of disadvantage, risk and negligence in childhood, caused by the failure of parents to carry out their educational role properly. Studies of this type may offer guidelines for the innovation and generation of new programmes, and are of special interest to social and educational institutions, increasingly concerned with the prevention of situations which cause childhood socialisation problems, by means of orientation and parental support. [ABSTRACT FROM AUTHOR]

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The article presents a brief summary of some of the major findings from the first explicitly comparative study of the political socialization process in Canada and the United States. Using a purposive sample of approximately 600 children in grades four through eight in both Belleville, Ontario and Watertown, New York, the areas like the child's affective response to government, the child's cognitive perception of the political structure, the development of political knowledge, the acquisition of partisan orientations, and the perception of similarity between Canadians and Americans will be investigated in this comparative analysis. Several major conclusions seem to be warranted by the data. On many indicators the findings ran counter to those of previous research. Moreover, in several important areas, the similarities in the patterns of political learning are very apparent for the Canadian and American children. A second major finding was that there were in specific areas important differences in the development of political orientations between the Canadian and American students.

The article focuses on the formation of the Council for Exceptional Children (CEC) Committee on Canadian Affairs, with the resultant increase in communication between provinces, a greater feeling of unity has been fostered among the CEC chapters in Canada. The committee has been actively involved in the preliminary planning for the Regional Conference. The main current expenditure of the Committee on Canadian Affairs is the supplying of Special Education to each Canadian member.