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Introducción: el consumo de sustancias psicoactivas (SPA) en escolares es un fenómeno complejo con múltiples efectos negativos. Desde la perspectiva de los determinantes sociales y la promoción de la salud, la institución educativa (IE) es un agente decisivo para acciones participativas. El objetivo fue identificar factores individuales e institucionales asociados con la participación de estudiantes en una IE pública de Cali (Colombia) para prevenir el consumo de SPA. Materiales y métodos: estudio de caso con enfoque mixto. La aproximación cualitativa implicó un análisis documental para explorar la respuesta y factores institucionales de la IE seleccionada como caso crítico; mientras que para identificar los factores individuales relevantes se desarrolló un componente cuantitativo mediante encuesta a 156 estudiantes (secundaria-media) de esa IE. Resultados: los estudiantes identifican como factor relevante para el consumo de SPA la presión de amigos o compañeros; se evidencia que los espacios y procesos de prevención de mayor aporte son la comunicación con pares. También se reconoce como factor institucional el trabajo curricular desde las áreas para fortalecer la toma de decisiones. Conclusión: en la estrategia de escuelas saludables, es crucial la alianza entre el sector educativo y el sector salud, para dinamizar espacios y procesos de participación dirigidos a prevenir el consumo de SPA. Los estudios de análisis del desarrollo de la estrategia de escuelas saludables son requeridos para generar elementos de reflexión dirigidos al ajuste de las acciones de empoderamiento de los estudiantes y que los procesos de participación juvenil logren la continuidad requerida
Introduction: The consumption of psychoactive substances (PAS) among schoolchildren suggests a complex phenomenon with multiple negative effects. From the perspective of social determinants and health promotion, the educational institution (EI) acts as a decisive agent for participatory actions. The present study aimed to identify individuals and institutional factors associated with the participation of students in an IE public of Cali (Colombia) toward the prevention of the consumption of PAS. Materials and methods: This is a case study with a qualitative and quantitative approach. The former involved a documentary analysis for the exploration of the response and the institutional factors of EI, which were selected as a critical case. Meanwhile, to identify the relevant individual factors, a quantitative component was developed through a survey of 156 students (SecondaryMiddle School) of that EI. Results: Students identified pressure from friends or classmates as a relevant factor for PAS consumption, indicating that the spaces and prevention processes with the most significant contribution are communication with peers. The curricular work from the areas to strengthen decision-making is also recognized as an institutional factor. Conclusion: Within the healthy schools' strategy, the alliance between the education and health sectors is of crucial relevance for the promotion of the revitalization of spaces and participation processes aimed at preventing the consumption of PAS. The analysis of studies on the development of healthy schools strategy is thus required to generate elements of reflection directed toward the adjustment of the actions facilitating the empowerment of the students and those referring to youth participation to achieve the required continuity.
Introdução: o consumo de substâncias psicoativas (SPA) em estudantes é um fenômeno complexo com múl- tiplos efeitos negativos. Na perspectiva dos determinantes sociais e da promoção da saúde, a instituição de ensino (IE) é um agente decisivo para ações participativas. O objetivo foi identificar fatores individuais e institucionais associados à participação de alunos em uma IE pública de Cali (Colômbia) para prevenir o consumo de SPA. Materiais e métodos: estudo de caso com abordagem mista. A abordagem qualitativa envolveu uma análise documental para explorar a resposta e os fatores institucionais da IE selecionada como caso crítico; enquanto para identificar os fatores individuais relevantes, desenvolveu-se um com- ponente quantitativo através de um questionário a 156 alunos (ensino médio) daquela IE. Resultados: os alunos identificam a pressão de amigos ou colegas como fator relevante para o consumo de SPA; é evidente que os espaços e processos de prevenção com maior contribuição são a comunicação com os pares. O trabalho curricular das áreas para fortalecer a tomada de decisão também é reconhecido como um fator institucional. Conclusão: na estratégia das escolas saudáveis, a aliança entre o setor da educação e o setor da saúde, assume uma relevância crucial para promover a revitalização de espaços e processos participativos direcionados à prevenção do consumo de SPA. Os estudos de análise do desenvolvimento da estratégia de escolas saudáveis são necessários para gerar elementos de reflexão direcionados ao ajuste das ações de empoderamento dos alunos e que os processos de participação juvenil alcancem a necessária continuidade
Subject(s)
HumansABSTRACT
Objective:To learn about the awareness, education status and willingness of iodine deficiency disorders (IDD) among elementary school students in Guizhou Province, and to provide a scientific basis for exploring intervention strategies for health education of iodine deficiency in the future.Methods:From June 2021 to May 2022, each IDD monitoring county was selected from the east, south, west, north and middle directions of Guizhou Province, and one elementary school was selected from each county. All students in two classes of Grade 5 and Grade 6 were selected in whole groups to conduct on-site questionnaire surveys in the form of anonymous examinations. The survey mainly included general demographic information and IDD awareness, education status and willingness, and binary logistic regression was used to analyze the relevant influencing factors.Results:A total of 1 259 elementary school students in Guizhou Province were investigated, the rates of awareness of IDD, acceptance of IDD publicity and education, and willingness to accept IDD publicity and education among elementary school students were 37.7% (1 900/5 036), 25.1% (316/1 259) and 69.6% (876/1 259), respectively. By binary logistic regression analysis, gender, residence, grade and father's education level were the influencing factors of pupils' awareness of iodine deficiency ( P < 0.05); residence, age and father's education level were the influential factors of elementary school students receiving iodine deficiency education ( P < 0.05); gender, residence, ethnicity and whether the child was the only child or not were the influential factors of elementary school students' willingness to accept IDD education ( P < 0.05). Conclusions:The elementary school students in Guizhou Province have insufficient knowledge about IDD. The publicity and education for iodine deficiency prevention is limited, and the students' willingness to learn is not high. The publicity, education and intervention for iodine deficiency prevention among elementary school students should be comprehensively strengthened.
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@#Introduction: Children typically have a diminished capacity to comprehend the COVID-19 epidemic. To convey information about COVID-19 to elementary school students (ESS), it takes educational comic media that children like because it is “fun,” “ informative, “ and well-understood. However, the effectiveness of this intervention has yet to be thoroughly investigated. This study aimed to measure the knowledge of ESS after studying COVID-19 with comics. Methods: A pre-post quasi-experimental design with a control group was used in this study. There were 66 ESS recruited on purpose. Intervention (n = 33) and control (n = 33) groups were formed. The intervention group received COVID-19 education using comic book media. Who Will Win the Fight Between Kids, Vaayu, and Corona?, a COVID-19 Awareness Comic, was translated into Indonesian. The education was given twice every two weeks, while the standard school intervention was given to the control group. To collect data, researchers designed a questionnaire based on a literature study. The questionnaire was valid and reliable, with a Cronbach alpha of 0.71, and the results were analysed using the independent sample t-test. Results: There was a substantial difference in Knowledge towards COVID-19 ratings between the control and intervention groups (p = 0.001). The mean Knowledge towards COVID-19 score of the intervention group was higher than that of the control group (M=4.33 vs M=1.63). Knowledge about COVID-19 differed significantly between the intervention and control groups (p = 0.001). Conclusion: Comic books are effective in increasing knowledge about COVID-19 in ESS.
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Este estudo comparou medidas de desempenho social em crianças integrantes de um programa de intervenção musicoterapêutica. Participaram sete crianças de idades entre sete a nove anos, sendo seis meninos e uma menina, e também seus pais. Os instrumentos utilizados foram SSRS para avaliar habilidades sociais e IMTAP, apenas o domínio social. Os resultados não apontaram diferenças estatisticamente significativas entre as medidas avaliadas. Na reavaliação houve aumento nos escores pela IMTAP, já pelo SSRS houve diminuição nas habilidades sociais nas duas versões - crianças e pais, além de aumento nos escores dos comportamentos problemáticos. O relato dos pais indicou melhorias na emissão de comportamentos sociais adequados.
This study compared measures of social performance in children participating in a music therapy intervention program. Seven children aged between seven and nine years participated, six boys and one girl, as well as their parents. The instruments used were SSRS to assess social skills and IMTAP, only the social domain. The results did not show statistically significant differences between the measures evaluated. In the reassessment there was an increase in the scores by the IMTAP, on the other hand by the SSRS, there was a decrease in social skills in both versions - children and parents, in addition to an increase in scores problematic behavior. The parents' report indicated improvements in the emission of appropriate social behaviors.
Este trabajo comparó medidas de desempeño social em niños participaron em un programa de intervención de musicoterapia. Participaron siete niños de entre siete y nueve años, siendo seis niños y una niña, así como sus padres. Los instrumentos utilizados fueron SSRS para evaluar habilidades sociales e IMTAP, solo el dominio social. Los resultados no apuntaran a diferencias estadísticamente significativas entre las medidas evaluadas. En la reevaluación, hubo un aumento em los puntajes por el IMTAP, por otro lado, por el SSRS, hubo una disminución en las habilidades sociales en ambas versiones, niños y padres, además de un aumento en los puntajes de comportamientos problemáticos. El informe de los padres indicó mejoras en la emisión de conductas sociales adecuadas.
Subject(s)
Humans , Child , Social Skills , Music TherapyABSTRACT
Objective To evaluate the effect of applying sitting posture corrector on improving reading and writing posture of elementary school students， and provide scientific evidence for prevention and control of myopia in children and adolescents. Methods One elementary school each in urban and suburban areas of Shanghai was selected using a convenience sampling strategy. Furthermore， two classes each in Grade 3 and 4 were selected as the intervention group （282 students were included in the study）， and the other two classes each in Grades 3 and 4 were selected as the control group （294 students were included in the study）. Students in the intervention group used the sitting posture corrector in the classrooms for 4 months （from September 2020 to January 2021）， while those in the control group did not use the sitting posture corrector. Relevant data were collected before and after the intervention through a self-administered questionnaire and visual examination. Statistical analysis was performed using chi-square test and generalized estimating equation. Results Before the intervention， 13.5% （38/282） of students in the intervention group and 12.2% （36/294） in the control group had good reading and writing posture （ χ 2 = 0.195， P >0.659）. After the intervention， 18.4% （52/282） of students in the intervention group had good reading and writing posture， which was higher than that （11.2%， 33/294） in the control group （ χ 2=5.957， P =0.015）. Before and after the intervention， there was no significant differences in the prevalence of myopia between students in the intervention and control groups （all P >0.05）. Generalized estimating equation analysis showed that students in the intervention group were 1.502 times more likely to have good reading and writing posture than those in the control group after the intervention （ P =0.043）. Conclusion Applying sitting posture corrector in schools could improve students' reading and writing posture.
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Objective To evaluate the effect of applying sitting posture corrector on improving reading and writing posture of elementary school students， and provide scientific evidence for prevention and control of myopia in children and adolescents. Methods One elementary school each in urban and suburban areas of Shanghai was selected using a convenience sampling strategy. Furthermore， two classes each in Grade 3 and 4 were selected as the intervention group （282 students were included in the study）， and the other two classes each in Grades 3 and 4 were selected as the control group （294 students were included in the study）. Students in the intervention group used the sitting posture corrector in the classrooms for 4 months （from September 2020 to January 2021）， while those in the control group did not use the sitting posture corrector. Relevant data were collected before and after the intervention through a self-administered questionnaire and visual examination. Statistical analysis was performed using chi-square test and generalized estimating equation. Results Before the intervention， 13.5% （38/282） of students in the intervention group and 12.2% （36/294） in the control group had good reading and writing posture （ χ 2 = 0.195， P >0.659）. After the intervention， 18.4% （52/282） of students in the intervention group had good reading and writing posture， which was higher than that （11.2%， 33/294） in the control group （ χ 2=5.957， P =0.015）. Before and after the intervention， there was no significant differences in the prevalence of myopia between students in the intervention and control groups （all P >0.05）. Generalized estimating equation analysis showed that students in the intervention group were 1.502 times more likely to have good reading and writing posture than those in the control group after the intervention （ P =0.043）. Conclusion Applying sitting posture corrector in schools could improve students' reading and writing posture.
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ABSTRACT This study aimed at evaluating the association between class context and the teacher's behavior with the physical activity (PA) level of Elementary School students during Physical Education (PE) classes. Eighteen PE classes from six schools were assessed. Class context and the teacher's behavior were measured based on systematic observation, that is, by using the System for Observing Fitness Instruction Time (SOFIT), whereas the students' PA level was measured with accelerometry. Data were treated with descriptive statistics and shown as the percentage of the class time spent in sedentary behavior and at different PA levels. The association between class context and the teacher's behavior with different PA levels was assessed by applying binary logistic regression. The percentage of students with regard to the structured games (35.8%), skill practice (23.2%) and management (21.7%) represented 80.7% of PE class total time. General instructions (45.5%), management (28.7%) and observation (18.3%) were the most frequent teacher's types of behavior seen. It was found that the percentage of time students spent in sedentary behavior and at different PA levels during PE classes varied according to the class context and the teachers' behavior.
RESUMO O objetivo deste estudo foi testar a associação entre o contexto da aula e o comportamento do professor com o nível de atividade física (AF) de escolares dos anos iniciais do ensino fundamental durante aulas de educação física (EF). Foram avaliadas 18 aulas de EF de seis escolas. O contexto da aula e o comportamento do professor foram avaliados por meio de observação sistemática (SOFIT) enquanto o nível de AF dos escolares foi mensurado por acelerometria. Os dados foram tratados pela estatística descritiva e apresentados como proporção do tempo da aula em comportamento sedentário e nos diferentes níveis de AF. A associação entre contexto da aula e comportamento do professor com os diferentes níveis de AF foi testada pela regressão logística binária. Os escolares passaram mais tempo durante a aula de EF em AFs de intensidade leve (40,8%) e vigorosa (40,9%). A proporção do tempo da aula destinado aos contextos jogo estruturado (35,8%), prática de habilidades (23,2%) e gerenciamento (21,7%) representou 80,7% to tempo total. Os comportamentos mais frequentes do professor foram: instruções gerais (45,5%), gerenciamento (28,7%) e observando (18,3%). Verificou-se que a proporção do tempo dos escolares em comportamento sedentário e nos diferentes níveis de AF durante a aula de EF variaram de acordo com o contexto da aula e o comportamento do professor.
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OBJECTIVES: This study investigates the current state of consuming breakfast among elementary school students residing in Malang, East Java, Indonesia, and to identify factors that influence breakfast behavior.METHODS: The research model was set up as per the health belief model, and slightly modified by adding the subjective normative factors of the theory of planned behavior. The survey was conducted from July 17 to August 15, 2017 using a questionnaire, after receiving the permission PNU IRB (2017_60_HR).RESULTS: The subjects were 77 boys (49.4%) and 79 girls (50.6%) suffering from malnutrition with anemia (21.2%) and stunting ratio of Height for Age Z Score (HAZ) (11.5%). Furthermore, moderate weakness (14.8%) and overweight and obesity (12.3%) by Body Mass Index for Age Z Score (BMIZ) were coexistent. According to the results obtained for breakfast, 21.8% did not eat breakfast before school, with 18.8% of the reasons for skipping breakfast being attributed to lack of food. Even for subjects partaking breakfast, only about 10% had a good balanced diet. The average score of behavioral intention on eating breakfast was 2.60 ± 0.58. The perceived sensitivity, perceived severity, perceived benefits, and self-efficacy of the health belief model correlated with breakfast behavior. Of these, self-efficacy (β=0.447, R²=0.200) and perceived sensitivity (β=0.373, R²=0.139) had the greatest effect on breakfast behavior. Mother was the largest impact person among children.CONCLUSIONS: In order to increase the level of breakfast behavior intention among children surveyed in Indonesia, we determined the effectiveness by focus on education which helps the children recognize to be more likely to get sick when they don't have breakfast, and increase their confidence in ability to have breakfast on their own. We believe there is a necessity to seek ways to provide indirect intervention through mothers, as well as impart direct nutrition education to children.
Subject(s)
Child , Female , Humans , Anemia , Body Mass Index , Breakfast , Diet , Eating , Education , Ethics Committees, Research , Growth Disorders , Indonesia , Intention , Malnutrition , Mothers , Obesity , OverweightABSTRACT
Abstract The study of chronic stress, potentially harmful to development, resents the focus of research on modal trends, not discriminating individual trajectories of chronicity. This study aimed to associate groups differentiated by the trajectory of stress, in children from the 1st to the 3rd year of Elementary School - Without Stress, Acute Stress and Chronic Stress, to the variables of protection or risk of the child and the school itself. One hundred and eleven students (56 boys) participated in the Child Stress Scale, Provinha Brasil, School Stressors Inventory and Social Skills Rating System - Teachers. Early childhood education, the Basic Education Index and the location of the school were considered. Comparison and prediction analyses were performed. Results indicated worse performance and greater perception of stressors in the group with chronic stress. Externalizing behavior, performance stressors and less permanence in Early Childhood Education contribute to chronicity. The focus on trajectories highlighted the vulnerability of chronically stressed children.
Resumo O estudo do estresse crônico, potencialmente prejudicial ao desenvolvimento, ressente-se do foco das pesquisas em tendências modais, não discriminando trajetórias individuais de cronicidade. O presente estudo teve como objetivo associar grupos diferenciados pela trajetória de estresse, de crianças do 1º ao 3º ano do Ensino Fundamental - Sem Estresse, Estresse Pontual e Estresse Crônico, à variáveis de proteção ou de risco da própria criança e da escola. Participaram 111 alunos (56 meninos) avaliados pela Escala de Estresse Infantil, Provinha Brasil, Inventário de Estressores Escolares e Social Skills Rating System - Professores. A Educação Infantil, o Índice da Educação Básica e a localização da escola foram considerados. Análises de comparação e de predição foram realizadas. Os resultados indicaram pior desempenho e maior percepção de estressores no grupo com estresse crônico. Comportamento externalizante, estressores do desempenho e menor permanência na Educação Infantil contribuem para a cronicidade. O foco nas trajetórias ressaltou a vulnerabilidade das crianças cronicamente estressadas.
Resumen Los estudios acerca del estrés crónico potencialmente dañino para el desarrollo se basan en investigaciones enfocadas en tendencias modales, sin discriminar las trayectorias individuales de la cronicidad. El presente estudio tuvo como objetivo asociar los grupos diferenciados por la trayectoria de estrés en niños del 1.° al 3.° grado de la primaria - Sin estrés, Estrés puntual y Estrés crónico, con las variables de protección o de riesgo del niño y de la escuela. Se evaluaron a 111 alumnos (56 chicos) utilizando la Escala de Estrés Infantil, la Provinha Brasil, el Sistema de Inventario de Estrés de Escolares y el Social Skills Rating System, Maestros. Se consideraron la Educación de la primera infancia, el Índice de educación básica y la ubicación de la escuela. Se hizo el análisis de comparación y de predicción. Los resultados indicaron un peor rendimiento y una mayor percepción de estresores en el grupo con estrés crónico. El comportamiento externo, los factores estresantes del rendimiento y la menor permanencia en la educación de la primera infancia contribuyen a la cronicidad. El enfoque en las trayectorias destaca la vulnerabilidad de los niños con estrés crónico.
Subject(s)
Humans , Male , Female , Child , Perception , Stress, Psychological , Students , Behavior , Child Rearing , Risk , Disaster Vulnerability , Education, Primary and Secondary , Growth and Development , Exercise Test , Social SkillsABSTRACT
O estudo tem por objetivo geral investigar a experiência de uma escola municipal de ensino fundamental de São Paulo no acolhimento de alunos imigrantes. A coleta de dados foi realizada por meio de entrevistas com o diretor, coordenador pedagógico, professores e pais imigrantes bolivianos; observações de sala de aula, recreio e reuniões dos projetos destinados aos alunos imigrantes; aplicação da escala de proximidade entre alunos e análise do rendimento escolar. Os resultados mostraram que, na percepção dos profissionais e dos pais, houve uma redução significativa das manifestações de preconceito e discriminação, assim como maior interação entre os alunos. Iniciativas da escola no sentido de valorização da cultura dos imigrantes devem ser destacadas, assim como a incorporação do tema da imigração no currículo por meio dos roteiros de aprendizagem produzidos pelos professores. Por fim, destaca-se a importância da gestão democrática e da participação coletiva para o desenvolvimento de uma escola mais inclusiva.
El estudio tiene por objetivo general investigar la experiencia en la acogida de alumnos inmigrantes en una escuela municipal de enseñanza fundamental de São Paulo. La recolección de datos fue realizada por medio de entrevistas con el director, coordinador pedagógico, profesores y padres inmigrantes bolivianos; observaciones de clase, recreo y reuniones de los proyectos destinados a los alumnos inmigrantes, aplicación de la escala de proximidad entre alumnos y análisis del rendimiento escolar. Los resultados apuntaron que, en la percepción de los profesionales y de los padres, hubo una reducción significativa de las manifestaciones de prejuicio y discriminación, así como mayor interacción entre los alumnos. Las iniciativas de la escuela en el sentido de valorización de la cultura de los inmigrantes deben ser destacadas, así como la incorporación del tema de la inmigración en el plan de estudios por medio de los itinerarios de aprendizaje producidos por los profesores. Por último, se destaca la importancia de la gestión democrática y de la participación colectiva para el desarrollo de una escuela más inclusiva.
The aim of the study is to investigate the experience of a municipal elementary school in São Paulo in welcoming immigrant students. Data collection was conducted through interviews with the principal, pedagogical coordinator, teachers and Bolivian immigrant parents; classroom observations, break time and project meetings for immigrant students; application of student proximity scale and analysis of school performance. The results showed that, in the perception of professionals and parents, there was a significant reduction in the manifestations of prejudice and discrimination, as well as greater interaction among students. School initiatives to enhance the culture of immigrants should be highlighted, as well as the incorporation of the theme of immigration into the curriculum through the learning scripts produced by teachers. Finally, the importance of democratic management and collective participation is highlighted for the achievement of a more inclusive school.
Subject(s)
Education, Primary and Secondary , Education , Emigration and ImmigrationABSTRACT
@# Introduction: The Indonesian Guide on Balanced Nutrition endorsed in 2014, needs to be more widely publicised. One way is to use fun learning methods such as drama and storytelling, especially in schools. This study aimed to develop drama and storytelling scripts for educating students on balanced nutrition. Methods: Sixteen focus group discussions (FDGs) with thematic activities were conducted among 96 mother-child pairs in four elementary schools. The mothers’ age ranged from 30-50 years and the children 9-13 years. In-depth interviews were conducted with eight teachers (two from each participating school). The FGDs and interviews were designed to elicit information on knowledge and implementation of balanced nutrition guidelines at three levels, namely intrapersonal (students), family (mother) and environment (school teacher). Content analysis was used to identify relevant themes, which were developed into scripts for drama and storytelling. Results: The students, mothers, and teachers were not familiar with the general guidelines for balanced nutrition. The lack of variety of the food provided at home was reported. The draft scripts were discussed and modified for accuracy of the nutrition messages that were applied in character dialogues, song lyrics, dramas and storytelling. Conclusion: Storytelling and drama are effective for use by teachers and mothers for delivering nutrition messages in schools and the home.
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Resumo Este estudo avaliou os efeitos do ensino de relações condicionais entre numerais (A), conjuntos de pontos (B) e duas diferentes formas de apresentação de problemas de adição (com algarismos [C] e na forma de balança [D]) promovidos pelo jogo digital Korsan, sobre a resolução de problemas de adição com algarismos e na forma de balança. Avaliou-se também o engajamento produzido pelo jogo e sua usabilidade. Participaram quatro crianças com 7 anos de idade. Avaliou-se a resolução de problemas de adição em Pré-teste, Sondas, Pós-teste e Follow-up por meio de jogos adaptados. Na intervenção foram ensinadas as relações AB/BA e AC/CA, testando-se as relações BC/CB. Posteriormente ensinou-se as relações CD/DC, testando-se as relações AD/DA e BD/DB. Constatou-se melhor desempenho na resolução de problemas. Os resultados também indicaram que o jogo parece adequado e que incluir elementos de enredo e estética em futuras versões do jogo pode aumentar o engajamento dos jogadores durante as partidas.
Abstract This study has evaluated the teaching effects in conditional relations between numerals (A), sets of points (B) and two different ways of presenting addition problems (with figures [C] in a scale shape [D]) promoted by the digital game Korsan, based on solving addition problems using figures in a scale shape. It was also evaluated the engagement produced by the game and its usability. Four seven-year old children participated. The resolution of addition problems in Pre-test, Probes, Post-test and Follow-up was evaluated through adapted games. In the intervention the AB/BA and AC/CA relations were taught, and BC/CB relation were tested. Later the CD /DC relations were taught, testing the relations AD/DA and BD/DB. An improvement in problem solving performance was evidenced. The results also indicated that the game seems appropriate and the fact of implementing a plot and aesthetic elements in future game versions may increase player engagement during matches.
Resumen Este estudio evaluó los efectos de la enseñanza de relaciones condicionales entre numerales (A), conjuntos de puntos (B) y dos diferentes formas de presentación de problemas de suma (con cifras [C] y en forma de balanza [D]) promovidos por el juego digital Korsan, sobre la resolución de problemas de suma con cifras y en forma de balanza. Se evaluó también el compromiso producido por el juego y su usabilidad. Participaron cuatro niños de siete años de edad. Se evaluó la resolución de problemas de suma en Pre-test, Sondas, Post-test y Follow-up por medio de juegos adaptados. En la intervención se enseñaron las relaciones AB/BA y AC/CA, probándose las relaciones BC/CB. Posteriormente se enseñaron las relaciones CD/DC, probándose las relaciones AD/DA y BD/DB. Se ha constatado la mejora del rendimiento en la resolución de problemas. Los resultados también indican que el juego parece adecuado y que incluir elementos de trama y estética en futuras versiones del juego puede aumentar el compromiso de los jugadores durante los partidos.
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OBJECTIVES: This study was to investigate the perception of mothers of elementary school students regarding environment-friendly agricultural products in school foodservice. METHODS: A total of 282 mothers whose children were receiving environment-friendly agricultural products during elementary school foodservice in Gyeonggi participated in this questionnaire survey. The survey was conducted to investigate respondents perception and satisfaction with environment-friendly agricultural products in their children's school meals from May 29 to June 9, 2017. RESULTS: About 79% of the subjects were satisfied with school foodservice. The most important aspects of school foodservice were nutrition (35.8%) and sanitation (34.8%). Over 80% of the subjects were aware of environment-friendly agricultural products and about 54% of the subjects checked for a certification mark when purchasing environment-friendly agricultural products. Additionally, 72.3% of the subjects knew that environment-friendly agricultural products were used at school. The advantages of using environment-friendly agricultural products in school foodservice were safety (75.5%) and high food quality (16.3%). About 66% of the mothers knew the school was receiving support from the city or education office for using environment-friendly agricultural products. Additionally, 74.5% of the mothers responded that they are willing to pay for use of environment-friendly agricultural products when subsidies were not supported. CONCLUSIONS: The positive perception and high support for use of environment-friendly agricultural products in school foodservice among elementary students' mothers can be used as basic data for expansion of the use of environment-friendly agricultural products in school foodservice.
Subject(s)
Child , Humans , Certification , Education , Food Quality , Meals , Mothers , Sanitation , Surveys and QuestionnairesABSTRACT
OBJECTIVES: This study was to investigate the perception of mothers of elementary school students regarding environment-friendly agricultural products in school foodservice. METHODS: A total of 282 mothers whose children were receiving environment-friendly agricultural products during elementary school foodservice in Gyeonggi participated in this questionnaire survey. The survey was conducted to investigate respondents perception and satisfaction with environment-friendly agricultural products in their children's school meals from May 29 to June 9, 2017. RESULTS: About 79% of the subjects were satisfied with school foodservice. The most important aspects of school foodservice were nutrition (35.8%) and sanitation (34.8%). Over 80% of the subjects were aware of environment-friendly agricultural products and about 54% of the subjects checked for a certification mark when purchasing environment-friendly agricultural products. Additionally, 72.3% of the subjects knew that environment-friendly agricultural products were used at school. The advantages of using environment-friendly agricultural products in school foodservice were safety (75.5%) and high food quality (16.3%). About 66% of the mothers knew the school was receiving support from the city or education office for using environment-friendly agricultural products. Additionally, 74.5% of the mothers responded that they are willing to pay for use of environment-friendly agricultural products when subsidies were not supported. CONCLUSIONS: The positive perception and high support for use of environment-friendly agricultural products in school foodservice among elementary students' mothers can be used as basic data for expansion of the use of environment-friendly agricultural products in school foodservice.
Subject(s)
Child , Humans , Certification , Education , Food Quality , Meals , Mothers , Sanitation , Surveys and QuestionnairesABSTRACT
Resumen: Existe gran desinformación sobre epilepsias; mitos, prejuicios y estigma institucionalizado en el sistema escolar. Además, dificultades de participación social en las personas con epilepsia. Todo esto produce un impacto negativo en la calidad de vida de las personas con epilepsia. El objetivo de este trabajo es probar un método para educar en Epilepsias a escolares, mediante técnicas audiovisuales adecuadas a su lenguaje, intereses, nivel de atención y comprensión. Capacitación directa de 1.000 niños. Se realiza, por expertos en epilepsia y profesionales con experiencia en material audiovisual, un guión de 4 capítulos, sobre una historia de crisis de epilepsia en un niño, representado por marionetas. Se presenta el video a establecimientos educacionales públicos y privados. Se aplica Pre y Post test de 10 preguntas, para medir nivel de conocimientos y aprendizajes básicos en epilepsias. Un año post presentación de video, se mide en una muestra de estudiantes, la persistencia de conocimientos enseñados. Hubo un total de 1.111 escolares. Las respuestas pre-test correctas, incorrectas y que no sabían fueron en un 44%, 37% y 19% respectivamente. Las respuestas post-test correctas, incorrectas y que no sabían fueron en un 94%, 5% y 1% respectivamente. El análisis estadístico con las pruebas de McNemar mostraron diferencias altamente significativas entre el pre y post test en cada una de las 10 preguntas (p<0.0001). El estudio de persistencia, un año después (2011) fueron las siguientes: Correctas: 74%. Incorrectas: 8%. No sabe: 18%.Hubo cambios significativos de adquisición de conocimientos entre el pre y post test, con niveles de persistencia de conocimientos aceptables, un año después. El mensaje que la epilepsia puede afectar a cualquier persona, se visualiza como potente para sensibilizar y mejorar las actitudes sociales. Palabras Claves: Video educacional, epilepsia, convulsiones, estigma, estudiantes de escuelas primarias
There is a lack of information on Epilepsies, myths, prejudices and stigma institutionalized in the school system. In addition, people with epilepsy face a difficult time when trying to engage socially. All these produce a negative impact on the quality of life of people with epilepsy. The objective of this study is to test a method to educate schoolchildren in elementary and high school by audiovisual techniques appropriate to their language, interests, level of care and understanding in Epilepsies. Direct training of 1,000 children was performed by epilepsy experts and professionals with experience in audiovisual material through 4 chapters on a history of epileptic seizure in a child represented by puppets. The video was screened at public and private schools. A 10-item questionnaire was applied before and after the video, to measure level of knowledge and basic learning about Epilepsies. The knowledge about epilepsy was retested one year later in a sample of students. A total of 1,111 schoolage children participated. The results before the video screening were: correct 44%, incorrect 37%, and "I don't know" 19%. After the screening, there was a marked improvement, where correct answers were 94%, incorrect 5% and "I don't know" 1%. Statistical analysis with McNemar tests showed highly significant differences between the questionnaires before and after the video screening in each of the 10 questions (p < 0.0001). The test was repeated a year later (2011), with the following results: correct: 74%. Incorrect: 8%. I don't know: 18%. There was significant acquisition of knowledge after the video screening, with persistence of knowledge at acceptable levels a year later. The message that epilepsy can affect anyone is seen as potent to raise awareness and improve social attitudes. Key Words: educational video, epilepsy, seizures, stigma, elementary school students.
ABSTRACT
OBJECTIVES: This study was conducted to examine the length of exposure to smartphone and its association with dietary behavior toward snacks, lifestyle, and nutrition knowledge in elementary school students. METHODS: Subjects were 372 5th and 6th grade schoolchildren in Cheongju, Korea, and data was collected by a self-administered questionnaire. They were divided into two groups by the time spent using smartphone: moderate (< 2 hours/day) and overexposure (≥ 2 hours/day). Data was analyzed using frequency analysis, χ²-test, and independent t-test as well as analysis of covariance when necessary. RESULTS: Approximately half of subjects (41.4%) reported spending ≥ 2 hours/day using smartphone. That habit was more frequent among students in the 6th grade, those who received more monthly allowance, and who has a working mother. 63.4% of the subjects reported that they consumed snacks while watching television, using a computer and/or a smartphone and 48.1% said that they consumed snacks while they use a smartphone. Both situations were most prevalent among those with overexposure to smartphone (≥ 2 hours/day). We also observed that a higher percentage of subjects from the overexposure group spent more money on snack foods with the preference for ice cream, fast food, and carbonated drinks. Further, those in the overexposure group consumed more ice cream, cookies, and carbonated drinks. In addition, they had less desirable dietary behavior and health-related lifestyle (sleep duration and frequency of regular exercise) compared to those with moderate smartphone usage (< 2 hours/day). However, there was no statistical difference in nutrition knowledge among children with different degrees of smartphone usage. CONCLUSIONS: Our results showed that longer smartphone use was associated with less desirable snack preference/consumption and other dietary behavior in elementary school students. Thus interest and positive attitudes towards healthy snacks and diet should be reinforced in nutrition education programs, especially for those who are prone to use smartphones.
Subject(s)
Child , Humans , Carbonated Beverages , Diet , Education , Fast Foods , Ice Cream , Korea , Life Style , Mothers , Smartphone , Snacks , TelevisionABSTRACT
OBJECTIVES: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. METHODS: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. RESULTS: A total of 12 different dietary education textbooks named ‘Good Dietary Life Guide’ and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. CONCLUSIONS: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.
Subject(s)
Child , Humans , Child Care , Curriculum , Education , Feeding Behavior , Learning , Thinking , WritingABSTRACT
PURPOSE: This study was conducted to investigate dietary habits related to weight reduction and snack intake habits of 4th to 5th grade elementary students located in Jeju-si, Jeju, South Korea. METHODS: The 4(th) and 5(th) grade elementary school students (total n = 234, equally matched numbers of normal weight children and overweight/obese children (n = 117/group)) were surveyed using a questionnaire and a 24-hour dietary recall method in Oct 2015. RESULTS: The percentage of students who experienced reduced food intake to control weight was 26.3% in the normal weight group (NG) and 77.6% in the obese group (OG). Most frequently answered meal for reduced intake was snacks in the NG and dinner in the OG. Percentages of daily calorie intake among subjects were 17.2% for breakfast, 33.8% for lunch, 29.7% for dinner, and 19.3% for snacks. Frequency of snack intake was 2.1 times a week in NG and 1.6 times a week in OG, which showed a statistical difference between body weight groups. Types of snack foods were distinctly different depending on where children consumed them, although no difference was observed between NG and OG. In addition, snack intake level of low energy and nutrient-dense foods was significantly lower in the OG compared to the NG, whereas snack intake level of energy dense and low-nutritive foods was not different between the OG and NG. CONCLUSION: Taken together, snack intake level with consideration of frequency and amount of snack intake showed that children in the OG consumed significantly less low energy and nutrient-dense foods compared to the NG. Therefore, nutritional education for choosing healthy snack foods for children regardless of body weight status is crucial based on family-school links.
Subject(s)
Child , Humans , Body Weight , Breakfast , Case-Control Studies , Eating , Education , Feeding Behavior , Korea , Lunch , Meals , Methods , Obesity , Snacks , Weight LossABSTRACT
PURPOSE: This study was conducted to examine the prevalence of food allergy, food allergy knowledge, and perception on food allergen labelling along with management of substitute meals in school foodservice in elementary school students in Jeju, South Korea. METHODS: Six elementary schools in Jeju-si were randomly selected, and the higher grade elementary school students (n=1,500), from fourth graders to sixth graders, were surveyed using a questionnaire in July 2014. A total of 1,000 responses were used for data analysis. RESULTS: The percentage of students who had experienced food allergy was 16.7%; 26.4% had been diagnosed as having a food allergy by doctors. Milk, crabs, and shrimps were the most frequent allergenic foods with common symptoms including urticaria followed by itching, and vomiting. As the student's grade went up, the knowledge scores on food allergy showed a significant increase. Although students with and without food allergy experience had a similar level of knowledge on food allergy and perception on food allergen labelling, students with food allergy experience had a significantly lower level of healthy dietary practices. Last, only 20.4% of students with food allergies were offered substitute meals by school foodservices, and 30.8% of students received food allergy education. CONCLUSION: For prevention and management of food allergies in school foodservice, schools should provide an individualized substitute meal plan and food allergy education to students, parents, and teachers.
Subject(s)
Humans , Education , Food Hypersensitivity , Korea , Meals , Milk , Parents , Prevalence , Pruritus , Statistics as Topic , Urticaria , VomitingABSTRACT
BACKGROUND AND OBJECTIVES: Although new technology of assistive listening device leads many hard of hearing children to be mainstreamed in public school programs, many clinicians and teachers still wonder whether the children are able to understand all instruction, access educational materials, and have social skills in the school. The purpose of this study is to develop a school adaptation program (SAP) for the hearing-impaired children who attend public elementary school. SUBJECTS AND METHODS: The theoretical framework of the SAP was a system model including microsystem, mesosystem, and macrosystem merged with Keller's ARCS theory. RESULTS: The SAP consisted of 10 sessions based on five categories (i.e., school life, activity in the class, relationship with friends, relationship with teacher, and school environments). For preliminary validity testing, the developed SAP was reviewed by sixteen elementary school teachers, using the evaluation questionnaire. The results of evaluation showed high average 3.60 (+/-0.52) points out of 4 while proving a reliable and valid school-based program. CONCLUSIONS: The SAP indicated that it may serve as a practical and substantive program for hearing-impaired children in the public school in order to help them achieve better academic support and social integrations.