28 research outputs found
Technoference animations
No full textThese animations were developed using the data collected by children as published in Swit et al (2025) "Just Five More Minutes." These animations are designed to depict common technoference scenarios, as described by children aged 6-9 years. These animations are currently being used as child-reports of technoference as well as to understand parents' beliefs and attitudes toward different types of technoference
Problematic Media Use Animations
No full textThese animations were developed using the data collected by children as published in Swit et al (2025) "I feel like my brain is fried" Exploring Children's Perspectives of their (problematic) device use. These animations are designed to depict the nine PMU criteria (Domoff et al., 2019) and include an additional criteria for physical and emotional symptoms, to align with the data collected from children. The animations were developed based on the scenarios and experiences shared with us by children aged 6-9 years. These animations are currently being used as child self-reports of PMU
Child Reports of Technoference and Problematic Media Use
No full textUsing a Delphi survey and child co-design to develop and validate child reports of technoference and problematic media us
Child Reports of Technoference and Problematic Media Use
No full textUsing a Delphi survey and child co-design to develop and validate child reports of technoference and problematic media us
Social cognition and relational aggression: an investigation of the cognitive bases of preschoolers' aggressive behaviour
No full textYoung children’s social cognitive understanding of aggression and reasons for engaging in aggressive behaviour are often overlooked in aggression research. It is often assumed that preschool age children do not have the cognitive capacity to explain or justify their behaviour and there remains a paucity of appropriate measures of young children’s social cognitive understanding of aggression. The aim of this study was to address preschool age children’s use of relational aggression and the social cognitive processes that may underlie these behaviours through the development of a ‘preschooler-friendly’ measure with a view to understanding the reasons why children engage in aggression, as well as children’s normative beliefs about, and behavioural responses to, relational and physical provocation. The study also assessed teacher and parent normative beliefs about, and intervention responses for different types of aggression to determine the relationship between children’s cognitive processing and ecological factors. This study aimed to extend research by examining the socio-psychological factors of relationally and physically aggressive children in an Australian sample.
A representative sample of preschool age children (N = 68) participated in this study, yielding two subgroups compromising highly relationally aggressive (n = 9) and typically developing (n = 7) children. The identification of two subgroups allowed for differences in relationally aggressive and typically developing children’s social cognitive processing to be examined. This study found that relational aggression was viewed as more acceptable by teachers and parents compared to physical aggression and these normative beliefs were accompanied by more passive intervention strategies in response to relational aggression. Relational and physical aggression predicted both functionally adaptive and maladaptive socio-psychological factors in this sample of preschool age children. The newly developed measure was able to identify differences in the social cognitive explanations and responses to provocation of relationally aggressive and typically developing children. Highly relationally aggressive children were more likely to recommend prosocial problem solving responses and have higher quality social interactions with peers and adults, whereas typically developing children recommended typical aggressive responses to provocation. The significance of these results for understanding the development of aggression and implications for early school based interventions are discussed
Social cognition and relational aggression: an investigation of the cognitive bases of preschoolers' aggressive behaviour
No full textTheoretical thesis.Bibliography: pages 208-240.Chapter 1. Introduction -- Chapter 2. Study of aggression -- Chapter 3. Relational aggression in young children -- Chapter 4. Factors that influe4nce relational aggression -- Chapter 5. Methodological approach -- Chapter 6. Study One. Teacher and parent beliefs about aggression -- Chapter 7. Study Two. Preschool children’s use of aggression and socio-psychological wellbeing factors -- Chapter 8. Study Three. Understanding the intentionality and function of young children’s aggressive behaviour -- Chapter 9. Study Four. Children’s normative beliefs and behavioural responses to aggression -- Chapter 10. Discussion and implications.Young children’s social cognitive understanding of aggression and reasons for engaging in aggressive behaviour are often overlooked in aggression research. It is often assumed that preschool age children do not have the cognitive capacity to explain or justify their behaviour and there remains a paucity of appropriate measures of young children’s social cognitive understanding of aggression. The aim of this study was to address preschool age children’s use of relational aggression and the social cognitive processes that may underlie these behaviours through the development of a ‘preschooler-friendly’ measure with a view to understanding the reasons why children engage in aggression, as well as children’s normative beliefs about, and behavioural responses to, relational and physical provocation. The study also assessed teacher and parent normative beliefs about, and intervention responses for different types of aggression to determine the relationship between children’s cognitive processing and ecological factors. This study aimed to extend research by examining the socio-psychological factors of relationally and physically aggressive children in an Australian sample.A representative sample of preschool age children (N = 68) participated in this study, yielding two subgroups compromising highly relationally aggressive (n = 9) and typically developing (n = 7) children. The identification of two subgroups allowed for differences in relationally aggressive and typically developing children’s social cognitive processing to be examined. This study found that relational aggression was viewed as more acceptable by teachers and parents compared to physical aggression and these normative beliefs were accompanied by more passive intervention strategies in response to relational aggression. Relational and physical aggression predicted both functionally adaptive and maladaptive socio-psychological factors in this sample of preschool age children. The newly developed measure was able to identify differences in the social cognitive explanations and responses to provocation of relationally aggressive and typically developing children. Highly relationally aggressive children were more likely to recommend prosocial problem solving responses and have higher quality social interactions with peers and adults, whereas typically developing children recommended typical aggressive responses to provocation. The significance of these results for understanding the development of aggression and implications for early school based interventions are discussed.Mode of access: World wide web1 online resource (xii, 295 pages) graphs, table
Digital media in early childhood: risk factors for online harm and psychosocial correlates
No full textIntroductionEarly and middle childhood are times of rapid development, and critical periods for laying the foundations of life-long trajectories of socioemotional well-being. High levels of screen media use are of growing concern to parents, health professionals, and researchers, given the increasing body of research demonstrating detrimental impacts of excessive screen use in young children. One particular consequence is the risk that children encounter online content or experiences that are upsetting or distressing, including exposure to inappropriate or adult content, cyberbullying, and interactions with strangers that they don't know.MethodsThis research examined experiences of online harm reported in a sample of 8-year-old children, with a focus on identifying risk factors and psychosocial correlates of online harm. Data for this study were collected from children and their mothers as part of the prospective longitudinal Growing Up in New Zealand (GUiNZ) study (n = 4,920 children with data at age 8). Children were assessed at 4.5-years-old and 8-years-old.ResultsThe findings of this research indicate that approximately a quarter of New Zealand children have experienced online harm (that is, have encountered online content that worried, upset, or bothered them) by the age of 8. Our analysis indicates that children with behavioral difficulties are at greater risk of online harm, as are children with more personal devices. Experiences of online harm were found to be negatively associated with child self-worth and positively associated with depressive symptoms.DiscussionFindings highlighting the critical importance of considering online harm as a contributing factor to child and youth well-being and mental health in our media-saturated world. Our results also point to practical solutions for parents, such as limiting the number of personal media devices that children have in early and middle childhood
Professional learning opportunities for postgraduate specialist teachers
No full textThis project developed a coaching resource that reflects the insights and hindsights of what Field Advisors (qualified Early Intervention Teachers) and postgraduate Early Intervention students find critical in their coaching relationship during students’ practicum. The coaching resource gives voice to their experiential-based knowledge and understanding.
Experiential based postgraduate programmes have an important and increasing role in New Zealand in the post-compulsory education sector, which includes adult and community education, workplace education, and formal tertiary institutions such as University and Polytechnics. Coaching is seen as an important strategy for supporting co-enquiry and professional learning of undergraduate students participating in experiential-based degrees such as psychology and education (Smith et al., 2012). However, to our knowledge, no empirical evidence of the effectiveness of this approach with postgraduate students, at least in New Zealand if not internationally, is available. For this study, we collected data on Field Advisor (i.e. experienced early intervention teacher) and coachee (i.e. postgraduate student learning to become an early intervention teacher) perceptions of the critical attributes that contribute to a successful coaching relationship. These insights and hindsights were then used to develop a coaching resource that can be used by Field Advisors and students during their practicum to build the key attributes and characteristics necessary for a successful coaching relationship. This coaching resource can be used in other educational and professional contexts where coaching relationships exist.
Eleven postgraduate students and seven of their Field Advisors took part in the project. The Field Advisors were experienced Early Intervention Teachers (EITs) working in early intervention services such as the Ministry of Education, CCS Disability Action, Conductive Education, and the Champion Centre. Students were qualified and experienced early childhood educators working as teachers or EITs. Field Advisors and students were paired based on the region they worked in.
Data were collected through semi-structured interviews with Field Advisors and students. Transcript data were imported into the qualitative research software, NVivo version 12, and a thematic analysis was used to identify key themes that represent attributes of a successful coaching relationship.
An important aspect of the coaching relationship was that it was reciprocal and non-judgemental. Field Advisors and students stated that key attributes of a good coach include reciprocity, invites input and reflection, relational behaviours, provides constructive feedback and feedforward, suggests and models a range of strategies and approaches, extends and challenges, and promotes joint planning. Key attributes of a good coachee include being open-minded, flexible and adaptable, engages in the learning process, respectful and professional etiquette and engages in inquiry and reflection
IMPLEMENTASI STRATEGI CROSSWORD PUZZLE DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM KELAS XI MIPA DI SMA NEGERI 1 BOBOTSARI
No full textBelajar adalah suatu proses perubahan tingkah laku seseorang karena interaksinya dengan lingkungan dan pengalaman. Pembelajaran merupakan rangkaian kegiatan yang dilakukan untuk memudahkan seseorang dalam belajar. Demi tercapainya suatu tujuan pelaksanaan pembelajaran harus menggunakan berbagai cara, salah satunya dengan menggunakan strategi pembelajaran. Suatu pembelajaran akan terasa membosankan jika dilakukan dengan cara yang sama setiap waktu. Crossword Puzzle merupakan salah satu strategi pembelajaran yang dapat dijadikan inovasi untuk terciptanya pembelajaran yang seru dan menyenangkan. Strategi pembelajaran Crossword Puzzle adalah sebuah strategi pembelajaran yang dirancang layaknya permainan teka-teki silang. Pembelajaran Pendidikan Agama Islam merupakan sebuah mata pelajaran yang memiliki jumlah materi yang banyak namun hanya dilaksanakan selama tiga jam pelajaran dalam satu minggu, hal tersebut membuat pembelajaran terasa membosankan bagi peserta didik apalagi jika menggunakan strategi yang sama ketika pembelajaran. Penelitian ini merupakan sebuah penelitian yang memiliki tujuan untuk mengetahui bagaimana implementasi dari strategi Crossword Puzzle dalam pembelajaran PAI Kelas XI MIPA di SMA Negeri 1 Bobotsari, Kecamatan Bobotsari, Kabupaten Purbalingga.
Penelitian menggunakan pendekatan kualitatif dan data disajikan dalam bentuk deskriptif. Peneliti mengumpulkan data penelitian dengan teknik wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesmipulan. Dari hasil analisis data penelitian pada pembelajaran Pendidikan Agama Islam dengan strategi Crossword puzzle menunjukkan bahwa: 1) strategi crossword puzzle ini bisa digunakan ketika proses pembelajaran dan evaluasi pembelajaran; 2) strategi crossword puzzle merupakan sebuah startegi pembelajaran yang menyenangkan dimana peserta didik bisa merasakan belajar sambil bermain, namun tidak meninggalkan esensi dari belajar itu sendiri; 3) dalam penerapannya strategi ini merupakan strategi yang digemari oleh peserta didik; 4) berdasarkan hasil penelitian, peneliti merasa bahwa startegi crossword puzzle efektif membuat siswa aktif ketika pembelajaran karena peserta diajak untuk berfikir dan bertindak, tidak hanya mendengarkan guru berbicara
Birmingham News sleeve BN0055848
No full textBarbara Robinson / Author of Best Christmas Pageant Ever which was adapted to a movie starring Loretta Swit / Hewitt-Trussville Elementary / She is going to talk about her work and do a writing seminar for 1st - 4th graders. / This assignment is set up for her talk with 3rd and 4th graders / Stripes 3rd [kid] / Lance Walker / Loni Anne Wallace / 2nd ponytail / [Work order included
