School aged children

Introdução: Este estudo considera a parentalidade do ponto de vista do impacto que a qualidade dos comportamentos parentais tem no desenvolvimento dos filhos, segundo uma linha conceptual complexa que conjuga influências teóricas da psicologia desenvolvimental e da teoria da vinculação. Objectivos: Os objectivos da investigação que serve de base a esta comunicação são: o estudo da relação entre a percepção materna das práticas educativas e a qualidade do comportamento de vinculação dos filhos em idade escolar; a análise comparativa da percepção das práticas educativas parentais entre as mães e os filhos em idade escolar, a partir da aplicação de 2 versões do mesmo instrumento psicométrico. Metodologia: O trabalho de campo foi efectuado numa amostra comunitária de base escolar e recorreu a 2 fontes de informação complementares: mães e os seus filhos em idade escolar (6-10 anos) a frequentar o 1º Ciclo do Ensino Básico no Concelho de Coimbra. O protocolo de investigação incluía os ins...

Some literature has shown that are differences in the quality of attachment, when comparing different types of families. So, when children experience their parents’ divorce or live in single parent and reconstituted families have, more frequently, an insecure attachment representation, comparing with children from nuclear families (Faber & Wittenborn, 2010; Hetherington & Kelly, 2002; Tippelt & Konig, 2007). The goal of the study is to examine if there are differences in children’s attachment representation (secure versus insecure) when comparing different family types (nuclear, single parent and reconstituted families). The study was conducted on a school-based community sample using school-aged children (7-11 years-old) attending the 1st cycle of elementary school. From the 168 children, 56 belong to nuclear families, 56 to single families and 56 to reconstituted families. To assess children’s attachment representation was used the Separation Anxiety Test (SAT, Hansburg, 1972; Kla...

A teoria da vinculação pressupõe que o indivíduo tem a necessidade (básica) de desenvolver vínculos emocionais ao longo da sua vida. Este processo inicia-se durante o primeiro ano de vida do bebé ao estabele-cer um vínculo privilegiado com a figura que assegura a sua segurança e proteção. Assim, um postulado da teoria da vinculação é que o bebé tem, desde muito cedo, a capacidade para estimular os cuidados e a atenção das potenciais figuras cuidadoras e, consequentemente, de pro-mover o investimento parental (Bowlby 1984). Mas a presença de uma relação de vinculação é diferente da análise da qualidade dessa relação de vinculação (Ungerer e McMahon 2005; Weinfield, Sroufe, Egeland e Carlson 1999). Além disso, a segurança ou insegurança da vinculação não deverão ser consideradas características da criança, mas antes o reflexo de uma relação particular entre a criança e a figura vincular de referência (Ainsworth, Blehar e Waters 1978; Soares 2002), uma vez que esta relação é coconstruí...

Even if we can find in the literature several definitions of parenting, most of them address the quality of parental response to children´ physical, emotional and psychological needs. In fact, the study of parental rearing practices, taken as the actions developed by parents so that their children attain basic developmental skills, is central to the operational understanding of the concept of parenthood. The aim of this study was to compare the quality of parental rearing practices as they are perceived by mothers and their school-aged children, and its main goal the analysis of the convergence, or conversely the divergence, between each element of the dyad to this respect. This was a cross-sectional study of a school-aged community based sample that uses 2 sources of information: mothers and their school aged-children (6-10 years) attending the 1st cycle of elementary education in the municipality of Coimbra (n = 93). The research protocol included EMBU-P (mother version) and EMBU-...

The knowledge of emotional and behavioural disturbed problems among the school aged children, helps teachers and educational administrators in planning appropriate educational and recreational programmes that better meet the children needs. It is necessary that those who are involved in the education of children with Emotional and Behavioural Disorders (EBDs) especially teachers who interact closely with these groups of children, must at least have basic understanding of the characteristics and educational challenges confronting them. Children with emotional and behavioural problems exhibit a wide range of characteristics and because such children may internalize their problems, there is need for teachers to recognize and effectively manage them. This paper examines the identification and management of the children with EBD, historical overview of emotional and behavioural problems in the school system, EBD in Nigeria, problems associated with the identification of EBDs, the nature ...

Background: Iodine deficiency disorders have continued to be a significant health problem in some Nigerian communities despite universal salt iodization. Objective: This study was designed to assess the iodine status of school age children (6-12 years) in Umuahia South LGA of Abia State, Nigeria. Methods: A total of 414 school children were studied. Urine samples were obtained from 84 school children, 30 males and 54 females. The background and socioeconomic information, food habit and dietary intake of the respondents were determined using validated questionnaires. Urinary iodine concentration analysis, using Sandell-Kolthoff reaction was used to determine the iodine status of the children. Chi-square was used to determine the relationship between urinary iodine status of the children and the socioeconomic characteristics of their parents. Results: More than half (58.7%) of the children were females while 40.5% were males. About a quarter of the children (40.1%) were 9-10 years, 23.4% were 11-12 years while 36.5% were 6-8 years. Most of the respondents (72.2%) were aware of iodized salt; 14.3% heard about iodized salt from friends, 41.8% heard from the media while 13% heard about iodized salt from the market. Majority of the respondents (94.4%) claimed they consume iodized salt while 4.9% said they use salts that were measured in cups which was not iodized salt. The study revealed that 54.3% of the school children had optimal iodine status while 35.7% had mild iodine deficiency which was higher in males (46.7%) than in females (29.6%). About 5.6% of the respondents had grade 1 goiter. There was a significant association (p< 0.05) between urinary iodine status of the school children and educational status of their fathers', mothers', parents' occupation and income level of fathers. Conclusion: Nutrition education should be aimed at mothers, caregivers, and school children to promote consumption of iodine rich foods.

"The literature has shown the impact that parental rearing style has on the quality of children’s attachment, including the affective (emotional support/rejection) and material (parental control) dimensions of parents’ rearing behavior. However, only a few studies address the differences in the interaction between parental rearing style and school-aged children’s attachment behavior across different family types.
The focus of this study is precisely to analyze the influence of parental rearing style on the quality of school-aged children attachment behavior across different family types, namely through means of a predictive model approach. The participants in the study are 116 nuclear families dyads, 116 single parent families’ dyads and 56 reconstituted families’ dyads, each one of them composed by mothers and their school age children (7-11 year-old).
The research protocol uses the following instruments: Psychosocial Questionnaire; Portuguese versions of the Egna Minnen Besträffende Uppfostran-P and Egna Minnen Besträffende Uppfostran-C (EMBU-P; EMBU-C; Canavarro, Pereira, & Canavarro, 2003) to evaluate, respectively, the perception of the mother and of school-aged child about parental rearing style; Maternal Perception Scale of Children’s Attachment Behavior (PCV-M; Dias, Soares, & Freire, 2002) to assess maternal perception of child’s attachment behavior; Portuguese version of the Separation Anxiety Test (SAT; Almeida, Soares, & Martins, 1996) to assess each child’s attachment representation.
The results suggest that type of family is not a predictor of the quality of attachment behavior of school-aged children. Moreover, parental rearing style is an important predictor of children’ attachment behavior, especially the maternal perception of emotional support and rejection. Maternal rejection is indeed the best predictor of insecure attachment behavior among the school-aged children in study. These results give strength to the idea that a rearing behavior characterized by the presence of parental emotional support promotes secure attachment in children, while a rearing style characterized by high levels of parental rejection contributes to the development of anxious attachment behavior. In conclusion, rejection and emotional support seem to be the dimensions of maternal behavior that influence the most, though in opposite directions, the way mothers perceives the security of their school-aged children’ attachment behaviors
Keywords: parenting, parental rearing style, attachment, school-aged children
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Introduction
Voice disorders due to vocal nodules have been a major cause of voice problems in school-aged children. Several behaviors such as excessive speaking, shouting too loudly, yelling may contribute to voice disorders due to vocal nodules, vocal polyps, vocal cysts, etc. Hoarseness due to vocal nodules may have an impact on their overall communication, social and educational development. Many treatment approaches exist which attempt to treat vocal nodules and hoarseness related to it such as surgery (medical treatment), voice therapy (nonmedical), vocal hygiene, etc. Even after the surgical treatment voice therapy plays a crucial role for further prevention and care for reoccurring of vocal nodules. Voice therapy holds a significant role in the treatment of vocal nodules.
Aim
This mini-review attempts to summarize studies on the efficacy of voice therapy for vocal nodules especially in school-aged children.
Method
A literature search was conducted using an electronic database such as PubMed, Google Scholar, and Google for the keywords “voice therapy” in “school aged children”. The results from the literature studies were summarized in a narrative manner.
Results
Existing findings from the literature review and the present review support the efficacy of voice therapy as a treatment option for vocal nodules. Various databases searched for the references related to the headings such as efficacy of voice therapy for vocal nodules in school children which were included in this mini-review were published from 1976 to 2018.
Conclusion
Treatment of voice disorders in children is one of the most challenging and difficult concerns for professionals. Voice disorders affect the overall development of the child in terms of oral communication and educational participation. Though many treatment modalities have been adapted for treating adult voice disorders but their efficacy in children is still a debatable concern. No one fixed voice therapy technique that can be generalized for all children and its time period/sessions. Several key factors play an important role in case of children learning these techniques such as child learning behaviors, environment, and parental participation, etc. But among all other treatments nonmedical (voice therapy) approach has been found to be helpful for vocal nodules in school-aged children. For effective voice management in school-aged children with hoarseness due to vocal nodules, the holistic approach may be up taken involving school teachers, parents, active participation of child and clinician to prevent such voice problems.

The knowledge of emotional and behavioural disturbed problems among the school aged children, helps teachers and educational administrators in planning appropriate educational and recreational programmes that better meet the children needs. It is necessary that those who are involved in the education of children with Emotional and Behavioural Disorders (EBDs) especially teachers who interact closely with these groups of children, must at least have basic understanding of the characteristics and educational challenges confronting them. Children with emotional and behavioural problems exhibit a wide range of characteristics and because such children may internalize their problems, there is need for teachers to recognize and effectively manage them. This paper examines the identification and management of the children with EBD, historical overview of emotional and behavioural problems in the school system, EBD in Nigeria, problems associated with the identification of EBDs, the nature and causes of emotional and behavioural problems and outlines its implication for Nigerian teachers. The paper also proffer suggestions on how best to identify and manage such children in the Nigerian school system and concludes that teachers need to have an in-depth grasp of the situation in order to succeed effectively with such children.

BACKGROUND In Abbottabad district, with the vast poverty stricken rural majority and 80% literacy rate, primary-level education faces great influx of students. This study was carried out to see the nutritional status of children 5-10 years of age attending primary schools of Abbottabad. METHODS This was a descriptive, cross-sectional study carried out in June 2009 on 400 schoolchildren of 5-10 years of age from three randomly selected primary schools of Abbottabad. After informed consent by the parents/ teachers, a semi-structured Performa/questionnaire was filled for each child. Anthropometric measurements were recorded. Correlation of age of the child with height, and weight was calculated. RESULT The nutritional status of the study children was particularly optimum; 90% children were in optimal nutritional status and had sound skeletal growth irrespective of their socioeconomic background. There was a significant correlation of nutritional status and skeletal growth of children w...

The knowledge of emotional and behavioural disturbed problems among the school aged children, helps teachers and educational administrators in planning appropriate educational and recreational programmes that better meet the children needs. It is necessary that those who are involved in the education of children with Emotional and Behavioural Disorders (EBDs) especially teachers who interact closely with these groups of children, must at least have basic understanding of the characteristics and educational challenges confronting them. Children with emotional and behavioural problems exhibit a wide range of characteristics and because such children may internalize their problems, there is need for teachers to recognize and effectively manage them. This paper examines the identification and management of the children with EBD, historical overview of emotional and behavioural problems in the school system, EBD in Nigeria, problems associated with the identification of EBDs, the nature ...

Abstract: Objectives: Primary school children&apos;s representations of themselves and their attachment figures were explored by assessing their family drawings. The main aim of the study was to empirically explore differences in the representations of children with secure versus insecure attachment. The study was theoretically informed by attachment theory and methodologically based on widely-used systems for analysing children’s drawings. Method: The Separation Anxiety Test was used to evaluate the attachment styles of 117 children (aged 6-10 years). This led to the identification of three groups, similar in age and gender distribution, with three different attachment styles (secure, anxious-ambivalent and avoidant). Each participant was asked to draw a family and the drawings produced were coded on 8 global scales and evaluated for the presence of 35 specific markers divided into five categories (characteristics of the figures; use of space; completeness of representation; emotio...