Computers in pre‐school education

Pre‐school professionals need to be able to assess the role of microcomputers in education. Young children are able to interact with a microcomputer through a keyboard or other input devices and show by their interest and attention that they enjoy using one. There is some software of the Computer‐Assisted‐Learning type suitable for this age group, but in many cases, these programs do not use the potential of the computer as effectively as they could. Observations of children under 5 years using the LOGO language with simplified graphics commands shows that this provides opportunities for cognitive development, stimulating problem solving and experimentation. Creativity and social and language skills are also likely to be promoted. Microcomputers can be useful for administration as well as providing valuable educational experiences in pre‐school settings.     

Are private school students more likely to smoke than public school students in China?

BACKGROUND: Tobacco use is prevalent among adolescents in China in general, however, little is known about tobacco use among students in private schools with an enrollment of 1.5 million. METHOD: In 2001, cross-sectional survey data from 2725 students in grades seven and eight (1307 sampled from private schools and 1418 sampled from public schools) were included. Smoking measures (risk of susceptibility to smoking, smoking onset, ever smoking, smoking in the past 7 days and past 30 days, established smoking) were compared between private and public school students using chi-square test, logistic regression, and survival analysis. RESULTS: Cigarette smoking was more prevalent among private school students than among public school students (private vs. public: 21.9% vs. 12.3% for susceptibility to smoking, 53.9% vs. 38.2% for ever smoking, 22% vs. 12.0% for 30-day smoking, 15.9% vs. 4.0% for 7-day smoking, 4.5% vs. 1.2% for established smoking). Students in private schools are 3.4 to 3.8 times more likely to smoke than students in public schools after the adjustment of important covariates (gender, grade, peer smoking, parental smoking, and parents' occupation). Risk of smoking onset by age was also greater for private school students than for public school students. CONCLUSIONS: Being in private schools was associated with three to four times increases in the likelihood of current cigarette smoking and heightened risk of smoking onset by age. Findings from this study suggest the urgent need to collect additional data on risk and protective factors as well as the willingness to participate in effective tobacco use intervention prevention among private school students.     

Have you been sexually harassed in school? What female high school students regard as harassment

The aim of the study was to explore what behaviors experienced from peers and school staff at school are acknowledged as sexual harassment, and perceived as problematic, by female high school students, and what other factors may be relevant. Analyses were performed of responses (to 540 questionnaires) in an anonymous self-report mail survey from a random sample of female Swedish high-school students (59% response rate). Exposure to relevant behaviors, of varying levels of severity, alone, does not explain the acknowledgment of harassment. Many students were subjected to many of the potentially offensive behaviors without labeling them as sexual harassment, despite the fact that they saw many of them as problematic. Further, viewing the relevant behaviors as problems in one's school did not necessarily lead to acknowledging that sexual harassment in general was a problem. However, the behaviors seen as problems were less likely to be dismissed as sexual harassment than personal experiences. This was especially true of the most common behaviors, namely verbal ones. The results demonstrate female students' reluctance to label incidents as sexual harassment, despite the fact that actual behaviors are perceived as environmental problems. Potentially offensive sex-related behaviors become normalized in the school environment and are difficult to address, when little support is provided by schools.     

Do study strategies predict academic performance in medical school?

Medical Education 2011: 45 : 696–703 Context Study strategies, such as time and study management techniques, seem to be consistently related to achievement even when aptitude is controlled for, but the picture is not entirely clear. As there is limited research in this area, we explored the relative strengths of academic aptitude, as measured by the Medical College Admission Test (MCAT), undergraduate grade point average (UGPA) and study strategies, as measured by the Learning and Study Strategies Inventory (LASSI), in predicting academic performance in 106 students in the first semester of an integrated curriculum. Objectives Our purpose was to determine whether relationships could be identified between academic aptitude, study strategies and academic performance which would enable us to provide students with feedback in certain skill areas in order to maximise achievement. Methods Data analysis consisted of four multiple regression analyses. The criterion variables were: semester overall final average, semester written examination average, semester practical examination average, and percentage correct on a customised National Board of Medical Examiners (NBME) examination. The predictor variables in each regression were: MCAT score; UGPA; and subscores on the 10 LASSI subscales for Anxiety, Attitude, Motivation, Concentration, Information Processing, Self‐Testing, Selecting Main Idea, Study Aids, Time Management and Test‐Taking Strategies. Results The results of three regressions indicated that two study skills, time management and self‐testing, were generally stronger predictors of first‐semester academic performance than aptitude. Conclusions Improving the prioritisation and organisation of study time and teaching students to predict, compose and answer their own questions when studying may help to advance student performance regardless of student aptitude, especially on course‐specific examinations.     

Emerging literacy during ‘Day in the Life’ in the transition to school

The transition to school, marked by significant moves towards print literacy, is a crucial school-life milestone that can be both exhilarating and daunting. This case study, extracted from an international, quasi-ecological examination of thriving kindergarten children in transition to school films participants, their families, schools and communities during one ‘day in their lives’. We monitored one Canadian child's transaction with her interlocutors as she negotiated a day in her life from arising to bedtime. All literacy-related interchanges were identified, and three exemplary exchanges were selected, analysed and contextualised, applying Cameron and Pinto's [(2009). Day in the life: Secure interludes with joint book reading. Journal of Research in Childhood Education, 23(4), 437–449. doi:10.1080/02568540909594672] taxonomy to: one child/school-teacher, one child/music instructor and one child/parent joint text-reading transaction. Capturing her engagement in meaning-making as she experienced different expectations and interaction styles we examined the continuities/discontinuities supporting her negotiation of those experiences.     

Is being in school better? The impact of school on children's BMI when starting age is endogenous

In this paper, we investigate the impact of attending school on body weight and obesity using a regression-discontinuity design. As is the case with academic outcomes, school exposure is related to unobserved determinants of weight outcomes because some families choose to have their child start school late (or early). If one does not account for this endogeneity, it appears that an additional year of school exposure results in a greater BMI and a higher probability of being overweight or obese. When we compare the weight outcomes of similar age children with one versus two years of school exposure due to regulations on school starting age, the significant positive effects disappear, and most point estimates become negative, but insignificant. However, additional school exposure appears to improve weight outcomes of children for whom the transition to elementary school represents a more dramatic change in environment (those who spent less time in childcare prior to kindergarten).     

Incidence of neurodermatitis (atopic dermatitis) in students starting school in Ostalbkreis in Baden-Württemberg

The prevalence of atopic eczematous dermatitis differs considerably between countries. In a former study with preschool children the prevalence in Baden-Württemberg according to data from parent questionnaires was about 10 per cent. Taking into account the expected false positives and false negatives led to the approximated unbiased prevalence of 7 to 8 percent. To evaluate this estimate, the Health Department Ostalbkreis used the same questionnaire in a second study of the same age group. The questionnaires were self-administered by the parents during the medical examination before school entrance. The parents of positive administered cases (11.2 per cent) were asked for permission to contact the family doctor to have the diagnosis confirmed (or not). 75 per cent of the positive identified cases by questionnaires were confirmed by family doctors. Therefore, the prevalence of atopic eczematous dermatitis in preschool children aged six to seven years in the area of Ostalbkreis is about 8.5 per cent.     

Does the UKCAT predict Year 1 performance in medical school?

Context The need to identify the best applicants for medicine and to ensure that selection is fair and ethical has led to the development of alternative, or additional, selection tools. One such tool is the United Kingdom Clinical Aptitude Test, or UKCAT. To date there have been no studies of the predictive validity of the UKCAT. Objectives This study set out to identify whether UKCAT total score and subtest scores predict Year 1 outcomes in medical school. Methods Year 1 students starting in 2007 at the University of Aberdeen or University of Dundee medical schools were included. Data collected were: UKCAT scores; Universities and Colleges Admissions Service (UCAS) form scores; admission interview scores; final Year 1 degree examination scores, and records of re‐sitting examinations and of withdrawing from a course. Correlations were used to select variables for multiple regression analysis to predict examination scores. Results Data were available for 341 students. Examination scores did not correlate with UKCAT total or subtest scores. Neither UCAS form score nor admission interview score predicted outcomes. None of the UKCAT scores were reliably associated with withdrawals (P‐values for all comparisons > 0.05). Only the decision analysis subtest was associated with re‐sits of examinations, but the difference in means was contrary to the direction anticipated (P = 0.025, 95% confidence interval = 6.1–89.7). Discussion UKCAT scores did not predict Year 1 performance at the two medical schools. Although early prediction is arguably not the primary aim of the UKCAT, there is some cause for concern that the test failed to show even the small‐to‐moderate predictive power demonstrated by similar admissions tools.     

Social contexts in adolescent smoking: does school policy matter?

According to an ecological perspective in psychology and in line with social cognitive theory, smoking behaviour is determined by different social contexts (for example, peers, family and school) providing adolescents with important role models. This paper investigates the effects of personal characteristics as well as family, peer and school context variables on youth smoking behaviour. We hypothesize that school smoking policy variables predict adolescents' smoking in addition to other context variables. Data were obtained from a self-report survey administered to 3364 students in 40 secondary schools in Bavaria, Germany. For both younger (10-15 years) and older (16-21 years) students, strong associations were found between smoking behaviour and (i) smoking best friends and friends in general, (ii) other substance use and (iii) school performance. In the younger age group, the non-existence of smoking bans for students was associated with an increased risk of being smoker. For the older students, a positive association was found between the presence of smoking teachers on school grounds and smoking behaviour. Results are discussed considering methodological aspects and public health concerns.     

What do middle school children bring in their bag lunches?

BACKGROUND: Limited documentation exists on nutritional characteristics of bag lunches, although about 30% of adolescents take them. This study describes: (a) the prevalence of different types of foods in bag lunches, (b) the number of kilocalories, percentage of kilocalories from fat, amount of total fat, saturated fat, cholesterol, and sugar, and (c) the differences related to gender and grade. METHODS: In 24 middle schools, observations were made on 1,381 bag lunches (about 58 per school) during one semester. RESULTS: The most common bag lunch components were beverages and sandwiches. Fruits were more common than vegetables; non-chip snacks and chips were more common than cookies, candy, and cakes/pies. Bag lunches averaged 596.2 kcal (29.7% from fat), 20.8 g of total fat, 6.2 g of saturated fat, 32.6 mg of cholesterol, and 21.3 g of sugar. Boys' bag lunches had significantly more kilocalories, total fat, saturated fat, cholesterol, and percentage of energy from fat than girls' lunches. Significant grade differences were found only for total fat and cholesterol, with seventh graders bringing more than sixth graders. CONCLUSION: More research on the nutritional quality of foods brought to school in bag lunches is important for gaining a better understanding about how to improve students' nutrition.     

Pre‐school services in Britain: Perspectives on Co‐ordination

During this century British pre‐school services have developed within separate areas of public policy. This provision is made for the needs of young children and their families within health, social services, education and in the voluntary sector. To some extent these developments have been the product of historical accidents, to some extent the product of political design, and they are also the results of a failure of political will to take an overview of the range of services provided. There have always been these who argued that such an overview was needed, that a co‐ordinated pre‐school policy should be developed. (Condry 1981). Pioneers of nursery education such as Margaret McMillan argued for such a service centred on the nursery school. Governmental reports increasingly frequently mentioned the need to co‐ordinate services (eg. Seebohm 1968), but it was only in the late 1970s that co‐ordination became a central issue in public debate and government policy.     

Anemia in public school first graders in the city of Maceió, Alagoas,Brazil

A cross-sectional study was conducted in a representative sample of 426 randomly selected first graders (ages 6 to 10 years) from public schools in Maceió, State of Alagoas, Brazil. The aim was to determine the prevalence of anemia, as well as its association with growth retardation. Data were collected from May to July 2000, and determination of hemoglobin (HGB) employed an STKS Coulter counter. Two cut-off points were used to classify anemia, both established by the World Health Organization: HGB < 11.5g/dl and HGB < 12.0g/dl. The indicators height/age (H/A), weight/age (W/A), and weight/height (W/H) below -2.0 standard deviations from the NCHS reference were diagnosed as growth retardation. Prevalence of anemia was 9.9% when HGB < 11.5g/dl was used, and 25.4% when the cut-off point was HGB < 12.0g/dl. Growth retardation was detected in 6.2% of children according to H/A, 4.0% for W/A, and 3.0% for W/H. There was no statistically significant association between the variables in the study. These findings confirm results of previous surveys where prevalence of anemia was much higher than that of growth retardation. The severe consequences of anemia in this age group justify the implementation of broad public policies to overcome this nutritional deficiency.     

Does zinc deficiency play a role in stunting among primary school children in NE Thailand?

Stunting in school-age years may result in a decrease in adult size, and thus reduced work capacity and adverse reproductive outcomes. We have compared the mean intakes of energy, protein and selected growth-limiting nutrients in fifty-eight stunted children and 172 non-stunted controls drawn from 567 children aged 6-13 years attending ten rural schools in NE Thailand. Control children were selected randomly after stratifying children by age in each school. Dietary data were calculated from 24-h recalls using nutrient values from Thai food composition data and chemical analysis. Inter-relationships between stunting and sociodemographic, anthropometric and biochemical variables were also examined. Biochemical variables investigated were serum albumin, zinc, ferritin, transferrin receptor and retinol, and iodine in casual urine samples. Significantly more males than females were stunted (males, n 38, 65.5% v. females, n 20. 34.5%: P=0.025). Stunted males had lower mean intakes of energy, protein, calcium, phosphorus and zinc, and a lower mean (95% CI) serum zinc (9.19 (8.53, 9.84) v. 9.70 (8.53, 9.29) micromol/1) than non-stunted males; no other biochemical differences were noted. Stunted males also had a lower mean arm muscle area (P= 0.015), after adjusting for age, than non-stunted males. In conclusion, the lower dietary intakes of the stunted males compared to their non-stunted counterparts may be associated with anorexia and hypogeusia induced by zinc deficiency. Hence, zinc deficiency may be a factor limiting linear growth, especially among boys in NE Thailand, but more research is needed to establish whether other factors also play a role.     

Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

ABSTRACT: BACKGROUND: Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. METHODS: The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5-6 years. RESULTS: One-third of the children were involved in bullying, most of them as bullies (17%) or bully-victims (13%), and less as pure victims (4%). All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. CONCLUSIONS: Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs.     

Does medical school cause health anxiety and worry in medical students?

OBJECTIVES: The aim of this study was to investigate the self-reported experience of health anxiety and worry in medical students compared with control subjects. It was hypothesised that medical students would experience more health anxiety as a consequence of being exposed to medical education, compared to students who are not routinely exposed to such knowledge. DESIGN: The design was cross-sectional. SETTING: Participants were recruited from London University (Guy's, King's & St Thomas' School of Medicine and King's College). PARTICIPANTS: Medical students (n = 449) and non-medical students (n = 485) were recruited across Years 1-4. Questionnaires relating to health anxiety and worry were completed at the end of their lectures. MAIN OUTCOME MEASURES: Health anxiety was measured using a questionnaire known as the Health Anxiety Questionnaire (HAQ). Worry was assessed using the Anxious Thoughts Inventory (ANTI). RESULTS: Health anxiety was significantly lower in medical students in Years 1 and 4 than in controls (P = 0.017 and P < 0.001, respectively). Worry was significantly lower in the medical students in all years of study. CONCLUSIONS: Medical students are not a cohort of preselected health-anxious people, nor are they 'worriers'. Medical education at a clinical level was shown to mitigate health anxiety in the medical student population.     

Is peer tutoring beneficial in the context of school resuscitation training?

First year pupils at a Cardiff comprehensive school were trained in cardiopulmonary resuscitation, 106 by the teacher only and 137 by the teacher assisted by older pupils (peer tutoring). Scores in a multiple choice theory test and in practical skill assessment showed no significant difference between instruction methods, but boys taught by the teacher assisted by older pupils expressed less willingness to resuscitate in an emergency than girls instructed by either method (P < 0.01). Girls had higher scores in the multiple choice paper (P < 0.025) and in the skills assessment (P < 0.01). Those pupils who reported some prior knowledge of resuscitation techniques performed better during skill assessment than novice trainees (P < 0.025).     

Factors associated with depression symptoms in high school students in São Paulo, Brazil

OBJECTIVE: To assess factors associated with depression symptoms in high school students. METHODS: A cross-sectional study involving high school students was conducted in the city of S?o Paulo, Brazil, 2001. A total of 724 students aged 14-18 years answered questionnaires on life and health conditions. Another questionnaire was applied to working (44.8%) and unemployed (22.9%) students to collect information on working conditions. Factors associated to depressive disorders were analyzed using multiple logistic regression controlled for occupational status. RESULTS: Overall prevalence rate of depression was 7.5%. Rates according to gender were 39 (10.3%) in females and 15 (4.3%) in males. The multiple logistic regression analysis showed that factors associated with depressive disorders were: poor self-perception of health (OR=5.78), being female (OR = 2.45), and alcohol consumption (OR=2.35). CONCLUSIONS: The study results showed that sociodemographic, lifestyle and health variables were associated with symptoms of depression in this population. These findings suggest that it is important to have mental health professionals available in high schools for early detection of mental conditions and student counseling.