Schoolchildren’s play – A tool for health education

Sjöblom, Margareta; Jacobsson, Lars; Öhrling, Kerstin; Kostenius, Catrine

doi:10.1177/0017896919862299

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Research in this regard shows us that it is necessary to boost children's relationships and to foster an educational perspective towards friendship [46]. Some studies indicate that it is essential for teachers to take into account different group strategies [47] or for the teacher to know their students' preferences in order to propose shared games and dynamics that ensure the participation of the whole class [48].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Molinero-González,

Martín-Antón,

Carbonero-Martín

et al. 2023

Children

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In the early years of schooling, peer groups are key to fostering students’ overall learning and development. Yet it has been found that around 10% of children suffer from peer rejection in the classroom, with this problem entailing negative consequences both in the short and long term. The problem proves difficult for adults to detect, which usually leads to a delay in measures being taken to intervene and prevent it. This study applies an experimental design with pre-test and post-test measurements in two groups—experimental and control—in order to address the problem of rejection in the early years of schooling. It explores aspects such as sociometric type, degree of victimisation, social and antisocial behaviour, as well as problematic situations among 637 students at six schools. We then implement an intervention programme for socioemotional competence throughout a school year in an effort to improve students’ social skills and relationships, focusing specifically on preventing and reducing the rejection experienced by some of these children. The programme comprises 35 teaching activities and strategies that promote the development of competences for student inclusion (curbing aggression, encouraging teamwork, fostering self-esteem, etc.) and that seek to involve all students, teachers, and relatives by offering an array of complementary resources that enrich the initiatives applied (a programme calendar, assessment notebook, questionnaires, related website, material resources). After the intervention programme, it was found that the experimental group had reduced the percentage of students who suffered rejection from 9.9% to 7.3%, although the same was not true of the control group, which went from 9.5% of rejected students to 10.2%. The reduction in the percentage of rejected students in the experimental group after the application of the programme is an encouraging result that invites us to continue working on more comprehensive interventions to prevent and reduce this phenomenon.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Molinero-González,

Martín-Antón,

Carbonero-Martín

et al. 2023

Children

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“…When doing reading activities, children will receive various information that is useful for the child himself (Darnis, 2018). Children are expected to be able to recognize and read letters, syllables, and simple sentences (da Cruz et al, 2021) and express and appreciate language in reading activities (Sjöblom et al, 2020). A child is said to be ready to read if he can comply with three things, namely: the child can know how to recognize and form letters, the child has a sufficiently stable understanding of the sounds associated with letters and the alphabet, and also the child begins to recognize words heard in the environment.…”

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confidence: 99%

The Role of Literacy in Increasing Children's Reading Interest in Early Childhood

Choiriyah,

Widiati,

Emiliana

2023

ijeces

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Children's ability to understand reading information still needs to be guided and directed. Children's ability to think, increase their vocabulary, and develop a literacy culture still needs to improve in optimizing children's brain performance. This study aimed to explore the role of literacy in increasing early childhood interest in reading. This study uses a qualitative methodology with data collection methods using observation and interviews. The subjects in this study were five students' parents as the primary informants who were randomly selected. The data analysis technique uses the Miles and Huberman approach, and the validity of the data uses source triangulation. The findings show that literacy skills are very close to children's daily lives and can be built from infancy. They start when the child can recognize pictures, writing, and numbers to assemble letters into words. Children's reading ability can be influenced by the surrounding environment, namely the family, both parents and teachers. The role of parents can be reading storybooks to children, singing, and reciting nursery rhymes, which is a valuable way of developing literacy in early childhood. So far, learning to read in early childhood is limited to using reading books to provide letter recognition opportunities. Here, the role of literacy through reading books will give a meaningful impression to children learning to read that many people have never known so that it becomes a new thing. The advantage of the results of this study is that the child's reading level has more insight to increase knowledge and a way of thinking to apply much vocabulary.

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From 9 to 91: health promotion through the life-course—illuminating the inner child

Sjöblom

Jacobsson

Öhrling

et al. 2020

Health Promotion International

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Summary A life-course perspective is according to the World Health Organization about increasing the effectiveness of health promotion interventions at all ages. This targets the needs of human beings throughout their life. Descriptions of the phenomenon of the inner child invite the possibility that it may be of help when promoting health throughout the life-course. The aim was to describe and understand schoolchildren’s, adults and older person’s experiences of childhood in connection to health and well-being in the present and through the life-course, illuminating the inner child. The research strategy used was a secondary analysis of the original transcribed data from three Swedish studies investigating new questions. In total, 53 individuals aged 9–91, 20 school children, 20 adults and 13 older persons were interviewed about childhood experiences. The schoolchildren were invited to create a drawing, and to narrate about it during the interview. The main question in the secondary analysis was ‘How do the participants’ narrations about childhood experiences illuminate the inner child, useful for health promotion through the life-course?’ The findings showed the importance of a secure atmosphere and trusting relationships, indicating that experiences during childhood can help us to adapt and pass along life lessons across generations. There were narratives about play as an activity where they learned to promote a healthy childhood, struggle for independence and learning how to be responsible when growing up. Dimensions of mental, social and existential well-being can be seen as examples of the inner child’s role in health promotion through the life-course.

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Schoolchildren’s play – A tool for health education

Cited by 3 publications

References 23 publications

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

The Role of Literacy in Increasing Children's Reading Interest in Early Childhood

From 9 to 91: health promotion through the life-course—illuminating the inner child

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