Child welfare involvement and academic difficulties: Characteristics of children, families, and households involved with child welfare and experiencing academic difficulties

Sanders, Jane E.; Fallon, Barbara

doi:10.1016/j.childyouth.2018.01.024

Cited by 8 publications

(8 citation statements)

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“…Berdasarkan hal tersebut maka sekiranya CALISTUNG tidak dipaksakan diberikan kepada anak usia dini, tetapi hanya pengenalan huruf, angka, dengan konsep yang sederhana, dan secara bertahap. Kemudian, Sanders dan Fallon berpendapat kesulitan akademik didefinisikan sebagai ketidak mampuan belajar, menerima program pendidikan khusus atau kesulitan belajar, juga memiliki kebutuhan khusus yang berkaitan dengan pendidikan atau masalah perilaku di sekolah (Sanders & Fallon, 2018). Berdasarkan hal tersebut kesulitan tersebut anak dapatkan dari tuntutan anak yang harus menguasai CALISTUNG secara dini, dengan stimulus yang berlebihan dan tidak sesuai dengan perkembangan anak, maka berdasarkan hal tersebut sangatlah berpengaruh dan mampu memunculkan stres akademk ini terjadi pada anak usia dini akibat dari pembelajaran yang sanagt berlebihan.…”

Section: Pembahasanunclassified

Stres Akademik Anak Usia Dini: Pembelajaran CALISTUNG vs. Tuntutan Kinerja Guru

Wulansuci

2021

JGA Ear Child E

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The success of education lies in the extent to which teachers use their abilities in educational practice. This study aims to analyze the academic stress in early childhood in Kindergarten institutions in Banjaran District. The research uses a qualitative approach using the case study. The subject of this research is a Kindergarten teacher in Banjaran District. Collecting data using observation and interviews. Analysis of research data using grounded theory. Test the validity of research data using triangulation of sources and techniques. The results of this study indicate that early childhood experiences stress in Banjaran District due to pressure from parents or guardians of students who want their children to be able to reading, writing, and counting. Principals and teachers have to fulfill the demands of parents or guardians of Kindergarten students in Banjaran District. In addition, the Principal of Kindergarten Schools in Banjaran District assigns various tasks to teachers. The findings of this study contribute to knowledge in the form of causes of early childhood academic stress and recommend early childhood education institutions to minimize stress in early childhood.

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Section: Pembahasanunclassified

Stres Akademik Anak Usia Dini: Pembelajaran CALISTUNG vs. Tuntutan Kinerja Guru

Wulansuci

2021

JGA Ear Child E

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“…Así, los niños con familias de bajos ingresos tienen menor acceso a las oportunidades de aprendizaje de la matemática, lo que conduce a un "nivel desproporcionadamente bajo de conocimiento matemático" (Nguyen et al, 2016, p. 557). Esto fomenta la aparición de al menos dos trayectorias diferenciadas: Las de los niños sin acceso a las facilidades del hogar y de la escuela que propician el aprendizaje, y la de aquellos que pueden acceder a ellas (Sanders y Fallon, 2018).…”

Section: La Dificultad De Aprendizaje En Matemáticas Como Problema Deunclassified

“…Diversos autores han mostrado que el fracaso escolar es una tendencia asociada con la vulnerabilidad psicosocial producida por la pobreza (Alcott y Rose, 2017) y la adversidad en la infancia temprana (Sanders y Fallon, 2018). La conexión entre los elementos del entorno, las facilidades para la acción y la naturaleza de las atribuciones es expresada por Knoblauch y Chase (2015): "La carencia de recursos en las escuelas urbanas, junto con el gran tamaño de los distritos urbanos y su naturaleza burocrática vertical, incrementan la propensión de los actores urbanos a realizar atribuciones externas" (p. 106).…”

Section: Entorno De Interacción De La Escuelaunclassified

Trabajo Colaborativo Entre Profesores De Educación Diferencial Y Educación Básica en Una Escuela Municipal

Santamaría¹,

Espitia²,

Rojas³

et al. 2019

Paid

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“…Como, por exemplo, a baixa escolaridade dos pais, em especial, a materna (BRAVO et al, 2017;STRAND, 2014;WINSLER et al, 2012). E também o baixo nível socioeconômico e cultural da família (CALZADA et al, 2015;SANDERS;FALLON, 2018;STRAND, 2014;TZOUMAKIS et al, 2018).…”

Section: Dificuldades Ou Transtornos De Aprendizagem? Breve Diferenciação Dos Termosunclassified

“…Na esfera familiar, os fatores de risco mais citados estão ligados a estrutura e a dinâmica familiar, tais como: (a) ser filho/a de mãe menor de vinte anos de idade; (b) pertencer a um grupo familiar com membros com histórico de abuso de substância ilícitas e/ou antecedentes criminais; (c) ter sofrido exposição pré-natal pesada ao álcool e/ou tabaco antes, durante e/ou após a gestação; (d) pertencer a família monoparental; (e) pertencer a um grupo familiar formado majoritariamente por membros do sexo feminino e residir em uma casa com três ou mais crianças menores de cinco anos; (f) ter ingressado tardiamente na escola e ter tido uma preparação deficitária para ingressar na pré-escola. Em seguida, ainda na categoria "fatores de risco ligados à família", aparecem reiteradamente os seguintes fatores: (g) baixo nível socioeconômico; (h) baixa escolaridade dos pais e (i) maus tratos na infância; (j) pais com problemas de saúde mental e (k) violência doméstica (BRAVO et al, 2017;BUSSING et al, 2012;CALZADA et al, 2015;COMPTON et al, 2012;DHAVAN et al, 2010;DUNN et al, 2010; ENRIQUEZ GUERRERO; CATAÑO ORDONEZ, 2009; ENRIQUEZ GUERRERO; SEGURA CARDONA; TOVAR CUEVAS, 2013;FANTUZZO et al, 2012;GUERRERO et al, 2013;JOHNSON, 2018;NIEMI et al, 2011;O'LEARY et al, 2013;SANDERS;FALLON, 2018;STERGIAKOULI et al, 2017;STRAND, 2014;TZOUMAKIS et al, 2018;VIEIRA et al, 2012;WINSLER et al, 2012;ZUANETTI;FUKUDA, 2012). prematuro ou abaixo do peso.…”

Section: )unclassified

Prevalência de problemas emocionais e comportamentais em crianças do primeiro ano do ensino fundamental com dificuldades de aprendizagem de acordo com a avaliação de professores e responsáveis

Ana¹

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Knowing how to read and write are basic skills that individuals must master, at the beginning of schooling, in order to continue learning and to become able to live in an increasingly literate and technological society. Both learning difficulties and behavior problems are issues, frequently associated, that affect the acquisition of academic and social skills, which lead to school failure and trigger possible mental health problems that start during childhood and might last until adulthood. Thus, the aim of this study was to raise the prevalence of emotional and behavioral disorders in first graders with learning difficulties, according to the evaluation of their guardians and teachers. 599 first grade students took part in the first phase (screening of children with low school performance through a scale specifically developed for this purpose). In this phase, 107 students (17.86%) were classified with poor school performance, with boys showing more difficulties than girls. In the second phase (screening of emotional and behavioral disorders in children with learning difficulties according to the evaluation of teachers and guardians), 105 students were evaluated by teachers through the Strengths and Difficulties Questionnaire -SDQ. The teachers also filled out a form that indicated in which learning domain (reading, writing and/or mathematics) the lowperforming students had more difficulties with. Descriptive statistical analyses were performed for the treatment of data obtained in phases 1 and 2, and after that, the Student's T-Test was applied to verify whether there were significant differences between groups (girls and boys) and informants (teachers and guardians) regarding the prevalence of mental health problems. 76 students out of 105 were also evaluated by their guardians through the SDQ. According to the teachers' evaluation (n=105), 65 students (61.90%) were classified in the abnormal range of the SDQ, whereas 74 (70.48%) presented significant difficulties in all of the three learning domains. According to the evaluation of the guardians (n=76), 47 students (61.84%) were classified in the abnormal range of the SDQ. The highest percentage of children classified in the abnormal range, whether in teachers' or guardians' assessments (n=76), occurred in the Hyperactivity Subscale, 49 (64.47%). There were no statistically significant differences between girls and boys with learning difficulties regarding the prevalence of emotional and behavioral disorders. A moderate convergence index was observed between the evaluations of teachers and guardians: 41 cases (53.95%). The highest convergence rate was related to the total SDQ: 33 children (80.49%) were classified in the abnormal range of the SDQ by both informants. The subscale with the highest concordance rate was Hyperactivity, 25 children (60.98%) classified in the abnormal range. Regarding the divergent results, the highest non-agreement index among the informants refers to the Prosocial Behavior Subscale (p < 0.001). Overall, the results of this study poi...

show abstract

Child welfare involvement and academic difficulties: Characteristics of children, families, and households involved with child welfare and experiencing academic difficulties

Cited by 8 publications

References 82 publications

Stres Akademik Anak Usia Dini: Pembelajaran CALISTUNG vs. Tuntutan Kinerja Guru

Stres Akademik Anak Usia Dini: Pembelajaran CALISTUNG vs. Tuntutan Kinerja Guru

Trabajo Colaborativo Entre Profesores De Educación Diferencial Y Educación Básica en Una Escuela Municipal

Prevalência de problemas emocionais e comportamentais em crianças do primeiro ano do ensino fundamental com dificuldades de aprendizagem de acordo com a avaliação de professores e responsáveis

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