Bibliographies: 'Child audio' – Grafiati (2025)

Abstract:

Purpose To produce a novel, efficient measure of children's expressive vocal development on the basis of automatic vocalization assessment (AVA), child vocalizations were automatically identified and extracted from audio recordings using Language Environment Analysis (LENA) System technology. Method Assessment was based on full-day audio recordings collected in a child's unrestricted, natural language environment. AVA estimates were derived using automatic speech recognition modeling techniques to categorize and quantify the sounds in child vocalizations (e.g., protophones and phonemes). These were expressed as phone and biphone frequencies, reduced to principal components, and inputted to age-based multiple linear regression models to predict independently collected criterion-expressive language scores. From these models, we generated vocal development AVA estimates as age-standardized scores and development age estimates. Result AVA estimates demonstrated strong statistical reliability and validity when compared with standard criterion expressive language assessments. Conclusions Automated analysis of child vocalizations extracted from full-day recordings in natural settings offers a novel and efficient means to assess children's expressive vocal development. More research remains to identify specific mechanisms of operation.

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This research aims to determine the influence of audio-visual media on the intelligence of children worship in the TK Pembina Kecamatan Idi Rayeuk. This type of research is class action research (PTK), conducted in July 2018 to August 2018. This research consists of two cycles with four main activities that exist on each cycle, namely planning, observation action, Reflaksi. Data is analyized using qualitative data and quantitative data. The subject in this study was a child in TK Pembina. The data collection techniques used are oral test and observation techniques.

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ObjectiveTo assess the rapid implementation of child neurology telehealth outpatient care with the onset of the coronavirus disease 2019 (COVID-19) pandemic in March 2020.MethodsThis was a cohort study with retrospective comparison of 14,780 in-person encounters and 2,589 telehealth encounters, including 2,093 audio-video telemedicine and 496 scheduled telephone encounters, between October 1, 2019 and April 24, 2020. We compared in-person and telehealth encounters for patient demographics and diagnoses. For audio-video telemedicine encounters, we analyzed questionnaire responses addressing provider experience, follow-up plans, technical quality, need for in-person assessment, and parent/caregiver satisfaction. We performed manual reviews of encounters flagged as concerning by providers.ResultsThere were no differences in patient age and major ICD-10 codes before and after transition. Clinicians considered telemedicine satisfactory in 93% (1,200 of 1,286) of encounters and suggested telemedicine as a component for follow-up care in 89% (1,144 of 1,286) of encounters. Technical challenges were reported in 40% (519 of 1,314) of encounters. In-person assessment was considered warranted after 5% (65 of 1,285) of encounters. Patients/caregivers indicated interest in telemedicine for future care in 86% (187 of 217) of encounters. Participation in telemedicine encounters compared to telephone encounters was less frequent among patients in racial or ethnic minority groups.ConclusionsWe effectively converted most of our outpatient care to telehealth encounters, including mostly audio-video telemedicine encounters. Providers rated the vast majority of telemedicine encounters to be satisfactory, and only a small proportion of encounters required short-term in-person follow-up. These findings suggest that telemedicine is feasible and effective for a large proportion of child neurology care. Additional strategies are needed to ensure equitable telemedicine use.

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The presented study examines the ability of 265 children aged 4–12 years to correctly assign contextual cues and inner state values to a set of audio and audio-visual recordings of dog vocalizations and behaviors in different situations. Participants were asked to mark which situation each recording captured, what inner state of the dog it showed, and what inner state a human would feel in the same situation. Recognition of the inner state of dogs was affected by the age of the child when evaluating the audio recordings (p < 0.001), and such a tendency was revealed in evaluating the audiovisual materials (p = 0.08). The inner state of dog evaluation was associated with both the situation assessment (p < 0.01) and human inner state (p < 0.001) in the case of audio recordings, but it was only correlated with situation assessment in audio-visual recordings (p < 0.01). The contextual situations were recognized by the participants only in the audio materials, with “stranger” being the best recognized situation, while “play” was the least recognized. Overall, children aged 4–5 years showed a limited ability to understand dog signals compared to children aged 6–12 years, who were successful in recognizing the dogs’ stimuli more than 80% of the time. Therefore, children younger than 6 years of age require increased supervision when interacting with dogs.

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This research aims to develop teaching materials to write poetry through audio-visual media in class II, SD / MI. To produce a product in the form of stage writing poetry in a simple child through audio-visual media in teaching material grade II SD / MI by the Research and Development of simplified, includes three main stages, namely 1) the preliminary study; 2) formulation and product development; 3) validation and product dissemination. Results of this research is the stage of writing poetry through audio-visual media that can be done in three stages: knowing, thinking, feeling. Know is the initial stage of introducing the theme of the poem to be written specified in two phases, namely: pre-foundation phase and foundation plantings. Imagining is the stage after the children turn imagination shown in visual media specified in three phases, namely: Phase reseftivitas, reactivity and productivity. Soaking is the stage where the state according to the image and theme supported by appropriate audio poetry themes detailed in two phases, namely: the implementation phase and exploration.

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The domestic playing of videogames is examined through a series of extended dialogues with male adolescents. The research process was grounded in a theorisation of audience activity in communication studies which sees meanings emerging from the boys’ engagements with kinetic texts in terms of refigurative activity. This encapsulates reading, interpretation, and a cultural productivity whereby the kinetic text is returned to the everyday world, primarily through a relation of mimicry. The cultural fertility of videogames is traced through this mimicry to reveal a series of themes: a de-stabilising of the distinction between work and play spaces; the fragmentation of audiences of the small screen in the home through the establishment of gendered playspaces; the instilling of competitive relations within male community; and the melding of fantasy and discipline. An investigation of the significance of soundtrack to videogame play leads to the conclusion that in videogame playing a new cultural competency is taking shape in the form of a postmodern literacy, which lays stress on a continuous circumlocution, a destabilizing of narrative time, and middles rather than beginnings or endings. The findings contradict many ideas regarding videogame playing: that players are addicts; that videogame play is mindless; or that players are fickle. Videogame playing is implicated as an identity-making discursive project considered central to the business of being a male adolescent.
Doctor of Philosophy (PhD)

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Therapistsʼ process notes - written descriptions of a session produced shortly afterwards from memory - hold a significant role in child and adolescent psychoanalytic psychotherapy. They are central in training, in supervision, and in developing oneʼs understanding through selfsupervision and forms of psychotherapy research. This thesis examines such process notes through a comparison with audio recordings of the same sessions. In so doing, it aims to generate theory that might illuminate the causes of significantly patterned discrepancies between the notes and recordings, in order to understand more about the processes at work in psychoanalytic psychotherapy and to explore the nature of process notes, their values and limitations. The literature searches conducted revealed limited relevant studies. All identified studies that compare process notes with recordings of sessions seek to quantify the differences between the two forms of recording. Unlike these, this thesis explores the meaning of the differences between process notes and recordings through qualitative data analysis. Using psychoanalytically informed grounded theory, in total nine sets of process notes and recordings from three different psychoanalytic psychotherapists are analysed. The analysis identifies eight core categories of findings. Initial theories are developed from these categories, most significantly concerning the role and influence of a ʻcore transference dynamicʼ between therapist and patient. Further theory is developed on the nature and function of process notes as a means for the therapistʼs conscious and unconscious processing of the session, as well as on the nature of the influence of the relationships – both internal and external – within which they are written. In the light of the findings, a proposal is made for a new approach for learning about the patient and clinical work, ʻthe comparison methodʼ (supervision involving a comparison of process notes and recordings), and, in particular, for its inclusion within the training of psychoanalytic psychotherapists. Further recommendations for research are also made.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
Maternal self-efficacy in preventing childhood diarrhea is a modifiable variable, which measures the maternal confidence to adopt the necessary precautions to prevent illness in children, essential for the promotion of health. Considering that nurses should promote and support maternal self-efficacy in preventing childhood diarrhea, educational technologies have emerged in order to favor this practice. The objective was to analyze maternal self-efficacy to prevent childhood diarrhea before and after a combined educational intervention (educational video and dialogue wheel). It was a quasi-experimental study, before and after type, with single group composed by 58 mothers of children aged from zero to five years, developed in two health units belonging to the Regional Secretariat III and V, respectively. Data collection was performed from July to October 2014 in three stages: first, an interview was conducted with the mothers, individually, when it was applied Maternal Self-efficacy Scale for Prevention of Infant Diarrhea and the sociodemographic and diarrhea clinical form; the second stage corresponded to the educational group intervention with the application of educational video and the participation of women in dialogue wheel mediated by the researcher. The third stage corresponded to the telephone follow-up and the implementation of Maternal Self-efficacy Scale for Prevention of Infant Diarrhea and the reduced form of childhood diarrhea occurrence research every fortnight for two months. Data were analyzed using the Statistical Package for Social Sciences version 20.0. The study was approved by the Ethics Committee of the Federal University of CearÃ. Most participants were female from 20-29 years of age (56.9%), with partner (65.5%), with more than eight years of education (62.1%), housewives (74.5%), with monthly income of up to two minimum wages (91.4%). There was statistical significance between the sociodemographic variables health and the means of EAPDI scores in the four moments of follow-up (p <0.05): age, marital status, maternal education, occupation, per capita income, number of residents in the household , number of children and child sex. For sanitary variables: type of home, surface, garbage disposal, flies in the house, water source, origin of the water that the child drinks, treatment, soap near the tap, type of toilet, type of sewage, existence of refrigerator and presence of animal at home. There was no statistical significance relationship between the occurrence of diarrhea and self-efficacy, but it was observed the increase in self-efficacy scores and the reduction of cases of diarrhea over the follow-up times, indicating that the combined educational intervention influenced in reducing the chance of occurrence of childhood diarrhea. It is concluded that the combined educational intervention increased maternal self-efficacy in preventing childhood diarrhea and decreased the chances of occurrence childhood diarrhea in mothers of the study. The use of educational video combined with the guidelines of nurses in dialogue wheel can and should be done consistently for health education activities by health professionals, especially nurses.
A autoeficÃcia materna em prevenir a diarreia infantil à uma variÃvel modificÃvel, que mede a confianÃa materna em adotar os cuidados necessÃrios para prevenir a doenÃa na crianÃa, sendo essencial para a promoÃÃo da saÃde. Considerando que o enfermeiro deve promover e apoiar a autoeficÃcia materna na prevenÃÃo da diarreia infantil, as tecnologias educativas surgiram como favorecedoras dessa prÃtica. Objetivou-se analisar a autoeficÃcia materna para prevenir diarreia infantil antes apÃs uma intervenÃÃo educativa combinada (vÃdeo educativo e roda de conversa). Tratou-se de um estudo quase experimental, do tipo antes e depois, com grupo Ãnico composto por 58 mÃes de crianÃas com idade de zero a cinco anos, desenvolvido em duas unidades de saÃde pertencentes à Secretaria Regional III e V, respectivamente. A coleta de dados foi realizada, no perÃodo de julho a outubro de 2014, em trÃs etapas: na primeira, foi realizada uma entrevista com as mÃes, individualmente, onde se aplicou a Escala de AutoeficÃcia Materna para PrevenÃÃo da Diarreia Infantil e o formulÃrio sociodemogrÃfico e clÃnico da diarreia; a segunda etapa correspondeu à intervenÃÃo educativa grupal com a aplicaÃÃo do vÃdeo educativo e a participaÃÃo das mulheres na roda de conversa mediada pela pesquisadora. A terceira etapa correspondeu ao acompanhamento telefÃnico com a aplicaÃÃo da Escala de AutoeficÃcia Materna para PrevenÃÃo da Diarreia Infantil e o formulÃrio reduzido de investigaÃÃo da ocorrÃncia da diarreia infantil quinzenalmente por dois meses. Os dados foram analisados no Statistical Package for the Social Sciences, versÃo 20.0. O estudo foi aprovado pelo Comità de Ãtica em Pesquisa da Universidade Federal do CearÃ. Predominaram mulheres com 20 a 29 anos de idade (56,9%), com parceiro (65,5%), com mais de oito anos de estudos (62,1%), donas do lar (74,5%), com renda mensal de atà dois salÃrios mÃnimos (91,4%). Verificou-se significÃncia estatÃstica entre as variÃveis sociodemogrÃficas, sanitÃrias e as mÃdias dos escores da EAPDI nos quatro momentos de acompanhamento (p< 0,05): idade, estado civil, escolaridade materna, ocupaÃÃo, renda per capita, nÃmero de residentes no domicÃlio, nÃmero de filhos e sexo da crianÃa. Quanto Ãs variÃveis sanitÃrias: tipo de casa, tipo de piso, destino do lixo, moscas na casa, origem da Ãgua, procedÃncia da Ãgua que a crianÃa ingere, tratamento, sabÃo prÃximo das torneiras, tipo de sanitÃrio, tipo de esgoto, existÃncia de refrigerador e presenÃa de animal no domicÃlio. Observou-se, a partir do primeiro mÃs de acompanhamento, efeito positivo da intervenÃÃo combinada na ocorrÃncia da diarreia infantil e na autoeficÃcia materna, visto que houve reduÃÃo do percentil de crianÃas com diarreia e, tambÃm, elevaÃÃo na classificaÃÃo da autoeficÃcia materna de baixa para moderada e elevada. Conclui-se que a intervenÃÃo educativa combinada elevou a autoeficÃcia materna em prevenir a diarreia infantil, assim como diminuiu as chances ocorrÃncia da diarreia infantil nas mÃes do estudo. A utilizaÃÃo do vÃdeo educativo aliado Ãs orientaÃÃes dos enfermeiros em roda de conversa pode e deve ser realizada constantemente durante as atividades de educaÃÃo em saÃde pelos profissionais de saÃde, em especial o enfermeiro.

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A large amount of resource is expended attempting to change clinical practice; however the effects of these interventions are seldom assessed. A systematic literature review revealed that existing outcome measures to examine the effects of a ‘practice changing intervention’ (patient video cases as the instructional element in an e-learning package) lacked validity. As existing frameworks for the evaluation of practice changing interventions may not adequately determine an interventions’ true effectiveness a novel “7Is framework” was developed. This contains 7 domains: Interaction, Interface, Instruction, Ideation, Integration, Implementation and Improvement. To produce bespoke outcome measures for the “7Is Framework” domains the following studies were performed: i) Focus groups with junior doctors demonstrated poor differentiation between concepts of competence and confidence. A new indicator of self-awareness, the perception of “safeness”, was generated (Ideation). ii) Paediatricians rated quality and acuity of a selection of clips at differing technical qualities to produce gold standard responses for video case questions (Integration). iii) A novel matrix determining how experience and tacit knowledge may impact on patient outcomes was validated as a measure of behaviour change (Integration). iv) A time series of presentation and admission rates of feverish children provided outcome data for the evaluation (Implementation / Improvement). An audio-visual intervention in paediatric fever was designed, delivered and tested against the new system (studying 202 UK doctors). Interaction with the intervention was variable, only 28.7% completed the post learning section and issues were identified with accessing the video cases. Although measures of ideation increased and there was a trend towards behaviour change, full implementation of the guidance did not occur and overall admission rates increased. The 7Is Framework allows the various effects of an intervention to be conceptualised, promoting the development of a set of valid and specific outcome measures, ultimately leading to more robust evaluation.

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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.

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Parent-child interactions help set the foundation for a child's development. It is therefore important to investigate the relative efficiency and efficacy of procedures used to train them. One procedure that researchers continue to explore is video modeling. The current study evaluated the effect of a video model that displayed favorable parent-child interactions and a modified model with embedded instructions to determine if the introduction of either of these models would alter parent-child interactions. Both models were presented alone without supplemental guidance. Three families were involved in the study. The results showed no systematic change across families or conditions as a result of video viewing and are discussed within context of the needs of the parent, adequate stimulus control, community to support behavior change, measurement sensitivity, and influence of methodology. This study provided a great baseline for future studies to explore the necessary components to create an effective video model.

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The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children's target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, an

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Uma das questões relevantes para a prática da Odontopediatria, e aqui abordada, se refere à indução e controle do comportamento da criança antes e durante o procedimento clínico. Os chamados comportamentos não-colaborativos da criança apresentam-se como um dos principais desafios que o profissional, odontopediatra, enfrenta em seu dia-a-dia. Espera-se que ele conheça a criança em seu contexto, inserida no seu ambiente social e familiar, de modo a exercer a Odontopediatria de forma humanizada como uma abordagem holística da criança para levar não só ela, como também seus acompanhantes a uma condição de bem estar. Uma das formas de favorecer a colaboração da criança é, o uso de ferramentas alternativas, como por exemplo, oferecer informações sobre os procedimentos que serão realizados de forma lúdica e de fácil compreensão para ela. O presente trabalho teve como objetivo apresentar a proposta da elaboração de uma ferramenta audiovisual para a introdução da criança ao ambiente odontopediátrico, dentro da proposta de condicionamento FALAR -MOSTRAR FAZER. A ferramenta audiovisual é o centro deste estudo, sendo que poderá ser utilizada em diversas situações no consultório odontopediátrico: em sala de espera, antecedendo o atendimento, ou até durante o mesmo, distraindo a criança e tentando diminuir a ansiedade e o medo com a probabilidade de incentivar comportamentos colaborativos. Pensando em ferramentas para a distração e condicionamento positivo do comportamento de crianças em consultório odontológico, o audiovisual passou a ser mais presente em ambientes clínicos, ainda na primeira década do século XXI. Sendo assim, este trabalho consistiu na elaboração e construção de um seriado denominado Wesley vai ao Dentista, composto por 4 vídeos educativos que são eles: 1- Bem-vindo ao Dentista Wesley; 2- Levanta a mão Wesley; 3- Vamos limpar os dentes Wesley e 4- Final feliz no Dentista Wesley. Nos vídeos o personagem Wesley é um boneco e o Doutor Sorriso, um menino, isto com a finalidade de criar maior identificação pelas crianças e dar uma linguagem lúdica à ferramenta.
One of the relevant questions to the practice of Pediatric Dentistry is related to the induction and control of child positive behavior before and during the clinical procedure. The so-called \"non-collaborative behavior\" of the child is presented as one of the main challenges to the pediatric dentist in the daily practice. It is expected that the pediatric dentist knows the child in full psychological and social context, inserted in the childs family and social environment in order to practice more humanized treatment, thus offering physical and emotional comfort to the child and parents before, during and after treatment. One way to improve the child\'s collaboration is through the use of alternative tools, such as providing information on the procedures to be performed using ludic tools that are easily understood by the child. This study aimed to present the proposal of an audiovisual tool for introducing children to the dental environment by using the strategy: To TALK - To SHOW - To DO. The audiovisual tool is the main purpose of this study, and may be used in different situations in the pediatric dental office: waiting room, prior dental care or even during it, distracting the child and trying to decrease anxiety and fear and increase the probability to encourage collaborative behavior. Considering tools for distraction and positive behavior conditioning of children in the dental office, audiovisual aids have become more present in clinical settings in the first decade of the twenty-first century. Therefore, this work aimed to develop and create a series called \"Wesley Goes to the Dentist\", which consists of four educational videos to show the child that going to the pediatric dentist is not a bad thing. The videos are: 1- Welcome to the Dentist, Wesley; 2- Raise your hand, Wesley; 3- We will clean your teeth, Wesley 4- Happy End in the dentist, Wesley. In these videos, the character Wesley is a puppet while Doctor Smile is a boy for the purpose of creating greater identification with children and giving a playful language to the tool.

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Stress and parenting often go hand in hand, with high physical and emotional demands from children often coupled with pressures and responsibilities adults bear from work, school, and other involvements outside the home. Parents often prioritize their children's needs above their own physical, emotional, and social needs. While current literature addresses stress in mothers, it has yet to understand under what circumstances her children may modify her stress levels and whether her stress response, in turn, affects cognition. This study seeks to investigate the impact of such a taxing environment on mothers' stress and cognition using a challenging mnemonic discrimination paradigm. It was hypothesized that the auditory distraction of a mother's own children during the task would impair her ability to encode and retrieve images and also increase her physiological stress response. Prior research has outlined how irrelevant noise and induced stress modify behavioral outcomes, and how mnemonic discrimination of emotional stimuli differs from that of neutral stimuli. However, to our knowledge, there have been no tests in any group using distracting noise (a type of induced stress) during emotionally valenced mnemonic discrimination tasks. This led to the development of our task in order to better understand stress and distraction coupled with valenced imagery. Encoding was divided into two blocks, with one block occurring during the presentation of white noise and the alternate block occurring during the presentation of noise from children, either live audio feed to a mother's own children (experimental condition) or prerecorded audio of a group of children (control condition). We found that retrieval did decrease as a result of child noise, and that memory performance for neutral stimuli was greater than for negative or positive stimuli. Physiological measurements (electrodermal activity and heart rate) were also obtained to view the stress response, but only electrodermal activity showed significance. A significant relationship was found between electrodermal activity and behavioral scores in the experimental group. Our results also suggest that perceived and induced stress coupled with distraction leads to lower memory performance and increased physiological stress responses.

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In the following chapters, I will discuss the effectiveness of radio and audiotapes as appropriate tools for health communication particularly suited to reaching deprived and isolated communities. I will refer to the striking achievements in radio and audiotape projects by drawing on the experiences of more than sixty radio and cassette projects concerned with primary health care in developing countries. I will present a detailed description of my Argentinean and South African radio experiences, focussing on how the two programmes came into existence, the different stages they have gone through, the problems and constraints encountered as well as their strengths and successes. I will describe the audiotape project I am involved in, and demonstrate how audiotapes can be used alone or in conjunction with radio for primary health education.

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AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.

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This chapter explores a pilot project investigating the development of audio descriptions to accompany an academic library’s digital image collection. The project was introduced in selected classes and directly involved faculty and students in the creation and delivery of audio descriptions. The collaborative project initiated by the art librarian was in answer to a legislative act requiring accessibility for vision-impaired users. The discussion will specifically examine developing descriptions for images from Illinois State University’s International Collection of Child Art a resource that presents a fascinating challenge to use language to broaden access to the content and construct a compelling representation with the spoken word for individuals with print disabilities such as vision impairment.

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Much of this chapter focuses on the melodramatic genre and its application in contemporary extreme cinema. Melodrama typically involves loss, and/or a character that arrives too late. In Linda Williams’s notion of the “body genres,” these are films designed to elicit tears, and they frequently revolve around family. However, these are narrative concerns and therefore speak to emotions—particularly sadness. Extreme Cinema attempts to demonstrate how contemporary practices might embellish emotive narrative content with affecting cinematic techniques. Lars von Trier’s 2009 film Antichrist, for instance, is about the death of a child and how the parents of the deceased child negotiate their grief, anger, and guilt. Von Trier visualizes the overwhelming anxiety and suffering by means of hyper-stylization—exaggerated colours and lighting, audio design, slow-motion, rapid-fire editing, extreme close-ups, etc. Also discussed is the work of Japanese filmmaker Shion Sono, particularly his films Strange Circus and Why don’t you play in hell?.

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The aim of this chapter is to examine the Norwegian approach to review and revise errors in the child protection system. Through the last three decades of public discourse, children in Norway have increasingly become identified as independent subjects, and in September 2017, the Norwegian government introduced legislation that gave children the legal right to protection through an amendment of the existing Child Welfare Act of 1992 (Prop. 169 L (2016–2017). Despite being ranked highly in international comparisons, the Norwegian child protection system is harshly criticized. In recent years (2015 and 2016), outrages have been highlighted through both social and traditional media, and internationally. The Norwegian term for child protection – barnevernet has become a synonym for a draconian system that steals children from their parents. The uproar and the critique came from citizens and civil society organizations, various public agencies, private persons and organizations. Auditing and oversight agencies are used to scrutinize the practices, and to follow up on errors and mistakes but there is little research on how this oversight operates, how agencies and local authorities respond to feedback, and how the day-to-day practices on correcting errors and improving practice are attended to in agencies and organizations. Based on policy documents, audit and oversight reports, legislation and key informant interviews, this chapter examines the overarching Norwegian approach to review and revise errors and mistakes through audit and oversight bodies, and discusses the strengths and weaknesses with this approach.

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The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art, colors, etc. that prevailed in the 20th-century forms of therapy are being replaced by integrated systems that overcome many of these forms, thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the treatment of these disorders. In this research, the creation of such a system has been chosen as the object of work. The article presents an interactive tool for the education of children with ASD created by audio, video, and computer technologies and assesses its potential impact. The experimental research and its results are presented. This study aims to evaluate an interactive instrument developed for the education of such children. Following the objectives of ensuring the interactivity of the process, provoking all the perceptions of the subject, and developing the subject's ability to respond to the environment, a personalized audiovisual environment was created. For interactivity, the virtual program EyeCon, Webcam and camcorders, video projector, and speaker system were used. The study was conducted with one subject and a case study method was used. The impact of the instrument was established based on a survey of the parents of the child and the findings of childcare experts. The results of the study demonstrated the positive benefits for this child such as increased eye-to-hand coordination, concentration duration, improved communication, and emotional expression. The results obtained show that such interactive multi-sensory environments in special and general education schools can be a supplemental tool for traditional methods.

Abstract:

A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.