Determinants of political trust : a lifetime learning model

This article addresses questions regarding the origins of individual variations in political trust. Using 2 prospective longitudinal studies, we examine the associations between family background, general cognitive ability (g) and school motivation at early age, educational and occupational attainment in adulthood, and political trust measured in early and mid-adulthood in 2 large representative samples of the British population born in 1958 (N = 8,804) and in 1970 (N = 7,194). A lifetime learning model of political trust is tested using structural equation modeling to map the pathways linking early experiences to adult outcomes. Results show that political trust is shaped by both early and later experiences with institutions in society. Individuals who have accumulated more socioeconomic, educational, and motivational resources throughout their life course express higher levels of political trust than do those with fewer resources

The Relation Between Parenting Beliefs, Behaviors, and Acculturation on the Social Skills of Prekindergarten Hispanic Children

Research shows that social skills are a critical component of children’s development and related to children’s academic success. Conversely, problem behaviors are correlated to negative outcomes later in life for children such as lower academic achievement and juvenile and adult criminality. Certain parenting beliefs and behaviors have been found to relate to fewer problem behaviors in children, and an increase in social skills. However, existing research has focused mostly on the parenting behaviors and social outcomes in children using Anglo-American samples. Little is known about the relation of parenting behaviors and beliefs to the development of social skills in Hispanic families. Using the HOME (Home Observation for Measurement of the Environment), the Parental Modernity Scale, and the Bidimensional Acculturation Scale (BAS), measures of the relation and predictive ability of parenting behaviors, beliefs and acculturation to social skills in children as measured by the Social Skills Rating System (SSRS) are calculated. Findings suggest that the progressive subscale scores from the parental modernity scale and the family companionship subscale from the HOME are predictive of higher scores on the SSRS socials skills scale in prekindergarten Hispanic children. Acculturation was not related to higher social skills scores or fewer problem behaviors in children. The results are discussed in light of previous research and existing knowledge on what the results mean for the parenting behaviors and beliefs of Hispanics. (75 pages

Women's Role in the Agricultural Household: Bargaining and Human Capital

This paper reviews the methods and empirical findings from economic analyses of women's contribution to social welfare and the determinants of their human capital. To understand better women's roles in agricultural households, three themes have gained prominence in the economics literature. First is the conceptualization of the unified family as coordinator of production and consumption over the lifecycle. Second is the role of separability of production and consumption decisions in the agricultural household that depends on the equivalence of hired and of family labor and the existence of competitive factor markets. Third, is the exploration of individualistic Nash-bargaining or Pareto efficient collective coordination within the family that preserves the distinct preferences of individuals to be expressed in behavioral variation across families. The changing bargaining power of men and women is traced primarily to the increasing investment in women's human capital, in the forms of nutrition, health, schooling, mobility and family planning. This reduction in the gender gap in human capital is shown to be closely related to declines in mortality, fertility, and population growth in most studied populations and may importantly affect the intrahousehold distribution of resources.

The Implementation of Eating Healthy Program in Early Childhood

Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van’T Veer, P. (2015). Effect of the Dutch school-based education programme “Taste Lessons” on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. 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Influence of school-based nutrition education program on healthy eating literacy and healthy food choice among primary school children. International Journal of Health Promotion and Education, 57(2), 67–81. https://doi.org/10.1080/14635240.2018.1552177 Lwin, M. O., Malik, S., Ridwan, H., & Sum Au, C. S. (2017). Media exposure and parental mediation on fast-food consumption among children in metropolitan and suburban Indonesian. Asia Pacific Journal of Clinical Nutrition, 26(5), 899–905. https://doi.org/10.6133/apjcn.122016.04 Mc Kenna, & L, M. (2010). Policy Options to Support Healthy Eating in Schools. Canadian Journal of Public Health, 101(2), S14–S18. https://doi.org/10.1007/BF03405619 Menkes, R. PERATURAN MENTERI KESEHATAN REPUBLIK INDONESIA NOMOR 41 TAHUN 2014. , Menteri Kesehatan Republik Indonesia § (2014). Mitsopoulou, A. V., Magriplis, E., Dimakopoulos, I., Karageorgou, D., Bakogianni, I., Micha, R., ... Zampelas, A. (2019). Association of meal and snack patterns with micronutrient intakes among Greek children and adolescents: data from the Hellenic National Nutrition and Health Survey. Journal of Human Nutrition and Dietetics, 32(4), 455–467. https://doi.org/10.1111/jhn.12639 Moffitt, A. (2019). Early Childhood Educators and the Development of Family Literacy Programs: A Qualitative Case Study. ProQuest Dissertations and Theses, 96. Retrieved from http://proxy.mul.missouri.edu/login?url=https://search.proquest.com/docview/2242479347 ?accountid=14576%0Ahttps://library.missouri.edu/findit?genre=dissertations+%26+theses &title=Early+Childhood+Educators+and+the+Development+of+Family+Literacy+Progra ms%3A+ Mustonen, S., & Tuorila, H. (2010). Sensory education decreases food neophobia score and encourages trying unfamiliar foods in 8-12-year-old children. Food Quality and Preference, 21(4), 353–360. https://doi.org/10.1016/j.foodqual.2009.09.001 Myszkowska-Ryciak, J., & Harton, A. (2019). 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Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini Direktorat Jenderal Pendidikan Anak Usia Dini dan Pendidikan Masyarakat Kementerian Pendidikan dan Kebudayaan. Resor, J., Hegde, A. V., & Stage, V. C. (2020). Pre-service early childhood educators’ perceived barriers and supports to nutrition education. Journal of Early Childhood Teacher Education, 00(00), 1–17. https://doi.org/10.1080/10901027.2020.1740841 Rizqie Aulianaca5804p200-169314. (2011). Gizi Seimbang Dan Makanan Sehat Untuk Anak Usia Dini. Journal of Nutrition and Food Research, 2(1), 1–12. Retrieved from http://staff.uny.ac.id/sites/default/files/pengabdian/rizqie-auliana-dra-mkes/gizi-seimbang- dan-makanan-sehat-untuk-anak-usia-dini.pdf Sandell, M., Mikkelsen, B. E., Lyytikäinen, A., Ojansivu, P., Hoppu, U., Hillgrén, A., & Lagström, H. (2016). Future for food education of children. Futures, 83, 15–23. https://doi.org/10.1016/j.futures.2016.04.006 Schanzenbach, D. W., & Thorn, B. (2019). Food Support Programs and Their Impacts on Young Children. Health Affairs, (march). Retrieved from https://www.healthaffairs.org/briefs Schmitt, S. A., Bryant, L. M., Korucu, I., Kirkham, L., Katare, B., & Benjamin, T. (2019). The effects of a nutrition education curriculum on improving young children’s fruit and vegetable preferences and nutrition and health knowledge. Public Health Nutrition, 22(1), 28–34. https://doi.org/10.1017/S1368980018002586 Sekiyama, M., Roosita, K., & Ohtsuka, R. (2012). Snack foods consumption contributes to poor nutrition of rural children in West Java, Indonesia. Asia Pacific Journal of Clinical Nutrition, 21(4), 558–567. https://doi.org/10.6133/apjcn.2012.21.4.11 Sepp, H., & Ho, K. (2016). Food as a tool for learning in everyday activities at preschool exploratory study from Sweden. Food & Nurtition Research, 1, 1–7. Shor, R., & Friedman, A. (2009). 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Parenting Styles, Parenting Practices, and Dietary Intakes of Preschoolers and Their Parents

Emerging research efforts have focused on the role of parents in the development of dietary behaviors of their children. Parental influences play a particularly important role in determining the children’s weight and shaping children’s dietary behaviors, especially during early childhood. Parent-related determinants can be classified as two types—general parenting (parenting style) and specific parenting practices (e.g, food parenting practices). Examining the interactions between parental influences and preschoolers’ and their parental dietary behaviors and may reveal important insights into how parents influence children’s dietary behaviors. Therefore, the goal of this research is to examine the associations between parenting styles, food parenting practices, and dietary intakes of preschoolers and their parents. This research was a part of the iGrow Readers program conducted in 2016. A total of 293 parent/child (3-5 years old) dyads were recruited from preschools/daycare centers in South Dakota, Minnesota, and Nebraska. In general, this dissertation includes: 1) conducting exploratory factor analysis to an original existing home environment assessment—the Comprehensive Home Environment Survey (CHES), to identify and evaluate modified factor structures about food parenting practices; 2) identifying the associations between parenting styles and dietary intakes (including nutrients and food group intakes) of preschool-aged children and their parents; and 3) examining the relationship between food parenting practices and dietary intakes of preschool-aged children and their parents. To modify the original CHES, a content map of food parenting practices was used as a framework to help select items from CHES and guide identification of relevant constructs. A total of 172 parents completed the original CHES. The exploratory factor analysis revealed 40 items that identified 10 food parenting practices factors (subconstructs) under three broad constructs; 4 subconstructs (21 items) within Structure, 4 subconstructs (14 items) within Coercive Control, and 2 subconstructs (5 items) within Autonomy Support. By identifying alternative factor structures, the refined CHES was expected to provide a comprehensive measurement of food parenting practices. In addition, this study examined the relationship between general parenting styles and dietary intakes of preschool-aged children and their parents. Parenting styles was measured by Parenting Dimensions Inventory-Short (PDI-S) survey and dietary information were collected by Harvard Service Food Frequency Questionnaire (HSFFQ). A total of 218 parent participants completed both surveys. Kruskal-Wallis test and multiple linear regression analyses were performed to examine the association between dietary intakes of preschool children/parents and four parenting styles (i.e., authoritative, authoritarian, indulgent, and uninvolved). Overall, the main findings indicated no significant differences were seen for most assessed children’s and parental dietary nutrients and food group intakes between authoritative parenting style and other three parenting styles. Children’s food group intakes were positively associated with corresponding parental food group intakes, moreover, authoritative parents predicted more child fruits consumption. measured by refined CHES and dietary information were collected by HSFFQ. Spearman’s correlation analyses and multiple linear regression analyses were performed to examine the association between dietary intakes of preschool children/parents and food parenting practices (including 3 constructs and 10 subconstructs). Generally, the main findings indicated that for both preschoolers and their parents, food parenting practices construct—Structure and its subconstructs were positively related to healthy dietary intakes (e.g., fruits) and inversely related to unhealthy dietary intakes (e.g., sweets). The results suggest that food parenting practices for preschoolers are important to consider when trying to improve healthy children’s dietary intakes as well as modify parents’ dietary intakes. This dissertation demonstrated that parenting influence is a key factor for preschoolers on healthy dietary intakes. The results of this study create the opportunity for future investigation of interactive effects between parents’ dietary behavior, parenting influences, and children’s dietary behavior

Prediction of Children\u27s Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament

The goal of the study was to examine whether target children’s temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate’s NEE and effortful control moderated these relations. Target children’s NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer’s temperament. Target children with high effortful control had high reading and math achievement (ps = .04 and \u3c .001, respectively), and children with low NEE increased in engagement during the year (p \u3c .001). Peers’ temperament did not have a direct relation to target children’s academic adjustment. Peers’ NEE, however, moderated the relation between target children’s effortful control, as well as NEE, and changes in engagement (ps = .03 and .05, respectively). Further, peers’ effortful control moderated the relations between target children’s NEE and reading and changes in engagement (ps = .02 and .04, respectively). In each case, target children’s temperament predicted the outcome in expected directions more strongly when peers had low NEE or high effortful control. Results are discussed in terms of how children’s temperamental qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in particular, depends on peers’ temperament

Measuring the foundations of school readiness: Introducing a new questionnaire for teachers - The Brief Early Skills and Support Index (BESSI).

BACKGROUND: Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. AIMS: Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support Index (BESSI). SAMPLE: The main sample, recruited from the north-west of England, included 1,456 children (49% male), aged 2.5 to 5.5 years. A second sample consisting of 258 children (44% male) aged 3 to 5.5 years was recruited to assess the test-retest reliability of the BESSI across a 1-month interval. METHODS: Following development and pilot work with early years teachers, a streamlined (30 items) version of the BESSI was sent to 98 teachers and nursery staff, who rated the children in their class. RESULTS: The best-fitting model included four latent factors: Three child factors (Behavioural Adjustment, Language and Cognition, and Daily Living Skills) and one Family Support factor. The three child factors exhibited measurement invariance across gender. All four factors showed good internal consistency and test-retest reliability. Structural equation modelling showed that (1) boys had more problems than girls on all three child factors; (2) older children showed better Language and Cognition and Daily Living Skills than younger children; and (3) children eligible for free school meals (an index of financial hardship) had more problems on all four latent factors. Family Support latent scores predicted all three child latent factors and accounted for their correlation with financial hardship. CONCLUSIONS: The BESSI is a promising brief teacher-report screening tool that appears suitable for children aged 2.5 to 5.5 and provides a broader perspective upon school readiness than previous measures.This research was funded by the Westminster Foundation and the Foundation Years Trust. We would like to express our sincere thanks to all the teachers and nursery staff who took part in this study. This study was funded by the Westminster Foundation (Dr Daly), the University of Cambridge Isaac Newton Trust (Dr Devine), and the Foundation Years Trust (Ms Naomi White & Ms Sarah Foley).This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/DOI: 10.1111/bjep.1207

Investigating a Theoretical Framework for E-book Technology Acceptance

Nowadays, the schools pay attention to use the technology, which is still in growing. Electronic book or (e-book) technology becomes as an important tool in learning to help the school children in their learning. Although A few schools have adopted the e-book technology in Malaysia, consequently this research purpose is to provide more investigation to the literature review of e-book technology acceptance and adoption in Malaysian schools. This study introduces a new integration of Child Computer Interaction (CCI) and Technology Acceptance Model (TAM) to address the adoption and acceptance of e-book technology by school children at schools in Malaysia. This study discusses and explains the key idea of by what method to formulate a theoretical framework of technology acceptance. In the theoretical framework, the main constructs that are expected to influence behaviour intention use of e-book at Malaysian schools will be proposed and discussed. Therefore, it is hoped that this study has presented some insights and directions for future research to demonstrate the relationship existing in our new proposed research theoretical framework where the schools by paying attention may take an action in order to achieve a better e-book technology adoption and acceptance decision makin