Several herpesviruses can cause hepatic injury, but herpes simplex virus (HSV) is rarely involved in immune-competent patients, beyond the neonatal age. We report a rare case of acute hepatitis ...associated with primary HSV infection in a previously healthy child. Therefore, HSV infection should be actively investigated in healthy children developing acute hepatitis without acute liver failure, if the most common infectious agents have been excluded, despite the absence of the typical vesicular herpetic skin and/or mucosal manifestations.
Syftet med artikeln är att belysa pedagogers gemensamma föreställningar om kompetenta barn, så som de kommer till uttryck i pedagogisk dokumentation. I ett projekt med målsättningen att utveckla det ...systematiska kvalitetsarbetet i förskolan, utformades en arbetsmodell för pedagogisk dokumentation. Ett femtiotal pedagoger vid 18 förskoleavdelningar deltog i projektet. Inom projektet genererades empiriskt material bestående av skriftlig pedagogisk dokumentation samt fokusgruppssamtal med dokumentationen som utgångspunkt. Analys av empirin genomfördes med social representationsteori som ansats, i en strävan efter att fånga pedagogers gemensamma föreställningar om kompetenta barn. Resultatet visar att föreställningar om kompetenta barn kan kategoriseras som essentiella, relationella och ideologiska, och att de olika kategorierna med underkategorier kan kopplas till skilda teorier och synsätt på barn och barns lärande.
Nyckelord: Kompetenta barn, pedagogisk dokumentation, förskola, pedagogers gemensamma föreställningar
The aim of this paper is to show how norms about age intersect with gender and thus create social positions about incompetent and competent children. The paper also analyzes the relationship between ...gender, incompetence, and notions of ‘the baby.’ The theoretical framework uses concepts taken from gender theory (Butler, Gender trouble. Feminism and the subversion of identity,
1990
, Bodies that matter. On the discursive limits of ‘sex,’
1993
; Thurén, Kvinnovetenskaplig Tidskrift 3–4:69–85,
1996
) and the data are analyzed from an intersectional perspective with regard to gender and age. The material is taken from ethnographic observations conducted over the course of two years at two Swedish preschools. The result shows that norms about age and competence in early childhood are stressed in different ways at preschools. Norms about age often manifest in relation to incompetence. In the study, older preschool children understood the meaning of ‘incompetence’ as lacking control and acting in ways that could be disciplined in various ways depending on the child’s gender. Age is also a marker of status among children and all the children we observed wanted to be identified as ‘big.’ We conclude that when age is emphasized, gender norms are also stressed. The notion of ‘being a baby’ constitutes a powerful way to police the border between those who are and are not gendered subjects. This study highlights the importance that age holds even for young children as they negotiate and naturalize the notions of two different genders. It also shows how important it is to be clearly gendered in order to be understood and be considered normal.
From a prospective study of 185 offspring of depressed mothers, 51 children were identified in sixth grade as being high competent, which was defined as high functioning and without psychopathology. ...During the next 2 years, 18 of these high competent children developed problems. Compared to these 18 decreased competent children, the 33 continuously competent children reported at Time 1 significantly more commitment to achievement, more positive coping, better family relationships, and greater social support. In addition, the decreased competence group reported experiencing more hassles during junior high school. Both commitment to achievement and better family relationships moderated the relation between school hassles and competence. That is, among adolescents experiencing higher levels of hassles during junior high school, greater commitment to achievement and better family relationships were associated with higher competence.
The conditions that prevent highly competent children from fully developing their learning potential rarely have been addressed. The authors investigated the relationship between neighborhood ...socioeconomic characteristics, class composition, and changes in the proportion of highly competent children in kindergarten and in Grades 4 and 7. The authors used cross-sectional data from 78 Vancouver, British Columbia, schools to conduct a series of multipleregression analyses. Results show that the proportion of highly competent kindergarten children was correlated weakly with neighborhood socioeconomic status. In contrast, in Grades 4 and 7, the proportion of highly competent kindergarten children was correlated strongly with neighborhood socioeconomic factors. In addition, the proportion of children at risk was strongly and increasingly correlated with the proportion of highly competent children in kindergarten and in Grades 4 and 7.
The longitudinal Competent Children Project in New Zealand examined contributions of early childhood education to children's competencies at age 10. The study found that children had higher average ...scores if they had three of more years of early childhood education. The quality of their final early childhood centers, particularly related to teacher-child interaction, continued to show enduring associations with children's performance, as did the socioeconomic mix of the center. (Author/KB)
This report is the fourth from the Competent Children project that is following a sample of children in the Wellington region of New Zealand from their early education experience into adulthood. The ...main aim of the project is to chart the contributions to children's progress made by family resources, early childhood education, school experiences, children's interests and activities in the home or outside school, and peer relationships. This report describes the children's progress and lives at the age of 10 years in 10 areas of knowledge, skill, and dispositions: (1) literacy; (2) mathematics; (3) communication; (4) perseverance; (5) social skills with peers; (6) social skills with adults; (7) individual responsibility; (8) logical problem solving; (9) curiosity; and (10) fine motor skills. Among the main findings were that most children were comfortable in their school environment, were good at making and keeping friends, needed adult intervention to work with other children over a period of time, and had progressed in reading and problem solving. Children starting school with low competency were more likely to improve if their parents were highly educated or if their family had a high income, while high-achieving students maintained their achievement level. Other factors considered as possible contributions to children's performance were early childhood education experience, school experiences (school and class characteristics, teacher perspectives, school attitudes, communication with parents about school, school attendance and mobility), gender, having English as a first language, family resources/characteristics (family type and stability, income source, parental employment, ethnicity, family income, parent education), and children's interests and activities (academic-related, leisure). The report's conclusion notes that adult responsiveness to children, warmth, fairness, and the inclusion of some cognitive content in the interaction ensured supportive interactions between children and the adults in their lives. The report's five appendices include descriptions of data analysis and results as well as a discussion of the selection of a statistical model for the study. (Contains 51 references.) (KB)
The Competent Children Project is following a group of about 500 children in the Wellington region of New Zealand from around the age of 5 until they leave school. The main aims of the project are to ...describe children's progress over time and to chart contributions to their progress made by family resources, early childhood education, school experiences, children's interests and activities in the home or outside school, and peer relationships. The project focuses on 10 competencies important for well-being, school achievement and continued learning, and contributing to society and paid work: literacy, mathematics, logical problem solving, communication, curiosity, perseverance, social skills with children, social skills with adults, individual responsibility, and fine motor skills. Data have been collected at ages 5, 6, 8, and 10. Among the main findings detailed in this summary report are that most 10-year-olds were comfortable in their school environment, had very good attendance, were good at making and keeping friends, needed adult intervention to work with other children over a period of time, and had progressed in reading and problem solving. Children starting school with low competency were more likely to improve if their parents were highly educated or if their family had a high income, while high-achieving students maintained their achievement level. Other factors considered as possible contributions to children's performance were early childhood education experience, school and class characteristics, teacher perspectives, gender, parental education level, and family income. The report concludes by noting that what matters in children's progress is how children interact with adults and others and how they engage in activities, particularly those that use symbols and language. A list of publications available from the Competent Children's Project concludes the report. (KB)
В статье раскрывается тезис о том, что развитие визуальной литературы: комиксов, графических романов, других жанров визуального нарратива — стало для современных детей и подростков условием их ...успешной интеграции в информационный мир, формированию компетенций информационной безопасности. В качестве аргументов, доказывающих данную мысль, приводятся материалы исследования мнений взрослых читателей, оценивающих различия в собственном восприятии визуальной литературы (преимущественно комиксов) и восприятии детей и подростков, а также приводится описание стратегий и практик чтения визуального нарратива, являющихся, по мнению автора статьи, важными условиями формирования новых читательских компетенций, определяющих качественно новые способы взаимодействия с произведением, пристальное внимание к деталям, основанное на «проживании» прочитанного. Ключевые слова: компетентный ребенок, визуальная литература, комиксы, графический роман, опрос
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