Aim
To explore the usefulness of a co‐designed wordless book showing processes of receiving COVID‐19 vaccines designed by, and for, adults with intellectual disabilities.
Methods
A qualitative ...evaluation of the resource using mixed methods. Semi‐structured interviews were conducted with people with intellectual disabilities, carers and health professionals about resource content, and use. This was analysed thematically. A survey was circulated to intellectual disabilities networks to understand resource need, use, sharing and content.
Results
Understanding the COVID‐19 vaccine was a process, not a single event using one resource. A visual resource had a place in facilitating conversations about vaccines between people with intellectual disabilities and carers. Differing perspectives were expressed regarding personal needs, existing awareness of vaccine programmes and communication preferences. Changes were suggested to improve the suggested storyline and relevance around COVID‐19 restrictions changing.
Conclusion
A visual resource may help conversations about the COVID‐19 vaccine for people with intellectual disabilities.
Resumen El niño, el topo, el zorro y el caballo de Mackesy ( 2020b) es, además de un libro de ilustraciones, una fábula transmediática en la que se narra una sencilla historia sobre un niño y sus ...aventuras con tres amigos del reino animal. Más que una narrativa lineal, se trata de una colección de conversaciones trascendentes relevantes para lectores de todas las edades, pues comunica valores universales como la amistad o la autoestima. En concreto, durante la pandemia, esta obra literaria y pictórica adquirió una importante relevancia debido a las lecciones sobre superación que emanan de sus páginas. En este artículo se estudia la obra en base a los siguientes constructos: transmedialidad, alfabetización multimodal, interculturalidad, translanguaging y plurialfabetización. Tras una revisión de estos conceptos, se proponen orientaciones pedagógicas para el empleo de esta fábula en aulas de Educación Primaria. La obra de Mackesy se revela como recurso idóneo para el desarrollo didáctico de los mencionados constructos que los currículos actuales integran, adaptándolas a los nuevos entornos educativos de la lectura.
Resumo El niño, el topo, el zorro y el caballo de Mackesy ( 2020b) é, além de um livro ilustrado, uma fábula transmídia que conta uma história simples sobre um menino e suas aventuras com três amigos do reino animal. Mais do que uma narrativa linear, é uma coleção de conversas transcendentes relevantes para leitores de todas as idades, pois comunica valores universais como amizade ou autoestima. Especificamente, durante a pandemia, essa obra literária e pictórica adquiriu significativa relevância devido às lições de autoaperfeiçoamento que emanam de suas páginas. Este artigo estuda a obra a partir dos seguintes construtos: transmidialidade, letramento multimodal, interculturalidade, translinguagem e pluriletramentos. Após uma revisão desses conceitos, são propostas orientações pedagógicas para a utilização dessa fábula nas salas de aula do Ensino Fundamental. A obra de Mackesy revela-se como um recurso ideal para o desenvolvimento didático dos referidos constructos que integram os currículos atuais, adaptando-os aos novos ambientes educativos de leitura.
Abstract El niño, el topo, el zorro y el caballo by Mackesy ( 2020b) is a picture book and a transmedia fable about a boy and his adventures with three friends from the animal kingdom. More than a linear narrative, it is a collection of transcendental conversations relevant to readers of all ages, since it communicates universal values such as friendship or self-esteem. Specifically, during the pandemic, this book acquired significant relevance due to the lessons on overcoming that emanate from its pages. This article considers the work in the light of the following constructs: transmediality, multimodal literacy, interculturality, translanguaging and pluriliteracy. A revision of these concepts is followed by pedagogical orientations for the use of this fable in the Primary School Classroom. Mackesy’s work is revealed as an ideal resource for the didactic development of the aforementioned constructs as promoted by current curricula, adapting them to the new educational environments of reading.
Many children in low- and middle-income countries fail to reach their cognitive potential, with experiences before age 3 critical in shaping long-term development. Zanzibar's Jamii ni Afya program is ...the first national, digitally enabled community health volunteer (CHV) program promoting early childhood development (ECD) following the Nurturing Care Framework within an integrated maternal and child healthcare package. Using program baseline data, we explored home environment, caregivers' parenting, health and nutrition knowledge and practices, and ECD outcomes in Zanzibar.
We conducted a national household survey among 499 children aged 18-29 months using two-stage cluster sampling in February 2019. The primary outcome was child development score measured using the Caregiver Reported Early Developmental Index (CREDI), with higher scores representing higher levels of child development. We analyzed CREDI scores, along with MICS questions on parenting knowledge, practices, and characteristics of the home environment. We developed multivariate regression models to assess associations between caregiver-child interactions, knowledge of dietary diversity, and ECD.
Ten percent of children had overall CREDI z-scores 2 standard deviations SD or more below the global reference population mean, with 28% of children at risk of developmental delay with z-scores 1 SD or more below the mean. Cognitive and language domains were of highest concern (10.2 and 12.7% with z-score < - 2 SD). In 3-day recall, 75% of children engaged in ≥4 early stimulating activities with all caregivers averaging 3 total hours of play. CREDI scores were positively associated with greater frequency of caregivers' engagement (β = 0.036, p = 0.002, 95%CI = 0.014, 0.058), and dietary diversity knowledge (β = 0.564, p < 0.001, 95%CI = 0.281, 0.846).
Our findings demonstrate a positive association between both the frequency of caregiver child interactions and knowledge of adequate dietary diversity, and ECD outcomes. This aligns with global evidence that promoting early stimulation, play and learning opportunities, and dietary diversity can improve developmental outcomes. Further study is needed to establish causal relationships and assess the impact of ECD programming in Zanzibar.
Visual documentation (videography and photography) can facilitate children's full participation in the stories and plans of their work and thereby invite a deeper literacy of agency and belonging. ...The shared medium of still and moving images invites shared power in the design and ongoing decisions about learning. Jodi Wert refers to using visual documentation as a way to nurture distinct possibilities because much of what videos and photos capture has been there all along, only often outside of adult awareness or acknowledgment. Videos and photos invite clearer adult perception, and, perhaps, spark memories about how to access the vast possibilities in early childhood learning and wellness. In this article, she describes how she works with teachers to optimize the benefits of visual documentation, showing them how to use smartphones and digital cameras to: (1) Amplify children's interests and ways of knowing and being; (2) Fully partner with children by teaching them camera skills (strong preference for children using digital cameras over smartphones because the former is often a novel technology that invites motor skills practice, such as securing a wrist strap, holding the camera, looking through the viewfinder, and pushing the button); and (3) Co-create mindsets, heart-sets, environments, and practices that nurture greater connections, openness to distinct possibilities, and healthy development.
In this article, the authors discuss a month-long research study where sixth grade students researched three women for the half-century after the U.S. Civil War War that worked to change their ...respective communities to address public issues: Jane Addams, Clara Lemlich, and Ida B. Wells. The sixth graders read a picture book for each of the three women, and examined primary and secondary sources to explore how each worked to overcome obstacles and advocated for change. They completed a variety of graphic organizers and writing activities using evidence from the primary sources and trade books. We share the findings from students' graphic organizers and writing activities and provide needed next steps based on the findings from our research study.
Reyes discusses the Triangle, Square and Circle trilogy project by writer Mac Barnett and illustrator Jon Klassen. Triangle, Square, and Circle were originally conceived as characters for a video ...game Klassen was designing while working in animation, where the storyline included whole civilizations of simple shapes. In 2015, he and Barnett returned to the shapes concept to see if it might work as a book. In many ways, the picture book is already a distilled form-lean but packed. To strip it down even further led them to reconsider certain fundamentals of storytelling, character among them.
Dance me to your beauty with a burning violin Dance me through the panic till I'm gathered safely in Lift me like an olive branch and be my homeward dove Dance me to the end of love (Leonard Cohen) ...Waltz with Bashir (2008) is an animated documentary feature film that explores the trauma of the filmmaker's (Ari Folman) experiences as an Israeli soldier in the first Lebanon war. The use of animation rather than real footage allows the filmmaker to convey reconstructed memories, fantasies, hallucinations, past and present. ...this use of animation, and the interchange between animation and real footage, enables the filmmaker to play with different kinds of realities and experiences, a kind of "play" or movement which, as will be shown, has an essential role in the effort to reconnect with dissociative traumatic experiences and "reclaim unlived life" (Ogden 2016). ...the film suggests a unique opportunity to look at some of the issues that are at the core of the traumatic experience and at the heart of the psychoanalytic endeavour to create the terms by which the unbearable can become bearable and the traumatic and dissociated experiences can become a part of the psyche again. Coming eye to eye with their suffering embodies the blind indiscriminate brutality of war, and forces the soldiers to confront "the face" of the clearly harmless creature they have just killed. ...they connect the soldiers to more primary, or even primitive self-states, which were created back in their childhood through their relations with animals, and which in many cases have remained raw and untouched for many years.
The moon is a familiar space object that children can easily find in the night sky. Most children will have emotional impressions when looking at the moon, for example, “How beautiful!”. The moon is ...not only a symbol of the night sky but also of a variety of concepts such as time and shape. However, “moon” motifs in some picture books and everyday life do not match the real (correct) appearance of the moon in time and space, which means regularity of the phases of the moon. This may lead to a low knowledge retention rate, despite study of the subject in junior high school science in Japan. Therefore, we created a science picture book titled, “The 7 Days of the Moon” based on the theme of “How the Moon Looks”. Next, we read the picture book to kindergarten children in Japan and then let them experience the appearance of the moon in the picture book. The children who experienced this developed sensitivity with scientific awareness of the moon that captured the essence of the phenomenon.
Caffeine is a natural psychostimulant with a potentially positive impact on health when consumed in moderation and a negative impact at high dose (> 400 mg/day). So far, no study has examined ...self-reported caffeine consumption in Switzerland. Our objectives were to determine 1) the caffeine consumption per adult, 2) the main sources of caffeine intake in the Swiss diet, and 3) the timing of caffeine consumption during the day. We used data from the 2014-2015 national nutrition survey menuCH (adults aged 18 to 75 years old,
= 2057, weighted
= 4,627,878), consisting of two 24-hour dietary recalls. Caffeine content in consumed foods was systematically assessed using laboratory analyses in samples of Swiss caffeinated beverages, information from food composition databases, and estimations from standard recipes. Mean (± SD) daily caffeine consumption per person and percentile 95 were 191 mg/day (± 129) and 426 mg/day, respectively. We observed differences in mean caffeine consumption across age groups (18-34 y: 140 mg/day; 50-64 y: 228 mg/day), linguistic regions (German-speaking: 204 mg/day; French-speaking: 170 mg/day, Italian-speaking: 136 mg/day), and smoking status (never smokers: 171 mg/day; current smokers: 228 mg/day). The three main sources of caffeine intake were 1) coffee (83% of total caffeine intake), 2) tea (9%) and 3) soft drinks (4%). Caffeine consumption was highest between 06:00 and 09:00 (29%) and the circadian rhythm slightly differed across linguistic regions and age groups. The mean caffeine consumption in the Swiss adult population was similar to that reported in neighbouring countries.
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