Closing the digital divide: understanding racial, ethnic, social class, gender and geographic disparities in Internet use among school age children in the United States

The purpose of this study is to explore the dynamics underlying disparities in Internet use among school age children in the US. The analysis found that a broad range of demographic, geographic and economic factors significantly influence Internet use among children. Significantly, the availability of household computing resources and adult Internet users in the household were most important in explaining disparities in use among children. To expand universal Internet access, future public policy should focus on providing support for in-home access; continued support for public access at out-of-home locations such as schools, and providing technical support, training and expertise to school age children.

A cross-cultural, multidisciplinary proof of the newly discovered developmental linguistic law of concordance of speech and motor development in children.

Humorously describes fictional studies "proving" that motor and language development occur concurrently ("hand in hand") and that this development is independent of culture. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparative study of three different kinds of school furniture

Abstract

Several studies indicate that the ISO standards for school furniture seem to be inappropriate, and there is increasing evidence that the inclination of the seat should be forward and that it should be possible to adjust the table-top to a certain non-horizontal angle. However, these studies have predominantly used objective measurement methods on adult subjects for short-term experiments in rather artificial surroundings. By means of structured interviews registering the school children's perception of ergonomic comfort, the present study has compared three types of school furniture—the original ISO-standard type, and two different new types characterized by forward slanting seats and tiltable desk-tops, the main difference between the two being approximately 15 cm in the height of the chair as well as the table. The study showed that the highest of the two tilting types was perceived to be significantly better than the two others in terms of table height, chair height, reading position, back-rest, and global assessment. Likewise, the feature of a tiltable table-top was considered overwhelmingly positive independently of the height of the furniture. It is recommended that school authorities, producers of school furniture, and relevant medical personnel consider these results for alternative designs of school furniture. It should be kept in mind, however, that school furniture is only one among many factors in the multifactorial field of the back health of school children.     

Forces required to operate controls on farm tractors: Implications for young operators

Farm tractors account for the majority of fatal injuries to adolescents working in agriculture and therefore remain a leading occupational priority. The question of whether these injuries occur because adolescents are assigned tractor jobs beyond their physical capabilities has not been answered. The purpose of this study was to estimate the activation forces required to operate controls on 40 tractors in common use in the US and compare them with existing estimates of physical strength for children of varying ages and with recommended ergonomic force limits for repeatedly engaging controls. Activation forces for steering, brakes and clutch were measured on each tractor. The main study finding was that the activation forces required to operate tractors typically exceeded the physical abilities of most children aged 13 to 17 years. This raises serious questions about the ability of children to safely operate tractors in common use on US farms. This study provides an ergonomic approach for evaluating the potential mismatch between young people's strength capabilities and forces required in operating farm tractors. This approach could be used in similar situations where adolescents may operate vehicles (e.g. all-terrain vehicles), machinery or other mechanical devices requiring activation of levers and controls. Study findings potentially inform the establishment of occupational policies surrounding tractor operation by young people.     

A new approach to children's footwear based on foot type classification

Current shoe designs do not allow for the comprehensive 3-D foot shape, which means they are unable to reproduce the wide variability in foot morphology. Therefore, the purpose of this study was to capture these variations of children's feet by classifying them into groups (types) and thereby provide a basis for their implementation in the design of children's shoes. The feet of 2867 German children were measured using a 3-D foot scanner. Cluster analysis was then applied to classify the feet into three different foot types. The characteristics of these foot types differ regarding their volume and forefoot shape both within and between shoe sizes. This new approach is in clear contrast to previous systems, since it captures the variability of foot morphology in a more comprehensive way by using a foot typing system and therefore paves the way for the unimpaired development of children's feet. Previous shoe systems do not allow for the wide variations in foot morphology. A new approach was developed regarding different morphological foot types based on 3-D measurements relevant in shoe construction. This can be directly applied to create specific designs for children's shoes.     

Evidence-based guidelines for the wise use of computers by children: Physical development guidelines

Computer use by children is common and there is concern over the potential impact of this exposure on child physical development. Recently principles for child-specific evidence-based guidelines for wise use of computers have been published and these included one concerning the facilitation of appropriate physical development. This paper reviews the evidence and presents detailed guidelines for this principle. The guidelines include encouraging a mix of sedentary and whole body movement tasks, encouraging reasonable postures during computing tasks through workstation, chair, desk, display and input device selection and adjustment and special issues regarding notebook computer use and carriage, computing skills and responding to discomfort. The evidence limitations highlight opportunities for future research. The guidelines themselves can inform parents and teachers, equipment designers and suppliers and form the basis of content for teaching children the wise use of computers.

Statement of Relevance: Many children use computers and computer-use habits formed in childhood may track into adulthood. Therefore child–computer interaction needs to be carefully managed. These guidelines inform those responsible for children to assist in the wise use of computers.     

Cognitive-Behavioral and Humanistic Group Treatment for Children With Learning Disabilities: A Comparison of Outcomes and Process.

The authors of this study examined the outcomes and processes of 2 types of group treatment--cognitive-behavioral treatment groups (CBTG) and humanistic group therapy (HGT)--offered to 200 elementary schoolchildren in a center for students with learning disabilities in Israel. Results indicated that the addition of either type of group treatment to individual academic assistance was more effective than the latter alone on most measures. In fact, on the majority of measures, group treatment without academic assistance was more effective than just individual assistance. Finally, HGT was more effective than CBTG on most measures. Most of the outcomes were sustained at follow-up, and some even increased from termination to follow-up, although effect sizes were quite low. Process measures included the Client Behavior System and the therapist Helping Skills System, which were measured at 5 points in time. Differences between the 2 treatment types were revealed on both process measures, including differences in the growth curve of these behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observations of Aggressive Children During Peer Provocation and With a Best Friend.

Observational methods were used to examine aggressive children's peer relations in 2 contexts: when being teased by a peer and when interacting with a best friend. Because aggressive children may have more difficulty than nonaggressive children in both peer contexts, the authors also examined whether relations between behaviors across contexts varied as a function of aggression. Results indicated that aggression was related to children's behavior when provoked. Children's behavior when provoked was associated with fewer positive and more negative interactions with their best friend, particularly for aggressive children. Results are discussed with respect to social norms in middle childhood and informing interventions for aggressive children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reducing Playground Bullying and Supporting Beliefs: An Experimental Trial of the Steps to Respect Program.

Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3-6 (N=1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the control group. Self-reported aggression did not differ between the groups. Implications for future research on the development and prevention of bullying are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. (PsycINFO Database Record (c) 2010 APA, all rights reserved)