Children's Attitudes (children + attitude)

Distribution by Scientific Domains


Selected Abstracts


Children's attitudes to parents', teachers' and employers' perceptions of term-time employment

CHILDREN & SOCIETY, Issue 5 2003
Madeleine Leonard
This article is concerned with examining working children's perceptions of how adults in a range of different settings view their employment. In particular, the article explores how participation in the labour market influences adult-child relationships within the home, at school and at work. Children interact with adults across a variety of different spheres. Dependence and independence permeate children's relationships with adults in different social settings. Entry to the labour market and access to earnings promotes responsibility among children and encourages self-reliance. The purpose of the article is to assess the extent to which these traits affect children's interaction with adults within and across the social spaces of the home, school and place of employment. Copyright 2003 John Wiley & Sons, Ltd. [source]


Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills

JOURNAL OF RESEARCH IN READING, Issue 1 2006
Elizabeth G. Conlon
This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self-perceptions of abilities were obtained. Significant relationships were found between family history and children's single-word reading skills, spelling, reading comprehension, orthographic processing and children's perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children's perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents. [source]


Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2005
Tina Jarvis
This article reports on attitude changes of 300 children, aged 10 or 11 years, from four schools, who visited the UK National Space Centre. Attitudes toward science and space were explored by examining responses to five different attitude scales. These were administered before, immediately after, and 2 months and 4,5 months after a visit to the main exhibition area and Challenger Centre. Observations during the visits and interviews of teachers and a sample of children were carried out. Before the visit girls were more anxious than boys. Immediately afterward, children showed more interest in space and a moderate increase in their views about the value of science in society. Nearly 20% of the pupils showed an increased desire to become scientists in the future. These children also showed a positive advantage over the other children with regard to science enthusiasm and space interest. Two months later, they continued to be more positive about being future scientists but only the girls' scores were still significantly raised. Most children found the Challenger experience positive but had more problems with the exhibition area. Teachers' preparation and support during the visit as well as their personal interest had a significant long-term effect on children's attitudes. 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 53,83, 2005 [source]


Effect of the challenger experience on elementary children's attitudes to science

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2002
Tina Jarvis
This research explored how the Challenger experience influenced over 655 elementary boys' and girls' general attitudes to science and space during the 5 months after their visit by examining their responses to four different attitude scales. These were administered to the 10- to 11-year-olds immediately before and after the Challenger experience as well as 2 and 5 months later. Knowledge tests were also administered before and after the visit. A sample of children completed an existing measure of anxiety. Although there were mainly positive outcomes immediately after the Challenger experience, there were some negative effects. There were also noticeable differences between boys and girls. Some 24% of pupils were inspired to become scientists. There was also less fear of space travel with a greater appreciation of the use of science to protect the planet after the visit. Most girls improved and maintained their attitudes toward science in society. A sizeable number of pupils were relatively unaffected by the experience and there was a significant negative effect on a small group of anxious girls. There are indications that previsit preparation and careful choice of roles during the simulation are important. 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 979,1000, 2002 [source]


Talking About Science in Museums

CHILD DEVELOPMENT PERSPECTIVES, Issue 1 2010
Catherine A. Haden
Abstract, New research in museums offers a unique vantage point for observing how parent,child conversational interactions may help children learn science in everyday settings. Recent studies in this area pinpoint the role of elaborative conversation,including open-ended Wh- questions and explanatory comments,in children's understanding of scientific concepts, and more generalized effects on children's attitudes and ways of making meaning may exist as well. This review places this work in its theoretical context and discusses its potential to illuminate social mediators underlying children's learning processes and outcomes. [source]