Research v1
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The document summarizes a survey of 90 fourth grade pupils (45 boys and 45 girls) in Greece, Italy, and Poland about risk factors for their well-being. A questionnaire was developed and administered to identify key variables related to pupils' family background, school environment, social relationships, health, and means of fulfillment. The findings were analyzed and showed differences in well-being between countries as well as differences between pupils' self-perceptions and the survey results. Some correlations were also identified between variables.
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Social support is critical to the well-being of children and adolescents (Hughes, 2011).
Positive relationships with others promote health, self-esteem and prosocial behavior (Cohen,
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harmful effects of stressful life events, such as an illness, conflict, or parental divorce. The home
and school contexts are the two primary sources of support for most children (Harter, 2012).
Unfortunately, many children do not receive the support they need from these sources
(Zelkowitz, 1987). Given the importance of social support, researchers are currently exploring
other potential sources of support in the broader community. The purpose of this study is to
explore the church as one such potential source of positive relationships, love and affirmation for
children by studying the effects of a relationship-based childrens ministry model.
Background
Every Generation Ministries (EGM) is an international non-profit organization that trains
and resources church childrens workers on six different continents. The churches in many of the
countries where EGM works lack a cohesive model for childrens ministry and tend to follow
cultural norms when ministering to children. For example, churches in Eastern Europe, which are
part of the former Soviet Bloc, are more likely to provide lecture-based instruction focused on
memorization with little opportunity for interaction or relationship-building. EGM develops
national ministry teams which provide leadership development programs and Bible teaching
resources for childrens workers in local churches.
The ministry model is focused on spiritually transforming children through innovative
instructional experiences, positive relationships with adults and peers, small group discussion,
2
and application opportunities. These pedagogical features are theorized to promote social support
transmission. Prior literature in the school context has found that positive student relationships
with adults and peers can be promoted through smaller learning communities (McNeely et al.,
2002) and the explicit teaching of prosocial behavior (Osterman, 2000), both of which are
meaningful components of the EGM model. Furthermore, child-centered teaching, comparable to
the child-focused elements of the EGM ministry model, have been associated with a greater
sense of classroom community in public schools (Solomon et al., 1996).
The Present Study
In order to evaluate whether it is accomplishing its mission, EGM initiated the Crucible
Project. The Crucible Project is an effort to apply behavioral science research methods to
evaluate and improve the ministry. In a pilot study conducted in Chile, a partner church collected
survey data from the children in its childrens program before and after receiving training and
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This document summarizes a research study that examined the relationship between cooperative learning, perceptions of social support, and academic achievement. The study involved 135 students in an introductory English course in Lebanon. It found that cooperative learning was positively correlated with academic achievement and perceptions of social support from teachers and peers, but negatively correlated with feelings of alienation. When analyzed through multiple regression, cooperative learning and perceptions of teacher academic support were found to be significant factors influencing students' academic achievement.Observatory methodology - 30062019
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This document provides an overview of child development from infancy through adolescence. It discusses the multidisciplinary nature of the field and covers key aspects of development including physical, cognitive, and socioemotional growth. Major developmental theories such as psychoanalytic, behaviorism, cognitive, and biological approaches are introduced. Common research methods used to study child development like experiments and correlation analysis are described. The role of research findings in influencing social policy to improve children's lives is also mentioned.1 Quantitative Analysis Project Assignment Overvi
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Social support is critical to the well-being of children and adolescents (Hughes, 2011).
Positive relationships with others promote health, self-esteem and prosocial behavior (Cohen,
Gottlieb, & Underwood, 2000). Additionally, socially supportive relationships can buffer the
harmful effects of stressful life events, such as an illness, conflict, or parental divorce. The home
and school contexts are the two primary sources of support for most children (Harter, 2012).
Unfortunately, many children do not receive the support they need from these sources
(Zelkowitz, 1987). Given the importance of social support, researchers are currently exploring
other potential sources of support in the broader community. The purpose of this study is to
explore the church as one such potential source of positive relationships, love and affirmation for
children by studying the effects of a relationship-based childrens ministry model.
Background
Every Generation Ministries (EGM) is an international non-profit organization that trains
and resources church childrens workers on six different continents. The churches in many of the
countries where EGM works lack a cohesive model for childrens ministry and tend to follow
cultural norms when ministering to children. For example, churches in Eastern Europe, which are
part of the former Soviet Bloc, are more likely to provide lecture-based instruction focused on
memorization with little opportunity for interaction or relationship-building. EGM develops
national ministry teams which provide leadership development programs and Bible teaching
resources for childrens workers in local churches.
The ministry model is focused on spiritually transforming children through innovative
instructional experiences, positive relationships with adults and peers, small group discussion,
2
and application opportunities. These pedagogical features are theorized to promote social support
transmission. Prior literature in the school context has found that positive student relationships
with adults and peers can be promoted through smaller learning communities (McNeely et al.,
2002) and the explicit teaching of prosocial behavior (Osterman, 2000), both of which are
meaningful components of the EGM model. Furthermore, child-centered teaching, comparable to
the child-focused elements of the EGM ministry model, have been associated with a greater
sense of classroom community in public schools (Solomon et al., 1996).
The Present Study
In order to evaluate whether it is accomplishing its mission, EGM initiated the Crucible
Project. The Crucible Project is an effort to apply behavioral science research methods to
evaluate and improve the ministry. In a pilot study conducted in Chile, a partner church collected
survey data from the children in its childrens program before and after receiving training and
resourc ...How Inequalities Develop Through Childhood (ISCI)
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The document summarizes key findings from the Young Lives study, a longitudinal study following children in Ethiopia, India, Peru and Vietnam. It finds that (1) children's development across domains like health, learning and psychosocial are interdependent, calling for multidimensional and coordinated policies. (2) While early childhood is critical for physical growth, improvements are still possible later on. (3) Gender gaps in education enrollment emerge and widen through adolescence, calling for identifying when and how inequities form to prevent diverging pathways. The study highlights the importance of longitudinal data in understanding how circumstances shape development and identifying windows for interventions.Supporting the Assessment of Problem Solving Competences through Inquiry-base...
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This study assessed stress, attention, and memory in 40 high school students in Latacunga, Ecuador. Several tests were administered, including a stress test, Toulouse-Pi竪ron attention test, word list memory test, and reverse digit memory test. The results showed that female students reported significantly higher stress levels than male students. However, no significant differences were found between males and females on the memory tests. Additionally, over 20% of students showed difficulties maintaining attention over time on the attention test. A nonlinear relationship was found between student stress levels and memory performance.Exploring child development
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This document outlines a communication plan for a project aimed at creating stress-free schools in the European Union. It identifies the key stakeholders in the project, including pupils, teachers, parents, educational authorities, and others. It analyzes each stakeholder's needs and influence. The communication plan then determines the priority messages to deliver to each stakeholder, the best channels to use, and the timeline for communication. It also lists the major communication deliverables, such as press releases, publications, and an online presence, to promote and report on the progress and outcomes of the project. 凌了硫旅凌 凌旅 竜留了凌隆竜 虜留旅 凌旅 留旅虜留僚旅虜凌溜 竜了劉留僚竜
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This document outlines the schedule and activities for a 4-day joint staff training event between schools in Vilkaviskis, Lithuania. On the first day, participants will be briefed on the objectives and methodology for the event. The second day will include learning about Lithuania's educational system and a presentation on the host school. The third day consists of each delegation presenting and discussing draft learning tools. On the fourth day, teams will work cooperatively to produce scenarios for using the learning tools, and present their work. The event will conclude with a presentation and collaborative evaluation of the works and event.
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- 1. Activity A1 Intra-school Survey Identification of Risk Factors for E. U. Pupils Well-being
- 2. About the Activity Data from Greece, Poland and Italy N = 90 Participants: 45 Boys 45 Girls 4th Grade pupils (10 years old) 3 versions of the questionnaire were developed. They were piloted in a group of 12 pupils The third version was delivered to the target class(es) Descriptive Statistics Key findings
- 3. Key findings The set of 32 variables has been exploited to construct five new (5) variables: A. Pupils family background B. School environment C. Pupils social relationships D. Health status E. Means for fulfillment A Examination of the findings in contrast with the pupils perception of their well-being at school
- 4. What do they think? Greece Italy Poland Pupils Self-perception of their well-being at school
- 5. What do they think? Boys Girls
- 6. Background Sch Envir Soc. Rel Health Means Ful 0,00 1,00 2,00 3,00 4,00 Overall Well-being What the findings indicate... Family Background School Environment Social Relationships Health Means for Fulfillment 3,24 2,75 2,64 2,25 2,72 Greece Pupils Perceptions 3,72 Findings 2,72
- 7. Background Sch Envir Soc. Rel Health Means Ful 0,00 1,00 2,00 3,00 4,00 Overall Well-being ...Continued Family Background School Environment Social Relationships Health Means for Fulfillment 3,24 2,69 2,62 2,01 2,54 Italy Pupils Perceptions 3,62 Findings 2,62
- 8. Background Sch Envir Soc. Rel Health Means Ful 0,00 1,00 2,00 3,00 4,00 Overall Pupils' Well-being ...Cont Family Background School Environment Social Relationships Health Means for Fulfillment 3,24 2,75 2,64 2,25 2,72 Poland Pupils Perceptions 3,72 Findings 2,72
- 9. In brief Greece Italy Poland
- 11. Correlations