1. Vaccines immunize people; legislation immunizes vaccine manufacturers. Legislation in the United States Regulating liability for the manufacture, distribution and administration of vaccinesThomas Allan Heller, 2021, izvirni znanstveni članek Opis: Infectious diseases have caused widespread misery, and have wreaked havoc physically, mentally, economically, politically, and socially. Fortunately, in more recent years, scientists have developed vaccines. Vaccines are generally very safe, but cause side effects in a small percentage of cases. The United States Congress has passed two major pieces of legislation that provide sweeping tort immunity to vaccine manufacturers and others. In 1986 Congress passed the National Childhood Vaccine Injury Act (NCVIA) and in 2005 it passed the Public Readiness and Emergency Preparedness Act (PREP ACT). Both Acts were passed to encourage manufacturers to develop vaccines, particularly in times of public emergencies, in exchange for expansive liability protection. Both Acts established no-fault type compensation schemes to compensate those suffering injury or death from vaccines without having to resort to typical litigation. The author discusses both Acts in detail, in the context of the current Covid-19 crisis.
Ključne besede: vaccines, pandemics, Public Readiness and Emergency Preparedness Act, immunity from liability, National Childhood Vaccine Injury Act
Objavljeno v DKUM: 19.08.2024; Ogledov: 68; Prenosov: 8
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2. Associations between physical activity and academic competence : a cross-sectional study among Slovenian primary school studentsJoca Zurc, Jurij Planinšec, 2022, izvirni znanstveni članek Opis: Physical activity has beneficial effects on overall academic performance in children. However, there is a lack of evidence regarding how the individual characteristics of physical activity interact with other confounding variables of academic competence. Leisure-time physical activity with potential confounders—such as developmental, behavioral, family, and school factors, predicting overall, mathematical, and reading academic competence—was studied in a random sample of 1520 Slovenian primary school students in grades 4–6 (51.9% female; mean age = 10.4 years; SD = 0.93). A structured self-reported questionnaire was used to gather data on the children’s leisuretime physical activity and social-demographic variables, while academic competence was measured by teachers using the SSRS Academic Competence Evaluation Scale. The findings showed that children engage in physical activity most days a week, with moderate-intensity and unorganized activities. It was predicted that engaging in physical activity would lead to an increase in academic performance by 4.2% in males (p = 0.002) and 3.2% in females (p = 0.024), but after fully adjusting the model for controlling confounding variables, the prediction increased to 81.1% in females and 84.1% in males (p < 0.001). The frequency and intensity of physical activity, the absence of digital games, and attending sports clubs seem to have the most beneficial effects in terms of academic competence in school children, among other relevant confounders mediating in this complex relationship.
Ključne besede: physical activity, leisure time, sports, academic competences, late childhood, multiple regression analyses
Objavljeno v DKUM: 12.07.2024; Ogledov: 94; Prenosov: 10
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3. Attachment in close relationships and glycemic outcomes in children with type 1 diabetesSimona Klemenčič, Jasna Klara Lipovšek, Anja Turin, Klemen Dovč, Nataša Bratina, Yael Shmueli-Goetz, Katarina Trebušak Podkrajšek, Barbka Repič-Lampret, Barbara Jenko Bizjan, Sašo Karakatič, Tadej Battelino, Maja Drobnič Radobuljac, 2023, izvirni znanstveni članek Opis: Background: Our aim was to determine whether child attachment to parents, parent attachment style, and morning cortisol levels were related to diabetes outcomes measured by average glycated hemoglobin (HbA1c), HbA1c variability over 4 years and time in range (TIR) in children with type 1 diabetes (T1D). Research design and methods: 101 children with T1D and one of their parents were assessed at baseline for child attachment (Child Attachment Interview; CAI) and parent attachment (Relationship Structures Questionnaire; ECR-RS). Serum samples were collected for cortisol measurements before the interviews. HbA1c levels were measured during a 4-year follow-up period at regular 3-monthly visits, and data for TIR were exported from blood glucose measuring devices. Multivariate linear regression models were constructed to identify independent predictors of glycemic outcomes. Results: More girls than boys exhibited secure attachment to their mothers. The results of the regression models showed that securely attached girls (CAI) had higher average HbA1c than did insecurely attached girls (B = -0.64, p = 0.03). In boys, the more insecure the parent's attachment style, the worse the child's glycemic outcome: the higher the average Hb1Ac (B = 0.51, p = 0.005), the higher the HbA1c variability (B = 0.017, p = 0.011), and the lower the TIR (B = -8.543, p = 0.002). Conclusions: Attachment in close relationships is associated with glycemic outcomes in children with T1D, and we observed significant differences between sexes. A sex- and attachment-specific approach is recommended when treating children with less favorable glycemic outcomes. Special attention and tailored support should be offered to securely attached girls in transferring responsibility for diabetes care and at least to male children of insecurely attached parents to prevent suboptimal glycemic control. Further studies in larger samples and more daily cortisol measurements may help us better understand the links between stress response, attachment and T1D.
Ključne besede: attachment, childhood and adolescence, cortisol, diabetes control, time in range
Objavljeno v DKUM: 21.05.2024; Ogledov: 152; Prenosov: 10
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4. Teaching social sciences in ECE : exploring correlations with creativity and algorithmic thinkingMarta Licardo, 2023, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: Teaching social sciences in early childhood education context is demanding and little research has been done related to competences that support the high-quality teaching in social studies. The purpose of this study is to examine specific concepts to better understand possible implications of these concepts in teaching social sciences in early childhood education. Future teachers, students of preschool education (N=31), reported the highest mean values for teamwork, following social sciences teaching skills, creative self-assessment, and algorithmic thinking teaching skills. Students feel most competent in teaching life skills and slightly less competent in teaching social studies, presumably of its complexity. The analysis of correlations between all four concepts revealed that students who report higher creativity, report higher teamwork skills and higher algorithmic thinking teaching skills. The results are important for supporting the students in creativity during their undergraduate study and in learning how to teach social sciences in early childhood education.
Ključne besede: social sciences, early childhood education, algorithmic thinking, teamwork, creativity
Objavljeno v DKUM: 09.05.2024; Ogledov: 194; Prenosov: 5
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5. Collaboration with immigrant parents in early childhood education in Slovenia : how important are environmental conditions and skills of teachers?Marta Licardo, Lais Oliveira Leite, 2022, izvirni znanstveni članek Opis: The purpose of this study is to analyse how important are specific environmental conditions and skills of early childhood education (ECE) teachers as predictors of collaboration with immigrant parents. The study included 348 ECE teachers in Slovenia. The results revealed that environmental conditions (e.g., gender, level of education, job position, educational environment support) are important predictors of collaboration with immigrant parents. Male teachers, teachers whose job position is ECE teacher rather than assistant teacher, and teachers who have higher levels of education reported a significantly better collaboration with immigrant parents than female teachers and teachers with lower educational levels. Regarding ECE teacher skills, results revealed that interpersonal and professional skills (e.g., positive values, positive attitudes towards teaching immigrant children and perceived immigrant child misbehaviour) are important predictors of reported collaboration with immigrant parents in ECE. The results are of practical significance for ECE teachers, immigrant parents and ECE management staff.
Ključne besede: early childhood education, teachers, immigrant parents, interpersonal skills, collaboration
Objavljeno v DKUM: 17.07.2023; Ogledov: 490; Prenosov: 56
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6. Development through movement - psychopedagogical analysis and psychomotor approachesHerbert Zoglowek, Maria Aleksandrovich, 2016, pregledni znanstveni članek Opis: This paper discusses psychomotor development in early childhood and consists of three parts. The first part is a brief historical overview of the theoretical description and analysis of movement. The second part gives an overview of the variety of movement therapies and activity methods, which are effective in kindergarten work. The third part of the paper is an attempt to analyse and to reflect on the authors' own practical experiences of psychomotor work in kindergartens in Poland and Norway.
Ključne besede: early childhood, motor development, movement analysis, psychomotor activity, Poland, Norway
Objavljeno v DKUM: 21.09.2017; Ogledov: 1207; Prenosov: 142
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7. Motor structure and basic movement competences in early child developmentRado Pišot, Jurij Planinšec, 2010, izvirni znanstveni članek Opis: Motor development consists of dynamic and continuous development in motor behaviour and is reflected in motor competences (on the locomotive, manipulative and postural level) and motor abilities (coordination, strength, speed, balance, flexibility, precision and endurance). This is a complex process in which a child acquires motor abilities and knowledge in interaction with inherited and environmental factors. A sample of 603 boys and girls, of which 263 were aged five (age deviation +/– 3 days; 18,5 ± 3,1kg body weight; 109,4 ± 4,3 cm body height) and 340 were aged six and a half (age deviation +/– 3 days; 23, 7 ± 4, 3 kg body weight; 121 ± 4,8 cm body height), were involved in this study after written consent was obtained from their parents. The children’s motor structure was established through the application of 28 tests that had been verified on the Slovene population and established as adequate for the study of motor abilities in the sample children. The factor analysis was applied to uncover the latent structure of motor space, and PB (Štalec & Momirović) criteria were used to establish the number of significant basic components. The analysis of the motor space structure revealed certain particularities for each age period. In the sample of 5 year old children, the use of PB criterion revealed four latent motor dimensions, in 6.5 year old children, the latent motor space structure was described with four (boys) and five (girls) factors. Despite the existence of gender differences in motor space structure and certain particularities in each age period mostly related to the factors which influence movement coordination, several very similar dimensions were discovered in both sexes.
Ključne besede: early childhood, motor development, motor skills and knowledge, motor structure, factor analysis
Objavljeno v DKUM: 21.07.2017; Ogledov: 20300; Prenosov: 218
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