TY - CHAP AU - Bencéné Fekete, Anikó Andrea AU - Oo, Tun Zaw AU - Szántóné Tóth, Hajnalka AU - Zentai, Gabriella AU - Kövérné Nagyházi, Bernadette AU - Józsa, Krisztián ED - Luis, Gómez Chova ED - Chelo, González Martínez ED - Joanna, Lees TI - CONTENT VALIDITY ASSESSMENT: A SPECIALIZED INSTRUMENT FOR DEVELOPING CHILDREN’S LEARNING HABITS IN THE FIRST GRADE T2 - EDULEARN24 Proceedings PB - IATED CY - Valencia SN - 9788409629381 T3 - EDULEARN Proceedings, ISSN 2340-1117 ; 1. PY - 2024 SP - 3493 EP - 3502 PG - 10 DO - 10.21125/edulearn.2024.0910 UR - https://m2.mtmt.hu/api/publication/35150481 ID - 35150481 AB - Learning habits are children’s actions that are essentially performed to accomplish academic activities and promote their educational performance (Dungon et al., 2024). The development of effective learning habits in first graders is crucial for their academic success and future outcomes (Simpkins et al., 2020). However, the measurement of learning habits may not always be straightforward, as it can be influenced by various factors (Tus et al., 2020). Therefore, this study aimed to confirm the content validity of a newly developed tool for assessing how teachers cultivate children’s learning habits in first grade. By the review of related literature, a new questionnaire was comprised of 60 items based on ten dimensions: (1) habits building a positive relationship with the teacher, (2) habits contributing to the school environment, (3) habits serving peers and community, (4) habits developing the study environment, (5) habits promoting learning strategies, (6) habits relating to a daily schedule, (7) habits taking the responsibility of a learner, (8) habits encouraging learning motivation, (9) habits relating to formative and self-assessments, (10) habits supporting parental involvement. The survey along with the research aim and related literature was distributed to four experts in the field of early childhood education. The experts assessed the questionnaire with Rubio et al.'s (2003) recommended criteria: (1) inclusiveness of the content domain, (2) clarity of the item, (3) factor structure, and (4) comprehensiveness of the measure. In methods, the content validity index (CVI) of each item was computed by tallying the experts who gave a rating of three or four and dividing this count by the total number of experts. The values of CVI that are higher than 0.80 are accepted. The findings showed that 10 items out of 60 items were removed from the questionnaire due to their lack of inclusiveness of the content domain, clarity of the item, and comprehensiveness of the content domain. 50 items are above 0.80 in CVI, indicating the content validity of how items are clear, consistent with the target factors, comprehensible for the measurement, and representative of the content or the subject matter that the instrument intends to measure (Newman et al., 2006). Moreover, the content-validated questionnaire of 50 items was also distributed online to 269 participating teachers to assess its reliability measures. The measurement was evaluated by two main aspects, such as the importance of habits for children and the frequency of using habits. The internal consistency reliability of both aspects of the questionnaire showed the acceptability with Cronbach’s alpha (> 0.93), composite reliability, CR > 0.72, and average variance extracted, AVE > 0.53. Therefore, this validated questionnaire can contribute as a valuable tool for educators, administrators, and researchers to gain insights into and improve the cultivation of effective learning habits in first-grade children. Acknowledgement: This study was funded by the Scientific Foundations of Education Research Program of the Hungarian Academy of Sciences (grant number: SZKF-10/2021). LA - English DB - MTMT ER - TY - JOUR AU - Bánfai-Csonka, Henrietta AU - Betlehem, József AU - Deutsch, Krisztina AU - Derzsi-Horváth, Martina AU - Bánfai, Bálint AU - Fináncz, Judit AU - Podráczky, Judit AU - Petőné Csima, Melinda TI - Health Literacy in Early Childhood: A Systematic Review of Empirical Studies JF - CHILDREN (BASEL) J2 - CHILDREN-BASEL VL - 9 PY - 2022 IS - 8 PG - 12 SN - 2227-9067 DO - 10.3390/children9081131 UR - https://m2.mtmt.hu/api/publication/33035567 ID - 33035567 AB - Early childhood plays a key role in the formation of healthy habits and the establishment of health literacy. Nonetheless, there are only a few research studies focusing on the health literacy level of children under the age of eight. The aim of our systematic review is to explore empirical research on health literacy related to early childhood. The research was conducted in accordance with the PRISMA protocol. This systematic review examines 12 studies published between 2013-2022. Results show that research focuses on different domains of health literacy for children. In relation to children's food literacy, children understand the relationship between health and nutrition and they realize the health impact of obesity. The habits connected to oral health are strongly associated with parents' knowledge of and behaviours around oral health. Results related to health care situations show that children are able to be actively involved in decision-making processes in connection with their health. Exploring young children's health literacy is essential in order to be able to plan health promotion interventions, embedded into early childhood education. Picture-based messages or story-based messages supported by illustrations can help measure health literacy in early childhood and can support the formation of health literacy. LA - English DB - MTMT ER -