Re: The Child Inside Movie Free Download In Italian
Amabella Tevebaugh
These children work several hours per day after school (certain ones do not even go to school), on the weekends or during vacations. In most cases, they are employed in the restaurant sector but also in the farming sector, the trade sector and in construction. The hours are difficult and sometimes they are required to wake up very early. This sort of life sometimes forces some of them to join the Mafia.
Italy faces a strong immigration wave consisting principally of people from Asia and Africa. Recently, this flux has been heightened by turmoil in North Africa. These migrants or refugees arrive in groups, accompanied by their children.
There are approximately 800,000 such children in Italy; and no less than 60% of them are born there, grow up there, attend school there, and speak the national language. However, legally speaking, they are not Italians because birthright citizenship does not exist on the peninsula.
Such youth are the victims of numerous forms of discrimination and exclusion. With regard to school, for example, 45% of them have difficulties with their studies. Italy needs to do a better job of integrating these children into its society and providing them with a real identity.
During a time in my life when much of my energy and concentration has shifted towards child rearing, and given that my wife is now pregnant for our second child, I am inspired to write about differences in how children are publicly received by admirers in the United States versus Italy.
What is the reason for this difference in mentality between Americans and Italians? We cannot conclude that Italians are not concerned about germs, or harm from strangers; to the contrary, Italian parents are also protective of their children. Is it that Italians are more trusting of strangers? Whatever it is, admittedly I prefer the Italian way. I always receive a warm feeling from the Italian public while observing their interactions with my son, and at no time did I ever feel uncomfortable.
The truth is that children are doted on universally without exception; but the ways we express our adoration for children differs from culture to culture. If any of you plan to visit Italy with your small children, expect to share them with the Italians you meet. If any of you have similar experiences with how Italians have handled your own children, please share!
Whenever I look it up I get the same result saying that baby is "il bambino" and child is also "il bambino" - is there no differentiation in Italian between a baby that is a few months old vs a 9 year old?
Italy was the first country in Europe to deal with COVID-19. Measures taken by the government to contain the spread of the virus were based mainly on quarantine and social distancing, with dramatic economic, social and psychological consequences. Since March, Italian children and adolescents are facing school closures, which have caused a disruption in the daily lives of millions of young people and their families. To date, despite the slow reopening, the government has decided to maintain school closures for the entire academic year, leaving the future of young people in uncertainty. There is already some evidence that quarantine and social isolation are having negative impact on children's and adolescents' psychological well-being. Moreover, this situation will mainly affect those children and adolescents with pre-existing vulnerabilities and those suffering of mental disorders. It is imperative to keep young people's needs at the core of reconstruction plans, allowing them to return to school safely, and providing them with some strategies to heal and dealing with this stressful and potentially traumatic situation.
Background & aims: Celiac disease is one of the most common diseases worldwide, with an apparent trend of increasing prevalence. We investigated the prevalence of celiac disease in children in Italy in 2015-2016 and compared that with data from 25 years ago.
Methods: We screened 4570 children (5-11 years old, 80.1% of the eligible population) from metropolitan areas of Ancona and Verona for HLA genes associated with increased risk of celiac disease, and for total serum levels of IgA and IgA class anti-tissue transglutaminase in HLA positives. Diagnoses of celiac disease were confirmed by detection of anti-endomysial antibody and analysis of intestinal biopsies. The prevalence of celiac autoimmunity and celiac disease were calculated and compared with values from the same geographical area during the years 1993-1995, after adjustment for the different diagnostic algorithm.
Results: We identified 1960 children with celiac disease-associated haplotypes (43% of children screened; 95% CI, 40.8%-45.2%). The prevalence of celiac disease autoimmunity in the HLA-positive subjects was 96/1706 (5.62%; 95% CI, 4.53%-6.71%) and 54 of these children satisfied the diagnostic criteria for celiac disease. In the eligible population there were other 23 known cases of celiac disease. The overall estimated prevalence of celiac disease was 1.58% (95% CI, 1.26%-1.90%); this value is significantly higher than the 1993-1995 adjusted prevalence (0.88%; 95% CI, 0.74%-1.02%).
Conclusions: We found the prevalence of celiac disease in children in Italy to be greater than 1.5%; this value has increased significantly over the past 25 years. Studies are needed to determine the causes of this large increase.
In detail, the non-structured and constantly changing natural context represents the ideal environment for improving child health and development. Literature has indicated that promoting outdoor play can have a significant impact on children's physical activity (Harrington and Brussoni, 2015), which in turn improves blood pressure, cholesterol, and bone density (Lewicka and Farrell, 2007; Copeland et al., 2012), contributing to the reduction and prevention of child obesity (Raustorp et al., 2012). Children are more physically active when playing outdoors. Indeed, Kneeshaw-Price et al. (2013) reported that 6- to 11-year-old children were active 41% of time outdoors compared to 18% indoors. Also, physical activity in outdoor places may lead to additional positive effects compared to indoor physical activity (Thompson Coon et al., 2011; Pesce et al., 2016), such as a lower risk for developing chronic illnesses (Strong et al., 2005) and poor mental health (Mitchell, 2013).
In addition, it has been reported that children's movement and physical activity in nature may promote favorable health behaviors and attitudes about physical fitness (Bandura, 2004; Barnett et al., 2006), by producing higher levels of physical activity in adulthood (Calogiuri, 2016).
Outdoor activities also provide the possibility of experimentation and exploration (Weber, 2010; Mahdjoubi and Akplotsyi, 2012). Exploratory behaviors in nature strengthen the locomotor and immune systems and children are therefore less prone to illness, and consequently more balanced.
However, it is not simple to implement OE and the relationship between OE and child development outcomes is not necessarily linear. Indeed, different factors may influence this relationship and some of them may act as moderators, including child's gender, child temperament, family socioeconomic status, and parents' mental health (Ulset et al., 2017). Also, variables concerning the kindergarten or day-care center may play the role of moderating factors, such as group size and teacher-child ratio, barriers related to the natural context and/or the architectural structures (Ulset et al., 2017), and availability of specific play objects and materials in outdoor places (Brown et al., 2009).
Other important variables that may moderate the relation between activities in outdoor places and promotion of children's development include the quality of the child-teacher relationship (Tonge et al., 2017) and the parents' and teachers' perceptions and beliefs about the importance of the outdoor environment and OE (Insenberg, 1990; Kagan, 1992; Pjares, 1992; Fang, 1996). As far as parents are concerned, it has been shown that they usually understand the benefits of natural play spaces, appreciating natural environments much more than urban ones for their children's activities and learning (Wang et al., 2018). Regarding teachers' perspectives McClintic and Petty (2015), have explored the beliefs about preschool outdoor play, reporting that teachers interviewed in their study considered outdoor play essential along with the children's opportunity to experience free play. However, they perceived their role as limited to supervising children's activities and they did not fully understand the potential of the outdoor environment for child development.
Teachers have the tasks of planning activities, providing challenging and creative environments, supporting child strengths, all while remaining attuned to children's needs and avoiding disrupting or interrupting their activities (Wilford, 1996; Frost et al., 2011). Therefore, the ways that teachers explain and propose OE activities to children, recognize their natural need to move and experiment and support their attempts, sensorial experiences, and actions in the outdoor context are critical to success (Nelson, 2006; Gehris et al., 2014). However, OE is rarely held as a priority by many teachers (McClintic and Petty, 2015) and they tend to give less time and attention to outdoor activities compared with indoor activities (Wellhousen, 2002).
The reasons for choosing preschool age were the following: (a) during this time period, children's development is characterized by acquisition of skills such as symbolic play, differentiation of imaginary vs. real, theory of mind, story-telling, counting, and eating independently (Sheridan, 2008); (b) Outdoor Education in Italy is more frequently applied in kindergartens compared to primary schools.
More specifically, the research questions posed in this study were developed based on the literature evidence that OE contributes to motor, cognitive, social, and emotional skills development beginning in early childhood. Furthermore, research questions were developed based on a previous study by two of the authors (Monti et al., 2017), comparing OE vs. traditional educational approach in 1 to 3 year-olds in nursery schools.
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