Pub Date : 2021-09-06DOI: 10.5772/intechopen.99105
J. Mathwasa, L. Sibanda
Inclusive education within the Early Childhood Development settings has been identified as the most equitable practice for children with disabilities and is based on acknowledging it as a fundamental human right and a foundation for life-long learning for all children. Based on the concept of human rights, inclusion has been viewed as an ambiguous and imaginable consequence of excessive promise, which does not refer to early childhood; hence, practitioners have challenges in its applicability. This chapter aims to unravel the mysteries behind inclusion in early childhood, exploring the realities of what works and what does not work to inform policy making mechanism. Literature from renowned published work that focuses extensively on various countries across continents is reviewed. Local recently published and unpublished studies that scrutinise the association between practitioner qualification and quality of the ECD centres; those that have explored the success and challenges of inclusion in ECD will be examined. It is envisaged that this chapter would come up with best practices in the implementation and assessment of inclusive education in the ECD settings that will benefit children with disabilities, their parents or caregivers, and stakeholders.
{"title":"Inclusion in Early Childhood Development Settings: A Reality or an Oasis","authors":"J. Mathwasa, L. Sibanda","doi":"10.5772/intechopen.99105","DOIUrl":"https://doi.org/10.5772/intechopen.99105","url":null,"abstract":"Inclusive education within the Early Childhood Development settings has been identified as the most equitable practice for children with disabilities and is based on acknowledging it as a fundamental human right and a foundation for life-long learning for all children. Based on the concept of human rights, inclusion has been viewed as an ambiguous and imaginable consequence of excessive promise, which does not refer to early childhood; hence, practitioners have challenges in its applicability. This chapter aims to unravel the mysteries behind inclusion in early childhood, exploring the realities of what works and what does not work to inform policy making mechanism. Literature from renowned published work that focuses extensively on various countries across continents is reviewed. Local recently published and unpublished studies that scrutinise the association between practitioner qualification and quality of the ECD centres; those that have explored the success and challenges of inclusion in ECD will be examined. It is envisaged that this chapter would come up with best practices in the implementation and assessment of inclusive education in the ECD settings that will benefit children with disabilities, their parents or caregivers, and stakeholders.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129537526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-11DOI: 10.5772/intechopen.99103
J. Heikka, Sanni Kahila, H. Pitkäniemi, Eeva Hujala
The planning, assessment and development (PAD) of pedagogy carried out by early childhood education (ECE) teachers is an important quality factor in ECE. In Finland, the working hours reserved for PAD tasks for ECE teachers were increased from 8 to 13% in 2018. The purpose of this study was to investigate ECE teachers’ and centre directors’ perceptions of the impact of increased PAD hours on the well-being of ECE staff. Based on the mixed-methods approach, 325 ECE teachers and 107 ECE centre directors participated in the study. The results of the study indicated that, apart from the atmosphere in the work community, the impact of working hours on the well-being at work was positive. In particular, the reform has increased the well-being of teachers at work. The increased PAD hours have had only a minor impact on the well-being of all staff.
{"title":"Teachers’ Time for Planning, Assessment and Development Connected to Staff Well-Being in Early Childhood Education","authors":"J. Heikka, Sanni Kahila, H. Pitkäniemi, Eeva Hujala","doi":"10.5772/intechopen.99103","DOIUrl":"https://doi.org/10.5772/intechopen.99103","url":null,"abstract":"The planning, assessment and development (PAD) of pedagogy carried out by early childhood education (ECE) teachers is an important quality factor in ECE. In Finland, the working hours reserved for PAD tasks for ECE teachers were increased from 8 to 13% in 2018. The purpose of this study was to investigate ECE teachers’ and centre directors’ perceptions of the impact of increased PAD hours on the well-being of ECE staff. Based on the mixed-methods approach, 325 ECE teachers and 107 ECE centre directors participated in the study. The results of the study indicated that, apart from the atmosphere in the work community, the impact of working hours on the well-being at work was positive. In particular, the reform has increased the well-being of teachers at work. The increased PAD hours have had only a minor impact on the well-being of all staff.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130250648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-28DOI: 10.5772/intechopen.99104
Adriana Carolina Torres Escobar
Nowadays, online education is in the limelight. During the COVID-19 pandemic, K-12 students endured an abrupt transition from everyday learning in classrooms to online education. In the process, the concept that learning only occurs if students are physically present in a classroom has changed drastically. As the spaces and interactions are different, teachers need formal training, flexibility, and willingness to provide efficient online education that adjusts to the new and fluctuating realities. Simultaneously, students need to enhance self-regulation and metacognition and be the leaders of their education process and results. It is pivotal that teachers keep in mind that close relationships with students and families and personalized support are critically important to fostering ties, developing knowledge, and preventing school dropout. Consequently, curricula must respond to students’ singularities, socioeconomic conditions, contexts, resources, and interests. This chapter advocates that teachers should support students to work on the development of self-regulation, metacognition, collaborative technology-mediated tasks, and problem-solving in online environments. These are tools that help students to be autonomous, engage with their learning process, learn, create knowledge, decide accurately, improve their creativity, and increase intrinsic motivation skills.
{"title":"Enhancing Self-Regulation and Metacognition in Online Learning","authors":"Adriana Carolina Torres Escobar","doi":"10.5772/intechopen.99104","DOIUrl":"https://doi.org/10.5772/intechopen.99104","url":null,"abstract":"Nowadays, online education is in the limelight. During the COVID-19 pandemic, K-12 students endured an abrupt transition from everyday learning in classrooms to online education. In the process, the concept that learning only occurs if students are physically present in a classroom has changed drastically. As the spaces and interactions are different, teachers need formal training, flexibility, and willingness to provide efficient online education that adjusts to the new and fluctuating realities. Simultaneously, students need to enhance self-regulation and metacognition and be the leaders of their education process and results. It is pivotal that teachers keep in mind that close relationships with students and families and personalized support are critically important to fostering ties, developing knowledge, and preventing school dropout. Consequently, curricula must respond to students’ singularities, socioeconomic conditions, contexts, resources, and interests. This chapter advocates that teachers should support students to work on the development of self-regulation, metacognition, collaborative technology-mediated tasks, and problem-solving in online environments. These are tools that help students to be autonomous, engage with their learning process, learn, create knowledge, decide accurately, improve their creativity, and increase intrinsic motivation skills.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115363932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-14DOI: 10.5772/INTECHOPEN.98903
John Eric Wilkinson
Over the past two centuries the Age of Modernity has dominated intellectual thought and related actions predominantly in the English-speaking world. It is now becoming increasingly recognized by academics and powerful organizations both nationally and internationally that the consequence of this mode of thinking has generated immense problems for the contemporary world. The level of social and economic inequalities that continue to increase has now become the concern of many, particularly those who identify with the thinking and ideas associated with the emerging Age of Post-Modernity. The challenge to Education is profound not least so in how young children’s awareness, knowledge and understanding about the society in which they live is transmitted, often unwittingly, initially in families and subsequently in kindergartens and schools. This paper first addresses the main social constructions of childhood that can be identified in democratic countries and then links these constructions to the three dominant ideologies that exert axiomatic influence on the education process in different countries. Emerging from this brief analysis the paper identifies three fundamental and important challenges to those with responsibility and influence on young children’s education be they in governments, educational institutions or families.
{"title":"Contemporary Challenges for Education in Early Childhood","authors":"John Eric Wilkinson","doi":"10.5772/INTECHOPEN.98903","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.98903","url":null,"abstract":"Over the past two centuries the Age of Modernity has dominated intellectual thought and related actions predominantly in the English-speaking world. It is now becoming increasingly recognized by academics and powerful organizations both nationally and internationally that the consequence of this mode of thinking has generated immense problems for the contemporary world. The level of social and economic inequalities that continue to increase has now become the concern of many, particularly those who identify with the thinking and ideas associated with the emerging Age of Post-Modernity. The challenge to Education is profound not least so in how young children’s awareness, knowledge and understanding about the society in which they live is transmitted, often unwittingly, initially in families and subsequently in kindergartens and schools. This paper first addresses the main social constructions of childhood that can be identified in democratic countries and then links these constructions to the three dominant ideologies that exert axiomatic influence on the education process in different countries. Emerging from this brief analysis the paper identifies three fundamental and important challenges to those with responsibility and influence on young children’s education be they in governments, educational institutions or families.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115599503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-12DOI: 10.5772/intechopen.97740
K. Madhumathi, P. Selvam
The education in the early period provides the cognitive development of the child. Globally world organizations are thriving hard to increase the literacy percentage of the children, as education forms the base for the economic improvement of the country. Depending upon educational skills the individual will be placed in the appropriate job. Education in childhood is focused much on the past few decades. Learning through play is a traditional concept of developing the cognition level. At present, an educational scenario also focuses on Game-based pedagogy for teaching and learning. To some extent, this method will reduce school dropouts in developing countries. The children are more attracted to video games and the learning becomes easy for them. In this digital era, blooming technology is the milestone in the educational sector. The grandma’s game is now transforming into the digitalized version. Designing video games by keeping the concepts of traditional games will enhance the learning outcome of the students, especially in early education. Structured, goal-oriented, educational outcome-based video games are necessary to improve the growth and development of the children.
{"title":"Learning through Play - Improving Academic Performance through Play","authors":"K. Madhumathi, P. Selvam","doi":"10.5772/intechopen.97740","DOIUrl":"https://doi.org/10.5772/intechopen.97740","url":null,"abstract":"The education in the early period provides the cognitive development of the child. Globally world organizations are thriving hard to increase the literacy percentage of the children, as education forms the base for the economic improvement of the country. Depending upon educational skills the individual will be placed in the appropriate job. Education in childhood is focused much on the past few decades. Learning through play is a traditional concept of developing the cognition level. At present, an educational scenario also focuses on Game-based pedagogy for teaching and learning. To some extent, this method will reduce school dropouts in developing countries. The children are more attracted to video games and the learning becomes easy for them. In this digital era, blooming technology is the milestone in the educational sector. The grandma’s game is now transforming into the digitalized version. Designing video games by keeping the concepts of traditional games will enhance the learning outcome of the students, especially in early education. Structured, goal-oriented, educational outcome-based video games are necessary to improve the growth and development of the children.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124635192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-23DOI: 10.5772/intechopen.98646
Brittany S. Hewett
Bringing Out the Best (BOB) is an early intervention program that provides short term, free, family-centered, and community-based services that target children in early childhood (ages 0–5). A priority goal of the program is to increase the number of children that are healthy and ready to succeed as they enter school. Through trainings and technical assistance for educators and administrators, trainings and consultation for families, and screenings and individual interventions for children, specialists, families and teachers collaboratively develop individualized plans for increasing a child’s success in the classroom and at home. BOB is in its 15th year of operation under the Center for Youth, Family, and Community Partnerships at UNC Greensboro and has served over 2400 participants to date. With BOB’s aim to increase the number of healthy children ready to succeed as they enter school, this chapter will emphasize that although elementary students may not be entering physical classrooms this year, the attendance for childcare centers has maintained if not increased; therefore, social and emotional learning are even more essential to the early care curriculum. This chapter will describe the previous processes in place at BOB as well as measures taken to reinvent those services during the COVID-19 pandemic.
{"title":"Bringing Out the Best","authors":"Brittany S. Hewett","doi":"10.5772/intechopen.98646","DOIUrl":"https://doi.org/10.5772/intechopen.98646","url":null,"abstract":"Bringing Out the Best (BOB) is an early intervention program that provides short term, free, family-centered, and community-based services that target children in early childhood (ages 0–5). A priority goal of the program is to increase the number of children that are healthy and ready to succeed as they enter school. Through trainings and technical assistance for educators and administrators, trainings and consultation for families, and screenings and individual interventions for children, specialists, families and teachers collaboratively develop individualized plans for increasing a child’s success in the classroom and at home. BOB is in its 15th year of operation under the Center for Youth, Family, and Community Partnerships at UNC Greensboro and has served over 2400 participants to date. With BOB’s aim to increase the number of healthy children ready to succeed as they enter school, this chapter will emphasize that although elementary students may not be entering physical classrooms this year, the attendance for childcare centers has maintained if not increased; therefore, social and emotional learning are even more essential to the early care curriculum. This chapter will describe the previous processes in place at BOB as well as measures taken to reinvent those services during the COVID-19 pandemic.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128367207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.5772/INTECHOPEN.97791
F. Granone, Elin Reikerås
In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included.
{"title":"Preschoolers Learning by Playing with Technology","authors":"F. Granone, Elin Reikerås","doi":"10.5772/INTECHOPEN.97791","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97791","url":null,"abstract":"In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132828085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-15DOI: 10.5772/INTECHOPEN.97795
M. R. A. Mushaiqri, Z. Ishak, W. Ismail
The education of peace has become a prominent pre-requisite for societies to survive in this competitive globalised system. As a result of the tremendous technological development, especially in communications and the intermingling of interests among members of societies, and the codification of many issues of common concern among nations, it is very necessary to set foundations for peaceful co-existence among human beings. Johnson and Johnson, stated that students should be equipped with core values such as respect for the efforts and ideas of others, an inclusive relationship with people, skills for compassion and peaceful conflict resolution. Furthermore, the present chapter provided a study of peace education program (PEP) for pre-school children aged (4–6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program.
{"title":"Effects of the Peace Education Program on the Social and Emotional Behaviour for Pre-School in the Sultanate of Oman","authors":"M. R. A. Mushaiqri, Z. Ishak, W. Ismail","doi":"10.5772/INTECHOPEN.97795","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.97795","url":null,"abstract":"The education of peace has become a prominent pre-requisite for societies to survive in this competitive globalised system. As a result of the tremendous technological development, especially in communications and the intermingling of interests among members of societies, and the codification of many issues of common concern among nations, it is very necessary to set foundations for peaceful co-existence among human beings. Johnson and Johnson, stated that students should be equipped with core values such as respect for the efforts and ideas of others, an inclusive relationship with people, skills for compassion and peaceful conflict resolution. Furthermore, the present chapter provided a study of peace education program (PEP) for pre-school children aged (4–6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131763752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5772/intechopen.97771
Bernhard Kalicki, Anke Koenig
The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.
{"title":"Early Childhood Education","authors":"Bernhard Kalicki, Anke Koenig","doi":"10.5772/intechopen.97771","DOIUrl":"https://doi.org/10.5772/intechopen.97771","url":null,"abstract":"The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.","PeriodicalId":413771,"journal":{"name":"Education in Childhood [Working Title]","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131015367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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