The Importance of Families and Home Environments in the Lives of Young Children

2019 ◽  
pp. 119-145
Author(s):  
Robert H. Bradley
Keyword(s):  
Young Children ◽  
Home Environments

scholarly journals Patterns of Objectively Measured Moderate-to-Vigorous Physical Activity in Preschool Children

2014 ◽  
Vol 11 (6) ◽  
pp. 1233-1238 ◽  
Author(s):  
Mareesa O’Dwyer ◽  
Stuart J. Fairclough ◽  
Nicola Diane Ridgers ◽  
Zoe Rebecca Knowles ◽  
Lawrence Foweather ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Young Children ◽  
Vigorous Physical Activity ◽  
After School ◽  
Home Environments ◽  
Low Levels ◽  
Objectively Measured ◽  
Full Day

Background:Identifying periods of the day which are susceptible to varying levels of physical activity (PA) may help identify key times to intervene and potentially change preschool children’s PA behaviors. This study assessed variability of objectively measured moderate-to-vigorous physical activity (MVPA) during weekdays and weekend days among preschool children.Methods:One hundred and eighty-eight children (aged 3 to 5 years; 53.2% boys) from a northwest English city wore uni-axial accelerometers for 7 consecutive days.Results:Higher levels of MVPA were recorded in boys, particularly those who attended preschool for a half day. Children who attended preschool for a full day engaged in 11.1 minutes less MVPA than children who attended for a half day. After-school hours were characterized by a decrease in activity for all groups. Patterns of activity during the weekend were smoother with less variability.Conclusion:This study identified discrete segments of the week, specifically afterschool and during the weekend, when preschoolers engage in low levels of PA. Higher levels of MVPA among children who attended preschool for less time each day suggests that the structured preschool environment is related to decreased activity. Consequently, there is a need for interventions in young children to focus on school and home environments.

The Home Environments of Young Children With and Without Disabilities

2009 ◽  
Vol 22 (3) ◽  
pp. 201-210 ◽  
Author(s):  
Ayse Dolunay Kesiktas ◽  
Bulbin Sucuoglu ◽  
Bahar Keceli-Kaysili ◽  
Selma Akalin ◽  
Gozde Gul ◽  
...  
Keyword(s):  
Young Children ◽  
Home Environments

The Home Environments of Young Blind Children

1994 ◽  
Vol 88 (1) ◽  
pp. 31-42 ◽  
Author(s):  
J. Dote-Kwan ◽  
M. Hughes
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Home Environment ◽  
Positive Relationship ◽  
Visual Impairments ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Home Environments ◽  
Blind Children ◽  
Children With Visual Impairments

The aim of this study was to identify specific aspects of the home environment related to the development of young children with visual impairments. The subjects of the study were 18 mothers and their legally blind children, aged 20–36 months, with no other handicapping conditions. The overall home environments were found to be consistently favorable, despite the differences in the parents’ socioeconomic status. However, they were not significantly related to any developmental scores except for the positive relationship between the emotional and verbal responsiveness of some mothers and the expressive pragmatic language abilities of their children.

Understanding Self-Determination and Families of Young Children With Disabilities in Home Environments

2008 ◽  
Vol 31 (1) ◽  
pp. 22-43 ◽  
Author(s):  
Mary Jane Brotherson ◽  
Christine C. Cook ◽  
Elizabeth J. Erwin ◽  
Cindy J. Weigel
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Self Determination ◽  
Home Environments ◽  
Young Children With Disabilities

Young Children and Narrative Meaning-Making to Promote Arts and Technology

2019 ◽  
pp. 484-504
Author(s):  
Susanne Garvis
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Young Children ◽  
Meaning Making ◽  
Home School ◽  
Cultural Norms ◽  
School Environments ◽  
Home Environments ◽  
The World ◽  
Children’S Voices

Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.

Young Children and Narrative Meaning-Making to Promote Arts and Technology

2015 ◽  
pp. 1-20
Author(s):  
Susanne Garvis
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Young Children ◽  
Meaning Making ◽  
Home School ◽  
Cultural Norms ◽  
School Environments ◽  
Home Environments ◽  
The World ◽  
Children’S Voices

Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.

scholarly journals Participation in Out-of-Home Environments for Young Children With and Without Developmental Disabilities

2016 ◽  
Vol 36 (3) ◽  
pp. 112-125 ◽  
Author(s):  
Chun Yi Lim ◽  
Mary Law ◽  
Mary Khetani ◽  
Nancy Pollock ◽  
Peter Rosenbaum
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Home Environments
Sign in / Sign up

Export Citation Format

Share Document