Gems Hidden in Plain Sight: Peer Play Psychotherapy Nourishes Relationships and Growth Across Developmental Domains Among Young Children

2012 ◽  
pp. 165-192
Author(s):  
Rebecca Shahmoon-Shanok ◽  
Ozlem Bekar ◽  
Emily Fried ◽  
Miriam Steele
Keyword(s):  
Young Children ◽  
Peer Play ◽  
Developmental Domains

Promoting Diversity

2018 ◽  
pp. 33-52
Author(s):  
Hannah Mills Mechler
Keyword(s):  
Young Children ◽  
Systems Theory ◽  
Education Program ◽  
Ecological Systems ◽  
Learning Objectives ◽  
Social Emotional ◽  
Early Child ◽  
Child Education ◽  
Developmental Domains ◽  
Parenting Approaches

This chapter outlines the roles of family, community, and early child education learning objectives as they relate to promoting diversity within early child education environments. Specifically, concepts such as parenting approaches, the ecological systems theory, early child education program models, and diversity are all discussed in this chapter. Early child education learning objectives such as those outlined by the National Association for the Education of Young Children (NAEYC) are also applied as they relate to promoting children's developmental domains (social, emotional, cognitive, social) while further encouraging the integration of diversity and appreciation of everyone's cultures and backgrounds within early child education environments.

Patterns of Cognition, Communication, and Adaptive Behavior in Children With Developmental Disabilities

2021 ◽  
Vol 126 (4) ◽  
pp. 324-340
Author(s):  
Phebe Albert ◽  
MaryAnn Romski ◽  
Rose A. Sevcik ◽  
Robin D. Morris
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Adaptive Behavior ◽  
Developmental Delays ◽  
Adaptive Functioning ◽  
Expressive Language ◽  
Adaptive Skills ◽  
Developmental Domains ◽  
Caregiver Report ◽  
Children With Developmental Disabilities

Abstract Young children with developmental disabilities (DD) exhibit a range of strengths and weaknesses in cognitive, language, and adaptive skills. Identifying individual patterns of abilities across these domains is important for informing interventions. This study examines how 129 toddlers with significant developmental delays and less than 10 spoken words perform across different developmental domains and assessment methods (i.e., caregiver report and clinician-administered tests). Children exhibited statistically and clinically meaningful strengths and weaknesses across developmental domains, which may have important implications for differential interventions. Caregiver-reported and clinician-rated measures of cognition, language and adaptive functioning were highly related. However, the relation between caregiver report and clinician ratings was weaker for a subgroup of children with relatively more limited expressive language compared to other children in the sample.

scholarly journals The Interdependence of Motor and Social Skill Development: Influence on Participation

2019 ◽  
Vol 99 (6) ◽  
pp. 761-770 ◽  
Author(s):  
Jamie M Holloway ◽  
Toby M Long
Keyword(s):  
Young Children ◽  
Motor Skill ◽  
Children With Disabilities ◽  
Skill Development ◽  
Autism Spectrum ◽  
Future Research ◽  
System Perspective ◽  
Young Children With Disabilities ◽  
Motor Skill Development ◽  
Developmental Domains

Abstract Participation is a major outcome area for physical therapists serving young children with disabilities. Contemporary models of disability such as the International Classification of Function, developmental theories such as the system perspective, and evidence-based early childhood practices recognize the interdependence of developmental domains, and suggest that change in 1 area of development influences change in another. Physical therapy provided in naturally occurring activities and routines, considered the preferred service delivery method, promotes participation of young children with disabilities. Research indicates that: (1) children develop skills, become independent, and form relationships through participation; and (2) with developing skills, children can increasingly participate. The purpose of this Perspective article is to synthesize the literature examining the relationship between motor skill development and the social interaction dimension of participation in young children. Current research examining the influence of motor skill development on social interactions in children with autism spectrum disorder will be discussed, exemplifying the interdependence of developmental domains. Implications for physical therapist practice and recommendations for future research are provided.

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