Exploring Non-verbal Communication of Presence between Young Children and Their Parents through the Embodied Teddy Bear

2012 ◽  
pp. 81-96 ◽  
Author(s):  
Kaisa Väänänen-Vainio-Mattila ◽  
Tomi Haustola ◽  
Jonna Häkkilä ◽  
Minna Karukka ◽  
Katja Kytökorpi
Keyword(s):  
Young Children ◽  
Verbal Communication ◽  
Teddy Bear

Children's use of contextual cues to resolve referential ambiguity

1998 ◽  
Vol 6 (1-2) ◽  
pp. 265-299 ◽  
Author(s):  
Anne Bezuidenhout ◽  
Mary Sue Sroda
Keyword(s):  
Young Children ◽  
Relevance Theory ◽  
Verbal Communication ◽  
The Other ◽  
Late Development ◽  
Contextual Cues ◽  
Other Hand ◽  
Referential Ambiguity

Researchers interested in children's understanding of mind have claimed that the ability to ascribe beliefs and intentions is a late development, occurring well after children have learned to speak and comprehend the speech of others. On the other hand, there are convincing arguments to show that verbal communication requires the ability to attribute beliefs and intentions. Hence if one accepts the findings from research into children's understanding of mind, one should predict that young children will have severe difficulties in verbal communication. Conversely, if this prediction fails, this casts doubt on the claim that young children lack meta-representational skills. Using insights from Relevance Theory, an experiment was designed to test children's ability to recover a speaker's intended referent in situations in which the speaker's words underdetermine the referent. Results suggest that children's skills are comparable to those of untutored adults in similar situations. Thus this study indirectly casts doubt on the claim that young children lack meta-representational skills.

scholarly journals Sensory Response Patterns in Nonverbal Children with ASD

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Elena Patten ◽  
Karla K. Ausderau ◽  
Linda R. Watson ◽  
Grace T. Baranek
Keyword(s):  
Young Children ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Sensory Response ◽  
Response Patterns ◽  
Longitudinal Analyses ◽  
Cross Sectional ◽  
Children With Asd ◽  
Nonverbal Children ◽  
Prospective Longitudinal

We sought to examine concurrent and longitudinal associations between sensory response patterns (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) and verbal status of young children with autism spectrum disorder (ASD) as a potential factor influencing the development of verbal communication. Seventy-nine children with ASD (verbal,n=29; nonverbal,n=50) were assessed using cross-sectional analyses (Study 1), and 14 children with ASD (verbal,n=6; nonverbal,n=8) were assessed using prospective longitudinal analyses (Study 2). Data were collected regarding sensory response patterns and verbal ability. Hyporesponsiveness and sensory seeking behaviors were associated with verbal status in both cross-sectional and longitudinal analyses; nonverbal children were more likely to demonstrate higher hyporesponsive and sensory seeking patterns. Hyperresponsiveness did not significantly differ between verbal and nonverbal groups in either design. Sensory hyporesponsiveness and seeking behaviors may be important factors hindering the development of functional verbal communication in children with ASD. Unusual sensory responsiveness can often be observed before the onset of speech and may yield important prognostic capabilities as well as inform early interventions targeting verbal communication or alternative communication options in young children with ASD.

SOME EFFECTS OF NURTURANCE MODELING ON AFFECTIONATE BEHAVIOR IN YOUNG CHILDREN

1978 ◽  
Vol 6 (1) ◽  
pp. 89-99
Author(s):  
Michael Pirot ◽  
Loren E. Acker
Keyword(s):  
Young Children ◽  
Free Play ◽  
Physical Contact ◽  
Teddy Bear ◽  
Testing Period ◽  
Male Model

Some determinants of affectionate behavior in young children were explored in two experiments. Experiment I demonstrated that children who imitated a male model who was nurturant toward a toy teddy bear were nurturant in kind in a subsequent free-play testing period. Experiment 2 replicated the above finding and demonstrated that mere participation without imitation of nurturance and imitation of neutral physical contact was not effective in inducing affectionate behavior.

scholarly journals Communication skills in young children with emotional disorder in Kupang

2020 ◽  
Vol 3 (1) ◽  
pp. 65-76
Author(s):  
Oktovianus Halla ◽  
Beatriks Novianti Kiling-Bunga ◽  
Indra Yohanes Kiling
Keyword(s):  
Young Children ◽  
Communication Skills ◽  
Best Practice ◽  
Children With Disabilities ◽  
Verbal Communication ◽  
Emotional Disorder ◽  
World Health ◽  
Future Research ◽  
Face Expression ◽  
Young Children With Disabilities

Young children with disabilities are a group that is prone to stigma anddiscrimination. Therefore, World Health Organization and United Nations Children’sFund declared a global agenda in 2012 to address the needs of inclusive ECCD to improve the participation and development of young children with disabilities. In respond to that agenda, it is crucial to understand the particular needs of young children with emotional disorder such as their communication ability, before they can be included into inclusive ECCD service. This research aims to describe the communication skills of young child with emotional disorder in Kupang, Nusa Tenggara Timur. The participant in this study showed insignificant performance in verbal communication skills like linguistic content, structures and the use of language. Meanwhile in non verbal communication skills such as face expression, body gesture and hand gesture, the child showed considerable performance. The research method used qualitative method, which is direct observation to the child and interview to thesubject’s parents. Parents and ECCD tutors should consider to set a communication- stimulating relationship in house and ECCD post to support the verbal skills development. The result of this study can give impact in the development of inclusive ECCD science in East Nusa Tenggara, also to aid future research in inventing best practice models in the field.

scholarly journals An Interactive Teddy Bear Clinic Tour: Teaching Veterinary Students How to Interact with Young Children

2017 ◽  
Vol 44 (2) ◽  
pp. 302-315
Author(s):  
Jessica S. Dalley ◽  
Patricia R. Creary ◽  
Tiffany Durzi ◽  
C. Meghan McMurtry
Keyword(s):  
Young Children ◽  
Veterinary Students ◽  
Teddy Bear

scholarly journals Healthcare encounters in young children: Impact of Teddy Bear Hospital, Singapore

2018 ◽  
Vol 3 (3) ◽  
pp. 24-30
Author(s):  
Lynn Ong ◽  
Khoon Han Chua ◽  
Jian Yi Soh ◽  
Marion Margaret Hui Yong Aw
Keyword(s):  
Young Children ◽  
Teddy Bear

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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