Investigating the impact of teenage mentors on pre-school children's development: A comparison using control groups

2014 ◽  
Vol 44 ◽  
pp. 20-24 ◽  
Author(s):  
Kirsty Humphrey ◽  
Alessandra Olivier
Keyword(s):  
Control Groups ◽  
The Impact ◽  
Children's Development ◽  
Children’S Development

scholarly journals The Use of Play and Inquiry in a Kindergarten Drama Centre: A Teacher’s Critical Reflection

2013 ◽  
Vol 38 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Laura Hope-Southcott
Keyword(s):  
Motor Skills ◽  
Classroom Environment ◽  
Critical Reflection ◽  
New Ideas ◽  
Kindergarten Classroom ◽  
The Impact ◽  
Children's Development ◽  
Successes And Challenges ◽  
Children’S Development

The kindergarten drama centre is a place where children recreate familiar play scenarios, explore new ideas and feelings, and engage deeply in learning (Schwartz & Copeland, 2010). Miller and Almon (2009) suggest that play is crucial to children’s development. However, play is often contested as parents question its relevance atschool (Ashiabi, 2007) and schools focus on academic achievementand readiness (Bodrova & Leong, 2003; Miller & Almon, 2009). Thispaper explores the author’s learning through reflecting on the successes and challenges of a bakery centre createdin her kindergarten classroom. The bakery became an excellent vehicle for strengthening students’ literacy and motor skills through play, but the impact varied greatly across students in the class. Further, assessment and planning enhancements to the bakery were significantly restricted by constraints on the time and attention the author could devote to them due to the dynamic classroom environment. The bakery also led to a rethinking of the learning agenda in the classroom.

scholarly journals Pengaruh Pembelajaran Berbasis Permainan Online Terhadap Kecerdasan Fisik Motorik Anak Usia Dini

2021 ◽  
Vol 1 (1) ◽  
pp. 91-106
Author(s):  
Andri Arif Kustiawan ◽  
Shinta Aulia Enggarwati
Keyword(s):  
Social Intelligence ◽  
Negative Impact ◽  
Easy Access ◽  
Literacy Studies ◽  
Technological Advances ◽  
Technological Developments ◽  
Negative Impacts ◽  
The Impact ◽  
Children's Development ◽  
Children’S Development

Technology is developing very rapidly so that it can simplify human work, both science, information, games, buying and selling, and so on on the internet. Apart from having an impact on the fast and easy access to information, it also has an impact on health, social, intelligence, psychological, financial and other aspects. It is excessive if it is overused to make it addictive. Such as addiction to online games, TikTok, and youtube which results in dependence and underestimates health and time. This research uses literacy studies. The purpose of this study is to present findings of the impact of gadget use on children. The results show that technological advances have both positive and negative impacts. There are various kinds of game applications that are easily accessed by children, both game content and those that can stimulate children's development, such as creativity, memory, physical motor, cognitive and so on. So it is necessary to take preventive steps so that technological developments can also reduce the negative impact on children's development.

The Voice of the Child in Family Placement Decision-Making: A Developmental Model

2005 ◽  
Vol 29 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Gillian Schofield
Keyword(s):  
Decision Making ◽  
Developmental Theory ◽  
Developmental Model ◽  
Making Sense ◽  
Placement Decision ◽  
Strengths And Difficulties ◽  
The Impact ◽  
Children's Development ◽  
The Voice ◽  
Children’S Development

Making sense of children's development, and in particular the impact of maltreatment and loss on children's minds and behaviour, is an essential part both of listening to children and facilitating their participation in family placement decision-making. Gillian Schofield suggests that an understanding of developmental theory can help practitioners to identify children's strengths and difficulties, make sense of children's communications and enable children to feel more valued and effective. A number of key areas of development are linked together into a model that highlights the complex transactional and psychosocial nature of development, while encouraging practitioners to use this knowledge to support and empower children.

scholarly journals The Early Prelinguistic Skills in Iranian Infants and Toddlers

2021 ◽  
Vol 19 (4) ◽  
pp. 441-454
Author(s):  
Narges Bayat ◽  
◽  
Atieh Ashtari ◽  
Mohsen Vahedi ◽  
◽  
...  
Keyword(s):  
Family History ◽  
Speech Therapy ◽  
Positive Family History ◽  
Age Groups ◽  
Language Disorders ◽  
Cross Sectional ◽  
History Of ◽  
The Impact ◽  
Children's Development ◽  
Children’S Development

Objectives: The prelinguistic skills which pave the way for language development have always been an area of research in the Speech Therapy field. Although studying these skills is important, there is a study gap among Persian children. Therefore, this study explored prelinguistic skills among a sample of Persian-speaking children aged 6 to 24 months and made a comparison between different age groups. We also studied the effects of gender and family history of speech-language disorders on children’s prelinguistic abilities. Methods: In the present study, 277 mothers of Iranian Persian-speaking children aged 6 to 24 months were asked to fill a research-made checklist that evaluated the prelinguistic skills of their children. This study was cross-sectional and was conducted in Tehran City, Iran, in 2021. Children’s abilities in different age groups were compared using the analysis of variance (ANOVA), Scheffe test, the Kruskal-Wallis test, and the post-hoc test. The differences between the total scores of the two genders were also determined using the Mann-Whitney U test. Results: Comparing the prelinguistic skills in different age groups indicated a statistically significant increase in the scores as children grow up. Children with a positive family history of speech-language disorders scored lower on the checklist than the others (91.03±17.37). Furthermore, there were statistically significant differences between the two genders in developing gesture, vocalization, first words, social interaction, imitation, and play; girls had higher scores. Conclusion: Based on the studies conducted in different countries, prelinguistic skills develop as children grow up; these skills facilitate language acquisition and other social skills. The present study also demonstrated the development of these skills alongside children’s development. This similarity between Persian-speaking children and other children from different cultures and languages, as well as better performance in children with a negative family history of speech-language impairments, confirm the role of genetic factors in children’s development. Moreover, the differences in the development of some prelinguistic skills between girls and boys reveal the impact of various factors, such as social factors, on prelinguistic skills development.

scholarly journals August 2020 – The Bridge

2020 ◽  
Keyword(s):  
Mental Health ◽  
Institutional Care ◽  
The Impact ◽  
Children's Development ◽  
Children’S Development

This month there has been a renewed focus on the impact of institutional care on children’s development and mental health, following publication of the Lancet Group Commission on this subject.

scholarly journals Continuing education on child development for primary healthcare professionals: a prospective before-and-after study

2014 ◽  
Vol 132 (4) ◽  
pp. 211-218 ◽  
Author(s):  
Amira Consuêlo Melo Figueiras ◽  
Rosana Fiorini Puccini ◽  
Edina Mariko Koga Silva
Keyword(s):  
Child Development ◽  
Continuing Education ◽  
Education Program ◽  
Primary Healthcare ◽  
Healthcare Professionals ◽  
Before And After ◽  
The Impact ◽  
Children's Development ◽  
Before And After Study ◽  
Children’S Development

CONTEXT AND OBJECTIVE: Children's developmental disorders are often identified late by healthcare professionals working in primary care. The aim of this study was to assess the impact of a continuing education program on child development, on the knowledge and practices of these professionals.DESIGN AND SETTING: Prospective single-cohort study (before-and-after study), conducted in the city of Belém, Pará , Brazil.METHODS: Two hundred and twenty-one professionals working in primary healthcare (82.2%) participated in a continuing education program on child development and were assessed before and after implementation of the program through tests on their knowledge of child development, consisting of 19 questions for physicians and 14 for nurses, and questionnaires on their professional practices.RESULTS: One to three years after the program, the mean number of correct answers in the tests had increased from 11.5 to 14.3 among physicians in the Healthy Family Program (Programa Família Saudável, PFS); 13.0 to 14.3 among physicians in Municipal Health Units (Unidades Municipais de Saúde, UMS); 8.3 to 10.0 among PFS nurses; and 7.8 to 9.4 among UMS nurses. In interviews with mothers attended by these professionals before the program, only 21.7% reported that they were asked about their children's development, 24.7% reported that the professional asked about or observed their children's development and 11.1% received advice on how to stimulate them. After the program, these percentages increased to 34.5%, 54.2% and 30.3%, respectively.CONCLUSIONS: Professionals who participated in the program showed improved performance regarding child development knowledge and practices.

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