Preschool Classroom Intervention Strategies for Young Children Exposed to Violence

2008 ◽  
Author(s):  
Connie Black-Pond ◽  
Love Kiracofe ◽  
James Henry
Keyword(s):  
Young Children ◽  
Intervention Strategies ◽  
Classroom Intervention ◽  
Preschool Classroom ◽  
Children Exposed To Violence

Effective Parental intervention strategies to reduce screen time among preschool-aged children: A systematic review (Preprint)

2020 ◽  
Author(s):  
Diana Raj ◽  
Halimatus Sakdiah Minhat ◽  
Nor Afiah Mohd. Zulkefli ◽  
Norliza Ahmad
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Young Children ◽  
Screen Time ◽  
Mode Of Delivery ◽  
Intervention Strategies ◽  
Controlled Trials ◽  
Cochrane Central Register ◽  
Negative Consequences ◽  
Parental Intervention

BACKGROUND The increasing screen time exposure among young children in general and the reported negative consequences associated with excessive ST, calls for focused strategies to reduce ST, especially among young children. OBJECTIVE This systematic review aimed to identify effective parental intervention strategies to reduce ST among preschool children. METHODS A total of five databases, namely Cochrane Central Register of Controlled Trials, CINAHL, Medline Complete, PubMed, and Scopus, were searched for randomised controlled trials that involved intervention strategies in ST reduction among preschool children. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines were used. RESULTS A total of nine studies were assessed. The results showed that besides providing knowledge and awareness regarding ST, having restrictive practices, offering alternative activities to parents, and removal of screen from child’s bedroom were the most common strategies used by studies that reported successful intervention. Intervention duration of between six to eight weeks was sufficient to produce ST reduction. Face-to-face method was the commonest mode of delivery. Theoretical constructs that aimed at increasing parental self-efficacy, listing outcome expectations, and offering reinforcement of strategies that targeted both the parents and home environment were beneficial in reducing ST. CONCLUSIONS By offering appropriate strategies to parents, a reduction in the amount of ST was observed among the children. Future intervention studies could benefit in exploring culturally adapted strategies, especially in developing countries. Trials of higher quality would also facilitate the drawing of conclusions in future research. CLINICALTRIAL PROSPERO No: CRD42020199398

Communication Skill Building in Young Children With and Without Disabilities in a Preschool Classroom

2010 ◽  
Vol 46 (2) ◽  
pp. 78-93 ◽  
Author(s):  
Tina L. Stanton-Chapman ◽  
Christopher B. Denning ◽  
Kristen Roorbach Jamison
Keyword(s):  
Young Children ◽  
Communication Skill ◽  
Preschool Classroom ◽  
Skill Building

Conceptualizing the New Frontier in Preventative and Therapeutic Semantic Interventions for Young Children Living in Poverty

2010 ◽  
Vol 17 (2) ◽  
pp. 49-58
Author(s):  
Emily S. Rusnak
Keyword(s):  
At Risk ◽  
Young Children ◽  
Reading Disabilities ◽  
Semantic Representation ◽  
Vocabulary Development ◽  
Theoretical Framework ◽  
Intervention Strategies ◽  
Speech Language Pathologists ◽  
Children In Poverty ◽  
New Frontier

In this article, the author discusses research that addresses semantically related reading issues for children in poverty. In addition to providing a theoretical framework, the author provides research-based intervention strategies and suggestions for speech-language pathologists to improve remediation efforts on vocabulary development, particularly in the area of semantic representation, for children who are at risk for developing reading disabilities.

scholarly journals Parental Attitude and Parental Intervention Strategies on Digital Media Usage Among Young Children

2021 ◽  
Vol 6 (9) ◽  
pp. 419-429
Author(s):  
Ka Vian Tan ◽  
Zhooriyati S. M.
Keyword(s):  
Young Children ◽  
Digital Media ◽  
Sampling Technique ◽  
Modern Society ◽  
Intervention Strategies ◽  
Parental Attitude ◽  
Depth Interview ◽  
Parental Intervention ◽  
The Impact ◽  
Parental Strategies

Technology-focused parenting has evolved to provide a constantly updated digital experience for the new digital populations while parents mitigate the risks of digital media exposure in this modern society. This study explores parental attitude on the impact of digital media and their respective parental intervention strategies. There were five parents recruited through purposive sampling technique and they participated in in-depth interview. Parents generally hold positive attitude towards digital media. They apply different parental strategies for children’s media activities and its contents. This study addressed relationships pertinent to current parental strategies, media and child’s factors. Considerable possibilities and patterns to nurture young children with digital media has been elucidated through uncovering parents’ perspectives and challenges.

‘Two’s company, three’s a crowd’

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Sandy Houen ◽  
Susan Danby
Keyword(s):  
Young Children ◽  
Conversation Analysis ◽  
Single Case ◽  
Video Recording ◽  
The Other ◽  
Dyadic Relationships ◽  
Restricted Access ◽  
Preschool Classroom ◽  
The Third ◽  
Physical Access

This paper examines how young children mobilize interactional resources to position peers as neither fully included nor fully excluded in a preschool classroom. A single case of a video recording of three preschool-aged girls was analysed using conversation analysis. Two girls restricted access to a third girl and positioned her on the periphery in peer activity. The third girl’s entry into the activity was restricted through the other two’s claims of object ownership, limited physical access to objects, multi-modal practices that diverted attention away from the coveted objects, and assessments and sanctions around engagement with an object. The recurrent attempts to keep out the third girl were undertaken through partitioning. Findings highlight how children protect dyadic relationships.

Social Skills and School Readiness in Young Children Exposed to Violence

2017 ◽  
Vol 32 (2) ◽  
pp. 265-278
Author(s):  
Monique M. LeBlanc ◽  
Seandra J. Cosgrove ◽  
Kimberly B. David
Keyword(s):  
Social Skills ◽  
Young Children ◽  
Protective Factors ◽  
School Readiness ◽  
Violence Exposure ◽  
Family Income ◽  
Negative Outcomes ◽  
Witnessing Violence ◽  
Children Exposed To Violence ◽  
Preschool Aged Children

Witnessing violence is associated with negative outcomes for preschool-aged children, including lowered school readiness; however, not all children evidence negative outcome, indicating the presence of protective factors. This study examined social skills as a moderator of the relation between violence exposure and school readiness in preschool-aged children. Seventy-eight children completed a measure of school readiness, and their caregiver completed measures of social skills, witnessed violence exposure, and direct victimization. Results revealed that social skills moderated the witnessed violence–school readiness association, controlling for direct victimization and family income. When children evidenced more appropriate social skills, witnessed violence and school readiness were inversely related. However, for children whose caregivers endorsed less appropriate social skills, there was no association between witnessed violence and school readiness.

The Orientation and Navigational Skills of Young Children: An Application of Two Intervention Strategies

1993 ◽  
Vol 46 (1) ◽  
pp. 63-68 ◽  
Author(s):  
S. E. Walsh ◽  
J. R. Martland
Keyword(s):  
Young Children ◽  
Hierarchical Model ◽  
Large Scale ◽  
Route Choice ◽  
Intervention Strategies ◽  
Traditional Teaching ◽  
Control Points ◽  
Reference Systems ◽  
Spatial Reference ◽  
Route Monitoring

Orienteering is a navigational sport using large–scale maps (1: 15000) and a compass to locate, as quickly as possible, a series of control points in a pre–defined order. Orientation of self and map are fundamental skills in the sport of orienteering. The traditional teaching or coaching of this skill is based on a hierarchical model. This model introduces the concept of location of self by initial reference to landmarks, then routes linking individual landmarks followed by configurations of these landmarks and routes. This model quite clearly aligns with the hierarchical model of spatial reference systems suggested by Seigal & White (1975). However, it is proposed that the process-oriented model offered by Downs & Stea (1977) may be more appropriate to orienteering. The model is based on orientation and then develops through route choice, route monitoring and route recognition. Orienteering behaviour, which is based on using map and compass information to select and follow a novel route in a multi-choice route following task, appears to follow this model.

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