Resilience, music therapy, and human adaptation: nurturing young children and families

2012 ◽  
Vol 21 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Varvara Pasiali
Keyword(s):  
Young Children ◽  
Music Therapy ◽  
Human Adaptation ◽  
Children And Families

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

scholarly journals Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

2021 ◽  
Vol 41 (1) ◽  
pp. 18-30
Author(s):  
Xigrid T. Soto-Boykin ◽  
Anne L. Larson ◽  
Arnold Olszewski ◽  
Veena Velury ◽  
Anna Feldberg
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Early Childhood Special Education ◽  
Children And Families ◽  
Research And Practice ◽  
Strength Based ◽  
Multiple Languages ◽  
Linguistic Backgrounds ◽  
Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

Communication and Language Development of Young Children With Autism: A Review of Research in Music

2017 ◽  
Vol 39 (2) ◽  
pp. 323-329 ◽  
Author(s):  
Potheini Vaiouli ◽  
Georgia Andreou
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Target Language ◽  
Positive Effects ◽  
Young Children With Autism ◽  
Development Of Language ◽  
Therapy Interventions

Research demonstrates connections among children’s music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to promote language development of young children with autism. The purpose of this review is to examine and analyze current literature on the systematic use of music and music therapy interventions as effective strategies for the development of language and preverbal and verbal communication abilities in young children with Autism Spectrum Disorders. Findings align with previous reviews on the positive effects of music as an age-appropriate, communicative medium. Also, the review pinpoints to the collaboration of music therapists and speech and language pathologists for the design and implementation of interventions that embed music and target language development of young children with autism.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

scholarly journals A Review of Psychosocial Risk Factors for Pediatric Atopy

2012 ◽  
Vol 2012 ◽  
pp. 1-3
Author(s):  
Christina L. Duncan ◽  
Stacey L. Simon
Keyword(s):  
Risk Factors ◽  
Young Children ◽  
Disease Onset ◽  
Allergic Diseases ◽  
Children And Families ◽  
Intrauterine Environment ◽  
Childhood Experiences ◽  
Social Challenges ◽  
Increase Risk

Pediatric atopy is increasing in prevalence and creates a significant financial and quality of life burden for children and families (e.g., frequent clinic visits, academic, and social challenges). Thus, it is important to understand modifiable risk factors related to disease onset or exacerbation in young children. The existing research base suggests that while a genetic link has been identified, specific family psychological factors (e.g., parent stress) also appear to play a significant role in the development of pediatric atopy. The function of psychological stress in the clinical expression and exacerbation of allergic diseases in young children is hypothesized to be due to neuroendocrine and immunologic systems. Specifically, stress-related activation of the sympathetic and adrenomedullary (SAM) system as well as the hypothalamic-pituitary-adrenocortical (HPA) axis from both the intrauterine environment and early childhood experiences may increase risk of childhood atopy above and beyond genetic risk. Consequently, prevention and intervention strategies aimed at reducing children’s early exposure to stress and psychological difficulties in parents may prove beneficial in preventing or reducing the likelihood that their children will develop atopy.

scholarly journals Competency-Based Approach in Early Interventions Aimed to Children and Families

2021 ◽  
Vol 10 (2) ◽  
pp. 221-238
Author(s):  
A.M. Kazmin
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Positive Affect ◽  
Theoretical Basis ◽  
Situational Interest ◽  
Early Interventions ◽  
Children And Families ◽  
Functional Aspects ◽  
Competency Based ◽  
Development Of Competencies

The article outlines the theoretical basis of the competence approach in early intervention aimed to children and their families, developed by the author. The concept, structural and functional aspects of competence are considered from the perspective of the theory of procedural analysis. Seven levels of competence development are identified: situational interest, pre-competence, minimal, initial, extended, adaptive and advanced competence. The main types of competencies in young children have been determined, including individually oriented, socially oriented, executive, universal and complex ones. A description of the properties of competencies is shown, including spontaneous activation, associated positive affect, openness and flexibility, the tendency towards explicitness, the ability to combine with other competencies. The following principles of the development of competencies were revealed: naturalness, involvement, autonomy, explicitness, balance, complexity and de-contextualization. The application of the approach is illustrated by 2 cases. The possibilities and limitations of the approaches are being discussed.

scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

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