The Early Use and Development of Graphic Formulas: Two Case Study Reports of Graphic Formula Production by 2- to 3-year-old Children

1995 ◽  
Vol 18 (1) ◽  
pp. 127-149 ◽  
Author(s):  
Joan Stiles
Keyword(s):  
Young Children ◽  
Strong Evidence ◽  
School Age Children ◽  
School Age ◽  
Developmental Processes ◽  
Very Young Children ◽  
Early Use ◽  
Working Out ◽  
Insight Into

Graphic formulas are an important denotational device in the drawing repertoires of adults and school-age children. They provide a stable basis for working out, modifying, and elaborating various aspects of graphicrepresentation. As such, they might also serve as useful graphic devices for very young children who are just beginning to use drawing as a representational medium. However, there are very few studies which have examined graphic formula production in the earliest phases of drawing. The case study reports presented here focus on the use and elaboration of graphic formulas by two 2to 3-year-old children. They provide strong evidence, first, that graphic formulas are indeed available to even very young children. Secondly, they provide insight into the developmental processes by which the elaboration and reorganisation of graphic formulas occurs.

Talking Technologically in Preschool and School: Three Case Examples

1996 ◽  
Vol 21 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Education ◽  
Early Childhood Teacher ◽  
Case Examples ◽  
The Third ◽  
Very Young Children ◽  
First Case ◽  
Insight Into

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

Parents' Perceptions of the Overall Impact of Stuttering on Young Children

2021 ◽  
pp. 1-13
Author(s):  
Linn Stokke Guttormsen ◽  
J. Scott Yaruss ◽  
Kari-Anne Bottegård Næss
Keyword(s):  
Young Children ◽  
Adverse Impact ◽  
School Age Children ◽  
School Age ◽  
Point Scale ◽  
Cognitive Reactions ◽  
Communication Difficulties ◽  
The Impact ◽  
Insight Into

Introduction Research has revealed the presence of emotional, behavioral, and cognitive reactions in young children who stutter; however, prior studies have not examined the overall impact of stuttering on young children's lives. Such information is necessary for improving understanding of how stuttering affects young children and for ensuring appropriate early intervention. Method This study employed an adaptation of the Overall Assessment of the Speaker's Experience of Stuttering for School-Age Children that was designed to ask parents about their perceptions of the impact of stuttering on their young children. Thirty-eight parents of young children who stutter (2–5 years of age) provided their perceptions of the impact of stuttering on their children. Parents rated how certain they were in their judgments using a 5-point scale to provide an indication of their confidence in proxy ratings of impact. Results Results indicated that, on average, parents perceived that stuttering affected their children negatively. Qualitatively, parents provided descriptions of the impact of stuttering on their children's quality of life, communication difficulties across people and situations, and reactions to stuttering; they also commented on their own feelings and strategies for handling impact. On average, parents perceived themselves to be certain in rating the impact of stuttering on their children. Conclusions Results indicated that parents identified adverse impact in their children's lives. Even though parents considered themselves to be certain in their impact ratings, clinicians and researchers should also assess the perspective of the children if appropriate. This is because present findings reveal that parents may not have insight into all aspects of impact, in particular, cognitive reactions to stuttering. Still, parents' perceptions of impact are important for clinicians to consider when giving recommendations for therapy, as they can provide important insight into the family's needs.

Clapping in Time With Feedback Relates Pervasively With Other Rhythmic Skills of Adolescents and Young Adults

2021 ◽  
pp. 003151252110008
Author(s):  
Silvia Bonacina ◽  
Jennifer Krizman ◽  
Travis White-Schwoch ◽  
Trent Nicol ◽  
Nina Kraus
Keyword(s):  
Young Adults ◽  
Broad Spectrum ◽  
Adolescents And Young Adults ◽  
School Age Children ◽  
School Age ◽  
Time Task ◽  
Insight Into

Rhythmic expertise is a multidimensional skill set with clusters of distinct rhythmic abilities. For example, the ability to clap in time with feedback relates extensively to distinct beat- and pattern-based rhythmic skills in school-age children. In this study we aimed to determine whether clapping in time would relate to both beat- and pattern- based rhythmic tasks among adolescents and young adults. We assessed our participants on seven tasks: two beat-based tasks (Metronome and Tempo adaptation), two pattern-based tasks (Reproducing rhythmic patterns and Remembering rhythmic patterns), a self-paced drumming task, a task of drumming to a music beat, and a clapping in time task. We found that clapping in time correlated with all other rhythmic tasks, even though some were not mutually related to one another. These results provide insight into the taxonomy of rhythmic skills and support the practice of clapping in time with feedback as a means of developing broad spectrum rhythmic abilities.

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

Interactions between lexical and phonological development: cross-linguistic and contextual considerations – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 69-74 ◽  
Author(s):  
KATHERINE DEMUTH
Keyword(s):  
Young Children ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Additional Insight ◽  
Lexical Development ◽  
Linguistic Research ◽  
Early Use ◽  
The Relationship ◽  
Insight Into ◽  
Phonological System

Stoel-Gammon (this issue) provides a welcome addition to the phonological acquisition literature, bringing together insights from long-standing and more recent research to address the relationship between the developing phonological system and the developing lexicon. A growing literature on children's early use of words across languages and phonological contexts provides additional insight into the nature of the interactions between phonological and lexical development, suggesting that learners' knowledge and connection of the two may develop much earlier than often thought. This commentary highlights some of these exciting results from recent cross-linguistic research on development between the ages of 1 and 3.

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