On the Meanings of Functional Play: A Review and Clarification of Definitions

2020 ◽  
pp. 027112142095185
Author(s):  
Jeevita Sidhu ◽  
Natasha Barlas ◽  
Karin Lifter
Keyword(s):  
Young Children ◽  
The Other ◽  
Appropriate Use ◽  
Research And Practice ◽  
Functional Play ◽  
Developmental Progress ◽  
Motor Activities

The term functional play is used widely and variably in serving young children developing with delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in terms of motor activities. We conclude that the toy-directed focus subsumed in appropriate use is subject to wide variation in interpretation, and it should not be used as a category of play. It does not explicitly take into account children’s developmental progress in play. We recommend the term should be reserved for activities that support engagement and interest. Such activities represent play as functional for a child, requiring an understanding of children’s progress in play, which is play that is child-focused.

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.

Children With Intellectual Disability and Victimization: A Logistic Regression Analysis

2021 ◽  
pp. 107755952199417
Author(s):  
Katherine R. Brendli ◽  
Michael D. Broda ◽  
Ruth Brown
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Intellectual Disability ◽  
Logistic Regression Analysis ◽  
District Of Columbia ◽  
The Other ◽  
Future Research ◽  
Common Assumption ◽  
Research And Practice ◽  
Demographic Correlates

It is a common assumption that children with disabilities are more likely to experience victimization than their peers without disabilities. However, there is a paucity of robust research supporting this assumption in the current literature. In response to this need, we conducted a logistic regression analysis using a national dataset of responses from 26,572 parents/caregivers to children with and without disabilities across all 50 states, plus the District of Columbia. The purpose of our study was to acquire a greater understanding of the odds of victimization among children with and without intellectual disability (ID), while controlling for several child and parent/adult demographic correlates. Most notably, our study revealed that children with ID have 2.84 times greater odds of experiencing victimization than children without disabilities, after adjusting for the other predictors in the model. Implications for future research and practice are discussed.

Coagulopathy with the use of hetastarch in the treatment of vasospasm

1995 ◽  
Vol 82 (1) ◽  
pp. 44-47 ◽  
Author(s):  
Eric R. Trumble ◽  
J. Paul Muizelaar ◽  
John S. Myseros ◽  
Sung C. Choi ◽  
Brian B. Warren
Keyword(s):  
Volume Expansion ◽  
Clinical Symptoms ◽  
Standard Of Care ◽  
The Other ◽  
Appropriate Use ◽  
Content Type ◽  
Prevention And Treatment ◽  
Plasma Protein Fraction ◽  
Clinically Significant ◽  
Fine Print

✓ The use of colloid agents to achieve hypervolemia in the prevention and treatment of postsubarachnoid hemorrhage (post-SAH) vasospasm is included in the standard of care at many institutions. Risk profiles are necessary to ensure appropriate use of these agents. In a series of 85 patients with recent aneurysmal SAH, 26 developed clinical symptoms of vasospasm. Fourteen of the 26 were treated with hetastarch for volume expansion while the other 12 received plasma protein fraction (PPF). Clinically significant bleeding pathologies were noted in six patients who received hetastarch as a continuous intravenous infusion. Hetastarch increased partial thromboplastin time from a mean of 23.9 seconds to a mean of 33.1 seconds (p < 0.001) in all patients who received infusions of this agent, while no effect was noted in the 12 patients who received PPF infusions. No other coagulation parameters were altered. This study shows an increase in coagulopathy with the use of hetastarch as compared with the use of PPF for the treatment of postaneurysmal vasospasm.

scholarly journals Infection risks from water in natural and man-made environments

2006 ◽  
Vol 11 (4) ◽  
pp. 1-2 ◽  
Author(s):  
G Nichols
Keyword(s):  
Escherichia Coli ◽  
Young Children ◽  
Cryptosporidium Parvum ◽  
The Other ◽  
Human Faeces ◽  
The Face ◽  
Diarrhoeal Diseases

People can catch diarrhoeal diseases from contamination of both natural and man-made environments with human or animal faeces. Young children are more likely to be susceptible to the agents and to be exposed. While some diarrhoeal diseases acquired in childhood can be relatively mild and give some protection as an adult, others are more severe. The two papers presented in this issue of Eurosurveillance describe, on the face of it, unremarkable small outbreaks; one, from Chikwe Ihekweazu et al, linked to exposure to a stream contaminated with Escherichia coli from animal faeces [1]; the other, from Melanie Jones et al, to exposure to a water feature contaminated with Cryptosporidium parvum from either animal or human faeces [2].

scholarly journals Menneskeverd og menneskerettighetsundervisning: En sosialsemiotisk multimodalitetsanalyse og drøfting av verdighetsbegrepet i filmen A Path to Dignity: The Power of Human Rights Education

2019 ◽  
pp. 141-168
Author(s):  
Eva Maagerø ◽  
Ådne Valen-Sendstad
Keyword(s):  
Human Rights ◽  
Young Children ◽  
Research Question ◽  
The State ◽  
Muslim Woman ◽  
The Other ◽  
Human Rights Education ◽  
Indian Children ◽  
Concern For Others ◽  
Analytical Tools

This chapter is an analysis and discussion of the globally popular human rights education film: A Path to Dignity: the Power of Human Rights Education. The film is produced by Ellen Bruno and is a cooperation with the UN department OHCHR and the human rights education organisations HREA and SGI. The film combines human rights education and dignity. Our research question is how human rights education and dignity is presented and understood in the film. The film is organized in three parts, and addresses Indian children, a Muslim woman and police in Australia. We have analysed the part about the young children in India. In our discussion of the film we have applied social semiotic theory and related analytical tools. We have analysed the representations, interactions and composition of the film. The result of the analysis shows a focus on the local situation of the children. Through human rights education the children experience a transformation in gaining a sense of dignity. This leads to a particular concern for others whose dignity is violated. The state that is responsible for their human rights is not addressed. The film presents human rights education with an interest for individual children, and dignity is understood morally, as responsibility for the other.

Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians

2001 ◽  
Vol 2 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Glenda MacNaughton ◽  
Karina Davis
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Multicultural Education ◽  
Indigenous Peoples ◽  
The Other ◽  
Indigenous Australians ◽  
Research Projects ◽  
Approaches To Teaching ◽  
Curriculum Frameworks ◽  
Curriculum Framework

Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

Aligning Preschool and Kindergarten Classroom Learning Experiences

2021 ◽  
pp. 60-83
Author(s):  
Meg Deane Franko ◽  
Duan Zhang
Keyword(s):  
Data Analysis ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Learning Experiences ◽  
Secondary Data ◽  
The Other ◽  
Developmentally Appropriate Practices ◽  
Classroom Learning ◽  
Kindergarten Classroom ◽  
Appropriate Practices

The focus of transition from preschool to kindergarten is often placed on what can be done to prepare the child. Relatively little emphasis is placed on how differences between learning experiences across settings might impact the child's transition from one setting to the other. This chapter presents the results of secondary data analysis of the 2009 FACES study that show that the alignment of prekindergarten-kindergarten (PK-K) learning experiences impacts children's kindergarten outcomes. In particular, HLM modeling found that children who had at least as many or more activity-based centers in their classrooms in kindergarten as they had in prekindergarten showed significantly better literacy and math outcomes at the end of kindergarten than children who had less or no activity-based centers in kindergarten. This chapter advocates for a systemic focus on transition that puts an emphasis on continuing developmentally appropriate practices between preschool and kindergarten settings as a way to facilitate transitions and improve outcomes for young children.

Google’s Saathi :Women and the Smartphone

2019 ◽  
Author(s):  
Ravi Agrawal
Keyword(s):  
Young Children ◽  
The Other ◽  
Know How ◽  
Cool Desert ◽  
As If

As night fell in the tiny hamlet of Nangli Jamawat, a light glowed within one section of a small two-roomed home, like a soft beacon. The house was rectangular, built of brick with gray cement coarsely patted over its surface. Inside the main room were two wooden beds, side by side. On one, two young children were sleeping soundly, neatly curled into cashews. On the other lay Satish, on his back, as his wife, Phoolwati, readied to join him. A cool desert zephyr had seeped under the door and into the room; human warmth was a welcome relief. In a bare corner, on the cement floor, a thin white wire coiled to a rectangular object that was the source of the light. Phoolwati had set her smartphone down to charge. As she lay down, before she could shut her eyes, the rectangle of light faded into a black mirror. Room, home, fields, village became night. Phoolwati had been the first to show her fellow villagers a smartphone. “Want to see a miracle?” she asked a group of women sitting together and tossing rice on wide bamboo sieves, separating the grain from its residual husk. “There’s this new thing called Google—want to see?” “Goo-gull? What’s that, a game?” replied one of the women blandly, bored, barely looking up as she kept tossing grain. Her name was Chameli. “No, no, it’s a really useful thing. It comes on the mobile,” said Phoolwati, pointing to her smartphone. “If you want to learn about the best seeds to plant, you ask this thing. If you want to know how to get government money to build a toilet, you ask Google. It has all the answers in this world.” Chameli stopped to look up at Phoolwati. She raised an eyebrow theatrically, as if to ask: “Don’t you have anything better to do, woman?” Phoolwati was not deterred. “It has the Hanuman Chaleesa also, set to beautiful music,” she tried again, changing tack to matters of the divine. The tossing paused. The name of their chosen deity, the monkey-god Hanuman, made her audience sit up and take note.

Research methods as bridging devices: path and context mapping in governance

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kristof Van Assche ◽  
Raoul Beunen ◽  
Monica Gruezmacher ◽  
Martijn Duineveld ◽  
Leith Deacon ◽  
...  
Keyword(s):  
Decision Making ◽  
Research Methods ◽  
Design Methodology ◽  
Continuous Production ◽  
The Other ◽  
Content Type ◽  
Research And Practice ◽  
Shifting Balance ◽  
Initial Concept

Purpose The purpose of this paper is to investigate the potential, both analytically and practically, of understanding research methods as bridging devices. Methods can bridge theory and empirics, but it is argued that they can perform several bridging functions: between theory and praxis, between analysis and strategy and between past and future. The focus is on those forms of bridging relevant for understanding and effectuating change in governance, at community level and at the scale of organizations. Design/methodology/approach The paper develops a perspective on methods as bridging devices. It uses the newly minted methods of governance path and context mapping as a case study. These methods conceptually derive from evolutionary governance theory (EGT) and were developed and tested in Canadian empirical research. The case helps to develop insight in features, forms and limitations of methods as bridging devices in governance research and practice. The authors then use the case to further develop the initial concept of bridging more generally, emphasizing the shifting balance between methods as bridging and creating boundaries. Findings Both the case study and the theoretical analysis underline the necessary imperfection of any method as bridging device. The authors affirm the potential of method to perform different bridging functions at the same time, while revealing clear tradeoffs in each role. Tradeoffs occur with adapted versions of the method producing new strengths and weaknesses in new contexts. In each of the forms of bridging involved neither side can be reduced to the other, so a gap always remains. It is demonstrated that the practice of bridging through method in governance is greatly helped when methods are flexibly deployed in ongoing processes of bricolage, nesting and modification. Governance enables the continuous production of new framing devices and other methods. Originality/value The idea of methods as bridging devices is new, and can assist the development of a broader understanding of the various forms and functions of research methods. Moreover, it helps to discern roles of research methods in the functioning of governance. The context of governance helps to recognize the multi-functionality of research methods, and their transformation in a context of pressured decision-making. Moreover, this approach contributes to the understanding of governance as adumbrated by EGT.

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