Early Childhood Psychological Problems Predict a Poor Sense of Coherence in Adolescents

The rise of cases of violence has consequences for children's development. Violence results in poor emotional regulation, stickiness problems, problems in relationships with peers, difficulty adapting to the environment, and other psychological problems such as depression, and delinquency in children. Seeing this the researchers developed Dongeng Antik (Anti Violence) "I love My Friends" in the form of pop-ups to minimize and prevent violence against early childhood. Dongeng Antik “I love My Friends” are expected to be able to foster children's knowledge and awareness of moral values anti-violence, so that it becomes an anticipation that they do not commit and experience acts of violence.

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Psychosomatic Impediments: A Study of Lucy Christopher’s Novel Stolen

Think India ◽

10.26643/think-india.v22i3.8109 ◽

2019 ◽

Vol 22 (3) ◽

pp. 199-203

Author(s):

M. Iswarya ◽

Dr. C. Bibinsam

Keyword(s):

Early Childhood ◽

Emotional Problems ◽

Psychological Problems ◽

The Novel ◽

Root Cause ◽

Individual Result

This paper entitled Psychosomatic Impediments: A Study of Lucy Christopher’s novel Stolen tries to venture the psychological problems of an individual result from the emotional problems of early childhood. It also traces how the fragmented childhood of an individual becomes a root cause for the psychological problems in adulthood. Through the character Ty in the novel Stolen, the problems of fragmented childhood is clearly analyzed in this paper.

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Psychological problems of learning from home during the covid-19 pandemic in early childhood

Aṭfālunā: Journal of Islamic Early Childhood Education ◽

10.32505/atfaluna.v4i2.3497 ◽

2021 ◽

Vol 4 (2) ◽

pp. 11-20

Author(s):

M. Syukri Azwar Lubis ◽

Hotni Sari Harahap ◽

Armanila Armanila

Keyword(s):

Early Childhood ◽

Psychological Problems ◽

Learning System ◽

Case Study Approach ◽

Face To Face ◽

Study Approach ◽

The Face ◽

Face To Face Learning ◽

North Sumatra

The COVID-19 pandemic has caused the face-to-face learning system to switch to learning from home. This transition makes parents have to adapt to these new circumstances. This study aims to determine the psychological problems of learning from home during COVID-19 in early childhood. This qualitative research with a case study approach involves parents of children aged 5-6 years, schools, and the community in Paya Geli Village, Sunggal District, Deli Serdang Regency, North Sumatra Province. Data were obtained through interviews, observation, and documentation techniques. Data analysis uses the Miles and Huberman model, including data reduction, display, and verification. The results of this study found several problems, namely: 1) Parents became stressed so that violence occurred in teaching. 2) Children become passive, uncreative, unproductive due to stress. 3) gadgets have become a place for children to escape to avoid stress. Thus, it is hoped that parents will be wiser in teaching their children at home to minimize the occurrence of psychological problems learning from home.

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Children of Depressed Mothers: From Early Childhood to Maturity. By M. Radke-Yarrow. Cambridge University Press, Cambridge, 1998. pp. 216. £27.95 (hb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963001216953 ◽

2001 ◽

Vol 42 (4) ◽

pp. 557-558

Author(s):

Tirril O. Harris

Keyword(s):

Early Childhood ◽

Cambridge University ◽

Depressed Mothers

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0402.31 ◽

1995 ◽

Vol 4 (2) ◽

pp. 31-36 ◽

Cited By ~ 4

Author(s):

Joanne E. Roberts ◽

Elizabeth Crais ◽

Thomas Layton ◽

Linda Watson ◽

Debbie Reinhartsen

Keyword(s):

Early Childhood ◽

Early Intervention ◽

Intervention Program ◽

Graduate Program ◽

Master's Level ◽

Clinical Experiences ◽

Speech Language Pathology ◽

Early Intervention Program ◽

Language Pathology ◽

Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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