How Working Parents Cope with the Care of Sick Young Children

2003 ◽  
Vol 28 (4) ◽  
pp. 53-57
Author(s):  
Harold Bear ◽  
Frances Lovejoy ◽  
Ann Daniel
Keyword(s):  
Young Children ◽  
Working Parents

Mothers Who Work—Differing Views

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 477-478
Author(s):  
Reed Bell
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Support Services ◽  
Scientific Publication ◽  
Washington Dc ◽  
Working Parents ◽  
Working Mother ◽  
Societal Values ◽  
Contemporary Perspective

I question your judgment in publishing the special article "The Working Mother in Contemporary Perspective" (Pediatrics 64:862, 1979). Certainly all of us should be aware of the special needs of working parents, single or married, especially with young children, and provide support services to meet their needs. However, the thinly veiled liberationist-feminist propaganda is out of order in a professional scientific publication. Jingoist phrases such as "anachronistic societal values," political "changers," "change-oriented activities,", "familial egalitarianism," etc reveal the bias of the writers sponsored by the Business and Professional Women's Foundation of Washington, DC.

Formal preparation for early childhood arithmetic

1965 ◽  
Vol 12 (1) ◽  
pp. 56-58
Author(s):  
Anne R. Bravo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Educational Programs ◽  
Working Parents ◽  
Childhood Education ◽  
Disadvantaged Children ◽  
Logical Reason ◽  
School Entrance ◽  
Number Facts

One fact that stands out clearly in early childhood education is that children will be coming to school at an earlier age. The logical reason for this is the emphasis being given to the total education for disadvantaged children. This program calls for school entrance at ages three, four, and five so that these young children can acquire an adequate background for the intensive educational programs which await them. It is also true that children of working parents are coming to school earlier and in larger numbers than ever before. Since this trend will surely continue, teachers must plan formally for these newcomers. Formal preparation does not entail a listing of number facts, but it does require an understanding of the number experiences that children are having and have had before coming to school.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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