Psychological Problems of Pre-School Children in an Inner Urban Area

1977 ◽  
Vol 131 (6) ◽  
pp. 623-630 ◽  
Author(s):  
John Coleman ◽  
Desmond Pond ◽  
Bernice Rothwell ◽  
Wendy Burtenshaw
Keyword(s):  
Young Children ◽  
Urban Area ◽  
Child Psychiatry ◽  
School Children ◽  
School Child ◽  
Psychological Problems ◽  
Very Young Children ◽  
Treatment Procedures ◽  
New Look

Attitudes to the treatment of the pre-school child today stem very largely from the mainstream traditions in classical child psychiatry, the most powerful of which is still probably psychoanalysis. Recent articles (e.g. Freud, 1966; Frommer, 1967; Bentovim and Boston, 1973) describing treatment units for very young children exemplify very clearly the influence of these traditions and illustrate the difficulty of breaking new ground in conceptualizing treatment procedures. It will be the purpose of this paper to take issue with such traditions, and to argue that it is time for a new look at pre-school child psychiatry.

An esthetic point of view in very young children

2006 ◽  
Vol 30 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Aditi Kapur ◽  
Chawla HS ◽  
Ashima Goyal ◽  
Krishan Gauba
Keyword(s):  
Young Children ◽  
Self Esteem ◽  
Point Of View ◽  
Psychological Problems ◽  
Anterior Teeth ◽  
Very Young Children ◽  
Space Maintainer ◽  
Fixed Space ◽  
Cervical Level

Extensive carious breakdown of primary anterior teeth to the cervical level and their loss in very young children invariably leads to lack of confidence and self-esteem and may cause psychological problems. The present paper deals with the management of three such cases by means of biological restorations, anterior fixed space maintainer and over-dentures.

THE REDUCTION OF TEMPERAMENTAL RISK FOR ANXIETY IN WITHDRAWN PRESCHOOLERS: A PILOT STUDY

2002 ◽  
Vol 30 (2) ◽  
pp. 211-215 ◽  
Author(s):  
Ronald M. Rapee ◽  
Donna Jacobs
Keyword(s):  
Pilot Study ◽  
Young Children ◽  
Anxiety Disorders ◽  
Parent Education ◽  
School Children ◽  
Education Program ◽  
Theoretical Models ◽  
Very Young Children ◽  
Development Of Anxiety

Empirical findings and theoretical models posit a central role for an inhibited temperament in the development of anxiety. In turn, this suggests that reduction of withdrawn and inhibited characteristics in very young children may prevent the later development of anxiety disorders. To date, no programs have targeted inhibited temperament as a focus of treatment and it is often assumed that temperament is an immutable phenomenon. The current study piloted a brief education program for the mothers of seven temperamentally withdrawn 4-year-old boys. Results showed marked changes in mothers' perceptions of withdrawn temperament and anxious symptoms that continued over the following 6 months. These data encourage a larger-scale investigation of parent education for the reduction of inhibited temperament in pre-school children.

Grandparents Reveal Their Secrets: A New Holocaust Narrative for the Young ‘Third Generation’ in Israel

2012 ◽  
Vol 5 (1) ◽  
pp. 97-110 ◽  
Author(s):  
Yael Darr
Keyword(s):  
Young Children ◽  
First Generation ◽  
Third Generation ◽  
Master Narrative ◽  
Safe Distance ◽  
Domestic Sphere ◽  
Holocaust Memory ◽  
Very Young Children ◽  
The Holocaust ◽  
New Type

Since the 1990s, a new type of Holocaust story has been emerging in Israeli children's literature. This new narrative is directed towards very young children, from preschool to the first years of elementary school, and its official goal is to instil in them an authentic ‘first Holocaust memory’. This essay presents the literary characteristics of this new Holocaust narrative for children and its master narrative. It brings into light a new profile of both writers and readers. The writers were young children during the Holocaust, and first chose to tell their stories from the safe distance of three generations. The readers are their grand-children and their grand-children's peers, who are assigned an essential role as listeners. These generational roles – the roles of a First Generation of writers and of a Third Generation of readers – are intrinsically familial ones. As such, they mark a significant change in the profile of yet another important figure in the Israeli intergenerational Holocaust discourse, the agent of the Holocaust story for children. Due to the new literary initiatives, the task of providing young children with a ‘first Holocaust memory’ is transferred from the educational authority, where it used to reside, to the domestic sphere.

Use of diluted insulin in the management of very young children with type 1 diabetes: case report and literature review

2018 ◽  
Author(s):  
A Emile J Hendriks ◽  
Ross L Ewen ◽  
Yoke Sin Hoh ◽  
Nazia Bhatti ◽  
Rachel M Williams ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Case Report ◽  
Young Children ◽  
Literature Review ◽  
Diabetes Case ◽  
Very Young Children

Les représentations des enfants de 5-6 ans sur la fusion et la solidification du sel, comme support pour le déploiement des activités didactiques

2015 ◽  
Vol 6 (3) ◽  
pp. 943-947 ◽  
Author(s):  
Konstantinos Ravanis
Keyword(s):  
Young Children ◽  
Empirical Research ◽  
School Children ◽  
Physical World ◽  
Scientific Model ◽  
Open Type ◽  
Different Types ◽  
Individual Conversations ◽  
Melting And Solidification

The representation of the properties and phenomena of the physical world exists from the beginning of life, as a first datum of reality. In several studies focused on children's representations we find that these representations these representations are critical to education and are often incompatible with the scientific model. This article presents the results of an empirical research on the representations of young children for melting and solidification of salt. The research sample consisted of 79 pre-school children (five to six years old) from one state kindergarten in Greece. Data were collected through expanded, open type, semi-structured individual conversations between a child of the sample and one researcher. The results of the interviews show that these children use different types of representations, the majority dominated by the nature of the substance under study.

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