Developmental Characteristics in the Complex Sentencesof Young Children from Multicultural Families

2012 ◽  
Vol 21 (4) ◽  
pp. 71-85
Author(s):  
공미경 ◽  
김성수
Author(s):  
Seung-ha Lee ◽  
Hyun-jung Ju

This study investigated the difficulties of mothers in coping with the bullying of their children and their expectations concerning bullying intervention for young children in South Korea. Twenty mothers with young children were interviewed. Interviews were transcribed in Korean. Nvivo 12 software was used to analyze the data. Four themes emerged: “mothers’ coping strategies”, “problems of interventions”, “expectations of interventions”, and “developmentally appropriate interventions for young children”. Each theme was divided into categories and further into subcategories. Mothers used diverse strategies to intervene when their children were bullied and showed dissatisfaction with the current intervention system. Their expectations for interventions for young children were explained in terms of familial, school, and local/governmental levels. These results emphasized that intervention policies for bullying among young children should be urgently established, and intervention programs need to consider the developmental characteristics of young children.


Author(s):  
Елена Стребелева ◽  
Elena Strebeleva ◽  
Алла Закрепина ◽  
Alla Zakrepina ◽  
Елена Кинаш ◽  
...  

The manual presents a system of games and game tasks that allow you to communicate productively with children with disabilities (HIA), given their age and individual developmental characteristics. The systematic application of these game tasks will contribute to the formation in children of positive interaction with adults and peers, age-related psychological achievements in development, the formation of important personal qualities and socialization in general. For educators, students and parents.


1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1209-1210 ◽  
Author(s):  
F. Richard Ferraro

During the first week of a class in developmental psychology, students listed 5 to 7 characteristics they believed represent life-span developmental characteristics for the categories of infants, young children, adolescents, middle-aged adults, and older adults. Students retained their lists which were referred to during discussion throughout the course. Students reported this activity increased their understanding of topics central to life-span developmental psychology.


Author(s):  
Izabella Kucharczyk

This review of research literature presents the difficulties encountered by blind children at individual developmental stages of speech. This report aims to appraise recent peer reviewed literature relating to communication and language development in children with VI. The language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for parti- cipation in early intervention for young children with visual impairment.


Author(s):  
Patti M. Valkenburg ◽  
Jessica Taylor Piotrowski

This chapter discusses how media preferences evolve from birth through early childhood. The focus is on two age groups, infants and young toddlers (up to 2 years old) and older toddlers and preschoolers (2–5 years). For both age groups, it describes a number of specific developmental characteristics and predicts how they influence these young children's media preferences. At what age do infants begin to take an interest in media, and why at that age? Why are toddlers so fascinated by smartphones and tablets? Should very young children even be using media? What is the “pink frilly dress” phenomenon and how does it influence media preferences? And finally, why exactly is development such a strong predictor of media preference?


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