An Exploration of the Meanings of imaginary Play of Young Children Based on the Rhizome of Deleuze and Guattari

2021 ◽  
Vol 52 (2) ◽  
pp. 104-130
Author(s):  
Ju-Hee Kang ◽  
Jin Wha Lee
Keyword(s):  
Young Children ◽  
Deleuze And Guattari ◽  
Imaginary Play

scholarly journals Reconceptualizing dominant discourses in early childhood education: Exploring ‘readiness’ as an active-ethical-relation

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Katherine Helen Louise Evans
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Deleuze And Guattari ◽  
Subject Positions ◽  
Childhood Education ◽  
Normative Identity ◽  
Complex Process ◽  
Educational Spaces ◽  
New Ideas

This paper considers that the landscape of early childhood education in England is dominated by discourses of 'readiness-for-school' and 'readiness-for-learning’ that act to heavily stratify the educational spaces inhabited by young children.  The 'ready-child' is constructed as a normative identity towards which the ‘unready’ child is expected to progress.  The confinement of children within such predetermined subject positions is considered problematic, as inevitably not all children will achieve these normative ideals, resulting in their exclusion from positions of 'success', as defined by dominant educational narratives.  In response to these concerns, this article seeks to disrupt dominant conceptualizations of 'readiness' in the context of early childhood education, attempting to produce a rupture in the educational landscape, expanding space for alternative ideas, theories and practices.  In a deliberate move away from concepts that relate 'readiness' to predefined goals, outcomes and identities, this article explores the possibility of thinking with a complex logic in order to generate new ideas, understandings and practices.  Approaching complexity from the ‘outside-in’, this paper draws in particular on the concept of 'becoming' (Deleuze & Guattari, 1987), exploring 'readiness' as a complex process of emergence, always open to the unpredictable and the new.  It is argued that ‘readiness’ is part of an open-ended ‘becoming’, rather than a pre-defined ‘state’.  Drawing on the work of Deleuze (1983), Deleuze and Guattari (1987) and Dewey (1899/2010; 1916), this reconceptualized idea of 'readiness' does not hark back to romantic notions that might consider all forms of development equally valid or desirable.  This paper argues, instead, that it matters greatly what and how children ‘become’ and as such, ‘readiness’ for these emergent ‘becomings’ must be considered an ethical and political endeavor. 

Musical Experience for Young Children and Families

2020 ◽  
pp. 155-175
Keyword(s):  
Young Children ◽  
Free Play ◽  
Music Reading ◽  
Children And Families ◽  
Music Learning ◽  
Learning Opportunity ◽  
Open Strings ◽  
Imaginary Play ◽  
Short Period ◽  
Violin Playing

This chapter illustrates how young children learn the violin. A two-year-old boy, Leo, explored the violin, imaginary played the violin, and socially learned from other participants and the perceived musical environment. Four-year-old Moe and Misa were shy and hesitated to play the violin during the official learning opportunity of the author-designed workshop; however, during the free play time after the workshop, they imaginary played the violin. Kiyone, also four years old, learned the violin playing as well as music reading followed by a few months of interaction with the violin. Finally, Vicki, six years old, experienced free play for almost a year and began taking the official lesson. Since she had enough experience of playing just the open strings as a part of her imaginary play, she had very successful music learning to play more than 10 songs in a very short period.

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.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Sign in / Sign up

Export Citation Format

Share Document