scholarly journals Effect of Early Childhood Sensory Processing on Temperament and Character Traits

2021 ◽  
Vol 19 (3) ◽  
pp. 13-21
Author(s):  
Seul-Kee Kim ◽  
◽  
Eun Young Kim
Keyword(s):  
Early Childhood ◽  
Sensory Processing ◽  
Character Traits

scholarly journals Sensory processing disorder in preterm infants during early childhood and relationships to early neurobehavior

2017 ◽  
Vol 113 ◽  
pp. 18-22 ◽  
Author(s):  
Justin Ryckman ◽  
Claudia Hilton ◽  
Cynthia Rogers ◽  
Roberta Pineda
Keyword(s):  
Early Childhood ◽  
Preterm Infants ◽  
Sensory Processing ◽  
Sensory Processing Disorder

scholarly journals KONSTRUKSI PENDIDIKAN KARAKTER ANAK USIA DINI DI KECAMATAN PLERET KABUPATEN BANTUL

2017 ◽  
Vol 12 (1) ◽  
pp. 85-102
Author(s):  
TRI MULAT
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Cultural Values ◽  
Character Traits ◽  
Characteristic Value ◽  
The Family ◽  
The Future ◽  
The Right

Abstract: Character education provides values that can be owned and practiced by the child so that all deeds in his life have a characteristic value in the future. The problem of character education in the family that emerged today is the disintegration of character traits in early childhood. Cultural values on the family and society or more precisely the values of heritage characters are still able to maintain well and still original in some people who still hold Java Javanese culture. This study aims to find answers to the right character education pattern for early childhood in Pleret District. This research will also construct early childhood character education in Pleret Subdistrict in order to become a foothold for every family in teaching character education to their children.   Abstrak: Pendidikan karakter memberikan nilai-nilai yang dapat dimiliki dan diamalkan oleh anak agar semua perbuatan dalam hidupnya mempunyai nilai yang berkarakter di kemudian hari. Problematika pendidikan karakter pada keluarga yang muncul saat ini adalah lunturnya perilaku berkarakter pada anak usia dini.  Nilai budaya pada keluarga dan masyarakat atau lebih tepatnya nilai-nilai karakter warisan leluhur masih mampu terjaga dengan baik dan masih asli di sebagian orang jawa yang masih memegang teguh budaya jawa. Penelitian ini bertujuan untuk menemukan jawaban atas pola pendidikan karakter yang tepat untuk anak usia dini di Kecamatan Pleret. Penelitian ini juga akan mengkontruksi pendidikan karakter anak usia dini di Kecamatan Pleret agar dapat menjadi pijakan kedepan untuk setiap keluarga dalam mengajarkan pendidikan karakter pada anak-anak meraka.

A relação entre os princípios da integração sensorial e dificuldades de aprendizagem na visão dos professores de educação infantil na cidade de Lagarto/SE/ The relation between the principles of sensorial integration and learning difficulties by the view of teachers from child education in the city of Lagarto/SE

2020 ◽  
Vol 4 (6) ◽  
pp. 891-910
Author(s):  
Hédila De Almeida Matos ◽  
Maria Natália Santos Calheiros ◽  
Jessyca Gabrielle Albuquerque Virgolino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sensory Processing ◽  
Learning Difficulties ◽  
Structured Interview ◽  
Childhood Education ◽  
Child Education ◽  
Relationship Of ◽  
The Relationship ◽  
The City

O presente estudo tem como objetivo entender a percepção dos professores de educação infantil sobre os princípios da Integração Sensorial (IS), assim como a identificação dos sinais sugestivos de Disfunção de Processamento Sensorial (DPS) e as atribuições ao processo de aprendizagem. A amostra foi constituída de 13 professores vinculados a 3 escolas de educação infantil do município, com os quais aplicou-se um questionário e uma entrevista semiestruturada. Através desta coleta, foi possível encontrar uma dificuldade no reconhecimento dos princípios de IS, assim como na relação dos comportamentos das crianças que apresentam dificuldades de aprendizagem com sinais de DPS ocorrendo uma atribuição desses acontecimentos a fatores familiares e da idade infantil. Contudo, conclui-se que os professores não possuem preparação para lidar com crianças que apresentem demandas relacionadas a DPS e que eles não conseguem compreender a importância de uma melhor investigação e avaliação dessas crianças por um profissional habilitado como o terapeuta ocupacional.Palavras-chave: processamento sensorial, aprendizagem, professores, crianças.AbstractThe present study aims to understand the perception of early childhood education teachers about the principles of Sensory Integration (IS), as well as the identification of signs suggestive of Sensory Processing Dysfunction (DPS) and attributions to the learning process. The sample consisted of 3 early childhood education schools that together present a total of 49 teachers, of which only 13 agreed to participate in the research, where a questionnaire was applied and a semi-structured interview was conducted with the objective of profiling these teachers. Through this collection it was possible to find a difficulty in recognizing the principles of S, as well as in the relationship of the behaviors of children who present learning difficulties with signs of SD, with an attribution of these events to family factors and child age. However, it is concluded that teachers are not prepared to deal with children who present demands related to Sensory Processing Dysfunction, and that they cannot understand the importance of better investigation and evaluation of these children, by a qualified professional such as the Occupational Therapist.Keywords: sesorial processing, learning, teaching, children.ResumenEl presente estudio tiene como objetivo comprender la percepción de los maestros de educación en la primera infancia sobre los principios de la Integración Sensorial (IS), así como la identificación de signos sugestivos de la Disfunción del Procesamiento Sensorial (DPS) y las atribuciones al proceso de aprendizaje. La muestra consistió en 3 escuelas de educación infantil que en conjunto presentan un total de 49 profesores, de los cuales sólo 13 acordaron participar en la investigación, donde se aplicó un cuestionario y se realizó una entrevista semiestructurada con el objetivo de perfilar a estos profesores. A través de esta colección fue posible encontrar una dificultad para reconocer los principios de S, así como en la relación de los comportamientos de los niños que presentan dificultades de aprendizaje con signos de SD, con una atribución de estos eventos a factores familiares y edad infantil. Sin embargo, se concluye que los maestros no están preparados para tratar con niños que presentan demandas relacionadas con la Disfunción del Procesamiento Sensorial, y que no pueden entender la importancia de una mejor investigación y evaluación de estos niños, por un profesional calificado como el terapeuta ocupacional.Palabras clave: procesamiento sensorial, aprendizaje, profesores, niños.

scholarly journals Evaluate and Intervene in Sensory Processing Disorders by Occupational Therapists in Early Intervention Teams of the North of Portugal

2021 ◽  
Vol 9 (6) ◽  
pp. 576-584
Author(s):  
Aline Patriota Araújo ◽  
Ana Paula da Silva Pereira ◽  
Helena I.S. Reis
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Sensory Processing ◽  
Occupational Therapists ◽  
Early Childhood Educators ◽  
Early Childhood Intervention ◽  
Structured Interviews ◽  
Intervention Teams ◽  
The North ◽  
Childhood Intervention

Background: The National Early Childhood Intervention System of Portugal is an organized set of services under the responsibility of the Ministries of Health, Labor, and Social Security and Education aimed to support children between 0 and 6 years old and their families, and its mission is to ensure Early Childhood Intervention. At present, there is no research to support the extent of the use of sensory interventions in early intervention teams of Portugal. Aims: This study aims to analyze and understand the role of occupational therapists who support children with Sensory Processing Dysfunction and their families in local Early Intervention Teams. Methods: A qualitative and descriptive research was developed using semi-structured interviews. The interviews were conducted with ten occupational therapists who have worked in Early Intervention Teams in the North of Portugal for at least one year. Results: Modulation and Praxis were the categories of Sensory Processing Dysfunction most identified. Families consider that Sensory Processing Dysfunctions interfere with children's performance in activities of daily living and playing. Early childhood educators report that Sensory Processing Dysfunctions influence the child's participation in food, playing, and in more structured and directed activities. To transfer skills, occupational therapists organize training for professionals, families, and early childhood educators. Conclusion: The importance of collaborative work between professionals and the child's family is evident, and the support they provide in the natural environment and daily routines.

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