scholarly journals Using Play as a Key to Unlocking the Silence for Children with Selective Mutism

2015 ◽  
Vol 39 (3) ◽  
pp. 24
Author(s):  
Poling Bork ◽  
Debra Harwood ◽  
Sheila M. Bennett
Keyword(s):  
Home Environment ◽  
Well Being ◽  
Selective Mutism ◽  
Early Years ◽  
Social Situations

Imagine being 4 and not being able to ask for a toy or snack when you attend your early years program. Selective mutism (SM) is the persistent failure to speak in specific social situations where speaking is expected. It results from intense anxiety and occurs in spite of a child’s ability to speak in other situations, like the home environment. Children with SM can have lifelong issues with being able to engage with others, speak publicly, and succeed academically. In this article, the authors propose that play is a valuable and necessary medium to meet the needs of the child with SM, foster resiliency, and promote well-being. Additionally, play provides a much-needed context to lessen the anxieties associated with being seen or heard speaking. The educator’s role is specifically assessed as an asset to meet the needs of children with SM in the early years classroom.

The impact of algorithmic decision-making processes on young people’s well-being (Preprint)

2019 ◽  
Author(s):  
Elvira Perez Vallejos ◽  
Liz Dowthwaite ◽  
Helen Creswich ◽  
Virginia Portillo ◽  
Ansgar Koene ◽  
...  
Keyword(s):  
Young People ◽  
Significant Proportion ◽  
Well Being ◽  
Early Years ◽  
Negative Experiences ◽  
Children And Young People ◽  
Online Platforms ◽  
Internet Users ◽  
Decision Making Processes ◽  
The Impact

BACKGROUND Algorithms rule the online environments and are essential for performing data processing, filtering, personalisation and other tasks. Research has shown that children and young people make up a significant proportion of Internet users, however little attention has been given to their experiences of algorithmically-mediated online platforms, or the impact of them on their mental health and well-being. The algorithms that govern online platforms are often obfuscated by a lack of transparency in their online Terms and Conditions and user agreements. This lack of transparency speaks to the need for protecting the most vulnerable users from potential online harms. OBJECTIVE To capture young people's experiences when being online and perceived impact on their well-being. METHODS In this paper, we draw on qualitative and quantitative data from a total of 260 children and young people who took part in a ‘Youth Jury’ to bring their opinions to the forefront, elicit discussion of their experiences of using online platforms, and perceived psychosocial impact on users. RESULTS The results of the study revealed the young people’s positive as well as negative experiences of using online platforms. Benefits such as being convenient and providing entertainment and personalised search results were identified. However, the data also reveals participants’ concerns for their privacy, safety and trust when online, which can have a significant impact on their well-being. CONCLUSIONS We conclude by making recommendations that online platforms acknowledge and enact on their responsibility to protect the privacy of their young users, recognising the significant developmental milestones that this group experience during these early years, and the impact that technology may have on them. We argue that governments need to incorporate policies that require technologists and others to embed the safeguarding of users’ well-being within the core of the design of Internet products and services to improve the user experiences and psychological well-being of all, but especially those of children and young people. CLINICALTRIAL N/A

The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: Outcome evaluation (Preprint)

2020 ◽  
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Economic Status ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preschool Age ◽  
Early Years ◽  
Children’S Wellbeing ◽  
Preschool Age Children ◽  
Measuring Change ◽  
Quasi Experimental ◽  
Clinically Significant

BACKGROUND Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring change in early years outcomes after a three month period. OBJECTIVE To determine whether Early Years Outcomes (EYOs) significantly improve (beyond typical expected development), if children’s wellbeing improves after the S4BF intervention period, and if there are differences between boys and girls in any progress made. METHODS An evaluation of S4BF was conducted with 111 preschool age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behaviour, in addition to Leuven well-being scales were used in a quasi-experimental study design to measure outcomes pre- and postintervention. RESULTS Statistically and clinically significant differences were found for each of the seven pre- and post measures taken: words understood and spoken, well-being scores, and the four EYO domains. Gender differences were negligible in all analyses undertaken. CONCLUSIONS Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with EAL needs or of lower socio-economic status. CLINICALTRIAL ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531

Early human relations set the foundation for adult health and working life

2018 ◽  
Author(s):  
Alan Sinclair ◽  
Tam Baillie
Keyword(s):  
Well Being ◽  
Early Years ◽  
Adult Health ◽  
Human Relations ◽  
Rights Of The Child ◽  
Parents And Children ◽  
Evidence Analysis ◽  
Before School ◽  
Child Health Research ◽  
Early Human

Investing in early years is close to magic, without being magic. The United Nations has given greater prominence to the early years through a General Comment on the Convention on the Rights of the Child. Health research is gravitating to a view that adult physical and mental conditions have their origins in the womb and the earliest months and years of life. More than any other skills, employers want people who can talk, listen, and work with others: attributes that are largely picked up before school. Economists have demonstrated that the best return on investment in ‘education’ is in supporting parents and children, in the years before school. While evidence, analysis, and experience, which we review, points in one direction, it leads to three questions. Where are we now in child well-being and supporting parents and their very young children? Why are we not doing better? What can be done?

scholarly journals Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education

2021 ◽  
Vol 18 (4) ◽  
pp. 2007
Author(s):  
Verónica Schiariti ◽  
Rune J. Simeonsson ◽  
Karen Hall
Keyword(s):  
Early Childhood ◽  
Developmental Trajectories ◽  
Well Being ◽  
Early Years ◽  
Early Child Development ◽  
Developmental Potential ◽  
Developmental Functioning ◽  
Global Cycles ◽  
Global Initiatives

In the early years of life, children’s interactions with the physical and social environment- including families, schools and communities—play a defining role in developmental trajectories with long-term implications for their health, well-being and earning potential as they become adults. Importantly, failing to reach their developmental potential contributes to global cycles of poverty, inequality, and social exclusion. Guided by a rights-based approach, this narrative review synthesizes selected studies and global initiatives promoting early child development and proposes a universal intervention framework of child-environment interactions to optimize children’s developmental functioning and trajectories.

scholarly journals A Longitudinal Analysis of SF-36 scores Within the Candrive Cohort: An Example of Survivor Bias

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 528-528
Author(s):  
Michel Bedard ◽  
Hillary Maxwell ◽  
Isabelle Gelinas ◽  
Shawn Marshall ◽  
Gary Naglie ◽  
...  
Keyword(s):  
Prospective Studies ◽  
Mental Component Summary ◽  
Well Being ◽  
Early Years ◽  
Driving Cessation ◽  
Completion Status ◽  
Sf 36 ◽  
Survivor Bias ◽  
Study Participants ◽  
Health And Well Being

Abstract A bias inherent to prospective studies is focusing only on individuals who remain in the study; these individuals may differ from those who leave early. To examine this issue, we analyzed SF-36 scores by completion status for individuals enrolled in the seven-year Candrive cohort. The SF-36 provides a self-reported evaluation of health and well-being along two subscales, the Physical Component Summary (PCS) and the Mental Component Summary (MCS). Of 928 participants in the cohort, 887 had at least two consecutive years of data starting at baseline (age=76.17, SD=4.81; 61.9% male). A total of 142 participants had 7 years of data. Study discontinuation (due to withdrawal, driving cessation, or death) happened least in early years, and peaked after 6 years (n=235). When analyzed according to completion status, patterns of change in SF-36 scores varied. For example, participants with 7 years of data had mean PCS scores ranging from 51.41 (SD=7.92) at baseline to 46.93 (SD=9.46) at year 7, a change of 0.75 points per year. For those with only two years of data, scores were lower and dropped from 45.82 (SD=9.98) to 43.59 (SD=10.90), a change of 2.23 points over a single year (p<.001). Differences are also evident for other groups. While the results indicate relative stability of SF-36 scores among participants who remained in the study, participants who dropped out reported greater deterioration in scores. These results highlight important differences between participants based on completion status.

scholarly journals Socio-economic Disparity problems and Convergence Policy in the EU States

2016 ◽  
Vol 2 (1) ◽  
pp. 41-48
Author(s):  
Elena Dubra
Keyword(s):  
Economic Development ◽  
Well Being ◽  
Convergence Theory ◽  
Socioeconomic Indicators ◽  
Social Situations ◽  
Member States ◽  
Eu Member States ◽  
Policy Goals ◽  
Economic Strategies ◽  
The Eu

The purpose of this paper is to investigate socio-economic development condition and convergence evaluation in the EU-28 states in the context of the EU policy goals. The arm of this research is to estimate socioeconomic disparities and convergence problems in the European states by applying real valuations of well-being situations and economic development challenges in the EU member states. The research methodology is based on the European Commission legitimate documents application and socio-economic strategies, on the convergence theory and convergence scenario calculations and the socioeconomic forecasts analysis in the EU states. This research presents information about different socioeconomic indicators, indexes, and scheme of information`s flows for convergence level estimation. This study contains objectives and general outlines of period 2014-2020 in the framework of Europe as a whole, as well its impact on the EU member states economies and living conditions. Changes in the main socioeconomic concepts impact on EU convergence policy and rapidity of convergence depends on the initial discrepancy of the development level in the EU states. The efficiency of European convergence policy can also be improved by significant economic growth and by a clever choice of the country-specific social activities. This research investigates above information for social situations estimations in EU states as well as GDP growth, unemployment, population’s income level and different welfare indicators. The main results reflect the overall economic situation valuation in the EU countries and present European convergence policy’s impact on social development in the European states. The conclusions contain socio-economic situations appreciation in the context of European strategy goals and social inequality problems clarification in the EU states.

scholarly journals Contemporary Relevance of Bertrand Russell’s Views on Early Childhood Education

2021 ◽  
Vol 9 (1) ◽  
pp. 33-37
Author(s):  
Runumi Sharma ◽  
Mamta Aswal
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Development ◽  
Well Being ◽  
Early Years ◽  
Holistic Development ◽  
National Education ◽  
Childhood Education ◽  
Historical Method ◽  
Secondary Sources

Bertrand Russell’s educational thoughts significantly deal with reforming education for school going children and he also supported pre-primary education. He favored early childhood education for physical, intellectual and character development. His emphasis on character development of a child shows the significance of early years of life for development of an individual. This paper aims at exploring Bertrand Russell’s thoughts on early childhood education. It is an attempt to understand the significance of early childhood education for the holistic development of the children. Though there are early childhood education is prevalent in our country, but it was not mandatory to get early childhood education till the approval of National Education Policy (N.E.P., 2020). It has included early childhood education in compulsory school education for promoting better learning and well being of a child. It is a qualitative research in which historical method has been used where data has been collected from primary and secondary sources. The finding of the study shows that Bertrand Russell’sthought on early childhood education is relevant in present Indian context for developing good values, physical and mental development as well as in future learning. This shows that the encouragement to early childhood education and Bertrand Russell’s thoughts on early childhood education would be helpful for holistic development of children.

Understanding the development of low-income marriages : investigating the antecedents and outcomes of marital functioning

2019 ◽  
Author(s):  
◽  
Jeremy B. Kanter
Keyword(s):  
Marital Satisfaction ◽  
Low Income ◽  
Psychological Functioning ◽  
Well Being ◽  
Early Years ◽  
Relationship Functioning ◽  
Marital Functioning ◽  
Social Scientists ◽  
University Of Missouri ◽  
White Middle Class

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Change in marital satisfaction is a salient research topic for social scientists, especially given the association between marital functioning and adult and child well-being. Scholars have begun to recognize a decline in marital satisfaction is avoidable for the majority of couples, and recent work has demonstrated the antecedents and outcomes associated with different marital experiences. However, most work has used White, middle-class couples. Thus, it is unclear if these patterns replicate for socioeconomically disadvantaged populations, what resources are associated with different relational pathways, and if relationship functioning is associated with psychological functioning. Using three waves of data from a sample of low-income newlywed couples in the Supporting Healthy Marriages project, I identified three classes of couples. The majority of spouses reported stable, high relationship functioning during the early years of marriage. Gender differences emerged, with husbands reporting more stable marital functioning than wives. Guided by the Vulnerability-Stress-Adaptation model, I also found individual (family-of-origin experiences), dyadic (e.g., perceptions of support), and structural (e.g., neighborhood safety) factors were associated with different marital experiences. Last, I found that change in marital satisfaction was influential to change in psychological distress. These results advance scholarship on the inequalities and resilience factors prevalent in low-income populations.

Arithmetic

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Everyday Life ◽  
Digit Span ◽  
Early Years ◽  
Intelligence Test ◽  
Sufficient Information ◽  
Social Situations ◽  
Intelligence Scale ◽  
Short Period ◽  
Number Facts ◽  
Shed Light

Specific difficulties have been described in a number of areas of mathematics, but difficulty in arithmetic has received the most attention. This may be because all children are required to do arithmetical calculations in the early years of school, but can choose alternative subjects later, and it probably also reflects the fact that arithmetical calculations play an important part in everyday life. Another reason may be that arithmetical difficulty following brain damage in adulthood (dyscalculia) is a well-recognized and well-studied entity. This chapter will focus on specific arithmetic difficulty in children, that is, unexplained, significant delay in arithmetic ability. Although specific arithmetic difficulty was once considered rare, there is now evidence that it is not as uncommon as was previously thought. The psychologist may obtain sufficient information about the child’s arithmetical ability from the Arithmetic section (sub-test) of the Wechsler Intelligence Scale for Children (WISC-IV). This is a commonly used intelligence test that can be used for children from 6 years to 16 years 11 months. This test does not require the child to write down the answers. The problems are timed and they relate to various arithmetical skills. Addition, subtraction, multiplication, and division can all be tested. Some problems also require memorized number facts and subtle operations, such as seeing relevant relationships at a glance. The emphasis of the test is not on mathematical knowledge as such, but on mental computations and concentration. The WISC-IV will also give the psychologist information about other abilities, which may shed light on the child’s difficulties. In the Digit Span sub-test, the child’s ability to remember numbers for a short period is tested. In the Comprehension sub-test, verbal reasoning is involved. If, for example, a child has high comprehension but low arithmetic scores, this may suggest that reasoning ability is adequate in social situations, but not in situations involving numbers. If the psychologist wants further information on arithmetic ability, there are a number of tests that specifically test mathematical skills and allow these to be compared with those of other children of the same age.

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