scholarly journals When I Feel Worried by C. Spelman

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Maria Tan
Keyword(s):  
Young Children ◽  
Colour Pattern ◽  
Editorial Team ◽  
Full Time ◽  
Children And Families ◽  
Children's Book ◽  
Introductory Note ◽  
Medical Librarian ◽  
Fountain Of Youth ◽  
Alberta Health

Spelman, Cornelia, When I Feel Worried. Illus. Kathy Parkinson. Chicago : Albert Whitman & Company, 2013. Print.In When I Feel Worried, readers follow a young guinea pig’s transformation from being full of worry and uncertainty, to being happy, engaged, and confident. Through the main character, the book’s creators, Cornelia Maude Spelman and Kathy Parkinson, identify situations that can induce worry, explore the physical and cognitive dimensions of the emotion, normalize these feelings, and introduce common practical strategies to reduce worry and anxiety.Author, Cornelia Spelman, uses simple, descriptive vocabulary suited to young children’s comprehension level, and presents examples to which they can relate. Children’s book illustrator, Kathy Parkinson, combines pale backgrounds with water colour illustrations outlined in black crayon. Her playful use of colour, pattern, and texture create a vibrant tableau. Although animals act as surrogates for humans in this book, Ms. Parkinson manages to portray very human expressions in the story’s animal characters. The colourful illustrations, positive messages, and relevant examples will appeal to young children. Prior to becoming a full-time children’s author and artist, Ms. Spelman was a clinical social worker. Her background as a therapist with children and families comes through in her work on When I Feel Worried. Ms. Spelman includes an introductory note to parents and teachers, framing anxiety as something that affects everyone, including children, and provides practical strategies for supporting young children as they manage their anxiety.Ms. Spelman and Ms. Parkinson have collaborated on numerous children’s works, including eight books that comprise the How I Feel Series; When I Feel Worried is the most current of these. Their literary works for young people have been translated into multiple languages.Highly recommended: 4 out of 4 starsReviewer: Maria TanMaria C. Tan is a medical librarian at the Abdul Khaliq Library in Alberta Health Services’ Cross Cancer Institute and a former editorial team member of the Deakin Review. She firmly believes that children's literature is an essential component in the fountain of youth.

scholarly journals Snap! by H. Hutchins

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Maria Tan
Keyword(s):  
Team Member ◽  
Editorial Team ◽  
Young Readers ◽  
Children's Book ◽  
Award Winning ◽  
Southern Alberta ◽  
Medical Librarian ◽  
Children And Young Adults ◽  
Fountain Of Youth ◽  
Alberta Health

Hutchins, Hazel. Snap! Illus. Dušan Petričić. Toronto, ON: Annick Press, 2015. Print.Evan is the proud owner of a brand new pack of crayons. When a crayon breaks, Evan is introduced to a world of creative possibilities as he uses the broken crayon pieces in different ways an Evan discovers how to combine his remaining crayons to create new colours as other crayons get lost or used up.  Hailing from Southern Alberta, Canmore-based author, Hazel Hutchins, has written several books for children and young adults. Serbia-based children’s book illustrator, Dušan Petričić, is known for his artwork on In the Tree House and The Man with the Violin. Hutchins and Petričić teamed up previously, to create 2009 Alberta Literary Award-winning Mattland.In Snap!, Hutchins uses repetition, onomatopoeia to great effect, creating a sense of rhythm and momentum as Evan experiences repeated challenges and successes during his colouring activities. Petričić employs a riot of colour and a messy, scribbled style that capture the main character’s expressions, personality and passion as Evan draws with wild abandon.Snap! is a great story for a child who has received their first set of crayons. Young readers will relate to Evan’s feelings of frustration and desperation as his crayon collection is depleted, and they will be surprised and inspired by his discoveries. Children will delight in the playful illustrations and won’t be able to resist experimenting with their own crayons after reading about Evan’s adventures.One piece of the story may concern parents of young children – when Evan rubs the crayons on paper and reveals the shapes of various objects underneath the page, one of the items is an open safety pin.The story’s ending is really a beginning of another adventure – a nice addition would have been some instructions on how to make the paper-folded models illustrated at the end of the book.While the publisher recommends this book for children 4-7 years of age, it may be more appropriate for those on the younger end of that range.Recommended: 3 out of 4 starsReviewer: Maria TanMaria C. Tan is a Medical Librarian at the Abdul Khaliq Library in Alberta Health Services’ Cross Cancer Institute and a former editorial team member of the Deakin Review. She firmly believes that children's literature is an essential component in the fountain of youth.

scholarly journals I Can See Just Fine by E. Barclay

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Maria Tan
Keyword(s):  
New York ◽  
Team Member ◽  
Selection Process ◽  
Editorial Team ◽  
Young Readers ◽  
Medical Librarian ◽  
Eye Examination ◽  
Fountain Of Youth ◽  
Alberta Health ◽  
Older Siblings

Barclay, Eric. I Can See Just Fine. New York, NY:, Abrams Appleseed, 2013. Print.Paige is a little girl who really needs glasses, but doesn’t know it. Her teachers and her mum and dad notice that she is having trouble with her vision, but when her parents decide to take her to the eye doctor, she’s not keen on going.Young readers will follow Paige as she goes for her eye examination and through the process of choosing frames. They will witness the dramatic change in how Paige sees the world when she finally gets her new glasses. I Can See Just Fine gives children get a sense of what to expect if they need glasses, ranging from what they will encounter during a visit to the optometrist or ophthalmologist, to the clinic environment, to the equipment and procedures, to being fitted for lenses and frames.Author and illustrator, Eric Barclay, crafts a story that is engaging, humorous, and instructive. His text and artwork highlights the fun and fascinating aspects of the eye exam and frame selection process. Barclay includes many details that draw in the reader and make reading and re-reading the story enjoyable, weaving humorous details around the central issue of Paige’s vision impairment. He employs two-page spreads at strategic points in the story, in one case representing the vast array of frames for Paige to select, and in another communicating the dramatic contrast between what Paige sees with and without her new glasses.I Can See Just Fine is a story that will entertain and educate young readers, and help children to feel less anxious about having their vision assessed and corrected. The story’s text and illustrations include subtle details that will appeal to older readers or to parents/older siblings reading the book to young children.Highly recommended: 4 out of 4 starsReviewer: Maria TanMaria C. Tan is a medical librarian at the Abdul Khaliq Library in Alberta Health Services’ Cross Cancer Institute and a former editorial team member of the Deakin Review. She firmly believes that children's literature is an essential component in the fountain of youth.

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

scholarly journals Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

2021 ◽  
Vol 41 (1) ◽  
pp. 18-30
Author(s):  
Xigrid T. Soto-Boykin ◽  
Anne L. Larson ◽  
Arnold Olszewski ◽  
Veena Velury ◽  
Anna Feldberg
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Early Childhood Special Education ◽  
Children And Families ◽  
Research And Practice ◽  
Strength Based ◽  
Multiple Languages ◽  
Linguistic Backgrounds ◽  
Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

scholarly journals A Review of Psychosocial Risk Factors for Pediatric Atopy

2012 ◽  
Vol 2012 ◽  
pp. 1-3
Author(s):  
Christina L. Duncan ◽  
Stacey L. Simon
Keyword(s):  
Risk Factors ◽  
Young Children ◽  
Disease Onset ◽  
Allergic Diseases ◽  
Children And Families ◽  
Intrauterine Environment ◽  
Childhood Experiences ◽  
Social Challenges ◽  
Increase Risk

Pediatric atopy is increasing in prevalence and creates a significant financial and quality of life burden for children and families (e.g., frequent clinic visits, academic, and social challenges). Thus, it is important to understand modifiable risk factors related to disease onset or exacerbation in young children. The existing research base suggests that while a genetic link has been identified, specific family psychological factors (e.g., parent stress) also appear to play a significant role in the development of pediatric atopy. The function of psychological stress in the clinical expression and exacerbation of allergic diseases in young children is hypothesized to be due to neuroendocrine and immunologic systems. Specifically, stress-related activation of the sympathetic and adrenomedullary (SAM) system as well as the hypothalamic-pituitary-adrenocortical (HPA) axis from both the intrauterine environment and early childhood experiences may increase risk of childhood atopy above and beyond genetic risk. Consequently, prevention and intervention strategies aimed at reducing children’s early exposure to stress and psychological difficulties in parents may prove beneficial in preventing or reducing the likelihood that their children will develop atopy.

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