scholarly journals Reflections and Analysis to Improve Clinical Practice: a Student Music Therapist's Journey with a Preschool Child with Special Needs

2021 ◽  
Author(s):  
◽  
Catherine Joy Wilkinson
Keyword(s):  
Clinical Practice ◽  
Early Intervention ◽  
Action Research ◽  
Music Therapy ◽  
Preschool Child ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Global Developmental Delay ◽  
Self Awareness ◽  
Language Therapist

<p>This qualitative study critically examines the researcher' music therapy clinical practice with a preschool child with global developmental delay. The researcher/student music therapist critically examined and refined her clinical practice using an action research model. Each cycle consisted of a plan, action, data collection, reflection, and analysis. The researcher was the main participant. The child, his mother and a speech language therapist were co-participants with different roles. The child and his mother participated in the sessions. The speech-language therapist observed three sessions through a window. Feedback from the child' mother and the speech-language therapist contributed to the reflective data. Important issues that developed through the cycles related to early intervention techniques (having fun, being playful and spontaneous, and being in close proximity). Other important issues that developed were, the use of the voice and guitar; confidence; professionalism with parents and other health professionals; self-awareness; and the understanding of early childhood development (especially in the area of communication). Related literature on aspects of music therapy practice, music therapy in early intervention, music therapy and communication, and action research are described. These results cannot be generalised. However, they may firstly, illustrate relevant trends in early intervention, and secondly, enable the researcher to adapt skills learnt to use in future practice in early intervention.</p>

scholarly journals Reflections and Analysis to Improve Clinical Practice: a Student Music Therapist's Journey with a Preschool Child with Special Needs

2021 ◽  
Author(s):  
◽  
Catherine Joy Wilkinson
Keyword(s):  
Clinical Practice ◽  
Early Intervention ◽  
Action Research ◽  
Music Therapy ◽  
Preschool Child ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Global Developmental Delay ◽  
Self Awareness ◽  
Language Therapist

<p>This qualitative study critically examines the researcher' music therapy clinical practice with a preschool child with global developmental delay. The researcher/student music therapist critically examined and refined her clinical practice using an action research model. Each cycle consisted of a plan, action, data collection, reflection, and analysis. The researcher was the main participant. The child, his mother and a speech language therapist were co-participants with different roles. The child and his mother participated in the sessions. The speech-language therapist observed three sessions through a window. Feedback from the child' mother and the speech-language therapist contributed to the reflective data. Important issues that developed through the cycles related to early intervention techniques (having fun, being playful and spontaneous, and being in close proximity). Other important issues that developed were, the use of the voice and guitar; confidence; professionalism with parents and other health professionals; self-awareness; and the understanding of early childhood development (especially in the area of communication). Related literature on aspects of music therapy practice, music therapy in early intervention, music therapy and communication, and action research are described. These results cannot be generalised. However, they may firstly, illustrate relevant trends in early intervention, and secondly, enable the researcher to adapt skills learnt to use in future practice in early intervention.</p>

scholarly journals Playing Their song: Developing and delivering a repertoire for use in music therapy on placement with two singing groups of people living with neurological conditions, and their carers

2021 ◽  
Author(s):  
◽  
Jennifer Gordon
Keyword(s):  
Clinical Practice ◽  
Action Research ◽  
Music Therapy ◽  
Research Methodology ◽  
Research Study ◽  
Individual Factors ◽  
Music Therapist ◽  
Reflective Journals ◽  
Neurological Conditions

<p>This research study uses qualitative, action research methodology to investigate the factors impacting how I can choose and deliver repertoire within the context of my music therapy practice on placement with two singing groups of people living with neurological conditions and their partners and carers. Adhering to the characteristics of action research, this study consists of cycles of learning, and focuses on my understanding of the perceptions and perspectives of clients of the service, plus my own responses regarding the repertoire and how it is used during the music therapy, thus attempting to understand people’s preferred repertoire and improve my practice. My clinical practice notes, participatory observations and reflective journals were coded and analysed to develop themes. Following this, inductive meanings were made of what, how and why the particular repertoire was used. There were many insights learned, from the perspective of the researcher (as a student music therapist and beginning researcher), but the most salient seemed, to me, to be that the entire gestalt of the experience shared whilst singing and playing together with the groups was more important than the minutiae of individual factors that go into making up that experience.</p>

KREATIVITAS DAN PENERAPAN PERMAINAN TRADISIONAL

2018 ◽  
Vol 5 (1) ◽  
pp. 95-100
Author(s):  
Dwi Istati Rahayu
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Child Development ◽  
Early Childhood Development ◽  
Action Observation ◽  
Childhood Development ◽  
Childhood Education ◽  
Faculty Of Education ◽  
Traditional Game

his study aims to improve the creativity of children 5-6 years through traditional games, because the children's creativity is low. The use of traditional games as a solution because it is an existing cultural potential and has not been used well for the stimulation process in PAUD. The study was conducted in the Mutiara Hati Mataram PA B group in 2016, with 16 children. Action research is carried out through three cycles, consisting of four stages, namely planning, action, observation, and reflection. The data collection process is carried out through interview techniques, observation, and document analysis, and analyzed qualitatively. The traditional game that was applied in this study was a traditional game of sasak pucia-cia, kemantenan, lung-lung se, and meow. The results show that the application of traditional games can develop creativity. Creativity that develops for each game characteristic varies according to the game. The game is a fine motoric dominant, small groups can develop creativity in the process and product something. While the game is motorically dominant, large groups show creativity in developing a winning game strategy. Besides creativity, this traditional game can gradually improve children's emotional social skills, especially to manage emotions, empathy, foster relationships, and cooperation. It is recommended for teachers to be able to choose traditional games that are in accordance with the learning objectives.   Keyword : creativity, social emotional, traditional games, children aged 5-6 years   Abstrak   Penelitian ini bertujuan untuk meningkatkan kreativitas anak 5-6 tahun melalui permainan tradisional, karena kemampuan kreativitas anak rendah. Penggunaan permainan tradisional sebagai solusi karena merupakan potensi budaya yang ada dan belum dimanfaatkan dengan baik untuk proses stimulasi di PAUD. Penelitian dilaksanakan di kelompok B PAUD Mutiara Hati Mataram pada tahun 2016, dengan jumlah anak 16 orang. Action research dilakukan melalui tiga siklus, yang terdiri dari empat tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi. Proses pengumpulan data dilakukan melalui teknik wawancara, observasi, dan analisis dokumen, dan dianalisis secara kualitatif.  Permainan tradisional yang diterapkan dalam penelitian ini adalah permainan tradisional sasak pucia-cia, kemantenan, lung-lung se, dan meong begang. Hasil penelitian menunjukkan bahwa penerapan permainan tradisional dapat mengembangkan kreativitas. Kreativitas yang berkembang untuk setiap karakteristik permainan berbeda-beda sesuai permainannya. Permainan yang dominan motoric halus, kelompok kecil dapat mengembangkan kreativitas dalam proses dan produk sesuatu, Sedangkan permainan yang dominan motoric kasar, kelompok besar menunjukkan kreativitas dalam menyusun strategi pemenangan permainan. Selain kreativitas, permainan tradisional ini secara bertahap dapat meningkatkan kemampuan social emosional anak, terutama untuk mengelola emosi, empati, membina hubungan, dan kerjasama.  Disarankan kepada guru untuk dapat memilih permainan tradisional yang sesuai dengan tujuan pembelajarannya.   Kata kunci : kreativitas, sosial emosional, permainan tradisional, anak usia 5-6 tahun     References Achroni, Keen, Mengoptimalkan Tumbuh Kembang Anak melalui Permainan Tradisional, Yogjakarta, Javalitera, 2012 Dwi Istati Rahayu, Peningkatan Kemampuan Sosial Emosional melalui Penerapan Permainan Tradisional (Penelitian Tindakan di Kelompok B PAUD Mutiara Hati Mataram pada tahun 2015), (Disertasi), Universitas Negeri Jakarta, Jakarta, 2015 Hughes, F. Fergus, Children, Play, and Development, 4nd ed., Sage Publications Inc, USA, 2010 Hurlock, B. Elizabeth,  Child Development 6thEd. (terjemahan Perkembangan Anak oleh Meitasari Tjandrasa, dkk) Penerbit Erlangga, Jakarta, 1997 Mutiah, Diana, Psikologi BermainAnak Usia Dini,  Kencana Prenada Media Grup, Jakarta, 2010  Santrock, W. John, Child Development, 11th ed., (terjemahan Perkembangan Anak, jilid 2, oleh Mila Rachmawati), Penerbit Erlangga, Jakarta, 2007 Seefeldt, Carol;  Barbour, Nita, Early Childhood Education: an introduction, 3rd ed. Ontario, Maxwell Macmillan Canada Inc, 1993 Suarta, Nyoman; Rahayu, DI; Zain Irawan, The Development of Traditional Game into Educative Game for Stimulating the Early Childhood Development in West Nusa Tenggara,  Proceeding, the 3rd International Conference of Early Childhood Education (ICECE) 2015, Early Childhood Holistic and Integrative, Faculty of Education, State University of Padang, 2015 Taggart, Mc. Robbin; Kemmis, Stephen, The Action Research Planner, Australia, Deakin University LDS, 1990

The Separation-Individuation Process and Developmental Disabilities

1979 ◽  
Vol 46 (3) ◽  
pp. 176-184 ◽  
Author(s):  
John B. Mordock
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Developmental Disabilities ◽  
Early Childhood Development ◽  
Intervention Programs ◽  
Childhood Development ◽  
Infant Behavior ◽  
Behavioral Disturbance ◽  
Handicapped Children ◽  
Individuation Process

Stages of early childhood development are outlined. The premise suggests that much of the behavioral disturbance and immaturity displayed by handicapped children is a function of their inability to move successfully through these stages as a result of their handicap rather than as a result of parental mismanagement. In addition, early intervention programs that ignore these early stages may actually interfere with rather than enhance development. Implications for habilitation programs are also made, although many program modifications can only follow from a thorough understanding of the meaning of infant behavior in terms of attachment and of the separation and individuation process.

scholarly journals Playing Their song: Developing and delivering a repertoire for use in music therapy on placement with two singing groups of people living with neurological conditions, and their carers

2021 ◽  
Author(s):  
◽  
Jennifer Gordon
Keyword(s):  
Clinical Practice ◽  
Action Research ◽  
Music Therapy ◽  
Research Methodology ◽  
Research Study ◽  
Individual Factors ◽  
Music Therapist ◽  
Reflective Journals ◽  
Neurological Conditions

<p>This research study uses qualitative, action research methodology to investigate the factors impacting how I can choose and deliver repertoire within the context of my music therapy practice on placement with two singing groups of people living with neurological conditions and their partners and carers. Adhering to the characteristics of action research, this study consists of cycles of learning, and focuses on my understanding of the perceptions and perspectives of clients of the service, plus my own responses regarding the repertoire and how it is used during the music therapy, thus attempting to understand people’s preferred repertoire and improve my practice. My clinical practice notes, participatory observations and reflective journals were coded and analysed to develop themes. Following this, inductive meanings were made of what, how and why the particular repertoire was used. There were many insights learned, from the perspective of the researcher (as a student music therapist and beginning researcher), but the most salient seemed, to me, to be that the entire gestalt of the experience shared whilst singing and playing together with the groups was more important than the minutiae of individual factors that go into making up that experience.</p>

scholarly journals Early intervention for children with developmental disabilities in low and middle-income countries – the case for action

2020 ◽  
Author(s):  
Tracey Smythe ◽  
Maria Zuurmond ◽  
Cally J Tann ◽  
Melissa Gladstone ◽  
Hannah Kuper
Keyword(s):  
Early Intervention ◽  
Developmental Disabilities ◽  
Child Development ◽  
Children With Disabilities ◽  
Early Childhood Development ◽  
High Risk Group ◽  
Childhood Development ◽  
Full Potential ◽  
The Impact ◽  
Children With Developmental Disabilities

Abstract In the last two decades, the global community has made significant progress in saving the lives of children &lt;5 y of age. However, these advances are failing to help all children to thrive, especially children with disabilities. Most early child development research has focussed on the impact of biological and psychosocial factors on the developing brain and the effect of early intervention on child development. Yet studies typically exclude children with disabilities, so relatively little is known about which interventions are effective for this high-risk group. In this article we provide an overview of child development and developmental disabilities. We describe family-centred care interventions that aim to provide optimal stimulation for development in a safe, stable and nurturing environment. We make the case for improving opportunities for children with developmental disabilities to achieve their full potential and thrive, including through inclusive early childhood development intervention. Finally, we call for the global research community to adopt a systematic approach for better evidence for and implementation of early interventions for children with developmental disabilities in low-resource settings.

Raising a new generation in a postcolonial era through decolonised early childhood development and care services

2020 ◽  
pp. 146394912097023
Author(s):  
Seth Oppong
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Economic Life ◽  
Childhood Development ◽  
Self Awareness ◽  
Life Outcomes ◽  
Care Services ◽  
Education And Care ◽  
Positive Representations ◽  
New Generation

This article draws on the literature in development economics, psychology and sociology to explicate how decolonised early childhood education and care services can reverse the metacolonial cognition lingering in the postcolonial era. In particular, the author shows that colonial institutions persist even after formal colonisation has ended through the application of de facto power. Self-knowledge developed during early childhood impacts adult socio-economic life outcomes. Thus, decolonising early childhood development and care by ensuring positive representations of self will improve self-perceptions and self-awareness. The implications for practice and policy are discussed within the context of deploying decolonised early childhood development and care services to raise a new generation of confident Africans to accelerate the development of the continent and regions with similar histories of colonisation.

scholarly journals PEMBENTUKKAN KARAKTER PESERTA DIDIK MELALUI PEMANFAATAN LAGU ANAK-ANAK DI KELOMPOK BERMAIN FLAMBOYAN DESA KOTA BANGUN III KECAMATAN KOTA BANGUN KABUPATEN KUTAI KARTANEGARA PADA TAHUN AJARAN 2016/2017

2018 ◽  
Vol 3 (1) ◽  
pp. 50-61
Author(s):  
Rawin - Rawin ◽  
Mahkamah - Brantasari
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Development ◽  
Descriptive Analysis ◽  
Childhood Development ◽  
Learning Method ◽  
Research Subjects ◽  
Moral Value ◽  
Child Character ◽  
Classroom Action Research

Shaping child character is an important aspect during the process of early childhood development. One of learning method that encourage child character is by using songs for children to create fun learning atmosphere that gets rid of boredom frustration. As the consequence, the researcher conducted a classroom action research to shape better child character through the usage of songs for children. Moreover, the research was conducted in Flamboyan Playgroup in Desa Kota Bangun III Kecamatan Kota BangunKabupatenKutaiKartanegara.In addition, to collect the data, the researcher employed teacher and students observation sheet and documentation. The research subjects were twenty five students. To analyze the data, the researcher applied descriptive analysis with qualitative approach.The result of the research shows that students’ character has improved after learning with child songs. Since, at the early cycle, students’ character developed 25%. Meanwhile, after implementing child songs, the character developed into 85%, which met the research target. Moreover, the teacher felt easier to deliver moral value through songs since the students felt happy during learning.

Early intervention and early childhood development support – Polish and Hungarian solutions

2018 ◽  
Vol 39 (1) ◽  
pp. 5-24
Author(s):  
Kornelia Czerwińska ◽  
Iwona Konieczna ◽  
Beáta Prónay
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Young Children ◽  
Early Childhood Development ◽  
Present Knowledge ◽  
Childhood Development ◽  
Institutional Perspective ◽  
Key Issues ◽  
Development Support

The article is an immediate outcome of the cooperation in the exchange of views and practices relating to support for young children and their families in Poland and Hungary. The authors attempt to present knowledge and experiences in the area of early intervention and early childhood development support in both countries. Thanks to the analyses presented, it is possible to point out the areas where difficulties arise and reflect on key issues addressed by Poland and Hungary from a systemic and institutional perspective.

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