scholarly journals Моdel of extracurricular practicing karate aimed at psychophysical and social development of junior school age children

2018 ◽  
Vol 0 (2) ◽  
pp. 83-88
Author(s):  
Тетяна Петровська ◽  
Євгеній Імас ◽  
Віталій Сергієнко
Keyword(s):  
Social Development ◽  
School Age Children ◽  
School Age

scholarly journals OPTIMALISASI PERKEMBANGAN SOSIAL PADA ANAK USIA PRA-SEKOLAH DENGAN TERAPI BERMAIN ASSOSIATIVE PLAY MENGGUNAKAN BOLA DI TK AISYIYAH PRAJURIT KULON MOJOKERTO

2015 ◽  
Vol 1 (2) ◽  
pp. 26
Author(s):  
Ima Rahmawati
Keyword(s):  
Social Behavior ◽  
Social Development ◽  
Play Therapy ◽  
Sampling Technique ◽  
School Age Children ◽  
School Age ◽  
Purposive Sampling ◽  
The Social ◽  
Wide Range ◽  
Post Test

ABSTRAKBermain pada anak akan mengembangkan berbagai kemampuan dan anak akan belajar untuk beradaptasi dengan lingkungan, sehingga anak akan cepat mengatasi masalah yang timbul. Perilaku sosial merupakan salah satu indikator untuk menilai bagaimana pertumbuhan optimal anak. Tujuan penelitian ini untuk mengetahui pengaruh terapi bermain Assosiative Play menggunakan bola terhadap perkembangan sosial anak usia pra-sekolah di TK Aisyiyah Prajurit Kulon Kota Mojokerto. Penelitian ini menggunakan pendekatan analitik korelasi dengan desain pre-experimental one group pre-post test. Sampel penelitian ini sebanyak 26 murid, menggunakan teknik purposive sampling. Variabel independen dalam penelitian ini adalah terapi bermain asosiative play menggunakan bola dan variabel dependen dalam penelitian ini adalah perkembangan perilaku social anak. Data dikumpulkan dengan lembar observasi perilaku sosial anak pra-sekolah. Hasil penelitian secara statistik terbukti ada pengaruh terapi bermain Assosiate Play menggunakan bola terhadap perkembangan sosial pada anak usia pra-sekolah (p=0.001). Salah satu manfaat bermain terapi adalah mengembangkan perilaku sosial anak karena anak akan belajar berinteraksi, dan menyesuaikan diri dengan lingkungan. Diharapkan lembaga pendidikan khusus TK Aisyiyah dapat menerapkan bermain terapi terutama Assosiative Play untuk perkembangan social anak usia pra-sekolah.Kata kunci: Assosiative play, terapi bermain, perilaku sosial, anak usia pra-sekolahABSTRACTPlaying at the child will develop a wide range of capabilities and the child would learn to adapt with the environment. Social behavior is one indicator to assess how far optimal growth in children. The purpose of this study was to determine the effect of Assosiate using ball play therapy in social development in pre-school age children in Aisyiyah kindergarten of Prajurit Kulon Mojokerto. This study uses an analytical approach correlation with pre-experimental design of one group pre-post test. Samples of this study were 26 students, using purposive sampling technique. The independent variable in this study was the asosiative using ball play therapy and the dependent variable in this research was the development of the social behavior of children. Data were  collected with social behavior observation sheet. The results proved statistically there was an effect of  Assosiative using ball play therapy in social development in pre-school age children in Aisyiyah kindergarten of Prajurit Kulon Mojokerto (p=0.01). One of the benefits of play therapy is to develop the social behavior of the child because the child will learn to interact and adapt to the environment. Education institutions especially for in Aisyiyah kindergarten can apply Assosiative play therapy for social development of pre-school age children.Keywords: Assosiative play, play therapy, social behavior, pre-school age child DOWNLOAD FULL TEXT PDF >>

scholarly journals The Roles of Parents Teachers Association in School-Age Children’s Psychosocial Development According to Erik Erikson

2022 ◽  
Vol 3 (1) ◽  
pp. 45-54
Author(s):  
Sendi Wijaya
Keyword(s):  
Social Development ◽  
Parenting Style ◽  
Psychosocial Development ◽  
School Age Children ◽  
Erik Erikson ◽  
School Age ◽  
Literature Research ◽  
Suitable Treatment ◽  
Teachers And Parents ◽  
Research Author

People these days tend to avoid their attention from child’s psychosocial development while it holds serious role for the psyhcological and social development of children to find their true identity in the future. According to Erik Erikson, there are 8 stages of phsychosocial development of human starts when a human being is born to the final stage which is at 65 years old above. In this theory, Erikson emphasizes that every stage holds its importance and that they relate each other. Which means the first stage affects the next stage and so forth. This research is aimed to analyze Erikson’s 8 stages development of psychosocial on school-age children and how parents and teachers should respond and provide suitable treatment for these children.The methodology in this research is literature research where author collects the information about 8 stages psychosocial development from journal, books, reviews, or previous research. From this research, author finds that parents must give proper and suitable parenting style for their child especially during their school periods where child needs support, motivation and stimulus either from parents or teachers or their surroundings through intensive communication. For addition, through this research too, author finds that the ability for teachers to understand these 8 stages will give them the sight to provide more chances for the children to grow well and find their true identity. From this research, we can conclude that either teachers and parents need to cooperatively work together to provides proper and suitable treatment for children’s psychosocial development according to Erikson’s 8 stages development.

scholarly journals REDUCE THE USE OF GADGETS: Parent’s coping strategies for children’s social development

2019 ◽  
Vol 3 (3) ◽  
pp. 165-173
Author(s):  
Asirotul Marifah ◽  
Naning Puji Suryantini
Keyword(s):  
Elementary School ◽  
Social Development ◽  
Sampling Technique ◽  
School Age Children ◽  
School Age ◽  
School Students ◽  
Cross Sectional ◽  
Surrounding Environment ◽  
Technological Advances ◽  
The Social

Today's technological advances are very rapid and increasingly sophisticated with the creation of gadgets. Gadgets greatly affect the development of elementary school students, especially developments in social interaction. The purpose of this study was to analyze the influence of the old usage of gadgets with the social development of school children. The design of this research is  correlation analysis with the cross-sectional approach. The population in this study were all 1-5 grade students at Jabon 2 Mojoanyar Elementary School in Mojokerto Regency with 125 children. The  sampling technique uses total sampling. The sample of this study amounted to 125 children. The  research instrument used a social development questionnaire. Data analysis using crosstab. The  results of this study indicate that most children use gadgets> 2 hours a day, 89 children (71.2%), and most school-age children have sufficient social development, 83 children (66.4%). The results of the crosstab analysis show that the longer children use gadgets, the less social development of children.  Children who use gadgets over time from the time limit specified by some experts make them addicted and less sensitive to the surrounding environment. Children tend to be individual and passive in interacting with their social environment and peers.   Keywords: Gadget, social Development, school-age children

scholarly journals Моdel of extracurricular practicing karate aimed at psychophysical and social development of junior school age children

2018 ◽  
Vol 0 (2) ◽  
pp. 83-88
Author(s):  
Тетяна Петровська ◽  
Євгеній Імас ◽  
Віталій Сергієнко
Keyword(s):  
Social Development ◽  
School Age Children ◽  
School Age

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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