scholarly journals Sproglige kategoriseringer af småbørn

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Lars Holm
Keyword(s):  
Young Children ◽  
Language Development ◽  
Day Care ◽  
Focal Point ◽  
Political Perspective ◽  
Development Processes ◽  
Test Materials ◽  
Linguistic Categorization ◽  
Academic Discourses ◽  
The Way

ResuméFormelle institutionelle kategoriseringer af småbørns sproglige udvikling analyseres i denne artikel dels som et udtryk for bestemte teoretiske positioner og faglige traditioner i måden at betragte sprog og sproglig udvikling på, og dels som normative faglige og politiske perspektiver på, hvordan børns sproglige udvikling bør forstås og forløbe. En analyse af de skiftende kategoriseringer udgør derfor et produktivt omdrejningspunkt for at belyse centrale udviklingsprocesser i rammesætningen af det sprogpædagogiske arbejde i dagtilbud. I artiklen identificeres tre forskellige tilgange til sproglig kategorisering af småbørn inden for dagtilbudsområdet. Artiklen trækker bredt på analyser af lovgivning, faglige diskurser, sproglige testmaterialer og på fremtrædende, nyere programmer og koncepter, der sigter mod at udvikle småbørns sprog. AbstractIn this article, formal institutional categorizations of young children’s language development are analyzed in two ways. Partly as an expression of certain theoretical positions and academic traditions in the way language and language development are considered, and partly as a normative academic and political perspective on how children’s language development should be understood and proceed. Therefore an analysis of the changing categorizations of young children’s language development is a productive focal point to highlight key development processes around the framing of the language work in day care. The article identifies three different approaches to linguistic categorization of young children in day care drawing broadly on analyzes of legislation, academic discourses, linguistic test materials and prominent, newer programs and concepts that aim to develop young children’s language.

Disease in the family in terms of contemporary literature for children

2014 ◽  
Vol 4 (1) ◽  
pp. 43-54
Author(s):  
Jowita Gromysz
Keyword(s):  
Young Children ◽  
Family Environment ◽  
Contemporary Literature ◽  
The Family ◽  
The Way

Summary Disease in the family is a literary motif used by many authors. The article contains a description of various ways of representing the disease in contemporary texts for young children. Pedagogical context of reading literary narratives refers to the way the rider repons to the text ( relevance to the age of the reader, therapeutic and educational function). The analyzed texts concern hospitalization, disability of siblings, parent’s cancer. There always relate to the family environment and show the changeability of roles and functions in family.

scholarly journals COVID-19 Virtual Care for the Geriatric Population: Exploring Two Sides of the Coin

Gerontology ◽  
2021 ◽  
pp. 1-6
Author(s):  
Helen Senderovich ◽  
Shaira Wignarajah
Keyword(s):  
Day Care ◽  
Health And Safety ◽  
Geriatric Population ◽  
Virtual Technology ◽  
Virtual Care ◽  
Two Sides ◽  
The Way

Virtual care (VC) continues to gain attention as we make changes to the way we deliver care amidst our current COVID-19 pandemic. Exploring various ways of delivering care is of importance as we try our best to ensure we prioritize the health and safety of every one of our patients. One mode of care that is continuing to garner attention is telemedicine – the use of virtual technology to deliver care to our patients. The geriatric population has been of particular focus during this time. As with any new intervention, it is important that both the benefits and challenges are explored to ensure that we are finding ways to accommodate the patients we serve while ensuring that they receive the care that they require. This study aims to explore the various benefits and challenges to implementing VC in our day-to-day care for the geriatric population.

scholarly journals Young children’s information-seeking practices in center-based childcare

2021 ◽  
pp. 096100062096216
Author(s):  
Sarah Barriage
Keyword(s):  
Young Children ◽  
Information Seeking ◽  
Day Care ◽  
Participant Observation ◽  
Photo Elicitation ◽  
Structured Interviews ◽  
Information Practices ◽  
The Usa ◽  
Concept Of Information ◽  
Classroom Resources

Many children in the USA spend a significant amount of time in center-based childcare. However, research has yet to explore their information practices in this setting. This study investigates young children’s perceptions of the concept of information and their own information-seeking practices within the context of their day care classroom. The participants included 13 children between three and five years of age. Data was collected using participant observation, semi-structured interviews, child-led photo tours, and photo-elicitation interviews. The findings indicate that the children did not perceive the concept of information in a manner consistent with adult understandings of the term, and that they engaged in information-seeking related to finding out new things on their own, through interactions with others, and through classroom resources, activities, and routines. The findings have implications for both researchers and practitioners working with young children.

scholarly journals Disfluencies signal reference to novel objects for adults but not children

2017 ◽  
Vol 45 (3) ◽  
pp. 581-609 ◽  
Author(s):  
Sarah J. OWENS ◽  
Justine M. THACKER ◽  
Susan A. GRAHAM
Keyword(s):  
Young Children ◽  
Spoken Language ◽  
The Novel ◽  
Novel Object ◽  
Filled Pauses ◽  
Novel Objects ◽  
Novel Targets ◽  
The Way ◽  
Familiar Objects

AbstractSpeech disfluencies can guide the ways in which listeners interpret spoken language. Here, we examined whether three-year-olds, five-year-olds, and adults use filled pauses to anticipate that a speaker is likely to refer to a novel object. Across three experiments, participants were presented with pairs of novel and familiar objects and heard a speaker refer to one of the objects using a fluent (“Look at the ball/lep!”) or disfluent (“Look at thee uh ball/lep!”) expression. The salience of the speaker's unfamiliarity with the novel referents, and the way in which the speaker referred to the novel referents (i.e., a noun vs. a description) varied across experiments. Three- and five-year-olds successfully identified familiar and novel targets, but only adults’ looking patterns reflected increased looks to novel objects in the presence of a disfluency. Together, these findings demonstrate that adults, but not young children, use filled pauses to anticipate reference to novel objects.

An International Perspective on Child Day-Care Health

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1085-1087
Author(s):  
Patrick Olin MD, PhD ◽  
B. N. Tandon ◽  
Julius S. Meme ◽  
E. Lee Ford-Jones ◽  
Mark Belsey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Focal Point ◽  
Community Organizations ◽  
International Labor Organization ◽  
Childhood Education ◽  
International Panel ◽  
The World ◽  
Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

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