‘We have come to be destroyed’: The ‘extraordinary’ child in science fiction cinema in early Cold War Britain

Depictions of children in British science fiction and horror films in the early 1960s introduced a new but dominant trope: the ‘extraordinary’ child. Extraordinary children, I suggest, are disturbing because they violate expected developmental norms, drawing on discourses from both the ‘psy’ sciences and early neuroscience. This post-war trope has been considered by film and literature scholars in the past five years, but this existing work tends to present the extraordinary child as an American phenomenon, and links these depictions to adults’ psychoanalytical anxieties about parenthood and the family. This article, considering Village of the Damned (1960), Children of the Damned (1963), The Damned (1963), and Lord of the Flies (1963), will contend that the extraordinary child was British before it was American, and tapped as much into nuclear anxieties generated by the early Cold War as fears about the ‘permissive society’, especially given that many of these films preceded the peak of the ‘Swinging Sixties’ and were based on British science fiction of the 1950s. The ‘psy science’ that was dominant in these films was developmental psychology, not psychoanalysis. Moreover, adolescents as well as adults were key audiences for these films. Drawing on self-narrative essays written by English adolescents aged 14 to 16 between 1962 and 1966, I will demonstrate that this age group employed their own fears of nuclear war and their knowledge of psychological language to challenge adult authority, presenting a counter-narrative to adult conceptions of the abnormal and irresponsible ‘rising generation’.

Early intervention for children without parental care in Bosnia and Herzegovina: a feasibility study

The purpose of this study was to test the feasibility of an intervention created to stimulate the development of children under the age of seven, living in an institution for children without parental care in Bosnia and Herzegovina. The aim of the intervention was to match each child with one volunteer, trained to deliver three hours per week of individually tailored, play-based activities, for a minimum of one year. 16 children (6 boys) participated in the intervention. Three children dropped out after one month of the intervention due to their placement in foster families, so the final sample consisted of 13 children (4 boys). The children differed in terms of their current age (range 1 to 7 years), the age of admission (range 2 months to 6 years), and the number of years spent in the institution (range 3 months to 7 years). We applied the pretest-posttest design to assess the children’s development prior to the intervention and three months after the intervention started, using two standardized developmental tests. Each child’s development was compared with the developmental norms typical for their age. Additionally, the caregivers assessed the children’s progress attributable to the intervention via semi-structured questionnaires.The results showed that all children made clear progress in all developmental areas, except the self-care. The progress was highest in the domains of motor, cognitive and language development, respectively, and the results from both tests were in concordance with the caregivers’ assessments. The caregivers also observed changes in the children’s behavior that were not visible in the standardized testing procedure, mainly the importance of one-to-one relationships between children and their volunteers. The results are discussed with regard to the possibilities for early intervention shown by the study, and the usefulness of this intervention model for both the children and the volunteers.

Children's English Consonant Acquisition in the United States: A Review

Purpose Speech-language pathologists' clinical decision making and consideration of eligibility for services rely on quality evidence, including information about consonant acquisition (developmental norms). The purpose of this review article is to describe the typical age and pattern of acquisition of English consonants by children in the United States. Method Data were identified from published journal articles and assessments reporting English consonant acquisition by typically developing children living in the United States. Sources were identified through searching 11 electronic databases, review articles, the Buros database, and contacting experts. Data describing studies, participants, methodology, and age of consonant acquisition were extracted. Results Fifteen studies (six articles and nine assessments) were included, reporting consonant acquisition of 18,907 children acquiring English in the United States. These cross-sectional studies primarily used single-word elicitation. Most consonants were acquired by 5;0 (years;months). The consonants /b, n, m, p, h, w, d/ were acquired by 2;0–2;11; /ɡ, k, f, t, ŋ, j/ were acquired by 3;0–3;11; /v, ʤ, s, ʧ, l, ʃ, z/ were acquired by 4;0–4;11; /ɹ, ð, ʒ/ were acquired by 5;0–5;11; and /θ/ was acquired by 6;0–6;11 (ordered by mean age of acquisition, 90% criterion). Variation was evident across studies resulting from different assessments, criteria, and cohorts of children. Conclusions These findings echo the cross-linguistic findings of McLeod and Crowe (2018) across 27 languages that children had acquired most consonants by 5;0. On average, all plosives, nasals, and glides were acquired by 3;11; all affricates were acquired by 4;11; all liquids were acquired by 5;11; and all fricatives were acquired by 6;11 (90% criterion). As speech-language pathologists apply this information to clinical decision making and eligibility decisions, synthesis of knowledge from multiple sources is recommended.

A Study on Norm Scores-Box and Block Test for Children Age with 6-10 Years Among Indian Population

The study aims to compare the scores of dominance and non-dominance in developing children that are important in clinical practice. The capacity to perform complex muscle and nerve acts that produce development; fine engine aptitudes are little developments; net engine abilities are enormous developments. An observational quantitative study was conducted to establish the new developmental norms for children on the Box and Block Test. This study included 400 volunteers’ 221(55.25%) males and 179(44.75%) females with the age of 6 to10 years. The signed parental consent before participation was obtained in this study. Out of 400 total populations, the male’s right dominance is 20(93.6%) is a difference from left dominance 14(6.4%). The female right dominance is 171(95.5%) is more than that of male dominance and used to compare the left dominance 8(4.5%). The Block and Test Box are easy, simple, and suitable for children. This test aids the therapists to evaluate the efficacy of the interventions tailored to improve manual dexterity. These kids may profit essentially from early mediation focusing on the improvement of handwork.

A need for an update of Polish birth weight reference norms

The indicators of perinatal outcome are birth weight and gestational age. The standard method of assessing the outcome is comparing the newborn’s birth weight with the reference system, presented in the form of percentile charts. Acceleration or delay in prenatal development, which are associated with environmental changes, stress the need to validate the developmental norms. The goal of this study is to evaluate the need to construct new and accurate reference standards. The study includes data of newborns from singleton pregnancies: 4919 born in 2000 and 3683 born in 2015. Study variables included gestational age, sex, and birth weight. Percentile values estimated for two groups of infants born in years separated by a 15-year period, born in 2000 and in 2015, were compared. Birth weight percentiles, from the 28th to the 42nd week of gestation, were calculated using the Lambda Mu Sigma method. Estimated values revealed the birth weight standards in different weeks of gestational age for both years: 2000 and 2015. Comparison among medians estimated for infants born in these years showed the existence of significant differences among boys in the 28th, 36th, and 39th weeks and among girls in the 34th and 41st weeks of gestational age. As the period between the two measurements involves several years, environmental changes during this time period might have significantly affected the course of pregnancy and thus the birth weight. Hence, there is a need to validate the developmental norms. The reference standards should be renewed, and must be done on a periodical basis.

Identifying Developmental Motor Difficulties: A Review of Tests to Assess Motor Coordination in Children

The latest guidelines recommend early identification of children with motor impairments using a standardized norm-referenced test. Motor coordination difficulties in developmental age have been studied extensively over recent years, with experimental literature on developmental coordination disorder (DCD) suggesting that motor proficiency assessments depend on the nature of the task at hand. In this article we reviewed 14 assessment tools to measure movement performance in childhood and adolescence, which are often referred to in an international context. This updated review aims to compare motor tests depending on a) the nature of the tasks included in the battery (i.e., questionnaire and clinical examination), b) psychometric properties, and c) cultural adaptation to relevant developmental norms. Finally, implications for diagnosis and clinical practice are discussed. Considering there are several tests used for DCD, it is important to better define their reliability and validity in different cultures in order to better compare the validation studies and select the most appropriate test to use in the assessment procedure.

Eligibility and Speech Sound Disorders: Assessment of Social Impact

Purpose The purpose of this article is to discuss the social impact of speech sound disorders for children, specifically in the public school system, and to examine different methods of social impact assessment for speech-language therapy services using 3 hypothetical cases. Method This article presents 3 common cases seen by school-based speech-language pathologists and discusses the types of assessments that may be conducted for each child's needs. One child has errors on many sounds, 1 child has errors on only /r/, and 1 child produces strident sounds with a lateral lisp. Results As these are hypothetical cases, possibilities are discussed for each case. Similarities and differences exist among the 3 cases in terms of assessing the social impact of their speech sound disorder; however, each child could qualify for services based on social impact assessments. Conclusion Social impact assessments are an important portion of a speech sound evaluation; however, they are often overlooked. Emphasis is placed on articulation assessments and/or commonly accepted developmental norms. The determination of social impact supplies a more complete picture for making eligibility decisions for children with speech sound disorders and may lead to more meaningful treatment methods for the student.