Introduction: Developmentally appropriate play therapy in middle childhood.

2015 ◽  
pp. 3-11
Keyword(s):  
Play Therapy ◽  
Middle Childhood ◽  
Developmentally Appropriate

Cognitive Developmental Considerations in Supporting Bereaved Students

2017 ◽  
pp. 25-37
Author(s):  
Victoria A. Comerchero
Keyword(s):  
Middle Childhood ◽  
Developmentally Appropriate ◽  
Age Groups ◽  
Childhood And Adolescence ◽  
Developmental Needs ◽  
Evidence Based Practices ◽  
Developmental Issues ◽  
Normative Development ◽  
School Settings ◽  
Developmental Theories

This chapter covers the major cognitive developmental theories and the common cognitive developmental issues associated with grief that are relevant to different age groups (preschool/early childhood, middle childhood, and adolescence/young adulthood). The primary purpose of the chapter is to provide insight into how cognitive developmental frameworks influence variations in children’s responses to death and, in turn, the choice of interventions tailored to each student/family’s unique needs. The discussion of the frequently observed reactions to death based on developmental period will enable practitioners to differentiate what are generally considered to be adaptive versus maladaptive reactions to loss in normative development. Examples are given of developmentally appropriate evidence-based practices drawn from recent empirical research that may be implemented with bereaved individuals and groups within school settings. The chapter concludes by discussing some of the developmental needs to consider when working with grieving students with intellectual disabilities and giftedness.

Play Work and Play Therapy

2020 ◽  
pp. 196-211
Author(s):  
Michael Yamoah
Keyword(s):  
Play Therapy ◽  
Developmentally Appropriate ◽  
Pedagogical Practices ◽  
Learning And Development ◽  
Children's Play ◽  
Life Long Learning ◽  
Current Trends ◽  
Curriculum Framework ◽  
Children’S Play ◽  
Appropriate Practices

The discourse of children's play is conceptualised differently among cultural contexts. This chapter aims at examining the current trends in how play work and play therapy are perceived by scholars in the international community. It will highlight the theoretical conceptual framework, evidence and pedagogical practices, as well as the cultural importance that inform the choice of play work in early childhood education that pertains to developmentally appropriate practices. Play work and play therapy have seen a lot of research; however, the author will readdress the perceived challenges that persist and still confront the minds of many practitioners about children's play and the curriculum framework. While some authors see play work and its therapeutic nature as a positive way of contributing to children's learning and development, thereby promoting life-long learning, others see it a way of wasting precious time. In conclusion, it is stated that play work and play therapy cannot be overlooked due to their numerous related benefits.

Framework for Selecting Vocabulary for Preliterate Children Who Use Augmentative and Alternative Communication

2019 ◽  
Vol 28 (3) ◽  
pp. 1000-1009
Author(s):  
Allison Bean ◽  
Lindsey Paden Cargill ◽  
Samantha Lyle
Keyword(s):  
Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Developmentally Appropriate ◽  
School Age Children ◽  
Alternative Communication ◽  
School Based ◽  
Selection For ◽  
Nonverbal Children ◽  
Grammatical Structures ◽  
Insufficient Knowledge

Purpose Nearly 50% of school-based speech-language pathologists (SLPs) provide services to school-age children who use augmentative and alternative communication (AAC). However, many SLPs report having insufficient knowledge in the area of AAC implementation. The objective of this tutorial is to provide clinicians with a framework for supporting 1 area of AAC implementation: vocabulary selection for preliterate children who use AAC. Method This tutorial focuses on 4 variables that clinicians should consider when selecting vocabulary: (a) contexts/environments where the vocabulary can be used, (b) time span during which the vocabulary will be relevant, (c) whether the vocabulary can elicit and maintain interactions with other people, and (d) whether the vocabulary will facilitate developmentally appropriate grammatical structures. This tutorial focuses on the role that these variables play in language development in verbal children with typical development, verbal children with language impairment, and nonverbal children who use AAC. Results Use of the 4 variables highlighted above may help practicing SLPs select vocabulary that will best facilitate language acquisition in preliterate children who use AAC.

Food for Thought on Pediatric Feeding and Swallowing

2008 ◽  
Vol 17 (3) ◽  
pp. 110-118 ◽  
Author(s):  
Joan C. Arvedson
Keyword(s):  
Developmentally Appropriate ◽  
Evidence Based ◽  
Silent Aspiration ◽  
Multiple Systems ◽  
Young Infants ◽  
Adequate Understanding ◽  
Nutrition And Hydration ◽  
Pediatric Feeding ◽  
Areas Of Concern ◽  
And Function

Abstract “Food for Thought” provides an opportunity for review of pertinent topics to add to updates in areas of concern for professionals involved with feeding and swallowing issues in infants and children. Given the frequency with which speech-language pathologists (SLPs) make decisions to alter feedings when young infants demonstrate silent aspiration on videofluoroscopic swallow studies (VFSS), the need for increased understanding about cough and its development/maturation is a high priority. In addition, understanding of the role(s) of laryngeal chemoreflexes (LCRs), relationships (or lack of relationships) between cough and esophagitis, gastroesophageal reflux (GER), and chronic salivary aspiration is critical. Decision making regarding management must take into account multiple systems and their interactions in order to provide safe feeding for all children to meet nutrition and hydration needs without being at risk for pulmonary problems. The responsibility is huge and should encourage all to search the literature so that clinical practice is as evidence-based as possible; this often requires adequate understanding of developmentally appropriate neurophysiology and function.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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