Creative activity for the pre-school child at home. (c1958)

1958 ◽  
Author(s):  
Hafaf Sinno
Keyword(s):  
School Child ◽  
Creative Activity ◽  
At Home

scholarly journals Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment

2021 ◽  
Author(s):  
Mark Runco ◽  
Ahmed M. Abdulla Alabbasi ◽  
Selcuk Acar ◽  
ALaa Eldin A. Ayoub
Keyword(s):  
Natural Environment ◽  
Statistical Test ◽  
Differentially Expressed ◽  
Creative Activity ◽  
Creative Potential ◽  
Method Variance ◽  
Creative Products ◽  
The Individual ◽  
Home And School ◽  
At Home

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

Music in Cananda

Tempo ◽  
1956 ◽  
pp. 7-9
Author(s):  
Boyd Neel
Keyword(s):  
United Kingdom ◽  
New Zealand ◽  
Creative Activity ◽  
Musical Life ◽  
Good Fortune ◽  
The United Kingdom ◽  
Cultural Life ◽  
Large Numbers ◽  
To Come ◽  
At Home

It seems to come as a complete surprise to many people, especially in the United Kingdom, that Canada has a vital musical life of its own, both as regards performance and creative activity. That this should be so is due chiefly to Canadians themselves, who are the most backward of all people in spreading abroad the facts of their cultural life. Apart from this, they are ill-served by their own musicians, who arrive in large numbers in the United Kingdom telling everybody that they have come because there is nothing for them to do in Canada. I myself was also a victim of this widespread impression until I had the good fortune to take the Boyd Neel Orchestra on tour in the Dominion in 1952. Imagine my astonishment when I found enormous audiences of an extremely enlightened nature and a musical life boiling with activity and lacking only one thing—sufficient players to meet the demand. I then realised the ludicrous situation that obtained with so many Canadians pouring into the already overcrowded musical world of the United Kingdom, while their confrères, who remained at home, were all working twenty-four hours a day to try to keep the pot boiling. I found the same conditions when I visited Australia and New Zealand some eight years ago. The cry was always ‘Why can't we get anything going here?’ The answer was obvious—that as long as all the best musical talent went immediately to England, nothing would ever get started in the Dominions.

scholarly journals Naturalistic inquiries of M. Bashkirtseva as an artist

2021 ◽  
Vol 5 (S4) ◽  
pp. 33-43
Author(s):  
Ilona V. Dorohan ◽  
Olha S. Boiko ◽  
Kateryna M. Kyrylenko ◽  
Svitlana V. Oborska ◽  
Olha M. Shandrenko
Keyword(s):  
High Education ◽  
Urban Culture ◽  
Creative Activity ◽  
Rapid Acquisition ◽  
The Creation ◽  
At Home

The study pioneers the naturalistic search of Bashkirtseva as an artist, which was expressed in her involvement in the creation of a new movement in art, including painting, defined as naturalism. Several aesthetically significant and self-sufficient stages of its development in the creative activity of Maria Bashkirtseva are presented. It is noted that in this process the noblewoman's high education at home with her interest in the interaction of literature and painting, which in due course was understood as aesthetically valuable for painting and the artist, was initially obtained. The importance of the next naturalistic stage of Bashkirtseva is underlined, which is conditioned by her rapid acquisition of the European urban culture, one of the specific features of naturalism, first of all, the French one with the priority of Parisian peculiarities. In this way, it is emphasized that Bashkirtseva was not only focused on the development of critical and pictorial-literary trends in naturalism but also involved in their creation, developing the synthesis of literature and painting. It is emphasized that Bashkirtseva in the mastery of Dostoevsky largely anticipated the concept of Bakhtin, “following” the images of the Russian classic, giving them their naturalistic meaning. 

The Attention-Seeking Elementary School Child

2021 ◽  
pp. 129-160
Author(s):  
Christopher A. Kearney
Keyword(s):  
Elementary School ◽  
Behavior Problems ◽  
School Child ◽  
Elementary School Child ◽  
School Building ◽  
Inappropriate Behaviors ◽  
At Home

This chapter provides an overview of attention-seeking elementary schoolchildren who have difficulty attending school due to desires to be with parents at home. The chapter focuses on setting up a regular morning routine; paying attention to appropriate behaviors and ignoring inappropriate behaviors; setting up formal rewards for going to school without behavior problems; setting up formal disincentives for refusing school with behavior problems; changing what parents say to their child and how they say it; handling excessive calls, texts, and questions; dealing with a child who runs away from the school building; and physically bringing a child to school under certain circumstances. The chapter also covers special topics and circumstances that are common to this type of situation.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

App-titude: Top Apps for Tots

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks
Keyword(s):  
Language Learning ◽  
Early Language ◽  
At Home

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