|
|
Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Educational Environment; Well Being; Caring; School Security; Fear; Foreign Countries; School Safety; Student Needs; Mental Health; School Health Services; Social Development; Emotional Development; Student Behavior; Interpersonal Relationship
Abstract:
In the aftermath of the school shootings in Newtown, Connecticut this past December, people experienced the world around them as less safe--understandably so. In response to such a tragic event, there is a degree of fear instilled in all people that for many was at its peak in the New Year as they prepared to send their children back to school. School Boards across the United States and Canada reacted to the threat to school safety by investing in increased security strategies such as surveillance cameras, on-site police officers and security guards, enhanced lockdown procedures (all school entrances and classroom doors are locked at all times), and regular lockdown drills much like the fire drill practices. In the wake of recent events it is not surprising that there are increased calls for enhanced safety measures in schools. However, these calls have diverted attention away from attending to student needs and safety issues that occur in schools in the day-to-day every day. Many children and youth require (sometimes intensive) school-based supports for social, emotional, behavioral, and relationship problems. Children's Mental Health Ontario determined that over half a million children in the province grapple with mental health problems. The consequences of leaving such problems unattended or untreated are well known and include school failure, substance abuse, violence and suicide. All young people need trusting relationships and effective support services and initiatives throughout their school experience. Children and youth need and have the right to social, emotional, behavioral and relational support services provided by highly skilled caring professionals. However, the politics of fear are being used to substantiate increased funding for school security measures. To create a safe school environment in which young people are treated fairly and with dignity and respect there is a need to ensure that the voices of children and youth are included in developing solutions, implementing change and evaluating the results of school support services and safety measures. It is incumbent upon schools to purposefully attend to the complex needs of all students and provide skilled support services within a caring school environment. The well-being--the lives--of children and youth depends on it.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research; Tests/Questionnaires |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Academically Gifted; Student Attitudes; Play; Rural Schools; Focus Groups; Online Surveys; Talent; Urban Schools; Suburban Schools; Socialization; Barriers; Attention Control; Learning Motivation; Retention (Psychology); Teamwork; Problem Solving; Cognitive Development; Social Development; Physical Development
Abstract:
The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play in the cognitive, physical, and social domains. Additional open-ended questions were asked about the importance of play and its relevance to their lives. From these results, an online survey was created. Data from an additional 162 fifth- and sixth-grade TAG respondents substantiated that play is a significant activity for learning and socializing in the general classroom, gifted programs, and outside their classrooms. Despite its importance, students experienced structural barriers for time to play. Putting the Research to Use: Results of this study hold implications for teachers to acknowledge the value of play as a tool for learning. Children see play as a renewal activity. They see play as motivating and as a way to increase attention, retention, and focus in learning. Children emphasized that play develops teamwork and problem-solving skills. Play enhances meaningful activities in the talented and gifted program as well as the general classroom. Results of this study suggest that parents should acknowledge their children's need for play in all three domains (cognitive, physical, and social) and allow time for self-directed play after school with limits on scheduled activities. (Contains 4 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Emotional Development; Interaction; Infants; Child Development; Cues; Nonverbal Communication; Social Development; Infant Behavior; Cultural Differences; Caregiver Child Relationship; Cultural Influences; Parent Attitudes; Parent Child Relationship
Abstract:
In this article we argue that current theories on socioemotional development during infancy need to be reconceptualized in order to account for cross-cultural variation in caregiver-infant interaction. In line with the cultural-historical internalization theory of emotional development (Holodynski & Friedlmeier, 2006) and the ecocultural model of development (Keller & Kartner, 2013), we argue that socioemotional development can be understood only in the context of social practice and underlying ethnotheories that give significance to infants' emotional expressions. Thus, culture-specific interpretations of and expectations concerning infants' expressive cues lead to culture-specific interactional routines. These, in turn, lead to culture-specific usage of these expressions by the developing child. To develop our argument, we focus on a specific aspect of early socioemotional development, namely, the emergence of social smiling during infancy. Interactional dynamics in autonomous cultural milieus are based on specific ethnotheories, most prominently that positive emotional exchange during face-to-face interaction is one of the most desirable ways of interacting with infants. However, the dominant ethnotheories concerning emotional development and their associated behavioral routines vary systematically across cultural milieus and are markedly different in prototypically relational cultural milieus, in which they center on infants' contentment. This has implications for infants' emotional expressivity and, possibly, experience.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
