The use of Dynamic Assessment for the Diagnosis of Language disorders in bilingual children: A Meta-Analysis

Currently, the recommended practice for addressing this issue is to asses the child's language abilities in both languages. Only 5.9% of speech- language pathologists represented by the american speech-language- Hearing Association report that they are bilingual service providers, whereas 18.5% of children speak a language other than English.Evaluates clinician ratings of learning. They aim to explore how DNA is carried out, the quality of evidence, and its diagnostic accuracy.T They chose to target  the bilingual population because this population is one for which DA is commonly recommended and because of challenges clinicians face in distinguishing language difference from language disorder. The articles were required to have been peer reviewed or be a thesis And published in English.

integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers' view, attitudes and aptitudes

This article is about the use of digital technologies in Kuwaiti early childhood education. Teachers in Kuwait know how to use digital technologies,and so do their young students. However, teachers in Kuwait don't really like changing their own play-based ways of teaching. The author of this article think they should.There is a lot of research that shows students are so used to using digital technologies nowadays that teachers who do not use it in their classrooms will find themselves in danger of failing to keep their students engaged. The results of many questionnaires used by research show that teachers in Kuwaiti know all about using digital technology, but they must change their attitude about using it in their classrooms. International reporters say that since children have access to technology at a very young age, parents and educators have a responsibility to prepare they children for a society in which they will have to live and work by helping them gain appropriate skills.The Kuwait have a strong thing for technology it has being part of they culture and it’s considered part of their heritage.Some people say that it’s important for our children to have technology but at the same time they need to be engaged in activities such as exploring, problem-solving and discovering.The early childhood education you need play and pedagogy. Since technology has become a part of the world children have less interesting to go outside and play, which have been a difficult and a very complex construct to be defined.

ntegration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers' view, attitudes and aptitudes

Child-Centered Play Therapy and Domestic Violence

Jennifer Geddes Hall

In this article, Jennifer Geddes Hall, a professor from Clemson University, discusses the effects of trauma on young children. Throughout the passage Hall goes over the many benefits that play therapy has on children who have been exposed to such trauma. She defines play therapy as “ a natural way for children to communicate and to increase self-awareness as well as communicate this awareness to others.” Statistics show that play therapy is an effective means for treating externalizing and internalizing problems in children. Therapists who promote child-centered play therapy value a holistic approach. They seek to build genuine, empathetic relationships with the child that attends to their cognitions, behaviors, and emotions. This creates a safe environment for the child to explore, build self esteem, and most importantly, play! Play therapy also encourages children to build crucial life skills such as decision-making and problem-solving.

Hall also stresses the positive impact that play therapy has on children who have experienced trauma during nonverbal and preverbal developmental stages. This type of trauma exists subconsciously and becomes increasingly evident during the later stages of child development. Play therapy offers a cathartic solution to counter the negative effects that have spurred from past trauma. As this form of trauma is unconsciously created, play therapy acts as a medium to access various emotions. Play allows children to access their feelings in a way that incorporates effective, fantasy, and kinesthetic modalities. 

As seen in today’s society, it has become clear that exposure to domestic violence is an issue that many young children face. And if left untreated, it can cause long-lasting, negative effects. Children who have dealt with trauma and domestic violence need to feel safe, loved, and understood. As play is the natural language of children, play therapy is an extremely effective way to treat children exposed to such events. 

Hall, J. G. (2019). Child-centered play therapy as a means of healing children exposed to domestic violence. International Journal of Play Therapy, 28(2), 98–106. doi: 10.1037/pla0000097

Child-Centered Play Therapy and Domestic Violence

Jennifer Geddes Hall

In this article, Jennifer Geddes Hall, a professor from Clemson University, discusses the effects of trauma on young children. Throughout the passage Hall goes over the many benefits that play therapy has on children who have been exposed to such trauma. She defines play therapy as “ a natural way for children to communicate and to increase self-awareness as well as communicate this awareness to others.” Statistics show that play therapy is an effective means for treating externalizing and internalizing problems in children. Therapists who promote child-centered play therapy value a holistic approach. They seek to build genuine, empathetic relationships with the child that attends to their cognitions, behaviors, and emotions. This creates a safe environment for the child to explore, build self esteem, and most importantly, play! Play therapy also encourages children to build crucial life skills such as decision-making and problem-solving.

Hall also stresses the positive impact that play therapy has on children who have experienced trauma during nonverbal and preverbal developmental stages. This type of trauma exists subconsciously and becomes increasingly evident during the later stages of child development. Play therapy offers a cathartic solution to counter the negative effects that have spurred from past trauma. As this form of trauma is unconsciously created, play therapy acts as a medium to access various emotions. Play allows children to access their feelings in a way that incorporates effective, fantasy, and kinesthetic modalities. 

As seen in today’s society, it has become clear that exposure to domestic violence is an issue that many young children face. And if left untreated, it can cause long-lasting, negative effects. Children who have dealt with trauma and domestic violence need to feel safe, loved, and understood. As play is the natural language of children, play therapy is an extremely effective way to treat children exposed to such events. 

Hall, J. G. (2019). Child-centered play therapy as a means of healing children exposed to domestic violence. International Journal of Play Therapy, 28(2), 98–106. doi: 10.1037/pla0000097

Title: Observation of playground play during elementary school recess

By: William V. Massey, Byungmo Ku, and Megan B. Stellino

In this article it speaks about the effects of recess/playground play on children's physical and social development. Therefore, an experiment was driven between intervention schools and non intervention schools. 236 different recess sessions across 26 elementary schools. "On average, 65 children were present at each recess session, resulting in approximately 16,150 individual observations". In which in this case it meant that the sample size qualified to correspond to the data accurately. Not to mention that it included the opportunity to have a more variety of a diversity amongst the kids and the environment. For the results to be more affective and personalized, they tested both genders to see the difference between the development and motivations given to both to create a healthy and beneficial form of play.

The results show that the different forms of play include, playing with equipment, organized sports and activities, traditional playground games, nature, and rough and tumble play. For which it was shown that boys carry higher levels of interest in organized sports and activities. Whereas compared to girls that consider recess as a time to participate in sedentary related social activity. Although both show that children in recess with no intervention engaged in playing on equipment in active play and anti-social behaviors significantly less. Concluding to the simple fact that if there's a lack of shaped and various patterns involved to their form of play, then it is likely that more sporadic behaviors can occur/presented.

Massey, W.V., Ku, B. & Stellino, M.B. Observations of playground play during elementary school recess. BMC Res Notes 11, 755 (2018) doi:10.1186/s13104-018-3861-0

Understanding Nonsocial Play in Early Childhood

          For many years it was thought that children who partake in nonsocial play would lead to a downfall in their development, but researchers have proven that there are positives to this sort of play.
Nonsocial play generally means that children do not interact with other children or don't occupy themselves with any kind of activity. There are only two types of nonsocial play, solitary play and reticent. There is a difference between the two types of play. Solitary play takes the lead as being the healthier nonsocial play, while reticent may lead to harm and intervention. Solitary constructive play includes artwork, and building with puzzles and blocks. This is healthy because it's directed to a more educational approach as well as allowing the child to be independent. Reticent play must be look out for because children are not invested in any type of play. They might be doing absolutely nothing or watching other children playing. This is bad because it shows that the child is not focused on themselves.

          Some children might play by themselves because they're more productive when they're on their own. This might also be a time for self evaluation; essential their emotions and innermost feelings. Children also play by themselves because they have distanced away from a play group due to anxiousness or shyness. Children who have this problem of being anxious and shy may eventually grow out of it. Sometimes it can lead to depression or anxiety in the long run. Guardians and caregivers should feel relieved if their child is benefitting from nonsocial play, but must look out for red flags and sense that their child is maladjusted.

Luckey, Alicia J, and Richard A Fabes. “Understanding Nonsocial Play in Early Childhood.” Http://LIB.UCONN.edu, 2 Oct. 2005, web-a-ebscohost-com.ezproxy.lib.uconn.edu.

Free choice and free play  in early early  childhood education: troubling the discourse

 Elizabeth Ann  Wood
Play is the most important activity for a child. Through play he develops social, emotional and cognitive skills. The value of play is recognised by researchers because of the intellectual achievement and emotional well-being. From all types of play, unfortunately, free play is the least used in the daily program in kindergartens and primary schools in most of the European countries. When the child is free to play, he develops all his personality traits during it. He learns how to communicate with peers, to act or react in different situations, to respect some rules, etc. All these reasons determined us to study the most important theoretical approaches and data about free play and to initiate a theoretical study concerning a critical analysis of using free play in early childhood and primary school education in Romania. The aims of the study were to define and to list some of the most important characteristics of free play, to highlight the advantages and limits of this type of play and to encourage practitioners to use it in their educational program in kindergartens and primary schools. Even if there are a lot of benefits of free play, and children enjoy it, this type of play has been replaced with structured activities, based on teaching. All these, due to the fact that in preschool, teachers have to prepare children for school requirements, providing academic skills.power and interests are exercised or marginalised, specially in relation to power relationships between children, and between children and adults (blaise and Ryan 2012)