What makes a service family-centred? Reflections and Perspectives using MPOC ...Olaf Kraus de Camargo
This document discusses family-centered care and how to measure it using the Measure of Processes of Care (MPOC). It notes that family-centered care recognizes each family as unique, with parents as experts on their child's needs. The MPOC tool measures family-centered care across five scales related to enabling partnerships, providing information, coordinated care, and respectful support. A study that used the MPOC to evaluate Ontario autism services found strengths in treating parents as individuals and caring atmospheres, but areas for improvement in providing child-specific and various forms of information. The document promotes the MPOC as a tool to understand if services are truly family-centered.
The document discusses early intervention for children, including who it should target, what it should involve, and when it should occur. It recommends that early intervention should begin prenatally by preparing parents and continue through well-child visits and programs like home visiting and childcare. Effective early intervention, called nurturing care, provides a stable and supportive environment that meets children's health, learning, and emotional needs. It is best delivered through interactions with parents and caregivers in the home starting from infancy.
ADHD is a developmental disorder characterized by inattentiveness and hyperactivity. It affects 5-10% of children, with boys 8 times more likely to be affected than girls. Research has found reduced brain activity in regions that control impulse control in ADHD patients. While the exact causes are unknown, genetic factors and environmental exposures during pregnancy may play a role. Treatment options include stimulant medications, though these can cause side effects, or natural remedies. Diet and lifestyle changes may also help manage symptoms.
The information in these slides was shared by Kamna Seth and Gauri Shirali-Deo of The Source for Learning, Inc's Early Childhood team, during VAECE's 2017 Annual Conference in Hampton Roads, VA on April 1, 2017.
PRESENTATION OVERVIEW
This session focused on the definition and scope of early intervention; reflected on the urgency and importance of early diagnoses of developmental delays; and provided techniques to meaningfully use information gathered through observational data and to connect child progress to educational decisions.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
Versão em português da apresentação de Jane Squires, uma das autoras do ASQ-3 (sigla para Ages and Stages Questionnaires), método de avaliação infantil desenvolvido nos Estados Unidos e utilizado em mais de 18 países, apresentado pela Secretaria de Assuntos Estratégicos (SAE) promoveu no dia 05 de dezembro de 2011.
What makes a service family-centred? Reflections and Perspectives using MPOC ...Olaf Kraus de Camargo
This document discusses family-centered care and how to measure it using the Measure of Processes of Care (MPOC). It notes that family-centered care recognizes each family as unique, with parents as experts on their child's needs. The MPOC tool measures family-centered care across five scales related to enabling partnerships, providing information, coordinated care, and respectful support. A study that used the MPOC to evaluate Ontario autism services found strengths in treating parents as individuals and caring atmospheres, but areas for improvement in providing child-specific and various forms of information. The document promotes the MPOC as a tool to understand if services are truly family-centered.
The document discusses early intervention for children, including who it should target, what it should involve, and when it should occur. It recommends that early intervention should begin prenatally by preparing parents and continue through well-child visits and programs like home visiting and childcare. Effective early intervention, called nurturing care, provides a stable and supportive environment that meets children's health, learning, and emotional needs. It is best delivered through interactions with parents and caregivers in the home starting from infancy.
ADHD is a developmental disorder characterized by inattentiveness and hyperactivity. It affects 5-10% of children, with boys 8 times more likely to be affected than girls. Research has found reduced brain activity in regions that control impulse control in ADHD patients. While the exact causes are unknown, genetic factors and environmental exposures during pregnancy may play a role. Treatment options include stimulant medications, though these can cause side effects, or natural remedies. Diet and lifestyle changes may also help manage symptoms.
The information in these slides was shared by Kamna Seth and Gauri Shirali-Deo of The Source for Learning, Inc's Early Childhood team, during VAECE's 2017 Annual Conference in Hampton Roads, VA on April 1, 2017.
PRESENTATION OVERVIEW
This session focused on the definition and scope of early intervention; reflected on the urgency and importance of early diagnoses of developmental delays; and provided techniques to meaningfully use information gathered through observational data and to connect child progress to educational decisions.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
Versão em português da apresentação de Jane Squires, uma das autoras do ASQ-3 (sigla para Ages and Stages Questionnaires), método de avaliação infantil desenvolvido nos Estados Unidos e utilizado em mais de 18 países, apresentado pela Secretaria de Assuntos Estratégicos (SAE) promoveu no dia 05 de dezembro de 2011.
Ensuring active participation in complex disabilities using the ICFOlaf Kraus de Camargo
Marlene is an 18-year-old female student with complex needs including Rett syndrome, apraxia, and epilepsy who uses augmentative and alternative communication. She enjoys music, fashion, spending time with peers, and conversation. Her goals for the upcoming school year include attending a live concert. A transdisciplinary team used the ICF framework to develop a plan to achieve this goal by setting sub-goals, assigning roles and responsibilities, and incorporating the goal into Marlene's individualized education plan with a focus on increasing her independence, competence, and self-determination. The team's approach aimed to actively engage Marlene in the goal-setting process in line with theories emphasizing the importance of intrinsic motivation.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
The document discusses the current state of knowledge around early childhood care and development (ECCD) in emergency settings. It notes that while awareness of the importance of ECCD in emergencies has grown, significant gaps remain in understanding how to best support young children. It calls for more robust research that incorporates local contexts and uses mixed methodologies to evaluate interventions. Within 10 years, the document envisions ECCD being better integrated with other sectors and informed by an evidence base of promising practices developed through collaborative networks.
ADHD is a neurodevelopmental disorder that affects brain chemistry and functioning. It causes impairments in attention, hyperactivity, and impulsivity that impact all areas of life, not just school. Untreated ADHD can negatively impact self-esteem, emotional regulation, learning, decision making and risk for substance abuse. Proper diagnosis and treatment, including medication management and therapy, can significantly improve symptoms and daily functioning for those with ADHD all year round.
The document outlines South Carolina's Drug Endangered Children Guidelines. It discusses the need for a multidisciplinary approach to ensure the safety and well-being of children found in drug environments. The guidelines provide procedures for coordinated response by law enforcement, medical professionals, DSS and others to investigate the scene, assess and care for the children, and pursue legal action against caregivers when appropriate. Identifying and protecting drug endangered children is important to prevent long-term physical, emotional and developmental harm and reduce costs to taxpayers for medical care.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
Explore interventions to coincide with presidential recommendations from the opiate taskforce to make prevention and early intervention services available in communities and schools
From Uganda to Lebanon: Experiences with Integrating Early Childhood Developm...CORE Group
This document discusses integrating early childhood development, health and nutrition programs in Uganda and Lebanon. It provides an overview of early childhood development and the importance of a holistic approach. It then details a project in Northern Uganda that trained health staff and peer educators to provide early childhood development messages to caregivers. Evaluation findings showed improvements in caregiver-child relationships, health behaviors, and decreased family violence. The document argues that early childhood development can help address protection issues by promoting nurturing relationships and protective factors against child abuse and neglect.
This document provides information about living with adult ADHD and available resources. It defines ADHD as a psychological condition characterized by inattention, hyperactivity, and impulsivity. It lists common symptoms and explains that it is diagnosed by medical doctors and mental health professionals. Finally, it identifies local and national community resources that can provide help and support for adults with ADHD.
This document discusses adverse childhood experiences (ACEs) and state policy responses to ACEs. It provides data on the prevalence of ACEs in South Carolina and discusses how states like Washington, Vermont, and California are addressing ACEs through legislation, funding, and community partnerships. The document advocates for South Carolina to create policies informed by research on brain science and trauma. It also suggests joint resolutions and demonstration projects as starting points and emphasizes increasing awareness, using ACE data, and investing in prevention strategies and resilience research.
The document discusses a Kids2See initiative that aims to screen children for untreated eye diseases through volunteer-run vision screenings. It outlines that 80% of children's learning is visual, and untreated childhood eye diseases can lead to learning difficulties and preventable blindness. The initiative plans to screen over 140 kindergarten children at two schools using standardized tests, record results, refer children suspected of issues to follow-up care, and inform all families of benefits. The screening is not an exam. It encourages University of Toronto medical student volunteers to get involved by signing up to receive training and screening dates to help run the program.
This document summarizes a presentation given at the SC Children's Trust Conference on September 18, 2015 about implementing trauma-informed care in pediatric medical settings.
The presentation covered:
1) Why pediatricians should screen for adverse childhood experiences and toxic stress, as exposure to trauma has been linked to negative health, behavioral, and social outcomes.
2) Tools that pediatricians can use to screen for trauma, such as the SEEK model, and signs they can look for like changes in sleep, eating, behavior, and development.
3) Resources that pediatricians can provide to families experiencing issues like food insecurity, parenting challenges, depression, domestic violence, or substance abuse. The presenters provided examples
A majority of children with disabilities that negatively impact church attendance and participation suffer from “hidden disabilities”…serious emotional, behavioral, developmental and neurologic conditions with no outwardly apparent symptoms. Most can be successfully included in children’s ministry activities and served through a family ministry approach without the need for “buddies” or the creation of a “special needs ministry.” In this workshop, participants will identify strategies to overcome common barriers to inclusion of kids in children’s ministry with conditions including ADHD, anxiety disorders, autism spectrum disorders, mood disorders, learning disabilities and trauma, and apply family ministry principles to promoting spiritual growth among children with hidden disabilities and their siblings.
This handout provides information about Attention Deficit Hyperactivity Disorder (ADHD) including:
- It is a neurobehavioral disorder that affects children's ability to focus and control impulsive behaviors.
- It impacts children ages 3-11 worldwide. There are three types: hyperactive-impulsive, inattentive, and combined.
- Children can be diagnosed in school, home or doctor's office. Treatment includes psychotherapy, medication, or both.
- Resources listed are Texas organizations that provide treatment and support for children with ADHD.
Mental Health Protocol launch, Conwy & Denbighshire LSCB ConferenceScarletFire.co.uk
This document outlines a multi-agency protocol for supporting children and parents where the parent has a mental illness, substance misuse issue, or both. It was created in response to a serious case review where two children were killed by their father who had a history of mental illness. The protocol aims to facilitate coordinated support and safeguard children through improved information sharing and joint working between adult and children's services. It provides guidance on referrals, assessments, and keeping the needs and safety of children as the top priority when working with families affected by parental mental health or substance misuse issues.
The document discusses several risk factors for adverse childhood experiences, including domestic abuse, substance abuse, parental mental illness, and poverty. It then summarizes research from the Adverse Childhood Experiences study, which found strong links between these risk factors in childhood and negative health outcomes later in life, such as heart disease, cancer, chronic lung disease, and substance abuse. Initial evaluations of programs to help families experiencing these issues show improvements in parents' protective behaviors and children's self-esteem, though more data is still needed to demonstrate reductions in behavioral problems.
The document discusses resilience from an ecological perspective, recognizing that individual, family, and environmental factors all interact to influence a child's resilience. It defines resilience as the ability to recover from adversity and identifies both risk factors, such as parental mental health issues or discrimination, and protective factors, like strong family support or a sense of cultural belonging, that impact resilience. The document emphasizes that responses to risk are heterogeneous and that understanding a child's full ecological context is important for properly assessing resilience and needs.
Wekerle CIHR Team - SV ISPCAN The Hague 2017 Youth Rights & ResilienceChristine Wekerle
This document discusses youth rights and resilience from a trauma-informed perspective. It focuses on promoting youth participation, health education, and violence prevention. Key points include: (1) the UN Convention on the Rights of the Child establishes youth's right to have their views heard on issues affecting them; (2) adverse childhood experiences increase risks of non-communicable diseases, and education can target modifiable risk factors; (3) research shows childhood abuse impacts identity development and coping strategies, and resilience can moderate later depression; (4) male childhood sexual abuse victims are often under-identified which has implications for policy and practice.
This document discusses the benefits of childhood intervention services for children with autism spectrum disorder (ASD). It argues that early intervention and school-age intervention can help children with ASD develop social and behavioral skills that allow them to transition successfully into adulthood. Research shows that childhood interventions like applied behavior analysis therapy and video modeling can significantly improve outcomes for children with ASD in areas like language, cognitive development, and adaptive behaviors. However, many children do not receive these beneficial services due to lack of insurance coverage and high costs. The document concludes that public health policies are needed to ensure children with ASD have access to evidence-based interventions throughout childhood.
Education in the Digital Age: Healthy and Happy ChildrenEduSkills OECD
The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being.
Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies.
Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being.
It explores the important role of play and risk-taking in learning.
It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic.
It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments.
It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
This document discusses the effects of screen technology on childhood development. It begins by introducing the speaker, Dr. Mary Burke, and her qualifications. She then asks the audience secret questions about their own screen usage habits. The main points are that screens provide abnormal sensory input that can weaken brain systems, attachment behaviors, and language development. While guidelines state limited screen time is okay, what actually happens is overuse. The document reviews increasing health and developmental issues in children that relate to media exposure and overuse. It discusses the addictive properties of screens and how they activate reward systems in the brain. Clinical trials show reducing screen time can lower obesity and aggression. The speaker advocates a screen-free approach for young children.
Ensuring active participation in complex disabilities using the ICFOlaf Kraus de Camargo
Marlene is an 18-year-old female student with complex needs including Rett syndrome, apraxia, and epilepsy who uses augmentative and alternative communication. She enjoys music, fashion, spending time with peers, and conversation. Her goals for the upcoming school year include attending a live concert. A transdisciplinary team used the ICF framework to develop a plan to achieve this goal by setting sub-goals, assigning roles and responsibilities, and incorporating the goal into Marlene's individualized education plan with a focus on increasing her independence, competence, and self-determination. The team's approach aimed to actively engage Marlene in the goal-setting process in line with theories emphasizing the importance of intrinsic motivation.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
The document discusses the current state of knowledge around early childhood care and development (ECCD) in emergency settings. It notes that while awareness of the importance of ECCD in emergencies has grown, significant gaps remain in understanding how to best support young children. It calls for more robust research that incorporates local contexts and uses mixed methodologies to evaluate interventions. Within 10 years, the document envisions ECCD being better integrated with other sectors and informed by an evidence base of promising practices developed through collaborative networks.
ADHD is a neurodevelopmental disorder that affects brain chemistry and functioning. It causes impairments in attention, hyperactivity, and impulsivity that impact all areas of life, not just school. Untreated ADHD can negatively impact self-esteem, emotional regulation, learning, decision making and risk for substance abuse. Proper diagnosis and treatment, including medication management and therapy, can significantly improve symptoms and daily functioning for those with ADHD all year round.
The document outlines South Carolina's Drug Endangered Children Guidelines. It discusses the need for a multidisciplinary approach to ensure the safety and well-being of children found in drug environments. The guidelines provide procedures for coordinated response by law enforcement, medical professionals, DSS and others to investigate the scene, assess and care for the children, and pursue legal action against caregivers when appropriate. Identifying and protecting drug endangered children is important to prevent long-term physical, emotional and developmental harm and reduce costs to taxpayers for medical care.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
Explore interventions to coincide with presidential recommendations from the opiate taskforce to make prevention and early intervention services available in communities and schools
From Uganda to Lebanon: Experiences with Integrating Early Childhood Developm...CORE Group
This document discusses integrating early childhood development, health and nutrition programs in Uganda and Lebanon. It provides an overview of early childhood development and the importance of a holistic approach. It then details a project in Northern Uganda that trained health staff and peer educators to provide early childhood development messages to caregivers. Evaluation findings showed improvements in caregiver-child relationships, health behaviors, and decreased family violence. The document argues that early childhood development can help address protection issues by promoting nurturing relationships and protective factors against child abuse and neglect.
This document provides information about living with adult ADHD and available resources. It defines ADHD as a psychological condition characterized by inattention, hyperactivity, and impulsivity. It lists common symptoms and explains that it is diagnosed by medical doctors and mental health professionals. Finally, it identifies local and national community resources that can provide help and support for adults with ADHD.
This document discusses adverse childhood experiences (ACEs) and state policy responses to ACEs. It provides data on the prevalence of ACEs in South Carolina and discusses how states like Washington, Vermont, and California are addressing ACEs through legislation, funding, and community partnerships. The document advocates for South Carolina to create policies informed by research on brain science and trauma. It also suggests joint resolutions and demonstration projects as starting points and emphasizes increasing awareness, using ACE data, and investing in prevention strategies and resilience research.
The document discusses a Kids2See initiative that aims to screen children for untreated eye diseases through volunteer-run vision screenings. It outlines that 80% of children's learning is visual, and untreated childhood eye diseases can lead to learning difficulties and preventable blindness. The initiative plans to screen over 140 kindergarten children at two schools using standardized tests, record results, refer children suspected of issues to follow-up care, and inform all families of benefits. The screening is not an exam. It encourages University of Toronto medical student volunteers to get involved by signing up to receive training and screening dates to help run the program.
This document summarizes a presentation given at the SC Children's Trust Conference on September 18, 2015 about implementing trauma-informed care in pediatric medical settings.
The presentation covered:
1) Why pediatricians should screen for adverse childhood experiences and toxic stress, as exposure to trauma has been linked to negative health, behavioral, and social outcomes.
2) Tools that pediatricians can use to screen for trauma, such as the SEEK model, and signs they can look for like changes in sleep, eating, behavior, and development.
3) Resources that pediatricians can provide to families experiencing issues like food insecurity, parenting challenges, depression, domestic violence, or substance abuse. The presenters provided examples
A majority of children with disabilities that negatively impact church attendance and participation suffer from “hidden disabilities”…serious emotional, behavioral, developmental and neurologic conditions with no outwardly apparent symptoms. Most can be successfully included in children’s ministry activities and served through a family ministry approach without the need for “buddies” or the creation of a “special needs ministry.” In this workshop, participants will identify strategies to overcome common barriers to inclusion of kids in children’s ministry with conditions including ADHD, anxiety disorders, autism spectrum disorders, mood disorders, learning disabilities and trauma, and apply family ministry principles to promoting spiritual growth among children with hidden disabilities and their siblings.
This handout provides information about Attention Deficit Hyperactivity Disorder (ADHD) including:
- It is a neurobehavioral disorder that affects children's ability to focus and control impulsive behaviors.
- It impacts children ages 3-11 worldwide. There are three types: hyperactive-impulsive, inattentive, and combined.
- Children can be diagnosed in school, home or doctor's office. Treatment includes psychotherapy, medication, or both.
- Resources listed are Texas organizations that provide treatment and support for children with ADHD.
Mental Health Protocol launch, Conwy & Denbighshire LSCB ConferenceScarletFire.co.uk
This document outlines a multi-agency protocol for supporting children and parents where the parent has a mental illness, substance misuse issue, or both. It was created in response to a serious case review where two children were killed by their father who had a history of mental illness. The protocol aims to facilitate coordinated support and safeguard children through improved information sharing and joint working between adult and children's services. It provides guidance on referrals, assessments, and keeping the needs and safety of children as the top priority when working with families affected by parental mental health or substance misuse issues.
The document discusses several risk factors for adverse childhood experiences, including domestic abuse, substance abuse, parental mental illness, and poverty. It then summarizes research from the Adverse Childhood Experiences study, which found strong links between these risk factors in childhood and negative health outcomes later in life, such as heart disease, cancer, chronic lung disease, and substance abuse. Initial evaluations of programs to help families experiencing these issues show improvements in parents' protective behaviors and children's self-esteem, though more data is still needed to demonstrate reductions in behavioral problems.
The document discusses resilience from an ecological perspective, recognizing that individual, family, and environmental factors all interact to influence a child's resilience. It defines resilience as the ability to recover from adversity and identifies both risk factors, such as parental mental health issues or discrimination, and protective factors, like strong family support or a sense of cultural belonging, that impact resilience. The document emphasizes that responses to risk are heterogeneous and that understanding a child's full ecological context is important for properly assessing resilience and needs.
Wekerle CIHR Team - SV ISPCAN The Hague 2017 Youth Rights & ResilienceChristine Wekerle
This document discusses youth rights and resilience from a trauma-informed perspective. It focuses on promoting youth participation, health education, and violence prevention. Key points include: (1) the UN Convention on the Rights of the Child establishes youth's right to have their views heard on issues affecting them; (2) adverse childhood experiences increase risks of non-communicable diseases, and education can target modifiable risk factors; (3) research shows childhood abuse impacts identity development and coping strategies, and resilience can moderate later depression; (4) male childhood sexual abuse victims are often under-identified which has implications for policy and practice.
This document discusses the benefits of childhood intervention services for children with autism spectrum disorder (ASD). It argues that early intervention and school-age intervention can help children with ASD develop social and behavioral skills that allow them to transition successfully into adulthood. Research shows that childhood interventions like applied behavior analysis therapy and video modeling can significantly improve outcomes for children with ASD in areas like language, cognitive development, and adaptive behaviors. However, many children do not receive these beneficial services due to lack of insurance coverage and high costs. The document concludes that public health policies are needed to ensure children with ASD have access to evidence-based interventions throughout childhood.
Education in the Digital Age: Healthy and Happy ChildrenEduSkills OECD
The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being.
Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies.
Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being.
It explores the important role of play and risk-taking in learning.
It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic.
It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments.
It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
This document discusses the effects of screen technology on childhood development. It begins by introducing the speaker, Dr. Mary Burke, and her qualifications. She then asks the audience secret questions about their own screen usage habits. The main points are that screens provide abnormal sensory input that can weaken brain systems, attachment behaviors, and language development. While guidelines state limited screen time is okay, what actually happens is overuse. The document reviews increasing health and developmental issues in children that relate to media exposure and overuse. It discusses the addictive properties of screens and how they activate reward systems in the brain. Clinical trials show reducing screen time can lower obesity and aggression. The speaker advocates a screen-free approach for young children.
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
This webpage provides information and resources for parents and teachers on how the COVID-19 pandemic has impacted education. It discusses the science behind how stressful situations can negatively impact children's learning and development. It also explores developmental theories from Bronfenbrenner and Bjorklund that help explain the effects of the pandemic. The webpage recommends activities for engaging with children remotely and maintaining their well-being during this time. It aims to help audiences understand the educational challenges of the pandemic and find ways to support children's learning from a developmental perspective.
This document summarizes a presentation on children's digital lives given to parents at an M'KIS meeting. It discusses what research says about screen time and technology use by children and teens. It recommends guidelines for limiting screen time and providing balance with physical activity, sleep, and unplugged family time. It also discusses how M'KIS implements technology in elementary classrooms, including a 1:1 device program and teaching digital citizenship. Tips are provided for managing devices at home, including discussing limits and habits with children. Parents shared ideas on setting rules around device use, such as password protecting devices, limiting device locations and times, and modeling appropriate technology behavior.
This document presents information on controlling screen time for children. It discusses how digital screen use has increased to unprecedented levels for adolescents. While screens provide opportunities, concerns have been raised about excessive usage harming mental health. The document reviews literature showing mixed results on impacts of screen time on mental health and proposes developing an app controlled by guardians to limit children's screen time. It outlines the hardware, software and future scope of the proposed app to research impacts of screen time and support healthy device usage.
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
The Best baby gift for all parents to make their kids early perfect learnersSuperDadi
The moment your child can sit up and investigate the world in an entirely different manner with vision, sounds, and collaborations, Animal Island Learning Adventure™ (AILA) is here to convey the perfect substance at the ideal time, curated by teachers and pioneers. No advertisements. No unseemly substance.
The document provides guidance on helping students and children reduce stress during the COVID-19 outbreak. It discusses both academic and non-academic strategies. Academically, it recommends providing robust online learning through clear communication and established schedules. Non-academically, it suggests activities like exercise, spending time with family, exploring hobbies, and maintaining routines. It also provides checklists for parents and students to promote healthy behaviors and reduce COVID-19 transmission through good hygiene practices.
The document discusses the debate around appropriate screen time for young children. It examines benefits such as learning social skills through coviewing with adults, but also risks like increased obesity, behavior issues, and sleep problems. One study found that children ages 6 months to 2 years who used handheld screens for more than 30 minutes daily faced a 49% increased risk of speech delays. While technology can enhance learning if used moderately, excessive screen time may stunt cognitive development in young children by replacing important environmental stimuli. The conclusion is that caregivers should limit screen time and spend more time directly interacting with children.
The effects of screentime on children's attention spans and empathytandre2
Excessive screen time, especially for children and teens, can negatively impact cognitive development and mental health in three key ways:
1. It is linked to weaker attention spans as screen overuse may rewire the brain to prefer constant external stimulation over self-directed focus.
2. Early heavy screen exposure can diminish empathy and social-emotional skills by displacing parent-child interactions vital for learning emotional cues.
3. High screen time is associated with increased risks of depression, anxiety and other mental health issues for both youth and adults as an over-reliance on digital devices may not support well-being.
Moderation and balance with offline activities are important to help protect cognitive abilities and well
Business Plan for a Healthcare OrganizationTwo main tasks.docxhumphrieskalyn
Business Plan for a Healthcare Organization
Two main tasks:
The first task is: Source of Revenue: An Increase in the Medicare Patient Population
The president of Gentiva Health Services is considering increasing her number of Medicare patients served next year. However, to do so she must begin to use RNs for client visits, which Medicare reimburses at $45 per visit. An RN costs $35 per hour versus the current cost of $15 for an LPN or nurse’s aide. The president believes she can increase her patient visits by 15% by accepting Medicare patients. She is also aware that if she increases her Medicare patients, the company’s administrative costs will increase by approximately $10,000 per year because of the claims file complexity.
Using the Gentiva Health Services Statement of Income http://investors.gentiva.com/financials.cfm, use the following volumes for your calculations:
Volume for the year:
· Flexible budget: 6,000 visits
· Static budget: 5,945 visits
· Actual budget: 5,889 visits
Prepare a two-page report that addresses the following:
1 How many more visits will the company generate if it accepts Medicare patients?
2 What would be the estimated profit or loss associated with the Medicare service line?
3 Would you recommend that Gentiva Health Services increase its number of Medicare patients served? Why or why not?
The second task is: Business Plan
Review the quarterly report and develop a business plan for the organization for its upcoming financial year. Be sure to include the following in your organized business plan:
· Organization segment
· Marketing segment
· Financial segment
· Projected cash flow statement
· Projected income statement
· Projected balance sheet
Feel free to take liberties with information needed that is not available in the report.
You may find the quarterly report at http://investors.gentiva.com/financials.cfm Include all required tasks for this assignment in a Word document.
Surname 7
How technology affects children
Student Name:
Professor’s name:
Course:
Date:
Introduction
Technology has been so close to the children in this century than any other time in the past. Thus, it is influencing them negatively and positively. The world is moving in a technology path and it is the responsibility the parent to ensure that children too are not in behind by ensuring that they have the right environment that will help them grow technological . However, the information the children learn can be good or bad to them and it depends on the internet and the sources they get the information. Therefore, it is upto the responsibility of the parent to determine the kind of information that their children get. Too much exposure to internet will allow them get the kind of information that can harm their psychology. In addition, when they remain and take much time watching television ...
Parenting In The Digital Age Developmental Considerations And Decision Making...drmayjourneysway
This informative presentation has two primary aims. First,to expose parents to digital age dynamics that may be effecting childrens\' development and second, to introduce the benefits of adapting traditional parenting paradigms to include digital age factors.
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
Running head EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF DEAF CH.docxsusanschei
Running head: EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF DEAF CHILDREN 1
EFFECTS OF TELEVISION ON ACTIVITY PATTERN OF DEAF CHILDREN 2
Effects of Television on Activity Pattern of Deaf Children
Abstract
Children born with or who aquired physical disabilities in their life spans are, at times, subjected to the risk of being barred from contributing in various activities in the society. Children need to be involved daily in social activities, an objective shared by the available service providers, organizations, and parents involved in children rehab. The children should be able to participate in artistic, cultural, and creative activities; sports-skills based activities; work based activities; and play activities. However, current developments in the fields of technology increases the level of interaction people have with disabled children. From this perspective, children simultaneously interact with the television while developing quintessential life skills. The resulting television effect is evident on patterns of activities children with hearing problems are exposed to. The acquired skills provide the children with social interaction and increases their overall intelligence. The television and other technological devices are equally important factors in designing activities and creating activity patterns for the children living with hearing disabilities. These patterns enable them to develop a framework of skills which impact their growth. Additionally, it is important to assist children with hearing disabilities through the incorporation of hearing aid equipment and devices. Television is portrayed as a more reliable infrastructure in influencing learning and influencing patterns of activities. However, according to Payne Funds Studies children with hearing problems are not exempted negative side-effects developed from watching excess television.
Keywords: Payne funds studies, deaf children, television, and parental care.
:
Table of Contents
Abstract 2
Introduction 4
Justification of the Study 4
Literature Enhancement 7
The Theory of Mind and Neuro-developmental Disorders of Childhood 8
Life Television Effects 9
Hearing Process 11
Causes of Hearing Impairment 13
Available Treatment Options 14
Creating a good Listening Environment 16
Technology Supporting Hearing Loss 16
Wireless headphones for television 17
Wireless Streaming Devices from Television to Hearing Aids 17
Loop Systems 18
Wireless hearing Aid Streaming 18
Home Theater System 18
Radio Aids 18
Involving Peers 19
Conclusion 22
References 23
Effects of Television on Activity Pattern of Deaf Children
Introduction
It is estimated that over 35,000 children with hearing loss watch television on a daily basis. The children appreciate the same shows as their counterparts with hearing capacity (Mander, 1978, p. 7). Participation of children with the hearing impairment in both formal and informal social activities is critical to the growth and development of al ...
This document discusses research on screen time and young children. It finds that for children under 2, screen time provides no educational benefits and is linked to problems like obesity and sleep issues. For older children, limited screen time can be okay if content is educational and viewed with a caregiver, but excessive screen time is associated with attention problems, aggression, poor school performance, and reduced time for beneficial activities like creative play. The document recommends limiting screen time for all young children to support healthy development.
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1. How To Make the Best
out of Screen Time
July 21, 2021
Dr. Olaf Kraus de Camargo, MD, FRCPC, Developmental Pediatrician
Dr. Olivia Ng, PhD., C.Psych., Psychologist
6. ► Types of screen time, benefits/risks
► Effect on sleep
► Online learning
► Effects of videogames on the brain
► Recommendations – what can we do?
6
Agenda
7. ► Passive: watching videos/shows, reading, listening to music
► Interactive: playing games, browsing internet
► Communication: social media, video chats
► Content creation: digital art/music
7
Types of Screen Time
Source: www.commonsensemedia.org/screen-time/how-much-screen-time-is-ok-for-my-kids
9. ► Quality programming (e.g. interactive) can be used to develop language and literacy with co-
viewing: https://www.readingrockets.org/literacyapps
► Appropriate screen time can be used to calm child down (e.g. medical procedure)
► Learn pro-social skills
https://www.commonsense.org/education/top-picks/best-apps-for-kids-with-autism
Learning Differences and Special Needs Guide:
https://www.commonsensemedia.org/guide/special-needs
Common Sense Media provides app reviews and descriptions
► Could promote physical activity – Cosmic Kids Yoga:
https://www.youtube.com/user/cosmickidsyoga
9
Benefits
Source: Canadian pediatric Society. (2017). Screen time and young children: Promoting health
and development in a digital word. Pediatrics and Child Health, 461-468.
10. ► Could decrease physical activity and increase sedentary behaviours
► Reduces family time
► Distinguishing what’s on screen and reality
► Exposure to advertisements/commercials
10
Risks
Source: Canadian pediatric Society. (2017). Screen time and young children: Promoting health
and development in a digital word. Pediatrics and Child Health, 461-468.
13. ► Children with ASD are more likely to have sleep problems
► Melatonin regulation & circadian rhythms
► In-room computer associated with less sleep
13
Effect on Sleep
Source: Engelhardt, C.R., Mazurek, M. O. & Sohl, K. (2013). Media use and sleep among boys with ASD, ADHD, or
typical development. Pediatrics, 132, 1081-1089.
So what can we do?
► Turn off screens 1-2 hours before bed
► Quiet time before bed – crafts, music, bath
14. 14
Online Learning
Benefits Risks
• Relaxed schedule and pacing
• Less anxiety/stress
• Learning in the comfort of your home
• Opportunity for more parent involvement
• Need consistent supervision to remain on-
task
• Hard to focus online
• Changes in educational routines
• Opportunities for socialization
► Need for supervision, needs of others at home
► Child’s learning style is compatible with virtual learning
► Availability of specialized supports/equipment
Several Considerations
Source: https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/decision-tool.html
www.readingrockets.org/article/supporting-children-autism-during-covid-19
16. ►0 – 18 months
Avoid screens completely
Hands-on activities with human engagement facilitate normal
cognitive, motor, language, and social-emotional development
Most time should be spent in hands-on activities without
media in the child’s environment
16
General Recommendations
17. ►18 – 24 months
Most time should be spent with hands-on activities without
media
Very brief intervals
Focus on high-quality educational programming
Parents watch with children and explain content
17
General Recommendations
18. ►2 – 5 years
Most time should be spent in hands-on activities without media
<1 h per day
Still emphasize educational and age-appropriate programming
Parent still watch with children and explain content
18
General Recommendations
19. ►6 – 12 years
Consistent time limits
Limit types of media
Monitor sleep, physical activity, and behavioural health effects
Screen-free zones: bedroom, dinner table
Screen-free times: meals, bedtime, family interaction
19
General Recommendations
20. ►Adolescents
<2 h per day
Media-free zones and times
Ongoing education and communication
Parental supervision and limit setting
Parental modeling of healthy use
Limit media use when doing homework
20
General Recommendations
21. ►Increased Use and Difficulty Disengaging
Set Auto-Timer on Devices that Shut Off After Time Limit
Exceeded
Transition Reminders
Consistent Daily Times
21
Recommendations - ASD
22. ►Developmental Delay
Use media guidelines for child’s developmental age-
equivalent
Monitor progress carefully with changes in media
22
Recommendations - ASD
23. ►Less Time for Physical Activity and Friends
Use media to reward participation in physical and social
activities
Some apps encourage fitness and social activities
23
Recommendations - ASD
24. ►Parental Use as a “Pacifier”
Encourages tantrums when device removed
Use limited media to reward good behaviour
Use other coping strategies for deescalation
24
Recommendations - ASD
25. ►Sex/Violence
Educate child about legal consequences
Monitor child carefully for bullying, inappropriate comments, or
exploitation
25
Recommendations - ASD
28. Screen free zones at home
Screen free times
Recreational screen time: Co-viewing and Co-playing
Offline time and activities
Safety and digital citizenship
28
Recommendations: Family Media Plan
Source: American Academy of Pediatrics
https://www.healthychildren.org/English/media/Pages/default.aspx
29. ► Teaching digital citizenship
Being an active part of our children’s media lives
Be proactive – talk about who your child can go to if something goes wrong
Give examples of online behaviour – what’s healthy, what’s drama, what’s cyberbullying
► Digital citizenship lessons (step-by-step guides):
https://www.commonsense.org/education/digital-citizenship/curriculum
29
Recommendations:
Digital Citizenship
Sources: https://mediasmarts.ca/parents/digital-citizenship-guide-parents
www.digitaltechnologieshub.edu.au/teachers/topics/digital-citizenship
31. www.hamiltonhealthsciences.ca
How to Make the Best Out of Screen Time
Dr. Olaf Kraus de Camargo, MD, FRCPC, Developmental Pediatrician
Dr. Olivia Ng, PhD., C.Psych., Psychologist
32. ► Chambers, D., Jones, P., McGhie-Richond, D., et al. (2018). An exploration of teacher’s use of iPads for
students with learning support needs. Journal of Research in Special Education Needs, 18, 73-82.
► Gwynette, M. F., Sidhu, S. S., & Ceranoglu, T. A. (2018). Electronic screen media use in youth with autism
spectrum disorder. Child Adolescent Psychiatric Clinics of North America, 27, 203-219.
https://doi.org/10.1016/j.chc.2017.11.013
► Marteney, T. & Bernadowski, C. (2016). Teachers’ perceptions of the benefits of online instruction for
students with special educational needs. British Journal of Special Education, 43, 178-194.
► Rivera, J. H. (2017). The blended learning environment: A viable alternative for special needs students.
Journal of Education and Training Studies, 5, 79-84.
32
Additional References