DOCSLIB.ORG

Early Childhood Services with Special Definition for Provided Is a Manual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Early Childhood Services with Special Definition for Provided Is a Manual DOCUMEAT PESUME ED 135 183 EC 093 158 AUTHOR O'Brien, Rosemary, Comp. TITIE Alive...Aware...A Person: A Developmerital Model for Early Childhood Services with Special Definition for Visually Impaired Children and Their Parents. (Includes Addendum I: Assessment Activities and Achievement Criteria). INSTITUTION Montgomery CouLLy Public Schools, Rockville, Md. SEONS AGENCY Bureau of Elementary and Secondary Education (DHEW/OE), Washington, D.C. PUB DATE 76 NOTE 521p. EDRS PRICE 1117-Z1.00 HC-$27.45 Plus Postage. DESCRIPTORS Cogriitive Development; Conceptual Schemes; Early Childhood Education; Exceptional Ch31d Research; Identification; Instructional Materials; *Intervention; *Language Development; Literature Reviews; Models; Motor Development; Pecceptual Development; Performance Tests; *Program Descriptions; Program Planning; *Resource Guides; Social Development; *Student Evaluationv Theories; *Visually Handicapped IDENTIFIERS Maryland (Montgomery County); Parent Resources ABSTRACT Provided is a manual describing a model for early childhood services for visually impaired children (birth to school readiness) developed in Montgomery County, Maryland; presenting the philosophical framework from which the services were developed; and providing some field-tested strategies for intervention with the children and their families. Section I describes how the model was developed and funding obtained, with chapters 1 and 2 covering a statement of needs and objectives, design of the program, procedures, staffing patterns, and support requirements; and chapter 3 reviewing the pilot study and project validation. Reviewed in Section II is literature on the impact of blindness on family and child, theoretical api3roaches in early childhood education, and language development. Chapters are devoted to the methodology of the field testing study, and the results and discussion of findings. Section III presents resource material to assist with assessment and program planning for teachers and others who provide early teaching and counseling services for children and their parents. Sections cover motor, language, sensory/perceptual, social awareness, and cognitive/creativity development. Tables and charts are provided throughout the text. Appended materials include lists of instructional materials and equipment and suggested resources, language evaluation scales, instructions for use of the eye report, and assessment activities and achievement criteria. (IM) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every _effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. ALIVE..AWE...A PENSON. U S DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY A developmental model for early childhood services with special definition for visually impaired children and their parents compiled and edited by Rosemary O'Brien, Ph.D. Project Director Early Childhood Learning Center 'PERMISSION TO .SacPRODUCE THIS COPY. RIGHTED MATERIAL HAS BEEN GRANTED BY Donald fiymes TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN- STITUTE OF EDUCATION. FURTHEH REPRO. DUCTION OUTSIDE THE ERIC SYSTEMRE. OUIRES PERMISSION OF THE COPYRIGHT OWNER." 2 Copyright 1976 Montgomery County Public SchoolsRockville, MarylandCharles Bernardo, Superintendent acknowledgements Sincere appreciation is extended by the Project Director to all of those who participated in bringing this endeavor to completion: Vision staff, including several who worked in the early stages of program implementation, have contributed much talent and resourcefulness in the discovery and trial of new ideas incorporated throughout. Those who worked on the final revision of the -document in the summer of 1976 are: Kathleen Anderson, Language Development Teacher Typists: Marlene Debole Marjorie Cernitz, Itinerant Teacher Debra L. Firth Kathryn Dun levy, Teacher Aide Ethel Weiss Donna Feeney, Early Childhood/Vision Teacher Sylvia Hoffman, Itinerant Teacher Editorial Review: Barry Gross Lia Lucchesi, Itinerant Teacher (Fairfax, Virginia) Allison Heckler Nancy Silver, ACSW, Social Worker Consultants contributing to children, to staff, i.e., in-service training, and/or to the document are: Marina Bates, Ph.D., Statistician Harry Green, Ph.D., Assistant Professor Veteran's Administration Hospital Institute for Child Study Washington, D.C. University of Maryland College Park, Maryland Mary K. Bauman, Director (Self-concept) Nevil Interagency Referral Service Philadelphia, Pennsylvania Janet Mey, Physical Therapist (Psychological assessment), Montgomery County Health Department Robert Bourdeaux, Graphic Designer/Illustrator William E. Mills, Photographer Damascus, Maryland Montgomery County Public Schools Amie Dennison, Librarian Mary Mel O'Dowd, Ph.D., Assistant Professor American Printing House for the Blind University of Wisconsin Louisville, Kentucky Milwaukee, Wisconsin (Language Development) Jacob Goering, Ph.D., Professor Institute for Child Study Don Walker, Ed.D., Associate Professor University of Maryland University of Virginia College Park, Maryland Charlottesville, Virginia (Staff development) (Body awareness) Gratitude is expressed to those too numerous to name here, i.e., teachers, administrators, social workers, occupation- al therapists, parents, and children who participated in the field testing, making the study and completion of the grant objectives possible, and to the Computer Science Center at Montgomery College, Rockville, Maryland, for processing the data. Appreciation must be expressed to the following staff of the Maryland State Departrn rn of Education, Division of Compensatory, Urban, and Supplementary Education, Title III ESEA: Dr. Percy Willia. Assistant State Superinten- dent; Mrs. Frances Meginnis, Assistant Director; Mr. James F. McGowan, Specialist; am-'s. Lorraine M. Wright, Specialist; for the funding to implement this model of services, to field test materials, and to publish this document. Their supportive guidance and faith through the difficult times as well as the pleasant ones have demonstrated their compassion for children and their dedication to service.. A special thanks is due to Dr. Carson Nolan, Research_Director at American Printing House for the Blind, who pro- vided early direction and support of field testing activities. Finally, gratitude is extended to Mrs. Helen Kohut, Director, Department of Federal, State and Private Grants; to members of the Montgomery County Board of Education and to the superintendent of schools, Dr. Charles Bernardo, for making this program of services and this resource document possib!e.. Rosemary O'Brien, Ph.D. Project Director 3 .i i preface This manual was written for three purposes: (1) to describe and disseminate this model for early childhood services as it developed in Montgomery County Public Schools, (2) to present the philosophical framework on and from which all serviceswere devel- oped, and (3) to provide some field tested, suggested strategies for intervening with children (birth to three years old) and their families. Section one describes how the model was developed and (ESEA Title III) funding ob- tained. The original statement of critical needs and project objectives derived from them, the design of program, procedures, staffina patterns, and support requirements comprise chapters one and two. The pilot study and project validation are reviewed in chapter three. Section two (chapter four) reports the resulting demonstration-developer grants made by Title III, ESEA for the primary purposes of disseminating, field testing, andpre- paring this manual. The review of literature in chapter five addresses the impact of blindness on family and child, theoretical approaches in early childhood education, and language develop- ment. Chapters six and seven are devoted to the methodology of the field testing study and the results and discussion of findings. Section three is designed to serve as a resource for teachers and others whopro- vide early teaching and counseling services for children (birth to school readiness) and their parents. The intent is to assist staff with diagnostic assessment and pro- gram planning by providing field tested tools and strategies which have proved useful in ten settings in California, Pennsylvania, Texas, Utah, and of course, in Montgomery County, Maryland. That this is not a cookbook curriculum cannot be overemphasized. It is a resource for teachers and others who work with young children and their parents, and it contains ideas and suggestions from teachers from almost every participating site. Although a majority of social workers found the Social Services material to be both appropriate and useful, they reported that infrequent contact with children made utili- zation of the educational strategies difficult. Workers who shared materials with school staffs where their clients were enrolled, however, reported successes. The material
Load more

Recommended publications
  • Hayashi Fumiko: the Writer and Her Works
    University at Albany, State University of New York Scholars Archive East Asian Studies Faculty Scholarship East Asian Studies 1994 Hayashi Fumiko: The Writer and Her Works Susanna Fessler PhD University at Albany, State University of New York, [email protected] Follow this and additional works at: https://scholarsarchive.library.albany.edu/eas_fac_scholar Part of the Japanese Studies Commons Recommended Citation Fessler, Susanna PhD, "Hayashi Fumiko: The Writer and Her Works" (1994). East Asian Studies Faculty Scholarship. 13. https://scholarsarchive.library.albany.edu/eas_fac_scholar/13 This Dissertation is brought to you for free and open access by the East Asian Studies at Scholars Archive. It has been accepted for inclusion in East Asian Studies Faculty Scholarship by an authorized administrator of Scholars Archive. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. Hie quality of this reproduction is dependent upon the qualify of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bieedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Probability and Counting Rules
    blu03683_ch04.qxd 09/12/2005 12:45 PM Page 171 C HAPTER 44 Probability and Counting Rules Objectives Outline After completing this chapter, you should be able to 4–1 Introduction 1 Determine sample spaces and find the probability of an event, using classical 4–2 Sample Spaces and Probability probability or empirical probability. 4–3 The Addition Rules for Probability 2 Find the probability of compound events, using the addition rules. 4–4 The Multiplication Rules and Conditional 3 Find the probability of compound events, Probability using the multiplication rules. 4–5 Counting Rules 4 Find the conditional probability of an event. 5 Find the total number of outcomes in a 4–6 Probability and Counting Rules sequence of events, using the fundamental counting rule. 4–7 Summary 6 Find the number of ways that r objects can be selected from n objects, using the permutation rule. 7 Find the number of ways that r objects can be selected from n objects without regard to order, using the combination rule. 8 Find the probability of an event, using the counting rules. 4–1 blu03683_ch04.qxd 09/12/2005 12:45 PM Page 172 172 Chapter 4 Probability and Counting Rules Statistics Would You Bet Your Life? Today Humans not only bet money when they gamble, but also bet their lives by engaging in unhealthy activities such as smoking, drinking, using drugs, and exceeding the speed limit when driving. Many people don’t care about the risks involved in these activities since they do not understand the concepts of probability.
    [Show full text]
  • Development and Validation of a Parent Measure of Socialization of Truth and Lie-Telling Behavior', Applied Developmental Science
    Edinburgh Research Explorer Socialization of lying scale Citation for published version: Talwar, V, Lavoie, J & Crossman, AM 2021, 'Socialization of lying scale: Development and validation of a parent measure of socialization of truth and lie-telling behavior', Applied Developmental Science. https://doi.org/10.1080/10888691.2021.1927732 Digital Object Identifier (DOI): 10.1080/10888691.2021.1927732 Link: Link to publication record in Edinburgh Research Explorer Document Version: Publisher's PDF, also known as Version of record Published In: Applied Developmental Science General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 06. Oct. 2021 Applied Developmental Science ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/hads20 Socialization of lying scale: development and validation of a parent measure of socialization of truth and lie-telling behavior Victoria Talwar, Jennifer Lavoie & Angela M. Crossman To cite this article: Victoria Talwar, Jennifer Lavoie & Angela M. Crossman (2021): Socialization of lying scale: development and validation of a parent measure of socialization of truth and lie-telling behavior, Applied Developmental Science, DOI: 10.1080/10888691.2021.1927732 To link to this article: https://doi.org/10.1080/10888691.2021.1927732 © 2021 The Author(s).
    [Show full text]
  • Introduction: Karmiloff-Smith from Piaget to Neuroconstructivisim a History of Ideas
    Thinking Developmentally from Constructivism to Neuroconstructivism Introduction: Karmiloff-Smith from Piaget to neuroconstructivisim A history of ideas Michael S. C. Thomas Developmental Neurocognition Lab, Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London Mark H. Johnson Department of Psychology, University of Cambridge, and Centre for Brain & Cognitive Development, Birkbeck, University of London Introduction Annette Karmiloff-Smith was a seminal thinker in the field of child development in a career spanning more than 45 years. She was the recipient of many awards, including the European Science Foundation Latsis Prize for Cognitive Sciences (the first woman to be awarded this prize), Fellowships of the British Academy, the Cognitive Science Society, the Academy of Medical Sciences, and the Royal Society of Arts, as well as honorary doctorates from universities across the world. She was awarded a CBE for services to cognitive development in the 2004 Queen’s Birthday Honours list. Annette passed away in December 2016, but she had already selected a set of papers that charted the evolution of her ideas, which are collected in this volume. At the time of her death, Annette was engaged in an innovative research project studying development and ageing in Down syndrome (DS) as a model to study the causes of Alzheimer’s disease. This multidisciplinary project, advanced by the LonDownS consortium, brought together experts in cognitive development, psychiatry, brain imaging, genetics, cellular biology, and mouse modelling. Annette’s focus in this project was to explore early development in infants and toddlers with Down syndrome. How could this inform Alzheimer’s disease? The logic is a mark of Annette’s brilliant theoretical insight.
    [Show full text]
  • Music Law 102
    Music Law 102 2019 Edition LawPracticeCLE Unlimited All Courses. All Formats. All Year. ABOUT US LawPracticeCLE is a national continuing legal education company designed to provide education on current, trending issues in the legal world to judges, attorneys, paralegals, and other interested business professionals. New to the playing eld, LawPracticeCLE is a major contender with its oerings of Live Webinars, On-Demand Videos, and In-per- son Seminars. LawPracticeCLE believes in quality education, exceptional customer service, long-lasting relationships, and networking beyond the classroom. We cater to the needs of three divisions within the legal realm: pre-law and law students, paralegals and other support sta, and attorneys. WHY WORK WITH US? At LawPracticeCLE, we partner with experienced attorneys and legal professionals from all over the country to bring hot topics and current content that are relevant in legal practice. We are always looking to welcome dynamic and accomplished lawyers to share their knowledge! As a LawPracticeCLE speaker, you receive a variety of benets. In addition to CLE teaching credit attorneys earn for presenting, our presenters also receive complimentary tuition on LawPracticeCLE’s entire library of webinars and self-study courses. LawPracticeCLE also aords expert professors unparalleled exposure on a national stage in addition to being featured in our Speakers catalog with your name, headshot, biography, and link back to your personal website. Many of our courses accrue thousands of views, giving our speakers the chance to network with attorneys across the country. We also oer a host of ways for our team of speakers to promote their programs, including highlight clips, emails, and much more! If you are interested in teaching for LawPracticeCLE, we want to hear from you! Please email our Directior of Operations at [email protected] with your information.
    [Show full text]
  • Boonin on the Non-Identity Problem
    Boonin on the Non-Identity Problem David Boonin starts by presenting two cases. The first is roughly this: Betty Betty is six months pregnant. Her doctor tells her that, if she keeps taking the medication that she is currently on, be born with an illness that causes minor health problems throughout life, and a premature death at age 30. But, if she stops taking the meds (or switches to a different brand that is equally effective), her child will be perfectly healthy. (Though, either way, the child’s life will be, on the whole, a good life; i.e., a life worth living.) Betty considers the doctor’s advice. However, since it would be a minor inconvenience to switch medications, she keeps taking the medication. Her child experiences some health issues and later dies at 30. My Unhealthy Child case from the previous lecture is based on Boonin’s second case: Wilma Wilma is deciding whether or not to conceive a child. Her doctor tells her that, due to some medication she is currently on, if she conceives now, she will conceive a child that will be born with an illness that causes minor health problems throughout life, and a premature death at age 30. But, if she stops taking the medication and waits a month for it to clear her system before conceiving, her child will be perfectly healthy. (Though, either way, the child’s life will be, on the whole, a good life; i.e., a life worth living.) Wilma considers the doctor’s advice. However, since it would be a minor inconvenience to switch medications and wait a month to conceive, she decides to conceive right away.
    [Show full text]
  • 5 Holism and Animal Minds
    WML05 12/20/2006 6:36 PM Page 251 5 Holism and Animal Minds David Finkelstein 1 It’s not unusual for influential philosophers to make statements about the minds of nonlinguistic creatures that to a nonphilosopher would seem not merely implausible, but plainly and obviously false. For example, in his Philosophy and the Mirror of Nature, Richard Rorty (1979, 187) defends the claim “that knowledge, awareness, concepts, . all descend on the shoulders of the bright child somewhere around the age of four, without having existed in even the most primitive form hitherto.” According to Rorty, a creature without language—whether human or nonhuman—is not aware of any- thing, and, contrary to what you might imagine when he climbs into bed with you each night, your dog has never once even noticed you. In arguing for this thesis, Rorty takes himself to be following the lead of Wilfrid Sellars. He quotes approvingly a passage from “Empiricism and the Philosophy of Mind” in which Sellars (1997, 63) describes his own position as one “according to which all awareness of sorts, resemblances, facts, etc., in short all awareness of abstract entities—indeed, all awareness even of particulars—is a linguistic affair.” According to Rorty, Sellars finds an innocent way to allow that brutes may be said to enjoy a kind of awareness. As Rorty (1979, 182) reads him, Sellars distinguishes “between aware- ness-as-discriminative behavior and awareness as . being ‘in the logical space of reasons, of justifying what one says.’” He goes on: “Awareness in the first sense is manifested by rats and amoebas and computers; it is simply reliable signaling.
    [Show full text]
  • High School Statistics for Credit Math Packet
    High School Statistics For Credit Math Packet General Rubric for All Standards Independently makes accurate, in-depth inferences and 4 Advanced applies content/skills to complex, open-ended problems and tasks. Independently uses complex grade-level content/skills 3 Proficient with no major errors or omissions. Independently uses basic grade-level content/skills with 2 Basic no major errors or omissions. However, major errors or omissions on more complex content/skills Major errors or omissions on basic and more complex 1 Emerging grade-level content/skills. Packet Contents: Probability Enrichment Packet for Quarter 3 Learning Targets ● Interpret probability as a long-run relative frequency ● Use simulation to model chance behavior ● Give a probability model for a chance process with equally likely outcomes and use it to find the probability of an event. ● Use basic probability rules, including the complement rule and the addition rule for mutually exclusive events ● Use a two-way table or Venn diagram to model a chance process and calculate probabilities involving two events. ● Apply the general addition rule to calculate probabilities. ● Calculate and interpret conditional probabilities ● Determine if two events are independent ● Use the general multiplication rule to calculate probabilities ● Use a tree diagram to model a chance process involving a sequence of outcomes and to calculate probabilities ● When appropriate, use the multiplication rule for independent events to calculate probabilities. Topic 1: Randomness, Probability and Simulation The outcome of something like a coin toss is unpredictable in the short run but has a regular and predictable pattern in the long run. The Probability of something is unpredictable in the short term, but in the long term (after many, many ​ ​ repetitions) it is the proportion of times an outcome of interest occurs.
    [Show full text]
  • The Reflection of the Concept of Marriage of Heian Japanese Aristocracy Revealed in Murasaki Shikibu's
    PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI THE REFLECTION OF THE CONCEPT OF MARRIAGE OF HEIAN JAPANESE ARISTOCRACY REVEALED IN MURASAKI SHIKIBU’S THE TALE OF GENJI AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By YUNITA PRABANDARI Student Number: 084214081 ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2015 PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI THE REFLECTION OF THE CONCEPT OF MARRIAGE OF HEIAN JAPANESE ARISTOCRACY REVEALED IN MURASAKI SHIKIBU’S THE TALE OF GENJI AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By YUNITA PRABANDARI Student Number: 084214081 ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2015 ii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI iii PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI iv PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI v PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma Nama : Yunita Prabandari Nomor Mahasiswa : 084214081 Demi pengembangan ilmu
    [Show full text]
  • Worksheets to Use with the Happiness Trap
    Worksheets To Use With The Happiness Trap The worksheets in this compilation are designed to be used in conjunction with The Happiness Trap. If you are working with a coach or therapist, they will probably want you to fill them in and bring them into your sessions. As a general rule, read the chapter first, and then take a look at the worksheet; it should then be self-explanatory. Many of these worksheets you will want to use repeatedly for different issues in different areas of your life. I hope you find them helpful. All the best, Russ Harris Chapter 1: Control of Thoughts and Feelings Questionnaire Chapter 2: a) Costs of Avoidance Worksheet Chapter 2: b) Avoidance and Suffering Diary Chapter 9: Defusion Practice Worksheet Chapter 13: Expansion Practice Worksheet Chapter 18: Informal Mindfulness Practice Chapter 20: Mindful Breathing Practice Worksheet Chapter 25: a) The Life Values Questionnaire Chapter 25: b) Detailed Bull's Eye Worksheet Chapter 25: c) Brief Bull's Eye Worksheet Chapter 27: Goal Setting Worksheet Chapter 30: Overcoming F.E.A.R. Worksheet Chapter 31: The Willingness and Action Plan Appendix: What To Do In A Crisis How to Get the Most Out Of ‘The Happiness Trap’ Reading the Book There are two ways to read the book. You can either work through it slowly and steadily, doing the exercises as you go. Or you can read it from cover to cover very rapidly, and then go back and work through it at your leisure. You can also enhance the exercises in the book by using the free online resources at http://www.thehappinesstrap.com/free_resources Stuck or Confused? If you ever get stuck or confused, I’d suggest you join the Yahoo list serve, entitled ‘ACT for the Public’: http://health.groups.yahoo.com/group/ACT_for_the_Public/join There’s no cost involved.
    [Show full text]
  • Lying Parent Guide
    Behavior AGES 2-4 Lying What to do when you hear, "I didn't do it," and you know your child did “I didn’t do it.” Your child has probably told you that more than once. It may be the truth. But often, it is not. You & Is your child lying? Not really; at least not the way Your Child adults think of lying. When preschool children deny doing something that their parents saw them do, it may sound like a lie, but it A guide for is prob- ably something else. new parents Sometimes, children are really pretending – saying something they wish to be true, such as, “No, I didn’t write on the wall.” Sometimes, what sounds like a lie is really your child trying to answer a question even though they don’t know the answer. They may make up an answer. But that isn’t really a lie, it’s more like a guess. It can be upsetting for parents when their children say things that aren’t true. When you understand how children think about the world, you can help you child to be more truthful. ON BACK WHAT TO DO WHEN YOUR CHILD IS NOT TELLING THE TRUTH ocd.pitt.edu @OCDPitt A publication of the University of Pittsburgh Office of Child Development made possible with help from the Frank and Theresa Caplan Fund For Early Childhood Development and Parenting Education. You & Your Child may be reproduced for non-profit use only. Behavior WHAT TO DO WHEN YOU HEAR, AGES "I DIDN'T DO IT," AND YOU KNOW 2-4 YOUR CHILD ID Help your child understand what really happened Children must learn that wishing something didn’t happen or saying something didn’t happen won’t change the fact that it actually did happen.
    [Show full text]
  • Diverse Economies of Debt: the Possibilities for Socially Useful Finance in Peer-To-Peer Finance and Reward-Based Crowdfunding
    Diverse economies of debt: The possibilities for socially useful finance in peer-to-peer finance and reward-based crowdfunding. by Gemma Bone Dodds A thesis submitted to Newcastle University for partial fulfilment of the requirements for the degree of Doctor of Philosophy in the School of Geography, Politics and Sociology Newcastle Upon Tyne, March 2019 Author’s Declaration I declare that this thesis is my own account of my research and contains as its main content work which has not previously been submitted for a degree at any tertiary education institution. Gemma Bone Dodds iii iv Abstract In the wake of the global financial crisis of 2007–8 and the persistence of mainstream forms of finance, this thesis aims to explore the possibilities for achieving more socially useful forms of finance with particular reference to case studies of peer-to-peer lending and reward-based crowdfunding in the United Kingdom. The thesis is situated within the diverse economies theoretical approach to human geography. Despite the centrality of finance to the wider economy, diverse economies theory has to date largely neglected finance. As such, the social relation of credit-debt that sits at the heart of money and finance has not been theorised in ways that foreground the diversity of ‘the social’ and open out political possibilities. The thesis analyses the diverse social relations of credit-debt as relatively discrete processes composed of spatial, temporal and subjectivity-creation practices. Peer-to-peer lending and reward-based crowdfunding are shown to assemble particular kinds of socialities that not only shift over time in relation to the mainstream, but which also exhibit the persistent tensions and possibilities that mark more socially useful forms of finance.
    [Show full text]