Children often find it difficult to make it through an entire day of structured activity — be it school, daycare, camp, or a boys/girls club. These games and activities are the remedy. Refocusing a child's mind after a long lesson or event, they re-energize youngsters and improve the mood of any group. Many incorporate call-and-response and improvisation, strengthening a child's cognitive skills while relieving fatigue and facilitating concentration.
What your child eats has a major impact on his brain and body function. Eating for Autism is the first book to explain how an autism, Asperger’s, PDD-NOS, or ADHD condition can effectively be treated through diet.Eating for Autism presents a realistic 10-step plan to change your child’s diet, starting with essential foods and supplements and moving to more advanced therapies like...
For nearly four centuries, our understanding of human development has been controlled by the debate between nativism and empiricism. Nowhere has the contrast between these apparent alternatives been sharper than in the study of language acquisition. However, as more is learned about the details of language learning, it is found that neither nativism nor empiricism provides guidance about the ways in which complexity arises from the interaction of simpler developmental forces. For example, the child's first guesses about word meanings arise from the interplay between parental guidance, the child's perceptual preferences, and neuronal support for information storage and retrieval. As soon as the shape of the child's lexicon emerges from these more basic forces, an exploration of "emergentism" as a new alternative to nativism and empiricism is ready to begin.
Gwyneth Doherty-Sneddon, a developmental psychologist and mother of a young son herself, demonstrates the way in which a young child's developing personality and intelligence is revealed in their non-verbal communication. She shows how parents and other adults have the potential to facilitate a child's social and intellectual growth through acknowledging and responding to this unspoken language.
What does it mean to a kid to be labeled attention-deficit disordered (ADD)? Or to have "hyperactive" added to the label (ADHD)? What can teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for these kids and not enough on new perspectives on learning, child development, the child's socioeconomic and cultural background, biological and psychological research, and the learner's emotional and social needs?
