Relevant bibliographies by topics / Childrens's plays

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Childrens's plays'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Childrens's plays"

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Tuset Davó, Juan José. "Arquitecturas para el juego en Central Park: aventuras contra la apatía." VLC arquitectura. Research Journal 7, no. 2 (October 30, 2020): 1. http://dx.doi.org/10.4995/vlc.2020.11820.

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Children's play architectures propose new uses for urban public space. The intervention of the New York architect Richard Dattner with his "Adventure playground" (1967) in Central Park creates a children's play environment from formal anarchy in which children can imagine their own ways of playing. The proposal of elemental architectures that encourage children to be adventurous was opposed to the apathy inherited from the conservative institutionalized design. Structures linked by a slightly winding concrete wall define living and playing spaces by creating a natural separation of the children's and the adult's environment. The concatenation of iconic forms of children’s plays aims to choreograph the child's personal learning experiences. Dattner's project is the architectural expression of a bold play program. It represents the rebellious attitude of young architects of advanced ideology. It symbolizes the radical change in thinking about the design of the public playground. It considers the need to involve the community in the project phase and is a contribution to the artistic avant-garde movements that vindicated the specific object of minimal expression.
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Fisher, Julie. "Supporting children's play." Practical Pre-School 1999, no. 16 (July 1999): 11–12. http://dx.doi.org/10.12968/prps.1999.1.16.41142.

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Nigora Adizova Bakhtiyorovna and Nodira Adizova Bakhtiyorovna. "Anvar obidjon is a children’s poet." Middle European Scientific Bulletin 2, no. 1 (January 15, 2021): 13–19. http://dx.doi.org/10.47494/mesb.2021.2.156.

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This article focuses on A. Obidjon, who played a special role in the development of children's poetry and prose. At the same time, the artist, who thinks about the development of Uzbek children's drama, has created a dramatic epic, a play. Anvar Obidjan is an artist who has enriched not only children's prose and poetry, but also dramaturgy, as a children’s poet, known as a prose writer, he won the admiration of his fans with his dramatic works
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McArdle, Paul. "Children’s play." Child: Care, Health and Development 27, no. 6 (November 2001): 509–14. http://dx.doi.org/10.1046/j.1365-2214.2001.00230.x.

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Lifter, Karin, Emanuel J. Mason, and Erin E. Barton. "Children’s Play." Journal of Early Intervention 33, no. 4 (December 2011): 281–97. http://dx.doi.org/10.1177/1053815111429465.

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The purpose of this article is to raise the profile of play so that it is an important domain of concern for serving children with delays and disabilities, just as are the other five domains specified in federal law. A rationale for the integration of the behavioral perspective and the constructivist perspective is presented to contribute clarity to what play is and how it is used. Definitions are offered of what play is, how play is learned, and what individuals in the field have learned about play within each perspective. Critical future directions for research are discussed.
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Nigar Aghayeva. "COMPARATIVE ANALYSIS OF SOME LYRIC AND EPIC GENRES IN AZERBAIJANI AND ENGLISH CHILDREN’S FOLKLORE." International Academy Journal Web of Scholar, no. 2(44) (February 28, 2020): 17–21. http://dx.doi.org/10.31435/rsglobal_wos/28022020/6912.

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Children's folklore genres play a very important role in children’s development. Article is devoted to the comparative study of some lyric and epic genre features of Azerbaijani and English children's folklore. Children folklore has a lot of common peculiarities. But there are also some differences. In this regard, the subject of the research is fundamental and comparative typological analysis of the lyric and epic genres of Azerbaijani and English children’s folklore were involved to the research. Article provides a comparative analysis of both Azerbaijani and English lullabies, riddles, tongue twister, and children's songs. Thus, the similarity of folklore genres in the study is linked to the closeness of human thought and its relation to reality. The similar life conditions of Azerbaijani and English peoples and the stereotypes of behavior formed according to these situations, oral traditions, especially comparisons of children's folklore texts revealed parallels in terms of information. Similarities in connection with life conditions are clearly observed in many children's folklore genres, as well as in some lyric and epic genres.
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FRANCIS, BECKY. "Power Plays: Children's constructions of gender and power in role plays." Gender and Education 9, no. 2 (June 1997): 179–92. http://dx.doi.org/10.1080/09540259721358.

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VLAICU, Claudia. "The Importance of Role Play for Children’s Development of Socio-Emotional Competencies." Logos Universality Mentality Education Novelty: Social Sciences III, no. 1 (December 31, 2014): 157–67. http://dx.doi.org/10.18662/lumenss.2014.0301.14.

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Perren, Sonja, Fabio Sticca, Barbara Weiss-Hanselmann, and Carine Burkhardt Bossi. "Let us play together! Can play tutoring stimulate children’s social pretend play level?" Journal of Early Childhood Research 17, no. 3 (June 2, 2019): 205–19. http://dx.doi.org/10.1177/1476718x19849248.

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Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of children’s social skills (cooperative behaviour and sociability) was examined. In total, 50 children from eight playgroups participated in the study (50% females, mean age at T1 = 46.6 months, SD = 4.3). Six play tutoring sessions took place during normal playgroup sessions (30–40 minutes each). Both the play tutors’ active support and play management and the children’s social pretend play were videotaped and rated for each 10-minute interval. Furthermore, teachers rated children’s social skills before the intervention. The study showed that active support – but not play management – was positively associated with children’s social pretend play level. Furthermore, children’s sociability positively predicted children’s social pretend play level during the intervention and also intensified the positive effect of active support on children’s social pretend play level. In contrast, children’s cooperative behaviour was not significantly associated with their social pretend play level. These results suggest that play tutoring in a group setting needs to be tailored to children’s needs and should actively aim to include withdrawn children, so that they can also profit more strongly from the intervention.
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ANDERSON, EILEEN G. "Theories of Children's Play." Australian Occupational Therapy Journal 15, no. 2 (August 27, 2010): 22–34. http://dx.doi.org/10.1111/j.1440-1630.1968.tb00256.x.

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Dissertations / Theses on the topic "Childrens's plays"

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Glover, Ann L. (Ann Louise). "Billikin Whiskers and the Mountain Trolls: A Children's Play." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500252/.

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This thesis is a play for children. The story and the characters were derived from traditional Norwegian fairy tales. The central character is Billikin Whiskers, a billy-goat, who is captured by three trolls--Sparky, Garr and Pragg. The play is set on a mountain in Norway. The central idea of the play is the issue of intelligence--represented by Billikin Whiskers--versus physical strength--symbolized by the trolls.
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Mtonga, Mapopa. "Children's games and plays in Zambia." Thesis, Queen's University Belfast, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356953.

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Torgerson, Pamela. "Influencing children's gendered play preferences through play interventions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7877.

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Yiu, Chi-wai Albert. "The children's museum : a stimulating environment of play, wonder and learning /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25955111.

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Vujanovic, Suzan. "Young Vietnamese Children's Conceptions of Play." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16157/.

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Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
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Takhvar, Mehri. "Context of play : a longitudinal, observational study of children's play." Thesis, University of Sheffield, 1985. http://etheses.whiterose.ac.uk/12777/.

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L'heureux, Lisa Joan Marie. "Une ouverture sur le monde : children's theatre and Théâtre de la Vieille 17." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2510.

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Over the past three decades, the plays and productions of Theatre de la Vieille 17 have made significant contributions to French Canadian children's theatre. Their productions embrace a fantastical and imaginative narrative that make them accessible to most audiences. As much as this company shows a remarkable openness to the world, it maintains strong ties to the Franco-Ontarian theatre milieu. This thesis examines key elements that have contributed to La Vieille 17's continual commitment to children's theatre as well as ways in which its productions and policy making have resulted in its increasing artistic and financial success. This study begins by looking at La Vieille 17's three most significant plays: Le Nez, Mentire, and Meta. This analysis takes into consideration the narrative of each play, production elements, co-producers and collaborators, funding, the scope of their tour, and awards and recognition. Each of these aspects contribute to giving these productions a broader world view and help to establish La Vieille 17 as a leading producer of children's theatre. The second part of this thesis analyses key moments during the company's history as well as moments in which it has acted as a common front with other Franco-Ontarian theatre companies. Both of these activities have shaped La Vieille 17's children theatre programming and have led the company to create a successful model in which to produce their works.
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Ng, Kwok-sun Chris, and 吳國新. "Hong Kong Children's Museum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984101.

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Thorell, Mia. "Politics and alignments in children's play dialogue : play arenas and participation /." Linköping : Tema, Univ, 1998. http://www.bibl.liu.se/liupubl/disp/disp98/arts173s.htm.

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Fletcher, Helen. "An exploration of children's play : classifying play and exploring gender differences in aggressive play." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2410/.

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The aim of this study was to explore children's play, looking at developmental domains of play and gender differences in aggressive play. Chapter One reviewed existing literature on types and functions of play. Five developmental domains of play that incorporate types and functions were proposed, namely sensorimotor, cognitive, socio-communicative, imaginative/ creative and emotional. Chapter Two involved an observational study of children's play. An attempt was made to explore the existence and occurrence of the developmental domains that were proposed in Chapter One. Results suggested that the domains exist in this sample of children's play. Children statistically spent the most time in sensorimotor and imaginative/ creative play, compared to the other types of play. No statistical difference was found in gender with respects to time spent playing in the domains. Clinical implications are discussed. Future research is required to create more valid and reliable criteria for the domains and age-related norms. Chapter Three investigated gender differences in the duration of aggressive play. An observational study of children's play was carried out. The duration of time of aggessive play in each child's play was recorded and analysed. Results showed that boys displayed statistically more aggressive play than girls in this sample. Clinical implications are discussed. Chapter Four reviews the previous three chapters, looking at methodological limitations, observations of the research process and personal reflections.
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Books on the topic "Childrens's plays"

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Milgrim, Sally-Anne. Plays to play with everywhere. New York: S. French, 1991.

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Three children's plays. New York: Grove Press, 1986.

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Gretchen, Reynolds, ed. The play's the thing: Teachers' roles in children's play. New York: Teachers College Press, 1992.

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Gretchen, Reynolds, ed. The play's the thing: Teachers' roles in children's play. 2nd ed. New York: Teachers College Press, 2011.

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Magazine', 'Sunset. Children's play areas. Edited by Sunset Books. Menlo Park, CA: Sunset Books, Inc., 1998.

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Lindon, Jennie. Understanding children's play. Cheltenham: Nelson Thornes, 2001.

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Great Britain. Department of Health. Social Services Inspectorate. Children's services plans: An analysis of children's services plans 1993/94. [U.K.]: Department of Health, 1998.

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Great Britain. Department of Health. Social Services Inspectorate. Children's services plans: An analysis of children's services plans 1993/94. London: Social Services Inspectorate, 1995.

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Korty, Carol. Riding the wind: Story plays from old China : a children's play with music. New York, NY: Playscripts, 2004.

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ill, Farr Teresa, ed. Jewels: Children's play rhymes. Greenvale, N.Y: Mondo Pub., 1995.

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Book chapters on the topic "Childrens's plays"

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Dekker, Rudolf. "Children’s Play." In Childhood, Memory and Autobiography in Holland, 73–80. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62377-8_9.

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Karpatschof, Benny. "Play, But Not Simply Play: The Anthropology of Play." In Children's Play and Development, 251–65. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_15.

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Madej, Krystina. "Play." In Physical Play and Children’s Digital Games, 7–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42875-8_2.

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Cecchin, Daniela. "Pedagogical Perspectives on Play." In Children's Play and Development, 55–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_4.

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Fleer, Marilyn. "Collective Imagining in Play." In Children's Play and Development, 73–87. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_5.

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Williams, Diana. "The role of play." In Working with Children's Language, 92–127. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003031109-4.

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Schousboe, Ivy, and Ditte Winther-Lindqvist. "Introduction: Children’s Play and Development." In Children's Play and Development, 1–11. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_1.

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Koot, Halfdan Fryd, and Henrik Garde. "Online Adolescence: Real-Life Development in the Virtual World of Warcraft." In Children's Play and Development, 165–80. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_10.

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Jack, Morten. "Playing in Online Chat Communities." In Children's Play and Development, 181–95. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_11.

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Schousboe, Ivy. "The Persistence of Play and What If Thinking." In Children's Play and Development, 197–214. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6579-5_12.

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Conference papers on the topic "Childrens's plays"

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Back, Jon, Caspar Heeffer, Susan Paget, Andreas Rau, Eva Lotta Sallnäs Pysander, and Annika Waern. "Designing for Children's Outdoor Play." In DIS '16: Designing Interactive Systems Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2901790.2901875.

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Bekker, Tilde M., and Berry H. Eggen. "Designing for children's physical play." In Proceeding of the twenty-sixth annual CHI conference extended abstracts. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1358628.1358776.

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Lee-Cultura, Serena, Kshitij Sharma, Valeria Aloizou, Symeon Retalis, and Michail Giannakos. "Children's Interaction with Motion-Based Touchless Games." In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383668.3419937.

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Brooks, Eva Irene, and Anders Kalsgaard Moeller. "Children's Perceptions and Concerns of Online Privacy." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3356307.

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Mertol, Hüseyin, and Ömer Çelikkol. "USE OF TRADITIONAL CHILDREN'S PLAYS IN SOCIAL STUDIES COURSES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2370.

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Read, Janet C., Suzanne Clarke, Dan Fitton, Rhianne Joes, Matthew Horton, and Gavin Sim. "Touching Base on Children's Interactions with Tablet Games." In CHI PLAY '17: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3130859.3131432.

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Ahn, Jong-gil, Hyeonsuk Yang, Gerard J. Kim, Namgyu Kim, Kyoung Choi, Hyemin Yeon, Eunja Hyun, Miheon Jo, and Jeonghye Han. "Projector robot for augmented children's play." In the 6th international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1957656.1957666.

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Sobel, Kiley, Katie O'Leary, and Julie A. Kientz. "Maximizing children's opportunities with inclusive play." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771844.

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Bekker, Mathilde, Elise van den Hoven, Peter Peters, and Bart klein Hemmink. "Stimulating children's physical play through interactive games." In the 6th international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1297277.1297313.

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Duan, Dingrui, Lu Tian, Jinshi Cui, Li Wang, Hongbin Zha, and Hamid Aghajan. "Gaze Estimation in Children's Peer-Play Scenarios." In 2013 2nd IAPR Asian Conference on Pattern Recognition (ACPR). IEEE, 2013. http://dx.doi.org/10.1109/acpr.2013.178.

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Reports on the topic "Childrens's plays"

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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Rojas Smith, Lucia, Megan L. Clayton, Carol Woodell, and Carol Mansfield. The Role of Patient Navigators in Improving Caregiver Management of Childhood Asthma. RTI Press, April 2017. http://dx.doi.org/10.3768/rtipress.2017.rr.0030.1704.

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Childhood asthma is a significant public health problem in the United States. Barriers to effective asthma management in children include the need for caregivers to identify and manage diverse environmental triggers and promote appropriate use of preventive asthma medications. Although health care providers may introduce asthma treatments and care plans, many providers lack the time and capacity to educate caregivers about asthma in an ongoing, sustained manner. To help address these complexities of asthma care, many providers and caregivers rely on patient navigators (defined as persons who provide patients with a particular set of services and who address barriers to care) (Dohan & Schrag, 2005). Despite growing interest in their value for chronic disease management, researchers and providers know little about how or what benefits patient navigators can provide to caregivers in managing asthma in children. To explore this issue, we conducted a mixed-method evaluation involving focus groups and a survey with caregivers of children with moderate-to-severe asthma who were enrolled in the Merck Childhood Asthma Network Initiative (MCAN). Findings suggest that patient navigators may support children’s asthma management by providing individualized treatment plans and hands-on practice, improving caregivers’ understanding of environmental triggers and their mitigation, and giving clear, accessible instructions for proper medication management. Study results may help to clarify and further develop the role of patient navigators for the effective management of asthma in children.
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Allowing young children to play with their friends must be prioritised as soon as possible when lockdown is eased. ACAMH, June 2020. http://dx.doi.org/10.13056/acamh.12119.

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