Academic literature on the topic 'A.C.T. Children's Theatre'

<p>La interacció, l’expressió i la creativitat esdevenen un fil conductor que possibilita la manifestació de la identitat pròpia, el valor d’aquestes particularitats en relació amb la societat i amb un mateix. El desenvolupament de la creativitat porta a una autoestima equilibrada, a una consciència personal en un ambient de llibertat expressiva, de seguretat, on mostrar-se, on explorar, des de la pròpia forma de ser, veure i percebre el món. En aquest article es presenta C &amp; T (Cinema and Theatre) Projects, una proposta educativa destinada al desenvolupament creatiu d’infants i joves a través de l’expressivitat.</p>

English-speaking preschoolers occasionally produce negative questions with a ‘doubled’ auxiliary (e.g. Why did you didn’t know?). These 2AuxQs apparently involve a failure to raise [NEG n’t] to C (cf. Why didn’t you know?). I analyze 2AuxQs as the product of two independent errors: a planning error (raising T-to-C without raising Neg-to-T first) and an allomorphy error (overgeneralization of ‑n’t). The planning error results from lack of practice: serial head-movement is relatively uncommon in English, and true Neg-to-T-to-C may be rarer than appearances suggest. In e.g. Why don’t we play, ok?, -n’t is not interpreted within TP—and strikingly, 2AuxQs are unattested here.

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190 Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4 Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253 Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1 Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114 Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002 Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371 Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202 Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011 Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793 Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58. Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137 Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

Our commentary concerns the Competing Factors Model (CFM). As Drozd says, the CFM is fictitious and without proponents. (See also McDaniel, 2001.) But we will argue that something like it is necessary to our field. Everyone recognizes multiple influences on language performance, even C&T. Most important, recognizing these factors does not require a denial of the grammar's existence or even of its dominance.

Standardization data for the Children's Category Test (CCT) and California Verbal Learning Test–Children's Version (CVLT–C) were used to evaluate covariances and statistically significant discrepancies between the T scores of those instruments, as well as the base rate of specific discrepancies. The results indicate that the CCT and CVLT–C share only a limited amount of common variance and that statistically significant discrepancies between the respective T scores are actually quite common. It is suggested that evaluation of the potential clinical significance of a discrepancy between the obtained results of these two instruments in individual cases should include consideration of the presented base rates. (JINS, 1998, 4, 242–246.)

Research suggests that child independence is more popular in countries with greater wealth and a higher percentage of the educated population. Various research implications expect children's independence and compliance to increase over time in developing countries. This study aims to describe the independence of early childhood who comes from low-income families or at low socioeconomic environment. Using quantitative descriptive, data collection techniques are carried out through a questionnaire. The study population was 30 respondents from the ECE institution who were included in the list of low-income families in 2018, using an area sampling technique. Overall, the teacher stated that all indicators of dependence on children from low-income families had reached the high category, which was 75%. The implication of further research is that aspects of independence in physical abilities, self-confidence, responsibility, discipline, sociability, sharing, and independence in terms of emotional control in early childhood can develop better in a low socio-economic environment. Keywords: Early Childhood, Independence skills, low-socioeconomic environment References [BPS] Badan Pusat Statistik. (2019). Berita resmi statistik. Bps.Go.Id. Amini, M. (2018). Parental Involvement in Improving Independence in Early Childhood. Advances in Social Science, Education and Humanities Research (ASSEHR), 169(Icece 2017), 190–192. https://doi.org/10.2991/icece-17.2018.48 Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. https://doi.org/10.1017/S0954579408000436 Blair, C., & Raver, C. C. (2015). School Readiness and Self-Regulation: A Developmental Psychobiological Approach. Annual Reviews Psychology, 3(66), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221.School Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-deckard, K. (2015). Supplemental Material for Intergenerational Transmission of Self-Regulation: A Multidisciplinary Review and Integrative Conceptual Framework. Psychological Bulletin, 141(3), 602–654. https://doi.org/10.1037/a0038662.supp Brophy-Herb, H. E., Stansbury, K., Bocknek, E., & Horodynski, M. A. (2012). Modeling maternal emotion-related socialization behaviors in a low-income sample: Relations with toddlers’ self-regulation. Early Childhood Research Quarterly, 27(3), 352–364. https://doi.org/10.1016/j.ecresq.2011.11.005 Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2009). Self-Regulation and Its Relations to Adaptive Functioning in Low Income Youths. American Journal of Orthopsychiatry, 79(1), 19–30. https://doi.org/10.1037/a0014796 Charilaos, Z., Anastasia, C., Artemis, G., & Dimitrios, S. (2018). The Relationship Between Performance of Neuromuscular Junction and Social Skills (Co-Operation, Interaction, Independence). European Journal of Physical Education and Sport Science, 4(12), 1–20. https://doi.org/10.5281/zenodo.1455997 Cirino, P. T., Miciak, J., Gerst, E., Barnes, M. A., Vaughn, S., Child, A., Huston-Warren, E., Coelho, V., Cadima, J., Pinto, A. I., Guimarães, C., Dark-Freudeman, A., West, R. L., Eisenberg, N., Sulik, M. J., Huh, Y., Reigeluth, C. M., Kim, S., Holloway, S. D., … Cheah, C. S. L. (2018). Attachment and self-regulation. Personality and Social Psychology Bulletin,16(2), 450–467. https://doi.org/10.1177/0022219415618497 Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698. https://doi.org/10.1080/10409289.2010.497451 Ellis, B. J., Boyce, W. T., Belsky, J., Bakermans-Kranenburg, M. J., & Van Ijzendoorn, M. H. (2011). Differential susceptibility to the environment: An evolutionary- neurodevelopmental theory. Development and Psychopathology, 23(1), 7–28. https://doi.org/10.1017/S0954579410000611 Evans, G. W., & Kim, P. (2013). Childhood Poverty, Chronic Stress, Self-Regulation, and Coping. Child Development Perspectives, 7(1), 43–48. https://doi.org/10.1111/cdep.12013 Fay-Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting Influences on Executive Function in Early Childhood: A Review. Child Development Perspectives, 8(4), 258–264. https://doi.org/10.1111/cdep.12095 Havighurst, S. S., Wilson, K. R., Harley, A. E., Prior, M. R., & Kehoe, C. (2010). Tuning in to Kids: Improving emotion socialization practices in parents of preschool children-findings from a community trial. Journal of Child Psychology and Psychiatry and Allied Disciplines. https://doi.org/10.1111/j.1469-7610.2010.02303.x Jimenez-Gomez, C., Haggerty, K., & Topçuoǧlu, B. (2020). Wearable activity schedules to promote independence in young children. Journal of Applied Behavior Analysis, 9999(9999), 1–20. https://doi.org/10.1002/jaba.756 Julian, M. M., Leung, C. Y. Y., Rosenblum, K. L., LeBourgeois, M. K., Lumeng, J. C., Kaciroti, N., & Miller, A. L. (2019). Parenting and Toddler Self-Regulation in Low-Income Families: What Does Sleep Have to do with it? Infant Ment Health J., 40(4), 479–495. https://doi.org/doi:10.1002/imhj.21783 Kaya, İ., & Deniz, M. E. (2020). The effects of life skills education program on problem behaviors and social skills of 4-year-old preschoolers. Elementary Education Online, 19(2), 612–623. https://doi.org/10.17051/ilkonline.2020.692983 Lengua, L. J., Moran, L., Zalewski, M., Ruberry, E., Kiff, C., & Thompson, S. (2015). Relations of Growth in Effortful Control to Family Income, Cumulative Risk, and Adjustment in Preschool-age Children. Journal of Abnormal Child Psychology,43(4), 705–720. https://doi.org/10.1007/s10802-014-9941-2 Meylia, K. N., Siswati, T., Paramashanti, B. A., & Hati, F. S. (2020). Fine motor, gross motor, and social independence skills among stunted and non-stunted children. Early Child Development and Care, 0(0), 1–8. https://doi.org/10.1080/03004430.2020.1739028 Nahar, B., Hossain, M., Mahfuz, M., Islam, M. M., Hossain, M. I., Murray-Kolb, L. E., Seidman, J. C., & Ahmed, T. (2020). Early childhood development and stunting: Findings from the MAL-ED birth cohort study in Bangladesh. Maternal and Child Nutrition, 16(1). https://doi.org/10.1111/mcn.12864 Park, H., & Lau, A. S. (2016). Socioeconomic Status and Parenting Priorities: Child Independence and Obedience Around the World. Journal of Marriage and Family, 78(1), 43–59. https://doi.org/10.1111/jomf.12247 Rhoades, B. 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This article describes the creation and development of a sustainable, community-supported children's bereavement camp. Numerous grief camps were examined prior to the project development. The project development was guided by the S.M.A.R.T. (S—Strategic/specific; M—Measurable; A—Achievable/attainable; R—Realistic; and T—Time-framed) stratagem to direct steps toward the development of the bereavement camp. Outcome measures included program participation, as well as evaluations completed by campers, family members, and volunteers. Camp attendance continues to grow, with 48 children the first year and an average of 65 the following 3 years. According to post-evaluation surveys, campers were able to integrate back into school with a decrease in stress and an increase in their ability to verbalize their grief, share feelings and begin to trust others. One child “got her sparkle back” according to her grandmother. Several campers commented that camp allowed them to see themselves as normal children. The goal of Camp Healing Hearts was that campers would laugh again, and they are.

Abstract Background: COG AALL0434 evaluated the safety and efficacy of a multi agent chemotherapy backbone containing Capizzi based methotrexate/pegaspargase in newly diagnosed T-LL patients. High-risk patients were randomized to receive the COG augmented BFM (ABFM) regimen with or without Nelarabine. This was part of a larger trial including T-Lymphoblastic Leukemia (T-ALL) patients featuring a 2 x 2 pseudo-factorial randomization at the end of induction using the COG ABFM regimen with a randomization of Capizzi MTX/pegaspargase (C-MTX) verses high dose MTX and a randomization with or without Nelarabine (Nel). Methods: AALL0434 enrolled 277 patients with T-LL (2010-2014). Patients were assigned to two risk categories based upon the degree of bone marrow involvement at diagnosis: (≥1%, High Risk, <1% Standard Risk), and the ability to achieve at least a partial response at the end of induction. Patients with prior steroid treatment were assigned to the high risk group. Both groups were treated using the ABFM C-MTX regimen. High-risk patients were randomized to receive or not receive six, 5-day courses of Nel 650 mg/m2/day. No patients received prophylactic cranial radiation and CNS3 patients were ineligible. Response criteria included, Complete Response (CR): disappearance, Complete Response unconfirmed (CRu): >75% reduction, Partial Response (PR): >50% reduction, of all measurable disease, all without new lesions. Results: At the end of induction, 98.9% of the evaluable patients achieved at least a partial response (30.7% CR, 34.7% CRu, 33.5% PR). For all T-LL patients, the 4-year event free survival (EFS) and overall survival (OS) were 87.0 +/- 2.1% and 90.0+/-1.8%. The 4-year Disease Free Survival (DFS) from end of induction was 90.0+/- 2.1%. There was no difference in DFS observed between the high risk and standard risk groups, (p=0.25) or by treatment regimen (p=0.31). Nel did not show an advantage for high-risk T-LL patients, with 4-year DFS 85.0 +/- 5.6% with Nel (N=60) vs 89.0 +/- 4.7% without Nel (N=58) (p=0.28). Neither stage nor tumor response at the end of four weeks of induction therapy resulted in differences in EFS (p= 0.34 and p= 0.22, respectively). Minimal detectable disease (MDD) of the bone marrow at diagnosis (<0.1%, 0.1-0.99%, >1.0%), used to establish the risk assignment for this trial, failed to demonstrate thresholds at diagnosis that resulted in differences in EFS (p=0.27). Relapse involving the CNS only occurred in 4 patients (1.4%). Overall toxicity and neurotoxicity was acceptable and not significantly different than that experienced from the ALL cohort. There was one observed second malignancy and 5 deaths not from progressive disease. Conclusion: COG AALL0434 produced excellent outcomes in one of the largest trials ever conducted for patients with newly diagnosed T-LL. The COG ABFM regimen with C-MTX provides excellent disease control regardless of stage, or the degree of disease involvement of the bone marrow at diagnosis. Nelarabine did not show an improvement in the outcome, although the trial was underpowered to address this specific question. Disclosures Teachey: Amgen: Consultancy; La Roche: Consultancy. Bollard:Torque: Honoraria, Membership on an entity's Board of Directors or advisory committees; Cellectis: Honoraria, Membership on an entity's Board of Directors or advisory committees; Neximmune: Honoraria, Membership on an entity's Board of Directors or advisory committees.

This chapter aims to offer an overview of those resurgences of the baroque that are most significant for my study – Germany’s rediscovery of the Trauerspiel and allegory, the colourful legacy of the Italian commedia dell ‘arte and the monist philosophy of Baruch Spinoza that informs Ernst Haeckel’s evolutionary science at the turn of the century. Anglo-American modernism’s debt to the baroque has already been discussed in some detail in the context of English metaphysical poetry, and this interest stemmed from T. S. Eliot’s essay ‘The Metaphysical Poets’ (1921). The essay is a review of Herbert J. C. Grierson’s anthology Metaphysical Lyrics and Poems of the Seventeenth Century: Donne to Butler (1921), and between them the two works were responsible for a reappraisal of the poetry of John Donne, George Herbert, Andrew Marvell, Richard Crashaw, Henry Vaughan and Abraham Cowley during the 1920’s and 1930s.