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- I created and taught courses in Child Development. Language and Cognition, Prosocial Behaviors, , Cross-cultural ... moreI created and taught courses in Child Development. Language and Cognition, Prosocial Behaviors, , Cross-cultural Families, Observation and Assessment, Infancy, and Parenting for about 40 years. I have published over 600 research articles and chapters, and two dozen books as well as a video on promoting early language and Webinars to promote early secure attachment. I have given presentations and workshops in many countries, including China, Italy, Germany, Singapore, Israel, Russia, France, Canada, and England to encourage and enhance the quality of care for young children.edit
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Four groups of infants with iron deficiency but without anemia (hemoglobin ≥ 11.0g/dL) were studied in an attempt to discover behavioral signs that can be used to index high risk probability for iron deficiency. The 38 9‐to‐12 month... more
Four groups of infants with iron deficiency but without anemia (hemoglobin ≥ 11.0g/dL) were studied in an attempt to discover behavioral signs that can be used to index high risk probability for iron deficiency. The 38 9‐to‐12 month infants were classified as iron replete, iron depleted, or iron deficient, based on biochemical analysis. Intramuscular iron was given immediately to all
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This paper asserts that the more enriching the interactions and experiences that parents and child caregivers provide to very young children, the more chances they are providing for growing neural connections and pathways in the brain to... more
This paper asserts that the more enriching the interactions and experiences that parents and child caregivers provide to very young children, the more chances they are providing for growing neural connections and pathways in the brain to support language, reasoning, and planning skills; mental health and emotional well-being; and motor development. The paper discusses 20 ways for child care professionals to ensure optimal development of children's growing brains. Examples are: (1) be sure that the baby's brain before birth has a healthy start; (2) provide rich language inputs; (3) play simple body games; (4) make a picture book sharing a daily intimate activity; (5) share joint attention; (6) use diapering time to build babies' emotional feelings of having a "lovable body"; (7) provide developmentally appropriate toys; (8) respond promptly to infant distress signals; (9) nurture baby confidence; and (10) perform daily infant massage. (EV) Reproductions supplied...
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ABSTRACT Outdoor experiences allow teachers to focus on expanding child learning in different domains. Nature experiences can sharpen child senses, enrich vocabulary, increase spatial understandings, and permit more practice for large... more
ABSTRACT Outdoor experiences allow teachers to focus on expanding child learning in different domains. Nature experiences can sharpen child senses, enrich vocabulary, increase spatial understandings, and permit more practice for large muscle skills. As well, teachers can arrange outdoor activities to promote positive peer cooperation and aesthetic enjoyment and appreciation – of birds, flowers, clouds, plants, clouds, rain, and trees. Outdoor environments challenge teachers to create new ways to involve children with disabilities in enjoyable learning opportunities. Caregivers can arrange new ways to enhance children's experiences and insights in activities not possible within the confines of indoor classroom spaces. Helping young children enjoy nature and outdoors, teachers create a lifelong path for them to become conservers of sustainable environments in the future.
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Abstract: This two-volume reference presents the latest findings on the mental, emotional, and physical life of the human infant. The entries present thorough and current assessments of infancy issues as well as brief definitions and... more
Abstract: This two-volume reference presents the latest findings on the mental, emotional, and physical life of the human infant. The entries present thorough and current assessments of infancy issues as well as brief definitions and descriptions of scientific, technological, ...
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EEC Regulation 7.05 (5, 7-8) Educators must provide guidance to children in a positive and consistent way based on an understanding of the individual needs and development of children by: (5)(a) encouraging self-control and using positive... more
EEC Regulation 7.05 (5, 7-8) Educators must provide guidance to children in a positive and consistent way based on an understanding of the individual needs and development of children by: (5)(a) encouraging self-control and using positive guidance techniques, such as recognizing and reinforcing children’s appropriate behaviors, having reasonable and positive expectations, setting clear and consistent limits, and redirecting; (b) helping children learn social, communication, and emotional regulation skills they can use in place of challenging behaviors; (c) using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to encourage appropriate behavior and prevent challenging behaviors; (d) intervening quickly when children are physically aggressive with one another and helping them develop more positive strategies for resolving conflict; (e) explaining rules and procedures and the reasons for them to children, and where appropriate and feasible, allowing children to participate in the establishment of program rules, policies and procedures; (f) discussing behavior management techniques among staff to promote consistency. (7) Educators must direct child guidance to the goal of maximizing the growth and development of children and protecting the group and the individuals within. (8) The following practices are strictly prohibited: (a) spanking or other corporal punishment of children; (b) subjecting children to cruel or severe punishment such as humiliation, verbal or physical abuse, neglect, or abusive treatment including any type of physical hitting inflicted in any manner upon the body, shaking, threats, or derogatory remarks; (c) depriving children of outdoor time, meals or snacks; force feeding children or otherwise making them eat against their will, or in any way using food as a consequence; (d) disciplining a child for soiling, wetting, or not using the toilet; forcing a child to remain in soiled clothing or to remain on the toilet, or using any other unusual or excessive practices for toileting; (e) confining a child to a swing, high chair, crib, playpen or any other piece of equipment for an extended period of time in lieu of supervision; and (f) excessive time-out. Time-out may not exceed one minute for each year of the child’s age and must take place within the educator’s view.
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EJ485391 - Books for Professionals: Developmentally Appropriate Kindergartens.
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In a Nutshell - This book describes the way stress manifests in children's lives and presents strategies to teachers and childcare providers for alleviating those stresses. It is designed to help educators, childcare providers, and... more
In a Nutshell - This book describes the way stress manifests in children's lives and presents strategies to teachers and childcare providers for alleviating those stresses. It is designed to help educators, childcare providers, and parents understand sources of child stresses and solutions to ameliorate those stresses. It describes the varied ways in which stress manifests in the lives of young children and presents innovative, time-tested and clinically validated strategies for alleviating a wide range of child stresses. The book will cover topics such as understanding the types of stress (e.g. separation anxiety, aggression, health issues, learning disabilities, bullying) in children's lives and the sources and signs of stress, choosing the appropriate stress-busting technique for each child, and how to personalize stress-reducing strategies. It informs the educator about how to work with groups of children and also provides personal stress-busting ideas for adults who work in childcare and education settings.
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... DOI: 10.1080/15240750802590776 Alice Sterling Honig a & Patricia M. Martin b pages 33-44. ... 2, 169–193. Norwood, NJ: Ablex. View all references). Teacher provision of nonrepresentational materials (blocks, clay, and Play-Doh) is... more
... DOI: 10.1080/15240750802590776 Alice Sterling Honig a & Patricia M. Martin b pages 33-44. ... 2, 169–193. Norwood, NJ: Ablex. View all references). Teacher provision of nonrepresentational materials (blocks, clay, and Play-Doh) is another technique to encourage distancing. ...