Approach In Children Research Articles

Perspective of Teachers on the Cross-Curricular Pedagogical Approach for Children with Developmental Disabilities

The National Education Policy 2020 has voiced its interest and need for an evolved pedagogy attuned to the importance of quality education for all. The policy stresses the importance of one such creative pedagogical approach called the cross-curricular pedagogical approach. This study aims to assess the level of awareness and perspective of primary teachers, on the cross-curricular approach for children with developmental disabilities. The sample includes 100 teachers (50 general teachers and 50 special educators) in inclusive schools of Delhi-NCR. The data was collected using the survey method. Results indicate that 56% of general teachers and 80% of special educators are aware of the term ‘cross-curricular pedagogical approach. However, only 22% of general teachers and 34% of special educators have attended workshops and training sessions on cross-curricular pedagogical approaches. Many of the general teachers and special educators expressed a positive perception towards forging linkages between subject disciplines for teaching children with developmental disabilities in inclusive classrooms.

The Influence of “Second Generation Demolition” Fathers’ Participation in Parenting on Children’s Approaches to Learning: the Mediating Role of Psychological Resilience

In this study, children's psychological resilience was used as an intermediate variable to explore the relationship between fathers' participation in parenting, children's psychological resilience, and their approach to earning. This study used the method of the questionnaire survey in which 421 fathers and their children aged 3-6 from three kindergartens in an urban village demolition and reconstruction area of a particular city in Hebei Province were selected as the research objects. The results show that the participation of fathers in parenting and the development of kids' approach to earning are at the upper middle level, and the overall development of children's psychological resilience is usually distributed. There is a significant correlation between father's participation in parenting, children's psychological resilience, and children's approach to earning, and psychological resilience plays a completely mediating role between father's participation in parenting and children's approach to earning. It is recommended that "Second Generation Demolition" fathers adopt diversified participation and parenting paths to cultivate good learning habits for children. Specifically, strengthening family protective factors dominated by "Second Generation Demolition" fathers to stimulate children's learning potential and encouraging "Second Generation Demolition" fathers to share their own growth experience with young children and build up their self-confidence in learning can help.

Multimodal Creative Inquiry: Theorising a New Approach for Children’s Science Meaning-Making in Early Childhood Education

Multimodal Creative Inquiry: Theorising a New Approach for Children’s Science Meaning-Making in Early Childhood Education

Pedagogy of cooperation of the 1980s as an innovative practice

Introduction. The relevance of the research topic lies in the possibility of using the axiological and didactic potential of the pedagogy of cooperation in modern domestic educational practice. The purpose of the article is to give a scientific assessment of the movement of innovative teachers that arose in the second half of the 1980s in the USSR on the wave of "perestroika" and the reform of the domestic general educational and vocational schools. Materials and methods. The author uses an axiological approach that allows identifying the most valuable content in the studied phenomenon that can enter the main fund of science. Methods – a retrospective and comparative historical analysis of the works of innovative teachers, a method of analytical grouping of the studied material, as well as a historical and typological method that allows you to define the main content lines of the pedagogical phenomenon under consideration. Results. The socio-political reasons that led to the emergence of the movement of innovative teachers in the 1980s are characterized. The most important of them were state resolutions that proclaimed the mandatory nature of general secondary education, which, in turn, stimulated the research search of the best teachers in the country in the direction of finding new forms and methods of educational practice. The main ideas of the pedagogy of cooperation are briefly described. These include the ideas of the content of the child's personality and personal approach to him, the development of his creative and performing abilities, the ideas of a difficult goal, support in learning, quick assessment of student work, free choice of the type of task by the child. The innovative teachers attached great importance to the implementation in practice of their work of the ideas of "reincarnation of a child into a teacher", advance in the study of educational material, teaching in large blocks, as well as the ideas of the children's half of the day, the selection of the appropriate form of the lesson, introspection, creating an intellectual background of the class, collective creative education, creative productive work, creative self-management, self-respect and self-regulation, the uniqueness of each child, teacher-student dialogue, cooperation with parents and colleagues. Conclusion. The scientific and practical heritage of the founders of the pedagogy of cooperation is of considerable value for education and pedagogy, and deserves further study.

‘What do YOU think?’: Children's questions, teacher's responses and children's follow-up across diverse preschool settings

Studies have shown differences in how parents respond to children's questions across diverse socioeconomic backgrounds. Differences in these interaction patterns have the potential to set the stage for a mismatch between children's approach to asking questions and behaviors privileged in formal school settings. In the current study, we explored question, response follow-up language interactions in socioeconomically diverse preschools. We compared interaction patterns across 20 preschool classrooms (10 low-SES; 10 mid-SES). Results indicated that children across both settings asked a similar proportion of information seeking questions. There were no differences in the number of explanatory responses children received, however, teachers from low-SES classrooms were significantly less likely to turn the question back than teachers serving children from mid-SES background — resulting in differences in children's follow-up. Children from low-SES classrooms were more likely to repeat their original question than any other type of follow up; whereas children from mid-SES classrooms were more likely to generate their own explanation. These findings have important implications for understanding how children across diverse preschool settings navigate the types of interactions they will likely be expected to engage in and learn from during formal schooling.

Patterns of Adaptation in Child-Directed and Child Speech in the Emergence of Hebrew Verbs.

Children approach verb learning in ways that are specific to their native language, given the differential typological organization of verb morphology and lexical semantics. Parent-child interaction is the arena where children's socio-cognitive abilities enable them to track predictive relationships between tokens and extract linguistic generalizations from patterns and regularities in the ambient language. The current study examines how the system of Hebrew verbs develops as a network over time in early childhood, and the dynamic role of input-output adaptation in the network's increasing complexity. Focus is on the morphological components of Hebrew verbs in a dense corpus of two parent-child dyads in natural interaction between the ages 1;8-2;2. The 91-hour corpus contained 371,547 word tokens, 62,824 verb tokens, and 1,410 verb types (lemmas) in CDS and CS together. Network analysis was employed to explore the changing distributions and emergent systematicity of the relations between verb roots and verb patterns. Taking the Semitic root and pattern morphological constructs to represent linked nodes in a network, findings show that children's networks change with age in terms of node degree and node centrality, representing linkage level and construct importance respectively; and in terms of network density, as representing network growth potential. We put forward three main hypotheses followed by findings concerning (i) changes in verb usage through development, (ii) CS adaptation, and (iii) CDS adaptation: First, we show that children go through punctuated development, expressed by their using individual constructs for short periods of time, whereas parents' patterns of usage are more coherent. Second, regarding CS adaptation within a dynamic network system relative to time and CDS, we conclude that children are attuned to their immediate experience consisting of current CDS usage as well as previous usage in the immediate past. Finally, we show that parents (unintentionally) adapt to their children's language knowledge in three ways: First, by relating to their children's current usage. Second, by expanding on previous experience, building upon the usage their children have already been exposed to. And third, we show that when parents experience a limited network in the speech of their children, they provide them with more opportunities to expand their system in future interactions.

Training Effects and Intelligent Evaluated Pattern of the Holistic Music Educational Approach for Children with Developmental Delay

This study focuses on the holistic music educational approach for young children developed by music therapists and experts, which combines technology with music, integrates it into the local culture, and frameworks it for holistic education. This method includes 231 children in Taiwan’s early intervention education system for children with developmental delay. The learning occurs twice a week for 40 min over 32 weeks. The results show that implementing the holistic music educational approach can significantly improve children’s ability with developmental delay and that supportive training has a positive effect. In addition, the decision tree explores and develops an intelligently evaluated pattern with highly effective learning. This model has a sensitivity rate of 90.6% on the in-sample, and the comprehensive indicator F is 79.9%, so it has a high reference value. In the future, those involved in education will be able to use the data mining to use the auxiliary decision-making system as an assessment tool for young children participating in education pre- and midterm of the course, to prejudge its continued implementation and learning effectiveness, to decide whether to continue to invest in and adjust the curriculum, and to make more effective use of educational resources.

Efficacy of Neuro-Psychomotor Approach in Children Affected by Autism Spectrum Disorders: A Multicenter Study in Italian Pediatric Population.

Background: Autism Spectrum Disorder (ASD) is characterized by impairments in social interaction and reciprocal communication. ASD affects about 1% of the general population and is associated with substantial disability and economic loss. A variety of approaches to improve the core deficits and lives of people with ASD have been developed, including behavioral, developmental, educational, and medical interventions. The main objective of this study was to evaluate the efficacy of a neuro-psychomotor approach in children affected by ASD. Methods: The sample consisted of 84 children (66 males, mean age 56.9 ± 15.8 months) affected by ASD assessed between September 2020 to March 2021. The trained therapist was asked to complete the ASD behavior inventory (ASDBI) test at baseline (T0) (September 2020) and after six months (T1) (March 2021) to assess the child’s evolution over the observational period. The study was carried out in southern Italy (Campania Region). Results: ASD children showed a significant improvement for AUTISM composite after 6 months of neuro-psychomotor treatment (T1) compared to baseline (65.4 ± 12.2 vs. 75.8 ± 11.5, p < 0.0001). In particular, significant changes were observed for such domains as the problems of excitability (ECCIT), aggression (AGG), behaviors in social relations (RELSOC), expressive (all p < 0.001), sense/perceptual contact modes (SENS) (p = 0.0007), ritualisms/resistance to changes (RIT) (p = 0.0002), pragmatic/social problems (PPSOC) (p = 0.0009), specific fears (FEARS) (p = 0.01), and learning and memory (AMLR) (p = 0.0007). No differences for the domains Semantic/pragmatic problems (PPSEM) and language (LESP) were found. Conclusions: Our preliminary results suggest the usefulness of the neuro-psychomotor treatment in children with ASD. Although promising, these findings need to be tested further to better understand the long-term effects of this specific type of approach.

The Challenge of Home Allergen Re-introductions Using the Ladder Approach in Children With Non-IgE Mediated Gastrointestinal Food Allergy.

Background: Oral food challenges remain the most reliable method for allergy confirmation. Although consensus guidelines have been published to unify Immunoglobulin E (IgE)-mediated challenges, this does not exist for non-IgE mediated gastrointestinal allergies outside of Food Protein Induced Enterocolitis Syndrome. We therefore set out to establish the use of home introduction protocols (HIP) for confirmation of food allergy for milk, soya, egg and wheat using a ladder approach in children with non-IgE mediated allergy.Materials and Methods: Patients with suspected non-IgE mediated gastrointestinal allergies (0–16 years) were recruited following symptom improvement on an elimination diet. All children had skin prick or specific IgE tests to rule out IgE-mediated allergies prior to suggestion the HIP. Number of trials and outcome was documented. HIPs were developed using a published ladder approach for cow's milk as baseline and final dose was calculated based on guidelines for food protein induced enterocolitis syndrome and portions for age from the National Diet and Nutrition Survey. First foods were baked/highly processed and every 4th day patients moved to a more unprocessed/unheated food.Results: From 131 recruited patients, 117 (89.3%) followed the HIP for food allergens. No adverse events were documented. In more than 50% of cases one attempt at the HIP was sufficient to establish allergy status, but many required 2–5 attempts before the outcome was clear. About half of the children were fully tolerant to foods they initially eliminated: 36, 26 and 30% were partially tolerant to milk, soya, and egg and only 15% achieved partial tolerance to wheat. Wheat was the allergen introduced earliest, followed by soya, cow's milk and egg.Conclusions: This study indicates that home HIPs are safe in non-IgE mediated gastrointestinal food allergy and that the ladder approach may be useful in re-introducing allergens in children at home with non-IgE mediated gastrointestinal allergies. From this study we can also conclude that tolerance to processed/baked allergens was observed in many children. Further studies should be performed on the HIP and ideally reintroduction should occur pre-defined time intervals.

MATERNAL AND CHILD HEALTH STATUS RELATED TO NUTRITIONAL STATUS AND DEVELOPMENT OF CHILDREN DURING LACTATION PERIOD: A CROSS-SECTIONAL STUDY AMONG MOTHERS WITH CHILDREN AGE 0 – 6 MONTHS IN AGRICULTURAL AREAS OF INDONESIA

Maternal and child health status (MCHS) plays an essential role in the exclusive breastfeeding practice (EBP), which in turn helps to determine the nutritional status and development of children (NSC &amp; CD) aged 0-6 months. This study aimed to determine the prevalence and factors influencing EBP, NSC, and CD to MCHS in Jember, East Java, Indonesia. A family-based survey was conducted among 470 mothers with children aged 0-6 months, by using a stratified random sampling method. Furthermore, a self-administered questionnaire was used to measure the characteristics of children and mothers, MCHS, EBP, NSC (z score with weight per age= WAZ and height per age= HAZ), and CD (pre-screening developmental questionnaire=PSDQ). The prevalence of EBP was 74.7% (95% CI= 65.5 – 81.2%), with influential factors being education, family income, children's age, and distress to limitations. Also, the Z-score of WAZ and HAZ were 2.99±0.22 and 3.01±0.22, respectively (3% of underweight and 1.7% of stunting). The factors influencing WAZ were children's age, birth weight, approach, and attentional shifting. However, the factors that only influenced the HAZ was the children's age. Also, among children three months old, the score of PSDQ was 8.30±1.33 (0.8% of deviation and 56.5% of suspect development), and their influenced factors were mother's work, infant's age, and the weight of birth. Among those that were 6 months old, the PSDQ score was 8.83±1.42 (7% of deviation and 24.3% of suspect development), and their influenced factors were mainly relationship. The analysis of the result further showed that the EBP, NSC, and CD, are related to MCHS, in rural agricultural areas. Therefore, the relationship of the parent-child should function appropriately, in order to support infant growth and development during lactation.

Fathers' Involvement in Rearing Children With Profound Intellectual and Multiple Disabilities.

The aim of this study was to explore father's involvement in rearing a child with profound intellectual and multiple disabilities (PIMD). In-depth, semi-structured interviews were conducted with seven fathers in Japan, and the data were analyzed using a qualitative inductive method. The relationship between the parents, in the context of childrearing, influenced father's involvement with their child with PIMD. Fathers improved their self-confidence in childrearing by discussing and sharing about their child's conditions and caregiving approaches with their spouse. Moreover, fathers' experience of being acknowledged and entrusted by their spouse with childrearing motivated and enhanced their involvement. On the contrary, fathers struggled with concerns regarding their family's future, the balance between childrearing and work, and their own health status. The current findings contribute to nurses' understanding of father's involvement in childrearing a child with PIMD and the development of support focusing on the parental dyadic relationship and coparenting behavior.

Parents’ perspective on a children’s learning

Contemporary curricula of early childhood education were founded on perspective of playing learning child. Although that approach leads to children’s well-being, research by Yahya (2006) has shown that parents do not want their children to learn through play, rather to focus on early and preschool education and teaching academic skills. If parents expect professionals to deliver the knowledge necessary for the development of academic skills to their children, research has been conducted on parental experience of a child’s learning. The aim of the research was to find out how parents understand their children's learning and approach to the contemporary concepts of child learning as well as children’s competence. The research was conducted in the period from November 2017 to May 2019. Parents involved in the study, documented how their children learn in a family environment, assessing their children’s competencies. Results show that parents see learning through everyday situations whereas learning was related to the academic mode (direct teaching of letters), has only appeared in one example. At the end of the research, parents participated in a group interview, discussing their expectations of the institution towards educating children. The results showed that parents expect the institution to encourage the development of a child's social knowledge and skills, while academic knowledge and skills are ranked lower.

Prosocial and Aggressive Behavior: A Longitudinal Study.

Developmental theorists have made strong claims about the fundamental prosocial or aggressive nature of the human infant. However, only rarely have prosocial behavior and aggression been studied together in the same sample. We charted the parallel development of both behaviors from infancy to childhood in a British community sample, using a two-construct, multimethod longitudinal design. Data were drawn from the Cardiff Child Development Study (CCDS), a prospective longitudinal study of a volunteer sample of parents and their firstborn children. A sample of 332 mothers was recruited from National Health Service (NHS) prenatal clinics and general practice clinics in Wales, UK, between Fall of 2005 and Summer of 2007. Potential participants represented the full range of sociodemographic classifications of neighborhoods. Participating families were divided about equally between middle- and working-class families, were somewhat more likely to have sons than daughters, and the majority (90%) were in a stable partnership. In response to standard categories recommended for use in Wales at the time, the majority (93%) of mothers reported themselves as Welsh, Scottish, English, or Irish; most others named a European or South Asian nationality. Of the 332 families agreeing to participate, 321 mothers (Mage = 28 years) and 285 partners (Mage = 31 years) were interviewed during the pregnancy and 321 of the families contributed data at least once after the child's birth. After an initial home visit at 6 months, data collection occurred in four additional waves of testing when children's mean ages were approximately 1, 1.5, 2.5, and 7 years. Data collection alternated between family homes and Cardiff University. Of those families seen after the child's birth, 89% were assessed at the final wave of testing. Data collection ended in 2015. Methods included direct observation, experimental tasks, and collection of reports from mothers, fathers, other relatives or family friends, and classroom teachers. Interactions with a familiar peer were observed at 1.5 years. Interactions with unfamiliar peers took place during experimental birthday parties at 1 and 2.5 years. At 7 years, parents were interviewed, parents and teachers completed questionnaires, and the children engaged in cognitive and social decision-making tasks. Based on reports from parents and other informants who knew the children well, individual differences in both prosocial behavior and aggression were evident in children. Both types of behavior showed stability across the second and third years. The association between prosocial behavior and aggression changed over time: at 1.5 years, they were not significantly related (the association approached zero), but they became negatively correlated by 3 years. Different patterns were seen when children played with familiar versus unfamiliar peers. At 1.5 years, when children were observed at home with a familiar peer, prosocial behavior and aggression were unrelated, thus showing a pattern of results like that seen in the analysis of informants' reports. However, a different pattern emerged during the experimental birthday parties with unfamiliar peers: prosocial behavior and aggression were positively correlated at both 1 and 2.5 years, contributing to a general sociability factor at both ages. Gender differences in prosocial behavior were evident in informants' reports and were also evident at the 1-year (though not the 2.5-year) birthday parties. In contrast, gender differences in both prosocial behavior and aggression were evident by 7 years, both in children's aggressive decision-making and in their parents' and teachers' reports of children's aggressive behavior at home and school. By age 7, children's aggressive decision-making and behavior were inversely associated with their verbal skills, working memory, and emotional understanding. Some children had developed aggressive behavioral problems and callous-unemotional traits. A few (12%) met diagnostic criteria for conduct disorder or oppositional-defiant disorders, which had been predicted by early angry aggressiveness and lack of empathy for other people. Taken together, the findings revealed a gradual disaggregation of two ways in which children interact with other people. Individual differences in both prosocial behavior and aggression revealed continuity over time, with gender differences emerging first in prosocial behavior, then in aggression. Restrictions in the participant sample and the catchment area (e.g., all were first-time parents; all were drawn from a single region in the United Kingdom) mean that it is not possible to generalize findings broadly. It will be important to expand the study of prosocial behavior and aggression in other family and environmental contexts in future work. Learning more about early appearing individual differences in children's approaches to the social world may be useful for both educational and clinical practice.

Evidence-Based Approaches in Children with Hypothermia

The normal level of functioning of various metabolic processes in our body depends on normal body temperature. It is very important to maintain the patient's normal body temperature before, during, and after surgery to prevent possible complications. The occurrence of postoperative hypothermia is higher than hyperthermia. Pediatric hypothermia is a condition that needs to beprevented. Today, the use of various methods helps to prevent hypothermia; and guidelines exist for the prevention and management of hypothermia, supported by research that makes this process more reliable. With this mini-review, we aim to create a common multidisciplinary approach to prevent hypothermia. This study is about the current views addressing the maintenance of normal body temperature and discusses the risk factors predisposing to hypothermia and the goals of evidence-based hypothermia management in pediatric patients.

Learning Through Games: An Approach for Children with Autism Spectrum Disorder During COVID-19 Pandemic

The coronavirus disease (COVID-19) pandemic has led to increased online learning for students, including children with Autism Spectrum Disorder (ASD). However, the need for social distancing has interrupted the delivery of continuing education for ASD children. ASD emerges in early childhood, which may cause interruptions in numerous essential areas of progress in daily life. Therefore, we proposed a mobile game, namely Basic Daily Life (BasLife) game, for ASD children. The game offered positive affection and an enjoyable experience in learning sessions during the COVID-19 pandemic. The Rapid Application Development (RAD) methodology was implemented to produce the BasLife game. The RAD methodology consists of four phases: Requirement Planning Phase, User Design Phase, Development Phase, and Cutover Phase. The EGame Flow Model was applied as a guideline to develop an enjoyable game during the User Design Phase and Development Phase. Keenly, the study results produce theBasLifegame as a learning approach for ASD children that would tackle the interpersonal skills and create an enjoyable learning experience during the COVID-19 pandemic.

A theory of children's decisional privacy

AbstractDecisional privacy offers individuals the freedom to act and to make important decisions about how they live their lives, without unjustifiable interference from other individuals or the state. Children's perceived vulnerability, incapacity for rational decision-making and dependence on adults have been used to justify depriving children of decisional privacy rights and subjecting them to the exercise of adult power over the conditions of their lives. The aim of this paper is to articulate a theory of children's decisional privacy. It is argued that decisional privacy is valued as a condition that enables individual autonomy. A relational, gradual conception of autonomy is advanced, to explain how children can be recognised as having the capacity for autonomy, and in some circumstances, actual autonomy. This paper presents four fundamental principles of a children's rights approach to decisional privacy, which collectively serve to enhance children's meaningful participation in decision-making about their best interests, consistently with children's evolving capacities and the receipt of appropriate parental direction and guidance. The theory developed in this paper presents an opportunity for adult decision-makers to reflect upon how they make decisions for and about children, and how children can play a meaningful role in those decision-making processes.

Evaluation of a Program to Help Low-Income, Latina Mothers Help Their Children Cope With Stress.

This paper describes the evaluation of a program that provides low-income Latina mothers with skills to help their children cope with stress. Based on focus groups with mothers and their school-aged children in two locations, we developed a five-week program for helping mothers identify signs of stress in their children, learn effective emotion-coaching skills, and learn how to effectively encourage their children to use coping strategies that match the controllability of the situation. We conducted a randomized controlled trial in an urban (n = 13) and rural (n = 78) location in which we randomly assigned mothers to either an intervention or a no-treatment control condition. We completed eight implementations of the program (2 in the urban sample and 6 in the rural one). To evaluate the program, we collected pre- and post-assessments of mothers' coping knowledge, emotion coaching, strategies for helping their children cope with stress, maternal self-efficacy in helping their children cope, general parenting practices, and general parenting self-efficacy. Observers assessed the fidelity of program delivery. Mothers who received the intervention, in contrast to those in the control condition, showed significant increases in their knowledge of strategies to help their children cope with stress, in reported emotion-coaching skills, and in the reported use of positive strategies for helping their children manage their behavior and emotions in stressful situations (i.e., helping their children relax and calm down, talking with their children about feelings, helping their children problem-solve, encouraging distraction, and helping their children improve their self-esteem). Post intervention, mothers reported increases in their efficacy for helping their children cope with stress. Analyses revealed no significant effects of the program on general parenting or general parenting self-efficacy, but did have the hypothesized effects on maternal knowledge, attitudes, and reported behavior. Subsequent research should examine the degree to which the program has effects over a longer time period and on children's approaches to coping with stress.

COVID-19 Implications on Oral Health and Emerging Preventive and InnovativeTreatment Approaches in Children: Literature Review

Emergence of Severe Acute Respiratory Syndrome COV-2 (SARS COV-2) causing COVID-19 has led to a global pandemic. The virus is highly infectious causing severe infection of airways. However,COVID-19 seems to affect children less severely as compared to adults,yet they remain vulnerable to infection and pose a substantial transmission risk. Currently, there is no active treatment and diagnosis is still a challenge. This puts the dental offices at a risk of cross infection between the children and the dentists. The impact of the coronavirus on the oral health care of children and their families is significant and will have long term ramifications for health outcomes. Current restrictions on aerosol generating procedures provide an opportunity to re-orientate dental care towards less invasive and more preventive approach. In the current pandemic scenarios apart from various infection control measures and preventive approaches, innovative concepts like tele-dentistry and dental home, too,are acting as a great tool providing additional solutions for prevention of infection transmission. Aim:- The aim of this article is to analyze the implications of COVID-19 on the oral health of children and to provide specific modifications for preventive treatment approach along with use of innovative interventions in management of paediatric patientsin the pandemic. KeyWords: -COVID-19, preventive oral health, tele-dentistry,paediatric dentistry.

Commentary: Muscle Microbiopsy to Delineate Stem Cell Involvement in Young Patients: A Novel Approach for Children With Cerebral Palsy.

Commentary: Muscle Microbiopsy to Delineate Stem Cell Involvement in Young Patients: A Novel Approach for Children With Cerebral Palsy.

The Approach of Children’s Literature Towards Adjustmental, Emotional, Behavioral Disorders and The Bibliotherapy Method

The Approach of Children’s Literature Towards Adjustmental, Emotional, Behavioral Disorders and The Bibliotherapy Method