Teaching Strategies For Children Research Articles

Young Minds and Young Bodies: Supportive Teaching Strategies for Children with Mental Health Concerns

Physical educators can expect to work with students experiencing a mental health concern. Mental health concerns are prevalent among children and adolescents in the United States. An estimated 13 to 20% of U.S. children meet the diagnostic criteria for an emotional or behavioral disorder. The purpose of this article is to provide physical educators with specific strategies to work effectively with students experiencing a range of mental health concerns. Described are key warning signs for identifying students that may be experiencing a mental health need, specific communication techniques, class environment considerations, and creative ways to use games to promote student mental health and wellness.

약물치료를 받는 ADHD 아동 어머니의 경험에 대한 내러티브 탐구

Purpose: This study aims to understand the experiences of mothers with children suffering from attention-deficit hypertensive disorder (ADHD) taking medications using a qualitative approach. Methods: Data were collected through in-depth interviews of mothers having difficulties caring for their children on ADHD medications and analyzed using a narrative inquiry. Results: The analysis identified four themes from conversations as follows: “delayed diagnosis and beginning of undesired treatments”, “being confused by the positive and negative experiences of medication”, “hoping for teachers'' understanding and acceptance”, and “hoping that medications become needless”. Conclusion: Since their children were diagnosed with ADHD, mothers had long and difficult experiences. Regarding the use of medications, mothers asked for professional advice from healthcare providers. Although they found hope from medication treatment, the adverse reactions from medication led mothers to be conflicted about whether or not to stop the medication. They faced difficulties communicating with teachers in regards to their children’s problems. Therefore, this study suggests that, based on our in-depth understanding, detailed information about ADHD should be provided to families, and education about ADHD and teaching strategies for children with ADHD should be offered to teachers. In addition, nursing interventions including stress management and parenting coaching should be offered to parents.

Teaching Strategies Used by Early Childhood Teachers of Haryana and Chandigarh (U.T.)

Early childhood education concerned with fostering the optimum development of each child. Planning a growth promoting curriculum, program environment and providing intervention strategies for individual child promoting developmentally appropriate practice. The teaching strategies should be such in early childhood class room that could be adopted to every domai n of the curriculum Study was conducted on 58 schools (29 schools from Hisar, District of Haryana and 29 schools from Chandigarh) having pre and primary sections to investigate the teaching strategies used by early childhood teachers. The result show that teachers from both the places used different teaching strategies for children but these were not appropriately implemented due to lack of knowledge, untrained teachers and policy constraints. Teachers were not aware of developmental level of children and we re not planning activities according to the level of children. Main difference found in teaching strategies used by teachers of Hi sar and Chandigarh were kind of experiences provided by teachers, opportunities for problem solving skills, methods of knowledge impart ed and encouragement for learning..

Direct Instruction Research in Australia

A series of studies in metropolitan and rural areas involving Direct Instruction methods (Becker, Engelmann, and Thomas, 1971, 1975) have been conducted in Australian schools over the past eight years. These studies involved the use of DISTAR®, Corrective Reading, and Morphographic Spelling instructional programs with children in regular classes, special classes, withdrawal classes (e.g., pull out groups), and special schools at the elementary and junior high levels. Retarded, migrant, aboriginal, learning disabled, and socially disadvantaged children have participated in these investigations. The results demonstrate that the Direct Instruction programs have been effective across settings and populations when independently evaluated against norm-referenced and criterion-referenced dependent measures. In addition, the results exceeded the usual expectations held for these populations in relation to academic and intellectual achievement The positive learning outcomes achieved in all these studies, many of which were longitudinal, highlight the fact that there is now a body of data-based evaluations across settings and populations that show Direct Instruction programs to be effective. The implications for educational administrators, principals, teachers, teacher educators, and parents is clear. Effective instructional programs are now available which can reduce learning gaps, and in many instances completely close the gap between “normal” academic and intellectual development and learning deficits. The body of empirical data on Direct Instruction which now exists offers new options for the administrators, principals, teachers, and teacher educators who seek the best in teaching strategies for children.