Childhood Development

The altered environment and support systems of children with disabilities (CWD) make their physical, psychological, social, educational and physiological vulnerabilities more severe during flooding. Despite the concern that they are among the worst affected during and after disaster events, researches aimed at understanding their peculiar vulnerabilities comparative to other children is limited.
This exploratory qualitative study used mixed methods (questionnaires and oral interviews) research applied to flood context in York to get insights into how vulnerabilities to flooding can expose CWD to extensive experiences of morbidity and mortality.
The findings show that stereotypical stigma and discrimination, inadequacy of disability-sensitive risk communication strategies and inadequate inclusivity of CWD in flood risk management strategies and policies are some of the root causes of their vulnerabilities, which contribute towards diminishing the potential of CWD achieving fulfilled childhood in the UK. Due to the depth of research required to understand and devise strategies for improving the resilience of CWD during flooding, the field research period was insufficient to be able to deal in-depth with their resilience. But was able to identify a few issues particularly related with the role of policies in achieving resilience.
The study is relevant as it will contribute to the research on the geographies of children with disabilities. It will also contribute towards enabling policies and practices which improve relationships, services and infrastructure that enhance the resilience of children with disabilities in the United Kingdom.
Key Words: Children with disabilities, Flood Risk, Vulnerabilities, Resilience Childhood characteristics, developmental milestones

Mental imagery in children is discussed in terms of self-concept and identity development. We examine areas in this article that contribute to these developments in children including play, fantasy and imagery, imagined interactions, and imaginary companions. The interface among these areas of developmental psychology is the role of mental imagery (e.g., imagination) in cognitive, social, and emotional development. A study using binary logistic regression is reported in which the dependent variable is presence or absence of childhood imaginary companions. Two significant predictors of having an imaginary companion were identified: playing with dolls and the presence of siblings as opposed to being only children. Results are discussed in the creative role of imagery in fostering role development.

“The language used to explain the child’s emotional and social capacities, the role of storytelling in school and the physiology of storytelling was very medical, a bit too high for laymen; maybe graphics on the Neural pathway and simple drawings about it can break the weight of the explanation.”

commentary;

Rosa Maria H. Marcelo, MD, FPPS, FPCAMS, Professor of Paediatrics. College of Medicine, University of the Philippines- Philippine General Hospital and President, Philippine Society of Adolescent Medicine Specialist, Inc.

ISBN. 9786218009066

Jorge Muñoz had long championed efforts to improve the lives of children in his relatively well-off district of Peru’s capital city, Lima. In 2019, he had a chance to take some of his ideas to scale. As newly elected mayor of metropolitan Lima, a city of almost 11 million, he oversaw basic services for about a third of the country’s population. At the time, a fifth of Peru’s population lived in poverty, and one in three people lived in informal settlements, where supporting families to give infants and toddlers a healthy start on life presented many challenges. The mayor directed the metropolitan government’s Social Development Department and a small interdisciplinary team of architects and social scientists (1) to identify lessons learned from pilot projects, (2) to establish new ways of assisting infants and young children, and (3) to coordinate to get the job done. When the COVID-19 pandemic broke out in the capital city in 2020, the metropolitan government and its team continued this work, using some of their newly created systems to respond to the larger challenge of caring for vulnerable populations during months of emergency lockdown measures. The national government labeled Lima’s program, which engaged residents in project development, as a promising model for helping local governments implement a countrywide strategy for the promotion of early childhood development.

This article concerns prenatal education, which is still less reacted by educational experts. The younger generation has meanwhile started a shift in determining its potential life partner in this millennial era. The aim of this study is therefore to reveal the concept of prenatal training in Aswaja Annahdliya, in the context of library research, in shaping the character of early childhood. This is specifically a series of activities related to library data collection, reading, notes and research material processing. The primary evidence is based on the idea of Aswaja and the concept of Khittah Nahdlilah. He always uses his way of thinking, not extremist and secondary data from expert opinions on the subject. The conclusion of this study is that the implementation of prenatal education needs to be based on Islamic law, namely Alqur and Hadeith as its main source; the opinions of the four Mahzabs from Maliki, Hanafi, Syafi'i, and Hambali, and of Nahdlatul-based muktabaroh books, ...