Language: English

Abstract/Notes: Understanding Childhood Violence Under Deadmans Skin: Discovering the Meaning of Children's Violent Play By Jane Katch 2002, Beacon Press (revised edition) Paperback, $19.00 144 pages In the thought-provoking book Under Deadmans Skin, Jane Katch delves deeply into the world of young children's fascination with violent play. If managed with the same preparedness as the rest of the Montessori classroom environment and facilitated by an adult who ensures the child's sense of psychological safety, why would we disallow violent games without first having a conversation with the children to understand why they feel drawn to playing them? Since Katch's book was first published, in 2002, there have been numerous and tragic school shootings, resulting in a staggering number of casualties. Along with adult modeling of Grace and Courtesy lessons, the Montessori classroom contains materials like the Peace Rose or the Wheel of Choice (a Positive Discipline material that encourages children to problem solve through the use of "I" statements).

Language: English

ISSN: 1054-0040

Abstract/Notes: Reviews of 7 books

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Southern African Montessori Association

Language: English

Language: English

Abstract/Notes: Although 3-year-old children sometimes simulate emotions to adapt to social norms, we do not know if even younger children can pretend emotions in playful contexts. The present study investigated (1) what emotions infants of 1–2 years old are capable of pretending and (2) the possible role of language and symbolic play in the ability to pretend emotions. The sample included 69 infants aged 18 to 31 months and their parents. Infants were administrated the Test of Pretend Play, and their parents responded to the MacArthur-Bates CDI-II inventory, part of the MacArthur-Bates CDI-I, and a questionnaire about the expression of pretend emotions. Results suggest that very young children simulate emotions. Furthermore, children's simulation of emotions was related to both symbolic play and language. Specifically, the ability to label emotions was linked to the ability to simulate them. The role of language and symbolic play in the development of the capacity to express and understand pretend emotions is discussed.

Language: English

DOI: 10.1111/infa.12414

ISSN: 1532-7078

Abstract/Notes: Developmental observations in ten young children with Williams syndrome (1-6 years old) are presented from developmental tests, symbolic play sessions and play sessions with a special educator following the non-directive Montessori approach. There is a considerable individual variability in performance. Overall, the children are engaged in goal-directed activities for more than 35% of the time during play sessions. Overactivity and distractability seem to be more age-dependent and situation-specific than thought before. Developmental interventions may include play sessions following the Montessori approach. PMID: 10422007

Language: English

ISSN: 1015-8146

Abstract/Notes: This report documents the development of a multimethod approach to understanding program processes in a center-based Early Head Start program. The method, which combines teacher's ratings with participant observation and informal interviewing of families, offers an approach to understanding the experience of early childhood intervention from multiple perspectives. The focus of this article is on the use of data drawn from three case studies to illustrate one way of combining these two different orientations. We place this case-study approach within a larger framework of ways in which qualitative and quantitative data can be combined to better understand how programs are delivered and experienced by participating children and their families. ©2002 Michigan Association for Infant Mental Health.

Language: English

DOI: 10.1002/imhj.10012

ISSN: 1097-0355

Abstract/Notes: Prosocial behavior first appears in the second year of life. How can prosociality so early in life be explained? One possibility is that infants possess specialized cognitive and/or social capacities that drive its emergence. A second possibility is that prosocial behavior emerges out of infants' shared activities and relationships with others. These possibilities have motivated a number of current explanatory efforts, with a focus on two complementary questions. First, what is evolutionarily prepared in the very young child and how does it give rise to prosocial behavior? Second, how do proximal mechanisms, including social experiences, contribute to the early development of prosociality? The papers in this special issue represent some of the most recent work on these questions. They highlight a diverse array of new methods and bring them to bear on the nature and development of early prosocial understanding and behavior.

Language: English

DOI: 10.1111/infa.12004

ISSN: 1532-7078