I would widen the classroom pathways to allow full movement of children 2. Additionally, I would introduce climbing equipment as a way of facilitating play -- in his 2014 study, Trawick-Smith found preschoolers to participate better in play when the classroom spaces were more open, with climbing equipment present and accessible (Trawick-Smith, 2014)
These constraints and issues are just part of the difficulties that are associated with assessing and treating psychological childhood disorders as discussed further below. Difficulties associated with the assessment and treatment of psychological childhood disorders Millions of young people are treated for psychological disorders each year, including general physical, social, behavioral and learning disorders (Mash and Barkley 258) as well as specific disorders such as depression, anxiety, selective mutism, ADHD, autism, and enuresis (McCabe 14)
This "loose diagnostic criteria" could also mean that some teachers are tempted to divert troublesome students from mainstream classrooms into special educational settings even though they are simply engaging in normal childhood behaviors (Schnoes and Reid 484). Similarly, the temptation to medicate disruptive children to make more manageable in the classroom is a real possibility (McCabe 15)
These young people represent especially significant challenges for assessment and treatment by clinicians due to their complexity as well as the dynamic nature of their disorders and changing best evidence-based practices (Mash and Barkley 258). It is also important to emphasize that children are not "little adults" and their world is still full of wonder and magic as well as a limitless array of unfounded fears and phobias (McLoone and Hudson 213)
For instance, Wingo and Ghaemi emphasize that, "Given ADHD's relatively loose diagnostic criteria and high comorbidity in adults with mood disorders, the question of whether adult ADHD/bipolar disorder represents comorbidity or diagnostic overlap remains unresolved" (47). This "loose diagnostic criteria" could also mean that some teachers are tempted to divert troublesome students from mainstream classrooms into special educational settings even though they are simply engaging in normal childhood behaviors (Schnoes and Reid 484)
This underscores the urgent need for additional research in this area" (14). In addition, some of the treatment options that are frequently used for treating psychological disorders in children such as therapeutic boarding schools, residential treatment centers, and wilderness therapy programs can endanger young people unless they are strictly regulated (Shea 32)
Play has been seen to: Allow children to express their personality and uniqueness; has enhanced their dispositions such as creativity and curiosity; Stimulate their sense of well-being; Enables children to make connections between prior experiences and new learning; and Has assisted children to develop relationships Australia has different goals, practices, and purposes in childcare, preschools, and kindergartens. However, these differences have been reinforced with policy, funding and administrative divisions and care-education divide is growing (Kernan, 2007)
As such, play gives the children an opportunity to learn about the different cultural norms and values that exist in a given society. It is indicated that traditional games, those with rules, form integral parts of a culture as they provide a means of communicating social norms and hence, assist children to assimilate group members (Maschinot, 2008)
Instructors are advised to encourage learners to explore their limits of their structures and reflect on them because it helps improve the children's intellectual power and conceptual (procedural) knowledge. His theory constituted a power driving force behind curricular reform in areas of preschool education and science (Nilsson & Ferholt, 2014)
The contemporary society has exposed children to games that are beyond their capacity, but they have managed to surpass all challenges and block presented. Hence, they are more reinforced with information and skills for use in their adult life, which has made them competitive (Patel & Seyram, 2014)
The exposure of children playing to Euro-American culture has changed many plays of Eastern children and modification seen to take effect in an activity that fits their gaming practices. Different cultures have varying play behaviors that contribute to roles and skills needed by children in their adult life (Rettig, 2009)
The theory suggests that play prepares children in a natural way for adult life endeavors. The reason is that their experiences during play are similar to those they are bound to encounter as they grow (Rogers & Evans, 2007)
The acquisition of language is paramount, and this has helped them learn to talk about their environments and experiences. The children of today are developing physically at an alarming rate, and this is attributed to the nature of their learning in both preschool and kindergarten (Solley, 2007)
Besides, dominant paradigms are associated largely with a recent history of education, economic, and social changes in a minority of Western societies. Rights-based approaches have emerged to protest on the policy development by drawing attention to the global injustices in early childhood and the millions of young children who have been denied their fundamental entitlements to health, survival, and well-being (Woodhead, 2006)