Brain Injury Paper

This essay will outline the theoretical rationale for play in the development of young children. Boushel, Fawcett and Selwyn (2000:57) state, ‘Play is not easily defined...’ Play means different things to different people. Rubin, Fein and Vandenberg (1983) {cited in Hughes, 2010} suggest play should be intrinsically motivated, freely chosen, pleasurable, non literal and actively engaging. Play gives children freedom of choice, it allows them to lead their own learning, follow their own learning intentions and express themselves freely. There are many reasons that lead us to believe play is crucial for child

Play is the eager engagement in physical or mental effort to obtain emotional satisfaction (Sheridan, 1977, p. 5). The above definition specifies the three most important domains of development which advances through play. In this essay, I will highlight the ways children develop these skills through play with a few examples from my practicum experience to support my statements. First, I will discuss the relevance of play to children’s learning between zero to five years of age. I will do this by beginning my discussion with differences between play in India, my home country and play in New Zealand. Then, I will provide an overview of the theories of Vygotsky and Bronfenbrenner and compare them. I have chosen these two theorists as their

The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

This assignment is all about play and learning for children and young people. Play is engaging in an activity for enjoyment and pleasure however can also be used for learning purposes and development in children and young people. Play activities can be planned by practitioners within the setting or can be free-play, when a child goes off and plays by themselves. Play can be carried out individually or in groups and can also be carried out in different environments such as indoors and outdoors. ‘Research confirms the importance of play for infants in developing children’s brains and minds.’ (http://playtherapy.org.uk/ChildrensEmotionalWellBeing/AboutPlayTherapy/MainPrinciples/PlayDefinition) this is why practitioners encourage young children

Concussion or mild traumatic brain injury (mTBI) represents the most common type of traumatic brain injury (TBI). Even though this type of TBI is called “mild”, the effect on the family and the injured person can be devastating. Concussions can be tricky to diagnose and there is no specific cure for concussion. There is growing recognition and some evidence that mild mechanical trauma resulting from sports injuries, military combat, and other physically engaging pursuits may have cumulative and chronic neurological consequences [3, 4]. However there is still a poor understanding of concussions and their effects. Studying mild brain injury in humans is challenging since it is restricted to cognitive assessment and brain imaging evaluation. Animal models provide a means to study concussions in a rigorous, controlled, and efficient manner with the hope of further diagnosis and treatment of mTBI.

According to biousa.org, “the term ‘mild brain injury’ can be misleading. The term ‘mild’ is used in reference to the severity of the initial physical trauma that caused the injury. It does not indicate the severity of the consequences of the injury.” On March 7th, 2015 I took a fall off of my horse and got a severe concussion. I could not look at a computer or a phone for a little over a month without feeling like I was going to vomit, I could not even get out of a chair without help for a good 2 weeks, and the symptoms were obviously there and very obvious that I was struggling with them. I was out of school freshman year for 3 months continuing through the summer and into sophomore year. My school did not want to accomodate for me with the

The aftermaths of repetitive brain trauma - symptomatic concussions and other blows to the heads of different severity - has been a topic of medical discussion since the 1930’s...Yes the THIRTIES. There have been a lot of scientific research into the effect of concussions and how coaches, personnels and teams should deal with players who have been concussed. In 1933, the NCAA educated all of its schools on the correct procedures of dealing with a concussed player. The NCAA thought that brain trauma weren’t taken seriously as they should be. A procedure in the NCAA medical handbook that stands out is to not allow concussed players to practice until the symptoms don’t show for 48 hours. If the symptoms are present after 48 hours, they should

Play is central to the development of children, enabling them to make sense of their world as they learn through exploration and experimentation. Susan Isaacs said ‘play is indeed the child’s work and the means whereby he grows and develops’. (Isaacs,1929) Play can support a child’s social, emotional and behavioural development through the following:

Mild traumatic brain injury may result in subtle physical alterations which lead to cognitive difficulties. Most of these injuries show no alteration on MRI and CT scans, therefore neuropsychological assessment has an essential role in evaluating cognitive and behavioural form of the injury (Belanger, Vanderploeg, Curtiss, & Warden 2007).

Traumatic Brain Injury (TBI) accounts for approximately 30% of all injury-related deaths each year in the U.S. (CDC 2015). Survivors experience a range of disabilities that depend on the location and severity of the lesion, including language impairments referred to as Aphasia. Aphasia does not affect a person’s actual intelligence, however, aphasia will affect a person’s ability to use words and to understand others. Aphasia can affect someone’s ability to speak and comprehend, as well as other abilities from the language part of the brain such as reading and writing. The incidence of aphasia is an estimated 80,000 new cases in the U.S per year, and the prevalence of aphasia is approximately 1 million

Traumatic Brain Injury (TBI) can result in many neural deficits which result in a lower social cognitive performance. Social cognition can be defined as “an umbrella term that comprises the ability to attend to, process, and interpret social information in order to guide both volitional and nonvolitional decision making and behavior” (Kelly, McDonald, & Kellett, 2014 p. 897). Because social cognition involves working memory, inhibition, and initiation, patients suffering from TBI are likely to have a reduced performance in one or more of these areas which results in reduced social cognition. Results of a 2014 study conducted by Kelly, McDonald & Kellett show that the experimental group suffering from TBI performed lower than the control group on a number of social cognitive tasks including the Social Decision Making Task (SDMT), Awareness of Social Inference

Nicholas Kristof. (2017, October 30). Trump’s Legacy: Damaged Brains. The New York Times. Retrieved November 1, 2017, from

In order to understand play and how it may benefit young children we must first be able to define it, however this creates the initial issue. This is due to the fact that the concept of play is disreputably difficult to define (Burghardt 2011). Although despite this we are able to split the concept of play into four various aspects, as described by Linda Rose Krasnor and Debra J. Pepler (1980), positive affect, flexibility, intrinsic movement and nonliterality.

Play is the foundation stone of children’s healthy and productive lives (Oliver & Klugman, 2002) and is also a significant means of child’s learning and development (Zigler, Singer & Bishop-

Play tests the ability of the children to be able to develop ideas around places and objective. The pretend play assists children in developing important critical thinking and evaluative skills. For instance, the board games tech the children importance concept such as waiting, turn-taking and socialization with other students. Children during play use gross and fine motor skills and react socially to each other. The children thinking what they are going to do and use language to communicate with one another and they respond emotionally to the activities.