Brain Injury Paper

The observational data was prepared by using the time interval sampling method. The intervals consisted of a consecutive fifteen second spacing. The observation was based off four different videos with a bell sounding off every fifteen second. Separate charts that contained basic information about each child such as, name, age, sex, etc., was used with various categories of behaviours associated with social and cognitive play. One check mark was added every interval when a certain behaviour was present. The data collected also included a ranking system that prioritized behaviours. Once all the data was collected social and cognitive play scores were computed to get the total, relative and average frequency of each child, these calculations are show on Appendix A Table 1. A miscellaneous category was also included; the calculations can be found on Appendix A under Table 2. Both calculations from Table 1 and 2 were used to determine and support specific hypotheses.

Traumatic brain injury occurs when a person is hit in the head with a blunt force. This significant force to the head can happen playing recreational sports, on the playground, being in a car or motorcycle accident, falling down at home and your head impacting something, a blast or explosion. Traumatic brain injuries are also the leading cause of fatality rate and disability, especially in children, young adults and elderly. TBI is a devastating condition that affects millions of people nationwide, because it can affect the nervous system permanently, it also messes with the neurological, musculoskeletal, cognitive and much more. TBI force a family to deal with not just the physical disability, with the behavioral and emotional roller

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

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 sport of football is arguably one of the most popular sports in the country. The National Football League makes around Nine Billion dollars every season (Isidore). Tickets to each game cost around one hundred dollars per person. However, ticket prices are not the only price when it comes to the sport. Players risk serious injury when competing. Some minor injuries include bruises, scrapes, and burns. More serious injuries consist of muscle pulls, strains, and broken bones. However, one of the most severe and problematic injuries that can occur, happens in the head. It is known as the concussion. Minor and major head injuries, such as the concussion, can lead to problems in a person’s future life, such as depression, Chronic Traumatic Encephalopathy,

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) 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

This document examines the current research as well as the views from theorists such as Vygotsky who believe that play supports children in all areas of development (CMEC, 2012). When children are playing they are learning and discovering a great deal of information about their world. In the document it provides information about the scientific evidence supporting learning through play and the benefits that it has on brain development (CMEC, 2012). It has been proven that children will develop better social, emotional and cognitive skills when they are playing (CMEC, 2012). Through play children are able to make sense of their world and acquire and practice skills that they can use for their entire lives. In the document that the Council of Ministers of Education, Canada released it emphasizes the need for children to play and to be actively engaged in their environment (CMEC, 2012). This documents states that early childhood educators should plan and create play- based learning experiences for children (CMEC, 2012). I think it is important that early childhood educators recognize the importance in play based learning and provide children with experiences that encourage them to challenge and expand their own thinking and

Children of all ages are constantly learning and observing their world in unique ways. One specific way children do this is through their play. During this they are able to develop different areas such as cognition, physical development, and social skills. There are many different theories that have been established that help explain development as they go through life. Through my knowledge of these different theories and how they correlate with children’s play I was able to determine the development of a preschool child.

A). Play as defined in our book is an “activity that is intrinsically motivated, focused on means rather than ends, different from purely exploratory behavior, nonliteral, and free from externally applies rules” (Gross, 225). There are different types of play such as play with objects, social play, and pretend symbolic play. Play with objects depends on age for example a child between the age of birth to 4 months uses exploratory type of play, repetitive motor movements such kicking legs, reaching for or sucking their toes, and rolling over. Whereas a child who is between the age of 24 months and 36 months uses fine motor play which allows them to play with Play-doh and put together puzzles. Social play is playing with a responsive human playmate. This could be the child’s mother, father or caregiver. Pretend/symbolic play “usually emerges after the first birthday, when children behave in a nonliteral way, acting as if they were performing familiar routines, such as eating, going to sleep, or washing their face” (Gross, 195).

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-

Phillips, R. (2010). How Firm is Our Foundation? Current Play Therapy research. International Journal of PLay Therapy, 19(1), 13-25.