Child Intervention

Finally, I work hard to create an indoor and outdoor environment that enriches, challenges, and encourages children to develop interests, connect with each other, have alone time, and learn through play. I accomplish this goal by continually assessing my play materials, adding new things, gauging my children’s interests and needs, and adjusting my environment accordingly.

Children need to experiment outdoors as there is so much to learn. Children can learn in each of the areas and develop their skills. During play children are learning to socialise with each other, playing in small groups and taking turns which builds there confidence up. They also develop their motor skills through playing outdoors, running, jumping, walking and crawling. Children will learn to take risks

Whatever age group or setting you are working with, you must plan an environment that encourages the development of the whole child. First of all you think about the different settings that children and young people aged 0-16 years may experience. These settings have both indoor and outdoor physical spaces that need to be considered. The layout of the physical environment is your team’s responsibility and contributes to giving each child positive outcomes in their learning, and development. The available space will influence the way the furniture and equipment is set out.

Natural outdoor environment has positive effects on children's social development and motor skills development.Outdoor play is less structured so it gives children more opportunity to discover, learn about different textures, sounds and children also gain important physical skills.Children feel more free and they use their whole bodies to explore.Natural environments stimulate children's imagination and engage their sense of curiosity.

The outdoor environment must provide children to have freedom and able to run around and have independance. The outdoor environment must suit all ranges of weather so the children can go outside in all weathers. All equiptment must be suitable and age appropriate, before children can go outside risk assessments must be done, if there is any unnessesary objects outdoors such as glass, litter or waste can be removed so it is safe for the children to play. The outdoor area should provide challenge as a risk is a challenge what a child can see, and are able to undertake it or not. Free flow must be introduced so children can move freely from outdoors to indoors easily. Learning activities must be provided outdoors also.

This article was based on the history of how early intervention for children of poverty and with developmental disabilities can have remarkable results and improvement in cognitive, academic, and social efforts. In 1954 the idea of early intervention was introduced considering the Brown v. the Board of Education, the desegregated case that guaranteed the right of all children to a decent education. During this time, psychologists and professors discovered that Black children who were entering public schools were at an educational disadvantage compared to the White children in their class. During World War II an assessment for intelligence was given in which resulted of white men were from a poorer, less educated area of the country scored worse

According to Ginsburg (2006), he believes that play is a vital part of children’s development and is fundamental for every child. This is because playing in a safe outdoor environment will benefit children in acquiring life skills and improve children in all areas of their development. According to Clements (2004), he states that outdoor play allows children to explore their local neighborhood, learn the rules of everyday life and discover the different textures and elements in the world. When children spend most of their childhood time playing or working in natural settings, they will learn to handle challenges, solve problems and are able to have greater respect for themselves, for others, and for the environment. Looking at children’s perspectives, when the environment is clean and safe, learning can take place comfortably. Children should be given the priority to experience stimulating environment where all their needs are taken

Out of the 14 schools 361 boys were assessed, at 8 months a follow up assessment completed on the control group which consisted of 154 boys and 139 intervention group participants representing an overall retention. Those who did not complete the follow-up assessments were more active on weekdays and weekends. No significant differences for body composition were noted and no intervention effects were noted for their BMI, waist circumference or body fat percentage. Changes in BMI, waist circumference, and body fat for those classified as overweight/obese at baseline were all in favor of the intervention group. Of the 19 participants who improved their weight status, 13 were in the intervention group; of the 9 participants who regressed to an unhealthier weight status, only 1 was in the intervention group. Results concluded no major changes on activity or moderate to vigorous physical activity, but participants stated drinking less sugary drinks and less screen time than the control group (Dally et al., 2016).

fine/gross motor skills, social skills and intellectual skills). The environment must be structured in way that gives children the freedom to explore both the indoor and outdoor environment. The indoor environment should be richly resourced to stimulate learning through play, and it should be planned purposeful resources to play. It should include dressing up clothes in the home corner, art and craft materials, building blocks in the construction area, mark-making tools, chalks, felt pens and pencils, paint, playdough in the malleable area, sand and water, toy cars and dolls in the small world play and role play area, jigsaws and puzzles, and other play equipment. These resources should all be accessible to children, and they should be of the highest quality.

For each of the areas of occupation, can you provide examples of appropriate performance-based intervention activities for a client who has a mental illness?

Despite the evidences shown by many researchers on the effectiveness of school-based intervention for childhood obesity compared to community-based interventions, many people still hold a firm belief that community-based interventions yield to better results than school-based interventions. Most of the advocates for community-based intervention for childhood obesity, demand that policymakers focus more on implementing community based programs in rather than schools based programs to reduce the obesity issue which affect various communities. They suggest utilizing the same techniques which would be used for school based intervention on a community level. Moreover, they deeply argue that improve the

With today\'s high tech world of handheld mobile devices, video games, affordable giant TV\'s and other gadgets it would be hard to convince a kid that there is a world out there beyond their screens. Years ago children yearned to be outside and to explore everything nature has to offer. Research over the years has not only shown that kids used to love being outdoors, but they were healthier because of it. Getting kids outside can be a challenge today, but it will be worth it when they realize being outside can be a lot of fun. This infographic takes a look at some of the research that proves that outdoor play is incredibly beneficial to the development of a child and explains why they should get outdoors as often as possible. There are also

So many children this day in age, are sat in front of a television or a tablet and expected to keep quiet. Children are built to explore, move, and learn from their experiences, and this cannot happen when a child is inside, being distracted by technology. No matter how busy parents are, they should find at least thirty minutes a day to go outside and play with their children. If the weather does not permit outside play, then playing games inside is always a great alternative. Parents should be encouraging their children to develop the motor skills that they are going to need in order to succeed in school and later in life. Many parents encourage the development of their children’s gross motor skills by involving them in sports, dance, or gymnastics. These programs are great for not only teaching children how to be good at something they love, but they also encourage children to develop their motor skills. If parents find that they cannot afford programs such as these, they can focus on providing multiple opportunities for play. For example, one day they could go to the park or they could go over the neighbor’s house to play. Ultimately, the best thing that parents can do to encourage the development of their children’s motor skills is to allow them to play as much as possible and to allow them to try new activities, even if they are

There are many intervention programs and practices related to child welfare. One of these intervention models is Child and Family Traumatic Stress Intervention or CFTSI. This intervention program addresses the challenge of children who have suffered from posttraumatic stress disorder caused by a variety of things such as physical and sexual abuse (The California Evidence-Based Clearinghouse for Child Welfare). This intervention practice came to be because of the multitude of children who are suffering from this challenge. Just in 2011 alone, child protective services reported that 6.2 million children had been reported due to traumatic events. This does not include all of the children that experienced traumatic events that were not reported (Hamblen, J., & Barnett, E.). Children who have experienced traumatic events are more likely to have posttraumatic stress disorder. Since there are so many children in the United States that are at risk or do have PTSD, this intervention practice became a vital tool in prevention and treatment.

surroundings. Playing outside is a learning experience that children need to have every day. The grass