A two-year-old develops a nasty cough and after experiencing breathing problems, his concerned parents take him to the emergency room. The doctor on call diagnoses his symptoms as croup, prescribes treatment, but days later the cough is no better. After another trip to the emergency room, x-rays, respiratory therapy, and treatment for asthma, the little boy still cannot shake his cough and breathing difficulties. Finally, two weeks later, the family doctor suggests an examination by an ear-nose-and-throat specialist. Using a bronchoscope, the specialist finds a small piece of plastic from a toy lodged in the edge of the child's trachea. After removing the obstruction, the boy returns to normal within a day. In fact, he never had croup or asthma.
Designed for students on Early Years Foundation Degrees and Early Childhood courses, Early Years professionals and Teaching Assistants, this engaging text provides a comprehensive introduction to the field of early childhood. Written and edited by experts in the field, the book clearly explains theory through illustrations of good practice, with case studies, reflective exercises and suggestions for further reading. Additional case studies and reflective questions for student or lecturer's use can be found on the SAGE website. Each chapter has been revised with an emphasis on encouraging reflective practice and there are new chapters on: personal, social, and emotional development; EYPS; and, health and safeguarding children. This brand new edition has also been updated in light of the new Early Years Foundation Stage, and addresses the needs of students working towards Early Years Professional Status (EYPS).
The impression of attention deficit hyperactivity disorder (ADHD) depends on the existence of an adequate number of signs of abnormally large amounts of impulsivity, hyperactivity, and heedlessness that have been existing since early adolescence and are keeping with the individual's formative age and that happen in more than one setting (for instance, at home and in school). All youngsters, to some degree, demonstrate behaviors of absentmindedness, hyperactivity, and impulsivity at different times and these behaviors are known to be impacted by framework of reference.