A formative experiment investigated how two strategies aimed at increasing the quality and quantity of language interactions could be integrated into a preschool classroom. Strategies for enriching language interactions were introduced during book sharing, semi-structured group activities, and mealtimes. Mixed methods revealed factors that enhanced, inhibited, or sometimes prevented the integration of enriching language interactions during the school day and accordingly what adaptations might be warranted. Specifically, data revealed increases in the quantity and quality of teacher—child interactions during book sharing and mealtimes, but not during semi-structured group activities. Implications are discussed for professional development, classroom practice, and how formative experiments reveal unique insights about preschool classrooms.
Most technology designed for young children at mealtime centers around conceptions of how the child should eat or behave at the table. Expanding this view to include children's perspectives, we present a two-part study to explore the design of technology for mealtimes in preschools. We first worked to identify existing value tensions through interviews and observations, then designed three prototypes to address different value tensions (e.g., the tension between children's interest in experimenting with food versus the teachers' interest in cleanliness). Although there are specific ways adults' and children's values are in conflict, our work suggests the potential for novel designs to provide creative and meaningful experiences such as playful productivity that support the needs of both parties.
Blunt trauma abdomen rarely leads to gastrointestinal injury in children and isolated gastric rupture is even rarer presentation. We are reporting a case of isolated gastric rupture after fall from height in a three year old male child.