Интерпретация святости в романе Габриэля Гарсиа Маркеса "Сто лет одиночества"

В статье даётся описание мифологемы "святость"в семантическом пространстве романа Маркеса, раскрываются особенности авторской интерпретации данной культурной универсалии.В статті подається опис міфологеми "святость" в семантичному просторі романа Маркеса, розглядаються особливості авторської інтерпретації данної культурної універсалії.The article deals with the author's representation of the Christian concept of holiness as it is impersonated in the personage of Remedios the Beauty

First steps into language? Examining the specific longitudinal relations between walking, exploration and linguistic skills

Recent empirical evidence demonstrates relationships between motor and language development that are partially mediated by exploration. This is in line with the embodied cognition approach to development that views language as grounded in real-life sensorimotor interactions with the environment. This view implies that the relations between motor and linguistic skills should be specific. Moreover, as motor development initially changes the possibilities children have to explore the environment, initial relations between motor and linguistic skills should become weaker over time. Empirical evidence pertaining to the duration and specificity of these relations is still lacking. The current study investigated longitudinal relations between attainment of walking and the development of several linguistic skills, and tested whether exploration through self-locomotion mediated these relations. Linguistic skills were measured at age 43 months, which is later than the age used in previous studies. Three hypotheses were tested: (1) the relations between walking and language found at younger ages will decrease over time (2) exploration through self-locomotion will remain an important predictor of spatial language (3) no relation will be found between walking, exploration and the use of grammatical and lexical categories and between exploration and general vocabulary. Thirty-one Dutch children took part in a longitudinal study. Parents reported about age of attainment of walking. Exploration through self-locomotion was measured using observations of play with a standard set of toys at age 20 months. Receptive vocabulary, spatial language and use of grammatical and lexical categories were measured at age 43 months using (standard) tests. Results reveal that age of walking does not directly predict spatial language at age 43 months. Exploration through self-locomotion does significantly and completely mediate the indirect effect of age of walking on spatial language. Moreover, neither age of walking nor exploration predict general vocabulary and the use of grammatical and lexical categories. Results support the idea that the initial relations between motor development and linguistic skills decrease over time and that these relations are specific and intrinsically dependent on the information children pick up through the execution of specific motor activities

The power of parents!: The relationship between parental empowerment and development of daily skills of children with physical disabilities

Jonge kinderen leren en ontwikkelen zich door de interactie met hun omgeving. In die omgeving spelen hun ouders een cruciale rol. Voor ouders van kinderen met een beperking gaat deze rol vaak gepaard met flinke uitdagingen. Voor een optimale ontwikkeling van het kind is het daarom belangrijk dat ouders zich in hun rol als opvoeder in hun kracht worden gezet en voldoende competent voelen (samengevoegd: empowered voelen) om de opvoeding van het kind te dragen

Development of exploration of spatial-relational object properties in the second and third years of life

Within a perception-action framework, exploration is seen as a driving force in young children's development. Through exploration, children become skilled in perceiving the affordances in their environment and acting on them. Using a perception-action framework, the current study examined the development of children's exploration of the spatial-relational properties of objects such as the possibility of containing or stacking. A total of 61 children, belonging to two age cohorts, were followed from 9 to 24 months and from 20 to 36 months of age, respectively. Exploration of a standard set of objects was observed in five home visits in each cohort conducted every 4 months. A cohort-sequential augmented growth model for categorical data, incorporating assumptions of item response theory, was constructed that fitted the data well, showing that the development of exploration of spatial-relational object properties follows an overlapping waves pattern. This is in line with Siegler's model (Emerging Minds, 1996), which suggested that skill development can be seen as ebbing and flowing of alternative (simple and advanced) behaviors. Although the probability of observing the more complex forms of exploration increased with age, the simpler forms did not disappear altogether but only became less probable. Findings support a perception-action view on development. Individual differences in observed exploration and their relations with other variables, as well as future directions for research, are discussed

Development of exploration of spatial-relational object properties in the second and third years of life

Within a perception-action framework, exploration is seen as a driving force in young children's development. Through exploration, children become skilled in perceiving the affordances in their environment and acting on them. Using a perception-action framework, the current study examined the development of children's exploration of the spatial-relational properties of objects such as the possibility of containing or stacking. A total of 61 children, belonging to two age cohorts, were followed from 9 to 24 months and from 20 to 36 months of age, respectively. Exploration of a standard set of objects was observed in five home visits in each cohort conducted every 4 months. A cohort-sequential augmented growth model for categorical data, incorporating assumptions of item response theory, was constructed that fitted the data well, showing that the development of exploration of spatial-relational object properties follows an overlapping waves pattern. This is in line with Siegler's model (Emerging Minds, 1996), which suggested that skill development can be seen as ebbing and flowing of alternative (simple and advanced) behaviors. Although the probability of observing the more complex forms of exploration increased with age, the simpler forms did not disappear altogether but only became less probable. Findings support a perception-action view on development. Individual differences in observed exploration and their relations with other variables, as well as future directions for research, are discussed

A home-video method to assess infant gross motor development: parent perspectives on feasibility

Background: Current use of smartphone cameras by parents create opportunities for longitudinal home-video-assessments to monitor infant development. We developed and validated a home-video method for parents, enabling Pediatric Physical Therapists to assess infants’ gross motor development with the Alberta Infant Motor Scale (AIMS). The objective of the present study was to investigate the feasibility of this home-video method from the parents’ perspective. Methods: Parents of 59 typically developing infants (0–19 months) were recruited, 45 parents participated in the study. Information about dropout was collected. A sequential mixed methods design was used to examine feasibility, including questionnaires and semi-structured interviews. While the questionnaires inquired after the practical feasibility of the home-video method, the interviews also allowed parents to comment on their feelings and thoughts using the home-video method. Results: Of 45 participating parents, 34 parents returned both questionnaires and eight parents agreed to an interview. Parent reported effort by the infants was very low: the home-video method is perceived as similar to the normal routine of playing. The parental effort level was acceptable. The main constraint parents reported was time planning. Parents noted it was sometimes difficult to find the right moment to record the infant’s motor behavior, that is, when parents were both at home and their baby was in the appropriate state. Technical problems with the web portal, reported by 28% of the parents were also experienced as a constraint. Positive factors mentioned by parents were: the belief that the home videos are valuable for family use, receiving feedback from a professional, the moments of one-on-one attention and interaction with their babies. Moreover, the process of recording the home videos resulted in an increased parental awareness of, and insight into, the gross motor development of their infant. Conclusion: The AIMS home-video method is feasible for parents of typically developing children. Most constraints are of a practical nature that can be addressed in future applications. Future research is needed to show whether the home-video method is also applicable for parents with an infant at risk of motor development problems

De kracht van ouders!: De relatie tussen empowerment van ouders en ontwikkeling van dagelijkse vaardigheden van kinderen met een lichamelijke beperking

Jonge kinderen leren en ontwikkelen zich door de interactie met hun omgeving. In die omgeving spelen hun ouders een cruciale rol. Voor ouders van kinderen met een beperking gaat deze rol vaak gepaard met flinke uitdagingen. Voor een optimale ontwikkeling van het kind is het daarom belangrijk dat ouders zich in hun rol als opvoeder in hun kracht worden gezet en voldoende competent voelen (samengevoegd: empowered voelen) om de opvoeding van het kind te dragen

Basic Motor Skills of Children With Down Syndrome: Creating a Motor Growth Curve

PURPOSE: To create a motor growth curve based on the Test of Basic Motor Skills for Children with Down Syndrome (BMS) and estimate the age of achieving BMS milestones. METHODS: A multilevel exponential model was applied to create a motor growth curve based on BMS data from 119 children with Down syndrome (DS) aged 2 months to 5 years. Logistic regression was applied to estimate the 50% probability of achieving BMS milestones. RESULTS: The BMS growth curve had the largest increase during infancy with smaller increases as children approached the predicted maximum score. The age at which children with DS have a 50% probability of achieving the milestone sitting was 22 months, for crawling 25 months, and for walking 38 months. CONCLUSIONS: The creation of a BMS growth curve provides a standardization of the gross motor development of children with DS. Physical therapists then may monitor a child's individual progress and improve clinical decisions

Basic Motor Skills of Children With Down Syndrome: Creating a Motor Growth Curve

PURPOSE: To create a motor growth curve based on the Test of Basic Motor Skills for Children with Down Syndrome (BMS) and estimate the age of achieving BMS milestones. METHODS: A multilevel exponential model was applied to create a motor growth curve based on BMS data from 119 children with Down syndrome (DS) aged 2 months to 5 years. Logistic regression was applied to estimate the 50% probability of achieving BMS milestones. RESULTS: The BMS growth curve had the largest increase during infancy with smaller increases as children approached the predicted maximum score. The age at which children with DS have a 50% probability of achieving the milestone sitting was 22 months, for crawling 25 months, and for walking 38 months. CONCLUSIONS: The creation of a BMS growth curve provides a standardization of the gross motor development of children with DS. Physical therapists then may monitor a child's individual progress and improve clinical decisions