Gesture is a powerful tool for learning. Gestures reflect a learner’s knowledge and also have the power to change that knowledge. But how early does this ability develop and how might it change over time? Here we discuss the effects of gesture on learning, taking a developmental perspective. We compare how young learners benefit from gesture prior to developing full language skills, as well as how gesture and language work together to support instruction in older children. For both developmental stages, we explore three ways in which gesture can influence learning: (1) by indexing or reflecting a learner’s knowledge, (2) by changing that knowledge through the gestures that learners themselves produce, and (3) by changing that knowledge through the gestures that learners see. Taken together, the evidence suggests that gesture plays a powerful role in learning and education throughout development.

The theme of safe-guarding, accidents and death is demonstrated by reference to the bishops’ advice regarding the protection of babies, and the necessary measures to be taken in case of illness and death, including emergency baptism and Caesarean section. Accidents often occurred, especially to children, and this might lead, in more fortunate cases, to healing and even revival by means of a miracle. Miracle accounts are balanced by coroners’ accounts which record the details of death, often by misadventure, as in the case here of a young woman scalded to death by falling into a brewer’s vat.

This vintage rape case concerns an Alabama court’s determination that the jury may consider “social conditions and customs founded upon racial differences, such that the prosecutrix was a white woman and the defendant was a Negro man” in assessing a Black defendant’s culpability for assault with intent to rape. This case represents how rape law was weaponized against Black men and is an ideal case for a feminist rewritten opinion to interrogate how race and rape are closely intertwined.

Responses to prompts for words and phrases used to describe people and things

Responses to prompts for words and phrases used to describe people and things

This chapter focuses on empirically supported interventions for common problems that may arise during clinical work with young children with medical problems. The reader will first be introduced to a review of the current research literature regarding prenatal and perinatal medical concerns, with specific emphasis on assessing prenatal psychiatric symptoms and subsequent interventions following these assessments during this early time. This section is then followed by an emphasis on interventions for young children that focus on helping with procedural anxiety associated with routine medical interventions, including resources for assistance with pill swallowing and information about pediatric medical traumatic stress that can occur during hospitalizations and/or as a result of injuries. At the end of the chapter, emphasis is placed on common feeding and toileting concerns that may arise in young children, as well as general guidelines and strategies for intervention. Resources are provided to help clinicians assess prenatal and perinatal medical concerns, utilize reward charts to help promote toileting, and provide sample social stories for children to help them prepare for a visit to the hospital; resources for pediatric medical traumatic stress are also provided.