3 Video is a novel and expanding technology for positive be-havioral support. Because it is acceptable and widely used by typical adults and children for leisure, educational, and business activities, it has considerable potential as an effective , socially acceptable form of support. The use of video technology can lead to a range of positive social, language, and academic outcomes for childre...

Abstract The project of this paper is to synthesize enactivist cognitive science and practice theory in order develop a new account pretend play. Pretend play usually conceived as representationalist phenomenon where pretender projects fictional mental representation onto reality. It thus seems that pretense can only be explained terms. In paper, we oppose usual approach. We instead propose not...

Self-initiated free play experiences are vital for the normal growth and development of all children. In this paper, children with physical disabilities who are deprived of normal play opportunities are viewed as having a second disability that hinders their potential for independent behavior and performance. Physical, social, personal, and environmental barriers that may limit the play experie...

Theorists have speculated about the symbolic underpinnings of theory of mind (ToM), but no study has examined them across the main developmental span of ToM. Here, the onset of symbolic understandings in three domains (pretend play, language, and understanding representations) and ToM was examined. Fifty-eight children were tested on batteries of tasks four times from ages 2.5 to 5 years. Some ...

Hereditary neuropathy with liability to pressure palsy (HNPP) results from the deletion of the PMP22 gene in chromosome 17p11.2. Clinically, it presents with painless pressure palsies, typically in the 2nd and 3rd decades of life, being a rare entity in childhood. We present the case study of a six-year-old male child who presented with left hand drop that he kept for over four weeks. Electroph...

The ability to engage in and recognize pretend play begins around 18 months. A major challenge for theories of pretense is explaining how children are able to engage in pretense, and how they are able to recognize pretense in others. According to one major account, the metarepresentational theory, young children possess both production and recognition abilities because they possess the mental s...