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Young Children With Dcd: The chapters in the final section of this book consider spiritual and religious education of young children with DCD children; young children with DCD children as citizens and the ways in which different societies' expectations of children impact on the children themselves and the kind of early education made available to them. It is in the final chapter, by Sacha Powell and I, that readers are urged to reflect on the implications of children's place in society and how educators contribute to the upbringing of the young children with DCD learners who will manage that society in the twenty-first century.
Willig (1990, p. 5) reminds us that 'the ideas of young children with DCD children are often most clearly and widely expressed in drawing and painting'. Children's drawings at a young children with DCD age are often far in advance of their language skills. Drawing helps develop understanding and focuses children's attention on features that they may have missed, but young children with DCD children appear not to see things as adults do. Osborne et al. (1985) say that children will tend to focus on very small, specific, things whereas scientists are concerned with looking for general explanations and laws. Harlen (1985a) says:
A positive feature of the discussion is that young children with DCD children, given the chance, love to move and play. The key phrase here is 'given the chance': we, teachers, parents and the wider community, must begin to search seriously for opportunities for children to follow their natural dispositions. This need not be expensive; in fact, it need cost nothing at all. young children with DCD children require only very few elements to play: they need a place to play; they need things with which to play, of which the most flexible, exciting and effective are other children; and they need time to play.
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