Relevant bibliographies by topics / Child development; Cognition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Child development; Cognition'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Child development; Cognition"

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Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (June 1, 2001): 105–26. http://dx.doi.org/10.1075/prag.11.2.01hic.

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The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings concerning space in child language. Two main questions are raised for future research. First, substantial evidence is necessary concerning the potential impact of linguistic variation on cognitive development, including evidence that can provide ways of articulating precocious capacities in the pre-linguistic period and subsequent developments across a variety of child languages. Second, relating language and cognition also requires that we take into account both structural and functional determinants of child language within a model that can explain development at different levels of linguistic organization in the face of cross-linguistic diversity.
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Pollitt, Ernesto, and Patricia Kariger. "Breastfeeding Child Development." Food and Nutrition Bulletin 17, no. 4 (December 1996): 1–19. http://dx.doi.org/10.1177/156482659601700423.

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The literature reviewed in this article suggests that breastfeeding positively influences cognitive development. Studies comparing the effects of early feeding methods on cognition consistently show mental test score advantages for breastfed infants over bottlefed subjects. Also, breastfeeding may function as a buffer against adverse developmental outcomes from early traumatic events such as low birthweight or neurologic insults. It is recognized that breastmilk contains long-chain polyunsaturated fatty acids that are necessary for the normal development of the retina and cerebrum. Yet, breastfeeding may not always promote optimal development in children. Infants breastfed by mothers using alcohol or marijuana have lower scores on developmental tests. Thus, while breastfeeding has the potential for contributing to the healthy development of infants, it may also be capable of transferring toxic substances known to interfere with normal development.
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Attanasio, Orazio, Costas Meghir, and Emily Nix. "Human Capital Development and Parental Investment in India." Review of Economic Studies 87, no. 6 (June 18, 2020): 2511–41. http://dx.doi.org/10.1093/restud/rdaa026.

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Abstract We estimate production functions for cognition and health for children aged 1–12 in India, based on the Young Lives Survey. India has over 70 million children aged 0–5 who are at risk of developmental deficits. The inputs into the production functions include parental background, prior child cognition and health, and child investments, which are taken as endogenous. Estimation is based on a nonlinear factor model, based on multiple measurements for both inputs and child outcomes. Our results show an important effect of early health on child cognitive development, which then becomes persistent. Parental investments affect cognitive development at all ages, but more so for younger children. Investments also have an impact on health at early ages only.
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Torres, M. Carmen, M. José Buceta, and M. Consuelo Cajide. "Development of a Child with Joubert Syndrome." Spanish Journal of Psychology 4, no. 1 (May 2001): 72–78. http://dx.doi.org/10.1017/s1138741600005679.

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The article describes the development of a child with Joubert Syndrome who, since the age of 16 months, has received personalized stimulation therapy at home and in the Early Intervention Unit (EIU) of the Faculty, in each of the five areas considered by the Portage Guide to Early Education: socialization, language, self-help, cognition, and motoricity. Repeated evaluations during the treatment (up to age 40 months) showed slow progress in all developmental areas, as well as in general attitude to and capacity for learning. During treatment, greatest progress was made in the areas of cognition and communication.
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Bickhard, Mark H. "On the Cognition in Cognitive Development." Developmental Review 19, no. 3 (September 1999): 369–88. http://dx.doi.org/10.1006/drev.1999.0489.

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Silva, Mônia Aparecida da, Euclides José de Mendonça Filho, and Denise Ruschel Bandeira. "Development of the Dimensional Inventory of Child Development Assessment (IDADI)." Psico-USF 24, no. 1 (January 2019): 11–26. http://dx.doi.org/10.1590/1413-82712019240102.

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Abstract Child development is complex and includes multiple domains, such as cognition, communication and language, motor skills, socialization, and emotional development. The objective of this paper was to present the development process of the Dimensional Inventory of Child Development Assessment (IDADI) and evidence of its content validity. IDADI was conceived to assess child development of children from zero to 72 months of age through parental reports covering Cognitive, Motor (Gross and Fine), Communication and Language (Receptive and Expressive), Socioemotional and Adaptive Behavior domains. The development process involved: description of the theoretical foundation; development of the preliminary version of the instrument; expert item analysis; semantic analysis of the items by the target population; and a pilot study. The initial item pool had 2,365 items and the final version consisted of 524, after exclusions, modifications and additions. The stages of development led to changes in most of the items. This process is considered to have ensured IDADI’s content validity. Thus, it is believed that IDADI will contribute to child development assessment in Brazil in clinical and research contexts.
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Calle Sandoval, Diego Alejandro, Lina Marcela Rojas Reina, and Clarena Zuluaga Álvarez. "Perspective of child development from cognition, emotion and behavior." Tesis Psicológica 15, no. 1 (June 29, 2020): 1–21. http://dx.doi.org/10.37511/tesis.v15n1a2.

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Background:The main objective of this study is to describe the perspective of human life cycle in childhood, considering the variables cognition, emotion and behavior in the city of Armenia-Quindío, Colombia. Objective:It was proposed from the psychological discipline and from the particular interest of characterizing different age groups in the Colombian context, specifically in the Quindío region. Methodology: A quantitative methodological approach is proposed, given that it corresponds with the descriptive, analytical logic and with the intention of generalize the results. With a descriptive-transversal design, the battery SENA (Sistema de Evaluación para Niños y Adolescentes) was applied, oriented to collect information from multiple sources, in this opportunity was possible to work with a n = 75. The results were discriminated by type of source that provided the information, considering that young children do not respond to the self-report questionnaire, because it requires literacy skills that due to biological and school development conditions haven’t been achieved. A total of 75 questionnaires were applied from the family perspective, 47 from the self-report perspective and 28 from the school. Results:The results show that according to the self-report presented by the participants, 4 out of 5 children are involved in a situation of contextual risk for ages between 7 to 11 years old; from the family perspective, is considered that 1 out of 2 participants present risks like possible school bullying, risk of self-harm and risk of aggression or harm to others. In addition, possible effects on the development of executive functions and the presence of behavioral and emotional problems, possibly related to imbalances and mismatching from the context. Conclusion: Finally, it is considered fundamental to adopt a new form of approaching to the study of development and life cycle, which includes conditions closer to the population group of interest, taking into account individualdi fferences, the continuous and discontinuous form of development and conditions of the region where they belong.
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Rutter, Michael. "The role of cognition in child development and disorder." British Journal of Medical Psychology 60, no. 1 (March 1987): 1–16. http://dx.doi.org/10.1111/j.2044-8341.1987.tb02712.x.

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Donald, Kirsten A., Michelle Hoogenhout, Christopher P. du Plooy, Catherine J. Wedderburn, Raymond T. Nhapi, Whitney Barnett, Nadia Hoffman, Susan Malcolm-Smith, Heather J. Zar, and Dan J. Stein. "Drakenstein Child Health Study (DCHS): investigating determinants of early child development and cognition." BMJ Paediatrics Open 2, no. 1 (June 2018): e000282. http://dx.doi.org/10.1136/bmjpo-2018-000282.

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Koshy, Beena, Manikandan Srinivasan, Susan Mary Zachariah, Arun S. Karthikeyan, Reeba Roshan, Anuradha Bose, Venkata Raghava Mohan, et al. "Body iron and lead status in early childhood and its effects on development and cognition: a longitudinal study from urban Vellore." Public Health Nutrition 23, no. 11 (April 14, 2020): 1896–906. http://dx.doi.org/10.1017/s1368980019004622.

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AbstractObjective:Early childhood factors can have persisting effects on development and cognition in children. We propose to explore the trends of Fe deficiency and Pb toxicity in early childhood and their association with child development at 2 years of age and cognition at 5 years.Design:Longitudinal birth cohort study.Setting:Urban slum, Vellore, India.Participants:Children enrolled at birth were followed up regularly in the first 2 years with developmental and cognitive assessments at 2 and 5 years of age, respectively.Results:The birth cohort enrolled 251 children with 228 children followed up at 2 years and 212 at 5 years of age. Fe deficiency (ID) was highest at 15 months of age and improved subsequently at 24 months. Blood Pb levels (BLL) remained high at all age groups with an increasing trend with age; 97 % at 36 months having high BLL. Persistent high mean BLL at 15 and 24 months had negative association with both cognition and expressive language raw scores of 24 months, while high mean BLL at 15, 24 and 36 months had no significant association with any of the domains of cognition at 5 years of age. Early childhood cumulative body Fe status at 7, 15 and 24 months did not show any association with child development at 2 years, but was associated with verbal, performance and processing speed components of cognition at 5 years.Conclusions:Optimising body Fe status and limiting Pb exposure in early childhood can augment child development and school entry cognition.
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Dissertations / Theses on the topic "Child development; Cognition"

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Watson-Jones, Rachel. "The ritualistic child : imitation, affiliation, and the ritual stance in human development." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2b00ce6b-f281-4644-83fb-ef484701b5f6.

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Researchers have long argued that ritual plays a crucial role in marking social identities and binding individuals together in a system of shared actions and beliefs. The psychological processes underlying how and why ritual promotes group bonding and influences in- and out-group biases have not yet been fully elucidated. The research presented in this thesis was designed to examine the social and cognitive developmental underpinnings of conventional/ ritualistic behavior. Because learning cultural conventions is essential for participation in group behavior and for signaling group membership and commitment, I propose that conventional/ ritualistic learning is motivated by a drive to affiliate. Experiment 1 investigated the affiliative nature of ritualistic learning by examining the effects of third-party ostracism on imitation of an instrumental versus ritual action sequence and prosocial behavior. Individuals who do not participate in shared group conventions often face the threat of ostracism from the group. Given that attempting re-inclusion is an established response to ostracism, I predicted that the threat of ostracism increases affiliative motivations and thus will increase imitative fidelity, especially in the context of conventional learning. Experiment 2 examined the effects of first-person ostracism in the context of in- and out-groups on children’s imitation of a ritualistic action sequence and pro-social behavior. I predicted that the experience of ostracism by an in-group versus an out-group has important implications for the construal of social exclusion and affiliative behavior. I hypothesized that children would be motivated to re-affiliate by imitating the model and acting pro-socially towards the group, especially when ostracized by in-group members. Based on the findings of this research and insight from anthropology, and social and developmental psychology, I will present a picture of how children acquire the conventions of their group and how these conventions influence social group cognition.
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Tan, Lynne S. C. "Numerical understanding in infancy." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388999.

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Ingle, Sarah J. "An exploration of parental sensitivity and child cognitive and behavioral development." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5794/.

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The current study attempted to show the relationship of paternal sensitivity and maternal sensitivity and their possible influences on child cognitive and behavioral development. This study used data collected as part of the National Institute for Child Health and Human Development (NICHD) Study of Early Child Care, which is a longitudinal, multi-site study. Correlation and regression analyses were computed to examine relationships between the variables at child age 6 and 36 months. Results indicated paternal sensitivity was a significant positive predictor of child cognitive abilities and a negative predictor of both fathers' reports of children's externalizing and internalizing behaviors. Maternal sensitivity was a significant negative predictor of mothers' reports of children's externalizing behaviors. Interpretations of these results and directions for future research are discussed.
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Hewson, M. E. "The development of metaphoric comprehension in children aged between eight and fourteen years." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378343.

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McKay-Brown, Lisa. "The development of music concepts in the primary school aged child : a Victorian profile /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.

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Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.
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Mucha, Lynn Scott. "Temperament, cognition, social skills, and play in young children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941585.

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The purpose of this study was to investigate the nature of the relations among temperament, cognition, social skills, and social and cognitive levels of play in 3-, 4-, and 5-year-old preschool children. Subjects were 126 preschool boys (n=67) and girls (n=59) selected from two community child care programs in north-central Indiana. The mean age of the preschoolers was 56 months. Information about temperament and social skills was obtained from preschoolteachers using the Temperament Assessment Battery for Children (Martin, 1988) and Social Skills Rating System (Gresham & Elliott, 1990). Preschoolers' cognition was measured by the Bracken Basic Concept Scale (Bracken, 1984) and play styles were obtained through systematic observation of free play using the Smilansky/Parten play matrix. Factor analysis of the TABC subtests, BBCS scores, SSRS scores, and play category observations revealed four unique factors. Among the four factors, a mastery motivation factor emerged as well as did an impulsivity factor. Salient loadings of these two factors were primarily a combination of TABC subtests, SSRS scores, and BBCS scores. Play styles formed their own factors with both cognitive play levels and social play levels defining separate and unique factors. Results and implications of these findings are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology
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Tyler, Sheila. "Investigation of partial occlusion : towards a #pictorial concepts' explanation of children's drawings." Thesis, Open University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296613.

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Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.
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Prado, Elizabeth Leah. "Improving maternal cognition and child development in developing countries : effects of maternal multiple micronutrient supplementation." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539652.

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Weiss, Maria. "Female Superiority in Social Cognition: Can Pretend Play Help the Boys Catch Up?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/967.

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The effect of pretend play on 150 (~ 75 girls; 75 boys; M=3 yro) preschool children’s social cognition will be assessed through a semester long intervention study. Research has reported a trend of female superiority in empathy and ToM and a likelihood of young girls to engage in pretend play more frequently and to a higher degree than young boys. Previous research has also found a relationship between play and social cognition, as through the act of imagination, one is able to thoroughly take on the perspectives of someone other than the self. This study attempts to show a shift in these mental capabilities after an extensive engagement in pretend play (more than seen in a typical preschool classroom). Boys are expected to reach equal levels of ToM and empathy of their female peers after the intervention. This study attempts to hopefully find an intervention to instill higher levels of empathy in developing children and to support the need for more creative free play in the classroom.
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Books on the topic "Child development; Cognition"

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H, Miller Patricia, and Miller Scott A. 1944-, eds. Cognitive development. 4th ed. Upper Saddle River, N.J: Prentice Hall, 2002.

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Cognitive development. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Flavell, John H. Cognitive development. 3rd ed. Englewood Cliffs, N.J: Prentice-Hall, 1993.

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H, Miller Patricia, and Miller Scott A, eds. Cognitive development. 3rd ed. Englewood Cliffs: Prentice-Hall, 1993.

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Self-regulation: Brain, cognition, and development. Washington, D.C: American Psychological Association, 2011.

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Models of cognitive development. Hove, East Sussex, UK: Psychology Press, 1998.

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Calkins, Susan D., and Martha Ann Bell, eds. Child development at the intersection of emotion and cognition. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12059-000.

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Helen, Cowie, and Blades Mark, eds. Understanding children's development. 4th ed. Malden, MA: Blackwell Pub., 2003.

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Helen, Cowie, and Blades Mark, eds. Understanding children's development. 3rd ed. Oxford, UK: Blackwell, 1998.

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Smith, Peter K. Understanding children's development. 2nd ed. Oxford, OX, UK: Basil Blackwell, 1991.

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Book chapters on the topic "Child development; Cognition"

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Slaughter, Virginia. "Development of Social Cognition." In Child Psychology and Psychiatry, 77–82. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch9.

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Slaughter, Virginia. "Development of Social Cognition." In Child Psychology and Psychiatry, 51–55. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch9.

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Erdley, Cynthia A., Amy J. Kaye, and Lauren J. Holleb. "Social Cognition." In Encyclopedia of Child Behavior and Development, 1388–92. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2680.

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Korecky-Kröll, Katharina, Kumru Uzunkaya-Sharma, and Wolfgang U. Dressler. "Chapter 4. Requests in Turkish and German child-directed and child speech." In Social Environment and Cognition in Language Development, 53–68. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/tilar.21.04kor.

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Özçalışkan, Şeyda, Valery Limia, and Nevena Dimitrova. "Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners?" In Social Environment and Cognition in Language Development, 69–84. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/tilar.21.05ozc.

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Uzundag, Berna A., Süleyman S. Tasci, and Aylin C. Küntay. "Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions." In Social Environment and Cognition in Language Development, 167–78. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/tilar.21.11uzu.

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Zachar, Peter. "Child Development and the Regulation of Affect and Cognition in Consciousness." In The Caldron of Consciousness, 205–22. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/aicr.16.15zac.

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Schlinger, Henry D. "Cognitive Development." In A Behavior Analytic View of Child Development, 121–49. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-8976-8_7.

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von Tetzchner, Stephen. "Theories of Cognitive Development." In Child and Adolescent Psychology, 165–91. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-10.

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Blakemore, Sarah-Jayne. "Social-Cognitive Development During Adolescence." In Child Psychology and Psychiatry, 91–95. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch11.

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Conference papers on the topic "Child development; Cognition"

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Rabbani, Naila, and Paul John Thornalley. "Blood Biomarkers associated with Autism Spectrum Disorder may Provide Early Diagnosis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0151.

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Autism spectrum disorders (ASD) are a collection of neuropsychiatric disorders. ASD affects 1 in 87 in Qatar and is expected to increase. The high variability and heterogeneity of the symptoms makes diagnosis of ASD difficult and uncertain, particularly at the early stages of development. If detected early, clinical support can be given to promote optimal development and well-being of children with ASD and even achieve complete remission. The current method of diagnosing ASD is by observations and interviews made by experts in child development to assess child behavior, communication and cognition: the ADOS test. There is often delay in referral for expert diagnosis; delay is typically >18 months in Qatar and >4 years in EU and USA. The diagnostic accuracy is 60 – 70%. Mutations in proteins transporters of amino acids have been linked to some cases of ASD. We hypothesized that levels of amino acids in blood, including amino acids damaged by modification by sugars (glycation), oxidation and nitration may provide novel biomarker for diagnosis of ASD at very young age.
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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
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Ибахаджиева, Лайса Алиевна, and Марьям Руслановна Хакимова. "FUNDAMENTALS OF COGNITIVE AND COMMUNICATIVE DEVELOPMENT IN EARLY CHILDREN UNDER DYSONTOGENESIS." In Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Март 2021). Crossref, 2021. http://dx.doi.org/10.37539/mar314.2021.40.43.012.

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Когнитивное развитие включает как количественные, так и качественные изменения, которые происходят в когнитивных психических процессах из-за возраста, влияния окружающей среды и собственного опыта ребенка. Совместно с познавательным развитием в раннем периоде происходит процесс бурного развития речи. Ребенок становится не только партнером по общению, но и транслятором. Коммуникативное и познавательное развитие неразрывно связаны как при условиях онтогенеза, так и при условиях дизонтогенеза. Cognitive development includes both quantitative and qualitative changes that occur in cognitive mental processes due to age, environmental influences and their own experience of the child. Together with cognitive development in the early period, the process of rapid development of speech takes place. The child becomes not only a communication partner, but also a translator. Communicative and cognitive development are inextricably linked both under conditions of ontogenesis and under conditions of dysontogenesis.
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Georgoulas, Nikolaos. "Social-behavioral development." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.17179g.

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The early child period is considered to be the crucial in the human life-span development. Healthy and normal early development of a child, including his/her physical, cognitive, emotional, and social development, strongly influences the subsequent personal and social functioning, well-being and life success. Behavioral development, and in particular social/behavioral development, is a crucial tool for survival and adaptation. In this article, three mechanisms that work in an interrelated and cooperative way in determining behavioral development will be discussed in more detail. Given the purpose and design of this paper, we will focus on some of the latest studies of the environmental factors considered to have the power to influence ontogenetic behavioral development and in particular, social/behavioral development.
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Misiek, Thomas, Benoit Favre, and Abdellah Fourtassi. "Development of Multi-level Linguistic Alignment in Child-adult Conversations." In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.cmcl-1.7.

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Erriu, Michela. "Empirical study on parental eating disorders and child development." In 5th icCSBs 2017 The Annual International Conference on Cognitive - Social and Behavioural Sciences. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.01.02.3.

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Shchipitsyna, Alena Sergeevna. "Children's Giftedness and Characteristics of a Gifted Child." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75230.

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The article is devoted to the issue of building a work system with gifted children. Theoretical prerequisites for developing the problem of giftedness are considered, as well as theoretical aspects of the concepts of "ability" and "giftedness" are presented. The main characteristics of children with signs of giftedness according to A.I. Savenkov are given, and the relationship between the level of cognitive abilities development and success of studying at school is analyzed.
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Zakiyah, Nisaus, Endang Sutisna Sulaeman, and Eti Poncorini Pamungkasari. "Effect of Family Development Session Family Hope Program on The Visit to Posyandu and Nutritional Status of Children Under Five." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.106.

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ABSTRACT Background: The Family Hope Program through the Family Development Session (FDS) provides social services on maternal and child health. Social cognitive theory (SCT) may explain how family development session family hope program affects to the integrated health post (posyandu) visit) and child nutrional status. This study aimed to analyze the effect of the FDS Family Hope Program on the child nutritional status. Subjects and Method: This was an analytic observational study with cohort retrospective design. The study was conducted at the integrated health posts, in January 2020. The dependent variable was child nutritional status. The independent variables were family development session, maternal education, family income, social support, maternal knowledge, self-efficacy, complementary feeding, and integrated health post visit. The data were collected by questionnaire and analyzed by a multiple linier regression. Results: Child nutritional status was positively associated with FDS participation (b= 1.12; 95% CI= 1.31 to 7.15; p= 0.010), high maternal education (b= 0.92; 95% CI= 1.09 to 5.83; p= 0.031), high family income (b= 0.96; 95% CI= 1.14 to 6.00; p= 0.023), strong social support (b= 1.24; 95% CI= 1.34 to 7.85; p= 0.009), high maternal knowledge (b= 1.24; 95% CI= 1.50 to 7.96; p= 0.004), high self efficacy (b= 0.92; 95% CI= 1.09 to 5.76; p= 0.030), appropriate complementary feeding (b= 0.96; 95% CI= 1.15 to 6.02; p= 0.023), and active integrated health post visit (b= 1.03; 95% CI= 1.15 to 6.90; p= 0.024). Conclusion: Child nutritional status is positively associated with FDS participation, high maternal education, high family income, strong social support, high maternal knowledge, high self efficacy, appropriate complementary feeding, and integrated health post visit. Keywords: child nutritional status, family development session, integrated health post visit Correspondence: Nisaus Zakiyah. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: nizakiyaah@gmail.com. Mobile: +6285235948995. DOI: https://doi.org/10.26911/the7thicph.03.106
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.
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Minato, Takashi, Yuichiro Yoshikawa, Tomoyuki Noda, Shuhei Ikemoto, Hiroshi Ishiguro, and Minoru Asada. "CB2: A child robot with biomimetic body for cognitive developmental robotics." In 2007 7th IEEE-RAS International Conference on Humanoid Robots (Humanoids 2007). IEEE, 2007. http://dx.doi.org/10.1109/ichr.2007.4813926.

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Reports on the topic "Child development; Cognition"

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Ruhm, Christopher. Parental Employment and Child Cognitive Development. Cambridge, MA: National Bureau of Economic Research, April 2000. http://dx.doi.org/10.3386/w7666.

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Cawley, John, and Feng Liu. Mechanisms for the Association Between Maternal Employment and Child Cognitive Development. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13609.

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Rosenzweig, Mark, and Rafael J. Santos Villagran. Is Fish Brain Food or Brain Poison? Sea Surface Temperature, Methyl-mercury and Child Cognitive Development. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w26957.

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Neal, Timothy, Sonya Krutikova, and Michael P. Keane. The impact of child work on cognitive development: results from four low to middle income countries. The IFS, October 2020. http://dx.doi.org/10.1920/wp.ifs.2020.3620.

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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2364.

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