Journal articles: '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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Prakash, Satya, Abhishek Vaish, Natalie Coul, SaravanaKumar G, T. N. Srinidhi, and Jayaprasad Botsa. "Child Security in Cyberspace Through Moral Cognition." International Journal of Information Security and Privacy 7, no. 1 (January 2013): 16–29. http://dx.doi.org/10.4018/jisp.2013010102.

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The increasing number of threats in cyberspace has meant that every internet user is at a greater risk than ever before. Children are no exception to this exploitation, incurring psychological and financial stress. Technology is on a persistent pursuit of offering exquisite solution to address the problems associated with children on the cyberspace. With every new product for parental control to secure children, comes a new technique to trespass the same. Consequently it summons an approach to look beyond technology; this paper aims to explore the relevance of moral cognition to decision making capability of children on the internet & the possibility of minimizing related risks using the observation. The authors establish a correlation between cognitive moral development and the cyber vulnerability level of children of age between 12 and 16 years, based on an empirical research using a comprehensive set of questionnaires and standard tests. The findings also paves path for future researchers to further analyze and implant features in the parental control software that would stimulate moral cognition, thereby redefining parental control software as parental care software.

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Rakotomanana, Hasina, David Thomas, Fanjaniaina Fawbush, Deana Hildebrand, Gail Gates, Joel Komakech, Christine Walters, and Barbara Stoecker. "Child Development in a Region of Madagascar With High Child Undernutrition." Current Developments in Nutrition 5, Supplement_2 (June 2021): 681. http://dx.doi.org/10.1093/cdn/nzab045_063.

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Abstract Objectives The Vakinankaratra region of Madagascar has a high burden of child undernutrition, a strong risk factor for poor child development. The purpose of this preliminary study was to assess the household stimulation environment and to evaluate the development of 11 to 13 month-old toddlers from this agriculturally-productive area with some of the highest young-child stunting rates in the world. Methods Stunting (length-for-age z-score < -2) and underweight (weight-for-age z-score < -2) were determined using the 2006 WHO growth standards. Household stimulation environment was evaluated using the Family Care Indicators scales. The Bayley Scales of Infant and Toddler Development III were used to directly evaluate development of 36 toddlers (mean age 11.9 mo). Age-appropriate, increasingly difficult tasks are provided by the Bayley Scales to assess cognition, language, and motor skills. Socioemotional development also was evaluated using a questionnaire individually administered to the primary caregivers of 76 toddlers (mean age 11.7 mo). Results More than two-thirds (69%) of young children in the sample were stunted and 11% were underweight. Most mothers used household objects (75%) and materials from outside the house (71%) as children's toys such as makeshift balls made of plastic wraps. Common adult-infant interactions were talking and playing. In most households, adults told stories or read a book to children only once a week at most. However, these interactions were limited by other responsibilities of the parents. Scoring of the Bayley scales is adjusted to provide composite scores with a mean of 100 for each domain for each age group. Below average scores were determined in our sample as follows: cognitive [mean (SD): 60 (10.3)], motor [61.9 (13.4)], language [62 (13.2)], and socioemotional [85.1 (17.9]). Although in this small sample there were no statistical differences based on nutritional status, development scores for fine motor, cognitive, and receptive and expressive language were correlated [0.4 < r < 0.7, p < 0.05]. Conclusions The very high stunting rates and very low cognitive, motor, language, and socioemotional scores of young children in the Vakinankaratra region require urgent attention. Funding Sources This study was funded by the Marilynn Thoma Chair in Human Sciences at Oklahoma State University.

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Simanjuntak, Risa Rumentha. "Bilinguality and Socioeconomic Status (SES): Approaching Non-Singular Factor to a Child’s Cognitive Development." Lingua Cultura 7, no. 2 (November 30, 2013): 97. http://dx.doi.org/10.21512/lc.v7i2.427.

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Article attempted to argue that bilingualism have positive contributions toward a child’s cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a child’s learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to the issue of low socioeconomic status (henceforth SES) and cognition. Finally, the discussion concluded that bilingualism should be discussed as a complex system of learning and not as separate strands of a child’s learning.

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Bjorklund, David F., and Rhonda Douglas Brown. "Physical Play and Cognitive Development: Integrating Activity, Cognition, and Education." Child Development 69, no. 3 (June 1998): 604–6. http://dx.doi.org/10.1111/j.1467-8624.1998.tb06229.x.

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Gonzalez Casanova, Ines, Ann DiGirolamo, Maria F. Kroker-Lobos, Laura Ochaeta, Manuel Ramirez-Zea, Reynaldo Martorell, and Aryeh D. Stein. "Association between early child development trajectories and adult cognitive function in a 50-year longitudinal study in Guatemala." BMJ Open 11, no. 6 (June 2021): e044966. http://dx.doi.org/10.1136/bmjopen-2020-044966.

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ObjectivesFew studies have used longitudinal data to study the development of cognition over the life course in low-income and middle-income countries. The objectives of this study were to assess predictors of cognitive development trajectories from 6 months through 7 years, and if these trajectories predicted adult cognitive function in a birth cohort from Guatemala.DesignWe analysed data from the INCAP Nutrition Supplementation Trial Longitudinal Study in Guatemala. Cognition was assessed at eight different time points between 6 months and 7 years. We derived childhood development trajectories using latent class growth analysis. We assessed predictors of the trajectories using ordinal logistic regression, and associations between childhood trajectories and adult non-verbal intelligence and literacy at age 18–52 years (mean±SD =42.7±6.4 years) using mixed models.SettingThe study was conducted in four Guatemalan villages.ParticipantsThe study included 927 participants from Guatemala with repeated measurements of cognitive function during the first 7 years of life.ResultsWe identified three trajectories of cognitive development (high: n=214, average: n=583, low: n=130). Participants whose mothers were taller (proportional log odds (PO)=0.03, 95% CI=0.01 to 0.06), had more years of schooling (PO=0.15, 95% CI=0.06 to 0.25), or lived in households with higher socioeconomic scores (PO=0.19, 95% CI=0.09 to 0.29) were more likely to follow higher trajectories. Childhood trajectories predicted adult non-verbal intelligence (high=18.4±0.3, average=14.6±0.53, low=11.4±0.9) and literacy (high=63.8±2.0, average=48.6±1.2, low=33.9± 2.6) scores.ConclusionsIn this sample from Guatemala, cognitive development trajectories from 6 months through 7 years were associated with adult non-verbal intelligence and literacy. These findings provide evidence of tracking of cognition over time in a transitioning low-income setting.

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Bath, Sarah C. "The effect of iodine deficiency during pregnancy on child development." Proceedings of the Nutrition Society 78, no. 02 (January 15, 2019): 150–60. http://dx.doi.org/10.1017/s0029665118002835.

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It is well known that severe iodine deficiency during pregnancy may cause impaired brain development in the child, with effects on cognitive and motor function, hearing and speech. Whether mild-to-moderate deficiency also affects neurological development is less well known, but in the past decade a number of observational studies have been conducted to answer this question and these studies are reviewed in this article. The picture is now emerging that even mild-to-moderate iodine deficiency during pregnancy may be associated with subtle impairments in cognition and school performance, although the evidence from randomised controlled trials is still lacking. As global efforts to eradicate iodine deficiency in populations continue, it is more likely that mild-to-moderate, rather than severe, iodine deficiency will be the issue of concern in pregnancy, and therefore further research in regions of mild-to-moderate deficiency is required to strengthen the research base and to inform public-health policy.

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Taylor, Rachael M., Michelle L. Blumfield, Lee M. Ashton, Alexis J. Hure, Roger Smith, Nick Buckley, Karen Drysdale, and Clare E. Collins. "Macronutrient Intake in Pregnancy and Child Cognitive and Behavioural Outcomes." Children 8, no. 5 (May 20, 2021): 425. http://dx.doi.org/10.3390/children8050425.

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Prenatal nutrient exposures can impact on brain development and disease susceptibility across the lifespan. It is well established that maternal macronutrient intake during pregnancy influences foetal and infant development. Therefore, we hypothesise that macronutrient intakes during pregnancy are correlated with cognitive development during early childhood. The current study aimed to investigate the relationship between maternal macronutrient intake during pregnancy and child cognitive and behavioural outcomes at age 4 years. We analysed prospective data from a cohort of 64 Australian mother–child dyads. Maternal macronutrient intake was assessed using a validated 74-item food frequency questionnaire at 2 timepoints during pregnancy. Child cognition and behaviour were measured at age 4 years using the validated Wechsler Preschool and Primary Scale of Intelligence, 3rd version (WPPSI-III) and the Child Behaviour Checklist (CBC). Linear regression models were used to quantify statistical relationships and were adjusted for maternal age, education, pre-pregnancy BMI, breastfeeding duration and birthweight. Child Performance IQ was inversely associated with maternal starch intake (b = −11.02, p = 0.03). However, no other associations were found. Further research is needed to explore the association between different types of starch consumed during pregnancy and child cognitive development.

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Lemche, Erwin, Jana M. Kreppner, Peter Joraschky, and Gisela Klann-Delius. "Attachment organization and the early development of internal state language: A longitudinal perspective." International Journal of Behavioral Development 31, no. 3 (May 2007): 252–62. http://dx.doi.org/10.1177/0165025407076438.

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There are many postulates of a relation between quality of attachment with theory of mind and language functions (e.g., de Rosnay & Hughes, 2006). The current study examined in longitudinal design how different patterns of attachment are associated with usage of internal state language at ages 17, 23, 30 and 36 months. Transcripts of mother—child play situations were coded for eleven categories of internal state language: positive emotion, negative emotion, valence reversal, physiology, ability, volition, obligation, moral, cognition, emotion-modulatory particles and cognitive-contrast particles. Repeated-measures ANOVAs revealed that securely attached children exhibit more frequent utterances of positive emotion, valence reversal, physiology, ability, cognition, emotion-modulatory, and cognitive-contrast particles at relatively earlier times. Negative emotion terms were more frequently uttered by avoidant-insecure children at 30 months and by disorganized children at 36 months.

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Steffler, Dorothy J. "Implicit Cognition and Spelling Development." Developmental Review 21, no. 2 (June 2001): 168–204. http://dx.doi.org/10.1006/drev.2000.0517.

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Wolfe, Christy D., Jing Zhang, Jungmeen Kim-Spoon, and Martha Ann Bell. "A longitudinal perspective on the association between cognition and temperamental shyness." International Journal of Behavioral Development 38, no. 3 (January 21, 2014): 266–76. http://dx.doi.org/10.1177/0165025413516257.

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Moderate, yet relatively consistent, associations between cognitive performance and shyness have been reported throughout the child and adult literatures. The current study assessed longitudinal associations between cognition (i.e., executive functioning) and parent-report temperamental shyness from infancy to early childhood and used temporal order to explore directionality of the relations. Two hundred and eleven children contributed data at multiple ages (5 months, 10 months, 2 years, 3 years, and 4 years). The results indicated a complex pattern of association between cognition and shyness in early development and provided tentative support for both cognitive ability and temperament as causal agents at different developmental time points.

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Dasgupta, Probal. "Some Milestones in Language and Cognition Studies." Contemporary Education Dialogue 3, no. 1 (July 2005): 5–27. http://dx.doi.org/10.1177/0973184913411102.

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Language and cognition both appear in humans not in their raw form, but framed in a certain pedagogy. In his classic work on the relation between early linguistic development and early cognitive development, Vygotsky pointed out that, right from its inception in an individual's development, language couples the initially (ontogenetically and functionally) independent functions of speech and thought. He stresses that, as the child grows into a full encounter with the world of work, her own private narratives give way to an adult-mediated, non-fantasy-laden access to the public articulation of what her words really mean. Recent lexical conceptual research reaffirms Vygotsky. Current work on the multicoded nature of adult scientific use of language also indicates that understanding the child's cognitive and linguistic growth can help make sense of the multisemiotic writings of science.

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Walhovd, Kristine B., Stine K. Krogsrud, Inge K. Amlien, Hauke Bartsch, Atle Bjørnerud, Paulina Due-Tønnessen, Håkon Grydeland, et al. "Neurodevelopmental origins of lifespan changes in brain and cognition." Proceedings of the National Academy of Sciences 113, no. 33 (July 18, 2016): 9357–62. http://dx.doi.org/10.1073/pnas.1524259113.

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Neurodevelopmental origins of functional variation in older age are increasingly being acknowledged, but identification of how early factors impact human brain and cognition throughout life has remained challenging. Much focus has been on age-specific mechanisms affecting neural foundations of cognition and their change. In contrast to this approach, we tested whether cerebral correlates of general cognitive ability (GCA) in development could be extended to the rest of the lifespan, and whether early factors traceable to prenatal stages, such as birth weight and parental education, may exert continuous influences. We measured the area of the cerebral cortex in a longitudinal sample of 974 individuals aged 4–88 y (1,633 observations). An extensive cortical region was identified wherein area related positively to GCA in development. By tracking area of the cortical region identified in the child sample throughout the lifespan, we showed that the cortical change trajectories of higher and lower GCA groups were parallel through life, suggesting continued influences of early life factors. Birth weight and parental education obtained from the Norwegian Mother–Child Cohort study were identified as such early factors of possible life-long influence. Support for a genetic component was obtained in a separate twin sample (Vietnam Era Twin Study of Aging), but birth weight in the child sample had an effect on cortical area also when controlling for possible genetic differences in terms of parental height. Our results provide novel evidence for stability in brain–cognition relationships throughout life, and indicate that early life factors impact brain and cognition for the entire life course.

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Safarov, Ural. "Methodological Principles And Basic Education Of A Child To Develop His Consciousness." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 472–75. http://dx.doi.org/10.37547/tajssei/volume03issue03-73.

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The pedagogy of consciousness is a new area of scientific knowledge, it studies the laws, principles, forms and methods of spiritual education and training of a person, reveals a value attitude towards the development of a child's consciousness, aimed at the process of cognition, the formation of his spiritual and energetic qualities and abilities based on spiritual values.

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Smirnova, Yana K. "JOINT ATTENTION AND THE MENTAL MODEL OF PRESCHOOL CHILDREN WITH ATYPICAL DEVELOPMENT." Moscow University Psychology Bulletin, no. 1 (2020): 96–123. http://dx.doi.org/10.11621/vsp.2020.01.06.

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Relevance. The article discusses the relationship between the development of joint (shared) attention of a child with an adult, and the social and cognitive development of the child. Based on previous studies of typically developing children that demonstrate their participation and responsiveness to fundamental social characteristics, it is significant to identify manifestations of atypical joint attention when a child does not register which object (event) or which aspects of this object (event) are the focus of an interlocutor’s attention. The question of which aspects of joint attention are related to the normative development of the child makes this relevant for comparing groups with different forms of atypical development. For the study, the main indicator of understanding the intentions of the other in the direction of view was used, as one of the aspects of joint attention. Objective. To compare the development of social cognition and joint attention among typically developing children and children with various forms of atypical development in order to identify the correlation between the theory of mind and cognitive lesion. Methods. In a sample of preschool children with typical development and of those with mental retardation, hearing impairment, speech impairment, or visual impairment (N = 90), the following methods were used to evaluate the children’s understanding of the intentions, desires, and interests of others by their behavioral manifestations: “Test for Erroneous Opinion”, “Sally-Ann”; the “What does Charlie want?” task, and others. The task was also used to assess the child’s ability to use the direction of a character’s gaze in a picture to determine the person’s intentions. Results. We identified the “primary psychological” characteristics of the atypical development of the child, which prioritize violations of social communication. Several variations of the violation of joint attention were singled out by determining a person’s intentions by the direction of their gaze. It was shown that determining intentions by the direction of gaze is associated with the normative age formation of the child. Symptoms of deficiency in this skill vary depending on the specifics of the child’s atypical development. Conclusions. Secondary deviations in the development of social cognition are specific to a particular primary defect. The limited inflow of information in the event of a violation of the analyzer creates unusual conditions in the children’s accumulation of the experience of social interaction that is necessary to form a mental model.

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McCormick, Benjamin J. J., Stephanie A. Richard, Laura E. Caulfield, Laura L. Pendergast, Jessica C. Seidman, Beena Koshy, Reeba Roshan, et al. "Early Life Child Micronutrient Status, Maternal Reasoning, and a Nurturing Household Environment have Persistent Influences on Child Cognitive Development at Age 5 years: Results from MAL-ED." Journal of Nutrition 149, no. 8 (June 4, 2019): 1460–69. http://dx.doi.org/10.1093/jn/nxz055.

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ABSTRACT Background Child cognitive development is influenced by early-life insults and protective factors. To what extent these factors have a long-term legacy on child development and hence fulfillment of cognitive potential is unknown. Objective The aim of this study was to examine the relation between early-life factors (birth to 2 y) and cognitive development at 5 y. Methods Observational follow-up visits were made of children at 5 y, previously enrolled in the community-based MAL-ED longitudinal cohort. The burden of enteropathogens, prevalence of illness, complementary diet intake, micronutrient status, and household and maternal factors from birth to 2 y were extensively measured and their relation with the Wechsler Preschool Primary Scales of Intelligence at 5 y was examined through use of linear regression. Results Cognitive T-scores from 813 of 1198 (68%) children were examined and 5 variables had significant associations in multivariable models: mean child plasma transferrin receptor concentration (β: −1.81, 95% CI: −2.75, −0.86), number of years of maternal education (β: 0.27, 95% CI: 0.08, 0.45), maternal cognitive reasoning score (β: 0.09, 95% CI: 0.03, 0.15), household assets score (β: 0.64, 95% CI: 0.24, 1.04), and HOME child cleanliness factor (β: 0.60, 95% CI: 0.05, 1.15). In multivariable models, the mean rate of enteropathogen detections, burden of illness, and complementary food intakes between birth and 2 y were not significantly related to 5-y cognition. Conclusions A nurturing home context in terms of a healthy/clean environment and household wealth, provision of adequate micronutrients, maternal education, and cognitive reasoning have a strong and persistent influence on child cognitive development. Efforts addressing aspects of poverty around micronutrient status, nurturing caregiving, and enabling home environments are likely to have lasting positive impacts on child cognitive development.

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Kachykeev, T., and A. Kozhogeldiev. "Definition by Adults of the Leading Type of Activity, as the Most Important Condition in the Mental Development of Young Children." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 401–4. http://dx.doi.org/10.33619/2414-2948/53/44.

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This article indicates the importance of taking into account leading activities in creating conditions for the mental development of children. A theoretical analysis of the study showed that early age is the basis for the further development of the child. An adult should be able to regulate the cognitive actions of children. If the beginning of cognition is perception, but it is the manipulation of objects that is considered a condition for the development of thinking and speech. Actions with objects in a joint activity with an adult help the child gain a deeper knowledge of reality. As studies show, in objective actions, the child’s speech is stimulated. Speech development at an early age is the basis of the child’s mental development.

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Matthews, Hugh, C. Spencer, M. Blades, and K. Morsley. "The Child in the Physical Environment: The Development of Spatial Knowledge and Cognition." Transactions of the Institute of British Geographers 14, no. 4 (1989): 507. http://dx.doi.org/10.2307/623022.

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Azam, Mariam, Sara Lee, and Karen Blackmon. "25.1 DISSOCIABLE NEURAL SIGNATURES FOR FLUID AND CRYSTALLIZED COGNITION IN NEUROTYPICAL CHILD DEVELOPMENT." Journal of the American Academy of Child & Adolescent Psychiatry 59, no. 10 (October 2020): S200. http://dx.doi.org/10.1016/j.jaac.2020.08.237.

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Sherr, Lorraine, Kathryn J. Roberts, Mark Tomlinson, Sarah Skeen, Helen Mebrahtu, Sarah Gordon, Stefani du Toit, Katharina Haag, and Lucie D. Cluver. "Food Should not be Forgotten: Impacts of Combined Cash Transfer Receipt and Food Security on Child Education and Cognition in South Africa and Malawi." AIDS and Behavior 25, no. 9 (June 11, 2021): 2886–97. http://dx.doi.org/10.1007/s10461-021-03317-6.

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AbstractSocial protection can take many forms. Both cash transfers and food security may have important contributions to child cognitive development. This study examines the potential impact of combinations of cash transfers and food security status on child cognitive development and educational outcomes. Cross-sectional data for 796 HIV-affected children in the Child Community Care study were utilised for this analysis. Children and caregivers completed interview schedules comprised of standardised items on socio-demographics, household data, cash grant receipt and food security status, school achievement, and cognition. A series of logistic and linear regression models and marginal effects analyses were undertaken to explore the impacts of differing levels of social protection (none; either cash grant receipt or food secure status or, both in combination) on child educational and cognitive outcomes. Although all children lived in poverty-stricken households, 20% (157/796) of children did not live in a household in receipt of a cash grant and did not report food security; 32.4% (258/796) reported either component of social protection and, 47.9% (381/796) received both measures of social protection in combination. Compared to no social protection, being in receipt of either component of social protection was found to be significantly associated with being in the correct class for age, higher scores of non-verbal cognition, and higher working memory scores. Receiving both social protection measures in combination was found to be significantly associated with reduced educational risk scores, improved odds of being in the correct class for age, regular school attendance, missing less than a week of school in the previous two weeks, higher scores on measures of nonverbal cognition, higher working memory scores, and learning new things more easily. Educational and cognitive outcomes for children can be bolstered by social protection measures (cash grant receipt or food security). Benefits are enhanced when social protection is received in combination. Such findings support the notion of synergistic social protection responses for children living in environments impacted by high levels of HIV burden and deprivation.

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Downey, Geraldine, and Elaine Walker. "Distinguishing family-level and child-level influences on the development of depression and aggression in children at risk." Development and Psychopathology 4, no. 1 (January 1992): 81–95. http://dx.doi.org/10.1017/s0954579400005575.

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AbstractThis study examined family-level and child-level influences on diversity in depression and aggression among children at risk. Data were from 144 children aged 7–14 years. A procedure introduced by Lavori, Keller, Beardslee, and Dorer (1988) was used to correct for the inclusion of more than one child from each family. Family-level influences examined were maltreatment and parental psychopathology. Maladjustment was highest in children of psychiatrically ill parents from maltreating homes and lowest in children of psychiatrically ill parents from nonmaltreating homes. Child-level influences examined were social cognition, intelligence, early developmental difficulties, sex, and age. Independent of family risk status, younger male children with high social-cognitive skills and no early developmental difficulties were least depressed. Child characteristics were less predictive of aggression. Overall, this study shows that efforts to explain diversity in high-risk children's development benefit from attending to all the offspring of high-risk parents and to multiple interacting family risk factors.

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Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.

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Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.

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Larson, Leila M., Kamija S. Phiri, and Sant-Rayn Pasricha. "Iron and Cognitive Development: What Is the Evidence?" Annals of Nutrition and Metabolism 71, Suppl. 3 (2017): 25–38. http://dx.doi.org/10.1159/000480742.

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The theoretical irreversible damage that iron deficiency and iron deficiency anemia can exert on child development makes a compelling argument for action to alleviate the burden. However, a critical analysis of evidence from iron interventions in early life is necessary to determine whether and how iron interventions improve cognitive outcomes. Key iron interventions used in clinical and public health practice include oral iron supplementation and, in young children, iron-containing multiple micronutrient powders. This article examines the evidence to answer 4 main questions. (1) Does antenatal iron supplementation influence long-term child cognitive development? (2) Does oral iron supplementation in preschool children improve short-term cognitive development? (3) Does oral iron supplementation in older children improve cognitive development? And (4), can provision of iron harm cognitive development? Early trials indicated benefit from parenteral iron in young children regardless of anemia status. There also appears to be evidence for benefit using oral iron treatment on cognitive performance in anemic primary school children. However, antenatal and early childhood oral iron intervention studies show inconsistent effects on early and long-term childhood cognitive outcomes. These data suggest either that (a) effects from oral iron on cognitive development in young children are small or nonexistent or that (b) heterogeneity between trials and the low quality of many studies make assessment of effect difficult. Importantly, few large, placebo-controlled trials in under-2-year-old children in low-income settings assessing effects of iron interventions on cognition have been performed; high-quality, placebo-controlled, adequately powered trials of universal iron interventions on cognitive performance in young children are urgently needed to justify policies of universal iron intervention in this group.

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Augstkalne, Dace. "Different Aspects of Pre-schoolers` Movement Development." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 337. http://dx.doi.org/10.17770/sie2013vol1.549.

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the psychical, physical and mental development of a pre-school pupil, cognition process of the surrounding world, improvement of body’s functional abilities and development of physical characteristics is only possible through child’s physical activity. In order for the child to be active, he/she needs to learn the basic movements essential for life. By learning these movements and the methods or techniques of their executions the movement experience of the child is enriched. And this movement experience is necessary for various situations in life as well as for independent functioning. Promotion of movements and activities in preschool is linked with the entire pedagogical process that is being realized during the whole day.

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Derryberry, Douglas, and Marjorie A. Reed. "Regulatory processes and the development of cognitive representations." Development and Psychopathology 8, no. 1 (1996): 215–34. http://dx.doi.org/10.1017/s0954579400007057.

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AbstractAlthough the construct of regulation is usually applied to ongoing behavior, it also has implications for ongoing cognition and the development of cognitive representations. We propose that subcortical motivational systems influence cortical representations in two general ways. First, they regulate response processes, promoting a general selection of information to which the child is exposed. Second, motivational systems regulate attention, promoting a more selective stabilization of representations for motivationally relevant sources of information. Together with the environment, these regulatory processes shape the child's developing representations. Individual differences in these processes result in cortical representational systems that enhance the motivational systems* ability to detect relevant inputs and to guide behavior in light of them. Examples are provided that focus on fearful children, discussing how their self-representation may contribute to anxious psychopathology.

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Herschensohn, Julia. "FUNDAMENTAL AND GRADIENT DIFFERENCES IN LANGUAGE DEVELOPMENT." Studies in Second Language Acquisition 31, no. 2 (June 2009): 259–89. http://dx.doi.org/10.1017/s0272263109090305.

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This article reexamines Bley-Vroman’s original (1990) and evolved (this issue) fundamental difference hypothesis that argues that differences in path and endstate of first language acquisition and adult foreign language learning result from differences in the acquisition procedure (i.e., language faculty and cognitive strategies, respectively). The evolved assessment of the theoretical and empirical developments of the past 20 years is taken into account with respect to Universal Grammar and parameters in generative theory and with respect to cognition and acquisition in data processing. This article supports the spirit of Bley-Vroman’s proposals in light of the discussion of three topics: pathway of acquisition, endstate age of acquisition effects, and language processing by monolinguals and bilinguals. I argue that the difference between child and adult language acquisition is, above all, quantitative not qualitative, a gradient continuum rather than a precipitous break.

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Dobrowolska, Ewa, Iwona Błaszczak, Agnieszka Mielnik, and Ewa Lisiecka. "A systemic model of furniture meant for stimulating development of a child based on educational aids from M. Montessori." Annals of WULS, Forestry and Wood Technology 113 (March 31, 2021): 13–19. http://dx.doi.org/10.5604/01.3001.0015.2327.

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In furniture design, understood as a kind of evolutionary process, there is room for designer’s creativity, but not in the sense traditionally accepted in the psychology of creation. The creativity of the designer shapes the products of the evolutionary algorithm but does not replace them. This can be illustrated by the genesis of any design, such as furniture that stimulates the development of the child. The Montessori pedagogy leaves a lot of room for new designs of Montessorian teaching aids. The Montessori didactic material forms a logically structured whole. It enables the child to move out of experience and sensual cognition; it serves not only the development of the intellect but also the education of the whole personality. The Montessorian materials take into account the child’s stage of development, corresponding to a given sensitive phase and the very logic of things, so that the child, while learning, can embrace larger cognitive sequences, arouse a sense of aesthetics, motivation, curiosity and interest, thus triggering various forms of activity.

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Mohammed, Husein, Grace S. Marquis, Frances Aboud, Karim Bougma, and Aregash Samuel. "TSH Mediated the Effect of Iodized Salt on Child Cognition in a Randomized Clinical Trial." Nutrition and Metabolic Insights 14 (January 2021): 117863882110253. http://dx.doi.org/10.1177/11786388211025352.

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Objectives: This study examines the hormonal mediators of the effect of iodized salt in pregnancy on child cognition. Methods: Sixty districts across 6 zones in the Amhara region of Ethiopia were randomly allocated to a control or intervention arm of early market access to iodized salt. Twenty-two villages per arm were randomly selected for this sub-study. A total of 1220 pregnant women who conceived after the intervention began were enrolled and assessed for their iodine and iron status. Data were collected once on the household socio-demographic status and iodized salt use, and maternal urinary iodine during pregnancy. Then, infants’ diet, urinary iodine level, cognitive development (Bayley III), serum hormonal levels, iron status, and inflammation markers were measured between 2 and 13 months of age. Results: The median maternal urinary iodine concentration was adequate and significantly higher in the intervention mothers than that of the controls (163 vs 121 µg/L, P < .0001). Intervention children compared to the control children had lower thyroid-stimulating hormone (TSH) (mean: 2.4 ± 1.0 µIU/mL vs 2.7 ± 1.0 µIU/mL, effect size = 0.18, P < .01) and thyroglobulin (Tg) (41.6 ± 1.0 ng/mL vs 45.1 ± 1.0 ng/mL, effect size = 0.14, P < .05). There was an interaction between the intervention and iron stores such that cognition was higher with iron (effect size = 0.28, 100 vs 94 IQ points). TSH was a partial mediator (12%) of the effect of the intervention on child cognition (Sobel z-score = 2.1 ± 0.06, P < .05). Conclusion: TSH partially mediated the effect of the iodized salt intervention on child cognition.

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Priede, Ligita, and Dagnija Vigule. "Teacher – Facilitator of Meaningful Learning in Preschool." Journal of Pedagogy and Psychology "Signum Temporis" 8, no. 1 (December 1, 2016): 76–81. http://dx.doi.org/10.1515/sigtem-2016-0020.

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AbstractActivity is one of the key structural elements of free, independent and creative personality. Independence of child is closely related to cognitive activity and the need to satisfy it. Planning of pedagogical process in pre-school should be based on the fact, understanding that child is learning via voluntary investigating, doing and solving issues of a cognitive character. While in the middle of a learning process, child is not learning to remember certain facts, but cognises oneself and own abilities. By keeping the balance between promotion of child’s own discoveries and direct teaching, the teacher helps in finding answers to the many questions child has, thus promoting cognition and creative activity thereof. If an adult tells pre-schooler what he should or should not do and makes him to accomplish certain tasks, cognition activity of child is not satisfied and learning has not taken place. Moreover, if the tasks are the same and given to all children in the same time, child’s individuality, development level of each particular child and freedom of choice are disregarded. This research is aimed at theoretical and empirical study of preconditions for meaningful learning in preschool. The theoretical background of the research consists of findings about learning activities of pre-schoolers published by pedagogues and psychologists known both in Latvia and abroad. Within the framework of the issue to be researched, the following was analysed: experience of preschool teachers in divided into frequency and interpretation (by using descriptive and inferential statistics (IBM SPSS Statistics-v19.0)), and experience of pre-schoolers at older age when working with worksheets.

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Thorpe, Karen, Sally Staton, Emily Sawyer, Cassandra Pattinson, Catherine Haden, and Simon Smith. "Napping, development and health from 0 to 5 years: a systematic review." Archives of Disease in Childhood 100, no. 7 (February 17, 2015): 615–22. http://dx.doi.org/10.1136/archdischild-2014-307241.

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BackgroundDuration and quality of sleep affect child development and health. Encouragement of napping in preschool children has been suggested as a health-promoting strategy.ObjectivesThe aim of this study is to assess evidence regarding the effects of napping on measures of child development and health.DesignThis study is a systematic review of published, original research articles of any design.SubjectsChildren aged 0–5 years.MethodElectronic database search was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and assessment of research quality was carried out following a Grading of Recommendations, Assessment, Development and Evaluations (GRADE) protocol.ResultsTwenty-six articles met inclusion criteria. These were of heterogeneous quality; all had observational designs (GRADE-low). Development and health outcomes included salivary cortisol, night sleep, cognition, behaviour, obesity and accidents. The findings regarding cognition, behaviour and health impacts were inconsistent, probably because of variation in age and habitual napping status of the samples. The most consistent finding was an association between napping and later onset, shorter duration and poorer quality of night sleep, with evidence strongest beyond the age of 2 years.LimitationsStudies were not randomised. Most did not obtain data on the children's habitual napping status or the context of napping. Many were reliant on parent report rather than direct observation or physiological measurement of sleep behaviour.ConclusionsThe evidence indicates that beyond the age of 2 years napping is associated with later night sleep onset and both reduced sleep quality and duration. The evidence regarding behaviour, health and cognition is less certain. There is a need for more systematic studies that use stronger designs. In preschool children presenting with sleep problems clinicians should investigate napping patterns.

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Sun, Yi, Guoqing Zhao, and Xi Yang. "Is the Three Character Classic (《三字经》) still suitable for contemporary literacy and enlightenment education for children? Insights from the perspective of cognitive psychology and child development psychology." Advances in Educational Research and Evaluation 2, no. 1 (2021): 127–37. http://dx.doi.org/10.25082/aere.2021.01.004.

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The Three Character Classic (《三字经》), also translated as San Zi Jing or The Triword Primer, is the traditional Chinese Primer with the most significant influence and the broadest appeal. In the 21st century Chinese traditional cultural revival, traditional texts such as the Three Character Classic are reused as child education primer. Is the Three Character Classic still suitable for contemporary children's literacy and enlightenment? From the perspective of cognitive psychology and child development psychology, this paper used a critical literature review method to investigate the relationship between the Three Character Classic and children's language development, attention, memory, cognition, and moral development. It found that the content, structure, teaching approach of it conform to children's physical and cognitive development during early childhood. The Three Character Classic is not only the primary text for children's Chinese learning but also a valuable tool to understand the spiritual core of traditional Chinese culture. It has a particular value for children's literacy and enlightenment and those who learn Chinese as a second language.

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Lai, Chih-Jou, Ting-Rong Hsu, Chia-Feng Yang, Shyi-Jou Chen, Ya-Chin Chuang, and Dau-Ming Niu. "Cognitive Development in Infantile-Onset Pompe Disease Under Very Early Enzyme Replacement Therapy." Journal of Child Neurology 31, no. 14 (September 29, 2016): 1617–21. http://dx.doi.org/10.1177/0883073816665549.

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Most patients with infantile-onset Pompe disease die in early infancy before beginning enzyme replacement therapy, which has made it difficult to evaluate the impact of Pompe disease on cognitive development. Patients with infantile-onset Pompe disease can survive with enzyme replacement therapy, and physicians can evaluate cognitive development in these patients. We established an effective newborn screening program with quick clinical diagnostic criteria. Cognitive and motor development were evaluated using the Bayley Scales of Infant and Toddler Development–Third Edition at 6, 12, and 24 months of age. The patients who were treated very early demonstrate normal cognitive development with no significant change in cognition during this period ( P = .18 > .05). The cognitive development was positively correlated with motor development ( r = 0.533, P = .011). The results indicated that very early enzyme replacement therapy could protect cognitive development in patients with infantile-onset Pompe disease up to 24 months of age.

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Šteinberga, Airisa, and Dace Kazāke. "STRUCTURE AND CONTENT OF TEACHER COMPETENCIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 487–94. http://dx.doi.org/10.17770/sie2018vol1.3173.

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Significant changes in the society of the XXI century determine the changes in the education system. Nowadays the challenge of promoting child development is important. Teaching subjects does not give a generalised idea about nature, society and people in general. Teachers need new competences to move to logic of human development in education. The article analyses teacher’s communicative, self-cognition and cognitive management, methodological and organisational function that are united and contribute to the balanced development of pupils, therefore, in accordance with these functions, it is necessary to acquire the corresponding competences. By analysing theoretical literature, the article reveals the structure and content of these competencies.

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Lapeniene, Asta. "DYNAMICS OF DEVELOPMENT OF BODY COGNITION THROUGH ARTISTICAL EXPRESSION OF BLIND AND LOW VISION CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 129–39. http://dx.doi.org/10.17770/sie2021vol3.6365.

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The article actualizes the problem of overcoming learning difficulties in visually impaired conditions. Considering artistic activity as an integrative part of teaching – learning process, it seeks opportunities for the development of cognition of their body and active interaction with the environment. For the development of the cognitive activity of blind and low vision children by using the plastic expression is based on D. A. Kolb’s learning from the own experience model. For the research was conducted following steps: particular experience is acquired, this experience is cogitated and activated by verbal and kinaesthetic forms (it is described and expressed with the help of the move of the body), the experience is expressed with a new form: a clay work, the process of claying is reflected. The research was carried out in Educational centre for Partially Sighted Children. Respondents were six 7-11 years old born blind or low vision children the attention was concentrated not on the age but on the level of expression to which the work of the child was classed. Visually impaired children by versatile experience reflected on their own body cognition and these various experience process merged into one-unit kinaesthetic expression and reflection.

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Ngo, Diep Xuan. "Some restrictions facing autistic children between 4 to 6 years of age." Science and Technology Development Journal 18, no. 4 (December 30, 2015): 108–20. http://dx.doi.org/10.32508/stdj.v18i4.964.

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Cognition refers to our ability to know or understand our environment. In the first year of life, a “normal” baby learns that objects have weight, size, taste, and feel. Between 18 and 24 months, the young child begins to develop an imagination and can make pretence. From about two years to seven years, the child becomes adept at thinking in abstract terms and no longer needs to see or touch an object in order to learn about it. All through childhood, cognitive development has a profound effect on development in other areas, but particularly on a child's ability to use language. In contrast autistic children have a neuro developmental disorder with a strong genetic basis but unknown etiology. It is characterized by a behavioral phenotype that includes qualitative impairment in the areas of language development or communication skills, social interactions and reciprocity, and imagination and play. Most children have some problems in cognitive abilities. Intellectual functioning can vary from mental retardation to superior intellectual functioning in some select areas.

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Rubio-Codina, Marta, Orazio Attanasio, and Sally Grantham-McGregor. "Mediating pathways in the socio-economic gradient of child development." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 483–91. http://dx.doi.org/10.1177/0165025415626515.

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Research has previously shown a gap of near 0.5 of a standard deviation (SD) in cognition and language development between the top and bottom household wealth quartile in children aged 6–42 months in a large representative sample of low- and middle-income families in Bogota, using the Bayley Scales of Infant and Toddler Development. The gaps in fine motor and socio-emotional development were about half that size. Developmental deficits increased with age. The current study explored the associations amongst child development, household socio-economic status (SES), and a set of potential mediating variables—parental characteristics, child biomedical factors, and the quality of the home environment—in this sample. We ran mediation tests to quantify the contribution of these variables to the SES gap, and explored the role of age as a moderator. Parental education, particularly maternal education, and the quality of the home environment mediated the SES gap in all outcomes examined. Height-for-age mediated a small amount of the deficit in language scales only. More educated mothers provided better home stimulation than less educated mothers and the home environment partly mediated the effect of maternal education. These results suggested that in interventions aimed at promoting child development, those focusing on the quality of the home environment should be effective.

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Olga V., Akulova. "Development of Cognitive Activity of Preschool Children: to the Problem Statement." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 6–13. http://dx.doi.org/10.21209/2658-7114-2021-16-2-6-13.

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The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route

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Destrebecqz, Arnaud. "The effect of motor development on cognition: an ethological perspective." Developmental Medicine & Child Neurology 63, no. 4 (February 2, 2021): 369–70. http://dx.doi.org/10.1111/dmcn.14820.

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Mohan, Radhika, and Mrinmoyi Kulkarni. "Resilience in Parents of Children with Intellectual Disabilities." Psychology and Developing Societies 30, no. 1 (January 12, 2018): 19–43. http://dx.doi.org/10.1177/0971333617747321.

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The objective of this study was to understand the experience of parents of children with intellectual difficulties. In the context of a developing country where social services are minimal, the onus of a child’s development lies squarely with the parents. A total of 32 parents from Mumbai were asked to describe their experience of raising a special child. The narratives were analysed using the grounded theory method and the dominant themes with respect to resilience that emerged were acceptance, cognitive adaptation, positive affect (PA), social support and self-efficacy. Based on these themes a theoretical model, linking perception, cognition, emotion and behaviour in the development of resilience, has been proposed.

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Сафаралиева, О., and O. Safaralieva. "About the Program Vocational-Personal Self-Development Teacher Montessri." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 4 (December 18, 2017): 40–44. http://dx.doi.org/10.12737/article_5a2e6c4ca17ab6.28360403.

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Humanization of the modern national education inevitably entailed changes to the requirements for the individual nature of the competence of professionals working with the child. From the teacher it is required to create a very special environment, in collaboration with the child. It increases the relevance of the professional transformation of the modern teacher and changes in their professional training. Practice shows that many established professionals pedagogical ideas of Montessori discovers the true foundations of the humanistic paradigm of education. Training of Specialists in Montessori system allows them not only to obtain new skills, but also the personality and self-modifying self-development. The course of professional and personal self-development Montessori teacher turns from simple to complex, from cognition to interpersonal and internal communication. In this sequence, each stage of the program appears as an element of the whole process of personal development.

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Randoha, Antra. "PROMOTION OF PRE-SCHOOLER INTELLECTUAL AND WRITING SKILLS WITH DRAWING ACTIVITIES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 589. http://dx.doi.org/10.17770/sie2014vol1.762.

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During the pre-school years, development of balance among intellect, emotions and will is of a great significance. Features forming in child – communication skills and abilities, self-esteem, and speech – cannot develop without intellectual progress. Child, yet not knowing intellect, is willing to be active, study and research, i.e., to challenge own mind, and that takes place trough activities engaging body, objects and physical activities. Psychomotor maturity is one of the indicators of pre-schooler’s development; at this age this phenomenon requires specific attention. It is precondition essential for acquisition of drawing and literacy skills – knowledge irreplaceable when accessing basic education. Drawing facilitates intellectual, emotional, and physical development of child (cognition, feelings, perception, thinking, imagination, will, and emotions).

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Journal articles on the topic 'Child development; Cognition'

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