Relevant bibliographies by topics / Cognitive development in children

Academic literature on the topic 'Cognitive development in children'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Cognitive development in children"

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Crotty, Jennifer E., Susanne P. Martin-Herz, and Rebecca J. Scharf. "Cognitive Development." Pediatrics In Review 44, no. 2 (February 1, 2023): 58–67. http://dx.doi.org/10.1542/pir.2021-005069.

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Cognitive development in children begins with brain development. Early life exposures may both positively and negatively influence cognitive development in children. Infants, toddlers, and children learn best in secure, nurturing environments and when attachment to a consistent caregiver is present. Pediatricians can screen for both social determinants of health and developmental milestones at office visits to address barriers to care and promote positive cognitive and learning outcomes. Pediatricians may model developmental stimulation during office visits to talk with an infant/child, asking questions of a child, singing and pointing to pictures in books, and modeling responsive listening. Pediatricians may support caregivers to talk with their children, read to their children, and avoid/reduce screen time. Pediatricians can help point caregivers to resources for parent training, Head Start, and quality preschool programs. School readiness has both pre-academic and socioemotional components and can have long-term effects on a child’s school success, health, and quality of life. School readiness depends on both the child and the caregiver being ready for school, taking into account caregiver and child health and mental health and child cognitive development.
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Lai, Te-Jen, Yue-Liang Guo, Mey-Lin Yu, Huei-Chen Ko, and Chen-Chin Hsu. "Cognitive development in Yucheng children." Chemosphere 29, no. 9-11 (November 1994): 2405–11. http://dx.doi.org/10.1016/0045-6535(94)90409-x.

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Barac, Raluca, and Ellen Bialystok. "Cognitive development of bilingual children." Language Teaching 44, no. 1 (December 3, 2010): 36–54. http://dx.doi.org/10.1017/s0261444810000339.

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There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development.
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Friedrich, M. J. "Boosting Cognitive Development in Children." JAMA 317, no. 11 (March 21, 2017): 1109. http://dx.doi.org/10.1001/jama.2017.2347.

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Toshtemir Qizi, Rayimova Gulmira, and To'rayeva Dilnoza Ismoilovna. "SPECIFIC TO THE DEVELOPMENT OF SPEECH IN MENTALLY RETARDED CHILDREN FEATURES CHARACTERISTIC OF SPEECH DEVELOPMENT IN MENTALLY RETARDED CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 117–21. http://dx.doi.org/10.55640/eijmrms-02-10-21.

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In the article we can learn about the fact that the cognitive impairment of children with intellectual disabilities is characterized by limited perception of the world around them, poor communication, lack of interest, decreased demand for speech, retarded speech development.
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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.
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Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development
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Millichap, J. Gordon. "Cognitive Development of Children with Craniosynostosis." Pediatric Neurology Briefs 29, no. 6 (June 30, 2015): 47. http://dx.doi.org/10.15844/pedneurbriefs-29-6-6.

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Black, Jennifer L., Domingo J. Piñero, and Niyati Parekh. "Zinc and Cognitive Development in Children." Topics in Clinical Nutrition 24, no. 2 (April 2009): 130–38. http://dx.doi.org/10.1097/tin.0b013e3181a6b947.

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Muter, Valerie. "Cognitive and Language Development in Children." Child and Adolescent Mental Health 10, no. 4 (November 2005): 213. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_5.x.

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Dissertations / Theses on the topic "Cognitive development in children"

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Ouyang, Sining, and 欧阳斯宁. "Effect of music on children's cognitive development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.

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Background Music as a part of our daily life, it can make people feel pleasure, peaceful, or exciting. Children as the future generation in our society are expected to have optimal development and growth. During childhood, cognitive development plays an important role in construction of thought processing ability and it is associated with physical development and nervous system development. As we know music is considered to be the efflorescence of human thought, this project aims to evaluate the effect of music listening and training on children’s cognitive development, as well as investigate effect of different types of music such as calm music, aggressive music, familiar music and unfamiliar music on cognitive development. The systematic review will identify and appraise the evidence of studies that related to our research question. Methods All relevant studies published from 1990 to 2013 were searched and identified when conducting an electronic literature search. There were 338 papers found through the database including Pubmed, SAGE and Google Scholar with a combination of specific keywords. After considering the inclusion and exclusion criteria, ten studies were found related to research questions and adopted for this systematic review. Results The ten studies were from four countries and included a total number of 8,836 subjects aged 4 to 12 years old. Randomized controlled trials, quasi-experimental studies, longitudinal studies, cross-sectional study were used in this systematic review. The studies included short-term and long-term effect of music listening and training on children. Most of the studies assigned participants to one group that had exposure to music and another group that had no exposure to music. For music listening groups, their performance of cognitive test was better than the group without music listing. Calm and pleasant music was more positive than aggressive music. Familiar music also had more impact on children’s cognitive ability. For music training groups, the effect of music gave impact on children’s cognitive development positively. Children received music training had increased cognitive ability. Conclusions Overall, the effect of different music listening and music training had been evaluated. The impact of music will be more effective if music is enjoyed by the listener. However, due to the publications of articles were only in English, not all of the studies design of articles were randomized control trials and some studies had small sample size such as thirty to seventy in this systematic review, further research is needed.
published_or_final_version
Public Health
Master
Master of Public Health
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Khan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.

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The relationship between language and thought has long been a topic of interest and controversy in cognitive science. In this dissertation, I address one aspect of this issue: when is language present during internal thought? Simple introspection tells us that we sometimes use inner speech, but is this the exception or the rule? Using eye-tracking measures, we investigated whether infants, children and adults implicitly activate verbal labels while silently looking at pictures of objects. In the first study, 4-year-olds, 7-year-olds and adults completed a working memory task. While the two older age groups spontaneously chose a verbal encoding strategy for the pictoral stimuli, the 4-year-olds did not, suggesting a late emergence for implicit language use. The second study, however, challenges this conclusion as we find evidence for spontaneous implicit verbal activation in 24-month-old infants during free-viewing of pictures of familiar objects. The final study provides a more detailed look at the nature of the implicit verbal representations that are activated in adults during visual image processing. Unlike the 24-month-old infants, and unlike adults engaged in a working memory task, adults in this visual image processing task did not robustly activate phonological representations but did show some evidence of lexical activation, perhaps at a more abstract level of representation. Taken together, these results suggest that: 1) even very young children spontaneously engage inner speech, 2) adults and children use implicit verbal labeling in different ways, and 3) different tasks can evoke different levels of implicit verbal activation.
Psychology
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Dawda, Darek. "The literacy hypothesis and cognitive development /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2635.

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Martin, Michelle M. "The development of cognitive inhibition in bilingual children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.

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Harvey, Erin M. "Visual development and plasticity in children." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289850.

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The effects of visual experience on perception were examined using two classic research paradigms: visual deprivation and perceptual adaptation. The present study evaluates the extent to which children in the 5- to 14-year-old age range have the capacity for visual plasticity with respect to recovery from the effects of astigmatism-related visual deprivation and adaptation to spatially distorted visual input. Visual experience was altered through eyeglass correction of astigmatism, a condition of the eye that induces degraded (blurred) visual input and causes a form of visual deprivation. Lenses that correct astigmatism cause two changes in sensory input: they alleviate the deprivation effects of astigmatism, and cause spatial distortion. Perception was initially measured when the children first received eyeglass correction, and change in perception was measured after 1 month of wear, and after 1 year of wear. Measures included recognition acuity, resolution acuity, vernier acuity, contrast sensitivity, stereoacuity, and form perception. Baseline analyses of normal (non-astigmatic) subject data indicated that recognition acuity, resolution acuity, vernier acuity, and contrast sensitivity continue to develop within the 5- to 14-year-old age range. Baseline analyses also revealed that children who experienced astigmatism-related deprivation demonstrated perceptual deficits, in comparison to non-astigmatic children, on all measures of perception (although deficits within some measures depended on stimulus orientation (grating acuity and contrast sensitivity) and spatial frequency of the stimulus (for contrast sensitivity)), and demonstrated measurable distortions in form perception. However, primary outcome analyses revealed little evidence of plasticity with regard to recovery from the effects of deprivation and no evidence of plasticity with regard to perceptual adaptation to distortion. The results suggest that children in the 5- to 14-year-old age range may be beyond the sensitive period for recovery from astigmatism-related deprivation through simple restoration of clear visual input. Discussion focuses on theoretical views on conditions necessary for plasticity (Bedford, 1993a, 1993b, 1995, Banks, 1988), and their implications regarding another intervention, discrimination learning, that might be more effective at inducing plasticity in children and adults who are beyond the sensitive period for plasticity, and their implications for interpretation of data on adaptation to spatial distortion observed in the present study.
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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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Strauss, Clara Yolanda. "Depression and the development of cognitive coping." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364546.

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Butler, Stephen M. "Dream development and cognitive processing in reading disabled children." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5094.

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CAVALCANTE, LILIAN DE SOUZA. "SOCIOINTERACTIONISM AND COGNITIVE DEVELOPMENT OF CHILDREN WITH INTELECTUAL DESABILITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32002@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A presente pesquisa analisa a configuração do programa educacional Quinta Dimensão, criado por Michael Cole, pesquisador de destaque no campo da psicologia sociohistórico-cultural contemporânea, que promove aprendizagem mediada pelo uso de TIC para o desenvolvimento cognitivo de crianças com deficiência intelectual. Criado, originalmente, nos Estados Unidos, o Programa Quinta Dimensão articula universidades e comunidades e é direcionado a crianças socialmente marginalizadas e com baixo rendimento escolar. Uma característica importante desse programa é sua adaptabilidade às necessidades específicas de cada comunidade de prática. Desse modo, o programa pode ser adaptado em diferentes contextos sociais, linguagens e culturas para atender às demandas locais. O presente estudo analisou a configuração geral do programa e duas de suas adaptações: Programa Dimensão Metacognitiva, implementado pela Rede Sarah, e o programa Cinquena Dimensión, da Casa de Shere Rom, na Espanha. A metodologia utilizada foi, principalmente, análise dos documentos de referência desses programas, em triangulação com: entrevista realizada com a coordenadora do programa da Rede Sarah; entrevista concedida por Michael Cole à professora Zena Eisenberg; e descrição de visita técnica, feita pela pesquisadora, ao Hospital de Reabilitação da Rede Sarah, em Brasília. Na análise documental, identificamos que o Programa Quinta Dimensão apresenta uma estrutura pedagógica definida e delineia a metodologia de implementação, composta por três elementos-chave: tecnologias a serviço do desenvolvimento cognitivo; mediação do par mais capaz e ancoramento cultural. Coerente com a perspectiva sócio-histórico-cultural, o programa é estruturalmente adaptável ao contexto local.
The presente research analyze the configuration of the Fifth Dimension educational program, created by Michael Cole, a prominent researcher in contemporary sociohistorical-cultural psycology studies, promoting mediated learning by the use of ICT for the cognitive development of children with intelectual disabilities. Created in the United States of America, the Fifth Dimension Program joins universities and communities in order to attend socially marginalized children with low school performance. An important feature of this program is its adaptability to the specific requirements of each community of practice. In this way, the program can be adapted to different social settings, languages and cultures. The present study analyze the general configuration of the program and of two adaptations: Metacognitive Dimension Program implemented by the Sarah Network of Neurorehabilitation Hospitals and the Cinquena Dimensión programa of the Shere Rom House in Spain. The research procedures was mainly analysis of the reference documents of these programs, in triangulation with: interview with the coordinator of the Sarah Network program; interview given by Michael Cole to Professor\Zena Eisenberg; and description of technical visit made by the researcher to the Rehabilitation Hospital of the Sarah Network in Brasilia. We identified that the Fifth Dimension presents a defined pedagogical structure and outlines the methodology of implementation, composed of three key elements: technologies for cognitive development; mediation and centrality of centrality of cultural context. Consistent with the sociohistorical-cultural perspective, the program is structurally adaptable to the local requirements.
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Ravenscroft, Suzannah. "Anxiety in young children : cognitive biases, development and assessment." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/82041/.

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Anxiety is one of the most prevalent disorders to affect children. To understand how anxiety develops and what factors cause and/or maintain anxiety it is important to study anxiety in young children. Currently, there is a relative lack of studies focusing on anxiety and cognitive biases in children below 8 years old, in part due to a lack of methods for assessing anxiety subtypes and cognitive biases at this age. The primary aim of this thesis is to examine the associations between anxiety and cognitive biases in children aged between 4 and 8 years. A secondary aim is to develop a brief measure of early signs of social anxiety in young children. These aims are realised across four papers. In Paper 1 a meta-analysis of the current literature on anxiety-related interpretation bias in children and adolescents is presented. A robust relationship was found, that was moderated by age. The study highlighted the need for more studies with younger children. Following this, a novel measure of interpretation bias using ambiguous tones was used in Paper 2 to assess the presence of an anxiety related interpretation bias in children aged 4 to 8. Anxiety differences in interpretation bias were only seen once developmental confounds were accounted for. Paper 3 used eye-tracking to assess the presence of an anxiety related attention bias in 4 to 8 year olds. Evidence of nuanced patterns of attention bias between anxiety groups were found. In Paper 4 a measure of social worries was adapted and validated for children ages 4 to 8. Together, the studies provide new methods for the study of cognitive biases and anxiety in young children and new insights into their association. The work leads directly to several suggestions for future research including longitudinal work that tracks biases, anxiety and developmental factors over time.
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Books on the topic "Cognitive development in children"

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Tamar, Globerson, Zelniker Tamar, and Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., eds. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.

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Jerome, Kagan, ed. Cognitive development. San Diego: Harcourt Brace Jovanovich, 1990.

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Cognitive development. Monterey, Calif: Brooks/Cole Pub. Co., 1985.

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1949-, Bukatko Danuta, ed. Cognitive development. New York: Knopf, 1985.

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Dwyer, Helen. Cognitive development. Tucson, AZ: Brown Bear Books, 2011.

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Cognitive development. London: Hodder Education, 2013.

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Reddy, Peter. Cognitive development. Princeton, N.J: Films for the Humanities & Science, 1995.

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Introducing cognitive development. New York, NY: Psychology Press, 2005.

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Cognitive development. Tucson, AZ: Brown Bear Books, 2011.

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Hakuta, Kenji. Cognitive development of bilingual children. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1987.

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Book chapters on the topic "Cognitive development in children"

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Theories of Cognitive Development." In How Children Develop, 129–70. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_4.

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Goldstein, Gayle I., and David F. Lancy. "Cognitive Development in Autistic Children." In Springer Series in Cognitive Development, 83–112. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5036-4_5.

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Robson, Sue. "Theories of cognitive development." In Developing Thinking and Understanding in Young Children, 19–49. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429469442-2.

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Daehler, Marvin W., and Carolyn Greco. "Memory in Very Young Children." In Springer Series in Cognitive Development, 49–79. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7_2.

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Lehman, Elyse Brauch, and Margaret Bovasso. "Development of Intentional Forgetting in Children." In Emerging Themes in Cognitive Development, 214–33. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-9220-0_8.

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Oddy, W. H., G. E. Kendall, E. Blair, N. H. de Klerk, S. Silburn, and S. Zubrick. "Breastfeeding and Cognitive Development in Children." In Advances in Experimental Medicine and Biology, 365–69. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4757-4242-8_42.

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McCune, Lorraine, Barbara Kearney, and Michael Checkoff. "Forms and Functions of Communication by Children with Down Syndrome and Nonretarded Children with Their Mothers." In Springer Series in Cognitive Development, 113–27. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3580-4_6.

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Rader, Barbara L. "The Effect of Renal Neurotoxicity on Cognitive Development." In CAPD/CCPD in Children, 463–78. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-4931-4_26.

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Siegler, Aaron, and Todd Siegler. "PostFace: Through the eyes of children." In Cognitive Development from a Strategy Perspective, 227–34. Robert Siegler / edited by Patrick Lemaire. Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315200446-16.

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Smith-Bonahue, Tina, and Kaitlyn Tiplady. "Cognitive–Behavioral Approaches." In Counseling Children and Adolescents: Connecting Theory, Development, and Diversity, 166–90. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781071801307.n8.

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Conference papers on the topic "Cognitive development in children"

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Mauzner, Filip, Lidija Mandić, Ana Agić, and Jesenka Pibernik. "Development of children´s cognitive abilities through interactive applications." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p71.

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In this paper we present the development of cognitive abilities in kindergarten children with interactive applications. Practical part includes the design of application prototype used for the development of cognitive abilities in children age three to four. It comprises three categories in which children’s cognitive abilities are tested and being developed. The categories are colors, numbers, shapes and sizes.
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Costescu, Cristina, Adrian Rosan, Alina Petru, Serge Thill, Teodor Stefanut, Ilona Heldal, Attila Kovari, Jozsef Katona, and Robert Demeter. "Development of a technological screening platform for children." In 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237878.

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Karelina, Inna B., and Ulyana V. Tikhvinskaya. "The development of cognitive mental processes in preschool children with severe speech impairments." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-266-270.

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The article examines the development of cognitive mental processes in preschool children with severe speech disorders. Scientists studying the basic cognitive processes are noted: perception, memory, thinking and attention. Describes the ascertaining study of mental processes in preschoolers with severe speech impairments and their current state. Further research work is planned on the correction of mental processes in preschool children with severe speech impairments.
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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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Na, Zang, Xinyuan Huang, and Dayan Shangguan. "Animation Creation of Preschool Children Based on Cognitive Development." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.12.

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Babulicová, Zuzana. "INTENTIONAL DEVELOPMENT OF COGNITIVE FUNCTIONS OF PRESCHOOL-AGED CHILDREN." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1301.

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Vanags, Edmunds, Ņikita Bezborodovs, Līga Riekstiņa, Armands Zelčs, Lelde Ūlupe, Dana Skara, Ance Vecgrāve, Marta Celmiņa, and Jurģis Strautmanis. "Cognitive Abilities in Children with ADHD, Comorbid Epilepsy and Typically Developed Children." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.01.

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The aim of the study was to assess the differences in cognitive abilities compared across clinical and control groups. It was hypothesized that differences between groups would be small or non-existant, due to rather heterogeneous clinical profiles. And they could be partially explained by participants’ age as cognitive abilities develope over time. Further analysis of the sample was performed by creating cognitive ability profiles of the participants. The study used data from the project “Development of a Screening Method for Children with ADHD and CSWS in Children aged 7–15”, and included data from 97 children, which were divided into 3 groups: ADHD, combined ADHD and epilepsy and control group. For assessing cognitive abilities an extended battery of executive and other cognitive computerized tests were used: Stroop Color and Word Test, Digit Span Test, Symbol Digit Modalities Test, and Continious Performance Test. The analysis of cognitive ability profiles reveals a wide range of heterogeneity in both clinical and control groups. It revealed that children with ADHD and combined ADHD and epilepsy have more profiles with lower cognitive abilities compared to control group. Some children with ADHD have similar cognitive profiles to those of typically developed children, suggesting that in some cases there may be a small difference in cognitive performance between ADHD and typically developed children.
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Babkina, N. V. "Children with developmental delay: self-regulation development through education." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.

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This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self-regulatory development by first grade. The design of longitudinal study on conscious self-regulation development in cognitive activity in children with DD through education is described here. Children aged 7–8 years were involved in the study (n = 87), including children with DD (n = 57) and children with typical development (n = 30). At ascertain and control phase of the study, an analysis of medical and pedagogical record, psychologicial observation of children during the experimental research and in classes. parent and teacher questionnaire was conducted. The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. The article describes the area of specific work and intervention aimed at selfregulatory development in school children with DD and aimed at special educational conditions that facilitate capacities of children in terms of conscious self-regulation. The study provides the experiment results of self-regulation development in primary school pupils with DD that estimate the efficiency of the suggested approach. Resuming the study results, this type of intervention should be included in psychological and educational intervention programme for children with DD.
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Rigaki, Anastasia, Anastasia Ntagianta, Asterios Leonidis, Danai Ioannidi, Maria Korozi, and Constantine Stephanidis. "LEARNING ANALYTICS FOR AMI EDUCATIONAL GAMES TARGETING CHILDREN WITH COGNITIVE DISABILITIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2220.

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Denisova, V. A. "Features of cognitive development of children of younger preschool age." In All-Russian scientific-practical conference of young scientists, graduate students and students, Chair L. V. Mamedova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-140.

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Reports on the topic "Cognitive development in children"

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Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_244.

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Blau, Francine, and Adam Grossberg. Maternal Labor Supply and Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, December 1990. http://dx.doi.org/10.3386/w3536.

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Baker, Michael, and Kevin Milligan. Maternity Leave and Children's Cognitive and Behavioral Development. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17105.

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Hamermesh, Daniel, Rachel Gordon, and Robert Crosnoe. O Youth and Beauty: Children’s Looks and Children’s Cognitive Development. Cambridge, MA: National Bureau of Economic Research, October 2019. http://dx.doi.org/10.3386/w26412.

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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Figlio, David, Jonathan Guryan, Krzysztof Karbownik, and Jeffrey Roth. The Effects of Poor Neonatal Health on Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, February 2013. http://dx.doi.org/10.3386/w18846.

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Gilligan, Daniel O., and Shalini Roy. The effect of transfers and preschool on children’s cognitive development in Uganda. International Initiative for Impact Evaluation, March 2016. http://dx.doi.org/10.23846/tw11071.

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Macintyre, Alison, and Clare Strachan. Sanitation, Hygiene and Environmental Cleanliness for Child Development. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/slh.2021.022.

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This Frontiers of Sanitation draws on the Transformative WASH concept to explore and outline what may be required of WASH implementation stakeholders in efforts to support child development outcomes. The Frontiers explores the multiple ways in which inadequate sanitation, hygiene, and environmental cleanliness can affect physical and cognitive development in children. It explores areas beyond hand hygiene to consider food hygiene and broader environmental cleanliness, and beyond human faeces to consider animal faeces. What this means for practice is then discussed to outline how the WASH sector can improve current practice to best support improvements to child development outcomes and in particular opportunities for children to both survive and thrive.
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Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi, and LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

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Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from the pain of epileptic seizures, with more than half of the cases beginning in childhood and adolescence. So a comprehensive understanding of children and adolescence with epilepsy has become the focus of widespread attention. Recently, a number of studies have assessed ToM or facial emotion recognition deficits in children and adolescents with epilepsy, but the conclusions are inconsistent. These inconsistent findings might be related to the small sample sizes in most studies. Additionally, the methods used to evaluate ToM or facial emotion recognition performance were varied across studies. A meta-analysis can increase statistical power, estimate the severity of these deficits, and help resolve conflicting findings.
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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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