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Relevant bibliographies by topics / Cognitive development of the child

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Academic literature on the topic 'Cognitive development of the child'

Author: Grafiati

Published: 25 January 2025

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Journal articles on the topic "Cognitive development of the child"

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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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Gökçay, Gülbin. "Breastfeeding and child cognitive development." Child: Care, Health and Development 36, no. 4 (February 23, 2010): 591. http://dx.doi.org/10.1111/j.1365-2214.2009.01070.x.

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Kramer, Michael S. "Breastfeeding and Child Cognitive Development." Archives of General Psychiatry 65, no. 5 (May 1, 2008): 578. http://dx.doi.org/10.1001/archpsyc.65.5.578.

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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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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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Yuldasheva, Nilufar Sherkuzi Kizi. "TRADITIONS AND CUSTOMS EFFECT ON COGNITIVE AND BEHAVIORAL DEVELOPMENT OF CHILD." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 24, 2021): 68–72. http://dx.doi.org/10.37547/pedagogy-crjp-02-06-14.

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In this article we made an effort to describe positive influence of Uzbek rituals, tradition and customs on behavioral and cognitive development of children. Custom and rituals have a significant role to bring children up in many ways. There are some methods that hidden behind tradition and ritual which are directed to prepare children to life and improve their cognitive development. In order to reveal hidden benefits of customs and rituals in the development of child we made an observation in preschool. According to our observation rituals and customs help to improve child’s attention productivity and to form behavior pattern.

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Ruhm, Christopher J. "Parental Employment and Child Cognitive Development." Journal of Human Resources XXXIX, no. 1 (2004): 155–92. http://dx.doi.org/10.3368/jhr.xxxix.1.155.

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Ruhm, Christopher J. "Parental Employment and Child Cognitive Development." Journal of Human Resources 39, no. 1 (2004): 155. http://dx.doi.org/10.2307/3559009.

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Kholodkova, O. G. "COGNITIVE AND PERSONAL DEVELOPMENT OF A CHILD IN THE PROCESS OF COMMUNICATION." DULATY UNIVERSITY BULLETIN 4, no. 12 (December 30, 2023): 80–85. http://dx.doi.org/10.55956/gpaq3665.

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Outside of society, human development stops and rapidly loses cognitive and personal qualities. Adults who have been isolated from society for a long time, not to mention children, become meaningless in their way of life. At this moment, a person may forget his language and lose the ability to speak and his mind.If so, communication directly contributes to preserving human qualities and the person's mental development. Communication occupies an essential place in the development of the cognitive and intellectual activities of the individual. The speech activity of the individual develops in the process of communication, and the ability of the individual to communicate contributes to cognitive–personal development. The object of study of social psychology is the study of the laws of formation and mental development of personality traits of a child, his behavior and actions in various situations, combining people in society according to their proximity in frequent situations (family, kindergarten, study groups, production team).

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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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Dissertations / Theses on the topic "Cognitive development of the child"

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Wacharasin, Chintana. "Predicting child cognitive development in low-income families /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7252.

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

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

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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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Gudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.

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Meakin, Peter Timothy. "Sociodramatic play and child development." Thesis, n.p, 2004. http://ethos.bl.uk/.

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

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The current study attempted to show the relationship of paternal sensitivity and maternal sensitivity and their possible influences on child cognitive and behavioral development. This study used data collected as part of the National Institute for Child Health and Human Development (NICHD) Study of Early Child Care, which is a longitudinal, multi-site study. Correlation and regression analyses were computed to examine relationships between the variables at child age 6 and 36 months. Results indicated paternal sensitivity was a significant positive predictor of child cognitive abilities and a negative predictor of both fathers' reports of children's externalizing and internalizing behaviors. Maternal sensitivity was a significant negative predictor of mothers' reports of children's externalizing behaviors. Interpretations of these results and directions for future research are discussed.

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Hanvey, Aimee Nicole. "Child cognitive development as examined using the family stress model." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937777/.

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Hill, Roslyn. "Young children's understanding of the cognitive verb forget." Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.

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Feld, Jason Kane. "Validating cognitive skill sequences in the early social development domain using path-referenced technology and latent trait models." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184476.

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The present study was a systematic investigation of hierarchical skill sequences in the early social development domain. Recent research has suggested that social development may be conceptualized as a phenomena involving a hierarchical sequencing of competencies. In particular, social development may involve sequential changes in capability, reflecting successively higher levels of functioning within these competencies. The conceptual problem of this study focused on the construction and validation of a meaningful representation of ability in early social development. Ability was conceptualized as a composite of cognitive procedures governing the performance of specific tasks. The process for constructing skill sequences to reflect ability involved identifying task characteristics or demands which imposed various requirements on cognitive functioning. Hierarchical skill sequences were constructed to tap a variety of capabilities within the early social development domain. These skill sequences included understanding emotions, identifying and mediating needs, understanding friendships, and understanding fairness in decision making. Assessment items were developed to reflect each of these skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements on cognitive processing. The data were from 18,305 Head Start children ranging from 30 to 83 months of age. Latent trait models were constructed to reflect the hypothesized skill sequences by allowing the discrimination and difficulty parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model was statistically compared against alternative latent trait models. In general, the results from the present investigation supported the hypothesis that the acquisition of social skills is a developmental phenomena involving a hierarchical sequencing of competencies. Moreover, the study supports the assumption that changes in capability can be defined by progress toward abstraction, complexity, stability, and the handling of increasing quantities of information. While the results provide a deeper understanding of early social development, future research is needed to extend the developmental structure to higher levels of ability. Moreover, research is needed to determine how the information gleaned from developmental assessment can be utilized in planning learning experiences to enhance development.

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Pine, Karen Jane. "Implicit and explicit representations in children's learning." Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361261.

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Books on the topic "Cognitive development of the child"

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Peter, Reddy, and Helen Staveley-Taylor. Cognitive development. Princeton, NJ: Films for the Humanities & Sciences, 2003.

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

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Ryan, Kathleen O., and Mike Poglitsch. Toddlers: Cognitive development. Chicago: Learning Seed, 2009.

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

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

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Systems, Magna. Preschoolers: Cognitive development. Barrington, Ill: Magna Systems, 2008.

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Shirk, Stephen R., ed. Cognitive Development and Child Psychotherapy. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-3635-6.

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R, Shirk Stephen, ed. Cognitive development and child psychotherapy. New York: Plenum Press, 1988.

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Ruhm, Christopher J. Parental employment and child cognitive development. Cambridge, MA: National Bureau of Economic Research, 2000.

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S, Siegel Linda, and Morrison Frederick J, eds. Cognitive development in atypical children: Progress in cognitive development research. New York: Springer-Verlag, 1985.

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Book chapters on the topic "Cognitive development of the child"

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

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

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Kibler, Jackie. "Cognitive Disequilibrium." In Encyclopedia of Child Behavior and Development, 380. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_598.

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Atingdui, Norissa. "Cognitive Dissonance." In Encyclopedia of Child Behavior and Development, 380–81. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_599.

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Kibler, Jackie. "Cognitive Equilibrium." In Encyclopedia of Child Behavior and Development, 381. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_602.

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Kibler, Jackie. "Cognitive Schemas." In Encyclopedia of Child Behavior and Development, 382. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_608.

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Sander, Jana. "Cognitive Skills." In Encyclopedia of Child Behavior and Development, 382. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_609.

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Marrs, Heath. "Cognitive Styles." In Encyclopedia of Child Behavior and Development, 382–83. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_611.

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Blakemore, Sarah-Jayne. "Social-Cognitive Development during Adolescence." In Child Psychology and Psychiatry, 62–66. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch11.

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

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Conference papers on the topic "Cognitive development of the child"

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Misiek, Thomas, Benoit Favre, and Abdellah Fourtassi. "Development of Multi-level Linguistic Alignment in Child-adult Conversations." In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.cmcl-1.7.

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

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Ибахаджиева, Лайса Алиевна, and Марьям Руслановна Хакимова. "FUNDAMENTALS OF COGNITIVE AND COMMUNICATIVE DEVELOPMENT IN EARLY CHILDREN UNDER DYSONTOGENESIS." In Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Март 2021). Crossref, 2021. http://dx.doi.org/10.37539/mar314.2021.40.43.012.

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Когнитивное развитие включает как количественные, так и качественные изменения, которые происходят в когнитивных психических процессах из-за возраста, влияния окружающей среды и собственного опыта ребенка. Совместно с познавательным развитием в раннем периоде происходит процесс бурного развития речи. Ребенок становится не только партнером по общению, но и транслятором. Коммуникативное и познавательное развитие неразрывно связаны как при условиях онтогенеза, так и при условиях дизонтогенеза. Cognitive development includes both quantitative and qualitative changes that occur in cognitive mental processes due to age, environmental influences and their own experience of the child. Together with cognitive development in the early period, the process of rapid development of speech takes place. The child becomes not only a communication partner, but also a translator. Communicative and cognitive development are inextricably linked both under conditions of ontogenesis and under conditions of dysontogenesis.

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. https://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04/4-6.

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Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

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

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Kahawanugoda, Adithya, Kulanika Gnanarathna, Nilan Meegoda, Randika Monarawila, Pradeepa Samarasinghe, and Asiri Gawesha Lindamulage. "Development of Low Resource Machine Learning Models for Child Cognitive Ability Assessments." In 2022 4th International Conference on Advancements in Computing (ICAC). IEEE, 2022. http://dx.doi.org/10.1109/icac57685.2022.10025049.

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Georgoulas, Nikolaos. "Social-behavioral development." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.17179g.

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The early child period is considered to be the crucial in the human life-span development. Healthy and normal early development of a child, including his/her physical, cognitive, emotional, and social development, strongly influences the subsequent personal and social functioning, well-being and life success. Behavioral development, and in particular social/behavioral development, is a crucial tool for survival and adaptation. In this article, three mechanisms that work in an interrelated and cooperative way in determining behavioral development will be discussed in more detail. Given the purpose and design of this paper, we will focus on some of the latest studies of the environmental factors considered to have the power to influence ontogenetic behavioral development and in particular, social/behavioral development.

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BOGHEAN, Teodora. "Cognitive development of preschoolers through customized teaching strategies." In International congress "Research-Innovation-Inovative Entreneurship", 59–64. Ion Creangă Pedagogical State University, 2024. http://dx.doi.org/10.46727/c.13-14-10-2023.p59-64.

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We live in a society that is constantly changing, that modernizes and develops from one day to the next. These changes appear and modify the usual course of things, however, each new element comes with a beautiful baggage of knowledge and materials that make the didactic activity more special, and the children manage to develop from all points of view and more and more what`s more. Child-centeredness is an extraordinary alternative, which nowadays is used and helps every student to develop harmoniously. In this paper I will focus on cognitive development, on elements that appear in its realization, but also on modern didactic methods which help both parts of learning, more specifically, the teacher and the student.

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "ANALİTİK PSİXOLOGİYADA UŞAĞIN İNKİŞAFI PROBLEMİ." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. https://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04/7-11.

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Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq The problem of child development in analytical psychology Summary Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

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ENACHE, Amalia. "Teaching experiential learning as a source of learning and development in preschool children." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p178-185.

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This article explores the concept of experiential learning defined here as a process of human cognition. It is briefly described, presenting the vision of knowledge. The holistic development of the child is promoted in the Curriculum for Early Childhood Education and emphasizes the important areas of development: cognitive development, physical development, socio-human development. The experiences are described indicating the effect on the development of the preschool child. These models can be used by teachers in teaching through experiential learning. Experiential learning methodology presents an innovative approach to learning and includes a flexible structure of learning activities through observation and interaction with the environment. This experiential approach to learning allows participants to lead and take responsibility for their own learning through direct discovery and experiences. Through the proposed activities, preschool children have the opportunity to experience and explore their environment to enable them to cope with stimuli that have the function of helping to transform the experience itself into a source of learning and preparation to cope with life and the world around them.

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Reports on the topic "Cognitive development of the child"

1

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

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

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Veramendi, Gregory, and Sergio Urzúa. The Impact of Out-of-Home Childcare Centers on Early Childhood Development. Inter-American Development Bank, June 2011. http://dx.doi.org/10.18235/0011191.

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This paper presents a comprehensive empirical analysis of the impact of attending a child day care center on early childhood development (ECD) in Chile, examining child development from a multi-dimensional perspective. The potential endogeneity associated with the parental decision of sending children to day care centers (or preschools) is addressed. Additionally, unobserved heterogeneity is interpreted as (latent) abilities. This approach provides a unifying framework combining parental decisions, children¿s endowments, and child care characteristics. The results of the study suggest that: (i) cognitive and socioemotional test scores from children younger than two are too noisy to be analyzed; (ii) analysis of enrollment in child care centers for children older than two reveals significant effects of family background, unobserved abilities, the local availability of centers, and local capacity; and (iii) enrollment in child care centers seems to boost cognitive development among children older than two.

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Giuffrida, Antonio. Anthropometric Failures: Nutrition, Early Child Interventions and Emotional, and Cognitive Development Potentials. Inter-American Development Bank, May 2007. http://dx.doi.org/10.18235/0006821.

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This presentation deals with the following issue: how poverty, poor health, nutrition and care affect child development. The author reviews a series of "capabilities approaches," including concepts such as the conversion of primary good into the person's ability to promote his/her ends. This presentation was discussed at the IDB-PAHO Workshop, Washington DC, 25th of May 2007.

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Severin, Eugenio, Ana Santiago, Julian P. Cristia, Pablo Ibarrarán, and Santiago Cueto. Technology and Child Development: Evidence from the One Laptop per Child Program. Inter-American Development Bank, February 2012. http://dx.doi.org/10.18235/0012202.

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Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.

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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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Breinbauer, Cecilia, and Stanley Greenspan. Early Social-Emotional and Cognitive Basis for Human Development Potential, and Improved Quality of Life. Inter-American Development Bank, May 2007. http://dx.doi.org/10.18235/0006819.

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This presentation discusses the effects of social motivation on brain development in early childhood and the role of emotions on child development. Optimal nutrition and social-emotional development are the basic building blocks for higher level thinking abilities, human development and quality of life. The authors examine how to develop internationally comparable and feasible measures of child development. Then it will be possible to gather evidence to inform policy makers of the need for specific country policies and programs on this topic. This presentation was prepared for the IDB-PAHO Conference, "Towards Biological-based Indexes of Human Development Potential for Assessing the Quality of Life," held on May 25th, 2007.

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

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

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Krutikova, Sonya, Michael P. Keane, and Timothy Neal. The impact of child work on cognitive development: results from four Low to Middle Income countries. The IFS, November 2018. http://dx.doi.org/10.1920/wp.ifs.2018.2918.

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