Статті в журналах: "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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Guinosso, Stephanie A., Sara B. Johnson, and Anne W. Riley. "Multiple adverse experiences and child cognitive development." Pediatric Research 79, no. 1-2 (October 13, 2015): 220–26. http://dx.doi.org/10.1038/pr.2015.195.

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Keim, Sarah A., and Nathan T. Pruitt. "Gestational weight gain and child cognitive development." International Journal of Epidemiology 41, no. 2 (February 7, 2012): 414–22. http://dx.doi.org/10.1093/ije/dyr229.

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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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Koldina, M. I., E. A. Kuznetsova, and V. O. Lunina. "Development of cognitive activities of preschool children." TIDINGS of the Baltic State Fishing Fleet Academy Psychological and pedagogical sciences (Theory and methods of professional education), no. 4(70) (January 7, 2025): 116–19. https://doi.org/10.46845/2071-5331-2024-4-70-116-119.

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This article examines the issues of nurturing such qualities as curiosity and interest in cognitive activity in a preschool child. The importance of the family in the formation of the child's personality, as well as a number of important qualities necessary for his normal development in the future, is considered. The main methods and ways of developing curiosity in a child in the family and kindergarten are given. Kindergarten is considered as a tool for educating parents in the upbringing and formation of basic cognitive qualities in a child. A conclusion is made about the influence of parents and relationships within the family on the development of the child.

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Hanifah, Inas, Fitri Oviyanti, and Muhtarom. "Child cognitive development based on the maternal education." Aṭfālunā Journal of Islamic Early Childhood Education 5, no. 1 (June 30, 2022): 15–24. http://dx.doi.org/10.32505/atfaluna.v5i1.4070.

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This quantitative research explores the differences in early childhood cognitive development levels based on the mother’s educational background. Using observation-based performance assessments, measure children’s cognitive development through 3 aspects: child social interaction, understanding of symbols, and reasoning involving samples. This study involved 30 children aged 5-6 years divided into two groups. The first group was children who had mothers with university-level education, while the other group was children with high school-level education. The collected data were analyzed to describe the demographic char samples’ demographic characteristics using an independent t-test to measure cognitive differences between the two groups of children. Significantly the educated mother results showed differences in cognitive development between the groups. Children with highly educated mothers have better cognitive abilities than children with mothers from a lower level of education. This research has implications for the importance of parental education to optimize children’s cognitive development.

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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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HANSEN, KIRSTINE, and DENISE HAWKES. "Early Childcare and Child Development." Journal of Social Policy 38, no. 2 (April 2009): 211–39. http://dx.doi.org/10.1017/s004727940800281x.

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AbstractNowadays many more young children experience non-maternal childcare than in the past. From a theoretical perspective, the effect this may have on their cognitive and behavioural development is unclear. This paper uses data from the UK for a sample of children in the Millennium Cohort Study, whose mothers were working when they were nine months old, to test how different forms of childcare at an early age play a role in the production of cognitive skills and the behavioural development of young children (measured at age three). The results show that formal group care is positively associated with school readiness test scores. But, unlike previous research, we find no association between formal group care and problem behaviour. Grandparent care, which has received negative attention in the past, is shown to be positively associated with vocabulary test scores, but also positively related to problem behavioural scores.

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Contreras, Dante, and Stephanie González. "Determinants of early child development in Chile: Health, cognitive and demographic factors." International Journal of Educational Development 40 (January 2015): 217–30. http://dx.doi.org/10.1016/j.ijedudev.2014.06.010.

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Walsh, Anthony. "Illegitimacy, Child Abuse and Neglect, and Cognitive Development." Journal of Genetic Psychology 151, no. 3 (September 1990): 279–85. http://dx.doi.org/10.1080/00221325.1990.9914617.

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Glausiusz, Josie. "Child development: A cognitive case for un‑parenting." Nature 536, no. 7614 (August 2016): 27–28. http://dx.doi.org/10.1038/536027a.

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Galloway, David. "Exploring Cognitive Development: The Child as Problem Solver." Child and Adolescent Mental Health 10, no. 4 (November 2005): 215. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_9.x.

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Newton, J. T., and V. Harrison. "The Cognitive and Social Development of the Child." Dental Update 32, no. 1 (January 2, 2005): 33–38. http://dx.doi.org/10.12968/denu.2005.32.1.33.

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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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Fitzsimons, Emla, and Marcos Vera-Hernández. "Breastfeeding and Child Development." American Economic Journal: Applied Economics 14, no. 3 (July 1, 2022): 329–66. http://dx.doi.org/10.1257/app.20180385.

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We show that children who are born at or just before the weekend are less likely to be breastfed, owing to poorer breastfeeding support services in hospitals at weekends. We use this variation to estimate the effect of breastfeeding on children's development in the first seven years of life, for a sample of births of low-educated mothers. We find large effects of breastfeeding on children's cognitive development but no effects on health or noncognitive development during the period of childhood we consider. Regarding mechanisms, we study how breastfeeding affects parental investments and the quality of the mother-child relationship. (JEL I12, I14, I18, J13, J16, J24)

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Hadhyastuti, Elien Surya, and Neti Hernawati. "Maternal Sensitivity, Mother-Child Attachment, and Cognitive Development of Preschool Children In Urban Poor Areas." Journal of Child Development Studies 2, no. 2 (November 1, 2017): 51. http://dx.doi.org/10.29244/jcds.2.2.51-63.

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<p>This research aimed to analyze the influence of maternal sensitivity on mother-child attachment, and mother-child attachment on cognitive development. This research was conducted at Kelurahan Empang and Tegallega, Kota Bogor. The samples consist of 100 mothers and their child that were selected by proportional random sampling. The results showed that mother’s education length and maternal sensitivity has positive significant correlation with mother-child attachment. In addition, mother’s education length and income per capita has positive significant correlation with cognitive development. However, family size has negative significant correlation with mother-child attachment and also cognitive development. Child cognitive development was influenced by participation in early childhood education and mother’s education length. This research found that child cognitive development was not influenced by mother-child attachment.</p>

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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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Donnelly, Louis, Irwin Garfinkel, Jeanne Brooks-Gunn, Brandon G. Wagner, Sarah James, and Sara McLanahan. "Geography of intergenerational mobility and child development." Proceedings of the National Academy of Sciences 114, no. 35 (August 15, 2017): 9320–25. http://dx.doi.org/10.1073/pnas.1700945114.

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Recent research by Chetty and colleagues finds that children’s chances of upward mobility are affected by the communities in which they grow up [Chetty R, Hendren N (2016) Working paper 23002]. However, the developmental pathways through which communities of origin translate into future economic gain are not well understood. In this paper we examine the association between Chetty and Hendren’s county-level measure of intergenerational mobility and children’s cognitive and behavioral development. Focusing on children from low-income families, we find that growing up in a county with high upward mobility is associated with fewer externalizing behavioral problems by age 3 years and with substantial gains in cognitive test scores between ages 3 and 9 years. Growing up in a county with 1 SD better intergenerational mobility accounts for ∼20% of the gap in developmental outcomes between children from low- and high-income families. Collectively, our findings suggest that the developmental processes through which residential contexts promote upward mobility begin early in childhood and involve the enrichment of both cognitive and social-emotional development.

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Stanga, Jane L. "Cognitive Development." Pediatric Physical Therapy 8, no. 1 (1996): 47???48. http://dx.doi.org/10.1097/00001577-199600810-00022.

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Stanga, Jane L. "Cognitive Development." Pediatric Physical Therapy 8, no. 3 (1996): 141. http://dx.doi.org/10.1097/00001577-199600830-00015.

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Stanga, Jane L. "Cognitive Development." Pediatric Physical Therapy 9, no. 4 (1997): 212. http://dx.doi.org/10.1097/00001577-199700940-00061.

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Hovhannisyan, Hasmik, and Hossep Dolatian. "Simplification principles and child language development in Armenian." Proceedings of the Workshop on Turkic and Languages in Contact with Turkic 8 (December 7, 2023): 226–40. http://dx.doi.org/10.3765/zkvc5m80.

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At certain stages of their general cognitive development and language acquisition, children apparently employ their innately growing (cognitive) knowledge and skills to meet the challenges they face in L1 acquisition. Among other things, children use different sets of simplification strategies, such as cropping words, replacing or displacing syllables or syllabic constituents, omitting suffixes, and using simpler syntax. We catalog processes like fortition, reduplication, and the various stages of acquisition. This paper presents some language development data in Armenian children. Empirically, our study is one of the few (if only) known studies on the language acquisition of Armenian. The data provides valuable theoretical insight into the strategies that children pursue in communication, as well as in cognitive processing of speech.

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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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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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Sagnay Illapa, Beatriz Edelina. "Neurodidactics and its impact on child development." Universidad Ciencia y Tecnología 28, no. 125 (November 4, 2024): 88–96. http://dx.doi.org/10.47460/uct.v28i125.858.

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Neurodidactics combines neuroscience and education to understand how the brain functions during the learning process, providing pedagogical strategies based on this knowledge to optimize teaching. This study implemented a set of multisensory educational games with children aged 4 to 5 over six months, aiming to compare their cognitive, emotional, and motor development with another group that received traditional instruction. The results enabled an assessment of the impact of neurodidactic strategies on children's learning, analyzing how these approaches can enhance cognitive skills, emotional regulation, and physical development compared to conventional methods, thus contributing to a more comprehensive education.

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Knight, Rosemary A., and Jacqueline J. Goodnow. "Parents' Beliefs about Influence over Cognitive and Social Development." International Journal of Behavioral Development 11, no. 4 (December 1988): 517–27. http://dx.doi.org/10.1177/016502548801100409.

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The aim of this study was to investigate whether or not parents' beliefs about influence vary according to domain of development, and as a function of parental experience. Sixty married couples were interviewed about their beliefs, with reference to their eldest child (aged 4, 7, or 10 years). Parents estimated the degree of influence they as parents, and teachers, had over 15 attributes covering social and cognitive behaviours. These data were analysed for variations according to parent gender, child gender and age of eldest child. The variable of domain (cognitive vs. social development) was significant for beliefs about influence, interacting with parent gender. No significant effects were found for child gender or age of eldest child. The lack of child effects suggests only limited support for the argument that differential experience, represented by these variables, is a critical base for parents' beliefs. One alternative explanation is that parents' beliefs also operate on a functional basis. Parents may need to believe that they have influence (and that their influence is important) in order to continue the task of effective parenting, especially in the social domain for which they are most held responsible.

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Gibson-Davis, Christina, Lisa A. Keister, Lisa A. Gennetian, and Warren Lowell. "Net Worth Poverty and Child Development." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312211116. http://dx.doi.org/10.1177/23780231221111672.

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The authors investigate whether net worth poverty (NWP) reduces children’s well-being. NWP—having wealth (assets minus debts) less than one fourth of the federal poverty line—is both theoretically and empirically distinct from income poverty (IP) and is the modal form of poverty among children. Data come from the Panel Study of Income Dynamics and its Child Development Supplement on children ages 3 to 17 years observed between 2002 and 2019. The authors use linear mixed-effects models to investigate the associations among NWP, IP, and four cognitive and behavioral outcomes. NWP reduces children’s cognitive scores and was associated with increases in both problem behavior scores. Negative associations for NWP are similar in magnitude to those found for IP. Much of the NWP effect operates through asset deprivation rather than high debt. The results illustrate the potential risks many children, previously overlooked in studies of IP, face because of wealth deprivation.

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Watanabe, Nobuki. "Accelerated Cognitive Development—Piaget’s Conservation Concept." Journal of Educational and Developmental Psychology 7, no. 2 (August 3, 2017): 68. http://dx.doi.org/10.5539/jedp.v7n2p68.

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Piaget’s ideas have significantly influenced education and psychology, particularly the concept of conservation, which he had proposed as being acquired during the concrete operational stage. However, research conducted after Piaget found that children under the age of 6 are unable to understand his concept of conservation. However, more recent studies have found that three-year-olds may be able to acquire this concept, even when tested using the same tasks. But, this study addresses the issues of “fixity” and “reliability” for the concept of conservation. Then, the robustness (fixity and reliability) of Piaget’s concept of conservation (numbers/length) was examined by observing a four-year-old child who demonstrated the possible acquisition of this concept at the age 3, in this study. It was found that the child was able to robustly maintain the concept. Therefore, the study shows the possibility of accelerated cognitive development for Piaget’s concept of conservation. The reason may be that younger children have higher intelligence than those in previous generations. And, the grounds may be that of the influence of gene-environment interaction.

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Hong, Saahoon, Taeho Greg Rhee, and Kristine N. Piescher. "Longitudinal association of child maltreatment and cognitive functioning: Implications for child development." Child Abuse & Neglect 84 (October 2018): 64–73. http://dx.doi.org/10.1016/j.chiabu.2018.07.026.

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39

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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Dasen, Pierre R. "Culture and Cognitive Development." Journal of Cross-Cultural Psychology 53, no. 7-8 (August 2022): 789–816. http://dx.doi.org/10.1177/00220221221092409.

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This paper reports my own perceptions of the history of research on culture and cognitive development, in the approximate period 1960 to 2000. I review in particular my own efforts to test Piaget’s theory cross-culturally, but also include other lines of research such as research inspired by Vygotsky and research on child rearing/socialization potentially linked to cognitive development. I briefly mention a research program in Bali, Indonesia, India, and Nepal on the geocentric spatial frame of reference that allowed us to disentangle a variety of eco-cultural and linguistic variables that determine the preference for this geocentric cognitive style. I also recall the “integrated framework” that I proposed in 2003 to combine the models proposed by several authors and which serves to integrate all the findings. The main conclusion is that cognitive processes are universal but that there are cultural differences in cognitive styles and pathways of development. I also discuss why the field has lost momentum, whether it is because all the questions have been answered or because new topics and research methods have evolved.

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Tirta Rhamadanty. "Cognitive and Child Language Development and Involvement in Learning." Journal of Insan Mulia Education 1, no. 2 (October 27, 2023): 58–64. http://dx.doi.org/10.59923/joinme.v1i2.39.

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This article examines two important stages in the process of children's learning development, namely cognitive development and linguistic development, which is usually called language. The teacher's capacity to incorporate the qualities and uniqueness of each child into the learning process is essential because each child possesses these qualities in two interdependent growth processes. Appropriate learning strategies and techniques will be provided by teachers who are aware of their students' developmental needs to promote good cognitive and linguistic growth. The aim of this research is to investigate Jean Piaget's theory of cognitive development. This research uses a literature review study method (Library Research). Based on the findings of this study, Jean Piaget offered a new theory that each stage of a child's cognitive development is different and has its own characteristics. Piaget emphasized the importance of actual direct involvement in the subject being studied when learning occurs. Additionally, Piaget urged all educators to help students move through the many phases of cognitive development in an orderly and accurate manner. This article also shows that teachers can act as facilitators and motivators to support the growth of these two aspects of learning.

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Wilks, T., R. J. Gerber, and C. Erdie-Lalena. "Developmental Milestones: Cognitive Development." Pediatrics in Review 31, no. 9 (September 1, 2010): 364–67. http://dx.doi.org/10.1542/pir.31-9-364.

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43

Wilks, Timothy, R. Jason Gerber, and Christine Erdie-Lalena. "Developmental Milestones: Cognitive Development." Pediatrics In Review 31, no. 9 (September 1, 2010): 364–67. http://dx.doi.org/10.1542/pir.31.9.364.

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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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45

Yoon, Susan, Minjung Kim, Junyeong Yang, Joyce Y. Lee, Anika Latelle, Jingyi Wang, Yiran Zhang, and Sarah Schoppe-Sullivan. "Patterns of Father Involvement and Child Development among Families with Low Income." Children 8, no. 12 (December 9, 2021): 1164. http://dx.doi.org/10.3390/children8121164.

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This study examined patterns of father involvement and their relations with social, behavioral, and cognitive development among low-income children < 5 years. Latent class analysis on data from 2650 fathers (Mage = 29.35 years) in the Supporting Healthy Marriages program revealed four father involvement patterns: (1) High positive involvement (48%); (2) engaged but harsh discipline (42%); (3) low cognitive stimulation (8%); and (4) lower involvement (2%). The low cognitive stimulation pattern was associated with greater father- and mother-reported child behavior problems and lower child socioemotional and cognitive functioning. The engaged but harsh discipline pattern was associated with more father-reported child behavior problems. These findings highlight the need for active engagement of fathers in parenting interventions to promote child development.

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Gray, Colette. "Understanding cognitive development: automaticity and the early years child." Child Care in Practice 10, no. 1 (January 2004): 39–47. http://dx.doi.org/10.1080/1357527042000188070.

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Druyan, Sara. "A comparison of four types of cognitive conflict and their effect on cognitive development." International Journal of Behavioral Development 25, no. 3 (May 2001): 226–36. http://dx.doi.org/10.1080/01650250042000276.

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The study examines the differential influence of four types of conflict—two physical conflicts and two social conflicts—on the improvement of the ability to solve balance problems. A total of 395 subjects, consisting of preschoolers, 3rd, and 5th graders, participated in three sessions: the pre-test, the intervention in which visual, kinesthetic, peer, or child-adult conflicts were presented, and the post-test. In each of the sessions the subjects were required to solve balance problems based on prototype problems employed by Siegler (1976). The ” ndings indicate that the kinesthetic conflict is the most effective in promoting the consideration of the distance dimension at the preschool age and that child-adult conflict is the most effective in promoting the coordination of weight and distance dimensions at school age. In addition, peer conflict was found to be significantly effective but only in 5th grade. In conclusion, the results suggest that the effectiveness of cognitive conflicts depends on both the demands of the task and the developmental stage of the child.

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Reda, Fatima Martoub Mohsen Abdel, Fatima Qasim is an ignorant Hindu, Muhammad Baqir Abdel Hassan Abdel Zaid, Hawraa Ali Abdul Amir Saleh, and Louay Qusay Reda Kazem. "IMPACT OF MICRONUTRIENT DEFICIENCIES ON CHILD DEVELOPMENT." European Journal of Medical Genetics and Clinical Biology 1, no. 6 (June 28, 2024): 261–67. http://dx.doi.org/10.61796/jmgcb.v1i6.674.

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Micronutrient deficiencies pose a significant threat to child development, affecting millions of children globally. This paper explores the critical role of essential vitamins and minerals in the physical, cognitive, and emotional growth of children. It highlights the prevalence and impact of deficiencies in key micronutrients such as iron, vitamin A, iodine, and zinc. The study examines how these deficiencies can lead to severe developmental issues, including impaired cognitive function, stunted growth, and weakened immune systems. By analyzing various case studies and intervention programs, the paper underscores the importance of addressing micronutrient deficiencies through comprehensive public health strategies. It advocates for policy initiatives aimed at improving nutrition education, fortifying foods, and ensuring equitable access to supplements, particularly in low- and middle-income countries. The findings emphasize that mitigating micronutrient deficiencies is crucial for fostering healthy development and unlocking the full potential of children worldwide

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Koes Novitasari, Rizki Dyah, and Teguh Kasprabowo. "INTELLECTUAL COGNITIVE DEVELOPMENT OF RILEY’S CHARACTER IN INSIDE OUT (2015): A CHILD PSYCHOLOGY STUDY." Dinamika Bahasa dan Budaya 17, no. 1 (March 11, 2022): 18–27. http://dx.doi.org/10.35315/bb.v17i1.8901.

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Abstract The purpose of this paper is to identify Riley’s cognitive development and the factors that influence the process. Riley was the main character of Pete Docter’s movie: “Inside Out” where the researcher took data from. This is an animated movie that describes the development process and way of thinking of every human being so that it will form a character and action. In this qualitative study, the researcher used the Psychology of The Child theory by Jean Piaget (1969). The data used in this study is a movie script and the movie. The researcher found that the main character, Riley Andersen, has several stages of cognitive development based on her actions and experiences. Furthermore, there are factors that influence the cognitive development process in Riley. Finally, the researcher found four stages and factors that influence Riley’s cognitive development process. The process of cognitive development can be seen from Riley’s actions when she was born until she grew as a good child. Keywords: Child psychology, Jean Piaget Psychology of The Child, Cognitive Development, The Stages of Cognitive Development

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Ikie, Rosemary Nmadinobi, Moses Dele Amosun, and Iyanuoluwa Emmanuel Olalowo. "Empirical Realities of Teacher-Child Interaction and Cognitive Development of Pre-Primary School Children In Ibadan, Oyo State." International Journal of Emerging Issues in Early Childhood Education 4, no. 2 (November 30, 2022): 1–11. http://dx.doi.org/10.31098/ijeiece.v4i2.1121.

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The characteristics of teacher-child interaction play a paramount role in the cognitive development of children. Despite its significance, literature abounds on how these characteristics, such as teachers' actions, words, gestures, and responsibilities, may improve or deter children’s development (Grosse, 2022; Bartholo et al., 2022). Thus, this study was carried out to contribute to the body of knowledge, particularly taking into account preschools from a developing nation such as Nigeria. It sought to establish the extent and influence of teacher-child interaction on the cognitive development of pre-primary children in the Ibadan metropolis. The study employed a correlational survey design. A multi-stage approach was used for sampling and sampling. The total sample size for the study was 200, which comprised 50 pre-primary class teachers and 150 pre-primary school children. Two research questions were raised and answered. Teacher-Child Interaction Observation Schedule (TCIOS) = 0.72, Child Cognitive Development Rating Scale (CCDRaS) = 0.79, and Questionnaire on Teacher’s Perception of Teacher-Child Interaction on Cognitive Development (QTPTCICD) = 0.80 were the instruments used for the study. Data collected were analysed using descriptive statistics and Pearson Product Moment Correlation. The result of the findings revealed that the extent of teacher-child interaction and level of cognitive development was great with = 3.41and = 3.61, respectively, as well as the teachers' perceived influence on teacher-child interaction on cognitive development, was positive ( = 3.16). Although the finding showed no significant relationship between teacher-child interaction and cognitive development (r=0.01; p>0.05), it is recommended that teachers, however, should maintain the positive, quality interaction that characterizes preschool teaching, which may resonate with other uniqueness and educational needs of the child.

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