Academic literature on the topic 'Children early age growth'
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Journal articles on the topic "Children early age growth"
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Vukićević, Veljko, Nikola Lukić, Marjan Marinković, and Nebojša Janjić. "Anthropometric characteristics of early-school age children." Sport — nauka i praksa = Sport — Science And Practice 9, no. 2 (2019): 20–35. http://dx.doi.org/10.5937/snp1901020v.
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The aim of the study was to determine the current state and potential significant differences in the anthropometric characteristics of boys and girls in the early-school age (7 to 10 years of age). The study group was comprised of 120 respondents, 60 boys and 60 girls of early-school age from the town of Vrbas). Some 30 respondents were assessed from every grade (7, 8, 9, 10 years ± 6 months of age). The measured anthropologic characteristics included height, weight, chest circumference, mid upper arm circumference, mid arm circumference, and triceps, abdominal, subscapular skinfold thicknesses. All measurements were carried out according to the principles of the International Biological Program. A univariant analysis of variance was used to compare the means of different groups. The results of the study indicate that growth and development of children had occurred normally and in a natural flow, according to the natural consequences of cell and tissue growth and division.
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Mr., Bal Kishan Jangid, Rahul Tiwari Dr., and Vikas Choudhary Mr. "Study of association between pre-test knowledge and selected demographic variables of Primary School Teachers regarding selected emotional and behavioural disorders of children." International Journal of Engineering Research & Science 5, no. 5 (2019): 15–22. https://doi.org/10.5281/zenodo.3256294.
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<strong><em>Abstract</em></strong><strong>—</strong> <em>The early years of a child’s life are very important for his or her health and development. Healthy development means that children of all abilities, including those with special health care needs, are able to grow up where their social, emotional and educational needs are met. Having a safe and loving home and spending time with family―playing, singing, reading, and talking―are very important. Proper nutrition, exercise, and sleep also can make a big difference.</em> <em>Children's emotional and behavioural disorders are disorders that affect not only children’s behaviour, emotions, moods, or thoughts, but can also affect the entire family as well. </em><em>The established pattern of emotional or behavioral responses might adversely affect educational or developmental performance including intrapersonal, academic, vocational or social skills. </em>
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Ashraf, Soliman, Alyafei Fawzia, Alaaraj Nada, Hamed Noor, Ahmed Shayma, and Soliman Nada. "Retrospective analysis of early growth patterns in children diagnosed growth hormone deficient during childhood." World Journal of Advanced Research and Reviews 22, no. 3 (2024): 1242–51. https://doi.org/10.5281/zenodo.14748761.
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This retrospective study examines early growth patterns in children diagnosed with Growth Hormone Deficiency (GHD) during childhood. It highlights the significance of early detection and intervention in managing GHD. <strong>Introduction</strong>: Growth Hormone Deficiency (GHD) in early childhood significantly impacts physical development. However, the early growth patterns associated with GHD are not well understood. This retrospective study evaluates the growth trajectories of children diagnosed with GHD, underscoring the critical need for early detection and intervention. Objectives: The study aims to: Characterize the early growth patterns (Length and Weight Standard Deviation Scores, LTSDS and WTSDS) of children diagnosed with GHD. Evaluate the impact of parental heights on these growth outcomes. Synthesize existing research on GHD growth trajectories. Examine the benefits of early diagnosis. Advocate for enhanced screening and monitoring protocols. <strong>Methods</strong>: This retrospective analysis involved reviewing medical records from a regional pediatric endocrinology clinic, focusing on children diagnosed with GHD between 2010 and 2020. The study cohort comprised children who were diagnosed at an average age of 5.2 years (SD = ±1.1 years). <strong>Results</strong>: Data from 25 children diagnosed with GHD revealed a consistent negative trend in both LTSDS and WTSDS from birth to 48 months. When compared to WHO growth standards, these children showed a persistent lag in growth, with the most significant deviations occurring between birth and 24 months. <strong>Discussion</strong>: The findings highlight the variability in early growth patterns among children with GHD and the potential risks of misdiagnosis or delayed diagnosis due to subtle early symptoms. Prompt diagnosis followed by early intervention is crucial for improving long-term growth and developmental outcomes. <strong>Conclusion</strong>: This retrospective analysis confirms that early growth faltering in children with GHD is profound, underscoring the need for early and proactive monitoring. The study advocates for standardized growth tracking protocols, enhanced awareness programs, and expedited referrals for endocrinological assessments to optimize treatment outcomes.
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Miolski, Jelena, Maja Ješić, Vlada Bojić, Smiljka Kovačević, Jelena Blagojević, and Vera Zdravković. "Children born small for gestational age." Acta Facultatis Medicae Naissensis 40, no. 2 (2023): 141–48. http://dx.doi.org/10.5937/afmnai40-39513.
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Introduction/Aim. Those born small for gestational age are all newborns whose weight, length and head circumference deviate by more than minus two standard deviations in relation to the same parameters of average children of the same sex, corresponding gestational age and population. The goal is their early recognition and adequate treatment. They should be clearly distinguished from premature babies, children born before the 37th week of gestation, and it should be noted that all children born small for gestational age are always born after intrauterine growth arrest. Poor and economically underdeveloped countries show a higher prevalence of children small for gestational age. At birth, these children have a higher risk of asphyxia, infections, neurological disorders, and in the later period of life, low growth, cognitive dysfunctions, disorders of pubertal development and metabolic syndrome. If they have not achieved growth compensation by the age of four and their height is less than minus 2.5 standard deviations, treatment with recombinant growth hormone is suggested. The recommended starting dose of growth hormone is 35 mg/kg of body weight per day. Adequate adjustment of the dose is achieved by monitoring the growth rate at 6 - 12 and IGF-1 at 3 - 6 months after starting therapy, and then once a year. The treatment is stopped in the period of adolescence, when the growth rate is < 2 cm per year. Conclusion. Early recognition of children born small for gestational age provides the opportunity to avoid numerous complications later in life with adequate and timely treatment.
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Isojima, Tsuyoshi, Noriko Kato, Susumu Yokoya, et al. "Early excessive growth with distinct seasonality in preschool obesity." Archives of Disease in Childhood 104, no. 1 (2018): 53–57. http://dx.doi.org/10.1136/archdischild-2018-314862.
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ObjectivesHealthy-weight children tend to gain weight during winter but lose weight during summer. However, overweight elementary school children have shown accelerated summertime weight gain. Whether this seasonal growth variation occurs during preschool period is of substantial interest.MethodsData were derived from a nationwide retrospective cohort of nursery school children. Eight consecutive sets of longitudinal measurements on height and weight were obtained from 15 259 preschool children. Thereafter, growth in height, weight and body mass index (BMI) over a period of 6 months was calculated. Summertime growth was defined as that from April to October, whereas wintertime growth was defined as that from October to April of the following year. Longitudinal growth seasonality was analysed by classifying children according to their BMI status at the age of elementary school entry.ResultsAccelerated summertime weight and BMI gain were observed among children with obesity. This distinctive growth seasonality was detected from around age 2. Children having this growth seasonality at approximately 2 years of age tended to be obese at the age of elementary school entry (OR: 3.7; 95% CI: 2.9 to 4.6; p<0.0001). In height gain, obese children were growing apparently faster than those in the other groups at all ages.ConclusionEarly excessive growth with distinct seasonality was observed in preschool obese children. These findings suggest that individuals involved in child healthcare should pay closer attention to early excessive growth with distinct seasonality in preschool obesity.
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Partanen, Lea Aulikki, Päivi Olsén, Kaarin Mäkikallio, et al. "Communication profile of primary school-aged children with foetal growth restriction." Child Language Teaching and Therapy 33, no. 1 (2016): 81–92. http://dx.doi.org/10.1177/0265659016654205.
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Foetal growth restriction is associated with problems in neurocognitive development. In the present study, prospectively collected cohorts of foetal growth restricted (FGR) and appropriate for gestational age grown (AGA) children were examined at early school-age by using the Children’s Communication Checklist-2 (CCC-2) to test the hypothesis that FGR children demonstrate poorer communication skills than AGA children. Furthermore, potential differences between FGR children born prematurely and at term were evaluated, as well as the effect of assessment age on CCC-2 performance. The FGR-children demonstrated poorer language structure and language use than the AGA group. Nineteen percent of the FGR children scored below the 15th percentile threshold value in General Communication Composite, compared to 7% of the AGA children, indicating clinically significant problems in communication skills. Furthermore, impaired communication skills became more evident as the FGR children reached ⩾ 9 years of age. Prematurity was associated with low CCC-2 scores. We conclude that FGR, especially in combination with prematurity, is associated with reduced communication skills. With advancing age and increased academic demands the problems become more evident, indicating a need for early recognition, timely interventions and continuous linguistic evaluations of FGR children in order to optimize their long-term outcome in academic and communication skills.
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Tyazheva, A. A., D. V. Pechkurov, and N. S. Koltsova. "PREBIOTICS IN NUTRITION OF CHILDREN OF EARLY AGE." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 63, no. 5 (2018): 113–17. http://dx.doi.org/10.21508/1027-4065-2018-63-5-113-117.
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Abstract. Proper nutrition is the key factor of growth and development of the child. Early artificial feeding and irrational introduction of complementary food is one of the problems of infants leading to development of functional disorders of the gastrointestinal tract, impaired immunological protection and manifestation of atopic diseases. We described the effects of the main pre-biotic components of functional nutrition in children of early age. Also we demonstrated the importance of prebiotics for the formation of intestinal microflora, including the development of local mucosal homeostasis due to immunomodulatory action.
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Akhrorova, Malika Sh. "THE ESSENTIAL COMPONENTS OF PEDIATRIC DENTISTRY: NURTURING HEALTHY SMILES FROM AN EARLY AGE." International Journal of Medical Sciences And Clinical Research 4, no. 1 (2024): 53–59. http://dx.doi.org/10.37547/ijmscr/volume04issue01-10.
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Pediatric dentistry encompasses crucial components aimed at promoting optimal oral health in children. This article highlights the essential elements of pediatric dentistry, including preventive care, behavior management, growth and development monitoring,comprehensive dental treatments, and specialized materials and methods. By emphasizing preventive measures, creating supportive environments, and addressing the unique needs of pediatric patients, pediatric dentists play a pivotal role in nurturing healthy smiles from an early age. The integration of these components underscores the commitment to providing compassionate, tailored, and effective oral health care for children, ultimately contributing to the long-term oral health and well-being of pediatric patients.
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Mardhatillah, Mardhatillah. "MEDIA LEARNING FOR EARLY CHILDHOOD IN EARLY CHILDHOOD EDUCATION." Sensei International Journal of Education and Linguistic 1, no. 4 (2021): 861–71. http://dx.doi.org/10.53768/sijel.v1i4.109.
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Early Childhood Education is an effort to stimulate and stimulate children from birth to the age of six which is carried out by providing educational stimuli to help the growth and development of children, both physically and spiritually so that children are ready to enter further education. Early childhood is a group that is in a process of growth and development that is unique, namely patterns of growth and development, intelligence, social-emotional, language, and communication that are specific to the child's level of growth and development. Media in an activity can be interpreted as anything that can be used to channel messages or lesson content, stimulate thoughts, feelings, attention, and the ability of children so that they can encourage the achievement of the process of activities stimulated by the teacher. The use of technological media can have a positive impact, in other words, the use of multimedia or animation as a learning tool and a teacher's tool in carrying out the activity process.
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Ergasheva Sarvinoz Ulug’bek qizi. "STAGES AND PSYCHOLOGY OF PRESCHOOL-AGE CHILDREN." International Journal of Innovations in Engineering Research and Technology 11, no. 2 (2024): 5–7. http://dx.doi.org/10.26662/ijiert.v11i2.pp5-7.
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This article will focus on changes in early childhood, the influence of the social environment on the child, and the natural states observed at this time. The growth of thinking, emotions, and will in preschool children is highlighted.
Dissertations / Theses on the topic "Children early age growth"
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Willits, Lauren A. "Parent-training for parents of preschool- and school-age children with language deficits| A pilot study in enhancing children's vocabulary growth and parents' perceptions, strategies and knowledge." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571470.
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<p> The purpose of this study was to address two research questions: After parents participated in a brief, language-focused parent-training program: (1) To what extent does the parent-training influence children’s vocabulary development and (2) To what extent does the parent-training influence parents’ role as a language facilitator in regards to their perceptions, strategies and knowledge of language and literacy concepts.</p><p> Pre-and post-parent-training, assessment was conducted and used to measure growth within each participant group. A standardized vocabulary test was administered to the child participants and a parent questionnaire was administered to the parent participants. Data were collected and analyzed using descriptive statistics. The results from this study found that parent-training can increase children’s vocabulary and parent’s perceptions, knowledge and skills pertaining to their role as their child’s language facilitator.</p><p> </p>
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Liu, Youxue. "Growth faltering in early life : prevalence, risk factors and consequences /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136419.
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Sayer, Avan Aihie. "Aging and its relationship to early growth." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242108.
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Afanas'ev, S. M. "Vegetative state of early-school age children with posture violence." Thesis, Sumy State Yniversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48239.
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Sustainable growth of number of children with violence of system (MSS) functions, which leaves with out своєчасної correction, as a result becomes the factor of
development of spine structure alteration and the cause of workability decrease. Physical rehabilitation of children with functional disorder of MSS is an arduous, multidimensional task, due to the fact, that such kind of children has own distinctive features of physical, functional and psychological development. Especially, this relates to children of early-school age. The key basic destination in development of rehabilitation technology
remains formation of adaptation reaction in children with posture disorder.
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劉友學 and Youxue Liu. "Growth faltering in early life: prevalence, risk factors and consequences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31237460.
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Rudberg, Andrea, and Linnéa Granström. "Associations between gestational age, physical activity and cognitive functioning among children in early school age." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121874.
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The aim of this study was to examine differences and associations concerning physical activity and cognitive functioning among children born preterm in comparison to those born full term. The sample consisted of 130 children at early school age (mean = 7.8 years), born at a gestational age (GA) of 23 - 42 weeks, and categorized into three groups; children born full term (GA 39 - 42), moderately preterm (GA 34 – 36) and very preterm (GA 23 - 33). Physical activities were perceived from parents’ ratings by use of the Child behaviour checklist (CBCL), and cognitive functioning by WISC-IV. Results showed that children born moderately preterm performed comparable to children born full term, both regarding physical activity ratings and cognitive performance. Children born very preterm were found to have significantly poorer full scale IQ, lower physical performance, fewer sport activities, and were less lateralized, in comparison to both children born full term and those born moderately preterm. Conclusion: a very preterm birth seems to generate long-term effects on physical activities, sport performance and cognitive functioning. Thus, more focus should be paid to children born at a very low GA to identify early deviations and to provide interventions to improve cognitive functioning and enhance physical performance; also in contexts other than sport activities.<br>Syftet med denna studie var att undersöka skillnader och samband mellan fysisk aktivitet och kognitivt fungerande inom gruppen för tidigt födda barn och i jämförelse med fullgångna barn. Urvalet bestod av 130 barn i tidig skolålder (medel = 7.8 år), födda i gestationsålder (GA) mellan 23 – 42 veckor kategoriserade i tre grupper; fullgångna barn (GA 39 – 42), moderat förtidigt födda (GA 34 – 36) och mycket förtidigt födda (GA 23 – 33). Fysisk aktivitet undersöktes utifrån föräldrars skattning genom användande av Child behaviour checklist (CBCL) och kognitivt fungerande utifrån WISC-IV. Resultaten visade att de moderat för tidigt födda barnen presterade jämförbart med de fullgångna barnen både vad beträffar fysisk aktivitet och kognitivt fungerande. De mycket för tidigt födda barnen visade sig ha signifikant sämre fullskale-IQ, lägre sportsliga prestationer, färre antal sporter och var mindre lateraliserade, jämfört med både de fullgångna barnen och de moderat förtidigt födda. Slutsats: en mycket förtidig födsel tycks generera långvariga effekter på fysiska aktiviteter, sportsliga prestationer och kognitivt fungerande. Således bör större fokus läggas på barn födda med en mycket låg GA för att identifiera tidiga avvikelser och tillhandahålla interventioner för att förbättra kognitivt fungerande och stimulera/förhöja fysiska prestationer; även i andra kontexter än sportsliga aktiviteter.
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Clark, Caron. "Executive Function at Early School Age in Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/2468.
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Impairments in executive function have been posited to account for some of the poor cognitive and educational outcomes associated with very preterm birth. As part of a prospective, longitudinal study, this research examined executive function in a regionally representative sample of 103 children born very preterm and/or very low birth weight (<33 weeks GA / <1500g) and a comparison sample of 108 full term children at age 6 years (corrected for prematurity). The specific aims of the study were 1) to describe the performance of children born very preterm and full term on a range of executive function measures, 2) to identify the antecedent medical, neurological and socio-familial factors associated with executive function performance within the very preterm group, and 3) to examine linkages between children’s executive function performance and their academic achievement at age 6 years.
Children underwent a comprehensive developmental assessment, including standardised tests of IQ and academic achievement in mathematics, reading and receptive language. Additionally, they completed a number of executive function tasks selected to assess verbal working memory (Digit Span), spatial working memory (Corsi Blocks), planning and problem-solving (Tower of Hanoi), selective attention (Visual Search), shifting and inhibitory control (Detour Reaching Box) and sustained attention and inhibition (Kiddie-Conner’s Continuous Performance Task; K-CPT). Parents and teachers of these children also completed the Behavioural Rating Inventory of Executive Function and teachers rated children’s performance in reading, arithmetic and comprehension in relation to their classroom peers.
Results revealed a pervasive pattern of impairment across multiple measures of executive function in children born very preterm relative to their full term peers. Specifically, children born very preterm were less likely to be able to complete any backward Digit Span trials (p<0.05) and showed lower raw scores on this task (p<0.1) than children in the full term group. Children born very preterm showed lower spatial span scores on the Corsi Blocks Task (p<0.01). They also showed lower planning performance, as assessed by the Tower of Hanoi (p<0.05). Children born very preterm made more inhibitory control/shift errors on the Detour Reaching Box and demonstrated less accuracy in their Visual Search (p<0.001) than children born full term. Finally, they showed lower levels of sustained attention on the K-CPT (p<0.001). Parents, teachers and examiners rated these children as having greater difficulties across multiple areas of executive function. These differences remained significant after controlling for group differences in socioeconomic status and after exclusion of children with severe cognitive and motor impairments.
Within the very preterm group, antecedent predictors of poorer working memory and planning performance included male gender (p<0.001), intrauterine infection (p<0.05) and severity of cerebral white matter abnormality on term-equivalent MRI (p<0.05). Lower gestational age (p<0.05) and male gender (p<0.001) were related to poorer executive attention performance. Familial predictors of poorer executive performance included instability in parenting (p<0.05), higher levels of parental intrusiveness (p<0.1) and lower levels of interactional synchrony (p<0.05) between parent and child, recorded at earlier follow-up points. Finally, children’s executive function performance was highly correlated with school achievement in reading, arithmetic and language comprehension (p<0.001).
Findings suggest a global pattern of executive impairment amongst children born very preterm, with these difficulties placing children at risk for poor academic performance and learning difficulties. Findings also suggest that both neurological pathology and early parenting experiences are important mediators of the relationship between very preterm birth and poor executive function, highlighting the importance of these areas for early intervention.
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Harvey, Nicholas C. W. "Early life determinants of skeletal growth in children : a longitudinal study." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440621.
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Dixon, Wallace E. Jr, Natasha B. Gouge, Lauren P. Driggers-Jones, Chelsea L. Robertson, and Nicholas A. Fasanello. "Links Between Cumulative Risk Factors and Child Temperament in Early School Age Children." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4904.
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Developmental scientists have become increasingly interested in the relationship between cumulative demographic risk and developmental outcomes. Risk has been defined as “a process that serves to increase the chances of experiencing a negative outcome in one or several domains of functioning…” (Popp, Spinrad, & Smith, 2008). Cumulative risk models are often preferred over single risk models because individual risk factors such as poverty and single parenthood are so highly correlated. Although researchers have demonstrated strong associations between cumulative risk and a variety of child outcomes, to our knowledge only Popp et al. have investigated links with child temperament, with a specific focus on infancy. In the present study we investigate links between cumulative and single risk indices and child temperament in 4- to 6-year-olds. Unlike other studies, we also consider rural status as an possible risk indicator.
Data were collected in two types of setting: a university-affiliated child-care facility (N = 33, about 52% girls) and a group of rural, county-funded preschools and kindergartens (N = 21, about 62% girls). Mean age across the two samples was 4.57 years (SD = 1.11 years). A cumulative risk index was created by summing across eight risk indicators based on 1) income, 2) marital status, 3) ethnicity/race, 4) family size, 5) maternal education, 6) maternal age at birth, 7) maternal occupational status, and 8) rurality status. Risk factors were dichotomized (1 vs 0) based on whether the family met a specific risk criterion (Table 1). Temperament was measured via mother report using the Child Behavior Questionnaire, which produced three overarching temperament scores: surgency, negative affectivity, and effortful control.
In terms of cumulative risk scores, 16 (30%) of the mothers had zero risk indicators, 14 (26%) had one, 8 (15%) had two, 9 (17%) had three, 4 (8%) had four, and 2 (4%) had five. No cumulative risk score exceeded five. Mean cumulative risk was 1.64 (SD = 1.51). As shown in Table 2, greater cumulative risk was associated with higher scores on surgency and negative affectivity but not effortful control. The most strongly associated individual risk factors were household income and rurality status, which were also strongly related to one other [r(53) = .61, p = .000]. Regression analyses revealed that rurality accounted for unique variance over and above income in both surgency (R2 = .20, p = .000) and negative affect (R2 = .42, p = .000), but not vice versa.
These results support the contention that cumulative demographic risk is linked to at least two superdimensions of temperament in early school age, wherein a driving factor appears to be a child’s rurality status. Moreover, the valence of these associations is consistent with the notion that greater demographic risk may lead to negative temperament outcomes. Both negative affectivity and surgency (at least to the extent that surgency indexes activity level and impulsive behavior) are characteristics that many would regard as contributing to temperamental difficulty. This link is notable because many researchers regard temperamental difficulty as a risk indicator for negative developmental outcomes in its own right.
Fifty-six children (26 boys) visited the lab at M = 18.3 months (SD = 0.43 months). The Early Childhood Behavior Questionnaire (ECBQ; Putnam et al., 2006) superdimension of effortful control was used as a surrogate measure of early executive function. To measure child activity level, we used the mother-reported activity level subdimension from the ECBQ, and also coded mother-child free play periods to quantify children’s predilection to use physical activity in the service of social or cognitive objectives, such as grasping a spoon and extending the arm outwards to feed a baby doll, which we termed sociocognitive activity. To measure sociocognitive activity we used a modified version of Tamis-LeMonda and Bornstein’s (1990) play competence scale wherein each instance of sociocognitive activity was noted and summed for a total score of sociocognitive activity level (See Table 1). Finally, to gauge maternal encouragement, a modified version of the Dyadic Parent Child Interaction Coding System (DPICS; Eyeberg, Nelson, Duke, & Boggs, 2005) was used to identify maternal commands, praise, questions, physical involvement, talking, touching, and scaffolding behaviors during mother-child free play sessions.
Zero-order correlations revealed a significant negative relationship between mother-reported activity level and child executive function (r = -.42, p < 0.01), replicating previous findings. However, correlations between sociocognitive activity and executive function, while positive, was not significant. We conducted moderation analyses separately for each maternal encouragement variable, and found that a higher amount of maternal questioning during play corresponded to a positive association between sociocognitive activity and executive functioning (moderator = 1.00, p < 0.05). These findings partially support our hypotheses and suggest that the ways in which caregivers direct and train activity during play through questioning strategies may also direct and train cognitive functioning. However, further research is needed to support these claims. These results also point toward issues with the measurement of activity level, as our two measures of activity produced significantly different correlations with executive functioning (z = -3.4, p < 0.01). Future research in the area of motor development as it pertains to cognitive functioning should investigate and develop a standard measure of motor activity that is capable of capturing not only simple milestone achievement and intensity levels, but also the amount of sociocognitive engagement during physical activity.
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Hood, Kelly Marie. "Social Competence at Age 4 Years, of Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/3673.
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Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.
Books on the topic "Children early age growth"
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Duc, Le Thuc. The effect of early age stunting on cognitive achievement among children in Vietnam. Young Lives, Dept. of International Development, University of Oxford, 2009.
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Duc, Le Thuc. The effect of early age stunting on cognitive achievement among children in Vietnam. Young Lives, Dept. of International Development, University of Oxford, 2009.
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Albrecht, Classen, ed. Urban space in the middle ages and the early modern age. Walter de Gruyter, 2009.
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World Health Organization (WHO). WHO child growth standards: Length/height-for-age, weight-for-age, weight-for-length, weight-for-height and body mass index-for-age : methods and development. World Health Organization, 2006.
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Diana, Hughes, ed. Learning from children who read at an early age. Routledge, 1999.
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Ferre, Louise. Assessment of developmental delays and intervention strategies in early childhood. Hawthorne, 1993.
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B, Ranke M., Preece M. A, and Kabi International Growth Study Expert Group on Growth and Growth Disorders, (2nd : November 1996 : Lake Como, Italy), eds. Growth and GH treatment of children born small for gestational age, body composition. Karger, 1997.
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Marabou Symposium (16th 1995 Sundbyberg, Sweden). Early nutrition and lifelong health. International Life Sciences Institute, 1996.
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Organization, World Health, and World Health Organization. Nutrition for Health and Development., eds. WHO child growth standards: Head circumference-for-age, arm circumference-for-age, triceps skinfold-for-age and subscapular skinfold-for-age : methods and development. World Health Organization, 2007.
Find full textBook chapters on the topic "Children early age growth"
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Zubrick, Stephen R., Catherine Taylor, Daniel Christensen, and Kirsten Hancock. "Early Years and Disadvantage: Matching Developmental Circumstances in Populations to Prevention and Intervention Opportunities." In Family Dynamics over the Life Course. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_3.
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AbstractIn this chapter we use rich longitudinal data to examine the typical growth of vocabulary in children as they age from 4 years onwards. Vocabulary is a robust indicator of language development and of early cognitive growth. The data demonstrate the surprising variability among children of similar ages in their early cognitive growth. This variability leads to difficulties in predicting early vulnerability and in subsequently selecting children for targeted interventions. By examining the developmental circumstances that accelerate or retard changes in the growth of this aspect of language development we assess the implications of the findings for the subsequent population reach and actual participation of children in programs designed to reach those who are variously vulnerable.
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Turan, Engin. "Children and the Digital World." In Child and Life. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053359272.6.
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Digital tools are frequently used by children to explore the world, learn new things and play games. As a result of learning with digital tools, children’s developmental areas are supported, they acquire early literacy skills, they can take responsibility, and there are significant improvements in their problem-solving skills and creativity, as well as the fact that children spend a long time with digital tools, causing them to isolate themselves from their environment, become lonely, and decrease their performance at school and at home. It also causes negative effects such as academic failure, sleep disorders, physical disorders, inactivity, weight gain and obesity. To minimize the negative health effects that may develop in children as a result of inappropriate use of digital technological tools; Children in the first three years of life, when growth and development are at their fastest, should be kept away from the screen, and children over the age of three should be allowed the daily screen time recommended according to their age.
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Ebert, Susanne, and Sabine Weinert. "Development of Majority Language Skills in Children with Different Family Language Backgrounds: Results from the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_5.
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AbstractGiven that social disparities evolve early in development (cf. Weinert and Ebert this volume), the main aim of this chapter is to learn more about how disparities in (majority) language skills develop in preschool children when their parents have a nonnative German language background. For this purpose, we refer to key findings from the longitudinal study BiKS-3-18. These demonstrate that especially children with two nonnative German-speaking parents are disadvantaged in majority language development, particularly when the everyday language in the family is not German or when the family feels less integrated into German society. However, these two factors correlate only marginally, and both change over the preschool years. Moreover, our results suggest that the quality, and not the pure quantity, of German language interaction within the family promotes children’s majority language development. Further, results show that internal factors such as verbal working memory are an important explanatory factor for children’s language development in the majority language when children grow up with more than one language. Concerning external factors in the environment, the study can hardly demonstrate the effect of language and literacy support in preschool for children’s majority language development. We discuss how the results of the BiKS-3-18 study can (and cannot) contribute to an understanding of the complex developmental process of majority language development in preschool children.
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Chondrogianni, Vicky. "Chapter 12. Cross-linguistic influences in bilingual morphosyntactic acquisition." In Cross-language Influences in Bilingual Processing and Second Language Acquisition. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.12cho.
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The interaction between the bilingual child’s two languages, coined as Cross-linguistic influence (CLI), is a well-reported phenomenon in bilingual language development. Although CLI has long dominated bilingualism research, issues about its nature (a representational change or by-product of language co-activation), timing and duration remain less well understood. Is CLI only observed during early bilingual development, and does it fade away as children grow older? Does it lead to qualitative and quantitative differences in language development between bilinguals and monolinguals? The present chapter addresses these questions by reviewing state-of-the-art studies reporting CLI in simultaneous and sequential bilingual children’s acquisition of morphology and syntax. We also discuss how extra-linguistic factors such as age of acquisition, dominance, input quality and quantity modulate CLI.
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Gallou, Chrysanthi. "Children and death in Bronze Age and Early Iron Age Greece." In Children in Antiquity. Routledge, 2020. http://dx.doi.org/10.4324/9781315542812-36.
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Zabransky, Siegfried. "Growth Hormone Treatment." In Caring for Children Born Small for Gestational Age. Springer Healthcare Ltd., 2013. http://dx.doi.org/10.1007/978-1-908517-90-6_15.
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Tarry-Adkins, Jane L., and Susan E. Ozanne. "Poor Early Growth and Age-Associated Disease." In Subcellular Biochemistry. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3681-2_1.
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Zabransky, Siegfried. "Endocrine Regulation of Fetal Growth." In Caring for Children Born Small for Gestational Age. Springer Healthcare Ltd., 2013. http://dx.doi.org/10.1007/978-1-908517-90-6_14.
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Gökçay, Gülbin, Olcay Neyzi, and Andrzej Furman. "Growth Standards for Turkish Children Under 5 Years of Age." In Handbook of Growth and Growth Monitoring in Health and Disease. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1795-9_174.
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Perego, Elisa. "Ideological constructions of childhood in Bronze and Early Iron Age Italy." In Children in Antiquity. Routledge, 2020. http://dx.doi.org/10.4324/9781315542812-5.
Full textConference papers on the topic "Children early age growth"
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Naval, Elvira. "Evoluția virusului Omicron şi a virusului gripal în Moldova." In International Scientific-Practical Conference "Economic growth in the conditions of globalization". National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cecg.iv.2023.17.18.
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New strain Omicron of the Coronavirus infection together with influenza virus is more contagious than only Omicron by itself. While numbers of lethal cases are less than earlier, life of the human is threatened, especially, in case of the children of an early age. Pontryagin Maximum Principle will be applied to the dynamic modeling of Omicron and Influenza virus in order to determine optimal solution aimed to minimize the number of infected population and control measures.
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Ding, Maggie, and Yu Sun. "An Intelligent and Data Driven Mobile Platform for Early Childhood Development using Machine Learning and Data Mining." In 7th International Conference on Software Engineering and Applications (SOFEA 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111616.
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In China almost 96 million children live in rural areas. Some of these children suffer from malnutrition since parents or guardians do not have knowledge of nutritional plans or how to calculate nutritional values. However, most of the Chinese population has access to a mobile device. This paper proposes a mobile application, which runs on the IOS and Android platforms, to calculate nutritional values and recommend a nutritional menu. EZ Nutrition and Education is a mobile app that targets millions of parents and caregivers in rural China and provides a solution to the regions’ early childhood underdevelopment problems. It provides recommendations for healthy meals and age-appropriate educational activities, measures children’s daily intake of calories and macro-nutrients (protein, carbs, and fats), and provides a way to have fun through activities that teach skills and values so as to prevent the underdevelopment of rural children’s physical, intellectual and mental growth. We applied our application to a group of participants (ages 6-12) and conducted a qualitative evaluation of the approach. The results show that the nutritional calculator feature can help parents improve the nutritional health of their children. Though two of the underweight participants lost weight and two of the overweight participants gained weight while using the recommended nutritional plan, we believe that the recommended nutritional menu could be an excellent feature for this application after we adjust some of the parameters since some parents claimed they could not follow the recommended menus.
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Liu, Miao, and Hongzhao Qi. "Product Design for Children's Life Education from the Perspective of Social Control Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.
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Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.
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Biševac, Emir, Elvis Mahmutović, Zerina Salihagić, Aldina Ajdinović, Slaviša Minić, and Zana Dolićanin. "The influence of exercise on the growth and development of young people." In Antropološki i teoantropološki pogled na fizičke aktivnosti (11). Univerzitet u Prištini-Kosovska Mitrovica - Fakultet za sport i fizičko vaspitanje u Leposaviću, Leposavić, 2025. https://doi.org/10.5937/atavpa25119b.
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It is a well-known fact that exercise and any other form of physical activity affect the condition of both younger and older people. Therefore, it is desirable that as many people as possible be active. In addition to the benefits gained from exercise, trainings usually provide an opportunity for young people to meet other people and develop a level of persistence, confidence, and independence. Many scientists think that involving the child in a physical program at the early stages of development is essential to getting the best results. Given that the level of physical activity decreases when children start school, because they are forced to spend most of the day in a sitting position, it is sometimes desirable to include them in some form of additional physical activity, in order to enable proper growth and development. Some children show an interest and preference for a certain sport from a young age, while other children are not interested in any type of activity. In any case, it is useful to motivate them and involve them in some form of exercise, which should constantly accompany them during their growing up, so that later they can independently decide which activity they will engage in. It is a fact that the level of physical activity at the global level has significantly decreased due to the development of modern technology, and therefore, as much as possible, we should influence the increase of awareness and information about the importance of physical activity, which should be an indispensable part of adequate growing up, which, in addition to the development of physical abilities, also affects on physical appearance. Numerous studies have shown that physical activity affects the prevention of various diseases, but also the quality of life of each individual.
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Morrone, Michelle Henault, and Yumi Matsuyama. "A CALL FOR DIVERSITY TRAINING FOR CHILDREN IN JAPAN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end054.
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"Growing diversity in Japan's population has not been matched by changes in attitudes regarding ""difference."" The old notion of racial and cultural homogeneity still holds sway in Japan, especially within the official education system. This has led to a disconnect between classroom realities and government policies which do little to address the changing needs of an increasingly diverse student body. For historical reasons, and as a result of more recent demographic trends, there are now large numbers of Koreans, Brazilians, South Asians and other foreign nationals in Japan. Many of these foreign residents have children attending Japanese public schools that were never intended to educate anyone but Japanese students. Moreover, marginalized groups such as members of the LGBTQ and special needs communities are gaining an increasing presence both in public awareness and within the public school system. Despite these changes, changes that are only accelerating, the official school system has done little to foster changes in attitude toward people who are different from the idealized norm. In addition, studies show that these sorts of attitudes can become fixed at a very early age, effectively at the preschool level. This has led us to produce a children’s book intended to serve as a form of diversity training for young children. In this way we hope to encourage more open and accepting attitudes among those who will grow up in an ever more diverse Japan."
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Belal, lina. "Excessive exposure to screens in early childhood and its effects on psychological development A clinical study on (10) cases in Mostaganem wilaya (Algeria)." In I. International Sharjah Conference of Humanities and Social Sciences. Rimar Academy, 2024. https://doi.org/10.47832/sharjahconf1-6.
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Childhood is considered the future of communities, and the prosperity and development of nations is based on the values and skills that we inculcate in our childhood. Perhaps the most important period in childhood is the first years, as it is a critical period of great importance in forming the child’s skills and abilities, especially since research in modern cognitive neurosciences has made clear The nervous system is characterized by flexibility and speed in processing information in the first years of a child’s life. With the emergence of modern technology, all kinds of screens, and the development of applications for children, our desire and curiosity have grown to discover the impact of this early and excessive exposure on the psychological development in all its aspects: cognitive, linguistic, emotional, and social for children. . So we decided to study the extent of the impact of excessive and early exposure to screens on the psychological development of the child? To study this problem, we used the descriptive approach, which enabled us to collect study data, and we studied (10) cases who were exposed at an early age, i.e. less than five years, to exposure exceeding five hours a day in front of all types of screens. Our study was conducted at the level of a private psychological and speech therapist clinic in the state of Mostaganem - Algeria - and the most important results of the study resulted in a clear decline in the spontaneous communicative linguistic level of children. The study also showed the emergence of social isolation and difficulties in emotional expression and in managing emotions in children
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Jaika 1,2, Silvester Ndori, Shadrack Oiye3, Prof Gordon Nguka2, Victor Owino4, and Prof Silvenus Konyole2. "Nutrition and the human gut microbiome: Gut health status among children with compromised water, sanitation and hygiene in Siaya County Kenya." In 4th International Nutrition and Dietetics Scientific Conference. KENYA NUTRITIONISTS AND DIETICIANS INSTITUTE, 2024. http://dx.doi.org/10.57039/jnd-conf-abt-2024-mbesm-12.
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Gut health is crucial for overall well-being, especially in early childhood. The gastrointestinal tract is essential for nutrient absorption, immune function, and maintaining a balanced internal environment. Poor gut health can lead to malnutrition, stunted growth, and increased infection susceptibility. Among the conditions affecting gut health, Environmental Enteric Dysfunction (EED) is particularly concerning for young children in low- and middle-income countries. EED involves chronic inflammation of the small intestine, resulting in increased gut permeability, nutrient malabsorption, and systemic inflammation. Although often asymptomatic, EED significantly affects child growth and development, making early detection and intervention critical. Water, sanitation, and hygiene (WASH) practices play a pivotal role in maintaining gut health. Inadequate WASH conditions can exacerbate the risk of EED by exposing children to pathogens that trigger intestinal inflammation and damage. In regions like Siaya County, Kenya, compromised WASH practices are prevalent, leading to a higher incidence of EED among children. This study evaluated gut health in children aged 12-15 months in Siaya County, focusing on the impact of compromised WASH conditions. Two diagnostic methods were used: the Dual Sugars Lactulose to Rhamnose Ratio (LRR) test and the 13-Carbon Sucrose Breath Test (13CSBT). In a cross-sectional analytical design, 100 children were selected with Study County selected purposively and simple random sampling for study children. An LRR value above 1.69 indicated EED positivity, while a value below indicated EED negativity. The results showed that 53% of the children were EED positive, with significant differences in LRR and rhamnose recovery between EED positive and negative groups. The 13CSBT measured gut permeability via 13CO2 recovery after ingestion of 13C-labeled sucrose. The test showed low 13CO2 recovery rates, indicating reduced sucrase activity, consistent with LRR results. A paired t-test found significant differences in 13CO2 recovery at baseline and 90 minutes. However, Pearson correlation analysis revealed no significant association between 13CSBT CPDR at 90 minutes and LRR, lactulose, or rhamnose levels, suggesting the tests might not be directly comparable. Despite limitations with the 13CSBT, the findings highlight the prevalence of EED in the study group and underscore the importance of addressing WASH practices to manage undernutrition and improve health outcomes in children. Addressing poor WASH conditions is essential for enhancing gut health and overall well-being in vulnerable populations. Key Words: Gut health, EED, water sanitation and hygiene, Dual sugars, 13-Carbon Sucrose Breath Test
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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.
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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Stepic, Gordana. "POSSIBILITIES FOR THE DEVELOPMENT OF DIGITAL LITERACY OF THE JUNIOR GRADES STUDENTS OF PRIMARY SCHOOL." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-059.
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Digital media are inevitable and inseparable part of our present and particularly the future. They largely define our ways of learning, working, communication and entertainment. Among other things, the ubiquity of Internet, the media which is constantly developing and introducing new functionality, has contributed to this. Internet is an integral part of lives of most children since early age. Children's use of Internet is diverse and variable. For children who grow up with digital media is often a priori considered to understand them, and know how to use them in a functional way. Contrary to this, there are empirical evidence that suggest that some students need more time and effort to learn the different aspects of digital literacy and it has increasingly been emphasized the importance and the need of parents', friends' and teachers' support in this field. The digital gap which is observed in terms of access to computers and Internet has decreased, but there are more evident differences in the pupils' ability of Internet use with increasing availability of digital media and their acceptance in education. There are two important questions which are imposed. The first one is what the role of education is in developing digital literacy and the second is role of digital literacy in the lives of young people. Defining digital literacy is the starting point for its measurement and giving support to students in its development. The main objective of this paper is to discuss the origin and the development of the concept of digital literacy. We tried to point out the structural elements of this concept and its relationship to other, similar concepts. We discuss, based on a review of relevant literature, the needs and opportunities of digital literacy in the lower grades of primary school.
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Oliveira, Jefferson Borges de, Caroline Berthier Zanin, Gustavo Carreira Henriques, et al. "Pallister-Hall Syndrome - case report." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.575.
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In 1980, Hall et all described a syndrome characterized by “hamartoblastoma”, hypopituitarism, unperfurated anus, polydactyly postaxial and numerous visceral anomalies, today known as Pallister-Hall Syndrome. On the study, Hall et all reported six cases of children with that malformation syndrome - lethal on neonatal period. None of the newborns had anterior hypophysis and the hypothalamic tumor was apparent in the inferior part of the brain, going from the optic chiasm to the interpeduncular fossa. Besides, other anomalies were found, such as: laryngeal split, abnormal pulmonary lobation, renal agenesis or dysplasia, shorts fourth metacarpals, nail dysplasia, multiple mouth frenulum, hypoadrenalism, congenital cardiomyopathy and intrauterine growth retardation. Every case was sporadic, the chromosome were apparently normal, without consaguinity relations. Several similar, milder and even asymptomatic cases were described later on. Kletter and Biesecker (1992), Topf et all (1993) and Penman Splitt et all (1994), define the disease as dominant autosomal inheritance. Kettler and Biesecker (1992) stated that most cases as sporadic as a result of a gene mutation with variable expressiveness. According to Biesecker et al (1996), an international workshop determined diagnostic criteria to the Syndrome: Hypothalamic Hamartroma and Central Polydactyly; First degree relative with hypothalamic hamartroma and polydactyly; Dominant autosomal parrent inheritance or in a consistent form with germaine mosaicism. The radiological changes are important for differential diagnosis between Pallister-Hall Syndrome and other hamartroma-present diseases. The hypothalamic hamartroma isolated has phenotypical features and causes hormonal disorders such as early puberty. On the MRI (Magnetic resonance imaging) it shows hyperintese sign on attenuated fluid. On the other hand, the Pallister-Hall Syndrome the hamartroma shows itself as a isointense signs along with other deformities as polydactyly, for example. According to Kuo et al (1999), on MRI, the classic hypothalamic hamartroma isn’t calcified, is homogenous and isointense to the grey matter on weight images in T1, and isointense and often hyperintense on weight images in T2. Those findings are pretty distinctive and help distinguish the hypothalamic hamartroma from ordinary lesions, as craniopharyngioma and hypothalamic/opticalchiasmic glioma, observed in children. Case report: The patient ALDV, male, born in 30/12/1995, was referred to evaluation on the Medical Genetic Service from HCPA. At the time, aged one year and 8 months, he was the only son of a young, healthy couple with no consanguinity. The family history of similar cases or other genetic pathologies are unknown. The prenatal happened with no intercurrences, unless the smoking mother. It was a natural birth; Birth Weight: 2kg; High: 42cm; PC: 32cm. APGAR 9. At 8 months, starts an investigation for precocious puberty, and a karyotype was performed in her hometown: 46, XY (normal). He presents convulsive crises since one year old. DNPM: cephalic support when he had 8 months, sat without support at the age of one. Physical examination: Head circumference in the 97th percentile, length above the 97th percentile. Good general condition, dysmorphic, facies with fusion of eyebrows (sinofre), epicanthus, small nose, dysplastic ears with a broad shield, three café-au-lait spots on the body. Presence of pubic hair. Increase in length and diameter of the penis, as well as of the testicles, in relation to chronological age. In the hands, significant brachydactyly with bitateral hexadactyly. In the feet, bilateral hexadactyly. Proximal cutaneous syndactyly between the 2nd and 3rd bilateral arthroids, mainly on the right. Additional exams: Rx of hands and wrists for bone age: 7 years; Chronological Age: 1 year and 10 months. Normal abdominal ultrasound; Computed Tomography of Skull/Magnetic Resonance of Skull: hypothalamic expansive lesion (3 cm), compatible with hamartoma; triventricular hydrocephalus; Cavum septum pellucidum. Endocrinological Evaluation: compatible with precocious puberty of central cause. High resolution karyotype: 46, XY (normal). Computed tomography of the brain: Examination for neurological control, performed on 10/12/2014, 18-year-old patient. It was observed solid nodular formation in the hypothalamic region, hypodense, with well-defined limits, in close contact with the mesencephalon, without impregnation by contrast medium administered intravenously, measuring about 2.9 X 2.4 X 3.0 cm, in the respective laterolateral, anteroposterior and craniocaudal planes, which in correlation with the patient’s clinical history may be related to hypothalamic Hamartoma.
Reports on the topic "Children early age growth"
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Barham, Tania, Karen Macours, and John A. Maluccio. Boys' Cognitive Skill Formation and Physical Growth: Long-term Experimental Evidence on Critical Ages for Early Childhood Interventions. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0011477.
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The effects of early life circumstances on cognitive skill formation are important for later human capital development, labor market outcomes and well-being. In this paper, we test the hypothesis that the first 1,000 days are the critical window for both cognitive skill formation and physical development by exploiting a randomized conditional cash transfer (CCT) program in Nicaragua. We find that boys exposed in utero and during the first 2 years of life, have better cognitive, but not physical, outcomes when they are 10 years old compared to those also exposed, but in their second year of life or later. These results confirm that interventions that improve nutrition and/or health during the first 1,000 days of life can have lasting positive impacts on cognitive development for children. The finding that the results differ for cognitive functioning and anthropometrics highlights the importance of explicitly considering cognitive tests, in addition to anthropometrics, when analyzing impacts on early childhood development.
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Abuya, Timothy, and Wangari Ng'ang'a. Report: Getting it Right! Improving Kenya’s Human Capital by Reducing Stunting—A Household Account. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1064.
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In the last two decades, Kenya has attained middle-income status and established a diverse and private-sector-driven economy. On several socIo-economic indicators, such as education, gender equality, and democracy, Kenya scores much higher than its peers. More than two-thirds of Kenyans are under 35 years of age, thus the country’s development hinges on the quality of its youth—their levels of education and skills, their values and attitudes, and the quality of their health and productivity. While Kenya’s investments in the development of its human capital positions the country well to sustain accelerated growth, the trajectory is threatened by high rates of malnutrition, which contributes to the country’s disease burden and has a large effect on socio-economic development. About 26 percent of children in Kenya are stunted, and evidence indicates that poor nutrition in early life can create consequences for learning and future productivity. Women who were stunted as children are likely to give birth to low-birth-weight babies, which is associated with higher levels of morbidity and mortality. This report analyzes the status of stunting in Kenya from a household perspective and points to pathways for addressing it.
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Agüero, Jorge M. Long-Term Effect of Climate Change on Health: Evidence from Heat Waves in Mexico. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011535.
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This paper uses year-to-year variation in temperature to estimate the long-term effects of climate change on health outcomes in Mexico. Combining temperature data at the district level and three rounds of nationally representative household surveys, an individual's health as an adult is matched with the history of heat waves from birth to adulthood. A flexible econometric model is used to identify critical health periods with respect to temperature. It is shown that exposure to higher temperatures early in life has negative consequences on adult height. Most importantly, the effects are concentrated at the times where children experience growth spurts: infancy and adolescence. The robustness of these findings is confirmed when using health outcomes derived from accidents, which are uncorrelated with early exposure to high temperatures.
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Alcalde, Isabel, and Patricia Stupariu. Financial education at an early age. Banco de España, 2025. https://doi.org/10.53479/39925.
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Financial education during childhood and the first stages of formal education is particularly relevant today, given that access to money and financial products occurs at an increasingly early age. This article analyses the challenges and key aspects for the design of financial education programmes for children and young people. The topics addressed include the importance of aligning contents with students’ cognitive abilities, the importance of developing responsible attitudes and behaviours towards financial matters and the need to strengthen financial education in the school curriculum. In addition, we present results from an analysis based on the Survey of Financial Competences carried out by the Banco de España, regarding the relationship between financial knowledge, socio-demographic characteristics and financial education of the population.
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Cloney, Dan, David Jeffries, Stephanie Templeton, et al. Monitoring learning in the early years. A review of early childhood assessments to support global monitoring. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-746-5.
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Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex. The United Nations Children's Fund (UNICEF) is the custodian of SDG Target 4.2. As such, UNICEF has coordinated efforts to develop an assessment that “captures the achievement of key developmental milestones of children between the ages of 24 and 59 months”. This assessment is called the Early Childhood Development Index 2030, or ECDI2030. The ECDI2030 has been in use since March 2020. While the tool provides a quick snapshot for reporting, there is room for improvement, considering the breadth of skills that are developing as children grow. This review of existing ECE assessments has been motivated by the aim of the Global Education Monitoring (GEM) Centre at the Australian Council for Educational Research (ACER) to develop appropriate definitions and to contribute to the objective measurement of skills and attributes in early childhood education. The report reviews a range of assessments, including ECDI2030, with a view to identifying how they can be strengthened. The report is intended to benefit global stakeholders in the SDG 4 agenda, national governments, practitioners, and ultimately, children.
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Bhor, Nilanjan. A call for development of a growth standard to measure malnutrition of school-age children. Azim Premji University, 2018. http://dx.doi.org/10.61933/wps.11.2018.5.
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Grenet, Julien, Hans Grönqvist, and Susan Niknami. Institutionen för nationalekonomi och statistik, Linnéuniversitetet. Institutionen för nationalekonomi och statistik, Linnéuniversitetet, 2024. http://dx.doi.org/10.15626/ns.wp.2024.02.
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Electronic monitoring (EM) has emerged as a popular tool for curbing the growth of large prison populations. Evidence on the causal effects of EM on criminal recidivism is, however, limited and it is unclear how this alternative to incarceration affects the labor supply of offenders and the outcomes of their family members. We study the country wide expansion of EM in Sweden in 1997 where in offenders sentenced to up to three months in prison were granted the option to substitute incarceration with EM. Our difference-in-differences estimates, which compare the change in the prison inflow rate of treated offenders to that of non-treated offenders with slightly longer sentences, show that the reform significantly decreased the number of incarcerations. Our main finding is that EM not only lowers criminal recidivism but also increases labor supply. Additionally, EM improves the educational attainment and early-life earnings of the children whose parents were exposed to the reform. The primary mechanisms through which EM operates appear to involve the preservation of offenders’ ties to the labor market, by reducing the barriers to both finding a job and changing employers. Our calculations suggest that the social benefits stemming from EM are about seven times larger than the fiscal savings associated with reduced prison expenditures, implying that the welfare gains from EM could be much greater than previously acknowledged.
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Boujija, Yacine, Marie Connolly, and Xavier St-Denis. Take the train and climb the social ladder. The role of geographical mobility in the fight against inequality in Quebec. CIRANO, 2023. http://dx.doi.org/10.54932/uuxo9573.
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Despite initiatives to promote equality of opportunity, the reproduction of inequalities from generation to generation has worsened in Quebec in recent decades. Youth who grew up in a less advantaged environment are more likely to remain at the bottom of the ladder as adults. We know that education is a key factor in social mobility. A CIRANO study looks at the issue from another angle, that of geographic mobility. The authors follow the career paths of nearly 1.4 million young people and show that the lack of social mobility affects more strongly young people who grew up outside major cities, particularly those who still live there in their early thirties. This study is the first to examine the influence of geographic mobility on intergenerational income transmission in Quebec. It is based on Statistics Canada’s Intergenerational Income Database (IID), which has a longitudinal structure that tracks children to late stages of adult life. The data come from the Canada Revenue Agency’s tax data files and provide access to parent and child income information from 1978 to 2016. In terms of geographic mobility, analyses show that the deterioration of social mobility in Quebec is mainly the result of two phenomena: on the one hand, the deterioration of the socio-economic status of young people residing outside major urban centres at age 16 and having grown up in a family at the bottom of the income distribution, and improving the situation of young people from the same regions who grew up in families at the top of the income distribution.
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El Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.
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As noted in this monograph, marriage forms a central element of social life for Egyptians. Marriage in Egypt is nearly universal, and parents invest heavily to establish their children in married life. Once married, couples are faced with social pressures to begin childbearing immediately, a reflection of the high value placed on parenthood and children. But not all marriages begin with the same prospects for stability and satisfaction. This study draws attention to the problems faced by women who marry at very early ages in parts of rural Egypt. Despite a legal minimum age of 16, significant numbers of young girls marry below that age, and many experience social, emotional, and health-related difficulties. This study tells why these young women married early and how that decision affected their later life. The study points to areas where the aspirations of these girls have been clearly thwarted—to go to school, delay marriage, and postpone childbearing until they feel physically and psychologically ready. A related picture emerges of the social and economic forces that propel rural girls into marriage at very young ages. Each of these problems suggest areas for policy attention.
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Carlson, Lisa, and Karen Guzzo. Median Age at Last Birth. National Center for Family and Marriage Research, 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-05.
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Trends and differentials in the age at first birth are well-documented (FP-20-06). Given shifts and variation in completed family size (FP-20-04), it is also important to look at the age of last birth – that is, when do women stop having children – which has received very little attention. This profile investigates the median age at last birth among women at the end of their childbearing years, at 45-49 years old. Using the 2015-2019 cycles of the National Survey of Growth, this profile investigates the median age at last birth for mothers aged 45-49 by race/ethnicity, completed education, parity, and age at first birth.