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Journal articles on the topic 'Cognitive development; Child'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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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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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3

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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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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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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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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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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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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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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14

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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15

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Rey, J. "Breastfeeding and cognitive development." Acta Paediatrica 92 (January 2, 2007): 11–18. http://dx.doi.org/10.1111/j.1651-2227.2003.tb00659.x.

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Jinqiu, Zhao, and Hao Xiaoming *. "Parent–child co‐viewing of television and cognitive development of the Chinese child." International Journal of Early Years Education 12, no. 1 (March 2004): 63–77. http://dx.doi.org/10.1080/0966976042000182389.

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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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Vohr, Betty R. "Preterm cognitive development." Infants & Young Children 3, no. 3 (January 1991): 20–29. http://dx.doi.org/10.1097/00001163-199101000-00005.

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Daniels, Stephen R. "Cognitive development and morbid obesity." Journal of Pediatrics 149, no. 2 (August 2006): A2. http://dx.doi.org/10.1016/j.jpeds.2006.07.008.

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Simon, Tony J., Carrie E. Bearden, Edward M. Moss, Donna McDonald-McGinn, Elaine Zackai, and Paul P. Wang. "Cognitive development in VCFS." Progress in Pediatric Cardiology 15, no. 2 (August 2002): 109–17. http://dx.doi.org/10.1016/s1058-9813(02)00035-8.

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Maslova, O. I., A. A. Baranov, L. S. Namazova-Baranova, G. A. Karkashadze, A. M. Mamedyarov, M. L. Lazarev, O. I. Muradova, et al. "MODERN ASPECTS OF STUDYING THE COGNITIVE SPHERE IN CHILD DEVELOPMENT." Pediatric pharmacology 9, no. 6 (December 2, 2012): 72. http://dx.doi.org/10.15690/pf.v9i6.521.

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Bilhartz, Terry D., Rick A. Bruhn, and Judith E. Olson. "The Effect of Early Music Training on Child Cognitive Development." Journal of Applied Developmental Psychology 20, no. 4 (December 1999): 615–36. http://dx.doi.org/10.1016/s0193-3973(99)00033-7.

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Waldfogel, Jane, Wen-Jui Han, and Jeanne Brooks-Gunn. "The Effects of Early Maternal Employment on Child Cognitive Development." Demography 39, no. 2 (May 2002): 369. http://dx.doi.org/10.2307/3088344.

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National Institute of Child Health. "The Relation of Child Care to Cognitive and Language Development." Child Development 71, no. 4 (July 2000): 960–80. http://dx.doi.org/10.1111/1467-8624.00202.

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Waldfogel, Jane, Wen-Jui Han, and Jeanne Brooks-Gunn. "The Effects of Early Maternal Employment on Child Cognitive Development." Demography 39, no. 2 (2002): 369–92. http://dx.doi.org/10.1353/dem.2002.0021.

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Hudson, Judith A. "The Child as Apprentice: A New Metaphor for Cognitive Development." Contemporary Psychology: A Journal of Reviews 36, no. 6 (June 1991): 492–93. http://dx.doi.org/10.1037/029817.

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Hawkinson, Laura E., Andrew S. Griffen, Nianbo Dong, and Rebecca A. Maynard. "The relationship between child care subsidies and children's cognitive development." Early Childhood Research Quarterly 28, no. 2 (April 2013): 388–404. http://dx.doi.org/10.1016/j.ecresq.2012.10.002.

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Khanam, Rasheda, and Son Nghiem. "Family Income and Child Cognitive Development: A Response to Marks." Demography 54, no. 2 (March 23, 2017): 809–12. http://dx.doi.org/10.1007/s13524-017-0567-1.

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Pirozhenko, Tamara, and Iryna Soroka. "Tendency and Dynamics of Communicative-Speech Development of a Preschool Age Child." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 289–303. http://dx.doi.org/10.31470/2309-1797-2018-24-1-289-303.

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The article presents the characteristic of communicative-speech development of a child in the unity of behavioural, cognitive, and creative qualities of speech. An integrated approach to assessing the state of personality activity and the child’s self-realization through the genesis of speech has been implemented. Criterion estimations, diagnostic examination of the level of speech development of the child from the position of the communicative direction, the authors’ method of examination in the unity of emotional-volitional, cognitive, and creative qualities of speech are presented in this work. The basic foundations of the communicative-speech development of the child in the interrelation of the components of the characteristics of the conative, cognitive-linguistic, personal levels are analyzed, the age peculiarities in the development of competence of the child in the sphere of speech communication are generalized. Conative achievements of the junior preschool child provide the formation of such personality traits as a communicative orientation to the surrounding world, openness to the experience of adults and peers, which lead to an increase in the cognitive complexity of speech behaviour of children of middle preschool age. The cognitive-linguistic level of the child’s achievements is associated with the assimilation of the relations between «man-situation» and the relations «linguistic form-significance». The language becomes the object of manipulation and awareness. The formation of various forms of speech expressions, adequate to the situation and partner environment, provides the child with the realization of the needs of communication, the further development and complexity of cognitive forms of interaction, the development of ways and processes of thinking and creativity in speech communication.

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Evans, Gary W. "The Physical Context of Child Development." Current Directions in Psychological Science 30, no. 1 (January 6, 2021): 41–48. http://dx.doi.org/10.1177/0963721420980719.

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Child development reflects interactions between personal characteristics and the physical and social environment. Psychology, however, lacks analysis of physical features that influence child development. In this article, I describe a preliminary taxonomy of physical-setting characteristics that can influence child development, focusing on environmental stressors such as noise, crowding, and chaos along with structural quality of housing, day care, and schools. Adverse outcomes associated with suboptimal physical settings during childhood include cognitive and socioemotional difficulties along with chronic physiological stress. Both direct effects on the child as well as indirect effects occurring via significant persons surrounding the child are described. Methodological limitations, particularly reliance on observational studies, are a weakness in the current literature, but increasingly more rigorously obtained findings yield converging evidence of the effects of physical settings on child development.

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SONG, LULU, ELIZABETH T. SPIER, and CATHERINE S. TAMIS-LEMONDA. "Reciprocal influences between maternal language and children's language and cognitive development in low-income families." Journal of Child Language 41, no. 2 (January 30, 2013): 305–26. http://dx.doi.org/10.1017/s0305000912000700.

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ABSTRACTWe examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother–child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother–child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences.

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Amemiya, Érica Endo, Alexandra Dezani Soares, and Brasilia Maria Chiari. "Communicative indicators, motor and cognitive development of hearing-impaired children." Journal of Human Growth and Development 26, no. 1 (April 28, 2016): 54. http://dx.doi.org/10.7322/jhgd.113717.

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Introduction: For the assessment of child development in the deaf is effective protocols are needed for this population, as in Brazil, standardized tests for these children are still scarce 4.5. Thus, emphasis is placed on studying child development in deaf so that therapeutic and educational approaches are contemplated in accordance with the needs of each child. Objective: Analyze the performance of children with hearing defi cit in different areas: Communications-Issue, Communication-reception, aspects Motors and Cognitive Aspects of Language. Methods: We have carried out a comparative study in an institutional clinic with 109 children, divided into 60 hearing individuals with typical development and 49 with hearing loss, severe to profound. The performance index was calculated for each child in these four domains. The index was analysed according to the equation: (number of responses in each area / number of assessed behaviours) x100. Results: In all age groups, hearing-impaired children had a smaller performance when compared to hearing children in the Communication – Emission domain. The Communication-Reception domain showed signifi cant differences (p < 0.05) from the 12-to-23-months to the 60-to-71-months age groups. The Cognitive Aspects domain demonstrated a signifi cant difference (p < 0.01) between hearing-impaired and hearing children aged 24 to 35 months and onwards. Motor Aspects only had a signifi cant difference (p < 0.01) in the last two age groups, 48-59 months and 60-71 months. The signifi cance level was 5%. Conclusion: In all age groups, hearing-impaired children’s performance was worse when compared to hearing children. The intervention made by health professionals ought to take place as soon as possible in order to develop the cognitive, motor and language skills of the hearing-impaired child.

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