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

Author: Grafiati

Published: 25 January 2025

Last updated: 19 July 2025

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1

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

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Cognitive development in children begins with brain development. Early life exposures may both positively and negatively influence cognitive development in children. Infants, toddlers, and children learn best in secure, nurturing environments and when attachment to a consistent caregiver is present. Pediatricians can screen for both social determinants of health and developmental milestones at office visits to address barriers to care and promote positive cognitive and learning outcomes. Pediatricians may model developmental stimulation during office visits to talk with an infant/child, asking

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

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

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Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capac

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Pollitt, Ernesto, and Patricia Kariger. "Breastfeeding Child Development." Food and Nutrition Bulletin 17, no. 4 (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, breast

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Yuldasheva, Nilufar Sherkuzi Kizi. "TRADITIONS AND CUSTOMS EFFECT ON COGNITIVE AND BEHAVIORAL DEVELOPMENT OF CHILD." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (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 product

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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 (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 pe

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

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Outside of society, human development stops and rapidly loses cognitive and personal qualities. Adults who have been isolated from society for a long time, not to mention children, become meaningless in their way of life. At this moment, a person may forget his language and lose the ability to speak and his mind.If so, communication directly contributes to preserving human qualities and the person's mental development. Communication occupies an essential place in the development of the cognitive and intellectual activities of the individual. The speech activity of the individual develops in th

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Sikand Kauts, Deepa, and Amritpal Kaur. "REVIEWING CHILD DEVELOPMENT DURING PANDEMIC." International Journal of Advanced Research 13, no. 05 (2025): 790–96. https://doi.org/10.21474/ijar01/20961.

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Child development is the foundational and unique aspect, leading to transformations in various abilities. There are several factors, like genetics, nutrition, environment, etc., which put an impact on the process of development. Apart from these, certain extraneous factors like rising terrorist activities, wars, and pandemics also greatly impact the development of a child. Several pandemics or epidemics have adverse effect on the development of children, such as “The development of children who were exposed to the Asian influenza pandemic in 1957, while in utero, was hampered with evidence of

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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 (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 (2012): 414–22. http://dx.doi.org/10.1093/ije/dyr229.

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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achieve

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

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

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

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This quantitative research explores the differences in early childhood cognitive development levels based on the mother’s educational background. Using observation-based performance assessments, measure children’s cognitive development through 3 aspects: child social interaction, understanding of symbols, and reasoning involving samples. This study involved 30 children aged 5-6 years divided into two groups. The first group was children who had mothers with university-level education, while the other group was children with high school-level education. The collected data were analyzed to descr

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HANSEN, KIRSTINE, and DENISE HAWKES. "Early Childcare and Child Development." Journal of Social Policy 38, no. 2 (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 assoc

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Rakotomanana, Hasina, David Thomas, Fanjaniaina Fawbush, et al. "Child Development in a Region of Madagascar With High Child Undernutrition." Current Developments in Nutrition 5, Supplement_2 (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 &lt; -2) and underweight (weight-for-age z-score &lt; -2) were determined using the 2006 WHO growth standards. Household stimulation enviro

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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 (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 develop

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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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21

Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (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

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22

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

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23

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

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Galloway, David. "Exploring Cognitive Development: The Child as Problem Solver." Child and Adolescent Mental Health 10, no. 4 (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 (2005): 33–38. http://dx.doi.org/10.12968/denu.2005.32.1.33.

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

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

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Vandana, Priyanka Dungdung, and Priy Pursotam Ashutosh Dr. "Preschoolers Activities for Cognitive Development." 'Journal of Research & Development' 15, no. 1 (2023): 9–12. https://doi.org/10.5281/zenodo.7575676.

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The development of a child's mind includes the formation of their cognitive abilities. Cognition refers to a child's growing capacity for abstract thought. Children of different ages may experience this change differently and it may provide light on the emergence of certain talents and intelligences. Attention, memory, decision-making, linguistic prowess, pedagogical prowess and perceptual development are all crucial to preschoolers' cognitive growth. There's a lot of mental processing and exploration going on in your kid's head right now. In order to understand other peopl

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McCormick, Benjamin J. J., Stephanie A. Richard, Laura E. Caulfield, 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 (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, micr

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Taylor, Rachael M., Michelle L. Blumfield, Lee M. Ashton, et al. "Macronutrient Intake in Pregnancy and Child Cognitive and Behavioural Outcomes." Children 8, no. 5 (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–

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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 (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

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

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At certain stages of their general cognitive development and language acquisition, children apparently employ their innately growing (cognitive) knowledge and skills to meet the challenges they face in L1 acquisition. Among other things, children use different sets of simplification strategies, such as cropping words, replacing or displacing syllables or syllabic constituents, omitting suffixes, and using simpler syntax. We catalog processes like fortition, reduplication, and the various stages of acquisition. This paper presents some language development data in Armenian children. Empirically

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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 (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 dom

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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 (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

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

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

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

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The authors investigate whether net worth poverty (NWP) reduces children’s well-being. NWP—having wealth (assets minus debts) less than one fourth of the federal poverty line—is both theoretically and empirically distinct from income poverty (IP) and is the modal form of poverty among children. Data come from the Panel Study of Income Dynamics and its Child Development Supplement on children ages 3 to 17 years observed between 2002 and 2019. The authors use linear mixed-effects models to investigate the associations among NWP, IP, and four cognitive and behavioral outcomes. NWP reduces childre

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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 antenata

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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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Watanabe, Nobuki. "Accelerated Cognitive Development—Piaget’s Conservation Concept." Journal of Educational and Developmental Psychology 7, no. 2 (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 reli

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

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This article examines two important stages in the process of children's learning development, namely cognitive development and linguistic development, which is usually called language. The teacher's capacity to incorporate the qualities and uniqueness of each child into the learning process is essential because each child possesses these qualities in two interdependent growth processes. Appropriate learning strategies and techniques will be provided by teachers who are aware of their students' developmental needs to promote good cognitive and linguistic growth. The aim of this research is to i

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Yoon, Susan, Minjung Kim, Junyeong Yang, et al. "Patterns of Father Involvement and Child Development among Families with Low Income." Children 8, no. 12 (2021): 1164. http://dx.doi.org/10.3390/children8121164.

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

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

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Abstract The purpose of this paper is to identify Riley’s cognitive development and the factors that influence the process. Riley was the main character of Pete Docter’s movie: “Inside Out” where the researcher took data from. This is an animated movie that describes the development process and way of thinking of every human being so that it will form a character and action. In this qualitative study, the researcher used the Psychology of The Child theory by Jean Piaget (1969). The data used in this study is a movie script and the movie. The researcher found that the main character, Rile

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

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This paper reports my own perceptions of the history of research on culture and cognitive development, in the approximate period 1960 to 2000. I review in particular my own efforts to test Piaget’s theory cross-culturally, but also include other lines of research such as research inspired by Vygotsky and research on child rearing/socialization potentially linked to cognitive development. I briefly mention a research program in Bali, Indonesia, India, and Nepal on the geocentric spatial frame of reference that allowed us to disentangle a variety of eco-cultural and linguistic variables that det

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Arama, Nuti. "LINGUISTIC AND COGNITIVE DEVELOPMENT IN ROMANIAN BILINGUAL AND MONOLINGUAL CHILDREN: A COMPARATIVE CASE STUDY." IJASOS- International E-Journal of Advances in Social Sciences 11, no. 31 (2025): 39–44. https://doi.org/10.5281/zenodo.15249425.

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<strong>Abstract:</strong> This study explores differences in linguistic and cognitive development between a bilingual and a monolingual 6-year-old child. The bilingual child speaks Romanian and Italian, while the monolingual child speaks only Romanian. Both children share similar socioeconomic and educational backgrounds, and the bilingual child has been exposed to both languages since birth. The study examines vocabulary size, understanding of linguistic concepts, and cognitive abilities, with a focus on flexibility and problem-solving. Preliminary findings suggest potential differences in h

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

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The characteristics of teacher-child interaction play a paramount role in the cognitive development of children. Despite its significance, literature abounds on how these characteristics, such as teachers' actions, words, gestures, and responsibilities, may improve or deter children’s development (Grosse, 2022; Bartholo et al., 2022). Thus, this study was carried out to contribute to the body of knowledge, particularly taking into account preschools from a developing nation such as Nigeria. It sought to establish the extent and influence of teacher-child interaction on the cognitive developmen

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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 (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

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

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

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