Academic literature on the topic 'Newark Developmental Center (N.Y.)'

Developmental delays in children occur in communication, motor skills, problem-solving, and personal-social domains. Clinicians often overlook developmental delays. Studies show 1 in 6 of all children have a developmental delay, with increased prevalence if a child lives in an economically disadvantaged home. These delays are burdensome to individuals, families, education systems and society. Our aim was to launch an intervention by increasing developmental screenings through community collaboration. A non-profit collaborated with childcare centers to conduct center wide screenings, referrals for identified delays, and 4-month follow-up screenings with continued referral support. From November 2023 to February 2024, 617 Ages and Stages Questionnaires (3rd edition) were distributed. Of the caregivers who responded, 29.9% were at high or moderate risk of a developmental delay or had a caregiver concern (N = 80). We connected and provided referrals to 48% of those respondents. At the 4-month follow up, 84.6% of caregivers reported they followed through with referrals received and 83% reported developmental improvements; working with their child was the most cited factor for the progress (31%). The aim of this study was met; the authors subsequently speculate on short- and long-term consequences of this intervention not only for the child, but also for the caregiver and future school performance.

The genesis of professional requirements for the training of educators of preschool children at the turn of the XIX – XX centuries is represented in the historical and pedagogical research. The design of the study is based on a solid source base (published and unpublished materials from the archives, monographs, dissertations, manuals, scientific publications, articles). Sources are systematized by groups according to system and problem approaches. Achieving the goal of scientific research was carried out using a set of interrelated research methods: search and bibliographic, theoretical analysis, synthesis, systematization, classification, historical-retrospective, constructive-genetic, semantic-methodological, chronological, hermeneutic. According to the results of studies, the formation of requirements for professional training of educators within certain chronological limits was influenced by public figures, statesmen, teachers, associates, the level of industrial development, which determined the need to build a network of kindergartens, and therefore needed qualified educators who were to provide education for preschool children. It was found that most educators who worked in private and public kindergartens improved their professional qualities in the process of practical activities. They received significant support for professional development from representatives of social and pedagogical societies, which in a certain period took care of the training of educators for kindergartens. The main center where the image of the educator was formed was the Kyiv Froebel Pedagogical Institute. It is proved that the training of specialists in this institute was focused on the formation of general cultural, personal and professional level of educators. The students mastered the content of academic disciplines, which served to form a knowledge component in professional training. The practice-oriented component was important, which was focused on the formation of practical skills and abilities to implement in the practice of kindergartens progressive ideas of P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel, the implementation of child-centered, activity-based approaches in raising children. It was found that in the first decades of the twentieth century, professional training of educators was carried out on a national basis. It was found that the genesis of the studied phenomenon was influenced by pedagogical thought. The study highlights the views of teachers on the formation of professional requirements in the training of educators. According to the results of processing primary sources, it was found that in the legacy of B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga, attention is focused on the knowledge, skills and abilities that teachers must master during training. It was investigated that teachers were unanimous in the opinion that future educators should be bearers of common cultural values. They must realize that the period of childhood is a period of formation and development of the child's personality. Therefore, in building an educational environment, it is important to study the child, to be able to adapt the content, forms and methods of developmental activities in accordance with the nature of the child. The ideas of teachers represented in the study are consistent with modern approaches to training, and therefore are of both theoretical and practical interest.

The main objective of this essay was to contribute to the characterization of the genetic architecture of autism spectrum disorder (ASD) based on an analysis of a Brazilian series, which is still little studied. To achieve this goal, we verified the proportion of cases of ASD caused by de novo variants in neurodevelopment genes (genes from the SFARI bank and those associated with neurodevelopment described in the DECIPHER bank). Sixty-three trios were evaluated, composed of parents and probands diagnosed with ASD treated at the Human Genome and Stem Cell Studies Center (CEGH-CEL, USP). Genealo