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Relevant bibliographies by topics / Physical development in children

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Academic literature on the topic 'Physical development in children'

Author: Grafiati

Published: 28 May 2022

Last updated: 18 July 2025

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Journal articles on the topic "Physical development in children"

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Tegako, Lidia I. "Physical Development of Belarussian Children." Journal of PHYSIOLOGICAL ANTHROPOLOGY and Applied Human Science 24, no. 4 (2005): 463–64. http://dx.doi.org/10.2114/jpa.24.463.

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Vacheva, Snezhana. "PHYSICAL READINESS OF CHILDREN FOR SCHOOL ACTIVITIES." Journal scientific and applied research 5, no. 1 (2014): 113–16. http://dx.doi.org/10.46687/jsar.v5i1.117.

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The paper dwells on the model of children’s physical readiness for school activities. It further comments on the following criteria: good health condition of the child, child’s fitness, level of endurance and industriousness of the child’s body, high level of resistance against diseases, harmonic physical and nerve-psychic development, high level of motor development, cultural-hygienic habits and manners in maintaining the principles of personal hygiene, motor skills; physical skills with children, interest and desire for participating in physical activities.

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Sharopaliyevna, Mullaboyeva Nargiza, Sharibayev Nosir Yusupjanovich, Madaliyev Xushnid Baxromjon o‘g‘li, and Baxronov Fazliddin Asliddinovich. "DEVELOPING ADAPTIVE SPORTS EQUIPMENT FOR CHILDREN'S PLAYGROUNDS: ENHANCING PHYSICAL ABILITIES IN DEVELOPMENTALLY DELAYED CHILDREN." American Journal of Applied Science and Technology 3, no. 12 (2023): 40–42. http://dx.doi.org/10.37547/ajast/volume03issue12-09.

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This article delves into the development of adaptive sports equipment for children's playgrounds, with a special focus on enhancing physical abilities in children with developmental delays. It explores the intricate design considerations and technological innovations that go into creating such equipment, highlighting its impact on improving motor skills, coordination, balance, and overall physical health. The article emphasizes the critical role of adaptive playground equipment in fostering an inclusive environment that supports the physical and social development of all children, especially those facing developmental challenges.

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Rak, L. I., and K. V. Shtrakh. "Physical activity and physical development of school age children." Modern pediatrics. Ukraine, no. 5(101) (September 30, 2019): 43–48. http://dx.doi.org/10.15574/sp.2019.101.43.

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MOSKVYAK, N. V., and І. H. МUDRA. "Peculiarities of Secular Trend of Physical Development Formation in Children Across Europe." Experimental and Clinical Physiology and Biochemistry 2017, no. 1 (2017): 17–23. http://dx.doi.org/10.25040/ecpb2017.01.017.

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Zavodnova, O. S., I. G. Kuznecova, and O. I. Galimova. "PHYSICAL DEVELOPMENT OF CHILDREN WITH CONGENITAL DISORDERS." EurasianUnionScientists 3, no. 3(72) (2020): 19–24. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.72.635.

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The article presents the results of a study of the physical development of healthy children and children with congenital malformations under the age of 2 years. It was found that the body weight of children with congenital malformations in all age periods is lower than that of healthy children (P<0.01, P<0.05); the growth of healthy children is significantly higher than that of children with congenital malformations (P<0.05, P<0.001). The prevalence of age-appropriate harmonious physical development in healthy children at birth (60%); in the dynamics of significant are high disharmonious development, upper middle and secondary harmonious development (girls); the average upper middle and harmonious development, upper middle disharmonious development (boys). Children with congenital malformations are characterized by a decrease in the proportion of harmonious physical development (53.2%), an increase in the proportion of sharply disharmonious development (20.4%), a significant frequency of children with body weight deficit (30.7%). In all age periods significant are: average harmonious development, average disharmonious development with excess body weight of 1 degree and deficiency of body weight of 1 degree (girls); average harmonious development, low sharply disharmonious development with deficiency of body weight of 1-2 degrees, average sharply disharmonious development with deficiency of body weight of 2 degrees (boys). For children with severe congenital malformations and lethal outcome in the neonatal period is characterized by disharmonious mortalitate at birth (60-65%). Prevail low and below average indicators of physical development with deficiency of body weight of 1-2 degrees.

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Okolieuwa, C. C., J. Umeifekwem, and S. G. Eze. "The Impact of Health and Physical Education on Children's Cognitive Development (A Case Study of Nigerian Children)." British Journal of Health Science and Education 4, no. 2 (2023): 1–11. https://doi.org/10.5281/zenodo.8232247.

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This study explores the impact of health and physical education on the cognitive development of Nigerian children, recognizing the unique context of Nigerian society and its potential implications for shaping a brighter future for the nation. The study was questionnaire administered to teachers and parents to understand how Physical Education is taught, identify barriers to teaching this subject, explore parents' knowledge and expectations of the Physical Education program, and assess its contribution to a child's physical, social, and cognitive development. The research findings indicate that Physical Education is valued by parents, teachers, and children, but there is a disconnect between parents' expectations, teachers' intentions, and children's preferences regarding the content of Physical Education classes. Teachers identified barriers to comprehensive Physical Education, such as a congested curriculum, lack of resources, space constraints, lack of confidence, and conflicting school priorities. Many parents viewed Physical Education as essential but had limited understanding of its impact on their child's development or the grading criteria for the subject. Children expressed a desire for more fun and challenging activities in Physical Education classes, catering to various skill and fitness levels. It was recommended that Schools and educational authorities should prioritize ongoing professional development for Physical Education teachers.

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Suliga, Edyta. "Assessment of the physical development and physical fitness of children and youths with simple body height deficiency." Anthropologischer Anzeiger 60, no. 2 (2002): 209–19. http://dx.doi.org/10.1127/anthranz/60/2002/209.

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Achilova, Sohiba Khamidovna. "Development of physical qualities of preschool children." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 12 (2020): 630–35. http://dx.doi.org/10.5958/2249-7137.2020.01760.7.

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Scheplyagina, Larisa A., and Tatyana Y. Moisseyeva. "Bone Mineralization and Physical Development of Children." Journal of PHYSIOLOGICAL ANTHROPOLOGY and Applied Human Science 24, no. 4 (2005): 445–50. http://dx.doi.org/10.2114/jpa.24.445.

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Dissertations / Theses on the topic "Physical development in children"

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Kwan, Tze-keung. "Potential for development of physical education in physically handicapped schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626123.

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López, Vicente Mònica 1988. "Physical activity and neurodevelopment in children." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/585877.

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This thesis aims to study the determinants and trajectories of cognitive development, as well as the role of physical activity on cognitive and brain development in children aged 4 to 14 years old. We used data from two Spanish cohorts (INMA and BREATHE) and one Dutch cohort (Generation R). Teachers reported Attention Deficit and Hyperactivity Disorder (ADHD) symptoms of the participants through questionnaires. Cognitive development, specifically of attention and working memory, was tested by using computerized-based tasks. Growth trajectories were constructed based on four repeated cognitive measurements during a 1-year period in 7- to 11-year-old children. Physical activity was reported by parents through questionnaires. Magnetic Resonance Imaging data was collected in Generation R when children were 6-to-10 years old. Age, gender and ADHD symptoms were identified as important determinants of cognitive development. The use of cognitive growth trajectories in epidemiological research was supported. Physical activity during childhood was positively associated with brain maturation and promoted cognitive development.<br>Aquesta tesi pretén estudiar els determinants i les trajectòries del desenvolupament cognitiu, així com el paper de l’activitat física en el desenvolupament cognitiu i cerebral en nens entre 4 i 14 anys. Vam utilitzar dades de dues cohorts espanyoles (INMA i BREATHE) i una cohort holandesa (Generation R). Els mestres van avaluar els símptomes de Trastorn per Dèficit d’Atenció i Hiperactivitat (TDAH) dels participants a través de qüestionaris. El desenvolupament cognitiu, en concret d’atenció i memòria de treball, es va avaluar amb tasques computeritzades. Les trajectòries de creixement es van generar a partir de quatre mesures cognitives repetides durant un període d’un any en nens de 7 a 11 anys. L’activitat física va ser informada pels pares a través de qüestionaris. Es van recollir dades de ressonància magnètica a Generation R quan els nens tenien de 6 a 10 anys. L’edat, el sexe i els símptomes de TDAH es van identificar com a determinants importants del desenvolupament cognitiu. L’ús de les trajectòries de creixement cognitiu en recerca epidemiològica va ser recolzat. L’activitat física durant la infantesa es va associar positivament amb la maduració del cervell i va promoure el desenvolupament cognitiu.

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Coyle, Edward L. (Edward Louis) 1965. "Precocious Ego Development in Physically Abused Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279373/.

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The Rorschach records and Wechsler Intelligence Scale scores of sixty-six children between the ages of 5 and 13 were compared. Subjects in each group were from one of three conditions: children who have documented histories of physical abuse, children referred for clinical intervention with no history of abuse, and a community sample of children with no documented history of abuse or psychological treatment. Data from the groups were analyzed to examine evidence of increased reliance on ego functions related to motor activity and concurrent deficits in other areas of ego function by subjects in the physical abuse group. Results revealed that the physical abuse group showed a greater tendency toward color-dominant responses on the Rorschach than the comparison groups and that the Community control group produced records with lower extended form quality than the clinical groups. No significant differences were found for Performance/Verbal IQ split, EB style, Cooperative Movement or Aggressive content.

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Shapovalova, J., and T. V. Polischuk. "The basis for the diversified development of the child is physical development." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77553.

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At an early age, the child gets the basic skills for the formation of a healthy lifestyle, which is the best time for developing the right habits, allowing improving and saving health, led to positive results. Purpose: to determine theoretical and methodical principles of the diversified development of children.

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Kwan, Tze-keung, and 關子強. "Potential for development of physical education in physically handicapped schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626123.

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Cooperstein, Elaine Constance Janz Kathleen F. "Physical activity levels of urban and rural young children in the Iowa Bone Development Study." [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/349.

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Palmer, Stephanie Anne. "Play-based Physical Activity for Motor Skill Improvement in Young Children with Autism." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2769.

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Clinically significant motor impairment affects 50-100% of those with Autism Spectrum Disorder (ASD). Although not included in the diagnostic criteria, research suggests that motor impairments appear during infancy, precipitate the onset and progression of classical autistic symptomology, and are associated with the severity of autist deficits. Presently, few studies directly address motor impairment in ASD. In those that do, physical education, exercise, and exergaming interventions have been found to enhance motor skill proficiency. Little is known about the effect of unstructured physical activity on motor skills in children with autism. Thus, this pilot study sought to examine the impact of unstructured, one-on-one, physically active play on motor skill proficiency as defined by the Test of Gross Motor Development-2 (TGMD-2) in autistic children between ages 3 and 10. Twenty, one-on-one, 60-minute play-based physical activity sessions were administered over a 10-week period (2x/week). The physical activity environment was arranged according to the North Carolina Treatment and Education of Autistic and Related Communications Handicapped Children (TEACCH) guidelines. Session structure precluded skill teaching and sought to elicit gross and fine motor activity within physical activity opportunity stations, but without regard to type or intensity of activity. A comparison of pre-and post-intervention TGMD-2 scores captured motor skill outcomes. Findings suggest that unstructured physically active play is not sufficient to improve global motor skill competency in young children with autism. However, active play fostered significant improvements in two in running skill scores. The TGMD-2 is designed to assess those skills that would foster participation in physical education and recreational settings. Improved running may advance play-abilities and support other forms of activity. Future research should consider using assessments more sensitive to acute changes in motor skill efficacy, measurement of time spent in physically active play, and qualitative analysis of parent-perceived outcome and improvement.

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Sopiadou, Anna. "Perceived physical competence and participation in physical activity of children with developmental coordination disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23735.

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The purpose of this study was to explore perceived physical competence and participation in physical activity of children with physical awkwardness. Children with physical awkwardness are those without known neuromuscular problems but who have difficulty in learning and performing motor skills. Participants were 135 children, 31 with physical awkwardness and 104 without any motor deficiency. The age ranged from 5 to 11 years. It was hypothesized that children with physical awkwardness would have lower levels of perceived physical competence and would participate less in physical activity than their nonawkward peers. Finally, a positive relationship between motor performance and perceived physical competence was expected.<br>There were no significant differences found in perceived physical competence between the two groups. However, nonawkward children participated significantly more in community sports and were significantly more active during free play than children with physical awkwardness. The results also indicated that the relationship between motor performance and perceived physical competence was very low in both groups. (Abstract shortened by UMI.)

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Halileh, Samia. "Adapting a physical and developmental screening tool for Palestinian children and analysis of factors affecting their development." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272673.

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Glukhova, M. O., L. O. Vdovenko, and O. V. Kirsanova. "Indicators of physical development of children in conditions of atmospheric pollution of metallurgical cities." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54167.

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Topicality. In modern industrial cities the formation of children’s health is influenced by a set of conditions; and air pollution takes a leading place here. Aim and objectives. Hygienic evaluation of indicators of physical development of children living in conditions of anthropogenic pollution of atmospheric air of modern industrial cities (on the example of Zaporizhzhia).

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Books on the topic "Physical development in children"

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Poglitsch, Mike. Preschoolers: Physical development. Edited by Magna Systems. Magna Systems, 2008.

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Ryan, Kathleen O., and Mike Poglitsch. Toddlers: Physical development. Learning Seed, 2009.

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Ryan, Kathleen O., and Mike Poglitsch. Physical growth and development. Edited by Magna Systems. Magna, 2008.

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Branch, Alberta Curriculum Support. Students' physical growth: Developmental framework, physical dimension. Alberta Education, 1988.

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Epstein, Ann S. Physical development and health. HighScope Press, 2012.

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Adri, Vermeer, Davis W. E, and International Association for the Scientific Study of Mental Deficiency. Congress, eds. Physical and motor development in mental retardation. Karger, 1995.

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Jürimäe, T. Growth, physical activity, and motor development in prepubertal children. CRC Press, 2000.

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Gallahue, David L. Understanding motor development: Infants, children, adolescents, adults. 7th ed. McGraw-Hill, 2012.

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Adri, Vermeer, International Council of Sport Science and Physical Education. Research Committee., International Association for the Scientific Study of Mental Deficiency. Congress, and Symposium on Motor Development and Adapted Physical Activity (1988 : Dublin, Ireland), eds. Motor development, adapted physical activity, and mental retardation. Karger, 1990.

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L, Holt Nicholas, ed. Positive youth development through sport. New York : Routledge, 2007.

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Book chapters on the topic "Physical development in children"

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Langdown, Ben. "Supporting physical development in children." In Promoting Physical Development and Activity in Early Childhood. Routledge, 2024. http://dx.doi.org/10.4324/9781003386728-3.

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Goodsir, Katherine. "The physical development of children." In The Early Years Handbook for Students and Practitioners, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003154853-19.

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Polat, Mehmet Oguz, and Hilal Karayazi. "Physical Abuse." In Child Maltreatment in Türkiye. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053359265.2.

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Physical violence against children is the most prevalent form of violence encountered. Physical violence is seen as a form of disciplinary action to control children in many societies. The United Nations Convention on the Rights of the Child (UNCRC), established to safeguard children from circumstances that impede their development, including neglect, abuse and violence, and to ensure their healthy development, is one of the significant importance in preventing violence against children. The UNCRC has established fundamental rights and imposed certain responsibilities on states with the aim of ensuring that children can maintain a healthy physical, psychological and social development. Firstly, this study presents a conceptual framework about physical violence against children. Then , ıt discusses data on physical violence against children in Türkiye, including statistics from TUIK, and national and international legal regulations. Finally, the global context regarding the issue of physical abuse against children was discussed, and the study was concluded with a summary and recommendations.

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Silao, Lori J. "Physical Development and Disaster Preparedness in Children." In Nursing Management of Pediatric Disaster. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43428-1_7.

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Moore, Gary T. "The Physical Environment and Cognitive Development in Child-Care Centers." In Spaces for Children. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5227-3_3.

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Woollacott, Marjorie H. "Normal and Abnormal Development of Posture Control in Children." In Adapted Physical Activity. Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_18.

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Rahlin, Mary. "Theoretical Perspectives on Motor Development." In Physical Therapy for Children With Cerebral Palsy. Routledge, 2024. http://dx.doi.org/10.4324/9781003525721-2.

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Montgomery, Patricia C., and Barbara H. Connolly. "The Children Physical Therapy Management." In Therapeutic Exercise for Children with Developmental Disabilities, 4th ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003526797-17.

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Todman, Hannah, and Sarah Galvani. "Children Affected by Parental Substance Misuse." In Sustainable Development Goals Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82583-5_5.

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Abstract Children living with parents who misuse substances experience multiple risk factors that at best can result in acute isolation and marginalization, and at worst lead to severe and enduring harm. This chapter explores the complexity of risk factors experienced by children and the impact of the perpetuating cycle of uncertainty and unpredictable adult behaviour. Existing literature indicates that similar risk factors associated with parental substance misuse (PSM) are also experienced by children living with other excessive parental behaviours, for example, parental problem gambling (Suomi et al., Addict Behav 126:1–12, 2022). This chapter explores the negative impact of PSM, the strain on children of carrying the burden of secrecy, experiencing multiple risk factors over a prolonged period of time and the risk to children when their emotional and physical needs are not consistently met by their parents. Importantly, this chapter also identifies protective factors in children’s lives to strengthen their resilience. While protective factors cannot erase risks, protective factors are crucial in the lives of children to act as a buffer against the harsh reality of the negative impact of PSM.

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Severson, Rachel L., Jochen Peter, Takayuki Kanda, Jordy Kaufman, and Brian Scassellati. "Social Robots and Children’s Development: Promises and Implications." In Handbook of Children and Screens. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-69362-5_85.

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AbstractSocial robots are increasingly ubiquitous in children’s lives, prompting questions regarding the promise and implications for children’s development. Social robots can be effective and helpful technological tools. Social robots are effective in supporting children’s learning in some domains, supporting better learning outcomes than with virtual agents and comparable to human tutors when tasks are simple and social. They also support the unique and individual needs of children with a range of special needs (e.g., autism spectrum disorder, hearing impairment) and promote children’s mental well-being and physical health. Yet social robots pose conceptual and ethical challenges in that they often present as if they have psychological and social characteristics. Consequently, children often understand social robots as mental, social, and moral entities, albeit to varying degrees depending upon children’s ages and robots’ features. Moreover, children treat robots in prosocial ways (e.g., helping, sharing) and believe robots deserve moral treatment. Yet, at the same time, some children deliberately abuse robots. Future research is needed to address critical questions and guide recommendations for the promise and limitations of social robots in children’s lives.

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Conference papers on the topic "Physical development in children"

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Bertelli, Susanna, Francesca Barbaro, Serena Barone, et al. "DISCOVERING PHYSICS AND ITS HISTORY THROUGH INTERACTIVE ACTIVITIES FOR CHILDREN." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1459.

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Kozar, Yurii, Anatolii Chuhriiev, Vlada Bilohur, Oleksandr Yanchevskyi, and Yaroslav Filak. "EFFECTIVENESS OF REHABILITATION MEASURES FOR SCHOOLCHILDREN WITH MYOPIA." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s13/84.

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The purpose of the study - to find out how a physical rehabilitation program affects the physical growth, level of training and visual clarity of children aged 9-10 years with myopia. In the article we use empirical research methods, sociological surveys, pedagogical experiment as well as analysis and generalisation of scientific literature on the issues of correction of physical development and physical fitness of visually impaired children. The assessment of changes in the condition of schoolchildren with myopia in the main group before and after the application of rehabilitation measures was measured by indicators of speed, flexibility, agility, and endurance. According to the assessment of the physical development of schoolchildren of the main group after the course of physical rehabilitation, positive changes are noted: on average, schoolchildren experienced a 10% improvement in visual clarity with correction and a 9% improvement without correction, the proposed program had a proper impact on the somatic health, physical fitness and visual acuity of myopic children.

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Horvat, Vatroslav, Srna Jenko Miholić, and Andreja Huzek Gumbazir. "PARENT ATTITUDES TOWARDS CHILDREN PHYSICAL EXERCISE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2418.

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"PHYSICAL DEVELOPMENT OF CHILDREN WITH SPECIAL HEALTH CONDITIONS." In СОВРЕМЕННЫЕ ПРОБЛЕМЫ ЭКОЛОГИИ И ЗДОРОВЬЯ НАСЕЛЕНИЯ. ЭКОЛОГИЯ И ЗДОРОВЬЕ НАСЕЛЕНИЯ. Иркутский научный центр хирургии и травматологии, 2023. http://dx.doi.org/10.12731/978-5-98277-383-8-art5.

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The aim To study the structure of deviations in the physical development of children with special health conditions. Materials and methods. 110 pupils of correctional schools of the Irkutsk region were examined. As indicators of physical development, the following were studied: length, body weight, head and chest circumference, lung capacity and relative muscle strength. Results. In most children with special health conditions, deviations in physical development indicators were revealed (overweight, short stature, weight deficit, reduced vital capacity of the lungs, deviations in head circumference indicators). Conclusion. The physical development of children with special health conditions is a sensitive indicator of the development of their underlying disease, as well as adaptive capabilities. Its monitoring makes it possible to determine the presence of risk factors for deepening disability and further violations of social adaptation, the consideration of which is important for the development of measures for the rehabilitation of children with special health conditions.

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Shevchenko, O. A., and O. S. Krasnikova. "MONITORING OF PHYSICAL FITNESS OF PRIMARY SCHOOL CHILDREN." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/70.

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The article describes the stages of monitoring the educational process of primary school children in the subject "Physical culture". The results of monitoring studies of children's physical fitness are presented. The results indicate gender-specific physical development of children of this age, and the assessment of their dynamics allows us to make certain adjustments purposefully.

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Globenko, Natalia E. "PHYSICAL DEVELOPMENT ASSESSMENT FOR CHILDREN IN CORRECTIONAL SCHOOLS." In Science Present and Future: Research Landscape in the 21st century. Федеральное государственное бюджетное учреждение науки "Иркутский научный центр Сибирского отделения Российской академии наук", 2022. http://dx.doi.org/10.54696/isc_49741470.

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Lira, Ana Letícia Fernandes, Sofia Sousa Santana, and Layza de Sousa Chaves Deininger. "Violence against children and its psychological consequences during their development." In III SEVEN INTERNATIONAL MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/seveniiimulti2023-205.

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According to the Statute of the Child and Adolescent (ECA), an individual is considered a child until the age of 12, and it is the duty of the family, society and the state to ensure that children have their basic rights in life, such as education, food, leisure, health, protection and dignity. However, children's basic needs are not always respected. There are various types of ill-treatment and neglect that can damage children's physical, psychological and cognitive development (ECA, 1991). According to data collected by UNICEF in 2019, there were 18,971 reports of sexual violence against children and adolescents in Brazil. This analysis shows the high rate of underreporting of violence and impunity for perpetrators (UNICEF, 2019). Violence against children, according to the World Health Organization (WHO), is all forms of mistreatment, from emotional to physical, that result in potential or actual damage to the child's development in its entire biopsychosocial sphere, in the context of a relationship of trust, responsibility or power (World Health Organization, 1996). According to the Ministry of Health, 2002, physical aggression against children is defined as acts of physical violence, practiced through slaps, bites, injuries, trauma, among others, in short, the use of objects with the intention of hurting or injuring the child. It is practiced by the parents or guardians of the minor (Ministry of Health, 2002).

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Seisenbekov, Yerlan, Asylkhan Abishev, and Adilbai Tastanov. "MORPHOFUNCTIONAL EVALUATION OF PHYSICAL DEVELOPMENT OF SCHOOL-AGE CHILDREN." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/60.

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Malinauskas, Ramualdas Kazemirovich, and Simas Galdikas. "Features of Physical Development Among 12 Years Old Children." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-541448.

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The purpose of the study is to compare the indicators of the physical development of 12 years aged children in the main and preparatory groups of physical fitness. The study of physical development in the main and preparatory groups (among 12 years old boys and girls) was carried out by clinical anthropometry with determination of body length and weight, as well as physiometry with determination of lung capacity and muscle strength of the right and left hands. It turned out that the strength of the left and right hands of boys assigned to the main group of medical fitness was statistically significantly higher than that of boys assigned to the preparatory group of physical fitness.

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Horvat, Vatroslav, Nevenka Maras, and Anamarija Štabarković. "PARTICIPATION IN PHYSICAL ACTIVITIES OF CHILDREN INVOLVED IN PRESCHOOL PROGRAMS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2408.

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Reports on the topic "Physical development in children"

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Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, 2017. http://dx.doi.org/10.14526/03_2017_244.

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Zhang, Meiqi, and Jingxin Liu. Health related physical fitness in children with developmental coordination disorder. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0168.

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Schaefer, Catherine, and Van-Kim Lin. Playgrounds Represent Opportunities for Children’s Physical Development. Child Trends, Inc., 2025. https://doi.org/10.56417/9602e6740e.

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McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph, and Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, 2022. http://dx.doi.org/10.57022/julf8952.

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This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.

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Heintz, Danielle. The Study of technology and it's positive and negative effects on the physical and mental development of children. Iowa State University, 2023. http://dx.doi.org/10.31274/cc-20240624-1494.

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Macintyre, Alison, and Clare Strachan. Sanitation, Hygiene and Environmental Cleanliness for Child Development. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/slh.2021.022.

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This Frontiers of Sanitation draws on the Transformative WASH concept to explore and outline what may be required of WASH implementation stakeholders in efforts to support child development outcomes. The Frontiers explores the multiple ways in which inadequate sanitation, hygiene, and environmental cleanliness can affect physical and cognitive development in children. It explores areas beyond hand hygiene to consider food hygiene and broader environmental cleanliness, and beyond human faeces to consider animal faeces. What this means for practice is then discussed to outline how the WASH sector can improve current practice to best support improvements to child development outcomes and in particular opportunities for children to both survive and thrive.

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Acharya, Malhar, Ritika Divekar, Behailu Getachew, Krittika Gorur, and Joel Mumo. Can comprehensive and context-specific tools capture working conditions of CDWs for better interventions? Busara, 2024. http://dx.doi.org/10.62372/qvei1463.

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Enabling child protection by building comprehensive, context-specific tools to capture child domestic worker environments. Child domestic work can deprive children of their right to education, expose them to physical and emotional abuse, and stunt their physical and cognitive development. Moreover, engaging in domestic work at a young age can perpetuate a cycle of poverty, denying children the opportunity to break free from socioeconomic constraints and limiting their potential for a better future.

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Guarin, Arlen, Juliana Londoño-Vélez, and Christian Posso. Reparations as Development? Evidence from Victims of the Colombian Armed Conflict. Banco de la República, 2023. http://dx.doi.org/10.32468/be.1236.

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Our study is the first to investigate the effects of reparations for victims of gross human rights violations. In Colombia, victims of forced displacement, homicide, and other atrocities during the conflict received a lump-sum payment equal to three times their annual household income. Using novel linked administrative microdata and event studies, we show that reparations help victims rebuild their lives and significantly improve their well-being and that of their children. Specifically, reparations promote investment in physical and human capital, leading to enhanced living and health conditions, better educational outcomes, and increased asset-building and entrepreneurship, despite slightly discouraging labor supply.

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Wado, Yohannes Dibaba, Yadeta Dessie, Francis Obare Onyango, et al. Ethiopia Humanitarian Violence Against Children and Youth Survey, 2024: Summary report. Population Council, Inc, Population Council Kenya, and African Population and Health Research Center., 2025. https://doi.org/10.31899/sbsr2025.1009.

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Violence Against Children (VAC) refers to all forms of abuse or maltreatment of people under the age of 18 years. The Violence Against Children and Youth Surveys (VACS), led by national governments with technical assistance from the U.S. Centers for Disease Control and Prevention (CDC) as part of the Together for Girls partnership, have documented the magnitude and prevalence of physical, emotional, and sexual violence against children in more than 20 low- and middle-income countries, with a view to informing national prevention and response programs. Despite the precedent for understanding the extent of VAC from the perspectives of adolescents and pre-adolescent children, interest in systematic documentation of similar experiences of children in humanitarian settings is just emerging, following the development of guidance for the implementation of VACS in such contexts. This report presents key findings from the second VACS conducted exclusively in a humanitarian context—specifically, in refugee settings in Ethiopia. The survey is referred to as the Ethiopia Humanitarian VAC Survey (HVACS).

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.

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