Abstract
Depression is a worldwide public health problem that affects the quality of life in general at humans, especially children. This study aims to discuss the aspects in which this disorder compromises neuropsychomotor development and child learning. A narrative bibliographic review of the last 10 years (2010- 2020) was carried out in the Medline, Pubmed, SciELO, Lilacs, Psycinfo and Periodical CAPES databases, using the keywords depression, depressive disorder, depressive episode, childhood, cycle vital, learning, learning and the Boolean AND. From the study, it is concluded that childhood depression reduces the capacity for logical reasoning, concentration and memory, delaying or interrupting the development of cognitive, psychomotor and learning skills. For this reason, it is essential that a correct diagnosis is made (e.g., using diagnostic manuals, such as Child Depression Inventory, International Classification of Diseases and Diagnostic and Statistical Manual of Mental Disorders), but also an effective treatment (both psychological and pharmacological).
Highlights
Depression is known to cause illness and disability, and suicide in some cases, being the second leading cause of death in people aged 15 to 29 years (Bernaras et al, 2019)
This study aims to discuss the aspects in which this disorder compromises neuropsychomotor development and child learning
In view of the high rates as well as the repercussions that depression can have on learning, this article aims to discuss the aspects of child neuropsychomotor development and learning, which can be compromised by depression; depressive psychopathology interferes in many mental functions, such as memory, thought, sleep, appetite, affectivity, orientation, attention, among others, which are essential to the learning process
Summary
Depression is known to cause illness and disability, and suicide in some cases, being the second leading cause of death in people aged 15 to 29 years (Bernaras et al, 2019). Such prevalence rates are increasing, mood disorders in childhood are still somehow neglected. After the 1970s they began to believe that children could become mentally ill due to their lack of a mature personality structure; and due to the idea that childhood is a time of joy, happiness and lack of worries and responsibilities (Lima & Mosmann, 2020) Among these psychic problems is depression, with all its psychopathological apparatus, which can compromise the child’s learning process (Gomes et al, 2013)
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