Učenje kroz igru u nastavi matematike

A Q-sort of statements of parenting behaviors was used to examine 22 male and 40 female middle-class parents' perceptions of actual and ideal parenting behaviors with respect to their preschool child's cognitive, physical, and social development. Parents' perceptions of actual vs ideal parenting did not differ significantly with respect to highly endorsed and least endorsed statements. Parents appeared more certain of their actual parenting and its relation to their children's social development, followed by intellectual development, and least certain of its relation to children's physical development. A cluster analysis revealed that parents distinguished between aspects of development, but also that they perceived important interrelationships among them, especially between social and intellectual development. Parents gave little attention to child-rearing practices associated with physical development, perhaps because of their belief that preschool-aged children spontaneously engage in a wide v...

Games and toys are important elements that facilitate children's adaptation to the world. Games are an effective learning method that supports children's social, physical, and cognitive development. Children's games and the toys they use are greatly influenced by the people around them. Especially in the preschool period, parents’ game the most crucial role for children. Children often explore their first games and toys with their parents, and these initial toys are usually provided by parents. The level of knowledge that parents have about games and toys determines the games children will Game and the toys they will use. The aim of this study is to identify the roles of parents in the game’s children play and the toys they use. A qualitative approach was adopted using semi-structured interviews in the research. Twenty families with children participated in the study. The collected data were analysed using descriptive analysis. When the research results are examined, it is observed that parents pay attention to children's preferences, toy quality, and children's developmental level when choosing toys. It is believed that these toys contribute to children's cognitive, emotional, and physical development. In addition, computer games, ball games, chess, hide-and-seek, and other games are among the preferred games parents Game with their children. According to parents, these games not only increase children's happiness but also strengthen family bonds, boost self-confidence, and contribute to their socialization.

Maternal obesity, usually associated with the adverse birth outcomes, has been a serious public health concern. Studies examining its effect on the physical and cognitive development of children have only recently emerged and the findings are inconsistent. This review aimed to systematically examine the role of maternal obesity on children's physical and cognitive development using the available evidence. The CINAHL, EMBASE, PSYCINFO, PUBMED and SCOPUS databases were searched. Studies addressing children's (⩽12 years) physical and cognitive development as outcome and maternal pre-pregnancy body mass index as an exposure were included. Data were extracted and evaluated for quality by two independent reviewers. A total of 17 articles were eligible for this systematic review; 10 of them were birth cohorts from the USA. Nine of the 14 studies supported an adverse association between maternal pre-pregnancy obesity and childhood cognitive development. A few studies also demonstrated a negative association between the maternal obesity and gross motor function in children (5 of 10), but not with fine motor function (none out of five studies). Whether the observed negative association between the maternal obesity and children's cognitive and gross motor abilities is casual or due to residual confounding effects is unclear. The current evidence is based on a limited number of studies with heterogeneous measurement scales and obesity definition. From the available evidence, it seems that exposure to maternal pre-pregnancy obesity in the intrauterine environment has a detrimental effect on children's cognitive development. However, evidence of the association between the maternal obesity and physical development of children is too scarce to offer a conclusion. More research work is required to delineate the intrauterine effect of the maternal obesity from the residual confounding effects.

Early childhood development is a crucial period in the formation of a child's physical, cognitive, and emotional growth. Parental upbringing plays a significant role in supporting a child's development during this phase.** This study aims to analyze the influence of parenting styles on the early childhood development at Taman Kanak-Kanak (TKK) Kasih Mulia Cimahi. The background of this research is based on the fact that many parents do not fully understand how the parenting styles they adopt affect their child's development, especially during the early years, which are critical for the growth of various aspects of a child's development. The purpose of this study is to examine the relationship between different types of parenting styles—authoritative, authoritarian, permissive, and neglectful—and their effects on the physical, social, emotional, and cognitive development of children. A quantitative method with a survey approach was employed for this research. Data were collected through questionnaires distributed to 50 parents whose children attend TKK Kasih Mulia Cimahi, along with direct observation of the children's development. The data analysis technique used was regression analysis to determine the influence of parenting styles on various aspects of child development. The results showed that the authoritative parenting style had the most positive impact on all aspects of child development, particularly in social and cognitive growth. Conversely, authoritarian and permissive parenting styles tended to have negative effects, especially in the emotional and social development of the children. Neglectful parenting had the most detrimental effect on the physical and emotional development of the children. The conclusion of this study is that parental upbringing significantly influences early childhood development. Parents who adopt an authoritative parenting style are more likely to have children who grow and develop optimally. The recommendation is for parents to better understand the importance of applying balanced parenting, such as the authoritative style, which can holistically support a child's development. Additionally, schools are encouraged to provide education to parents on the importance of parenting in supporting early childhood development.

Objectives. This study aimed to conduct a literature review to examine the effects of adaptive physical education on the cognitive and physical development of children with special needs (CSN). Adaptive physical education enhances motor skills, physical health, and cognitive function in people with physical, sensory, or intellectual disabilities. Materials and methods. A literature review is the research approach used, which looks at several pertinent empirical and theoretical studies conducted over the last five years, from 2019 to 2024, that provide guidance on the optimal method of educating students. The electronic searches have been performed using Scopus, Web of Science, Google Scholar, and PubMed. This review of the study investigates the ways in which physical education might enhance students’ motor skills, physical fitness, and cognitive and emotional development. This study also emphasizes the difficulties in implementing Physical Education (PE) into practice, such as inadequate facilities and unsupportive attitudes toward the topic. Results. The study’s findings demonstrate that adaptive physical education helps children with special needs to improve their balance, muscular strength, motor coordination, and aerobic capacity. This program also improves cognitive skills, including social skills, working memory, and focus. This article also offers suggestions for educators and legislators to increase the efficacy of adaptive physical education (APE) in inclusive curriculum. Conclusions. Adaptive physical education has been considered to be a successful strategy for promoting the cognitive and physical development of children with special needs. It is recommended that programs are implemented according to individual requirements in order to maximize the advantages.

Smart mobile devices are extremely popular among young children compared with other digital devices. International research indicates that these devices can be used as an educational tool with preschoolers, supporting under proper conditions, certain as-pects of teaching and learning. However, children's ability to participate in rich and dy-namic learning environments within and outside the school environment is closely linked to the quality of mobile applications. One of the key issues that have emerged from a re-view of the literature is the low quality of self-proclaimed educational apps. This research, which is the first of its type in Greece, examines whether self-proclaimed educational An-droid apps for Greek preschoolers have been designed in accordance with developmen-tally appropriate practices to contribute to children’s cognitive development within and outside the school environment. A standardized questionnaire, the Rubric for the EValu-ation of Educational Apps for preschool Children (REVEAC) was used as an assessment tool. The analysis showed that only 5% of the sample was in e-storybook form. The re-maining 95% of the apps was of the edutainment game type, i.e. apps which combine en-tertainment activities to achieve their educational goals. Almost all apps were drill-and-practice-type activities. The apps were based on a low level of thinking skills and they did nothing more than promote mechanical learning, a memorization technique which is based on repetition. There were no apps which aimed to develop a learning environment motivating and enabling children to learn. Some applications offered the possibility of coloring predefined shapes, but these in no way can be considered apps aiming at the development of children's creativity through play and learning. The researchers used the results of the REVEAC scale to evaluate whether the apps have been designed in line with child development principles and practices, so as to stimulate children's overall cognitive, emotional, physical and social development. The study results, consistent with the results from international studies, showed that almost all of the apps were not developmentally appropriate, i.e., they are not designed in such a way as to encourage children to use tech-nology to promote their optimal development. Naturally, we cannot isolate children from technology, but we can ensure that they are not harmed in any way by it. With the prolif-eration of smart mobile devices and their accompanying apps, concerns over the content of apps (content matters) have become even more topical. In this context, researchers, ed-ucators and app developers must ensure that apps addressed to young children should be based on a solid theoretical basis and high-quality standards.

Television continues to play a major role in the lives of most children and adolescents, but current research also reflects the explosive growth in new technologies and their widespread use by young people. Integrating information from communication literature as well as from child development and other psychological domains, author Judith Van Evra presents a summary and synthesis of what is currently known about the media's impact on children's physical, cognitive, social, and emotional development, to help discern the complex and significant interplay between other forces in a child's life and the use of various media. This third edition contains updated and expanded coverage of research findings and a review of changing trends in media use including computers, the Internet, books and magazines, music videos, and video games as well as television. New chapters focus on basic research designs and methodologies; cultural diversity; health-related matters and lifestyle choices; media's impact on various social-emotional aspects of a child's development; the use of technology for information and for entertainment; and intervention possibilities, parent strategies, and education. An overall conclusions section at the end of the book provides a cogent summary of findings to date and stimulates discussion of questions and ideas for future research. Television and Child Development explores how, and to what extent, television and other media actually affect children, and what role other variables may play in mediating their impact, so that we can maximize technology's potential for enriching children's cognitive, social, and emotional development, while at the same time minimizing any negative influence. This text is appropriate for researchers, teachers, and students in communications, developmental and social psychology, and education, as well as in areas of advertising, leisure studies, family studies, and health promotion.

Preschool educational environments that support creative potential contribute to children's social, emotional, cognitive, and physical development. This study analyzes the common characteristics of preschool spaces that foster creativity and aims to develop a new spatial organization model. A qualitative research approach was adopted using a descriptive case study with a holistic single-case design. The study was conducted in a preschool in Kadıköy, Istanbul, with a purposive sample of 10 children and 3 teachers. Data were collected through the "Creative Learning Environment Assessment Scale" and open-ended interview forms. Findings indicate that spacious and flexible environments enhance children's creative development. Based on these results, a new spatial design model was developed to foster creativity in children, emphasizing the need to improve existing standards.

This study aims to examine the role of gross motor physical play in supporting the creation of an active and enjoyable learning environment at TK Tiara Pertiwi Loa Janan. Gross motor physical play, such as running, jumping, and obstacle courses, is used to develop children's gross motor skills as well as enhance their engagement and motivation in learning. This research employs a descriptive qualitative method with data collection techniques including observation, interviews with teachers, and documentation of learning activities. The results show that gross motor physical play can create a more dynamic, enjoyable learning atmosphere while supporting children's physical, social, emotional, and cognitive development. Additionally, this type of play also plays a role in overcoming children's boredom during learning sessions and enhancing social interaction among students. Despite challenges related to limited facilities, gross motor play can still be adapted creatively by teachers. This study concludes that gross motor physical play has a positive impact on creating an active, enjoyable, and effective learning environment at TK Tiara Pertiwi.

Population data can be used to help physicians better understand child poverty in relation to families, geography and access to community resources. The early development instrument (EDI) is a population m easure of kindergarten children's early cognitive, social, emotional, language and physical development. Researchers and communities in British Columbia have used EDI and socioeconomic data to examine early child development trends across neighbourhoods, school districts and provincial geographies. It highlights that while vulnerabilities at school entry are more prevalent in poorer communities, they are present in all communities. Mapping EDI data and other information help to identify communities that are more vulnerable and ones that seem to be resilient. Physicians and community partners can identify local needs and interventions that can support parents and communities in promoting healthy development of children before their entry to the first grade.

A good family environment and rearing mode play important roles in children's physical and psychological growth. This study aims to clarify the specific influence of early family nurturing environment on children's emotional and social development through longitudinal observation to provide theoretical reference for promoting the healthy development of children's bodies and minds. Overall, 1320 parents of children aged 2 to 6 yr old in Xinyang City, Henan Province in 2021, were selected by stratified sampling. The children's physical and mental development, family rearing environment and emotional and social development were investigated by questionnaire. 58.03% family rearing environment is good, 27.95% normal, and 14.02% bad. There were significant differences in positive rates of adaptive ability, social behavior, language, developmental quotient score and emotional sociality among children in different families (all P<0.05). Language/cognition was significantly positively correlated with adaptive ability, social behavior, language and developmental quotient (all P<0.05), and social adjustment/self-care was significantly positively correlated with adaptive ability, social behavior, language and developmental quotient (all P<0.05). Emotional warmth/environmental atmosphere was negatively correlated with implicit behavior and disorder and positively correlated with ability (all P<0.05). Language/cognition was positively correlated with explicit behavior and ability (all P<0.05). Social adjustment/self-care was negatively correlated with explicit behavior and positively correlated with ability (all P<0.05); Neglect/punishment was significantly negatively correlated with explicit behavior, implicit behavior and disorder and significantly positively correlated with ability (all P<0.05). The early family environment affects children's physical, mental, emotional and social development.

Paternal depression in the postnatal period and child development: a prospective population study

Early childhood is a vital stage in a young child's growth, encompassing linguistic, cognitive, social, emotional, and physical development. This study determined the parental involvement and academic performance of the Grade 1 Learners during the academic transition of the face-toface classes in Baring Elementary School in Lapu-Lapu City Division for the school year 2022- 2023 as the basis for an enhancement plan. A descriptive-correlational research design was utilized using the adapted questionnaire administered to 51 selected parents using universal sampling. Gathered data were treated using frequency, simple percentage, weighted mean, standard deviation, Chi-square test of independence, and ANOVA. Results showed that most parents aged 31-35, females, married, and most fathers had attained elementary level while high school graduates for the mothers. The fathers' occupation was fishermen, while housewives were mothers and had a maximum of 1-3 children. Moreover, the results on the level of parental involvement showed that parenting, learning at home, decision-making, and familiarity with school information and communication were often. Consequently, parental participation during the academic transition to face-to-face classes was high. Furthermore, their academic performance was satisfactory in Mathematics, English, and Filipino, while very satisfactory in Araling Panlipunan. The correlational analysis showed that parental involvement and academic performance of Grade 1 learners were insignificant. Lastly, there was no significant difference in the academic performance of the Grade 1 learners when grouped by the parents’ profile. The proposed enhancement plan is recommended for implementing strategies to enhance parental involvement in moderate-engagement areas.

This chapter explores how a small group of African women from refugee backgrounds respond to the challenges of integration in Australia through utilizing and adapting a localized community-based playgroup initiative, designed to educate and engage refugee mothers and ensure their children have access to educative play and pathways to additional support. The ethnographic research reported in this chapter is focused on a community-based African women's playgroup based at a public housing estate in western Melbourne, Victoria, which is the initiative of a predominantly government-funded child and family service organization. playgroups can support children's social, emotional, cognitive and physical development, and contribute to children's wellbeing; increase parental awareness of the importance of play and facilitate the creation of social networks through which parent education occurs; and provide structured opportunities for the establishment of meaningful social contact and support. Playgroup thus facilitated agency and became pivotal to facilitating women's integration in ways beyond those originally intended or predicted.

Play is a fundamental component of children's social, emotional, cognitive, and physical development. This study focused on assesses a play-based intervention method to promote overall child development based on parental involvement, delivered at primary care facilities. Quasi-experimental study was conducted with children 24-59 months old, regularly attending the monthly stimulation sessions in primary care facilities in the state of Puebla, Mexico, from November 2015 to April 2016. Play interventions were administered over six sessions each month 1-h length individually for the dyad, included free play time, and each session one activity at home that include the five areas of development and with some materials provided but encouraged to use more available at home. The Child Development Evaluation (EDI) test was administered at baseline, 3 and 6 months after the intervention. A comprehensive data set encompassing demographic variables was collected and analyzed. McNemar test was used to assess developmental changes over time. The sample consisted of 276 children, 60.5% were male, median age 40 months (interquartile range: 34-46). All participants attend the six sessions and conducted activities daily at home. Overall, the percentage of children with abnormal result with EDI test was 77.2% at baseline and 17.4% final measurement at 6 months (p < 0.001), with mild-delay decreased from 39.9% to 6.9% and high-risk of delay from 37.3% to 10.5%. The play intervention resulted in a clinically and statistically significant improvement in the developmental outcomes of the children, both with normal/abnormal result at baseline.