Aspects Of Child Development Research Articles

Names of Toys in the Early Vocabulary of Mongolian Children and their Relation to Gender

This article is devoted to a very up-to-date area of linguistic research–linguistic gender. More specifically, it pays special attention to how gender linked language effects are revealed in the names of toys in the overall production of Mongolian child language by distinguishing the main stages of children’s linguistic development as well as gender acquisition. In a broader sense, this aspect of child development is supposed to bring us one step closer to better understand the interaction between biology and environment.

Preschool developmental and art potential of hand made toys

Although toy making is an activity with multiple benefits for various aspects of child development, it is nowadays rarely practiced with young children. The objective of the paper is to shed light on the important role making of toys by hand may have on the overall development of preschool children. Analysis is made of qualities of a good toy, developmental and artistic potential of toys, and the benefits a child may have from the process. A separate segment of the paper analyzes the characteristics of handmade toys used in the Waldorf education system, the procedures by which they are made, and the qualities of the games they encourage. Waldorf education is an alternative educational system based on holistic approach to the child, family, day care facility or school, and the overall environment. It stands out by the high degree of importance it gives to play and carefully selected toys offered for play. Based on the analysis a conclusion can be made that even though toy making may seem to be an outdated, senseless and superfluous activity in the today's consumer society, it does in fact have comprehensive benefits, and that therefore an increase of such activities at preschool level would have positive effects on the overall child development.

Found in Translation: Bringing Reversal Theory to Design for Play

In the design of objects for children’s play, support from psychology is often sought in general developmental overviews, typologies of play, and age-related performance and preference descriptions. These sources may give an insight into global aspects of child development but have limited utility for understanding the situated motivations of an individual child. Theories that take an experiential view on behavior, such as reversal theory, have the potential to feed designers with a perspective on the dynamics of children’s personality, changing motivations and emotions. The potential contribution of reversal theory to design for play was explored in practice: postgraduate students cooperated with design tutors and psychology tutors during a design course to create an object for children’s play informed and inspired by reversal theory. Over three consecutive editions of the course, we gathered experiences in supporting idea development for play using reversal theory. Results of the project are presented in form of criteria for adequate framing of the theory in the context of design for play and the resulting modular description of reversal theory. An evaluation of students’ incorporation of reversal theory in design ideation is provided and illustrated with examples of design ideas for play.

Decision-making capacity of children and adolescents--suggestions for advancing the concept's implementation in pediatric healthcare.

Within the frameworks of shared decision-making and participation in healthcare, children's ability to understand and appreciate information pertaining to illness and treatment is important. Physicians are mainly responsible for assessing decision-making capacity (DMC) but may encounter difficulties arising from the limited basis of evidence with regard to this concept in pediatrics. Three issues contributing to this paucity of knowledge on DMC of children can be identified: (1) conceptual blurriness and absence of clear terminology, (2) lack of validated tools to reliably assess DMC in the pediatric population, and (3) a need to include a developmental framework to understand DMC in children and adolescents. The aim of this paper is to examine these three issues and provide practical recommendations to advance the concept and its assessment in pediatrics as a step to ensuring children's developmentally appropriate participation in healthcare. Finally, the paper highlights the ethical dimension of assessing DMC emphasizing the importance of physicians' attitudes for the assessment process. A detailed understanding of DMC is necessary to inform developmentally appropriate participation. In order to achieve this, pediatric practice needs to address challenges that are specific to providing healthcare for children, including conceptual issues, assessment, and aspects of child development.

Development of reading ability is facilitated by intensive exposure to a digital children's picture book.

Here the author presents preliminary evidence supporting the possibility that the reading ability of 4-year-old children can be improved as a consequence of intensive exposure to the narrative in a digital picture book over a consecutive 5-day period. When creating the digital version used here, two additional functions were provided with it. First, the entire story was voice-recorded by a professional narrator and programmed so that it was played as narration from the speaker of an iPad. Next, as the narration of each digitized page proceeded, the character exactly corresponding to that pronounced by the narrator at that moment became highlighted in red. When the subjects' literacy capability with respect to the syllabic script of the Japanese language (kana) was evaluated before and after the exposure, their performance score was found to increase after the exposure to the digital book, whereas such a change was not recorded in children who experienced exposure to the printed version of the same picture book read to them by their mother. These effects were confirmed when the children were retested 4 weeks later. Although preliminary, the current study represents the first experimental evidence for a positive effect of exposure to digital books upon any aspect of child development.

Inhibitory control in children with intellectual disabilities with and without autism spectrum disorders in animal size tests

Objectives:Inhibitory control plays an important role in various aspects of child development. The aim of this study was to compare inhibitory control of children with intellectual disabilities (ID) of unknown etiology, children with ID and autism spectrum disorders (ASD), and typically developing (TD) children.Methods:This study examined 41 children in three groups: 11 children with ID of unknown etiology, 9 children with ID and ASD, and 21 TD children who were matched for mental age. Two Stroop-like tasks were administered: the Real Animal Size Test and the Pictorial Animal Size Test. In these tests, participants are presented with pictures of animals (large animals such as an elephant, a giraffe, and a whale vs. small animals such as a frog, a bird, and a squirrel) printed as either big or small images that are mismatched with the animal’s real size. Participants must decide the size of the animals (big vs. small) based either on the size in real life or the size of the picture, resisting interference of irrelevant sizes in real life or in a picture.Results:Interference was greater in the Pictorial Animal Size Test for all groups. Interference was greater in children with ID of unknown etiology compared to TD children, whereas interference was comparable between children with ID and ASD and TD children.Conclusion:Results of this study suggest that inhibitory control is unimpaired in children with ID and ASD but impaired in children with ID of unknown etiology, relative to mental-age matched TD children.

The Role of Educators in Introduce Technology in Early Childhood through Science Activities

Advances in technology closely related to science, with the development of science, the technology will also be growing rapidly. Therefore science is a great way to introduce technology to children. Technology is the application of scientific concepts. With the various concepts of science, man can create a useful technology to facilitate people in solving everyday problems. Indirectly when parents and teachers (educators) introduced the concept of science, is to introduce technology to children. Early childhood had a curiosity that is very high on the phenomena that occur in the environment. especially on the technology that is around children. But the child's curiosity about this technology is sometimes not appropriately stimulated both parents and teachers. During these educators had erred in introducing the technology on children. They tend to introduce sophisticated electronic equipment such as computers, laptops, tablets, gadsget, smartphones, and other. By way of introducing the technology through electronic device, can stimulate children to become users. Indirectly inhibit the children to think creatively in finding a technology. Should be able to make a child happy in finding a technology, not just users only.The process of finding a child in technology can be stimulated through simple science activities. This positive impact on aspects of child development and scientific attitude. Expected in the future, these kids are going to make a big change in the world through technology invented.

The Pupil-Teacher Relationship and Gender Differences in Primary School

In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primary school. The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male. The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.

Perceptions on the Interplay of Housemaids and Nurseries on Early Child Development (Ecd)

This research seeks to investigate the perceptions of prospective early child development teachers on the interplay roles of housemaids and nurseries on early child development. Overall, the respondents agreed that these two though not pivotal were essential for the professional pursuit of mothers hence formed a support intervention for the overall development of children. They also agreed that housemaids and nurseries were not substitutes for time-poor parents. Nurseries and housemaids did not interact considerably with parents on child matters. Nurseries outweighed housemaids favorably in all aspects of child development except on their space requirements, personality and natural development. Nurseries promoted foreign language use in children whilst housemaids promoted local languages. Significant associations were revealed amongst the perceptions of the respondents and their demographic factors. In particular, the perceptions of the respondents on nurseries overwhelmed the influence of housemaids in early child development as evidenced by their significant associations with the respondents’ demographic features such as sex, age group, marital status, and Christian doctrine. Contrarily, insignificant associations were shown between the respondents’ perceptions and their employment status, religion and place of residence. Overall this study showed that the respondents perceived that nurseries outweighed housemaids in most early childhood development initiatives

The covariation between parental and expert evaluations of early language skills

This study investigated the potential interrelationship between parental (maternal) and expert assessments of the expressive and receptive language skills of 12- to 18-month-old children. The language activities of 27 children were monitored by their mothers (MCDI scale: Lyytinen, 2000. Varhaisen kommunikaation ja kielen kehityksen arviointimenetelmä. Jyväskylän yliopiston lapsitutkimuskeskus ja Niilo Mäki Instituutti. Jyväskylä: Yliopistopaino. [An assessment tool for early communication and language development] Jyväskylä: University Press) and trained researchers (Bayley Scales III: Bayley, 2006. Bayley III Scales of Infant Development. Administration Manual. San Antonio, TX: Psychological Corporation). First and foremost, the results showed that parental and expert assessments of different aspects of child development were in accord, even after controlling for the child's age. Covariance modelling confirmed the strong concordance between maternal and expert assessment of both aspects of early language development. Furthermore, maternal age did have an effect on the child's receptive language, according to experts' assessments. Gender or maternal education level did not have an impact on language skills as measured by Bayley assessment. Parent-reported dyslexia in a close relative was also taken into account.

PERANAN ORANG TUA DALAM PEMBINAAN DAN PENGEMBANGAN BAHASA PADA ANAK USIA 2-6 TAHUN

One aspect of child development that parents are to be developed is language skills. Because language skills are very important in human life, especially to convey wishes, ideas, and problems encountered in everyday life. Language is the ability to communicate with other, in which the thoughts and feelings expressed in the form of symbols or symbols to express the sense of something. Language is an essential factor that distinguishes man from animals. With human language can position itself as civilized creatures and develop its culture. Language skills in children will develop in accordance with the developmental age. However, the development and progress of language would be better if accompanied by coaching and guidance from parents.Many things can be done in the parent language development in early childhood as pioneered and laid the foundation on child language,motor exercises, habit, maintain and supervise the children and prevent child language disrespectful language, develop language skills through play, and communicate actively in family.

The effects of coarticulation and morphological complexity on the production of English coda clusters: Acoustic and articulatory evidence from 2-year-olds and adults using ultrasound

Most studies of phonological development have explored the acquisition of segments, syllables and words using perceptual/transcription methods. Less is known about the articulatory aspects of early speech, or the development of articulatory-acoustic mapping. Recent research on adult speech finds that coarticulation effects are evidenced in both the acoustics and the articulatory gestures, and suggests tighter coarticulation and less variability for monomorphemic compared to polymorphemic segment sequences. The present study explored phonological context and morphological effects in the speech of five adults and five 2-year-olds, combining acoustic and articulatory analysis from ultrasound recordings. The results show that coarticulation effects are found in the word-final consonant cluster (box) for both adults and children. For children, these were evidenced only in the articulatory data. In addition, both age groups showed differences in tongue height between the monomorphemic (box) and bimorphemic (rocks) clusters, suggesting a possible morphological effect. These findings confirm that ultrasound methods can be successfully employed to explore aspects of early gestural development in children as young as 2, and raise many questions regarding the nature of speech planning processes as a function of lexical versus morphological form.

COGNITIVE, AUDITORY, LANGUAGE AND SPEECH SKILLS OF CHILDREN WITH CLEFT LIP AND PALATE

مقدمه : شکاف کام و لب جنبه‌های رشدی کودک مانند مهارت‌های شناختی، شنیداری، زبانی و گفتاری را متأثر می‌سازد. تأخیر در تشخیص و ارزیابی همه جانبه این کودکان تأثیر غیر قابل جبرانی بر آن‌ها خواهد گذاشت. به همین دلیل در این مطالعه، مهارت‌های رشدی در کودکان دارای شکاف کام و لب مورد بررسی قرار گرفت. مواد و روش‌ها : طی مطالعه توصیفی- تحلیلی حاضر از نوع شاهد موردی، تعداد 72 کودک 6-3 ساله در قالب دو گروه، 40 کودک هنجار و 32 کودک دارای شکاف کام و لب در چهار رده سنی 72-61، 60-49، 48-43 و 42-37 ماهه با استفاده از آزمون سنجش رشد مهارت‌های شناختی، شنیداری، گفتاری، زبان دریافتی و بیانی نیوشا مورد ارزیابی قرار گرفتند. یافته‌ها : میانگین امتیازات مهارت‌های زبان- بیانی و مهارت گفتاری در دو گروه در محدوده‌های سنی مختلف با هم تفاوت معنی‌داری داشتند (05/0 > P). همچنین سابقه ابتلا به عفونت گوش میانی در کودکان دارای شکاف کام و لب بیشتر از گروه هنجار بود. نتیجه‌گیری: مهارت‌های رشدی در کودکان دارای شکاف کام و لب تحت تأثیر نقص ساختاری موجود قرار می‌گیرد. ارزیابی جامع و زودهنگام این کودکان می‌تواند به طراحی دقیق برنامه مداخله‌ای کمک کند. کلید واژه‌ها: شکاف کام و لب، مهارت‌های شناختی، مهارت‌های شنیداری، مهارت‌های گفتاری، مهارت‌های زبانی، آزمون سنجش رشد نیوشا

Prevalence of Behavioural and Emotional Problems among Two to Five Years Old Kosovar Preschool Children—Parent’s Report

Preschool age is characterized by a rapid development in all aspects of child development. During this development, the introduction of emotional and behavioral disorders can happen to any child. Preschool children have been a neglected population in the study of psychopathology. The Achenbach System of Empirically Based Assessment (ASEBA), which includes the Child Behavior Checklist/1.5 - 5 (CBCL/1.5 - 5), constitutes the few available measures to assess preschoolers with an empirically derived taxonomy of preschool psychopathology. The study was based on an age- and gender-stratified sample of 755 children aged 1.5 - 5 years from five municipalities of Kosovo. The CBCL/1.5 - 5 form was voluntarily completed by the parents of 426 or 56.4% boys and 329 or 43.6% girls. There were 639 or 84% mothers and 116 or 15.4 % fathers. The prevalence of total problems was estimated as 2.9%, the prevalence of externalizing behavior problems was 2.5%, while the prevalence of internalizing behavior problems was 3.8%. These results are low compared to other international studies. The results revealed that there are not significant differences in mean scores among boys and girls on total problems, internalizing and externalizing. Regarding the age, there are statistical differences within the decreasing of age among the three broad-bands syndromes. Such findings highlight the way in which preschool behavior problems may vary within specific cultural settings and underscore the need for in-depth research to explore the contexts.

Review of the book by Janna M. Glozman “Developmental Neuropsychology”

Janna Glozman’s book provides a comprehensive information on both Russian and Western developmental neuropsychology. The reader, especially form the West, may find fist hand information on Vygotsky and Luria’s collaboration with emphasis put on social aspects of child development. At the same time the reader can learn about principles of Luria’s syndromological (qualitative) approach and Vygotsky’s zone of proximal development. Two important notions that had a great impact both on the neuropsychological and developmental studies...

Grupos de orientação de pais: estratégias para intervenção

This work relates to the prevention of developmental problems, since it is addressed to parents of children with school problems or behavioral disorders who entered for psychotherapeutic treatment at the Department of Applied Psychology, linked to the Federal University of Sergipe. A survey of complaints is presented in this article and these were reported by mothers who attended a steering group whose purpose was to serve this population, analyzing them according to Bronfrenbrenner’s bioecological theory. Six mothers participated in eight meetings in which issues related to the complaints were discussed, the aspects of child development, as well as play sessions with their children. The results of the initial and final interviews and records of the sessions revealed that mothers identified improvement in complaints, relating it to changes in their own behavior in relation to themes worked in the steering group.Key words: mothers, support groups, social environment.

Social Exclusion in Childhood: A Developmental Intergroup Perspective

Interpersonal rejection and intergroup exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully-victim relationships. In contrast, intergroup exclusion focuses on how in-group and out-group attitudes contribute to social exclusion based on group membership, such as gender, race, ethnicity, culture, and nationality. It is proposed that what appears to be interpersonal rejection in some contexts may, in fact, reflect intergroup exclusion. Whereas interpersonal rejection research assumes that victims invite rejection, intergroup exclusion research proposes that excluders reject members of out-groups to maintain status differences. A developmental intergroup social exclusion framework is described, one that focuses on social reasoning, moral judgment, and group identity.

Association between types of play materials and cognitive development among 12-month-old Thai infants: the prospective cohort study of Thai children

Background: Cognitive development is one of the most important aspects of child development. Stimulation is essential, especially for children between 1 and 2 years of age. Play materials is one realm where choice is relatively limited. Objective: We investigated the relationships between play materials and cognitive ability. Methods: This large, prospective, community-based cohort study, in the four regions and the capital of Thailand, studied the relationships between toys and cognitive ability in 4,116 children when they reached the first year of life. Details of play toys were collected at home and cognitive scores were measured using the Capute scale two weeks later. Multivariable analysis incorporated the following variables in the final multiple regression model, the 12 types of play materials, study center, parent factors (i.e., age, education, marital status, and income), and child factors (i.e., sex, weight, height, gestational age, birth weight, breastfed, hospital admission, mother-child attachment, number of members in family, number of sibling, iodine consumption, and life events). Results: The first three common materials played with at home included push/pull toys (75.3%), home utensils (75.0%), and sound-making toys (73.9%). Adjusted for the potential factors, five out of the 12 types of play materials were significantly associated with the Capute scale, viz., sound-making toys (p = 0.029), push/pull toys (p = 0.003), creative toys (p = 0.003), natural materials (p = 0.002), and storybooks (p = 0.027). Children who played with natural materials had a higher Capute score than those who did not, with the mean difference of 1.9 (95%CI: 0.7 to 3.1). This was followed by creative materials (mean difference = 1.8, 95%CI: 0.6 to 2.9), and push/ pull toys (mean difference = 1.8, 95%CI: 0.6 to 3.0). Conclusion: The results of the current study underscore the importance that natural materials, creative materials, and push/pull toys be available for children to play with during the first year of life.

242 Screening Assessment of Psychomotor Development of Preschool Children in Vlora-Albania. A Cross-Sectional Study During July 2011–February 2012

BackgroundThe assessment of psychometric parameters is an important part of growth&development evaluation of preschool children. The contributing factors of psychomotor functions are parents’ Socio-Economic Status (SES), mother(teacher)/child interaction and environmental...

Blake, Sally et al ed (2012) Child development and the use of technologyInformation Science (Hershey PA & Eurospan, London) isbn978‐1‐61350‐317‐1 371 pp £130http://www.igi‐global.com/book/child‐development‐use‐technology/52999

SummaryThis text integrates the theoretical aspects of child development with clear examples of technology use. The theme of application that runs throughout means that it will be of use to both practitioners and researchers interested in how technology can facilitate child development, whilst recognising the importance of social context. If the content seems likely to be relevant to your work, you would value having a copy on loan for a while.Lucy Betts