Children's Ability Research Articles

Assessment and Prognostic Resources for Gross Motor Development in a Child with Cerebral Palsy Related to Congenital Zika Syndrome.

This article describes how the Gross Motor Ability Estimator (GMAE) software can provide important information based on the Gross Motor Function Measure (GMFM)-66 score of a child with congenital Zika syndrome.A child was assessed at 9, 17, and 25 months of age through the GMFM-66. At 2 years, the child's gross motor ability was estimated and classified according to the Gross Motor Function Classification System (GMFCS).At 2 years of age, the child in this case required assistance to roll and was unable to maintain antigravity trunk posture in sitting position, typical abilities of GMFCS level V.GMAE can be useful to guide health professionals that care for children with lifelong physical and developmental care needs. This is the first study that demonstrated how to use the GMAE in this specific population.

Peranan Guru Pendidikan Agama Islam terhadap Self Control Peserta Didik di SD Negeri 1 Tanah Luas

Students' personal and character development relies heavily on education. An important aspect of education is the development of self-control, which is the foundation for a child's ability to control their emotions, behave appropriately, and make educated decisions. Students' academic and social success are significantly impacted by self-control, which is a key indicator of long-term success. The point of this exploration is to figure out how the impact of Islamic strict training instructors at SD Negeri 1 Tanah Luas has on understudies' discretion. The objects of this examination are: understudies of SD Negeri 1 Tanah Luas. The supporting hypothesis utilized for restraint is the hypothesis of M. Nur Ghufron and Rini Risnawita S, in their book Mental Hypotheses, Cet. The 3rd. This exploration is subjective examination with a distinct methodology, the examination information sources comprise of essential information sources (school head, class educator, PAI instructor and most significant level understudies at SD Negeri 1 Tanah Luas) and optional information sources (writing). Information assortment through perception, meetings and documentation. Information from research interviews were examined utilizing information examination procedures which were brought out through information decrease, information show and afterward reaching determinations. The aftereffects of the exploration reason that: (1) the job of Islamic Strict Training educators in expanding understudies' poise at SD Negeri 1 Tanah Luas is partitioned into a few structures: (a) Conduct Control (b) Mental Control (c) Decisional Control, which is then expressed in This job is exemplified by strict exercises, for example, congregational supplications and Al-Qur'an tadarus, religions, and other strict exercises which are regularly done by all understudies, educators and instruction staff and are planned by plan (2) Supporting variables for Primary School Islamic Strict Schooling Educators Negeri 1 Tanah Luas in its endeavors to build understudies' restraint incorporates support from school directors, staff and representatives, guardians, as well as joint effort between Islamic Strict Schooling instructors and other grade school teachers. One nation has a huge area. The purpose of this study is to provide readers with an understanding of the significance of strict Islamic education in developing students' self-control and preventing students' ethical losses, as well as providing educators with a perspective for teaching and gaining experience.

Capturing the Heterogeneity of Word Learners by Analyzing Persons.

Accurately capturing children's word learning abilities is critical for advancing our understanding of language development. Researchers have demonstrated that utilizing more complex statistical methods, such as mixed-effects regression and hierarchical linear modeling, can lead to a more complete understanding of the variability observed within children's word learning abilities. In the current paper, we demonstrate how a person-centered approach to data analysis can provide additional insights into the heterogeneity of word learning ability among children while also aiding researchers' efforts to draw individual-level conclusions. Using previously published data with 32 typically developing and 32 late-talking infants who completed a novel noun generalization (NNG) task to assess word learning biases (i.e., shape and material biases), we compare this person-centered method to three traditional statistical approaches: (1) a t-test against chance, (2) an analysis of variance (ANOVA), and (3) a mixed-effects regression. With each comparison, we present a novel question raised by the person-centered approach and show how results from the corresponding analyses can lead to greater nuance in our understanding of children's word learning capabilities. Person-centered methods, then, are shown to be valuable tools that should be added to the growing body of sophisticated statistical procedures used by modern researchers.

Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications

The aim of the present study has been to investigate reading comprehension (RC) of children with specific learning difficulties (SLD), considering linguistic factors, such as receptive vocabulary, morphosyntax, and pragmatics (i.e., figurative language). Participants included 90 students (9–12 years old; Μyears = 10.8, SD = 0.95), 45 with SLD and 45 typically developing (TD) controls, matched on age, gender, and non-verbal cognitive ability. Results indicated that students with SLD had significantly lower performance on RC and across all linguistic measures compared to TD peers. Scores of the figurative language comprehension task predicted RC for TD children, whereas morphosyntactic ability emerged as a unique predictor of RC for SLD children. The two groups utilize distinct linguistic resources in their effort to extract meaning from written texts. The differentiated language profile of children with SLD suggests the implementation of differentiated educational assessment and intervention practices, which are discussed.

CO-OP Approach With Children and Youth With Executive Function Deficits After Acquired Brain Injury: A Qualitative Study of Care Partners' Involvement.

Care partners' involvement is a key feature of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach that can enhance rehabilitation outcomes and promote the generalization and transfer of strategies and skills to everyday life. Gaining insight into care partners' experience with their child's CO-OP intervention is critical to understanding how to enhance care partners' involvement. To gain insight into the experience of care partners whose child with acquired brain injury (ABI) participated in CO-OP intervention. A qualitative descriptive research design was used. Semistructured interviews were conducted at three time points (immediate postintervention and at 2 and 6 mo postintervention). Two rehabilitation centers. Thirteen care partners of 12 children or youth with severe ABI. Three themes emerged from the analysis of 33 interviews: (1) The child is an active agent in their therapy, (2) the care partner is the keystone who helps solidify the elements of CO-OP, and (3) CO-OP mastery requires time and practice, and its use evolves over time. These themes highlight the progressive nature of proficiency in CO-OP for both care partners and children. This was evident not only in the children's improvement in task performance, but also in their ability to problem solve. Care partners' role in supporting the CO-OP approach also unfolds over time as their confidence in their child's problem-solving abilities, and in their own ability to adequately provide guidance, increases. Engagement seems to be central in facilitating this progression for both children and their care partners. Plain-Language Summary: This is the first study to provide insights into the involvement of care partners in the Cognitive Orientation to daily Occupational Performance (CO-OP) approach for children and youth with executive function deficits after acquired brain injury. This is also the first study to explore the evolution of care partners' experiences over time. Involving care partners is a key feature of the CO-OP. Understanding care partners' experiences with their child's CO-OP intervention can improve a child's rehabilitation outcomes. The study found that care partners' role in supporting their child's CO-OP approach improved over time as their confidence in their child's problem-solving abilities increased. The care partners' own ability to adequately provide guidance to their child also increased over time. Engagement seems to be central in facilitating this progression for both children and their care partners. It is hoped that occupational therapists will consider the findings of this study to better support care partners in implementing the CO-OP approach with their child in their real-life context.

Pemanfaatan Media Pasir Untuk Meningkatkan Kemampuan Menulis Anak Usia 5-6 Tahun

This research aims to improve the pre-writing skills of early childhood by using sand media. The research method used is the classroom action research (PTK) method which is carried out in stages, namely planning, taking action, observing and analyzing or reflecting. The subjects of this research were 15 children aged 5-6 years in one of the schools in the city of Jakarta. Sand media was chosen because it has a texture and properties that can stimulate children's motor sensors and is expected to help children develop pre-writing skills. The results of the research show that children's writing skills in the initial conditions and cycle I have not reached the performance indicators. The results of research in the second cycle show that the use of sand media can significantly improve children's pre-writing abilities, as seen from the increase in accuracy and neatness and the shape of the letters they make. Thus, sand media can be used as an effective alternative in learning pre-writing in early childhood education.

Dry Powder Inhaler Use in Primary School Aged Children with Asthma: A Systematic Review

ObjectiveAsthma is the most common chronic disease in children. Dry powder inhalers (DPI) are effective for medication delivery in adults and adolescents, and provide a lower environmental footprint and more portability when compared to metered dose inhaler (MDI) with spacer. They require specific technique, and it is necessary to ascertain whether they can be used in younger age groups. We aimed to assess evidence regarding whether primary school aged (5–11 years) children can use DPI with adequate technique both during stable and acute asthma.DesignOvid MEDLINE, Embase and PubMed were searched for studies assessing DPI use in children aged 5–11 years with asthma or wheeze. Results of studies were synthesised by study design and outcome measure.ResultsThirty-eight studies were identified for analysis. These were analysed in three groups: (1) 25 studies assessing children's ability to use DPI by peak inspiratory flow measurement, (2) 10 studies assessing children's ability to use DPI by physician assessment, and (3) three studies measuring efficacy of DPI compared to gold standard (MDI with spacer). Five studies included children during acute exacerbations.ConclusionThe majority of primary school aged children have the ability to use a DPI with adequate training, support and practice. Some younger children may have difficulties, and clinician assessment and ongoing review is crucial in determining which children are likely to benefit from a DPI. Consistent correct use and adherence remains a challenge, but this is also an issue with MDI plus spacer and does not appear to be significantly worse with DPI. Evidence of the use of DPI during acute illness is limited, and more studies are required in this setting.

Unintentional poisoning exposures: how does modeling the opening of child-resistant containers influence children's behaviors?

Unintentional poisoning in the home is a risk for children. Over-the-counter medicinal products in child-resistant containers (CRC) are common causes of pediatric poisoning. The current study examined children's abilities to open three types of CRC mechanisms (twist, flip, and push) and corresponding control containers, comparing their ability to do so spontaneously and after explicit modeling. The study also examined if inhibitory control (IC) was associated with children's overall score for spontaneous openings. Children 5-8 years old were randomly assigned to one of three mechanism conditions (between-participants factor): twist, flip, and push, with each child experiencing both a risk and a control container (within-participants factor) having that mechanism. Children were first left alone with a container (measures: engagement with container, spontaneous opening) for up to 2 min and subsequently observed an adult explicitly model opening the container before the child was asked to do so (measure: opening after modeling). Children were more engaged with and likely to spontaneously open control containers than CRCs, though some (4%-10%) also opened CRCs. After modeling, significantly more children opened each of the three types of CRCs, with nearly all children opening the push mechanism CRC. IC positively predicted children being more engaged with and spontaneously opening more containers. Implications for improving pediatric poison prevention are discussed.

Augmented Reality Animal Recognition Game: Enhancing Early Childhood Learning through Interactive Picture Guessing

This research focuses on developing an interactive learning game, "Guess the Animal Picture," which utilizes augmented reality (AR) technology to help young children learn animal names in an engaging and effective manner. Traditional educational media, such as books or picture cards, often lack interactivity and fail to sustain children's attention over time. To address this issue, this study employs the 4D development method, which encompasses four stages: Define, Design, Develop, and Disseminate. In the Define stage, a needs analysis was conducted by examining early childhood education curricula, interviewing teachers, and observing challenges children face in learning animal names. The Design stage involved creating a game that integrates appealing visual elements, interactive sounds, and simple yet educational game mechanics, all enhanced by AR features that bring animals to life. During the Develop stage, a prototype was tested with a group of children to gather feedback, leading to further refinement of the game. Finally, in the Disseminate stage, the game was distributed to schools and early childhood education institutions, with training provided to teachers to optimize the game's use in educational settings. The results indicate that the "Guess the Animal Picture" game significantly improves children's ability to recognize and name animals while boosting their motivation to learn. Teachers and parents provided positive feedback, appreciating the game as an interactive and valuable learning tool. The study concludes that interactive, technology-based learning games, especially those incorporating AR, offer an effective solution for delivering a more engaging and efficient learning experience to young children

Patterns in Time-Processing Ability in Children & Youth With & Without Autism Spectrum Disorder

Abstract Date Presented 03/23/24 The purpose was to investigate and identify patterns of time processing in children with and without autism spectrum disorder (ASD) ages 9–15 years. Preliminary results can give guidance for professionals to provide adequate individualized support for children with ASD. Primary Author and Speaker: Birgitta Wennberg Additional Authors and Speakers: Gunnel Janeslätt Contributing Authors: Annika Sköld

Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach

AbstractThere is value in integrating social–emotional learning with academic development as a way to support children's abilities to effectively communicate ideas, collaboratively solve problems, and strengthen early literacy practices. In this article, we discuss suggestions for using picturebook read‐alouds as stepping stones for integrating social–emotional learning (SEL) competencies and core standards (ELA and SS) to address topics related to social justice, equity, and inclusion. We connect each SEL competency with a related topic for discussion and highlight lesson ideas for early grades to examine these themes, including potential prompts a teacher may use to foster curiosity and help students develop questions about each topic.

Structured Games: Physical Activities to Develop Children's Balance Abilities

This research uses quantitative research methods with a pre-experimental research design which goes through two stages, namely the pre-test and post-test stages. Which aims to measure static balance and dynamic balance abilities in children aged 4-5 years through structured games activities in 30 children. The results of this study show that the balance ability of children aged 4-5 years increased after treatment. Playing structured games has an influence on children's balance abilities at RA Darussalam Purwodeso. The pre-test showed that the child's balance ability had not developed optimally. Then treatment was carried out through playing structured games for 2 days, followed by a post-test. The post-test results show that the child's balance ability improved after being given treatment, this can be seen from the increase in the scores obtained.

Developing Early Childhood Reading Skills Through Smart Box Media in Group B at KB Rinjani

Beginning reading skills need to be stimulated from an early age so that children do not experience many difficulties in studying various fields of study at the next level of education. This research aims to improve the initial reading ability of smart box media in group B at Rinjani KB. The type of research used in this research is collaborative Classroom Action Research which uses the Kemmis and Mc Taggart model. The subjects of this research were 13 group B children at Rinjani KB. Data collection methods are carried out through observation and documentation. The data analysis technique was carried out descriptively quantitatively. The research results show that children's initial reading abilities can be improved using smart box media. The increase in initial reading ability can be seen based on the percentage increase from pre-action of 0% to an increase of 7.96%. In cycle I it was 7.96%, in cycle II it increased from 76.93% to 84.62% with the criteria of developing very well.

A CRITICAL REVIEW OF CHILDREN'S PAINTINGS FROM A VISUAL ANALYSIS PERSPECTIVE

This study explores the qualitative and stylistic differences in paintings created by preschool-aged children aged 5 and 6 years, aiming to understand how developmental factors influence their artistic expression. Painting, as a universal medium for artistic expression, captures emotions, ideas, and moments through colors and textures, particularly evident in children's uninhibited creativity and spontaneity. Variations in children's painting abilities based on age reflect differing stages of motor and cognitive development, highlighting the need to comprehend these differences for effective early childhood art education. Employing observational methods and visual analysis, this research examines artworks from 13 preschool students at Holistik Preschool in Sarawak, Malaysia, analyzing artistic elements such as lines, shapes, colors, and composition. Findings reveal that 5-year-old children often depict simpler shapes, vibrant colors, and direct representations of objects, indicative of developing motor skills and cognitive abilities. In contrast, 6-year-olds exhibit more refined motor skills and cognitive development, creating artworks with intricate details, complex compositions, and sophisticated use of color and shading. These developmental milestones underscore the importance of nurturing creativity through enriched artistic environments and diverse stimuli in early childhood education. Recommendations emphasize integrating art into interdisciplinary learning to foster lifelong engagement with the arts from an early age, supporting holistic cognitive and emotional growth in children.

Implementasi Metode Sidayu dalam Meningkatkan Bacaan Al – Qur’an di TK Tarbiyatul Wildan

This research aims to examine the implementation of the Sidayu Method in improving the ability to read the Al-Qur'an in Tarbiyatul Wildan Kindergarten. The Sidayu method is a learning approach that combines various teaching techniques to help children understand and memorize Al-Qur'an reading more effectively. This research uses a qualitative approach with a case study method. Data was collected through observation, interviews and documentation of students and teachers at Tarbiyatul Wildan Kindergarten. The research results show that the application of the Sidayu Method can significantly improve children's ability to read the Al-Qur'an. Children recognize hijaiyah letters more quickly and can read more fluently. Apart from that, this method also makes the learning process more fun and interesting for children. Factors that support the successful implementation of this method include the active involvement of teachers, the use of varied learning media, and support from parents. This research concludes that the Sidayu Method is effective in improving Al-Qur'an reading at kindergarten level. The recommendation for educators is to consider applying this method in Al-Qur'an learning at other basic education levels.

Peningkatan Kemampuan Kognitif pada Anak Disleksia Melalui Treatment Kemampuan Mengeja, Membaca, dan Menulis

Generally, elementary school age children experience a significant increase in cognitive development. Obstacles in cognitive development, one of which is an obstacle to the brain, which is related to the central nervous system can affect children's learning ability. Learning disorders experienced by children can be called dyslexia. The purpose of this study is to determine the effectiveness of spelling, reading, and writing skills treatment to improve cognitive abilities in dyslexic children. This study uses an experimental research method with a pre-experimental design. The sampling technique used in this study is the purposive sampling technique. The subjects of this study were 10 elementary school children who had been diagnosed with dyslexia by psychologists and were undergoing therapy at the Kudus Dyslexia School. The researcher used the Wilcoxon Signed Rank Test as an application in analyzing the data. Based on the results of the study, it was found: 1) a decrease in the score of the number of errors before and after the treatment. 2) There is an improvement in cognitive ability in dyslexic children after being given treatment for spelling, reading, and writing skills.

Similar gaze behaviour during dialogue perception in congenitally deaf children with cochlear Implants and normal hearing children.

Perceptual and speech production abilities of children with cochlear implants (CIs) are usually tested by word and sentence repetition or naming tests. However, these tests are quite far apart from daily life linguistic contexts. Here, we describe a way of investigating the link between language comprehension and anticipatory verbal behaviour promoting the use of more complex listening situations. The setup consists in watching the audio-visual dialogue of two actors. Children's gaze switches from one speaker to the other serve as a proxy of their prediction abilities. Moreover, to better understand the basis and the impact of anticipatory behaviour, we also measured children's ability to understand the dialogue content, their speech perception and memory skills as well as their rhythmic skills, that also require temporal predictions. Importantly, we compared children with CI performances with those of an age-matched group of children with normal hearing (NH). While children with CI revealed poorer speech perception and verbal working memory abilities than NH children, there was no difference in gaze anticipatory behaviour. Interestingly, in children with CI only, we found a significant correlation between dialogue comprehension, perceptual skills and gaze anticipatory behaviour. Our results extend to a dialogue context of previous findings showing an absence of predictive deficits in children with CI. The current design seems an interesting avenue to provide an accurate and objective estimate of anticipatory language behaviour in a more ecological linguistic context also with young children. What is already known on the subject Children with cochlear implants seem to have difficulties extracting structure from and learning sequential input patterns, possibly due to signal degradation and auditory deprivation in the first years of life. They also seem to have a reduced use of contextual information and slow language processing among children with hearing loss. What this paper adds to existing knowledge Here we show that when adopting a rather complex linguistic context such as watching a dialogue of two individuals, children with cochlear implants are able to use the speech and language structure to anticipate gaze switches to the upcoming speaker. What are the clinical implications of this work? The present design seems an interesting avenue to provide an accurate and objective estimate of anticipatory behaviour in a more ecological and dynamic linguistic context. Importantly, this measure is implicit and it has been previously used with very young (normal-hearing) children, showing that they spontaneously make anticipatory gaze switches by age two. Thus, this approach may be of interest to refine the speech comprehension assessment at a rather early age after cochlear implantation where explicit behavioural tests are not always reliable and sensitive.

Cognitive characteristics of children with high mathematics achievement before they start formal schooling.

This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (Mage in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high-achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool.

Understanding Hearing Loss and Strategies for Prevention and Intervention of Hearing Impairment

The ability to perceive sound is called 'hearing'. This is possible when the ear senses the vibrations of sound in solid, liquid and gaseous substances. The ear helps us to recognize various kinds of sounds. The child starts hearing soon after birth. These sounds get imprinted on his mind and brain. These imprinted sounds become the basis of the child's knowledge of language. The child communicates through language only. Communication is an important basis for the growth of knowledge. If the child's hearing ability is normal, then his development in speech, language, communication and other areas takes place normally. But if the child has difficulty in hearing, and there is no early identification and intervention, then his development in speech, language, communication and other areas is limited in comparison to a hearing child of the same age group. Therefore, early identification and intervention of hearing impairment is absolutely necessary. Many stages have to be passed in the process of early identification and intervention. This article discusses sequentially the aspects related to understanding hearing loss, prevention of hearing impairment, and intervention.

Neglect of Psychological Care for Children with Cerebral Palsy and Their Families and Its Impact on Their Occupational Engagement in Saudi Arabia.

Background and Objectives: Many children with (CP) and their families in Saudi Arabia struggle emotionally. Unfortunately, there have not been many studies conducted on how to help them with these challenges. This research aims to bring attention to this gap and to explore how a lack of proper mental health care might affect these children's ability to participate in everyday activities. Materials and Methods: In this cross-sectional descriptive study, a survey was conducted between August and October 2023. A total of 300 parents of CP children from Saudi Arabia participated in the study. The impact of psychological care negligence on the occupational engagement of CP children and their families was assessed by designing a valid questionnaire. Results: A total of 300 parents of children with CP participated in this study. The majority of the sample, 71% of parents, said that their children did not receive any psychological care, and 59.7% of the participants said that their children did not even receive a referral to a psychologist. However, 60.3% of parents of children noticed a significant decline in the occupational performance of their children, and 65.7% predicted an improvement in their children's performance with future psychological care. Conclusions: It is clear that there is a lack of awareness about the importance of mental health care for children with CP in Saudi Arabia. This lack of care hinders these children and their families' occupational engagement and social participation.