Children's Cognitive Development Research Articles

Exploring predictors and prevalence of postpartum depression among mothers: Multinational study

BackgroundPostpartum depression (PPD) affects around 10% of women, or 1 in 7 women, after giving birth. Undiagnosed PPD was observed among 50% of mothers. PPD has an unfavorable relationship with women’s functioning, marital and personal relationships, the quality of the mother-infant connection, and the social, behavioral, and cognitive development of children. We aim to determine the frequency of PPD and explore associated determinants or predictors (demographic, obstetric, infant-related, and psychosocial factors) and coping strategies from June to August 2023 in six countries.MethodsAn analytical cross-sectional study included a total of 674 mothers who visited primary health care centers (PHCs) in Egypt, Yemen, Iraq, India, Ghana, and Syria. They were asked to complete self-administered assessments using the Edinburgh Postnatal Depression Scale (EPDS). The data underwent logistic regression analysis using SPSS-IBM 27 to list potential factors that could predict PPD.ResultsThe overall frequency of PPD in the total sample was 92(13.6%). It ranged from 2.3% in Syria to 26% in Ghana. Only 42 (6.2%) were diagnosed. Multiple logistic regression analysis revealed there were significant predictors of PPD. These factors included having unhealthy baby adjusted odds ratio (aOR) of 11.685, 95% CI: 1.405–97.139, p = 0.023), having a precious baby (aOR 7.717, 95% CI: 1.822–32.689, p = 0.006), who don’t receive support (aOR 9.784, 95% CI: 5.373–17.816, p = 0.001), and those who are suffering from PPD. However, being married and comfortable discussing mental health with family relatives are significant protective factors (aOR = 0.141 (95% CI: 0.04–0.494; p = 0.002) and (aOR = 0.369, 95% CI: 0.146–0.933, p = 0.035), respectively.ConclusionThe frequency of PPD among the mothers varied significantly across different countries. PPD has many protective and potential factors. We recommend further research and screenings of PPD for all mothers to promote the well-being of the mothers and create a favorable environment for the newborn and all family members.

Preschool and child health: Evidence from China's universal child care reform

Early childhood education programs have been found to effectively promote children's social and cognitive development. However, the health impact of these programs is less understood. Using a quasi-experiment of the first universal child care reform in China from 2010, this paper aims to identify whether the preschool reform produces any short-term effects on health-related outcomes of preschoolers (3-6 years old). Specifically, this reform expands access to affordable preschools that provide full-day center-based education, with school meals and essential health services on campus. I exploit the variation in the number of newly established preschools across provinces and implement difference-in-differences and triple-difference strategies. Results confirm the effectiveness of this reform by showing a strong and positive impact on preschool attendance. This paper then documents the benefits to alleviating underweight among preschoolers. Estimates show a larger effect in rural areas, suggesting that the reform narrows rural-urban disparities in education access and undernutrition prevention. I also explore the impact on caregivers’ health consciousness and find improved health-seeking behavior when children get sick.

Effects of digitalization in preschool education on the creative and cognitive development of children

Effects of digitalization in preschool education on the creative and cognitive development of children

Meningkatkan Kemampuan Kognitif Anak melalui Pembelajaran Sains Gelembung Sabun Belalai Gajah di TK Fathul Huda

This study was conducted to improve children's cognitive abilities through science learning, namely elephant trunk soap bubbles with experimental methods. This study aims to observe the initial condition of early childhood cognitive abilities before being given learning activities using the science experiment method.   The method used is the PTK (Classroom Action Research) method, the subjects used are all group B children at Fathul Huda Kindergarten. The data collection techniques used are observation by looking at the condition of the class children to be studied, interviews conducted with children and also with class b teachers and documentation conducted when learning is taking place. The data analysis technique used is qualitative. The results of the study showed that this elephant trunk soap bubble learning can improve children's cognitive abilities. Thus it can be concluded that science learning through elephant trunk soap bubble experiments is quite effective in improving cognitive abilities of early childhood and the cognitive development of children is also higher than before.

Children's cognitive development: does parental wage employment matter?

Parental and family backgrounds play crucial roles in driving children’s cognitive development. However, in developing countries, self-employment is far more prevalent than wage employment. Despite its significance, limited research has examined how parental employment status influences cognitive development within this context. Given the potential benefits of wage employment for cognitive development, this study examines whether parents’ wage jobs could positively affect children’s cognitive skills. Using data on children aged 8-12 years old in Ethiopia, India, and Vietnam from the Young Lives Survey, we employ a value-added specification to analyze cognitive formation. Our findings reveal that fathers’ wage jobs have a positive effect on the cognitive scores of 8-year-old children in Ethiopia and Vietnam, ranging from 0.116 to 0.210 standard deviations of cognitive scores. The effect from fathers’ wage jobs is sizable compared to the effects from family, school, and neighborhood characteristics. However, such an effect is not found for 12-year-old children. By causal mediation analysis, it is proved that father wage jobs affect cognitive skills through material investment for 8-year-old children in Vietnam and Ethiopia. Our study provides the first empirical evidence regarding the effect of parental employment on the cognitive development of their children in the context of developing countries. Moreover, our empirical findings suggests that policies aimed at facilitating the transition of from informal to formal employment in developing countries may enhance human capital development.

Nurturing Tomorrow's Minds: The Impact of Family Education on Holistic Child Development

This paper provides a comprehensive analysis of the impact of family education on child development, focusing on parenting styles, educational activities at home, the role of technology, and the emotional climate within the family. Through an exploration of authoritative, permissive, and authoritarian parenting styles, this paper examines their distinct effects on cognitive development, emotional growth, and social adaptation. Additionally, this paper delves into the significance of literacy development activities, mathematical reasoning games, and nature exploration in fostering children's cognitive and socio-emotional skills. Furthermore, this paper discusses the implications of digital technology and social media on children's cognitive and emotional development, emphasizing the importance of digital literacy and safe internet use. Moreover, this paper investigates how family harmony, stress management, and parental support contribute to children's emotional security and self-esteem. This paper concludes with insights into the critical role of family education in shaping children's holistic development and underscores the need for informed, intentional parenting practices to nurture resilient, confident, and emotionally healthy individuals.

Complementary Approaches to Pain for Children

Pain, an unpleasant sensory and emotional experience, affects children often and is one of the most common reasons to seek care. Pain in the pediatric patient population often goes unrecognized and is not assessed appropriately and adequately, leading to mismanagement and increased use of pharmacological methods to relieve pain. Pediatric surgical nurses must understand the numerous influential factors and assessment strategies in order to contribute to pain management, ensuring the appropriate pain assessment tool is used based on the child's age, cognitive development, culture, and beliefs. Complementary approaches should be included, when possible, to aid in eliminating or controlling pain in children. Alternative options, such as distraction, skin-to-skin contact, guided imagery, and hypnosis, are effective in reducing or eliminating pediatric pain. They can be used alone or in conjunction with traditional treatment plans, even in the perioperative period. Pediatric nurses can benefit from learning, understanding, and using the complementary approaches outlined for pain management in this vulnerable population.

Sleep‐related disorders in children: A narrative review

AbstractSleep‐related disorders in children can significantly impact children's physical, emotional, and cognitive development and constitute a major source of parental concern. This comprehensive review aims to describe sleep‐related disorders commonly encountered in pediatric practice, their etiology, diagnosis, and management strategies. The review explores various disorders prevalent in different age groups, including insomnia, sleep apnea, parasomnias, and circadian rhythm disorders, highlighting the importance of early identification and intervention for optimal child health and well‐being.

Prevalence of childhood stunting and determinants in low and lower-middle income African countries: Evidence from standard demographic and health survey.

Undernutrition poses a significant global public health challenge, adversely affecting childhood cognitive and physical development while increasing the risk of disease and mortality. Stunting, characterized by impaired growth and development in children due to insufficient psychological stimulation, frequent infections, and inadequate nutrition, remains a critical issue. Although economic growth alone cannot fully address the prevalence of stunting, there exists a robust correlation between a country's income level and childhood stunting rates. Countries with higher incomes tend to have lower rates of childhood stunting. Notably, while childhood stunting is declining worldwide, it remains persistent in Africa. Consequently, this study aims to assess the prevalence of childhood stunting and its determinants in low- and lower-middle-income African countries. This study conducted a secondary analysis of standard demographic and health surveys in low- and lower-middle-income African countries spanning the period from 2010 to 2022. The analysis included a total sample of 204,214 weighted children under the age of five years. To identify the determinants of stunting, we employed a multilevel mixed-effect model, considering the three levels of variables. The measures of association (fixed effect) were determined using the adjusted odds ratio at a 95% confidence interval. Significance was declared when the association between the outcome variable and the explanatory variable had a p-value less than 0.05. In low and lower-middle-income African countries, 31.28% of children under five years old experience stunting, with a 95% confidence interval ranging from 31.08% to 31.48%. The results from a multilevel mixed-effect analysis revealed that 24 months or more of age of child, male gender, low and high birth weight, low and high maternal BMI, no and low maternal education, low household wealth index, multiple (twin or triplet) births, rural residence, and low income of countries were significantly associated with childhood stunting. Stunting among children under five years of age in low- and lower-middle-income African countries was relatively high. Individual, community, and country-level factors were statistically associated with childhood stunting. Equally importantly, with child, maternal, and community factors of stunting, the income of countries needs to be considered in providing nutritional interventions to mitigate childhood stunting in Africa.

Electrophysiological correlates of inhibitory control in children: Relations with prenatal maternal risk factors and child psychopathology.

Inhibitory control plays an important role in children's cognitive and socioemotional development, including their psychopathology. It has been established that contextual factors such as socioeconomic status (SES) and parents' psychopathology are associated with children's inhibitory control. However, the relations between the neural correlates of inhibitory control and contextual factors have been rarely examined in longitudinal studies. In the present study, we used both event-related potential (ERP) components and time-frequency measures of inhibitory control to evaluate the neural pathways between contextual factors, including prenatal SES and maternal psychopathology, and children's behavioral and emotional problems in a large sample of children (N = 560; 51.75% females; Mage = 7.13 years; Rangeage = 4-11 years). Results showed that theta power, which was positively predicted by prenatal SES and was negatively related to children's externalizing problems, mediated the longitudinal and negative relation between them. ERP amplitudes and latencies did not mediate the longitudinal association between prenatal risk factors (i.e., prenatal SES and maternal psychopathology) and children's internalizing and externalizing problems. Our findings increase our understanding of the neural pathways linking early risk factors to children's psychopathology.

Beyond Schools: Multisensory Learning and Knowledge Acquisition in Informal Contexts—Perspectives from Rural Indonesia

It is not a new finding that much human learning takes place implicitly outside of educational institutions in informal, everyday contexts, yet these learning processes receive comparatively little systematic attention within the current anthropology of learning, education and schools. Based on long-term social anthropological research in a peasant community in rural Indonesia (Sulawesi), the article will address the complex multisensory forms of learning through which children acquire a large part of their competencies and their extensive environmental and agricultural knowledge. I will focus on the mixed-age “communities of practices” in which this knowledge is transmitted and acquired and show that affective bonds to peers and adults influence to a large extent which out-of-school areas of competence a child acquires. Building on the “embodied capital theory.” I argue that children in rural areas obtain a complex form of “ecological literacy” that encompasses not only a rich knowledge about the local ecosystems and agri- as well as horticultural processes but also a particular formation of the senses and the physical body in general (muscle size and memory, physical strength, coordination, balance, and motor skills). I shall conclude with some critical reflections on the general devaluation of the extra-curricular, non-formal, and environmental forms of learning, which can be observed not only in Indonesia but also worldwide and seems to be closely related to the global spread of Western psychological theory models about the healthy socio-emotional and cognitive development of children, supported by global institutions like UNICEF, World Bank, and Save the Children. For years, a constant increase of early childhood development programs can be observed, which aim at improving children’s school readiness, particularly in low-income countries, in order to enhance the future prospect of children. These programs, however, go hand in hand with the devaluation and oppression of indigenous knowledge systems and thus often worsen the future prospects of younger people.

PENGARUH STUNTING BAGI PERKEMBANGAN KOGNITIF ANAK

Stunting is a common nutritional problem experienced by minors in most developing countries. Stunting has a long-term impact on child development, including cognitive development. This research focuses on examining the impact of stunting on children's cognitive development. The child's nutritional condition and cognitive development are measured and analyzed. Other factors such as the mother's educational level, social status, family economy and access to health services were identified as aspects that could influence children's cognitive development. Therefore, families must prioritize efforts to increase stunting prevention and give stronger special attention to children with nutritional problems. Efforts to improve nutrition and access to health services need to be increased to support optimal development of children's cognitive abilities. This study makes an important contribution to understanding the impact of stunting on children's cognitive development and forms the basis for developing more effective interventions to overcome stunting and improve human resource development.

Digital literacy for children: An overview

Digital technologies have become a part of everyday life, taking center stage. It has dominated people's lives and changed the way they live life. The task of protecting and raising awareness of children from the negative effects of the digital age, which especially affects the psychological, physical, social and cognitive development of children, is again on the family, school and society. For this reason, this study aims to define the concept of digital literacy for today's children by presenting a different perspective and inspiring new research to be conducted. In the study, the literature review model, one of the qualitative research methods, was used. Articles, theses, dissertations, professional publications, research and research reports on the subject were examined. In the findings section of the study, the importance of the child and the family raising him/her, the digital age and its impact on education, the importance of digital literacy in education, and the advantages and disadvantages of digital literacy are discussed. In conclusion, in order to shape the future of societies with solid foundations, it is very important to teach children digital literacy skills, which also means understanding technology and using it appropriately, in the light of customs and traditions.

Hypoglossal Nerve Stimulation for Obstructive Sleep Apnea in a Young Child With Down Syndrome.

Obstructive sleep apnea (OSA) is common in children with Down syndrome (DS). Adenoidectomy and/or tonsillectomy are the usual first interventions employed to treat OSA in children with DS but sometimes do not achieve adequate resolution of clinical signs. Positive airway pressure treatment is often used next, but this treatment is poorly tolerated by this population. Persistent OSA can adversely affect a child's health and cognitive development. Hypoglossal nerve stimulation (HGNS), previously shown to be safe and effective in adults with OSA, has been used in children as young as 10 years old with DS and has achieved measurable neurocognitive benefits. The US Food and Drug Administration recently lowered the age for HGNS implantation to 13 years for children with DS. However, questions remain regarding treatment of refractory OSA in younger children. Here, we report the case of a 4-year-old boy with DS and treatment-refractory OSA who underwent successful HGNS implantation. The decision to proceed with HGNS implantation in such a young child involved discussions about anatomic feasibility and potential neurocognitive benefits. The device was implanted without complication and with minimal postoperative bulk. This case suggests a possible treatment option that can be discussed in the course of shared decision-making between clinicians and families of young children with DS and treatment-refractory OSA.

IDENTIFYING CONDITIONS FOR DEVELOPING COGNITIVE AND CREATIVE SKILLS OF YOUNG CHILDREN IN PRESCHOOL SETTINGS

Preschool education plays a crucial role in shaping children's cognitive and creative skills. This research article explores the key conditions necessary for fostering these skills in preschool settings. Drawing upon existing literature and empirical studies, it highlights the importance of a stimulating environment, supportive teaching practices, and appropriate curriculum design. Furthermore, it examines the influence of social interactions, play-based learning, and parental involvement in enhancing children's cognitive and creative development. By identifying these conditions, this abstract provides insights for educators, policymakers, and parents to optimize preschool environments for the holistic development of young children.

ASSESSING CHILD-PLAY ENVIRONMENTS: ARCHITECTURAL IMPACT OF NATURE BASED PLAY-AREAS ON THE QUALITY OF CHILDREN’S DEVELOPMENT

This study is concerned with the positive impact of nature- based play on proper physical, social and cognitive child development. The study tackles the problem of conventional play areas in Cairo. Areas characterized by artificial environments and guided play, which limit children’s ability to explore. The aim is to assess the conventional design approach of playgrounds and to reach recommendations for ones that acknowledge and incorporate the benefits of natural features in children’s play spaces. The objectives of the study are to extract guidelines for the enhancement of the physical built environment based on the interaction of child driven play settings and to develop tools to incorporate child play spaces with natural elements. The study adopts a methodology based on interviews and multi-tasked group workshops with children. A sample group of 25 children, aged six to eight years, were interviewed. They were also asked to draw their dream play spaces and to answer a visual questionnaire to record their impressions and suggestions towards play around natural features. The children were observed while playing in conventional playgrounds to record their interactions with the few available natural features. The fieldwork took place in three conventional play settings in Cairo. The results of the study verify that children would choose natural elements to play around, if they were available. Moreover, the results advocate physical, social and cognitive potentials in the availability of natural features within play settings. The study concludes that the conventional design approach of a soft ground with manufactured equipment needs to be revisited to accommodate natural features that offer free play opportunities. Thus, eventually prepare skilful, nature-conscious children.

Neuroelectric indices of pre-motor planning and adiposity are selectively related to balance in children

BackgroundMotor function and weight status are components of physical fitness that have been implicated in childhood motor and cognitive development. The lateralized readiness potential (LRP), an index of motor planning and action, can provide context surrounding relationships between fitness and brain activity underlying cognitive and motor functions. This study evaluated the relationship between the LRP and motor skills, as well as associations between weight status and neural and behavioral motor functions. MethodsChildren aged 7–13 (n = 35) participated in a cross-sectional study, using the Movement Assessment Battery for Children 2nd edition (MABC-2) to assess balance, manual dexterity, and aiming/catching. The stimulus- (LRP-S) and response-locked (LRP-R) LRPs were elicited from a modified flanker task. Stepwise regressions tested the association between LRPs and MABC-2 components. Linear regressions were conducted to examine BMI and %Fat in relation to LRPs and MABC-2 components. ResultsAnalyses revealed that LRP-S mean amplitude difference (β = 0.401, P = 0.042) and reaction time interference scores (β = 0.545, P = 0.004) were positively associated with balance, after adjusting for covariates. The LRP-S and interference scores did not predict other MABC-2 outcomes and LRP-R did not predict any MABC-2 components. Further, %Fat (β = −0.439, P = 0.044), not BMI (β = −0.364, P = 0.082), only predicted balance. ConclusionWe found that changes in the LRP-S amplitude were positively associated with balance, and %Fat was negatively related to balance. This evidence is that fitness components such as weight status and coordination are related to neural markers of motor function which may be useful in intervention designs aimed to improve brain function via improvements in physical fitness and health behaviors.

Children and Adolescents with Early Treated Phenylketonuria: Cognitive Development and Fluctuations of Blood Phenylalanine Levels.

We assessed the relationship between the cognitive development of children and adolescents with phenylketonuria (PKU) and fluctuations in peripheral phenylalanine (Phe) levels. We examined the neurocognitive performance of 33 children and adolescents with early treated PKU, of whom 18 were treated with sapropterin dihydrochloride, and 15 were on a classic diet. For 26 weeks, patients were assessed weekly for their blood phenylalanine (Phe) levels. Phe levels were analyzed for fluctuations indicated by the individual standard deviation. Fluctuations were compared to the standard deviation of 26 Phe level measurements before the study interval. We also assessed the concurrent IQ of the patients. This was repeated at one-, two-, and seven-year intervals. Full-scale IQ in patients treated with a classic diet did not change within the follow-up. In patients treated with Sapropterin dihydrochloride, however, there was a considerable gain in full-scale IQ. This was particularly true if blood Phe fluctuations increased in patients of this treatment group. Sapropterin dihydrochloride enhances Phe tolerance in patients with PKU. Increasing blood Phe fluctuations following enhanced Phe tolerance may indicate that the treatment not only allows patients to relax their Phe-restricted diet but also may support cognitive development in patients.

THE IMPACT OF GAME-BASED LEARNING ON COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: A REVIEW OF THE LITERATURE

This study aims to investigate the impact of game-based learning on cognitive development in early childhood through a literature review. Game-based learning has become a major focus in early childhood education because of its potential to stimulate children's cognitive development. Through a comprehensive literature review, this article describes various findings from previous research that reveal the impact of game-based learning on cognitive abilities such as problem-solving, critical thinking skills, conceptual understanding, and flexible thinking abilities in early childhood. These findings provide insight into how this learning approach can influence children's cognitive development at an early stage in their lives. Practical implications and future research directions are also discussed in this article. Thus, this article provides a better understanding of the importance of integrating play-based learning in early childhood education curricula to improve children's cognitive development.

The longitudinal impact of pre- and postnatal maternal depression and anxiety on children's cognitive and language development.

We investigated the longitudinal associations among maternal pre- and postnatal depression, maternal anxiety, and children's language and cognitive development followed from 15 to 61 months. Furthermore, we assessed the protective role of children's early print experiences with books against the adverse effect of maternal depression on language development. Data for mothers and children (51.7% boys, 95% White, N = 11,662) were from the Avon Longitudinal Study of Parents and Children. Prenatal maternal depression held an adverse association with child language (β = -.16, p = .002). Moreover, the risk was greater for girls than boys (β = .19, p = .02). In addition, prenatal depression was significantly and negatively associated with child verbal intelligence quotient (β = -.11, p = .02) and performance intelligence quotient (β = -.12, p = .01). In contrast, postnatal depression or anxiety were not unique predictors of child outcomes. Importantly, children's early experiences with books, as measured by the reported frequency of parent-child shared reading, moderated the negative association between maternal depression and child language development (β = .30, p < .001). Although modest in size, these findings inform models of child risk and resilience related to maternal psychopathology. The results also have implications for clinical programs as well as for prevention and intervention studies focusing on at-home early literacy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).