Intellectual Development Of Children Research Articles

Writing and the mind

I take it as fundamental to the cultural psychology envisioned by Vygotsky and others that cultural, historical activities shaped and continue to shape perception, action, and, indeed, consciousness. Some would go so far as to suggest that mind is a cultural artifact, not in the sense that it does not exist, but rather that it exists in the way that laws and debts exist – namely, as cultural inventions used for managing social action and interaction. Others take mind to be real, a kind of mental organ, for which cultures provide various forms of expression. However it is to be ultimately explained, a central preoccupation of a cultural psychology is with the ways that the culture gives shape to mind – to perception, thought, and action. And I take it as equally fundamental to that cultural psychology that the intellectual development of children be seen, at least in part, as the acquisition of symbolic and representational systems of the culture. Learning a language is the primary means of acquiring the folkways of the culture. Further, learning the various notational systems of the culture – that is, the cultural means of storing and communicating information in a variety of written and ritualized forms – plays a secondary, but nonetheless significant role.

Evaluation of intellectual development in children with congenital heart disease

Evaluation of intellectual development in children with congenital heart disease

Clinical & electroencephalographic and cognitive function correlation in epileptic children

Cognitive dysfunction is one of the major contributors to the burden of epilepsy. It can significantly disrupt intellectual development in children and functional status and quality of life in adults. In children, cognitive problems are more diffuse responsible for learning difficulties and behavior problems.

Seromukotympanon

Otitis media with effusion (OME) as the most common cause of hearing loss in childhood plays an important role in the follow-up after failed newborn hearing screening (NHS). The introduction of the NHS allows OME to be diagnosed and treated in the first months of life. In 715 children referred to the Department of Phoniatrics and Pedaudiology of the Ear, Nose, Throat University Hospital of Magdeburg during the period 2006-2010, the prevalence and therapy process of OME during follow-up could be determined. OME was diagnosed in 16 % of the patients. Spontaneous resolution was observed in 37 % of the cases, while 46 % of the children were treated surgically. A substantially increased risk for persistent OME was observed in children with craniofacial dysmorphia or cleft palate. Using NHS, OME can be diagnosed and treated early, thus, preventing potential problems in the linguistic, social and intellectual development of children.

Type 1 Diabetes in Children and Adolescents

Type 1 Diabetes in Children and Adolescents

Appearance and Content Characteristics of Nursery Libraries in the View of Children's Literature Professionals in Tehran

This study explores the views of children's literature experts regarding the appearance and content characteristics of nursery school libraries. One hundred professionals in children's literature, working in the three organizations of Children's Book Council, Intellectual Development of Children and Youth Centre, and Welfare Organization in Tehran province were chosen through purposeful sampling. A researcher made questionnaire was used for data collection. The survey has been organized in six components of space, facility, sources, services, organization and management. The results of statistical indices represent the expertise agreement with the majority of the above-mentioned features and rejecting four of them.

What Predicts a Successful Life? A Life-Course Model of Well-Being

If policy-makers care about well-being, they need a recursive model of how adult life-satisfaction is predicted by childhood influences, acting both directly and (indirectly) through adult circumstances. We estimate such a model using the British Cohort Study (1970). The most powerful childhood predictor of adult life-satisfaction is the child's emotional health. Next comes the child's conduct. The least powerful predictor is the child's intellectual development. This has obvious implications for educational policy. Among adult circumstances, family income accounts for only 0.5% of the variance of life-satisfaction. Mental and physical health are much more important.

Not as it Seems: Using Deleuzian Concepts of the Imaginary to Rethink Children's Drawings

Deleuze states in his 1990 work Negotiations that signs are realised in ideas. Although Deleuze referred to cinema, his thinking about signs and ideas can apply to drawings. Cinema is moving imagery and drawing is static; however, both are informed and constructed from realised ideas that continue to shift beyond the artefact. Theories about children's drawings have historically pertained to establishing schematic universalities rather than acknowledging the agglomerative connections they make to the multiple things occurring around a drawing as it is created. Universal schemas persist within early childhood art discourses despite the growth of critical theory research into other aspects of childhood. Deleuze's assertions about the signs and classifications of cinema help to contest notions of schematic development – that is, that children should progress through particular iconic drawing stages at particular ages. Deleuze's quotations and thoughts on the imaginary and imagination are referenced to interrogate ‘scientific’ knowledges and the gathering of evidential truths about children's intellectual growth and development. Four examples from a dataset of drawings from a pilot study undertaken by the author that tested the methodological potential of intergenerational collaborative drawing in early childhood settings facilitate focused discussion on the above contestations.

Moral classrooms, moral children: creating a constructivist atmosphere in early education

This work addresses the question of how to establish an interpersonal classroom atmosphere that fosters children's intellectual, social, moral, emotional and personality development. The authors draw upon and extend the constructivist work of Jean Piaget in sociomoral development.

What is the state of play?

For over two decades I have attempted to explain the cultural basis of children's play in several of my published papers. A consistent message is that a consideration of the cultural foundations of play is necessary if we are to more fully understand the meaning of different play activities for children's intellectual and social development (see Roopnarine, 2011). Collectively, these accounts are largely descriptive and provide evidence that parents hold different beliefs about the value of play for childhood development and also that the rates at which children engage in different modes of play vary considerably. The majority of this research has been conducted in technologically developed societies. In this essay, I introduce cultural constructs (e.g., parental ethnotheories, physical settings, practices) that have guided my work on play and culture before proceeding to a discussion of parental beliefs about play and parent–child play across cultures.

Single-parent Family Structure, Psychological, Social and Cognitive Development of Children in Ekiti State

The study investigated the prevalence and influence of single parenthood on school children. It also investigated the influence of single parenthood on children emotional, intellectual development and sex role. 1,500 respondents were selected using simple and purposive sampling techniques. A self designed instrument titled Family Structure and Child Development Inventory (FSCDI) was used for collection of data. The instrument was validated by experts in Counseling Psychology. The test-retest reliability of the instrument was ensured using Pearson Product Moment Correlation coefficient. The reliability coefficient of the instrument was 0.76 and found significant at 0.05 level The other instrument used for collection of data was the Psychosocial and Cognitive Development Scale (PCDS) which is a measure for the assessment of psychogical social and cognitive development of children validated by test experts. The scale gives a score for each dimension and also a Total Development Score in a rating scale format from 1=lower development to 6=higher development. For the purpose of this study, it was only assessed the Total Development Score. It was found out that single parent family affected emotional and intellectual development of children. It was also found out that single parenthood influences sex roles of the respondents. It was recommended that couples should not consider divorce as solution to ripples in marriages. Parents should enhance harmony of their marriages to enhance social and cognitive well being of their children.

The adverse influence of attention‐deficit disorder with or without hyperactivity on cognition in neurofibromatosis type 1

A substantial proportion of patients with neurofibromatosis type 1 (NF1) have attention-deficit disorder with or without hyperactivity (AD[H]D). This study explored the influence of AD(H)D symptoms on the intellectual profile of patients with NF1. We retrospectively analysed neuropsychological data from 114 children (66 males, 48 females; age range 6-16y; mean age 9y 3mo [SE 3mo]) with NF1 from an NF1 outpatients department. Assessment included psychiatric diagnosis of AD(H)D (DSM-IV-TR criteria) and intelligence testing (Wechsler Intelligence Scale for Children, German version). Magnetic resonance images were available for all patients, intracranial findings being an exclusion criterion. The effects of AD(H)D symptoms on intelligence and on the cognitive profile were tested by analyses of variance. Patients with AD(H)D symptoms performed significantly worse than those without AD(H)D symptoms on all intelligence measures (main effects for Full-scale, Verbal, and Performance IQ; p<0.005). Subtests typically impaired in patients with NF1 (visuospatial skills and arithmetic) were not specifically influenced by AD(H)D symptoms. There were no differences between AD(H)D subtypes. AD(H)D symptoms have a negative impact on the intellectual development of children with NF1. This impact seems to be of an unspecific nature, with a general attenuation of the cognitive profile.

Neurocognitive problems in epilepsy

SummaryCognitive dysfunction is one of the major contributors to the burden of epilepsy. It can significantly disrupt intellectual development in children and functional status and quality of life in adults. Epilepsy affects cognition through a number of mechanisms in complex interrelationship. Cognitive deficits in epilepsy may be treated indirectly through aggressive seizure control using anti-epileptic drugs or surgery, and by treating comorbid conditions such as depression. The beneficial effects of reducing seizures may offset the adverse cognitive side-effects of these therapies. Direct treatment of cognitive impairment in epilepsy mainly involves memory rehabilitation. Other direct treatments are mostly experimental and their evidence base is currently poor.

Child Intellectual Development in Relation to Cytokine Levels in Umbilical Cord Blood

Although cytokines play a dual role in the developing neurologic system and in prenatal immune reactions, relations between fetal cytokine levels and child intellectual development remain unknown. The authors investigated associations between umbilical cord serum cytokine concentrations and intellectual outcomes in 369 children within a prospective cohort study, the Eunice Kennedy Shriver National Institute of Child Health and Human Development-University of Alabama Infant Growth Study (1985-1988). Concentrations of interferon-γ (IFN-γ), tumor necrosis factor-α (TNF-α), and interleukins 4, 10, and 12p70 were determined. The Wechsler Preschool and Primary Scale of Intelligence-Revised was administered at age 5 years, producing verbal and performance intelligence quotients (VIQ and PIQ); associations with each cytokine were evaluated using linear and logistic regression. Log-unit increases in IFN-γ (adjusted odds ratio (aOR) = 0.67, 95% confidence interval (CI): 0.46, 0.98) and interleukin-12p70 (aOR = 0.43, 95% CI: 0.21, 0.87) were inversely associated with low PIQ (score <70). One log-unit increase in TNF-α was associated with a reduced odds ratio for low VIQ (score <70) among preterm children (aOR = 0.11, 95% CI: 0.01, 0.94) and an elevated odds ratio for low VIQ among small-for-gestational-age children (aOR = 3.96, 95% CI: 0.99, 15.9). IFN-γ, which is involved in neurogenesis and perinatal adaptive immunity, may be related to fetal neurologic development overall, while TNF-α may be a marker of intellectual development in vulnerable subgroups.

Food Insecurity and the Behavioral and Intellectual Development of Children: A Review of the Evidence

Food Insecurity and the Behavioral and Intellectual Development of Children: A Review of the Evidence

Assessment of visual perception in adolescents with a history of central coordination disorder in early life – 15-year follow-up study

IntroductionCentral nervous system damage in early life results in both quantitative and qualitative abnormalities of psychomotor development. Late sequelae of these disturbances may include visual perception disorders which not only affect the ability to read and write but also generally influence the child's intellectual development. This study sought to determine whether a central coordination disorder (CCD) in early life treated according to Vojta's method with elements of the sensory integration (S-I) and neuro-developmental treatment (NDT)/Bobath approaches affects development of visual perception later in life.Material and methodsThe study involved 44 participants aged 15-16 years, including 19 diagnosed with moderate or severe CCD in the neonatal period, i.e. during the first 2-3 months of life, with diagnosed mild degree neonatal encephalopathy due to perinatal anoxia, and 25 healthy people without a history of developmental psychomotor disturbances in the neonatal period. The study tool was a visual perception IQ test comprising 96 graphic tasks.ResultsThe study revealed equal proportions of participants (p < 0.05) defined as very skilled (94-96), skilled (91-94), aerage (71-91), poor (67-71), and very poor (0-67) in both groups. These results mean that adolescents with a history of CCD in the neonatal period did not differ with regard to the level of visual perception from their peers who had not demonstrated psychomotor development disorders in the neonatal period.ConclusionsEarly treatment of children with CCD affords a possibility of normalising their psychomotor development early enough to prevent consequences in the form of cognitive impairments in later life.

Staircase or Scaffold? The Role of Working Memory in Child Intellectual Development

Staircase or Scaffold? The Role of Working Memory in Child Intellectual Development

Utilizing environmental, socioeconomic data and GIS techniques to estimate the risk for ascariasis and trichuriasis in Minas Gerais, Brazil

The impact of intestinal helminths on human health is well known among the population and health authorities because of their wide geographic distribution and the serious problems they cause. Geohelminths are highly prevalent and have a big impact on public health, mainly in underdeveloped and developing countries. Geohelminths are responsible for the high levels of debility found in the younger population and are often related to cases of chronic diarrhea and malnutrition, which put the physical and intellectual development of children at risk. These geohelminths have not been sufficiently studied. One obstacle in implementing a control program is the lack of knowledge of the prevalence and geographical distribution. Geographical information systems (GIS) and remote sensing (RS) have been utilized to improve understanding of infectious disease distribution and climatic patterns. In this study, GIS and RS technologies, as well as meteorological, social, and environmental variables were utilized for the modeling and prediction of ascariasis and trichuriasis. The GIS and RS technologies specifically used were those produced by orbital sensing including the Moderate Resolution Imaging Spectroradiometer (MODIS) and the Shuttle Radar Topography Mission (SRTM). The results of this study demonstrated important factors related to the transmission of ascariasis and trichuriasis and confirmed the key association between environmental variables and the poverty index, which enabled us to identify priority areas for intervention planning in the state of Minas Gerais in Brazil.

Plataforma de e-servicios para educación e higiene nutricionales, orientada a la población infantil

A good diet is one of the pillars for ensuring the proper physical and intellectual development of children. In a society in which schooling is initiated at increasingly early ages, the coordination between school and family acquires a vital role in assuring proper child nourishment and care. This article presents the foundations of a multi-device web platform that fosters the collaboration and nutritional training of the different actors (parents, educators, specialists) involved in the processes of care and education of children. The platform uses the latest advances in the field of semantic technologies to improve the accuracy of the recommendations made automatically by the system.

Éducation scientifique et développement intellectuel du jeune enfant

In this study, we attempt to understand better the influence of scientific teaching on the intellectual development of 5 to 6 year old children. The conception of child intellectual development used is based on a model suggested by Piaget and Garcia, which explains the transformations of the understanding of the world by young children, and on Vygotskian conception which emphasizes the importance of the adult mediation and tutoring. Then, we developed a sequence of activities involving the understanding of shadow formation by young children, with the aim of transforming the way they understand physical phenomena. This sequence was carried out in kindergarten, with a group of pupils thought by their own teacher. The children's progresses were analysed, using their own statements and graphic productions, obtained during individual interviews achieved first before the teaching sequence, and then two months later. The collected data show that children progress in their reading of reality, as they come out of the purely perceptive framework (;;;intra-objectal;;;), by building observables which imply an ;;; inter-objectal ;;; treatment of physical phenomena. These conclusions reinforce the idea that a scientific initiation in kindergarten, based on a good knowledge of the children's abilities, contributes to their intellectual development.