Psychomotor Development Of Children Research Articles

Swimming in children: benefits for early aquatic development

Swimming offers various benefits for children's development, including physical, cognitive, and psychosocial aspects. The present study aim to known the benefits the Swimming in children for development for early aquatic. A systematic review of bibliographic analysis was carried out through analytical tracking techniques and documentary quantification from various search engines: Google Scholar, Dialnet, Redalyc, Scielo, where a total of 223 documents were obtained, selecting the sample of this, then continued with the following coding: 1) Title of the article; 2) Name of the authors and year; 3) Objective; 4) Sample- Instruments; 5) Results. This finding supports the notion that exposure to blue spaces, such as oceans, lakes, or swimming pools, can have a positive influence on mental health outcomes in children. Incorporating aquatic activities into a comprehensive approach to child development may provide additional opportunities for promoting positive mental health outcomes. The findings support the efficacy of swimming and water activities in promoting physical, psychological, and psychomotor development in children.

Rhythmic transcranial magnetic stimulation in speech therapy correction in patients with autism spectrum disorder and delayed psychospeech development

The relevance of the joint use of rhythmic transcranial magnetic stimulation (rTMS) and speech therapy correction in children with autism spectrum disorder (ASD) and delayed psycho–speech development (PSRR) is associated with the high frequency of occurrence of these nosologies. The work highlights the experience of a therapeutic multidisciplinary approach in the correction of delayed psychomotor and psychorechological development in children with (ASD) and (ZPRR).The combined use of rTMS and speech therapy classes turned out to be more effective in the group of children with (ASD) in terms of reducing psycho-emotional reactions, which made it possible to achieve a greater effect in impressive speech.

PREVALENCE AND RISK FACTORS OF IRON DEFICIENCY ANEMIA IN PRIMARY CARE SETTING IN LOW INCOME COUNTRIES : A COMPREHENSIVE SYSTEMATIC REVIEW

Background: Children under the age of five are frequently affected by iron deficiency anemia. Iron deficiency affects children's psychomotor development and their cognitive ability. Aims : This systematic review is to review the prevalence and risk factors of iron deficiency anemia in low income countries. Methods: By comparing itself to the standards set by the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2020, this study was able to show that it met all of the requirements. So, the experts were able to make sure that the study was as up-to-date as it was possible to be. For this search approach, publications that came out between 2014 and 2024 were taken into account. Several different online reference sources, like Pubmed, ScienceDirect and SagePub, were used to do this. It was decided not to take into account review pieces, works that had already been published, or works that were only half done. Result: In the PubMed database, the results of our search brought up 828 articles, whereas the results of our search on SAGEPUB brought up 1683 articles, our search on SCIENCE DIRECT brought up 2880 articles. The results of the search conducted for the last year of 2014 yielded a total 273 articles for PubMed, 630 articles for SAGEPUB and 1319 articles for SCIENCE DIRECT. In the end, we compiled a total of 5 papers, 3 of which came from PubMed, 1 of which came from SAGEPUB and 1 of which came from SCIENCE DIRECT. We included five research that met the criteria. Conclusion: In summary, the global prevalence of iron insufficiency and iron deficiency anemia was noteworthy. To prevent complications, it is therefore necessary to regularly screen for and treat iron deficiency and iron deficiency anemia, especially in children who are considered high-risk.

Maternal fermented food intake and infant neurodevelopment: The Japan Environment and Children's Study.

Fermented foods play an important role in establishing intestinal bacterial flora, and the composition of the intestinal bacterial flora might be associated with neurodevelopment. This study investigated the association between maternal intake of fermented foods during pregnancy and early neuro-development in offspring. Data were analyzed for 73,522 pregnant women participating in the Japan Environment and Children's Study. Their intake of four common fermented foods during pregnancy was assessed using a semi-quantitative FFQ. Neurodevelopment in their infants at 1 year of age was estimated using the Ages and Stages Questionnaires. Multivariable logistic regression analysis showed that maternal intake of miso soup and fermented soybeans was each associated with a significantly reduced risk of delay in infant communication skills. Maternal intake of fermented soybeans and cheese was each associated with a significantly reduced risk of delay in fine motor skills in the third and fourth quartiles. For problem-solving, preventive associations were observed with maternal intake of fermented soybeans in the second and third quartiles and with maternal intake of cheese in the third and fourth quartiles. Maternal intake of yogurt was associated with a significantly reduced risk of delay in personal-social skills in the third and fourth quartiles, while that of cheese was associated with a reduced risk in the third quartile. No reductions in risk were observed for gross motor skills. Our results suggest that fermented food intake during pregnancy may have beneficial associations with several areas of psychomotor development in children.

How to Assess Digital Literacy Skills of Elementary School Students?

Students need digital literacy skills to face the 21st century, so teachers must monitor the development of their digital literacy skills. Therefore, instruments are needed to monitor digital literacy skills, but the instruments currently available have not taken into account the psychological, cognitive, and psychomotor development of elementary school children, even though they have limitations in accessing digital devices and limited vocabulary. These problems prompted the need for instrument development using the modified Tiagarajan 4-D development model, Difine, Design, and Development. Instrument development criteria must meet the validity and practicality of the instrument. The instrument was prepared using the Google Form platform, consisting of 13 statements in the form of a Likert questionnaire and 22 statements in the form of an essay test. Qualitative data were analyzed by data collection, data reduction, data presentation, and data verification, while descriptive statistics and item analysis analyzed quantitative data. The instrument design was validated by five validators with a validation level of 3.4, which was declared valid, although the instrument had to be revised. Then the instrument trials were carried out and the quality of the instruments was obtained with a validity level of 19 questions declared valid, 3 quite valid, and 3 very valid, while the Reliability Level was 0.885 for the questionnaire and 0.871 for the test instrument. At the same time, the level of practicality of the instrument was obtained from the teacher's response to the instrument at 76.1 or practical. Even though it meets practical, valid, and effective criteria, apart from having to present it through digital devices, attention needs to be paid to the ability to use symbols and tools and at a minimum must fulfill information skills, digital tools usage, and digital transformation.

Early psychomotor development and growth hormone therapy in children with Prader-Willi syndrome: a review.

Prader-Willi syndrome (PWS) is a rare genetic disorder caused by the loss of imprinted gene expression on the paternal chromosome 15q11-q13. PWS is characterized by varying degrees of early psychomotor developmental deficits, primarily in cognition, language, and motor development. This review summarizes the early mental cognitive development, language development, and motor development in patients with PWS, compares the correlation of genotype with phenotype, and provides an update regarding the effects and concerns related to potential main side effects of treatment with recombinant human growth hormone on early psycho-cognitive and motor function development along with the linear growth and body composition of children with PWS.Conclusion: Early psychomotor development is strongly correlated with the prognosis of patients with PWS; moreover, current studies support that the initiation of interventions at an early age can exert significant beneficial effects on enhancing the cognitive and linguistic development of patients with PWS and allow them to "catch up" with motor development. What is Known: • Prader-Willi syndrome is a rare genetic disorder characterized by multisystem damage, andchildren with Prader-Willi syndrome are typically characterized by early developmental delays, specifically in the areas of cognitive and motor development. •Recombinant human growth hormone therapy is the only medical treatment approved for Prader-Willi syndrome. What is New: •Extensive presentation of psycho-cognitive and motor development features and genotype-phenotype correlation in children with Prader-Willi syndrome. • The effects of growth hormone on early psychomotor development in children with Prader-Willi syndrome were thoroughly reviewed, including their short- and long-term outcomes and any associated adverse effects.

PENINGKATAN KEMAMPUAN PSIKOMOTORIK ANAK USIA DINI MENGGUNAKAN ALAT PERMAINAN EDUKATIF BERBASIS BUDAYA MANDAR

Childhood is a child's golden age, where all aspects of a child's development grow and develop rapidly. There are several aspects of early childhood development, one of which is the psychomotor aspect. The development of these aspects must be carried out in an integrated manner according to the child's development stage. The psychomotor aspect is part of individual development which is related to physical movement based on the results of processing between cognition and affection which results in physical movement in the form of behavior. For this reason, psychomotor skills are very crucial abilities to develop, especially in early childhood students. One of the uses of this development is to hone the gross motor and fine motor skills of young children. The results of monitoring the child's psychomotor development achievements can be used as a benchmark for meeting the child's own needs in facing education at the next level. This research aims to improve the psychomotor skills of young children through the implementation of Mandar culture-based Educational Game Tools (APE). The type of research used is classroom action research with a qualitative approach. Data collection was carried out through test techniques, observation interviews and documentation. The results of this research indicate that through the use of Mandar culture-based APE, the psychomotor abilities of early childhood children at Kumala KB Kindergarten can be improved both in terms of teacher teaching activities, children's learning activities, and test results, where in cycle I the psychomotor abilities of early childhood children were in the sufficient category and in cycle II the child's psychomotor abilities were in the good category.

Antidepressants use during pregnancy and child psychomotor, cognitive and language development at 2years of age-Results from the 3D Cohort Study.

Introduction: Approximately 5.5% of pregnant women take antidepressants. Studies on prenatal exposure to antidepressants reported no association with child cognition, and inconsistent results with motor function and language development. A limitation has been the failure to adjust for prenatal maternal distress. Objectives: Assess the associations between prenatal exposure to antidepressants and child development at age two, while adjusting for maternal depressive symptoms and stress during pregnancy. Explore indirect effects through birth complications and consider sex-specific associations. Methods: This is an ancillary study of the 3D (Design Develop, Discover) Study initiated during pregnancy. Data on antidepressants were collected through medication logs spanning the entire pregnancy. Depressive symptoms and stress were assessed during pregnancy by self-reported questionnaires, motor and cognitive development with the Bayley Scales of Infant and Toddler Development (BSID-III), and language development with the MacArthur Communicative Development Inventories at age 2. Multiple linear regressions were used to assess the associations between exposure and developmental outcomes. Mediation models were used to assess indirect effects. Interaction terms were introduced to assess sex-specific associations. Results: 1,489 mother-child dyads were included, of whom 61 (4.1%) reported prenatal antidepressant use. Prenatal exposure was negatively associated with motor development (B = -0.91, 95% CI -1.73, -0.09 for fine motor, B = -0.89, 95% CI -1.81, 0.02 for gross motor), but not with cognitive (B = -0.53, 95% CI -1.82, 0.72) and language (B = 4.13, 95% CI -3.72, 11.89) development. Adjusting for maternal prenatal distress only slightly modified these associations. No indirect effect or differential effect according to child sex were found. Conclusion: This study supports evidence of a negative association between prenatal exposure to antidepressants and motor development at age two, after adjusting for maternal distress, but the effect size remains very small, with about only one BSID-III point lower in average.

Association between supplementation with vitamin A, iron and micronutrients with adequate psychomotor development in children from 9 to 36 months in Peru

BackgroundWorldwide, it is estimated that 52.9 million children <5 years of age experience delayed psychomotor development, which is associated with multiple factors. Our primary objective is to evaluate whether there is an association between supplementation with Vitamin A, Iron, and Micronutrients and Adequate Psychomotor Development in children aged 9–36 months at the national level in Peru. MethodsThe study was an observational, analytical, cross-sectional study based on the secondary analysis of the Demographic and Family Health Survey databases from 2018 to 2020. The independent variables include the consumption of Vitamin A, Iron, and Micronutrients. The dependent variables encompass Motor Development in children aged 9–18 months, Psychological Development in children aged 9–18 months, and Psychological Development in children aged 19–36 months. ResultsThe study included a total of 24 838 participants. In the adjusted regression model, the factors associated with adequate motor development between 9 and 18 months of age were: region of residence, overcrowding, and exclusive breastfeeding. For adequate cognitive development between 9 and 18 months of age, the associated factors were: vitamin A consumption, mother's education, child sex, delivery complications, and complete vaccinations. Regarding adequate psychological development in children aged 19–36 months, the associated factors were: mother's education, maternal employment, child sex, and birth weight. ConclusionsThere was no association found between nutritional supplementation and adequate development, except for the relationship between Vitamin A consumption and adequate psychological development in children aged 9–18 months. Therefore, further research, such as cohort studies and clinical trials, is suggested to corroborate this association.

The Effect of Childhood Obesity on Psychomotor Behavior

Childhood obesity is a complex problem, and its prevalence among school-age children has been found to have a greater impact on their physical well-being compared to their learning difficulties. In some cases, teachers or schools may not pay enough attention to issues that have the potential to affect or delay the psychomotor development of children. Therefore, this study aimed to provide enhanced comprehension regarding the effect of childhood obesity on psychomotor behavior. This study used a systematic review methodology to synthesize information regarding the effect of obesity on children's health and development. The information and data presented in this study were obtained from several scientific sources accessed through online libraries such as PubMed, ScienceDirect, and the Cochrane Library. A comprehensive search was conducted to identify scholarly publications, which resulted in a total of 815 papers published between 2013 and 2022. The selected papers exclusively consisted of original research articles that primarily focused on investigating the relationship between obesity in children aged 5–14 years and their psychomotor abilities and development outcomes. Following the screening process, five studies were found to meet the specified criteria. The findings of the selected studies revealed a substantial resemblance, specifically the correlation between childhood obesity and poor motor skills. Furthermore, the selected studies discovered that an increase in body fat is commonly associated with a rise in total body weight, or the relative body mass index (BMI), in both adults and children. Some studies demonstrated significant differences in the performance of diverse psychomotor variables according to children's BMI. According to the results of the studies, children with a higher BMI showed inferior performance in motor activities as a result of compromised body control and balance that inhibited the children's movement. This systematic review concludes that obesity has an effect on the psychomotor behavior of children.

Estimulación cognitiva en el desarrollo psicomotriz de escolares

Introducción Much has been discussed about cognitive stimulation and psychomotor development in schoolchildren, being one of the fundamental pillars in the evolution of infants, it is closely related to the maturation of the cognitive area through the perception of stimuli. In the bibliographic review of national and international university repositories, several research precedents were identified. For Mendoza Cordero (2019) the stimulation of psychomotor and cognitive development in preschool is done through play, the importance of the development of play and cognitive strategies, which added to the pedagogical theories of learning seek the strengthening of psychomotor development at the preschool level, a study by Cervantes Rivas (2018) determined that early stimulation in psychomotor development in children from 12 to 36 months, improves skills such as: concentration, sensitivity, language and memory, which help the infant to integral development. Objetivos To determine the incidence of cognitive stimulation in the psychomotor development of elementary school children in elementary General Basic Education. Método The analytical method was applied for the respective theoretical foundation, the hypothetical-deductive method was based on the theoretical-practical content, field research and the comparative method were used to obtain the results. The sample with which the research was carried out consisted of 30 male and female students; the test called “Psychomotor skills evaluation scale in preschool was used as an instrument, which was applied personally in an educational institution; the results were obtained with the SPSS 25 program for statistical analysis. Principales resultados The statistical analysis determined the dimensions of psychomotor development PRE AND POST intervention, where a significant improvement was observed after the intervention. In the highest percentage we found locomotion action (1.26); body scheme in itself (1.17); balance (1.11), while at a medium level we found leg coordination actions (1.03); arm coordination (0.94) and in a lower percentage position actions (0.63) and hand coordination (0.56). The difference between the initial level in psychomotor development and after an intervention based on cognitive stimulation was analyzed, which determined the existence of significant differences at a level of P≤0.05 between the results by dimensions of psychomotor development PRE and POST intervention periods. Conclusiones The initial level of psychomotor development was assessed in the study sample in the physical education class, and it was evidenced, that most of the study sample was at a normal level of development and only two members at a good level, as for the locomotion and body scheme tests were at a good level, balance, position, arm and hand coordination were at a medium level and the leg coordination test at a low level. The level of psychomotor development after an intervention based on cognitive stimulation was evaluated, it was evidenced that most of the study sample was at a good level in the following tests

Knowledge Attitude and Practice (KAP) survey among healthcare professionals in pediatrics on the psychomotor development of children. Case of urban and rural health areas in South Kivu in the Democratic Republic of Congo: a cross-sectional study.

This was a cross-sectional study of knowledge, attitude, and practice conducted in the health areas of South Kivu. Twenty-six caregivers participated in the survey. Men were the most represented (61.5%), mean age 27.62±5.07 years; median experience in pediatrics: 1 year; predominantly urban setting with 69.2%. General practitioners were more represented, with 57.7%. The overall state of knowledge was insufficient in 69.2%. Knowledge1 improves with increasing experience in pediatrics (P=0.008), and qualification improves knowledge1 (P=0.033) and knowledge3 (P=0.009). Knowledge4 improved from rural to urban settings (P=0.022).A good knowledge of the scales used in the evaluation of psychomotor development influences the use of one or the other (P=0.000). The authors also notice that those who indicate and/or have physical therapy practiced in rehabilitation are generally those who have a good knowledge of the use of psychomotor development assessment tools (P=0.010). This study highlights the low theoretical knowledge of caregivers on psychomotor development in our study setting, resulting in late diagnosis and consequently poor treatment of psychomotor development disorders. The results of this study indicate a need for continuing education for pediatric caregivers on the psychomotor development of the child.

Extragenital and infectious factors may provoke miscarriage

Adverse reproductive outcome before term is a polyetiological pathology associated with demographic crisis. Some adverse outcomes include perinatal and neonatal infant mortality, major morbidity and mortality of children under two years, violation of psychomotor and physical development, cognitive disturbances and disability of children under age five. Finding ways to solve these issues remain a priority. The research involved two female groups. The experimental group included 403 women after the involuntary termination of pregnancy, premature birth or in case of threat of miscarriage; the control group included 402 women with physiological course of pregnancy and parturient with full-term pregnancy. The study required the application of systemic approaches and methods including structural, logical, medical and statistical analyses. The survey revealed more than 20 infectious risk factors and more than 70 factors of extragenital origin. The most significant infectious pathologies included COVID-19 (36.23 ± 2.29% and 14.93 ± 1.78%), herpes type 1 (5.96 ± 1.18% and 1.0 ± 0.50%), toxoplasmosis (4.22 ± 1.0% and 1.0 ± 0.50%) and chlamydial infection (4.22 ± 1.0% 0.50 ± 0.35%) in the experimental and control groups, respectively (P &lt; 0.01). The most significant extragenital pathologies involved autoimmune thyroiditis (8.68 ± 1.40% and 0.75 ± 0.43%), type 1 diabetes mellitus (2.23 ± 0.74% and 0%) and allergic rhinitis/sinusitis (3.97 ± 0.97% and 0.50 ± 0.35%) in the experimental and control groups, respectively (P &lt; 0.01). Obtained results will be used in the development of a personified risk-oriented model for the prevention of preterm pregnancy loss. Keywords: adverse reproductive outcomes before term, extragenital pathology, infectious pathology, risk factors, risk-oriented model

Iron deficiency conditions prediction and prevention in children

The relevance of iron deficiency issues is due to the high frequency and tendency to steady growth, affecting the quality of life of the population. Pregnant, lactating women and young children are at high risk of developing iron deficiency conditions. Among pregnant women, a direct correlation was found between iron deficiency in the early stages of gestation and the pathological course of pregnancy and childbirth, lower indicators of physical, psychomotor development of children. Materials and methods. A prospective cohort study of 248 mother-child pairs was conducted. Pregnant, lactating women: the main group-women who received iron preparations during registration-106 persons, the comparison group-those who did not receive iron preparations-142. Inclusion criteria: absence of exacerbation of chronic pathology, allergic reactions, gastrointestinal pathology, infectious diseases. The women were examined at the end of the 3rd trimester and the postpartum period. Catamnestic observation was carried out for 248 children born to pregnant women. All children were observed with the informed consent of their parents. The duration of observation was up to a year. The children of the main group (106) and the comparison group (142) were singled out. Children of the main group on natural feeding (98) were divided into two subgroups. The first subgroup - 47 children whose mothers received iron preparations during lactation, the second subgroup - 51 children whose mothers did not receive iron subsidies. An assessment of the somatic status, a general clinical examination was carried out. Results and Discussion.Based on the data obtained using the statistical method of analysis, it was found that iron deficiency in the antenatal period significantly increased the frequency of premature birth, caused a deficiency of birth weight, heart disease, and led to a high frequency of viral infections in pregnant women. In newborns, from mothers who did not receive the iron preparation, a high frequency of latent iron deficiency (LID) and iron deficiency anemia (IDA) was noted. Newborns from the comparison group, according to the results of laboratory diagnostics, were treated with LID and IDA, however, lower indicators of physical development, NPR remained until 6 months. In the postnatal period, there was a direct correlation between the prophylactic intake of iron preparations by a nursing mother and the occurrence of latent iron deficiency and IDA in a child. Conclusion. The data obtained allow us to speak about the high effectiveness of preventive iron supplementation by a pregnant and lactating woman, to reduce the risk of pathological pregnancy and childbirth, affecting the indicators of physical and neuropsychic development (NPD) of a newborn and an infant. Even with the timely elimination of iron deficiency in a newborn, the delay in physical and NPR is noted up to 6 months. The analysis of the effect of iron deficiency in pregnant and nursing mothers on the course of the antenatal period, childbirth and the state of the child’s health dictates the need for prevention from the standpoint of a personalized approach.

Methods of correction of psychomotor development of preschool children with autism spectrum disorders

The article is based on the study of scientific and methodological literature, pedagogical observations and own experience of working with autistic children, theoretical analysis and generalization of scientific and methodological approaches and methods of correction of psychomotor development of preschool children with autism spectrum disorders, which manifest themselves in early childhood and are considered one of the most severe disorders of psychophysical development of this category of children, are carried out.&#x0D; It is noted that the activities aimed at correcting psychomotor development are quite specific and diverse, have a certain evidence base and affect the process of socialization of autistic children. On this basis, the article reveals the relationship between the motor activity of autistic children and other types of activity - intellectual, speech and emotional; systematizes the means and methods of correction of motor activity and behavior of this contingent of children.&#x0D; The necessity and importance of solving the problems of correction and development of motor activity of autistic children, taking into account the peculiarities of their psychophysical development, are theoretically substantiated. Based on the experience of researchers on this issue, the approaches, means and methods that should be taken into account when developing correctional programs for this contingent of children are identified.&#x0D; It has been established that successful correction of psychomotor development and socialization of autistic children requires gradualness, perseverance, cooperation with parents, and the use of a comprehensive, correctional and developmental, sensory and perceptual, eclectic, behavioral, variable and individual approach to each autistic child. It has been found that the main means of correcting the psychomotor development of children with autism spectrum disorders include: outdoor and sensory games, imitation and gymnastic exercises, exercise therapy exercises aimed at developing gross and fine motor skills, coordination and strength abilities, as well as exercises for intercortical interaction, swimming and massage; the main methods of correcting psychomotor development are the method of early intervention, the method of imitation, the tandem method and the game method.

The Assessment of Psychomotor Development in Full-Term Children at 12 Months of Age with Munich Functional Development Diagnostics Depending on the Feeding Method: A Cross-Sectional Study

Background: Psychomotor development is the most important outcome determining the proper growth and development of children. Optimizing childcare and modifying risk factors can provide the child with the best conditions to realize their developmental potential. The study aimed to assess the impact of the feeding method on the psychomotor development of full-term children at 12 months of age with Munich Functional Developmental Diagnostics (MFDD). Methods: The study included 242 full-term children who were examined at 12 months of age by a child neurologist using MFDD. The children were divided into two groups depending on the feeding method: breastfed (146) vs. formula-fed (93). We analysed selected obstetric and neonatal risk factors as well as MFDD scores within the groups. Results: The only axis on the MFDD scale on which we observed a difference between the groups was social skills. No differences were noted between the groups in the analysis of the gross and fine motor skills, with regard to perception or active and passive speech. Conclusions: The full-term, exclusively breastfed infants over their first 6 months of age or longer have greater social skills in comparison with the formula-fed infants when measured on the MFDD axis.

Stimulation for psychomotor and language development in children under five years of age who attend the "Sendero de Alegría" rehabilitation center

The application of the Language Therapy and Physical Therapy program for children who attend the "Sendero de Alegría" Rehabilitation Center, the general objective was to apply a Language Therapy and Physical Therapy program for children under five years of age. who attend the aforementioned Rehabilitation Center located in the Orillas del Zamora park in the City of Loja, where with the help of the analytical, descriptive, deductive and synthetic method, it is possible to have a clear idea of the psychomotor development of how the acquisition of experiences and their generalization by the child, begins from the moment of birth. The simplest conditioned reflexes that are formed in children from the first days of life and encompasses comprehension, communication and behavior skills, all united to achieve the motor, cognitive, social and language development of the child where the latter is a complex function. that allows expressing and perceiving affective states, concepts, ideas, etc., through acoustic or graphic signs. To obtain information regarding the issue raised, instruments were applied such as: Clinical History, which was addressed to parents; The Psychomotor Evaluation, Articulation Examination Sheet, was carried out with the children to diagnose the psychomotor and language problem they have, this information allowed to reach the diagnosis and develop an individual program for each patient, taking as a sample for the development of the descriptive-explanatory research to 5 children.

The effect of adaptive physical education on the development of children with speech delays in a preschool educational institution

The review article raises an actual problem related to the study of children with delayed speech development in a preschool educational institution. On the basis of the analysis of scientific and methodical literature, the peculiarities of psychomotor and cognitive development of children with speech disorders in the conditions of a preschool institution were analyzed and summarized. The most effective means of physical education and methods of organizing children's activities with children with speech delay in children's society are considered. Results. Based on the results of literary sources, it was established that preschool children with speech delay are characterized by: lag in indicators of physical and mental development of motor skills, communication in communication with peers, adaptive opportunities in society are violated, adaptive attention, unstable attention, as a result of which there is a deterioration of mood and self-esteem. But at the same time, there are also trends in the direction of improving methods and programs for the most effective search for overcoming this nosological problem in children's society.&#x0D; Conclusions. The development of children with speech disorders has a significantly different vector compared to healthy children who study in a preschool educational institution. Means of physical education for children of this nosology is considered as one of the main links of improving not only cognitive and psychomotor functions, but also includes measures to improve components of health, which include the mental, physical, social, spiritual, and moral development of children in the preschool environment.

Peculiarities of psychomotor development of children with autism spectrum disorders as a basis for correcting their motor activity

In the article, based on the study of scientific and scientific-methodical literature, pedagogical observations and personal experience of working with autistic children, an analysis and generalization of autistic spectrum disorders, which manifest themselves in early childhood and are considered one of the severe psychophysical development disorders of this category of children, is carried out. It is noted that the priority directions of correctional and developmental work with autistic children, which are determined by leading scientists, are based on the need to solve the tasks of social behavior development, the formation of emotional states, the main phases of socialization and adaptation of these children, however, they do not include the correction and development of their motor activity. Therefore, the article reveals the relationship between motor activity of autistic children and other types of activity – intellectual, speech and emotional. The peculiarities of motor activity and behavior disorders of this contingent of children have been systematized. It was found that motor development disorders in children with autism spectrum disorders are characterized by its delay, the presence of motor stereotypes, motor retardation, low plasticity, insufficiently developed coordination of movements, underdevelopment of fine motor skills, difficulties in learning motor skills and skills, etc. A complex of issues has been identified that serve as the main guidelines for specialists who work with the specified contingent of children. The necessity and importance of solving the tasks of correcting and developing the motor activity of autistic children, taking into account their psychophysical development features, is theoretically substantiated. Based on the positive psycho-emotional manifestations of their personality in the process of development (interests, tendency to imitate, manipulation of objects, the need to study their properties, etc.), approaches, means and methods of education are determined.

Development of a new clinical tool to evaluate the balance abilities of children with bilateral vestibular loss: The Geneva Balance Test.

Vestibular deficits are considered rare in children, but the lack of systematic screening leads to underdiagnosis. It has been demonstrated that chronic vestibular dysfunction impacts the normal psychomotor development of children. Early identification is needed to allow for clinical management, ensuring better global development. For this purpose, our research group has developed the Geneva Balance Test (GBT), aiming to objectively quantify the balance capacity of children over a broad age range, to screen for bilateral vestibulopathy (BV), and to quantify the improvement of balance abilities in children. To determine the capacity of the GBT to quantify the balance capacity of children with BV, we conducted an observational prospective study with three populations: 11 children with BV, and two age-matched control groups composed of (1) 15 healthy subjects without the vestibular or auditory disorder (HS) and (2) 11 pediatric cochlear implant recipients (CIs) without vestibular disorders. Results of the three populations have been compared in three different age sub- groups (3-5, 6-9, and ≥10 years), and with results of a short, modified version of the Bruininks-Oseretsky test of Motor proficiency Ed. 2 (mBOT-2). Statistical analyses demonstrated significant differences in the scores of the GBT between children aged 3-5, 6-9, and ≥10 years with BV and in both control populations (HS and CI). BV scores reflected poorer balance capacities at all ages. Children in the youngest CI sub-group (3-5 years) showed intermediate GBT scores but reached HS scores at 6-9 years, reflecting an improvement in their balance capacities. All the results of the GBT were significantly correlated with mBOT-2 results, although only a few BV completed the entire mBOT-2. In this study, the GBT allowed quantifying balance deficits in children with BV. The BOT-2 test is not validated for children <4.5 years of age, and the GBT seems to be better tolerated in all populations than the mBOT-2. Furthermore, mBOT-2 results saturated, reaching maximum values by 6-9 years whereas the GBT did not, suggesting that the GBT could be a useful tool for monitoring the development of balance capacities with age and could be used in the follow-up of children with severe vestibular disorders.