Early Childhood Cognitive Development Research Articles

Neonatal care and developmental outcomes following preterm birth: A systematic review and meta-analysis.

Major amendments in neonatal care have been introduced in recent decades. It is important to understand whether these amendments improved the cognitive sequelae of preterm children. Through a large-scale meta-analysis, we explored the association between prematurity-related complications, neonatal care quality, and cognitive development from birth until 7 years. MEDLINE, APA PsycInfo, and EBSCO were searched. Peer-reviewed studies published between 1970 and 2022 using standardized tests were included. We evaluated differences between preterm and full-term children in focal developmental domains using random-effects meta-analyses. We analyzed data from 161 studies involving 39,799 children. Preterm birth was associated with inferior outcomes in global cognitive development (standardized mean difference = -0.57, 95% CI [-0.63, -0.52]), as well as in language/communication, visuospatial, and motor performance, reflecting mean decreases of approximately 7.3 to 9.3 developmental/intelligence quotients. Extreme prematurity, neonatal pulmonary morbidities, and older assessment age in very-to-extreme preterm cohorts were associated with worse outcomes. Contemporary neonatal medical and developmental care were associated with transient improvements in global cognitive development, evident until 2 to 3 years of age but not after. Blinding of examiners to participants' gestational background was associated with poorer outcomes in preterm cohorts, suggesting the possibility of a "compassion bias." The results suggest that preterm birth remains associated with poorer cognitive development in early childhood, especially following pulmonary diseases and very-to-extreme preterm delivery. Importantly, deficits become more pervasive with age, but only after births before 32 gestational weeks and not in moderate-to-late preterm cohorts. Care advancements show promising signs of promoting resiliency in the early years but need further refinements throughout childhood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The relationship between peer social support and self-regulated learning in Samarinda Ulu state junior high school students

Purpose: At the age of 2-7 years, based on Piaget's theory, children are in the pre-operational stage. At this stage, children have the ability to understand mathematical concepts concretely through sensory and interactive experiences. Strategies are needed to improve the children's cognitive abilities. This research aims to provide an overview of early childhood cognitive development at the pre-operational stage in the introduction of geometric shapes. Method: Researchers used a descriptive qualitative approach to interpret and explain patterns of behavior of children who are in the pre-operational stage. Data collection techniques included structured interviews and observations with checklists based on Jean Piaget’s cognitive theory. Respondents in this study were selected using a purposive sampling technique. The respondents consisted of five children aged 6-7 years from the Islamic Kindergarten 'Aqila who were not familiar with geometric shapes. Result: The results of this study indicate that children who are the subjects of the study exhibit behavior patterns consistent with Piaget's theory in the pre-operational stage, Children are able to recognize shapes through interactive learning experiences. Conclusion: Based on the results, it is necessary for parents and teachers to pay attention to the child's cognitive development stage when teaching geometric concepts.

Contextual Information Shifts Young Children’s Understanding of Gender Constancy

ABSTRACT Children’s understanding of the stability of gender over time has long been recognized as a hallmark of early childhood cognitive development. Prior research has argued that until roughly age 6, children do not understand that a person’s gender identity remains consistent if the person undergoes a change in gendered behavior or appearance. However, this prior work has generally not given children any context as to why the behavior or appearance change is occurring. The present study showed U.S. three-to-five-year-olds a character (e.g. “Johnny”) undergo such a change that occurred because of external factors (e.g. “Johnny is wearing his sister’s dress because all his clothes are dirty”); we asked whether children would indicate that the character’s gender was the same pre- and post-change. Children (N = 124, 52% girls, 66% non-Hispanic White) as young as 3 demonstrated an understanding of gender consistency and were significantly more likely to endorse gender consistency when they were, versus were not, given context for the change (p < 0.001, Cohen’s d = 0.88). Results suggest that U.S. children take context into account when conceptualizing others’ genders and believe that gender is generally consistent across transformations in behavior or appearance by age 3. We discuss the implications of these findings in light of a broader literature about children’s understanding of gender constancy as well as contemporary understandings of gender that sometimes accommodate the idea that a person’s gender can change.

On executive functioning and childcare: The moderating role of parent-child interactions.

Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development. RESEARCH HIGHLIGHTS: Little research has considered effects of childcare in infancy on executive functioning (EF). Long-standing hypothesis that childcare is more beneficial for children exposed to less sensitive and supportive parenting. We test interactions between maternal parenting and childcare participation in infancy in relation to EF at age 3 years. We find positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers.

THE ROLE OF TEACHERS IN IMPROVING STUDENTS' WRITING SKILLS IN TK SURI TAULADAN KOTA PAGAR ALAM

Early childhood development is associated with psychological changes themselves, covering cognitive, linguistic, socio-emotional, religious, and moral aspects. Cognitive development in early childhood is concerned with all psychological processes related to knowledge, as well as the way the child learns and thinks about his environment. The purpose of this study is to determine the role of teachers in improving students' writing skills and to find out what obstacles teachers find in improving student's writing skills in Suri Tauladan Kindergarten in Pagar Alam City. The method in this study uses quantitative methods with the type of Classroom Action Research (PTK), which in English is called Classroom Action Research (CAR). The type of research used in this study is qualitative analysis research (assessment analysis), which uses data collection techniques using interviews, documentation, interviews, and observations. Students' writing skills have not developed. Therefore, one action is needed, namely the role of the teacher. The implementation of learning carried out by teachers can improve students' writing skills in Suri Tauladan Kindergarten in Pagar Alam City. In cycle I, students' writing skills are low, while in cycle II, it increases.

The Effect of Playing Playdough Media on Fine Motor and Cognitive Development in Early Childhood

Efforts to improve children's fine motor skills are an indispensable effort in growing and developing early childhood, one of which is using the media of playdough games. This study aims to find out (1) whether there is an effect of playdough media on the fine motor development of group B children at Pembina Sekayu State Kindergarten, (2) whether there is an effect of playdough media on the cognitive development of group B children at Pembina Sekayu State Kindergarten. This study is a quasi-experimental research with a nonequivalent control group design, the population of this study is all children aged 5-6 years at Pembina Sekayu State Kindergarten, with a sample of 60 children. The instrument used was in the form of observation techniques for the fine motor and cognitive development of children. The data analysis technique used independent sample t-test analysis with a significance level of 0.05. The results of the study showed that: (1) there was a significant influence of playdough media on the fine motor development of group B children at Pembina Sekayu State Kindergarten where the paired sample t-test results were obtained on average of 46.77 with a Sig value of 0.000 &lt; 0.05. (2) there was a significant influence of playdough media on the cognitive development of group B children at Pembina Sekayu State Kindergarten where the paired sample t-test results were obtained on average of 52.93 with a Sig value of 0.000 &lt; 0.05. So based on the study, it can be concluded that there is a very significant influence on playdough media games on fine motor and cognitive development in early childhood

Improving Children's Cognitive Abilities Through Pattern Play Activities Using Simple Media In Class B1 TK Aba Segajih Hargo Tirto Kokap Kulon Progo In 2024

Research on cognitive development in early childhood through pattern playing activities with simple media is expected to improve the cognitive abilities of class B1 children at Segajih ABA Kindergarten. In this research using cycle I, there were seven children who could sort patterns correctly and neatly (46.67 %). Meanwhile, for cycle II, 13 children could sort the patterns correctly and neatly, there were 13 children (86.67%), there were two children who did the work but not correctly and neatly (13.33%), and there were none (13.33%) who did not do the task ( 0%). The results from cycle I and cycle II showed a significant increase in the ability of children to sort patterns correctly and neatly, namely from 7 children (46.67%) to 13 children (86.67). The increase is six children or 20%.

Enhancing Higher-Order Thinking Skills in Early Childhood Through APE Puzzle Hopscotch: A Quasi-Experimental Study

This study examines the influence of APE puzzle hopscotch on higher-order thinking skills (HOTS) in children aged 4-6 years at PAUD IT ADAR Kalasan DIY. Employing a quasi-experimental design, the research included an experimental group receiving the APE puzzle hopscotch intervention and a control group without any intervention. Over four months, pretest and posttest assessments were conducted to evaluate HOTS in both groups. The research instruments measured indicators across analysis (C4), evaluation (C5), and creation (C6). Results revealed significant enhancements in the experimental group’s HOTS, with N-Gain scores showing moderate effectiveness. Statistical tests confirmed the intervention's impact, demonstrating significant differences in post-test scores between the experimental and control groups (p &lt; 0.05). The findings suggest that APE puzzle hopscotch effectively stimulates cognitive development in early childhood. Despite limitations such as a small sample size and short study duration, the study underscores the potential of interactive educational tools in enhancing critical thinking and problem-solving skills. Implications for educational practice include the integration of engaging tools into curricula to foster HOTS. Future research should address the current study's limitations, validate the findings across different settings, and explore the effects on other developmental areas. Additionally, longitudinal studies could provide deeper insights into the long-term benefits of such educational tools. This research contributes to the ongoing discourse on the importance of innovative teaching strategies in early childhood education, emphasizing the role of interactive play in cognitive growth.

The Importance of Age-Appropriate Poetry for Early Childhood Language and Cognitive Development: Teachers' Views on the Poem "Panca Indraku"

The Importance of Age-Appropriate Poetry for Early Childhood Language and Cognitive Development: Teachers' Views on the Poem "Panca Indraku"

Improving Children's Cognitive Abilities About Name Days In English Through Singing Method

Early childhood cognitive development is an important aspect in the learning and growth process. One effective method to improve children's cognitive abilities is to use the singing method. This method utilizes music and song lyrics to help children learn in a fun and easy to remember way. This study aims to evaluate the effectiveness of the singing method in improving the cognitive abilities of young children, especially in terms of mastering the names of days in English. The research results showed that the singing method was proven to be an effective approach to improve understanding and retention of information related to the names of the days.

Study Analysis Of Parents' And Teachers' Perceptions Regarding The Cognitive Development Of Early Children In The Areas Of Reading, Writing And Numeration

This research is motivated by the need to analyze the extent to which parents and teachers perceive early childhood cognitive development in the realm of reading, writing and nu-meracy. The purpose of this study is to describe how perceptions, practices, constraints, and things needed by parents and teachers in developing cognitive learning. Initial percep-tions embedded in parents and teachers regarding children's cognitive development will be analyzed as needed and become initial research data for the development of cognitive learning models in the following year. The research was conducted in Bandar Lampung Kindergarten, Enggal District, with 17 teachers and 31 parents as subjects. The sampling technique was randomized. Data were collected through interviews and questionnaires. The research data were analyzed through qualitative and quantitative analysis. The results showed that the level of perception of parents and teachers about children's cognitive development was high, namely 28 people with an interval of 123-159. For the other 11 people, very high with an interval of 16-196, quite high as many as 9 people with an inter-val of 86-122 and no parents and teachers with low levels of perception. Based on the results of the study it can be concluded that the perception of parents and teachers about children's cognitive development generally reaches a high level, therefore this understand-ing can be used as an initial capital in the process of developing children's potential to be maximized.

Optimizing Early Childhood Cognitive Development through Parental Stimulation

Optimizing Early Childhood Cognitive Development through Parental Stimulation

Pengetahuan dan Sikap Ibu Tentang Pemberian Makanan Bergizi Berkorelasi dengan Perkembangan Kognitif Balita di Desa Bale Busu, Kec. Mutiara Barat, Kab. Pidie

Background: Cases of deviations in the cognitive development of toddlers in Indonesia are still very high. The latest data shows that around 62.02% of toddlers experience this problem. One of the causes is a lack of nutritious food intake and of course this is influenced by the parenting style given by mothers of toddlers, including the mother's level of knowledge and attitudes regarding providing nutritious food. Purpose: To determine the relationship between mothers' knowledge and attitudes about providing nutritious food on the cognitive development of toddlers Methods: This research is a quantitative and cross-sectional design. The study population consists of households with children under five years old and a sample of 45. The search ran from December 2022 to January 2023 in Bale Busu Village. Data analysis using Chi-Square Test includes primary data and secondary data. Results: Based on the research results, it was found that knowledge had a p-value of 0.025, while the attitude p-value was 0.023. Both values are &lt;0.05, so there is a relationship between mother's knowledge and attitudes about providing nutritious food on the cognitive development of toddlers. Conclusion: : There is a relationship between maternal knowledge and attitudes about the provision of nutritious food to early childhood cognitive development.

Penerapan Media Pembelajaran Kartu Huruf Dalam Meningkatkan Perkembangan Kognitif Pada Anak Usia Dini Di Ra As-Syarif

The importance of learning media in increasing children's enthusiasm for learning or using learning media will make it easier for an educator to provide learning to young children. Using learning media will not only stimulate cognitive development in children, but will stimulate all aspects of development in early childhood. Researchers carried out research at RA As-Syarif Sibanggor Jae. This research aims to see how early childhood cognitive development develops through games using letter cards as media. This research uses a qualitative method with a descriptive approach. The research results include qualitative data which suggests that 1) It is very important to align cognitive development with the golden age because the golden age occurs in the first five years of a child's life. Therefore, the cognitive learning process is very important and effective if carried out through games; 2) Early childhood cognitive development is still in the pre-functional stage, so they are not yet able to think abstractly in learning that requires media; 3) Playing with letters, looking for letters using cards, and asking children questions during the activity. With this method, children learn to recognize and understand letters.

Harnessing Loose Part Media for Cognitive Development: Evaluating Its Effects on Early Mathematics Play Activities in Early Childhood Education

The implementation of Loose Part media has proven to enhance various aspects of children's development, particularly in cognitive development. This study aims to evaluate the impact of implementing Loose Part media in early mathematics play activities on the cognitive development of early childhood at 'Aisyiyah Bustanul Athfal (ABA) Simangambat Mandailing Natal Kindergarten. The research adopts the Classroom Action Research (CAR) method, utilizing a quantitative approach to measure the success rate of the children and a qualitative approach to observe advanced development and decision-making. Loose Part media is applied to stimulate the cognitive development of early childhood through early mathematics play activities. The research population involves early childhood subjects in Group B, aged 5-6 years, at 'Aisyiyah Bustanul Athfal (ABA) Simangambat Mandailing Natal Kindergarten, totaling 22 children. The research findings indicate that the implementation of Loose Part media significantly improves the cognitive development of early childhood. Before the intervention, the average score was 30%, which increased to 62.68% after Cycle I and reached 85.20% after Cycle II. Consequently, learning through Loose Part media in play activities proves to be an effective choice for enhancing the cognitive development of early childhood. The interpretation of the research results reveals a significant enhancement in children's cognitive abilities through interaction with Loose Part media. The substantial improvement, reflected in the average score progression from Cycle I to Cycle II (85.20%), indicates the positive contribution of Loose Part media in early mathematics play activities to the cognitive development of early childhood.

Pedagogical Facilitation of Cognitive Development in Early Childhood

The paper gives backed-with-arguments reasons for systematic and purposeful facilitation of children’s cognitive development through adequate didactic tools guaranteeing the quality of future interactive learning. The theoretical knowledge of the phenomenological parameters of pedagogical facilitation in the discourse of early childhood education is supplemented. Emphasis is placed on the need to apply technologies facilitating the development of children’s competencies to explore environment as a children’s sovereign right to actively acquire knowledge in the context of subjective valuable meaningful activities. Role models for expanding the intellectual capacity of the growing individuality, significant for the professional daily life of teacher facilitators, are specified.

Pemanfaatan Alat Permainan Edukatif Botol Angka Dalam Menstimulasi Perkembangan Anak Usia Dini

Early childhood development is crucial in a child's life. One of them is by stimulating children through the number bottle educational game tool. These educational game tools can develop fine motor and cognitive development in early childhood. The purpose of this community service activity is to assist in utilizing the number bottle educational game tool in stimulating early childhood development in Yasalmuna Palangka Raya Islamic Kindergarten. The method used is the service learning method through lectures and demonstrations. The subjects in the activity were 17 students at Yasalmuna Palangka Raya Islamic Kindergarten. The result of this activity is that children can demonstrate the number bottle educational game tool well. In addition, children's abilities in fine motor and cognitive development can also be seen.

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.

Dampak Permainan Lego terhadap Perkembangan Kognitif Anak Usia Dini

This study aims to determine the effect of Lego games on cognitive development of early childhood (5-6 years) in Ra Bani Asyyfa and Paud Nurul Hassanah Pandeglang Banten. The method used is quesi experiment with Non Equivalent Control Group Design approach. The sampling technique uses total sampling technique. The sampling technique uses total sampling technique. The research results showed that out of 30 games, the majority of children's cognitive balance started to be balanced (MB) when they were given a game of playing, namely 21 games (70%) were playing. Meanwhile, of the 30 respondents, the majority of children's cognitive balance was attributed to playing games, as many as 25 respondents (83%) were categorized as very well balanced (BSB), but there were 5 respondents (17%) whose cognitive development was still developing according to expectations (BSH). This was caused by many types of the respondent's gender is male based on, The results of the Wilcoxon Uiji are known as the Asymp value. Sig. (2-tailed) equal to 0.001 &lt; 0.005. Conclusion There is a significant relationship between the influence of Lego games on the cognitive development of early childhood (5-6 years). Keywords: Playing Lego , Cognitive , Child Development, Ages 5-6

Comprehensive analysis of early childhood education quality and cognitive development: A study of rural preschool children in Meghalaya

Comprehensive analysis of early childhood education quality and cognitive development: A study of rural preschool children in Meghalaya