Cognitive Development Research Articles

Fathoming the scientific paradox of intangibles: protocol reappraisal for optimizing cognitive outcomes in faciocraniosynostosis-an institutional experience.

The critical nature of normal intracranial pressure (ICP) and proper airway function in early brain development, particularly in the first 5years, are well established. These elements are compromised in faciocraniosynostoses and potentially affect neurological growth. The impact of variations in ICP and airway on cognitive development remains underappreciated and challenging to quantify. The primary aim of this study was to assess the efficacy and safety of a comprehensive early surgical intervention institutional protocol in children (0-5years) with syndromic faciocraniosynostosis. We retrospectively analyzed our comprehensive surgical protocol in children who consecutively underwent cranial vault and midface procedures for syndromic craniosynostosis between July 2015 and January 2024, focusing on those who underwent both calvarial and midface surgeries before the age of 5years. Our treatment algorithm prioritized posterior calvarial distraction (PCVD) as the initial intervention for children with faciocraniosynostoses. Frontal orbital advancement and remodeling (FOAR) is preferred to address aesthetic concerns and ICP in older children. Midface distraction was performed for clinically significant airway compromise. The cohort included 31 children with a mean age of 18.8months at the initial surgery. The primary procedures included PCVD (n = 16), robotic-assisted frontofacial advancement (RAFFA) (n = 5), robotic-assisted midface distraction (RAMD) (n = 6), and FOAR (n = 4). The second procedure (n = 25) included RAFFA (n = 5), RAMD (n = 13), and FOAR (n = 7). The third procedure (n = 11) included RAMD (n = 1), FOAR (n = 9), and repeat PCVD (n = 1). The mean age of the patients at the final surgery was 57.5months. This comprehensive strategy addresses both cranial and midface issues and the challenge of optimizing cognitive development within the critical developmental window.

Proteomic analysis identifying proteins relevant for treatment success following experimental neonatal inflammation-sensitized hypoxia-ischemia.

Understanding the mechanisms of injury following neonatal hypoxic-ischemic encephalopathy (HIE) is a major goal in neonatal research. HIE can have severe effects on cognitive and motor development in newborns, including an increased risk of death. As the incidence is 10-20 times higher in low- and middle-income countries compared to developed countries, the interest in a therapy exists worldwide. Therapeutic hypothermia (HT) is the only effective treatment after HIE. However, TH is not universally effective, particularly in cases of inflammation-sensitized hypoxia-ischemia (HI); it provides limited benefit. To identify proteins that may contribute to the reduced efficacy of HT in the case of pre-HI inflammation sensitization, the proteomic profiles of animals subjected to HI and HT combined with lipopolysaccharide (LPS) were analyzed via liquid chromatography mass spectrometry (LC-MS/MS). We identified proteins that potentially support the efficacy of HT and those that prevent the success of the therapy in the neonatal rat model of inflammation-sensitized HI. This study represents a step forward in identifying proteins related to the efficacy of HT following inflammation-sensitized HI. Therapeutic hypothermia is the only available treatment for neonatal hypoxic-ischemic encephalopathy, but not effective in models of inflammation-sensitized hypoxic-ischemic brain injury. Using liquid chromatography mass spectrometry, we identified proteins possibly having an effect on the treatment success of therapeutic hypothermia following experimental inflammation-sensitized hypoxic-ischemic brain injury. This proteomic analysis reveals proteins as potential markers that could prevent or support the efficacy of therapeutic hypothermia in experimental neonatal inflammation-sensitized hypoxic-ischemic encephalopathy.

A "Smurf-Cap" head requiring total cranial vault reshaping. A novel syndromic presentation of craniofrontonasal dysplasia associated with spina bifida.

Craniofrontonasal dysplasia (CFND) is a rare X-linked disorder caused by mutations in the EFNB1 gene, typically characterized by hypertelorism, craniosynostosis, and facial asymmetry. Although other congenital anomalies have been reported, neural tube defects-particularly myelomeningocele (MMC)-have not previously been associated with CFND in humans. We present the case of a full-term female neonate with prenatally diagnosed MMC and Chiari IImalformation. She also exhibited a unique constellation of craniofacial features, including a wide frontal bone defectwith brain prolapse, right anterior plagiocephaly, hypertelorism, and brachycephaly, giving the head a "smurf cap"appearance. Additional anomalies included a left diaphragmatic hernia and thumb hexadactyly. Genetic testingconfirmed CFND via an EFNB1mutation.Early postnatal interventions included MMC repair, ventriculoperitoneal shunting, and diaphragmatic hernia repair. At11 months, total cranial vault remodeling was performed to address progressive cranial deformity andencephalocele. A staged surgical approach used both autologous and homologous bone grafts to repair the cranialdefect. At age 5, fronto-orbital advancement was performed. Long-term follow-up at 12 years showed complete graftintegration, normal cognitive development, and satisfactory craniofacial growth, with mild maxillary hypoplasia andresidual hypertelorism. This case represents the first reported co-occurrence of CFND and MMC. The case also underscores the feasibilityand long-term success of combined autologous and homologous bone grafting in extensive pediatric cranial vaultreconstruction.

Maternal cannabis use in pregnancy, perinatal outcomes, and cognitive development in offspring: a longitudinal analysis of the ALSPAC cohort using paternal cannabis use as a negative control exposure.

Maternal cannabis use in pregnancy is reported to be associated with perinatal and neurodevelopmental outcomes in offspring. Such associations, however, may be biased by residual confounding by socioeconomic position (SEP). To assess confounding, we use paternal cannabis use in pregnancy as a negative control exposure. We use data from 15,013 mother-father-child trios from the ALSPAC birth cohort, with participants initially recruited between 1990 and 1992. Exposures were maternal and paternal cannabis use during pregnancy. Neonatal anthropometry, perinatal, cognitive, and neurodevelopmental outcomes were modelled as a function of maternal and paternal cannabis use in pregnancy, adjusting for household-level SEP markers and maternal and paternal tobacco, alcohol, and drug use in pregnancy. We compared the strength of the association between maternal and paternal cannabis on outcomes using Wald tests. 5 and 13% of mothers and fathers reported cannabis use, which was inversely related to measures of SEP. Maternal cannabis use during pregnancy was associated with decreased infant birth weight (b = - 110.2g, 95% CI - 185.1 to - 35.3 for any cannabis use) and length (b = - 0.45cm, 95% CI - 0.84 to - 0.07). Maternal cannabis during pregnancy was also associated with neonatal special care admission (odds ratio 1.64, 95% CI 1.05 to 2.56) and lower education achievement scores at age 16 (b = - 19.2, 95% CI - 32.0 to - 6.3). Maternal cannabis use in pregnancy was modestly associated with perinatal outcomes and markers of cognitive development. However, most associations were attenuated after controlling for potential confounders, including SEP, and associations were not quantitatively different from paternal cannabis use. The association of maternal cannabis use in pregnancy with perinatal or cognitive outcomes in offspring may be driven by residual confounding, including SEP, rather than causal biological effects.

Enhancing adolescent health: the role of strength and endurance school-based HIIT interventions in physical fitness and cognitive development

IntroductionPhysical activity (PA) is widely known for its outstanding benefits across several health domains including physical, psychological, social, and cognitive in children and adolescents. However, global trends indicate how low levels of PA and physical fitness among adolescents are increasing, with over 80% failing to meet the World Health Organization (WHO) guidelines of 60 min of moderate-to-vigorous physical activity (MVPA) daily.MethodsThis study aimed to evaluate the effects of an 8-week high-intensity interval training (HIIT) intervention based on strength and endurance trainings protocols during physical education (PE) classes on body composition, physical fitness, and cognitive functions in adolescents aged 13–17 years. A quasi-experimental pre-post design was employed with experimental group (EG) and control group (CG).ResultsResults indicated significant improvements in the EG in cardiorespiratory fitness (VO2max), strength (hand grip, horizontal jump), and speed-agility (4 × 10 m test). Cognitive outcomes assessed via the D2 attention test revealed notable enhancements in concentration, a reduction in errors, and improved processing speed in the EG relative to the CG (p > 0.05).DiscussionFuture studies should explore the long-term impacts of HIIT on cognitive growth and academic achievement, as well as determine the ideal duration and frequency of sessions to optimize benefits in various educational contexts. The results obtained reinforce the use of HIIT in school environments and are further research on its application.

The Role of Omega-3 Fatty Acids in Cognitive Health: From Development to Aging and Neurodegenerative Protection

Introduction and Purpose Omega-3 polyunsaturated fatty acids (PUFAs), particularly docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA), are essential for brain structure and function across all life stages. DHA supports synaptic plasticity, neurogenesis, and neurotransmission, while EPA modulates inflammation and cerebral blood flow. This review evaluates the impact of Omega-3 PUFAs on cognitive development, maintenance, and neuroprotection, synthesizing findings from clinical trials, observational studies, and meta-analyses. Materials and Methods A systematic review of randomized controlled trials, cohort studies, and meta-analyses was conducted. Studies on maternal Omega-3 intake and infant cognition, adult supplementation and cognitive function, and Omega-3s in aging and neurodegeneration were included. Biomarkers such as plasma DHA/EPA levels, cognitive function tests, and neuroimaging data were analyzed. Safety and tolerability were also assessed. ResultsMaternal DHA intake supports infant cognitive development, particularly in problem-solving and language skills, though findings vary. In adulthood, Omega-3s contribute to memory, executive function, and mood regulation, but evidence remains mixed. Higher intake is linked to slower cognitive decline and lower dementia risk, primarily via neuroinflammation reduction. Omega-3s show promise in early cognitive decline by reducing oxidative stress and β-amyloid accumulation, but their role in advanced Alzheimer’s remains unclear. Supplementation is safe, with minor side effects at high doses. ConclusionOmega-3s support cognitive function and neuroprotection, particularly in early-life development and aging. Their strongest role is in reducing neuroinflammation and slowing cognitive decline. However, benefits in healthy adults and late-stage dementia remain inconclusive. Future research should explore personalized nutrition, optimal dosage, and genetic interactionsco

Stimulant Medication Use and Risk of Psychotic Experiences.

The prescription of stimulant medications for young people with attention-deficit/hyperactivity disorder is common and increasing. Concerns have been raised about potentially psychotogenic effects of stimulants, and previous observational research has documented an increased risk of psychotic experiences in young people prescribed stimulants. Our aim was to estimate the causal effect of stimulants on psychotic experiences. The trial was emulated using Adolescent Brain Cognitive Development Study data. Eligible participants were aged between 9 and 14years. Treatment (stimulant prescription) propensities were derived using covariates indexing demographic factors and mental illness severity. The average causal effect of first stimulant prescription on psychotic experiences by 1-year follow-up was derived using inverse probability of treatment weighting followed by standardization (doubly robust estimation). Of 8391 participants included in the analytical sample, 460 (5.5%) reported 1 or more stimulant prescriptions. In unweighted analyses, stimulant prescription was associated with subsequent psychotic experiences (odds ratio [OR]: 1.46; 95% CI: 1.15-1.84). The reverse, however, was also true, in that baseline psychotic experiences predicted subsequent stimulant treatment (OR: 1.93; 95% CI: 1.57-2.37). When applying doubly robust estimation, there was no evidence of a causal effect of stimulant prescription on the subsequent occurrence of psychotic experiences (OR: 1.09; 95% CI: 0.71-1.56). Our findings do not support a causal relationship between stimulant prescription and psychotic experiences. Rather, the association appears to be confounded by factors that both increase probability of stimulant prescription and lead to psychotic experiences.

Neonatal supplementation of oleamide during suckling ameliorates maternal postpartum sleep interruption-induced neural impairment and endocannabinoid dysfunction in early adolescent offspring rats

IntroductionPostpartum sleep disturbances in women are common and can significantly affect maternal mental health and breastfeeding. However, the impact of sleep disruptions in lactating mothers on the neurological and cognitive development of their offspring has not been explored.Materials and methodsFemale Sprague–Dawley rats were subjected to chronic maternal sleep interruptions (MSI) during lactation. The offspring were divided into four groups: control, MSI, and MSI with low-dose (5 mg/kg·day) or high-dose (25 mg/kg·day) oleamide (ODA) supplementation. Behavioral performance was assessed using the Morris Water Maze (MWM). Neurogenesis and neuroinflammatory markers in the hippocampus were analyzed through immunohistochemistry, Western blotting, and Q-PCR. Levels of endocannabinoids (eCBs) were measured in maternal milk and offspring brain tissues, along with the expression of eCBs-regulating enzymes in offspring brain tissues. NE-4C cells were used to examine the effects of milk from sleep-disrupted dams on neural function.ResultsOffspring exposed to MSI showed increased escape latency, travel distance, and poor performance in the MWM probe test, indicating impaired spatial learning and memory. MSI also decreased neurogenesis markers and increased neuroinflammatory markers in the hippocampus. High-dose ODA supplementation restored behavioral performance, reduced neuroinflammation, and normalized eCBs levels and enzyme expression in the offspring’s hippocampus. Additionally, MSI altered eCBs composition in maternal milk, particularly lowering ODA and 2-AG levels. In vitro, milk from MSI dams inhibited BDNF secretion and reduced anti-inflammatory cytokine expression in NE-4C cells.ConclusionMSI during lactation disrupts eCBs signaling and induces neuroinflammation in the offspring, impairing neurodevelopment. Neonatal ODA supplementation may offer a promising intervention to mitigate the cognitive deficits and brain changes induced by MSI during lactation.

Understanding racial/ethnic differences in e-cigarette outcome expectancies among early adolescents: findings from the Adolescent Brain Cognitive Development Study

IntroductionE-cigarette expectancies, which may differ by race/ethnicity, play a crucial role in shaping youth e-cigarette use. Observed differences by race/ethnicity, however, may reflect racial/ethnic variations in social determinants of health, such as socioeconomic status (SES). This study examined the extent to which race/ethnicity was uniquely associated with youths’ positive and negative e-cigarette expectancies, after adjusting for SES and neighborhood disadvantage, and individual, family, and peer risk factors.MethodsAnalyses included 8,814 Black (15.0%), Latinx (22.8%), and White (62.2%) 12 to 14-year-old participants in the Adolescent Brain Cognitive Development Study. Applying a three-stage analytic approach, hierarchical regression analyses examined associations of positive and negative e-cigarette expectancies with race/ethnicity in three blocks, with age and gender in block 1, adding SES and neighborhood disadvantage in block 2, and individual, family, and peer risk factors in block 3.ResultsBlack and Latinx (relative to White) race/ethnicity and Latinx (relative to Black) race/ethnicity were associated with positive expectancies (p < 0.001) in blocks 1 and 2 but were non-significant in block 3. Black and Latinx (relative to White) race/ethnicity and Latinx (relative to Black) race/ethnicity were associated with lower negative expectancies (p < 0.001) in block 1, but were no longer significant after adding SES and neighborhood indicators in block 2. Perceived risk, perceived peer disapproval, and curiosity about e-cigarettes were associated with positive and negative expectancies.DiscussionThe results highlight the importance of considering associations of race/ethnicity with e-cigarette expectancies in the context of social determinants and individual and interpersonal factors in e-cigarette prevention.

Unravelling the Socio-Economic Determinants of Intelligence in Early Childhood: A Twin Study

The twin study design offered a unique advantage by controlling for genetic variability, allowing a clearer focus on environmental and socio-economic contributions to intelligence. This twin study was designed to explore the influence of socio-economic factors on intelligence during early childhood, a period marked by rapid intellectual and developmental changes. The research involved 150 pairs of monozygotic and dizygotic twins aged between 3 to 6 years, residing in the Bhiwani and Hisar districts of Haryana, India. This age group is especially critical, as early cognitive development sets the foundation for future learning, academic achievement, and overall mental health. Data collection was conducted through a self-structured questionnaire developed to capture a range of socio-economic indicators. The results revealed a significant association between intelligence levels and specific socio-economic variables. Notably, family size (χ2=14.52*), mother’s education (χ2=21.56*), and father’s education (χ2=12.60*) were all strongly linked to variations in intellectual functioning. Conversely, family type (χ2=4.32) and gender (χ2=0.25) did not show a statistically significant relationship with intelligence. The findings of the present twin study also suggested regional variations in the impact of socio-economic factors on early childhood intelligence. Differences between the Bhiwani and Hisar districts point to the importance of considering local contexts when designing interventions or policies. These findings support the argument that socio-economic status is not just a background factor but a key determinant of early intellectual outcomes.

Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity

ABSTRACTThis article investigates text complexity in Chinese‐language textbooks for primary school students (Grades 1 to 6) in Hong Kong. Our analysis, based on verb frames in Mandarin VerbNet, shows a developmental shift in the linguistic input in first language (L1) education: Students begin with a focus on core frame elements in lower grades and progress to a greater emphasis on non‐core frame elements in higher grades. This shift reflects increasing linguistic complexity and cognitive demands. Our study highlights the need for curricula that evolve alongside students’ linguistic and cognitive development, offering new insights into Chinese language education and pedagogy.

THE METHODOLOGY FOR ACCELERATING THE LEARNING PROCESS BASED ON STRUCTURED AND SYSTEMATIZED LEARNING ELEMENTS (ON THE EXAMPLE OF APPROXIMATE ROOT CALCULATION OF A NONLINEAR EQUATION USING NEWTON'S METHOD)

The article is devoted to the consideration of the methodological foundations of the organization and implementation of intensive training in higher educational institutions using the technology of modular training of structured and systematized educational elements. Description of the substantive structure of the subject in the form of systematized educational elements, as well as improvement of the modularly formulated teaching methodology on the topic of approximate calculation of the roots of a nonlinear equation by Newton's method, based on an object-oriented approach to goals. The components of the module are logically structured educational elements, interconnected in content and functionality, and their interconnected blocks are proposed to be presented in the form of a systemically structured logical graph diagram. Keywords: Cognitive Development, Systems Thinking, E-Learning, Content Structuring, Modulation, Graph Diagram.

Developmental trajectories of grammatical comprehension in individuals with Williams syndrome

Despite earlier claims that language abilities are intact in individuals with Williams syndrome (WS), many studies have shown that language development is often delayed and atypical, that is, it develops in line with different cognitive abilities compared to typically developing populations. It is unclear, however, whether general cognitive development predicts language comprehension in WS. The current study is the first to examine the development of grammatical comprehension in a large group ( N = 58) of individuals with WS aged 5 to 21 years old. Grammatical comprehension is key to a person’s ability to understand what is being said and engage in successful social interaction. Using cross-sectional developmental trajectories, performance on the Test for the Reception of Grammar was shown to increase with chronological age and performance was predicted by vocabulary scores, but not non-verbal ability. In addition, there was no meaningful difference between items that contained spatial language and similar grammatical constructions that did not contain spatial language and performance on both types of expressions was similarly predicted by vocabulary scores. Overall, these results show that grammatical development in WS is delayed but not atypical in its relationship to vocabulary.

Kemampuan Pemecahan Masalah dan Disposisi Matematis Siswa: Tinjauan pada Pembelajaran dengan Pendekatan Pendidikan Matematika Realistik

Mathematics plays a crucial role in developing students' critical thinking skills and problem-solving abilities, especially in the face of evolving challenges in the global era. However, mathematics learning in Indonesia is often too focused on memorizing formulas and procedures that hinder students' cognitive development and disposition. This study aims to evaluate the effect of the application of the Realistic Mathematics Education approach on improving students' problem-solving skills and mathematical disposition in the Two-Variable Linear Equation System material. The method used was a pseudo-experiment with a posttest-only control group design. This study involved two classes of grade VIII students at SMP Negeri 6 Tondano, where one class was treated with the PMR approach as an experimental group, while the control group was taught using conventional methods. The data collected included the results of a description test to measure problem-solving skills and a mathematical disposition questionnaire to assess students' attitudes towards mathematics. Data analysis was carried out using a t-test. The results revealed that the average scores of problem-solving skills and mathematical dispositions of students taught with the PMR approach were significantly higher compared to the control group. This suggests that this approach based on real-world contexts can improve understanding of concepts, stimulate critical thinking, and form positive attitudes towards mathematics. The implications of this study show the importance of applying a contextual approach in mathematics education to improve the quality of learning as a whole. Therefore, teachers must be encouraged to implement learning strategies that connect abstract concepts with real life to make learning more meaningful and effective in the long run.

A IMPORTÂNCIA DO ALEITAMENTO MATERNO EXCLUSIVO NOS SEIS PRIMEIROS MESES DE VIDA

Exclusive breastfeeding (EBF) is an essential practice in the first six months of a baby’s life, and is widely recognized for its nutritional, immunological, and emotional importance. However, several social, economic, and cultural factors interfere with its adherence, making the topic relevant to public health. The objective of this study was to analyze, through a literature review, the importance of exclusive breastfeeding in the first six months of life, highlighting its benefits and the challenges for its practice. This is a narrative literature review, carried out in April 2025, in the SciELO, LILACS, BDENF, and Google Scholar databases. The Health Sciences Descriptors (DeCS) were used: “breastfeeding”, “child health”, and “early weaning”, selecting studies published between 2013 and 2024, in Portuguese, available free of charge and with full text. The final sample included 18 scientific articles. The results indicate that EBF reduces infant mortality, strengthens the mother-baby bond and promotes better physical and cognitive development, being positively impacted by family support, adequate professional guidance and well-structured public policies. However, factors such as returning to work, lack of support network and misinformation still hinder the practice. It is concluded that, although the benefits of breastfeeding are widely proven, it is necessary to expand strategies to promote, protect and support breastfeeding, especially among women in contexts of social vulnerability, ensuring that this practice is effectively adopted in the first months of life, as recommended by the World Health Organization (WHO).

Comprehensive Review of the Impact of Maternal Stress on Fetal Development

ABSTRACTMaternal stress impacts millions of pregnant women across the globe each year and refers to mental or psychological stress that occurs during the prenatal period. Although it remains known that maternal stress can negatively impact maternal health, the downstream effects of stress on fetal and infant development in the long‐term are unclear. This leaves a gap in understanding epigenetic factors that impact growth and development, highlighting the need to address potential developmental delays in early childhood. Review of the literature indicates debate over the effect of maternal stress on cognitive development and whether maternal stress is a mediator or causal factor in fetal development. Although evidence suggests that maternal stress disrupts the functional connectivity of the amygdala, information on the sub‐regions of the brain impacted by prenatal stress exposure remains unknown. Studies focusing on environmental disasters and war have also indicated adverse impacts on fetal development, additionally emphasizing a greater need for representation in future research. Timing of fetal exposure to stressors also impacts different domains of development. The Georgia OASIS platform was utilized to investigate variations in reported pregnancies, reported fetal mortality rate, and Perinatal Periods of Risk (PPOR) during the years 2013–2023. Increases in fetal mortality were anticipated to be associated with decreases in the rates of maternal, newborn, and infant care. Although evidence exists to support this hypothesis, causation cannot be established; however, the poor state of maternal healthcare in Georgia warrants further investigation of the barriers to healthcare to improve fetal and infant health outcomes statewide.

Pretend Play as a Key to Enhancing Sexuality Knowledge in Children with Mild Intellectual Disability

This study aims to analyze the effect of the pretend play method on sexuality knowledge in children with mild intellectual disabilities, while controlling for age, concentration, and verbal ability in special needs schools. This quantitative research uses an experimental approach with a pretest-posttest control group design. A total of 60 children, aged 11–14 years, with mild intellectual disabilities were selected through stratified random sampling and assigned to either the experimental group or the control group, each consisting of 30 participants. Data collection was conducted using modules and tests. The results revealed that the pretend play method significantly improved sexuality knowledge in children with mild intellectual disability, with an F value for the pretend play variable of 540.1 and a significance level of p=0.00 (p<0.01). Additionally, age, concentration, and verbal ability were positively correlated with sexuality knowledge, confirming their importance as covariates. These findings suggest that the pretend play method can serve as an effective educational strategy for enhancing sexuality knowledge among children with mild intellectual disability, highlighting the importance of integrating structured play-based learning into special education curricula to support their cognitive and social development.

Belajar Bahasa dan Sastra itu Seru (BeBaSaRu): An Early Childhood Literacy Development Program

Early literacy is a fundamental foundation in the cognitive and language development of young children. However, many children still face difficulties in recognizing letters, understanding vocabulary, and constructing simple sentences. The Belajar Bahasa dan Sastra itu Seru (BeBaSaRu) program was designed as a community engagement initiative to enhance early literacy skills through an interactive and engaging approach. This program aims to develop young children's reading, writing, and storytelling abilities while also strengthening the role of teachers and parents in literacy stimulation. The methods used in this program include a participatory approach that involves teacher training, parental education, and the implementation of phonemic games, storytelling, shared reading, and creative writing activities. The results indicate that the program effectively improved children's vocabulary, story comprehension, storytelling skills, and basic writing abilities. Moreover, it increased children's interest in reading and reinforced the active involvement of teachers and parents in supporting literacy development. The implications of this study suggest that interactive literacy teaching methods can be adapted to various educational settings, including schools with limited resources. The sustainability of this program requires support from multiple stakeholders to ensure that its approaches continue to be effectively implemented in early childhood literacy education.

Enhancing professional competence in physics and mathematics education through information technology

ABSTRACT This study examines the application of information and communication technologies (ICT) in enhancing the professional competence of students specializing in physics and mathematics. The research highlights the integration of innovative computer-based learning methods to improve the effectiveness of education, increase student motivation, and develop critical skills such as three-dimensional modelling and technical documentation. Adopting a competency-based approach, the study identifies practical methods for integrating ICT into educational processes, focusing on its influence on cognitive development, mathematical logic, problem-solving abilities, and intellectual engagement. The findings demonstrate that the strategic use of ICT not only modernizes the educational process but also enhances students’ ability to apply their knowledge in professional contexts. This contributes to the preparation of highly competent specialists capable of adapting to the demands of the modern workforce. The study’s insights offer practical recommendations for educators to leverage ICT tools effectively in fostering student competence and readiness for professional challenges.

Early life factors of precocious puberty based on Korean nationwide data

Precocious puberty is characterized by early sexual maturation in children before 8 years in girls and 9 years in boys. While puberty is initiated by the activation of the hypothalamic–pituitary–gonadal axis, precise mechanisms triggering the early activation of this axis in children with central precocious puberty (CPP) remain elusive. Here, we aimed to identify variables that may influence the risk of CPP. This retrospective cohort study utilized data from the Korean National Health Insurance Service and National Health Screening Program for Infants and Children and included 43,952 children with CPP and 854,749 controls. Participants were followed up until 2020 for CPP development to determine their height, weight, and head circumference measurements, as well as evaluate their physiological, emotional, cognitive, and social development. The birth weights for boys and girls with CPP were 0.09 and 0.06 kg lower than those of controls, respectively. Breastfeeding rates for children with CPP were lower than those for controls. Children with low birth weights (boys: odds ratio [OR] = 1.71, P < 0.0001; girls: OR 1.30, P < 0.0001) and those who were overweight (boys: OR 1.33, P = 0.0006; girls: OR 1.30, P < 0.0001) or obese (boys: OR 1.60, P < 0.0001; girls: OR 1.14, P < 0.0001) were more likely to develop CPP. Breastfeeding exerted a significant protective effect against CPP in girls (OR 0.95, P = 0.0003). Low birth weight and high body mass index were associated with CPP development.