Developmental Characteristics Of Children Research Articles

Relations between Video Game Engagement and Social Development in Children: The Mediating Role of Executive Function and Age-Related Moderation.

The global proliferation of video games, particularly among children, has led to growing concerns about the potential impact on children's social development. Executive function is a cognitive ability that plays a crucial role in children's social development, but a child's age constrains its development. To examine the association between video game engagement and children's social development while considering the mediating role of executive function and the moderating role of age, a questionnaire was distributed to a sample of 431 parents. The results revealed a negative relation between video game engagement and social development in children, with executive function found to mediate this relation fully. Additionally, the negative association between video game engagement and executive function became more pronounced as children grew older. In light of these findings, it is advisable to adopt proactive strategies to limit excessive video game use, consider the developmental characteristics of children at different ages, and prioritize the promotion of executive function to facilitate social development among children.

Analisis Penerapan Nilai-Nilai Moderasi Beragama Pada Siswa Kelas VI SDN Cangkring Bluluk Lamongan

This study aims to analyze the tolerance levels of students at SDN Cangkring Bluluk Lamongan. It is a quantitative research study that utilizes a questionnaire consisting of 30 questions. The data collection technique employed a quantitative approach, involving the distribution of questionnaires to the research subjects, specifically the sixth-grade students at SDN Cangkring in Bluluk District, Lamongan Regency, totaling 11 students. Based on the research findings, the average percentage of the total scores for all respondents across all questionnaire items is 78.36%. This indicates a high level of tolerance among the sixth-grade students at SDN Cangkring Bluluk Lamongan. However, it is worth noting that one student demonstrated a less tolerant attitude towards religious differences. Consequently, early education on tolerance values is necessary at the primary education level, considering the developmental characteristics of children at that age. An effective approach to tolerance education could involve a model that encourages direct social interaction among groups of students, fostering the development of open-mindedness towards differences in others.

Early life growth and developmental trajectory in children with biliary atresia undergoing primary liver transplantation.

To clarify the early growth and developmental characteristics of children with biliary atresia (BA) undergoing primary liver transplantation (pLT). A prospective cohort study, which specifically focused on BA-pLT children, was conducted after the diagnosis of BA by following the children at the time of pLT and 1, 3, 5, 7 months and 1 year after pLT for growth and developmental monitoring. The growth parameters were calculated according to the WHO standard, and the developmental status was assessed using Denver Developmental Screening Tests. A total of 48 BA children who received pLT at the age of 5.00 ± 0.94 months were analyzed. The weight-for-age Z-value (ZW) and length-for-age Z-value (ZL) were higher than the head circumference-for-age Z-value (ZHC) at pLT (P = 0.002 and 0.02), but they were all lower than the WHO growth standard (Z = 0) (P < 0.001). The ZW and ZHC decreased first and then returned to the population level at 1 year after pLT, while the ZL only returned to the preoperative status and was lower than the ZW and ZHC (P < 0.001). Developmental screening showed that 35% (17/48) of the children were defined as suspicious and 15% (7/48) were abnormal at 1-4 months after pLT, the most likely time to be suspected of developmental delay. At 1 year after pLT, gross motor skill delay still existed (12/45, 27%), and language skill delay began to appear (4/45, 9%). BA-pLT children suffer from growth and developmental problems. Low ZHC is the main growth problem before pLT, while low ZL is the problem after pLT. Developmental delays are significant after pLT, especially in motor and language skills. The current study suggested that further studies are warranted to clarify the long-term growth and developmental outcomes of BA-pLT children, to compare them with children undergoing the Kasai procedure and to explore their influencing factors and possible mechanisms.

Clinical Characterization of Oral and Maxillofacial Tumors and Tumor-Like Lesions in Children and Adolescents.

To investigate the clinical characteristics of oral and maxillofacial tumors in children and adolescents. This is a retrospective study of patients who had oral and maxillofacial tumors under the age of 18 years and were treated at the Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology from January 1990 to July 2021 (31y). Their general conditions, pathological diagnosis, gender, age, and anatomical location were counted to analyze their morbidity and composition characteristics. This study contained 5405 cases, including 2903 male patients and 2502 female patients, with a median age of 9 years. Peak incidence was observed in the 14 to 18 years age group. The mandible (22.15%), maxilla (11.75%), and tongue (9.25%) were the most common sites of incidence. Malignant and intermediate type tumors accounted for 13.04%, benign tumors and tumor-like lesions for 55.67%, most often occurs in the maxillofacial bone, of which fibro-osseous lesions constitute an important part. Cysts accounted for 31.29%. Among the tumors occurring in the jaws, the most common malignant type was sarcoma, and ameloblastoma was the most common benign tumor. Malignant jaw tumors were mostly treated by resection, 10.64% by fibular flap reconstruction. While benign jaw tumors and tumor-like lesions were mostly treated by resection or curettage. The distribution of anatomical location and pathological types of oral and maxillofacial tumors in children has certain characteristics, so that the selection of their treatment options is different from that of adults due to the consideration of the growth and developmental characteristics of children.

Developmental characteristics of young children in a low-income South African community.

Adequate early childhood development is critical for later-life success. Developmental profiles of specific populations are required to support implementation of early intervention services. Three hundred fifty-three caregivers of children with mean age 17.9months (SD = 10.5) were selected from a primary healthcare clinic. Overall positive identification of signs of a developmental delay, with the Bayley Scales of Infant and Toddler Development III, was 51.8% (n = 183). Logistic regression analysis determined the effect of age and gender on results. Prevalence of developmental delay increased with age from 33.1% for children under 12months to 61.7% and 66.3% for children between 13-24months and 25-36months, respectively. Females were 1.82 times (95% CI [1.16, 2.85]) more likely to have had no signs of developmental delay; 2.30 times (95% CI [1.14, 4.65]) in motor and 2.06 times (95% CI [1.23, 3.45]) in adaptive behaviour domains. One-third of children presented with low levels of adaptive behaviour functioning. One hundred and one (28.6%) participants across age groups displayed superior social-emotional ability, possibly due to familial structures and relationships. One-third of children presented with poor adaptive behaviour function, attributed to cultural differences. This study contributes to information on developmental characteristics of children in South Africa.

Developmental characteristics of children with learning disabilities aged 0–6 based on parental observations

Developmental characteristics of children with learning disabilities aged 0–6 based on parental observations

Music Class and Abuse

It is important for the teacher, who is one of the main actors in the cognitive, mental and psychological development of their students, to create a safe educational environment. However the state in Turkey has received reports that have found abusive behavior by some teachers. The main objective of this study is to question the existence of abuse by music teachers. The participants of the study consisted of 902 students studying in different Faculty of Education departments in Turkey. The research is a descriptive study and employed a survey model. The data were collected through an “Abuse in Music Class Questionnaire”, which was developed by the researcher. The results revealed that more than one-quarter of the responding students experienced emotional abuse and 5 to 10% suffered physical abuse in music classes during middle school and high school. Men reported emotional abuse significantly more than women. This study showed that students may experience abuse in music classes and that emotional abuse is more common than physical abuse. As far as reasons for abuse, classroom management problems, a lack of knowledge about pedagogic principles in the developmental characteristics of children, and teaching methods are highlighted. Keywords: abuse, music teacher, music class, abuse in music class, classroom management

Reflections on Readability of Children's Literature Translation

With the development of globalization and the deepening of sino-foreign cultural exchanges, young readers and their parents in China are calling for better translations of children's literature to meet the needs of children in developing language, and reading habits, opening up horizons, experiencing a foreign culture. As an essential indicator for judging the quality of translation, readability is directly related to whether children can accept the translations. Some points have been reflected here on improving the readability of children's literature translations from four levels of phonetics, lexis, sentences, and discourse according to the developmental characteristics of children and their preferences of reading.

아동과 청소년의 개념 구분을 통한 사회권 담론과 복지적 개입 고찰 - 아동과 청소년의 권리는 같은가? -

Social rights are active rights followed by the responsibilities of the state and society, and are very important rights for children and adolescents, especially at an important time in the life development process. The age range of children and adolescents is so wide that it is inevitably ineffective in developing social and policy programs suitable for the characteristics of all the ages. Therefore, this study aims to explore the social rights of children and adolescents and seek welfare support measures to guarantee and promote the rights of children and adolescents. As a result of the study, considering the legal age, social awareness, and developmental characteristics of children and adolescents, it can be confirmed that it is desirable to distinguish between children and adolescents and to distinguish welfare support measures accordingly. From the perspective of social rights, while strengthening children's rights to be protected in society, the focus should be placed on the transition of adolescents to the right to be responsible for their autonomous choices. Welfare intervention allowances, educational rights, play rights, and environmental rights related to children and adolescents' social rights should be more applied to children and to adolescents.

Investigating Preschoolers’ Perception of Artists: Drawing an Artist

AbstractThis study aimed to examine preschoolers’ perceptions of the concept of artist. The participants are 10 preschoolers aged 5–6. This study is a phenomenological qualitative research study. First, a short conversation was held with the children about the concept of artist. Then, the children were asked to draw an artist and explain their drawings. Descriptive analysis was used to analyse and interpret children’s pictures and responses. The study revealed that the children mostly drew artists in the field of painting. It was also found that most of the children had a tendency to draw artists representing their own gender, and they mostly drew paints and palettes to depict the materials used by artists. It is recommended to introduce less‐known / well‐known artists, who are interested in art branches other than painting, from local and foreign cultures, considering the age and developmental characteristics of children, within the scope of art activities held in preschool education institutions. In order for children to understand that there are many other branches of art besides painting and that there are many different artists beside painters, teachers may plan different activities such as three‐dimensional modelling, photography and graphics within the scope of preschool art activities.

The Prevention of Non-traumatic Home Accidents Among Children Aged 0-6 Year

Introduction:Home accidents are a general problem of societies and most of them are preventable. The aim of this study is to investigate the factors affecting the non-traumatic household and the prevention of accidents in the 0-6 age group. Materials and Methods: We evaluated 335 non-traumatic home accident cases between January 2018-December 2019. The data were collected through a questionnaire developed in the light of the literature. In this form, questions were asked about the characteristics of the children and their families and how the home accident happened. Results: Home accident occurred more frequently in boys. The most common type of home accident was taking medication (45.8%), followed by corrosive substance ingestion (28%), foreign body ingestion and aspiration (26.2%). Most of the cause of home accident was due to family reasons (neglect/inattention). There was a positive correlation between the level of education of parents and home accidents. Neglect/inattention-related home accident increased significantly with the increase in maternal age, the rate of non-working parents and the low level of education of the parents (p<0.001). Conclusions: As a result of our study, we found that the majority of home accidents were not due to the neglect and inattention of the parents. We think that almost all home accidents can be prevented by education. In order to prevent home accidents in children 0-6 years of age, families and child minders should be educated about the developmental characteristics of children, home accidents risk factors, home accidents safety measures and home environments.

Otizm Spektrum Bozukluğunda Kullanılan Ölçeklerde Ebeveyn ve Öğretmenler Arasındaki Uyumun Farklı Tekniklere Göre Karşılaştırılması

In this study, it was aimed to compare the consistency between the scores of both the parents and teachers of the same children according to different techniques for the four scales commonly used in the literature in measuring the degree of the disorder in children with autism spectrum disorder (ASD), and in the evaluation of repetitive behaviors and social communication-interaction behaviors, which are the leading indicators of the disorder. Participants of this study, which is a relational survey model, are the individuals diagnosed with ASD, between the ages of 3-23 (and N between 300 and 380), and attending schools and rehabilitation centers affiliated with the Ministry of National Education in the 2018-2019 academic year, as well as their parents (N between 292 and 379) and teachers (N between 298 and 378). Four different scales were used to evaluate the behavioral and developmental characteristics of children with ASD in the study. As a result of the research, it was seen that the scores obtained from parents and teachers, who completed different scales, were high in internal consistency within groups. Moreover, in some subscales, the difference between the reliability coefficients regarding the scores obtained from parents and teachers was statistically significant in favor of teachers. It was determined that the correlations regarding the scores obtained from the parents and teachers differed according to the sub-scales (low, medium, high level, and non-significant relationship). In this context, it was also found that it is not appropriate to interpret the consistency between parents and teachers based only on correlations.

A Research on Developmental Characteristics of Children With Language Delay in Zhejiang Province, China.

Study Design: We used Sign-significant relations (S-S) to assess the developmental characteristics of 1- to 4-year-old children with language delays in Zhejiang Province and to provide scientific basis for early clinical detection and comprehensive intervention.Methods: A total of 1,113 children among the ages of 1 and 4 who complained of poor language skills were assessed in language competence using S-S. These children diagnosed with language delays were divided into six groups, with each group having an age difference of 6 months. The developmental characteristics of each group were described and analyzed.Results: (1) Children from the age of 18 to 36 months were most likely to be affected by language problems, while boys were more susceptible than girls in each group. (2) There was no significant difference in the proportion of children with poor communication attitude among the groups. (3) The older the group, the higher the proportion of basic learning ability abnormality. The cutoff age for qualitative leap in the proportion of basic learning abilities was 2 years old. (4) With the increase of age, the proportion of abnormal language comprehension in each group increased gradually. The cutoff age for qualitative leap in the proportion of language comprehension was 1.5 and 2 years old.Conclusion: Language delays usually occur in children around the age of two, and as the children get older, in addition to expression of language abilities, they are more likely to have abnormal language comprehensive abilities and abnormal basic learning abilities. Based on the clinical research, we must take seriously the early screenings for this age group and conduct intervention training as soon as possible.

Longitudinal investigation of endogenous and exogenous predictors of early literacy in Turkish-speaking kindergartners

ABSTRACT This study investigated endogenous and exogenous predictors of early literacy in Turkish-speaking children. Whether children’s language and working memory performances (as the endogenous factors) and home literacy environment (as the exogenous factor) in the beginning of kindergarten predict the children’s current and year-end early literacy skills (phonological awareness, letter knowledge, receptive and expressive vocabulary) was examined. The participants consisted of 441 kindergarten children. Results showed that language development, working memory, and home reading environment predicted children’s both current and year-end phonological awareness. Language and home writing activities were significant predictors of the year-end letter knowledge. Working memory was a significant predictor for both the current and year-end letter knowledge. Language, working memory and home reading environment significantly predicted the acquisition of receptive and expressive vocabulary. In conclusion, results suggest that each of the early literacy skills is related to both the developmental characteristics of children and their home literacy environment.

Reforming and developing socialization of children with limited abilities (mild intellectual disability)

Objectives:The article contains the results of the study of the impact of additional physical education and sports activities on the correction of psycho-physiological disorders, physical qualities of children with intellectual disability. The objectives of the study were the following: 1) to analyze the indicators of the physiological qualities of schoolchildren aged 7–11 with mild intellectual disability; 2) to design a program of additional physical education and sports activities for students of a special (remedial) school of the VIII type on the basis of the study results; 3) to try out the developed program for students of a special (remedial) school of the VIII type.Materials:The longitudinal study (2015-2019) served as the method. The systematic pedagogical monitoring of the state and dynamics of the physiological states of students achieved by them in the course of a school year. The results obtained in the study, processed according to the mathematical method of descriptive statistics and checked with Student’s t-test, the analysis of variance with Fisher’s criterion (F-criterion).Results:In our study, we obtained results that show that the improvement of the motor function in children of primary school age is closely related to the level of morpho-functional maturation of the body and external stimulation with physical exercises. The skillful application of specially selected and dosed physical exercises during the enhanced natural morpho-functional development of the body of children contributes to the improvement of the relevant processes, a significant improvement in the functional capabilities of all body systems.Conclusions:The designed program for students of the special (remedial) school of the VIII type confirmed its effectiveness during the testing. The physiological development program was built on game techniques taking account of the developmental characteristics of children with a mild degree of intellectual disability and positive results were obtained that prove the following: if the physical education program is aimed at developing qualities that correspond to the enhanced natural morpho-functional development of the body of children, it stimulates the accelerated development of the motor function, increasing the adaptive capacity of the child’s body. Additional physical education and sports activities with children who have intellectual disability should be systematic, continuous and they should be organized in such a way that learning the material in the educational and training process could take place in view of the individual state and the sensitive period of development of motor skills.

Developmental Patterns of Cognitive and Non-Cognitive Skills of Russian First-Graders

This study explores patterns of development in cognitive, as well as social and emotional skills for children in the first year of school in Russia. The data analyzed are drawn from the International Performance Indicators in Primary Schools project. This is a large-scale assessment project involving 2741 children from two Russian regions. A k-means cluster analysis identifies four groups of children according to their cognitive and non-cognitive profiles, assessed at the beginning of the school year. Additional analyses explored how levels of children’s skill in each cluster differed by gender, phonological awareness and receptive vocabulary, maternal education, number of books in the home, parent involvement in home learning activities, and attendance at kindergarten in the year prior to school. The clusters proved to be stable across the end of the school year when a follow-up assessment was completed. The distinctive developmental characteristics of children from different clusters might be used to inform teachers in the first year of school about how they can adapt their teaching approaches to address the distinctive learning needs of different groups of children to reduce educational inequalities through primary school.

Homoparentalité et assistance médicale à la procréation : que sait-on du développement des enfants de mères lesbiennes ?

Goals of the studyThe diversification of studies about the development of children in same-sex families, as well as the methodological advances in these studies, make it possible to better take into account the specificity of the different options available to same-sex couples to create a family. The revision of the bioethics laws in France in 2018 invites us to examine in detail research specifically analyzing the development of children of lesbian mothers conceived by assisted reproductive technics (ART). MethodWe identified and analyzed 16 international publications (published between 1997 and 2017) concerning the study of 9 cohorts of children of lesbian mothers conceived by ART. We also supplemented this analysis with, in particular, the examination of 24 publications about planned lesbian families that do not distinguish between procreation situations with and without medical assistance (i.e., ART or self-insemination), and we also considered these results in relation to studies of children adopted by same-sex couples. Results and conclusionThe studies essentially reveal a developmental homogeneity across children of lesbian mothers and those of heterosexual parents (conceived naturally or by ART) whether we focus on the developmental characteristics of children or on family relationships. These studies also specifically analyze the issues of access to donor information and the stigmatization that these families may face.

Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, thata child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.

아동의 디지털 사진표현의 발달특성 탐구 : 아동의 그림표현의 발달특성과의 비교를 중심으로

그림 표현 발달에 대한 장기간 동안 이루어져온 다양한 기초 연구들은 아동의 표현발달 특성을 이해할 수 있는 다양한 정보를 발견할 수 있도록 해주었으며, 이런 정보들은 체계화되어 지금까지도 아동을 지도하는 데 큰 도움을 주고 있다. 하지만 시대가 바뀌어 아동이 사용하는 표현매체가 점차 다양화되고 디지털화되고 있음에도 불구하고, 이런 새로운 표현매체를 활용한 아동의 표현에 대한 기초연구는 여전히 부족한 현실이다. 따라서 본 연구는 새로운 디지털 표현매체 중 아동들이 현재 가장 쉽게 일상에서 사용하고 있는 사진매체를 활용한 아동의 표현 특성을 본격적으로 탐구하는 것을 목적으로 한다. 연구 방법으로는 기호학적 분석을 바탕으로 아동으로부터 수집한 시각자료들이 어떤 의미들을 내포하고 있는 지 탐구하였는데 아동의 시각적 표현물을 질적 자료로 보고 질적 분석을 시도하였다. 아동의 사진표현이 그림표현과 어떤 다른 특성을 가지고 있는 지, 그리고 사진표현특성은 연령대가 다른 아동 집단 사이에 어떻게 나타나고 있는 지 분석한 결과 각 학년군 아동들이 동일한 주제를 표현함에 있어 그림과 사진에서 다른 접근을 사용하고 있음을 그리고 1학년과 6학년 아동들의 사진표현에도 질적 차이가 존재하고 있음을 확인할 수 있었다.

Post Traumatic Reconstruction of the Pediatric Heel and Achilles Tendon: A Review of Pedicle Flap Options in 31 Motorcycle Spoke Trauma Patients.

Severe motorcycle spoke injuries of the heel lead to Achilles tendon defects, calcaneal tubercle exposure or loss, and overlying soft tissue defects, which are challenging to treat. Given the special physiological and developmental characteristics of children, severe spoke injuries of the heel in children are especially troublesome.We report details of 31 cases of severe motorcycle spoke injuries of the heel in children. The reconstruction timing depended on the time since injury, systematic conditions, and concurrent injuries. Eighteen cases were reconstructed at the time of emergency surgery, and 13 cases underwent delayed reconstruction. Appropriate flap transfer and Achilles tendon repair were conducted based on the defect size of the Achilles tendon, the main location of the soft tissue defect, and the distal residues of the Achilles tendon.Of the 31 cases, 16 cases were reconstructed with sliding gastrocnemius musculocutaneous flaps, 7 cases had saphenous neurocutaneous flaps, 4 cases had posterior tibial perforator flaps, 3 cases had sural neurocutaneous flaps, and 1 case was repaired with a peroneal artery perforator flap. All flaps healed uneventfully except for 3 cases of flap partial necrosis and 1 case of local infection of the Achilles tendon. During 6 months to 4 years of follow-up, dorsiflexion of the ankle was obviously limited at first but gradually recovered and enabled normal walking. However, due to the possibilities of calcaneal defects, epiphyseal injuries, and Achilles tendon problems, long-term follow-up is indicated.