Intellectual Development Of Children Research Articles

Association between maternal metal exposure during early pregnancy and intelligence in children aged 3–6 years: Results from a Chinese birth cohort

ObjectiveMaternal environmental metal exposure is common, but long-term prospective epidemiological evidence of its impact on children's intellectual development is still insufficient. MethodsData on maternal plasma metal levels and child intelligence were obtained for 211 3–6-year-old children from Guangxi Zhuang Birth Cohort. ICP-MS was employed to detect 17 metals, including 7 essential metals (Mn, Fe, Co, Ni, Cu, Zn, Mo) and 10 non-essential metals (As, Rb, Sr, Cd, Sb, Cs, Ba, W, Pb, U), in maternal plasma samples obtained before 13 weeks of gestation during the initial maternity checkup. Child intelligence was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition. The GLM, RCS and mixture models were used to assess the associations of maternal plasma metal levels with child intelligence quotient (IQ) scores. ResultsThe GLM analysis revealed that U had a significant adverse effect on child IQ scores in high-dose exposure groups (−9.236 [-18.644, −4.936], p = 0.006) after adjusting for covariates, while Sb showed a linear adverse effect on children's intelligence in the adjusted model (−4.028 [-7.432, −0.626], p = 0.021). BKMR modeling indicated that overall IQ scores decreased as concentrations of non-essential metals mixtures increased after adjusting for essential metal mixtures, consistent with findings from the WQS (β [95% CI], −8.463 [-14.449, −2.476], p = 0.007) and Qgcomp models (−7.003 [-12.928, −1.078], p = 0.022). Among the non-essential metals, U had the highest negative weight at 37.96%, followed by Pb (23.35%) and Sb (16.91%). Furthermore, potential interactions were observed between metals (Pb and U) and Sb in the study findings. ConclusionReducing exposure to non-essential metal mixtures, especially U, Sb and Pb, during early pregnancy and ensuring adequate intake of specific essential metal elements could be a critical intervention in addressing childhood intellectual impairment.

Evaluating The Effectiveness of Digital Bibliotherapy in Enhancing Language Intellectual Development in Children with Speech Delay

Evaluating The Effectiveness of Digital Bibliotherapy in Enhancing Language Intellectual Development in Children with Speech Delay

In Utero Gene Therapy and its Application in Genetic Hearing Loss.

For monogenic genetic diseases, in utero gene therapy (IUGT) shows the potential for early prevention against irreversible and lethal pathological changes. Moreover, animal models have also demonstrated the effectiveness of IUGT in the treatment of coagulation disorders, hemoglobinopathies, neurogenetic disorders, and metabolic and pulmonary diseases. For major alpha thalassemia and severe osteogenesis imperfecta, in utero stem cell transplantation has entered the phase I clinical trial stage. Within the realm of the inner ear, genetic hearing loss significantly hampers speech, cognitive, and intellectual development in children. Nowadays, gene therapies offer substantial promise for deafness, with the success of clinical trials in autosomal recessive deafness 9 using AAV-OTOF gene therapy. However, the majority of genetic mutations that cause deafness affect the development of cochlear structures before the birth of fetuses. Thus, gene therapy before alterations in cochlear structure leading to hearing loss has promising applications. In this review, addressing advances in various fields of IUGT, the progress, and application of IUGT in the treatment of genetic hearing loss are focused, in particular its implementation methods and unique advantages.

Cohort differences between preschool development of in vitro fertilization and naturally conceived infants.

To explore the differential cohort situation between preschool development of in vitro fertilization (IVF) and naturally conceived infants. From April 2014 to June 2022, 60 preschool IVFs were selected as the research subjects for follow-up at the pediatric health clinic of hospital's prevention and health department. They were set as the experimental group (Group S), and 60 naturally conceived infants of the same age were selected as the control group (Group Z). Data from both groups were collected through telephone follow-up and other methods. No significant difference showed between the 2 groups in age specific height, age specific weight, Gesell developmental score, Denver developmental screening test screening results, intellectual development index, and motor development index (P > .05). The influence of birth environment factors such as family background and maternal education level on children's height and weight was not significant (P > .05), while maternal education level had a significant impact on children's intellectual development index (P < .05). No significant difference showed in the development of preschool children in IVF compared to naturally conceived children, and the level of parental education has a significant impact on children's mental and motor development.

Stunting prevention: balanced nutrition education, fill my plate, and complementary food variations for breast milk

Optimal nutrition is very important for normal growth and the physical and intellectual development of children. One effort to maintain balanced nutrition is to use a "Fill My Plate" meal portion consisting of fifty percent fruit and vegetables, and the remaining fifty percent consisting of carbohydrates and protein. However, there are still very few mothers who understand how to balance the contents of my plate for the nutritional needs of toddlers. The impact is that the stunting rate in Indonesia is still high. One way to prevent stunting is by educating mothers about the contents of my plate and indicators of nutritional adequacy for toddlers. This community service aims to prevent stunting by increasing knowledge about balanced nutrition, what's on my plate, and variations in complementary foods for breast milk (MP ASI). The mechanism for implementing this activity consists of four activity steps, namely planning, implementation (providing material, questions and answers, pre and post-test questions), activity monitoring, and evaluation. The results of this socialization showed that there was an increase in parents' knowledge of balanced nutrition and variations of MP ASI in the good category with the pretest score which was previously at 51.56%, in the posttest it increased to 74.9% after the education was provided.

Iodine Status and Its Influencing Factors in Hospitalized and Healthy Preschool-Age Children.

Iodine is a trace element necessary for synthesizing thyroid hormones. It is especially crucial for the neurodevelopment and intellectual development of children. Preschool-age children admitted to the hospital tend to have more fragile physical and mental health, but few studies demonstrate their iodine status. Our study aimed to investigate the iodine status of hospitalized and healthy preschool-age children and to explore the factors influencing them. From January to December 2021, 426 children aged 3-6 years were admitted to the respiratory department for pneumonia, bronchopneumonia, or bronchiectasis, but they could eat normally and were recruited as hospitalized children. Six hundred ten healthy children aged 3-6 years were included. We collected anthropometric measurements and urine samples from hospitalized and healthy preschool-age children, and iodine status was assessed through urinary iodine concentration (UIC) and urinary iodine/creatinine ratio (UI/Cr). UIC was 40.1 and 166.1µg/L for hospitalized and healthy preschool-age children, respectively (P < 0.001). Urinary creatinine concentration (UCr) was 0.2 and 0.8g/L for hospitalized and healthy preschool-age children, respectively (P < 0.001). UIC decreased with increasing height z-scores in hospitalized children (Spearman's rho = -0.11, P = 0.022). A significantly increased risk of UIC < 100µg/L was found in hospitalized children (OR = 9.1 (6.8, 12.2), P < 0.001) when compared to healthy children. In conclusion, hospitalized preschool-age children are likelier to have iodine insufficiency than healthy preschool-age children, especially those with good linear growth. Measures should be implemented to ensure adequate iodine intake of preschool-age children during hospitalization to avoid affecting their intellectual and physical development. Due to lower UCr in hospitalized children, creatinine is not appropriate for assessing iodine status in hospitalized children.

Hypothyroidism among children and adolescents with nephrotic syndrome in Mulago National Referral Hospital, Kampala, Uganda; a cross-sectional study

BackgroundNephrotic syndrome (NS) is the commonest glomerular disease among children. It is characterized by heavy proteinuria and is a risk factor for hypothyroidism in the affected children. Hypothyroidism is of concern because it affects the physical and intellectual development of children and adolescents. This study sought to establish the prevalence and factors associated with hypothyroidism among children and adolescents with NS.MethodsA cross-sectional design was used to study 70 children and adolescents aged 1–19 years diagnosed with nephrotic syndrome and being followed up in the kidney clinic in Mulago National Referral Hospital. Questionnaires were used to collect patients’ socio-demographics and clinical information. A blood sample was taken for analysis for thyroid stimulating hormone (TSH) and free thyroxine (FT4), renal function tests and serum albumin. Hypothyroidism included both overt and subclinical forms. Overt hypothyroidism was defined as TSH level > 10 mU/L and FT4 < 10pmol/L, or FT4 < 10pmol/l with normal TSH, or TSH < 0.5mU/l. Sub-clinical hypothyroidism was defined as TSH ranging between 5 and10 mU/L with normal age appropriate FT4 levels. Urine samples were collected and taken for a dipstick examination. The data was analyzed using STATA version 14. The Bayesian Logistic regression analysis approach was used to estimate odds ratios (OR) and their associated 95% credible intervals. All predictor variables with p value < 0.05 at frequentist statistical analysis were considered significant.ResultsThe mean age (standard deviation) of participants was 9 years (3.8). There were more males; 36 of 70 (51.4%). The prevalence of hypothyroidism was 23% (16/70 participants). Of the 16 children with hypothyroidism, 3 (18.7%) had overt hypothyroidism while 13 had subclinical hypothyroidism. Only low serum albumin was found to be strongly associated with hypothyroidism; Bayesian OR 132.57 (CI 9.13–567.10) with a frequentist OR of 37 and a p value of 0.001.ConclusionThe prevalence of hypothyroidism among children and adolescent with nephrotic syndrome attending Mulago Hospital paediatric kidney clinic was 23%. Hypoalbuminemia was found to be associated with hypothyroidism. Therefore, children and adolescents that have severely low levels of serum albumin should be screened for hypothyroidism and linked to endocrinologists for care.

The Implications of the Zone of Proximal Development for English Teaching

The "zone of proximal development," conceived by the eminent Soviet psychologist Lev Vygotsky, describes a central framework in educational psychology. Vygotsky's theory posits a two-tiered model of children's intellectual development that includes their current level of achievement and their untapped potential. The zone of proximal development (ZPD) delineates the critical space between these developmental thresholds. This paper contends that through astute observation of students' learning processes, educators can systematically bridge the gap between a student's current level of development and his or her latent potential, thus integrating the ZPD into the domain of realized development. In addition, educators can tailor their instructional strategies to their students' evolving abilities and set new educational goals with the overarching goal of placing students at the centre of the learning experience. This approach is designed to cultivate and enhance students' abilities to learn independently. The following sections provide a comprehensive synthesis and analysis of various teaching methodologies rooted in the theoretical framework of the Zone of Proximal Development. Through a careful examination of these approaches, we seek to illuminate the dynamic interplay between pedagogical strategies and the ZPD, paving the way for more effective and student-centred English language teaching.

Brain functional and structural changes in diabetic children. How can intellectual development be optimized in type 1 diabetes?

The neuropsychological functioning of people with type 1 diabetes (T1D) is of key importance to the effectiveness of the therapy, which, in its complexity, requires a great deal of knowledge, attention, and commitment. Intellectual limitations make it difficult to achieve the optimal metabolic balance, and a lack of this alignment can contribute to the further deterioration of cognitive functions. The aim of this study was to provide a narrative review of the current state of knowledge regarding the influence of diabetes on brain structure and functions during childhood and also to present possible actions to optimize intellectual development in children with T1D. Scopus, PubMed, and Web of Science databases were searched for relevant literature using selected keywords. The results were summarized using a narrative synthesis. Disturbances in glucose metabolism during childhood may have a lasting negative effect on the development of the brain and related cognitive functions. To optimize intellectual development in children with diabetes, it is essential to prevent disorders of the central nervous system by maintaining peri-normal glycemic levels. Based on the performed literature review, it seems necessary to take additional actions, including repeated neuropsychological evaluation with early detection of any cognitive dysfunctions, followed by the development of individual management strategies and the training of appropriate skills, together with complex, multidirectional environmental support.

How Modern Psychometrics Can Change Intelligence Testing of Children and Adolescents in Russia

The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning difficulties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the influence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment. The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. This paper presents the current situation of measuring intelligence in children and adolescents in the world and in Russia. It describes the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents' motivation and simplify the test administration process. It will facilitate frequent assessments of a child's progress by presenting varying test versions on each occasion, thereby significantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.

Content and Principles of Children's Intellectual Development in the Chinese Preschool System

The article is devoted to the content and principles of children's intellectual development in the Chinese preschool system. The purpose of the article is to determine the content and principles of intellectual development of a child in the Chinese preschool system. The following research methods were used in the study: observation, interviews, research projects. Results. It was established in the research process that the main goal of preschool development in China is to prepare children for schooling, help them effectively learn the school curriculum and create a personality capable of further learning and self-development: the development of children's desire for knowledge and cognitive interests; development of preschoolers' abilities to independently learn about the world around them; constant involvement of the child in mental work and preparation for life, etc. It has been proven that the Chinese government creates special programs that have the greatest impact on the intellectual development of preschoolers. Sensory development of the child, development of his/her speech skills, learning the basics of arithmetic, development of important social skills - all this is part of the programs that are included in this category. Experts rightly claim that all types of activities carried out by preschoolers contribute to their intellectual development. Based on the analysis of scientists' works, the article defines several indicators of the intellectual development of a preschool child. These indicators include the child's ability to ask questions; behave with other children and adults; perceive and perform tasks; and understand certain things and events in the environment. Special attention is paid to the educators and the level of their training. In particular, it is emphasized that today, in order to ensure high-quality training of teachers for preschool education institutions in the People's Republic of China, they successfully ensured the intellectual development of preschool children, began to combine preschool pedagogy faculties with secondary special schools, opened preschool pedagogy institutes, and provided training for educators at various levels education such as bachelors and masters. Chinese teachers pay attention to the fact that it is necessary to follow a number of principles in order to fulfill the task of intellectual development of a preschool child. These principles are basic, original provisions that serve as the basis for creating the content and methods of working with preschool children. Conclusions. The most important of them are the following: the principle of visibility, the principle of activity, the principle of connection with life, the principle of self-activity, the principle of taking into account age and individual characteristics, the principle of consistency, the principle of individualization and differentiation, and the principle of voluntary learning. The justification of the factors of intellectual development of preschool children is presented. One of the most important is language. An important part of mental education is the development of speech, which includes the development of coherent speech, the development of phonetic culture, and the addition and activation of the dictionary. Chinese teachers consider the process of forming communication skills an important component of the intellectual and social development of a preschool child.

Upaya Peningkatan Kemampuan Literasi Siswa Di Kelas V SD Negeri 06 Rantau Bertuah Melalui Program Kampus Mengajar

This research aims to describe efforts to improve the literacy skills of class V SD Negeri 06 Rantau Bertuah through a campus teaching program with research using the classroom action research approach method, which is a practical study that aims to overcome weaknesses in the learning process in the classroom. Through certain actions, the main goal is to improve and enhance learning in a more professional manner. Literacy, as a key aspect, is very significant in children's intellectual development. Literacy is a person's skills in reading, writing and understanding texts which are important for students' intellectual development. The teaching campus is one of the facilities that has great potential to make a significant contribution to improving literacy skills.

Музична терапія як метод навчання та розвитку молодших школярів за умов воєнного стану

The article discusses the ways of introducing methods of music therapy into the educational process of primary school. The essence and role of mu­sic therapy as an innovative health-saving technology for working with younger schoolchildren are defined. The article states that war, as the strongest stress factor, poses a real threat to the psychological and physical health of children. Psychological trauma caused by adverse en­vironmental factors can nega­tively affect the reactions and intellectual development of children, lead to undesirable behavior, emotional insta­bility, and depres­sion. In the conditions of martial law, the school should become the re­source place where the care of the child is based in the context of helping him adapt to the circumstances in which he or she finds himself. Today's challenges require improving the edu­cation and development of younger students through the use of health-saving ap­proaches and methods. It has been established that music therapy, being a component of psy­cho­logi­cal, pedagogical and psychotherapeutic methods, contributes to the preser­vation of mental health and the prevention of emotional disor­ders. It has a positive effect on a person's mood, on functional activity and perfor­mance, on his entire spiritual world. A definition of the concept of «music therapy» has been proposed, taking into account different scientific views. The article presents a classifica­tion of methods of modern music therapy in relation to the patient's ac­tivity or type of training. It has been established that the methods of mu­sic therapy can be integrated into pedagogical concepts and actions containing musi­cal, psycho­logical and social processes of learning and development, since it opens up opportunities to take care of the child in a multifaceted way, taking into ac­count all his/her characteristics, devel­opmental needs and in­dividual prob­lems. It is noted that in order to opti­mize the process of per­sonal development of the child, it is necessary to allow two areas to conduct a dialogue. Music-therapeutic methods of instrumental, vocal, motor improvisation, per­formance of ready-made musical works, receptive listening to music are high­lighted. A selection of musical works for work with younger stu­dents is pre­sented. The effectiveness of the influence of music therapy methods as a non-verbal form of correction on the personality of a junior schoolchild is noted.

A Comparative Study to Assess the Nutritional Status among School Age Children of Employed and Unemployed Mothers (A Study in Selected Schools of Nepalgunj, Banke, Nepal)

Nutrition is the science that studies the link between food and health, and is mainly focused on the role of nutrients in human growth, development, and maintenance. Healthy nutrition involves maintaining a nutritional condition that enables individuals to grow and maintain excellent health. The school age, which ranges from 6 to 12 years old, is a crucial period for physical growth and intellectual development in children. The socioeconomic status of families, social well-being, and health care system proficiency of communities, as well as the environmental impact, are important factors that affect child health. Viewing malnutrition as an issue in human ecology provides a range of approaches for prevention. The objective of this study was to evaluate the nutritional status of school-age children whose mothers were employed or unemployed and attending selected schools in Nepalgunj, Banke. A descriptive comparative research design was employed for the study, and stratified random sampling was used to select 120 students from Nepalgunj, Banke. Data were collected using a self-developed structured questionnaire. The study results showed that children with underweight (51.6%) were more prevalent among employed mothers' children than unemployed mothers' children (20%). However, children with normal weight (43.3%) were more prevalent among children of unemployed mothers than employed mothers (25%). An association was found between school type and maternal employment status with children's body mass index (BMI), and the P-values were &lt;0.001 and &lt;0.02, respectively. The nutritional status of children is a crucial factor for their growth and development. This study indicated that underweight was more prevalent among children of employed mothers, and children of unemployed mothers had a normal weight. Maternal employment status and school types, such as public and private schools, were associated with children's BMI. These factors should be considered while designing interventions to enhance children's nutritional status.&#x0D;

Learning Disabilities, Culture and the Nigerian Educational System: The Unseen Link to Mental Health

Background: The fact that human beings vary in intellectual capacity is universally accepted all over the world. There are, however, generally accepted intellectual growth markers with which psychologists judge the mental and intellectual development of children and young adults. Children who fall below what is considered the average are considered low on cognitive ability. Objective: This study aims to scrutinise and analyse the Nigerian education system using literature to identify the negative impact of the present structure on the mental health of people with LD. It also explores the possibilities for improvement in the present Nigerian education systems such that it is less harmful to people with LD. Method: This paper is a qualitative literature review concentrating on the results of 3 primary research papers. Their results will be used to explore the conversations surrounding the effect of dysfunction in the Nigerian education system on the experiences of students with learning disabilities. Results: The review of the literature shows that the existing educational structure in Nigeria may worsen the outcome of students with LD as there are sparse social and physical infrastructures to protect and assist them. Conclusion: This paper explores the psychiatry of learning disabilities, not to reveal all work done in the field but to discuss the evidence posed by existing literature concerning the link between learning disabilities, mental health, and the educational system in Nigeria. It concludes that there is room for improvement on the present frameworks for the education and care of students with LD.

Greater maltreatment severity is associated with smaller brain volume with implication for intellectual ability in young children

BackgroundChildhood maltreatment profoundly alters trajectories of brain development, promoting markedly increased long-term health risks and impaired intellectual development. However, the immediate impact of maltreatment on brain development in children and the extent to which altered global brain volume contributes to intellectual development in children with maltreatment experience is currently unknown. We here utilized MRI data obtained from children within 6 months after the exposure to maltreatment to assess the association of maltreatment severity with global brain volume changes. We further assessed the association between maltreatment severity and intellectual development and tested for the mediating effect of brain volume on this association. MethodWe used structural MRI (3T) in a sample of 49 children aged 3–5 years with maltreatment exposure, i.e. emotional and physical abuse and/or neglect within 6 months, to characterize intracranial and tissue-specific volumes. Maltreatment severity was coded using the Maternal Interview for the Classification of Maltreatment. IQ was tested at study entry and after one year using the Snijders Oomen Nonverbal Test. ResultsHigher maltreatment severity was significantly correlated with smaller intracranial volume (r = -.393, p = .008), which was mainly driven by lower total brain volume (r = -.393, p = .008), which in turn was primarily due to smaller gray matter volume (r = -.454, p = .002). Furthermore, smaller gray matter volume was associated with lower IQ at study entry (r = -.548, p < .001) and predicted IQ one year later (r = -.493, p = .004). The observed associations were independent of potential confounding variables, including height, socioeconomic status, age and sex. ImportanceWe provide evidence that greater maltreatment severity in early childhood is related to smaller brain size at a very young age with significant consequences for intellectual ability, likely setting a path for far-reaching long-term disadvantages. Insights into the molecular and neural processes that underlie the impact of maltreatment on brain structure and function are urgently needed to derive mechanism-driven targets for early intervention.

The impact of propranolol on the growth and development of children with proliferative infantile hemangioma during treatment.

Oral propranolol has not been shown to impact physical development, such as weight and height. The impact of children's intellectual development has received relatively little attention from researchers. The effects of propranolol on the growth and development of children with proliferative infantile hemangiomas during treatment were analyzed retrospectively. The children with infantile hemangioma treated with oral propranolol in the Department of Burn and Plastic Surgery, Fuzhou Children's Hospital of Fujian Province, from February 2017 to May 2022 were analyzed. A uniform therapeutic regimen was applied, including assessment, treatment, and follow-up. The assessment included physical development and intellectual development indices. The physical development indices were height and weight. Neuropsychological assessment uses developmental quotient (DQ) to assess intelligence development. The DQs on months 3, 6, and 9 posttreatment were compared to the pretreatment. Wilcoxon rank sum test of paired samples was used for height and weight. The developmental quotient was determined by paired t test. P < .05 indicated significant difference. A total of 51 patients were enrolled. All children completed the treatment successfully, without severe adverse drug reactions leading to treatment discontinuation. There was no significant difference in height and weight before and after treatment (P > .05). No significant difference was detected in DQ 3 months posttreatment and pretreatment (P = .19), while it decreased at 6 and 9 months posttreatment (P < .05). Oral propranolol does not have an impact on physical development (height and weight). No short-term effect was found on intellectual development, but a decrease was noted over 6 months, which needs to be investigated further.

Cerita Rakyat Sentani Asal Usul Marga Ongge dan Relevansinya Sebagai Bahan Bacaan Anak

Sentani, in Jayapura Regency has many comparably living interesting folktales toward other places in Indonesia. Those folktales, however, have not yet been explored and exploited as children reading material, especially in primary school. Accordingly, this study discusses about presentation suitability of folktale entitled “Asal Usul Marga Ongge” toward intellectual development of children. Folktales as data sources were orally collected from informants. Researcher analyzes this study using descriptive qualitative method. The result shows that story is suitable as reading material for children 11 years old and above. This is shown by the usage of developing or complicated character with social and culture background of Sentani people. Message or character value is complicated either, especially for primary school students period. The story tells us about, political knowledge and sensible nature that should be owned by tribe leader, or Ondofolo, and his descendant. The message includes character value as a person and as a society member. The value as person including honesty and hard-work. As a member of a society, on the other hand, including (a) realizing of self-right and self-obligatory and other people as well, (b) obeying any social rules.

Intellectual Characteristics in Children With Congenital Unilateral Upper Limb Deficiencies.

Introduction Some children with motor disabilities show low cognitive levels. However, the influence of motor disabilities on children's intelligence remains to be fully elucidated. This study aimed to clarify the intellectual characteristics of children with upper limb deficiencies and the influence of upper limb impairments on intelligence. Methods The participants were 10 children from four to six years of age with congenital unilateral transradial or transcarpal limb deficiencies who received prosthetic interventions. The children's intelligence and adaptive behaviors, including motor skills, were examined using the Wechsler Preschool and Primary Scale of Intelligence and the Vineland Adaptive Behavior Scale, respectively. Results There were no significant characteristics or discrepancies in cognitive level in children with upper limb deficiencies. The Adaptive Behavior Composite Score of the Vineland Adaptive Behavior Scale was significantly positively correlated with the Full-Scale Intelligence Quotient of the Wechsler Preschool and Primary Scale of Intelligence. Conclusions The children with congenital limb deficiencies showed average cognitive levels. Expansion of adaptive behaviors, including appropriate complementation of disabilities, may promote intellectual development in children with motor disabilities.

Assessment of food quality and safety among Nigerian school children

Abstract Nutrition is of vital importance in the physical, emotional, and intellectual development of children, for retarded academic performance is not the only risk of lack of good food; various health risks that may deform the body system or result in sickness or death are also, not unconnected to consumption of foods devoid of quality and safety. This article aims to assess the food quality and safety among Nigerian school children. A review of related online free-full articles written in the English language published from 2018 to 2022 was done. A consequent title and abstract review of articles published on food quality and safety, and over 1056 published studies identified, they were visualized, profiled, cleansed, prepared, analyzed, and summarized, of which 36 most relevant articles met the inclusion criteria and were utilized for the review. This study found that providing high-quality and safe foods to children is key to achieving sustainable development goals by 2030, and it is in this quest that tremendous educational and health benefits. We also found that the foods served or sold to children in schools are sometimes of low quality and unsafe to satisfy learners’ esthetic or nutritional needs, which have grave consequences for their physical growth, health status, and academic development. In conclusion, there is a need to train and monitor food handlers on food quality and safety in schools in Nigeria.