Development Of Intelligence In Children Research Articles

Efforts To Improve Cognitive Ability To Know Color Using Pompom Media In Early Children

Cognitive development is often identified with the development of intelligence. Cognitive development is the basis for the development of intelligence in children. In early childhood, knowledge is still subjective, and will develop into objective when it reaches adolescent and adult development. This is where it is important for teachers and parents to supervise children's lives in the surrounding environment. Based on the results of the findings obtained through activities to improve cognitive abilities to recognize colors using Pompom media, 2 (two) cycles were carried out through observing the ability to recognize colors and grouping colors using Pompom media. In the observation activity, the ability to recognize colors and group colors using pompom media starting from cycle I, cycle II shows that the students' ability to recognize colors and group colors using Pompom media is very good, this is in accordance with the percentage of observation results recognizing colors and grouping colors using Pompom media in cycle I namely the highest percentage from 75%, to 100% in cycle II. The overall average was from 48.4% in cycle I to 75.8% in cycle II.

The correlation between participating extramural programming courses and children's intelligence development

The correlation between participating extramural programming courses and children's intelligence development

ЕМОЦИОНАЛНАТА ИНТЕЛИГЕНТНОСТ – КЛЮЧ КЪМ ПРИОБЩАВАНЕТО В ДЕТСКАТА ГРАДИНА

The paper presents some games to help the adult to find the right way how to help the child to recognize, understand, name, express and adequately control their emotions. The material is interesting, useful and practically applicable. The role of the teacher in the process of interaction is extremely responsible, as he/she is the authority and the child copies his/her behavior. It is important to encourage good behavior and positive behavior in children. Our work with children also covered the period of their learning in an electronic environment from a distance. The successful partnership with the families led to the realization of the goals and tasks set by the teams for the development of emotional intelligence in children. The child is a book that „reads“ the development and stability of the emotional environment in the family and the adult’s mission is to choose how to write this book.

Формирование эмоционального интеллекта у детей Нидо и Тоддлер классов

The article suggests paying attention to the possibilities of teachers to help a child in the formation of emotional intelligence. In particular, the prerequisites for this, which exist in Montessori pedagogy, are considered. It is argued that this pedagogy allows the development of emotional intelligence in children from very infancy. The authors provide proofs of this thesis, relying on the theory and modern practice of ‘Toddler’ Montessori classes.

Развитие эмоционального интеллекта: обзор исследований

The article provides an overview of the 1999-2020 studies on the development of emotional intelligence, carried out using the databases of scientific citation Scopus and Web of Science. Publications for analysis were selected on the basis of the recommendations of PRISMA-2009. Fifty-eight articles, combined in six areas of research, were selected for detailed analysis. The review revealed the conditions for the development of emotional intelligence, considered methods, technologies, means of emotional intelligence development, topical directions of emotional intelligence development in children of preschool and school ages, students, as well as professionals of various professions.

Changes in Multiple Intelligence Development of Children at the Age of 6 and 7 according to Experience in Montessori Education Activities

Changes in Multiple Intelligence Development of Children at the Age of 6 and 7 according to Experience in Montessori Education Activities

Развитие эмоционального интеллекта у старших дошкольников

The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.

Pedagogo kompetencijos ugdant ikimokyklinio amžiaus vaikų emocinį intelektą

Emocijų raiška yra viena svarbiausių žmonių gyvenime. Būtina mokėti jas valdyti, bet tai nėra įgimtas gebėjimas, todėl svarbus tampa šios srities ugdymas(is) (Kurienė, 2016). Pripažįstama, jog tinkamiausias emocinio intelekto ugdymui(si) yra ikimokyklinis amžius (Vaišvidienė, Gedvilienė, 2017). Norint sėkmingai vykdyti vaikų emocinio intelekto ugdymą(si), itin svarbios tampa pedagogo kompetencijos. Lietuvoje trūksta tyrimų, atskleidžiančių, kokios ikimokyklinio ugdymo pedagogo žinios, gebėjimai, vertybinės nuostatos, asmeninės savybės, sudarančios kompetencijas, yra svarbios, siekiant užtikrinti sėkmingą vaikų emocinio intelekto ugdymą(si). Dėl to šiame tyrime keliamas tikslas nustatyti, kokios ikimokyklinio ugdymo pedagogo kompetencijos yra svarbios vaikų emocinio intelekto ugdymui(si). Tyrimo tikslui pasiekti atliktas pusiau struktūruotas interviu su 11 ikimokyklinio ugdymo pedagogų. Tyrimo duomenims analizuoti pasitelkta kokybinė turinio analizė. Empirinio tyrimo rezultatai atskleidė, kad svarbiausiomis kompetencijomis ugdant vaikų emocinį intelektą ikimokyklinio ugdymo pedagogai pripažįsta esant ugdytinių skirtybių ir galimybių pažinimo, pagalbos teikimo ir ugdytinių motyvavimo kompetenciją, profesinės komunikacijos kompetenciją, ugdymo(si) aplinkų, ugdymosi turinio ir situacijų įvairovės kūrimo kompetenciją. Taip pat pedagogai didelę reikšmę teikia dalykinėms žinioms, padedančioms suprasti, kas yra emocinis intelektas. Pastebima, kad mažiausiai dėmesio pedagogai linkę kreipti į savo veiklos ir ugdytinių pažangos vertinimą. Taigi vaikų emocinio intelekto ugdymo veiksmingumas pedagogų nėra sistemingai tiriamas ir tikslingai tobulinamas. Atskleista, jog pedagogai pripažįsta stokojantys kai kurių tyrimu nustatytų svarbiausių kompetencijų ugdant vaikų emocinį intelektą. Ypač akcentuotas poreikis tobulinti ugdytinių skirtybių ir galimybių pažinimo, pagalbos teikimo ir ugdytinių motyvavimo kompetenciją. Taip pat pedagogai įvardijo būtinybę plėsti dalykines žinias, kaip ugdyti vaikų emocinį intelektą, mažiau dėmesio skirdami gebėjimams ir vertybinėms nuostatoms. Pripažindami, kad svarbių kompetencijų ugdant vaikų emocinį intelektą jiems trūksta, pedagogai vis dėlto silpnai išreiškia poreikį tobulėti asmeniškai ir plėtoti savo mokėjimą mokytis.

Children's intelligence development training for Aisyiyah kindergarten teachers

Abstract: Early childhood is the golden age to develop their potential multiple intelligences. However, educational activities have often been reduced as teaching and schooling which centered on static transfer of knowledge and sometimes forget to develop non-academic intelligence. This paper aims to describe Aisyiyah teachers training in Banyuwangi Regency to develop the potential multiple intelligence in early childhood. We used dialogical lectures, exercises (simulations), and assistance as the methods. The results showed that 49.74% of 38 participants were satisfied, 48.70% were very satisfied, and only 1.56% were dissatisfied with the contents, methods, and facilities provided. This shows that contents of the material improve teacher's knowledge and could be applied in the teaching environment. The teacher also feels that they gained new experience because never attended a similar training before. Therefore, this kind of training needs to be continued and improved to improve teacher professionalism. Pelatihan pengembangan kecerdasan majemuk anak bagi guru tk AisyiyahAbstrak: Usia anak adalah usia emas untuk mengembangkan potensi kecerdasan majemuk yang dimiliki. Akan tetapi, selama ini kegiatan pendidikan sering direduksi sebagai kegiatan pengajaran dan persekolahan yang terpusat pada transfer pengetahuan secara statis dan terkadang lupa untuk mengembangkan kecerdasan non akademik. Artikel ini bertujuan untuk mendeskripsikan pelatihan guru Aisyiyah kabupaten Banyuwangi dalam mengembangkan potensi kecerdasan majemuk anak usia dini. Metode yang digunakan berupa ceramah dialogis, latihan (simulasi), dan pendampingan. Dari 38 sasaran, hasilnya menunjukkan bahwa 49.74% puas, 48.70% sangat puas, dan hanya 1.56% tidak puas terhadap isi, metode, maupun fasilitas yang disediakan. Hal ini menunjukkan bahwa isi materi sesuai dan dapat menambah pengetahuan guru untuk diaplikasikan di lingkungan kerjanya. Guru juga merasa mendapat pengalaman baru karena belum pernah mengikuti pelatihan serupa sebelumnya. Oleh karena itu, untuk meningkatkan profesionalitas guru, pelatihan semacam ini perlu dilanjutkan dan ditingkatkan.

CHILDREN'S FOLK ART AND MOVEMENT RHYTHMIC GAMES AS A REGIONAL FEATURE FOR THE DEVELOPMENT OF TOURISM POTENTIAL

Children's traditional creativity as an inexhaustible inspiration, but also an alternative form of musical education, represents the biological human need. It is also an "extraordinary means of stimulating intelligence and a way of connecting and bonding people of the world" (Habermeyer, 2001). Our region features a large number of songs for pre-school children, as well as a large number of rhythmic games, which also belong to the field of physical and musical education, as well as domains of learning traditional games. More and more research suggests that children "possess the least knowledge of rhythmic games in general" (Dopudja, 1977). Although there has always existed a tradition of nurturing traditional games / dances that have been transferred to younger generations, both within families and in institutions for pre-school children, it can also be transferred through a well-organized and planned regional tourist offer if its contents are adapted and presented in one of the world languages. Every country in which tourism is one of the most important branches of the economy, naturally turns to its own traditional values and potentials. Furthermore, folklore heritage has proven to be an inexhaustible source of inspiration for both artists and lay people. One should bear in mind the important fact that tourism can be defined as "a correlation of services and other benefits used by tourists created from the need for temporary displacement of people. Having in mind the distinctiveness of tourism from the aspect of its heterogeneity, where the tourist aggregate is constituted of important elements" (Cuervo S. 1967) which also include folklore art as well as various forms of entertainment and leisure time (Stavric, Baros, 2005). If we are familiar with the fact that children primarily learn by listening, watching, doing or their combination, then it is clear that children's folk art and movement rhythmic games, music and art combine these three ways of learning, and at the same time, enhance the development of intelligence in children. All the elements, as well as the inevitable factors that accompany children's folk art, influence the psychophysical, intellectual and emotional development of a child (Planjanin-Simic, 2016). Such potentially offered cultural and educational content certainly leads to better understanding among people from different countries and regions. On the other hand, today, the English language has indubitably become the language of world communication, a contemporary “lingua franca”. What is more, the English language entered almost all spheres of life: music, entertainment, mass media, traveling, tourism... To that note, with the intention of bringing people who speak different languages closer together, this paper will offer the English translation of famous children folk songs, games and dances from our region, especially Montenegrin traditional rhythmic games, with the aim to present regional culture to foreigners and transcendent the language barrier.

The influence of music on children's intelligence development

Music; Child intelligence; Moral cultivation; Role

PO-124 The effect of physical education on children's learning and memory ability

Objective Learning and memory ability is one of the symbols of higher animals. Compared with other functional markers, learning and memory ability is the most unique. Early childhood is a critical period of learning and memory in a person's life. As a child's initial stage of brain development, environmental factors in early childhood play a key role in the development of the brain. If this critical period is missed, the flexibility required for learning and memory ability will be lost. By consulting the literature, there are few studies on sports related to learning and memory in China, and the results of research on whether physical exercise can improve memory ability at home and abroad are inconsistent. This study is devoted to the analysis of the current research on the ability of sports to learn and remember, and lays the foundation for the study of the impact of physical activity on the learning and memory of young children.
 Methods This study used literature data method, logic analysis method, and inductive method to conduct statistics and analysis on the learning and memory ability of children in sports. The literature shows that children's participation in physical activity is mainly sports games, basic gymnastics and sports dance. This study studies the effects of different physical activities on children's learning and memory ability from three aspects.
 Results 1. The influence of sports games on children's memory ability is mainly reflected by the memory of the game process. Studies have shown that children's observation ability and memory ability are more affected by sports games, and children have significant improvement in learning and memory ability. Through training, children's ability to use memory strategies can be effectively improved. 2. The basic gymnastics movements are simple, but there are many types of movements. In the process of learning children, it is necessary to connect scattered gymnastics movements to activate the learning and memory cells of the brain. In the learning process of basic gymnastics, accompanied by the rhythm of music, the movements are varied, and the children need attention. In addition, the children are more sensitive to the movements, and are good at imitating movements. The rhythm of the temperament is strong, the interest of the children is increased, and the movements are remembered easily, memory function is activated. 3. The children's brain remembers the characteristics of the dance movements, and the body begins to display and achieve a state of physical and mental pleasure. When performing sports dance programs, the four-limb movement drives the brain movement, which stimulates the brain, enhances learning motivation, improves learning and memory ability, and promotes the intelligence development of children.
 Conclusions During exercise, the brain can excite the motor central nervous system to the muscles, and the working condition of the muscles can also be transmitted to the brain through the motor nerves. The brain nerve center in charge of language, memory, thinking, etc. Which is excited in the nerve center of the brain in charge of exercise. When diffused, it will be protectively inhibited, so that these nerves will be relaxed. The interaction between nerves and muscles will enable the body to form a protective mechanism and form a memory effect, so that children can reduce the intensity of physical activity and reduce injuries. The results show that physical activity enhances learning and memory. The rich form of children's sports has increased the interest of young children in participating in physical activities. Not only does it improve the flexibility and sensitivity of young children through participation in sports activities, but also enhances children's

The Relationship of Children's Intelligence Quotient and Blood Lead and Zinc Levels: a Meta-analysis and System Review.

The purpose of this study was to analyze the existing studies and to investigate the relationship between children's full-scale intelligence quotient (FIQ), verbal IQ (VIQ), and performance IQ (PIQ) and their blood lead (Pb) and zinc (Zn) levels. All documents in Chinese and English were collected from the PubMed, Web of Science, and Chinese National Knowledge Infrastructure (CNKI) databases from inception date to December 30, 2016. RevMan software (version 5.2) was used for the meta-analysis and Stata software (version 12.0) for the meta-regression and sensitivity analyses. A total of 32 eligible literatures was included in the study. Seven prevalence studies showed that the blood Pb level was negatively correlated with children's IQ. The results of the meta-analysis from 22 case-control studies indicate a significant difference between FIQ and PIQ with blood Pb levels, detailed as the FIQ score with a weighted mean difference (WMD)=-6.60 (95% CI: -9.01, -4.20), P<0.001; PIQ WMD=-8.85 (95% CI: -12.651, -5.05), P<0.001; but VIQ WMD=-3.32 (95% CI: -6.98, 0.33), P>0.05. Three studies on the blood Zn concentrations were with a FIQ WMD=7.88 (95% CI: -0.07, 15.83), VIQ WMD=7.73 (95% CI: -7.40, 22.86), and PIQ WMD=6.69 (95% CI: -7.13, 20.51), all P>0.05. The results indicate that Pb is harmful to children's intelligence development, especially in PIQ. Zn is beneficial to intelligence, although more studies are needed.

Analysis of the effect of improved support nursing model applied in the intervention nursing of premature infants

Objective To analyze the construction and advantages of improved support nursing model applied in the nursing intervention of premature infants. Methods A total of 120 premature infants from NICU in our hospital from July 2012 to July 2014 were randomly divided into two groups according to the order out of the hospital, 60 cases in each group.The control group received traditional premature nursing model, while the experimental group adopted the modified support nursing intervention model.The NBNA score at 40 weeks of correct age and the score of CDCC at a year old of the two groups were retrospectively analyzed and evaluated. Results The NBNA scores of the behavior ability, passive muscle tension, active muscle tension, initial reflex and general reaction of the premature infants of the experimental group at 40 weeks of correct age were higher than that of the control group, and the differences were statistically significant (P<0.05). The intelligence and motor development score of the experimental group at 1 year old were (107.81±9.72) points and(109.32±10.17)points respectively, which was significantly higher than that of(100.98±16.89) points and (98.59±11.15) points of the control group .The difference was statistically significant (P<0.05). Conclusions The implementation of improved support nursing model applied in the intervention nursing of premature infants can effectively improve the infant's behavior, and promote the development of children's intelligence and sports development, and the short-term, long-term prognosis is significant, which is a safe, reliable and effective new nursing model. Key words: Improved support nursing model; Premature infant; Neurobehavior; Intelligent motor development

Development of Intelligence in Children with Neurological Diseases by Means of Music-to-color Synaesthesia. Aesthetic and Semiotic Approach

Development of Intelligence in Children with Neurological Diseases by Means of Music-to-color Synaesthesia. Aesthetic and Semiotic Approach

Development of intelligence in children with developmental disorder

Development of intelligence in children with developmental disorder

Iodide-assisted total lead measurement and determination of different lead fractions in drinking water samples

Lead and its compounds are toxic and can harm human health, especially the intelligence development in children. Accurate measurement of total lead present in drinking water is crucial in determining the extent of lead contamination and human exposure due to drinking water consumption. The USEPA method for total lead measurement (no. 200.8) is often used to analyze lead levels in drinking water. However, in the presence of high concentration of the tetravalent lead corrosion product PbO(2), the USEPA method was not able to fully recover particulate lead due to incomplete dissolution of PbO(2) particles during strong acid digestion. In this study, a new procedure that integrates membrane separation, iodometric PbO(2) measurement, strong acid digestion and ICP-MS measurement was proposed and evaluated for accurate total lead measurement and quantification of different lead fractions including soluble Pb(2+), particulate Pb(II) carbonate and PbO(2) in drinking water samples. The proposed procedure was evaluated using drinking water reconstituted with spiked Pb(2+), spiked particulate Pb(II) carbonate and in situ formed or spiked PbO(2). Recovery tests showed that the proposed procedure and the USEPA method can achieve 93-112% and 86-103% recoveries respectively for samples containing low PbO(2) concentrations (0.018-0.076 mg Pb per L). For samples containing higher concentrations of PbO(2) (0.089-1.316 mg Pb per L), the USEPA method failed to meet the recovery requirement for total lead (85-115%) while the proposed method can achieve satisfactory recoveries (91-111%) and differentiate the soluble Pb(2+), particulate Pb(II) carbonate and PbO(2).

Schooling and the Norming of Intelligence Test Scores

How does schooling affect the development of intelligence in children? How should the amount of schooling be considered when developing norms for turning intelligence test performance into IQ scores?

Breast feeding and children's intelligence.

Breast feeding was reported in 1992 by Lucas, et al. to provide advantages for the development of intelligence in children of low birth weight, possibly through nutrients or other biological factors found in human breast milk but not cow's milk. Research on breast feeding and intelligence in children of normal birth weight has yielded mixed results, probably because measurement of environmental influences has not been thorough and the range of intelligence components measured has been limited. Our research with 204 3-year-old children of normal birth weight included control measures for the environment and maternal intelligence (Hollings-head socioeconomic status, Home Observation for the Measured Environment, Shipley) and two measures of childhood intelligence (Stanford-Binet Fourth Edition and Peabody Picture Vocabulary Test-Revised). Controlling for environmental variables and maternal intelligence, initiation of breast feeding predicted scores on intelligence tests at age three. Breast feeding was associated with 4.6-point higher mean in children's intelligence.

The adverse effect of marginally higher lead level on intelligence development of children: a Shanghai study.

We surveyed 128 preschool children in a lead-polluted area in Shanghai to study the relationship between blood lead level and neuropsychological functions, assessed by age-appropriate psychological tests. The geometric means of blood lead level was 21.7 + -10.8 micrograms/dl. Of 47 children aged below 30 months, there was no significant difference in BSID indices between the high and low lead subjects, although the high lead children tended to have poorer development scores than the low lead ones. On the other hand, of 81 children older than 46 months, the WPPSI IQ scores showed highly significant negative correlation with blood lead level. Step-wise regression and multiple analysis of covariance techniques were employed to find out and control the confounding factors. Even when 21 non-lead variables were considered, the IQ difference between high and low lead groups remained statistically significant. We concluded that the children, especially those older than 46 months, in the area investigated, did suffer from lead toxicity causing impairment in intelligence development. We support the view that marginally higher lead level in children should be taken seriously.