Intelligence Of Children Research Articles

Implementasi Pop Up Book Dalam Meningkatkan Kecerdasan Linguistik Pada Anak Usia Dini

This research was conducted to find out about the implementation of pop up books in increasing linguistic intelligence in early childhood at RA Habibilla Jl. KUD Love the People. The data produced by this research was collected through analysis and observation. As well as using literature methods and telling stories through pop up books to children. The aim of research regarding the implementation of pop up books in increasing linguistic intelligence in early childhood really needs to be discussed, studied and applied to find out how the application of pop up books in increasing linguistic intelligence in early childhood is in accordance with intelligence development.

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.

Mengembangkan Kecerdasan Eksistensial Melalui Kegiatan Bermain Peran Pada Anak Usia 4-5 Di PAUD An-Line

Existential intelligence refers to an individual's ability to understand the meaning of life, explore existential goals, and build meaningful connections in everyday life. This research aims to examine the influence of role-playing activities on the development of existential intelligence in early childhood. This research uses a descriptive qualitative approach with participatory observation techniques and in-depth interviews with children involved in role-playing activities in early childhood education environments. Research shows that role-playing activities can significantly develop children's existential intelligence. This research shows an increased ability to interpret and deal with everyday life experiences through roles played. Children develop a deeper understanding of social relationships, values, and ways to overcome challenges in life. These findings show the importance of expanding the approach to early childhood education to include role-playing activities to facilitate the development of existential intelligence. The practical implication of this research is that educators and parents can consider integrating role-playing activities in the early childhood curriculum as a strategy to support children's holistic development and the role of parents and teachers in working together to increase children's existential intelligence.

Eksplorasi Perkembangan Bahasa Anak Usia Dini: Analisa Faktor, Indikator, Dan Tahapan Perkembangan

Language development is one of the many areas of development that needs to be addressed in kindergarten. Language as a systematic and orderly system of pronunciation, ideas and emotions used for speaking, listening, reading and writing to communicate with other people. This research focuses on analysis related to early childhood language development, through the stages of development, the factors that influence children's language development, as well as indicators of children's language development and various theories of language development. The purpose of this research is to analyze matters related to children's normal development, this is because various problems often arise that children experience when they struggle with acquiring good language. The method used in this research is a qualitative method in the form of library research. The results of this research concluded that it is important to understand children's language development because the development of young children goes through 4 stages, namely pre-imgistic, single words, two-word sentences, and short sentences. Language and language development are important aspects of life, related to child development issues, the role of parents and teachers is an important factor in language development, because they must be good at stimulating children's language intelligence.

Relationship between parental role and gadget addiction in early childhood

According to Handrianto (2013) the use of gadgets in children has positive and negative impacts, as well as in early childhood. The positive impacts of using gadgets on children include developing imagination, training children's intelligence, increasing children's self-confidence, developing reading, mathematics and problem solving skills. Meanwhile, the negative impacts of using gadgets are reducing concentration in studying, laziness in writing and reading, decreased social skills, addiction, can cause health problems, hinder children's cognitive development, hinder language skills and affect children's behavior.Parents are expected to have a big role in preventing the negative impact of gadget use in early childhood. For this reason, parents need to be given socialization about the role of parents in preventing early childhood addiction to gadgets. This research has two objectives, firstly to find out the positive relationship between the role of parents and gadget addiction in older people and secondly to find out the negative relationship between the role of parents and gadget addiction in young children.The research method used is quantitative research using Spearman Rank Correlation Analysis from the results of a questionnaire on the role of parents and parents' perceptions about gadget addiction in early childhood. Parents were divided into two groups, 1 group that was not given socialization and 1 group of parents who were given socialization. Both groups were given a pre-test and post-test. This research was carried out on TKIT Taamasa parents who were selected using a purposive sampling technique.Based on research conducted on TKIT Taamasa parents, the Spearman Rank correlation coefficient test results obtained from the pre-test results in the control group were -0.449 (negative). Likewise, the results of the correlation coefficient test for the control group post test were -0.389 (negative), the experimental group pre test results -0.114 (negative) and the experimental group post test -0.141 (negative). This shows that there is a negative relationship between the role of parents and gadget addiction in early childhood. The higher the role of parents, the lower the gadget addiction in young children. The negative coefficient value also proves that there is no positive relationship between the role of parents and gadget addiction in early childhood.Based on the research results, it was found that there was a negative relationship between the role of TKIT Taamasa parents and gadget addiction in early childhood in the group of parents who were given socialization and who were not given socialization regarding the role of parents in gadget addiction in early childhood. The higher the role of parents, the lower the addiction to gadgets in early childhood. Thus, researchers suggest that the role of people needs to be increased to prevent early childhood addiction to gadgets.

Life-Course Pathways to Exceptional Longevity: Evidence From the Lothian Birth Cohort of 1921.

Longevity, a hallmark of successful aging, is a multifactorial trait with influences from birth onwards. However, limited evidence exists on the pathways linking diverse life-course exposures to longevity, especially within a single cohort. We investigated associations between life-course factors and longevity among community-dwelling adults aged 79 (N = 547) from the Lothian Birth Cohort 1921 with a mortality follow-up of 24 years. Cox proportional hazards and structural equation (path) models were used to explore how factors from early life (social class, childhood intelligence quotient [IQ], education), midlife (social class), and later life (health, lifestyle, psychosocial well-being), as well as sex, personality, and apolipoprotein E e4 status, influence survival time in days. During follow-up (1999-2023), 538 participants (98%) died (mean age of death = 89.3 years) and 9 survived (mean age = 101.6 years). Factors associated with lower mortality risk in the multivariable Cox model were higher cognitive function (hazard ratio [HR] = 0.72; 95% confidence interval [CI]: 0.59-0.88), better physical function (HR = 0.61; 95% CI: 0.44-0.85), and greater physical activity (HR = 0.81; 95% CI: 0.71-0.92), while history of cancer was associated with higher mortality risk (HR = 1.84; 95% CI: 1.22-2.77). The life-course path model identified the same direct predictors, with additional contributions from female sex and nonsmoking status, to greater longevity. Early- and midlife factors (IQ, education, social class), and emotional stability, conscientiousness, and female sex, were indirectly and positively associated with survival trajectories via multiple dimensions of adult health. In understanding why people live to very old ages it is necessary to consider factors from throughout the life course, and to include demographic, psychosocial, and health variables.

(Analysis of Children's Cognitive Abilities Through Web-Based Educational Games at TKN Pembina Gondang)

This research is motivated by the use of games which are inseparable from the world of children, it could even be said to be very important for the growth of children's intelligence, the importance of these games is that wherever they are, both at home and in the school environment, various games are now available for children so that the aim of This research is 1) to analyze children's cognitive abilities through web-based educational games and 2) the impact of these games on children's cognitive abilities. The location of this research is TKN Pembina Gondang which is located in the North Lombok area using research methods, namely using qualitative research with a case study approach and the data obtained is analyzed using data analysis, namely data transcription, data reduction, data validation or triangulation, presentation. data and drawing conclusions. So the research results obtained are: 1) The use of web-based educational games is able to influence the cognitive abilities of young children, especially in the aspects of problem solving, logical thinking and symbolic thinking; 2) The use of web-based educational game media, especially Wordwall Net, has a positive impact on children's cognitive abilities, because through this game children behave in a way that shows curiosity, have initiative in choosing games, are able to solve problems creatively, use number symbols to calculate, follow the rules, and be able to use technology correctly.

The Role of Parents in Early Childhood Social Emotional Development

Early childhood education is the initial stage in a child's development. Development that starts from the family environment and involves the role of parents, also focuses on developing social emotional skills. The role of parents in children's emotional development is needed, because parents can accompany and develop children's intelligence as much as possible. The aim of this research is to describe the role of parents in the social emotions of early childhood and the factors that influence children's emotions. This research method is qualitative descriptive research. The type of research is Literature Study (Literature Study). The results of this research show that the role of parents in developing the social-emotional abilities of early childhood is as first and foremost educators as capital and as friends for children. The second result shows that the factors that influence children's emotions include maturity factors, conflict factors and learning environment factors.

Unlocking Musical Brilliance: How Traditional Talempong Pacik Music Enhances the Intelligence of Children Aged 5-6 Years

This study aims to determine the effect of playing the traditional musical instrument Talempong Pacik on the musical intelligence of children aged 5-6 years. The research employs a quantitative approach using an experimental method. The sample consists of 21 children selected through simple random sampling. Data collection techniques include observation sheets to assess the development of children's musical intelligence. Data analysis is conducted using a t-test. The results show a significant influence of playing the traditional musical instrument Talempong Pacik on the musical intelligence of children aged 5-6 years, with a tₒ value greater than t_t (39.28 > 2.08), leading to the rejection of the null hypothesis (h₀) and acceptance of the alternative hypothesis (h₁). This indicates that playing the traditional musical instrument Talempong Pacik can be an effective means of supporting learning to develop children's musical intelligence.

Reading self-concept, trait emotional intelligence and anxiety of primary school children with dyslexia

IntroductionThe association between the cognitive and the affective domain in reading is well documented in research, especially when difficulties are manifested. The aim of this study was (a) to investigate levels of reading self-concept, trait emotional intelligence, and anxiety of students with dyslexia and compare them to students with no previous assessment and (b) explore the hypothesis that reading self-concept and trait emotional intelligence are negative predictors of state and trait anxiety taking into account students’ individual characteristics such as gender, school year, and school performance.MethodsA total of 794, fifth- and sixth-grade Greek primary school children aged 10 to 12 years old participated in the study. Of them, 50 children had a statement of dyslexia. The State and Trait Anxiety Inventory for Children, the Reading Self-Concept Scale, and the Trait Emotional Intelligence Questionnaire—Short Form were administered to the participants.ResultsThe results showed that children with dyslexia were more vulnerable in terms of their perceptions of reading self-concept and emotional intelligence as compared to typical peers. Moreover, students’ characteristics, i.e., grades in math and language and dyslexia, had a direct positive path to trait emotional intelligence and reading self-concept while trait emotional intelligence and reading self-concept predicted negative anxiety.DiscussionThe implications of the results in terms of the possible protective role of reading self-concept and emotional intelligence on anxiety for children with dyslexia are discussed, and suggestions for future research are presented.

Pre-school children single inhalation anesthetic exposure and neuro-psychological development: a prospective study and Mendelian randomization analysis.

For children who are unable to cooperate due to severe dental anxiety (DA), dental treatment of childhood caries under Dental General Anesthesia (DGA) is a safe and high-quality treatment method. This study aims to evaluate the impact on neurocognitive functions and the growth and development of children 2 years after dental procedure based on previous research, and further establish a causal relationship between general anesthesia (GA) and changes in children's neurocognitive functions by incorporating Mendelian Randomization (MR) analysis. Data were collected and analyzed from 340 cases of S-ECC procedures of preschool children conducted in 2019. This involved comparing the neurocognitive outcomes 2 years post-operation of preschool children receiving dental procedures under general anesthesia or local anesthesia. Physical development indicators such as height, weight, and body mass index (BMI) of children were also compared at baseline, half a year post-operation, and 2 years post-operation. We performed a Mendelian randomization analysis on the causal relationship between children's cognitive development and general anesthesia, drawing on a large-scale meta-analysis of GWAS for anesthesia, including multiple general anesthesia datasets. Outcome data were obtained for 111 children in the general anesthesia group and 121 children in the local anesthesia group. The mean FSIQ score for the general anesthesia group was 106.77 (SD 6.96), while the mean score for the local anesthesia group was 106.36 (SD 5.88). FSIQ scores were equivalent between the two groups. The incidence of malnutrition in children in the general anesthesia group was 27.93% (p < 0.001) before surgery and decreased to 15.32% (p > 0.05) after 2 years, which was not different from the general population. The IVW method suggested that the causal estimate (p = 0.99 > 0.05, OR = 1.04, 95% CI = 5.98 × 10-4-1.82 × 103) was not statistically significant for disease prevalence. This indicates no genetic cause-and-effect relationship between anesthesia and childhood intelligence. There were no adverse outcomes in neurocognitive development in 2 years after severe early childhood caries (S-ECC) procedure under total sevoflurane-inhalation in preschool children. The malnutrition condition in children can be improved after S-ECC procedure under general anesthesia. Limited MR evidence does not support a correlation between genetic susceptibility to anesthesia and an increased risk for intelligence in children.

A Cross-Sectional Study on the Impact of Children's Intelligence Quotient on Their Behavior and Anxiety in a Dental Setting

A Cross-Sectional Study on the Impact of Children's Intelligence Quotient on Their Behavior and Anxiety in a Dental Setting

Discussion On Print Game Teaching from The Viewpoint of Worldwide Literacy Learning: The Influence and Explanation on Children’s Development

The study will find ways in which print game teaching intersects with global literacy education and how the teaching of the print game impacts the development of children. The study will explore the printmaking activities that enable cognitive, social, and emotional growth for young learners. This is based on historical perspectives of development in children, methods derived in the early education of children, and games in education. The present research study identifies and underlines that the integration of global perspectives and traditional Chinese culture into print game curricula is one of the ways through which cross-cultural understanding and appreciation may be furthered. The objectives of the research, are to investigate the impact of print game teaching on cognitive development, assessment of the most innovative method of teaching global literacy-oriented print games, and how printmaking is effective in enhancing children's social and emotional intelligence. The study tries to design inclusive print game curriculums that target all kinds of learners, with a focus on diversity, and strives to inspire collaboration among the teachers in sharing best practices within their global literacy education. It will include the practical realities of print game teaching in an early childhood education setting, which is a descriptive method based on qualitative research. The expectations from the findings of this research, therefore, will be to enhance practices in early education and cultural understanding that will result in children being empowered actors in this globalized world.

Catfish Spring Roll Making Training at Yakarim Orphanage, Sidoarjo

Catfish is one of the fish that lives in Indonesian waters and contains a lot of nutrients. With a fairly affordable price, this fish is highly recommended by nutritionists because it contains Omega 3, 6, and 9, which are beneficial for children's intelligence. However, the interest of the residents, especially children, in consuming this fish is very low. This may be due to the many bones and the fishy smell of this fish. Therefore, this training activity was carried out with the aim of increasing people's interest in consuming catfish by processing it into spring rolls. This training activity used a practice-based socialization approach. The result of this study was a new idea for processing catfish into catfish spring rolls.

Patterns of Adverse Childhood Experiences and Neurocognitive Development

Early life adversity is associated with higher risk of many adult health problems, including mental illness, substance abuse, suicide attempt, and chronic diseases. Many previous studies investigated adversities one at a time or investigated the health toll associated with the cumulative number of adversities. To examine the co-occurrence of adversities among children and how specific patterns of adversities are associated with neurocognitive development. This cohort study used data from the Collaborative Perinatal Project (CPP), which enrolled a national sample of women during pregnancy and followed their offspring to ages 7 to 8 years, between 1959 and 1974. The CPP was a community-based study conducted in 12 US medical centers. The CPP sample was ascertained through prenatal clinics and is diverse with respect to race and socioeconomic status. Data analysis was performed from August 2023 to March 2024. A latent class analysis was conducted of 12 adverse childhood experiences that occurred between birth and 7 years to identify common patterns of childhood adversities. Five neurocognitive tests were used to measure children's visual-motor, sensory-motor, auditory-vocal, intelligence quotient, and academic skills. The analysis sample included 49 853 offspring (25 226 boys [50.6%]); 24 436 children (49.0%) had low probability of experiencing any adversity, whereas the remaining half were classified into 5 groups reflecting distinct patterns of childhood adversities: parental harshness and neglect, 1625 children (3.3%); parental separation and poverty, 8731 children (17.5%); family instability, 3655 children (7.3%); family loss, instability, and poverty, 1505 children (3.0%); and crowded housing and poverty, 9901 children (19.9%). Children in 4 of these groups had lower neurocognitive scores than children with a low probability of experiencing adversity, with standardized mean differences ranging from -0.07 (95% CI, -0.11 to -0.03) to -0.86 (95% CI, -1.06 to -0.65). These findings suggest that adverse childhood experiences are associated with deficits in children's neurocognitive functions. It is important to understand the complexity in children's exposure to adversity and the resulting developmental consequences, as well as the underlying mechanisms, to help support children exposed to adversity and foster healthier and resilient trajectories of development.

Bewildering developmentalism: poetic juxtapositions and propositions to ask different questions about and with children

ABSTRACT Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget’s theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed and analysed whilst providing a rationale for a more complex and nuanced understanding of how children develop, drawing on the theoretical concept of clocking practices. This paper analyses data from Piaget’s writing in ‘The Origins of Intelligence in Children’ and micro-ethical events from research with children, teachers, families from an affirmative diffractive stance through the lens of bewilderment. Creative poetic vignettes are included which encourage readers to unsettle dominant and deficit assumptions made about children and their abilities, framed by Piagetian theory. The insights are shared via three propositions: following learning experiences of and with children requires openness, forms of resistance to linear understandings of time are generative, and resist the desire to chase secure meanings and intentions. These propositions and the corresponding questions offer possibilities for seeing children’s ideas and contributions through a capability-oriented lens.

A Effective Parenting Techniques for Nurturing Children's Emotional Readiness for School

Parenting is a fascinating topic due to the variety of approaches used by parents. Each parenting style has unique characteristics and impacts. This paper aims to highlight the importance of effective parenting in fostering children's emotional readiness for school. The research employs a literature review method, examining sources such as books and scholarly journal articles relevant to the topic. Findings indicate that while various parenting styles can be applied, some are more effective in developing children's emotional intelligence.

Penyuluhan Manajemen Kecerdasan Emosional Anak bagi Orang Tua di Sekolah Indonesia Kuala Lumpur Malaysia : Kolaborasi Pengabdian Internasional

This community service activity aims to increase parents' understanding of managing children's emotional intelligence during their growth period towards adolescence at the Kuala Lumpur Indonesian School (SIKL) in Malaysia. The method of implementing the service used interactive counselling, with the target being 30 parents of children at the Kuala Lumpur Indonesian School. The stages of this activity included initial needs analysis, preparation, implementation coordination, activity evaluation, and data analyzed descriptively. The results of this service activity showed that the level of parental understanding in children's emotional management increased significantly; this is proven by data on the level of parental understanding before counseling was carried out as follows: a) 6% understand how to manage emotions; b) 60.8% do not understand how to manage emotions; and c) 34.2% understand some of the emotion management. After carrying out the counseling, the following results were obtained: a) 56.7% knew and understood how to manage emotions; b) 6.7% did not understand how to manage emotions; and c) 36.6% understood some of emotion management. From these data, it can be concluded that parents' understanding of managing emotional intelligence in children has increased to 56.70%.

At the Basis of Brain Malformations: Brain Plasticity, Developmental Neurobiology, and Considerations for Rehabilitation

AbstractFrom early age in the human brain occurs plasticity process that influences its development. The functioning of the brain is governed by its neuronal connectivity and the synaptic dynamics of these connections. A neuron, over thousands of synapses, can receive a large number of inputs and produce different outputs leading to the consolidation and integration of memory. Synaptic plasticity is the set of experience-dependent changes in neuronal pathways that support acquired habits. It is the ability of the nervous system to reshape connectivity between neurons, changing the functional and structural organization of neuronal circuits that allows us to adapt to the multiple and continuous changes in the environment and leading to processes such as cognitive development and the ability to learn. Synaptic plasticity is mainly due to short- and long-term mechanisms. Short-term synaptic plasticity refers to changes in synaptic strength that occurs very quickly (from one-thousandth of a second to 5 minutes) and are temporary and decay over minutes (maximum 30 minutes). Long-term synaptic plasticity is defined by a long-lasting, activity-dependent change in synaptic efficacy, last from hours up to a lifetime (from 30 minutes to weeks, months, and years) and is thought to constitute the basis of learning and memory. A significant difference occurs in the nature of the change; short-term plasticity adds only a functional change, whereas long-term plasticity causes not only functional but also structural changes. Aside from genetic factors and metabolic processes, brain development is mediated also by environmental factors. Interaction with the environment plays a key role in the development and growth of neural networks and neuroplasticity. Environmental interactions that can modify and increase the development of neural networks and intelligence in children are several and are herein discussed.

Pelatihan Literasi Membaca Nyaring Berbasis Sinektik Langsung dalam Pendidikan Karakter Anak di Desa Cingambul, Majalengka

Pandemic conditions have caused various changes, including in the world of education, in the learning process. Learning that started at school now takes place at home. There are some parents who complain about the difficulty of conditioning their children to be disciplined and willing to study at home with their parents. The impact of studying at home not only affects children's cognitive intelligence, but also aspects of attitude. The method of implementing the service, namely reading aloud training activities, is carried out as a form of anticipation of conditions that are getting worse or even as a solution to improve conditions that are not good. The results of the activity obtained a positive response showing that reading aloud based on direct synectics using fairy tales provides motivation to be enthusiastic about learning, to be a good and responsible child.