Mental Functions In Children Research Articles

Age-related development trajectories of components of mental functions in children 4-17 years old

The present paper is dedicated to the problem of age-related changes in features of neuropsychological development. The sample consisted of 922 conditionally healthy subjects ranging from 4 to 17 years of age, comprising 603 boys and 319 girls. The study participants underwent neuropsychological diagnostics using the psychometric battery “Multifactorial Investigation of Neuropsychological Development” (MIND). The assessment was conducted in two psychological centres in Moscow, Russia. Trajectories of growth for 22 components of mental functions and the general level of development were obtained. This article examines the peculiarities of curve fitting using polynomials, Gompertz, Verhulst, and Schmalhausen-Brody functions. The study reveals that components of mental functions develop at different rates. Some of them complete their growth during the adolescence, while others continue to increase after the age of 18.

Специфика высших психических функций у детей с ведущей левой рукой

<p>The article describes the study of higher mental functions in children of primary school age with a leading left hand. The materials of two empirical studies obtained on a sample of primary school students from two Moscow educational complexes are presented. The study #1 is longitudinal. It describes the dynamics of the formation of mental functions in left-handed children. The study #2 describes the specifics of spatial perception in left-handed children. The results of the study confirm the presence of the specifics of the development of mental functions in children with a leading left hand. Based on the results of the study, recommendations on working with left-handed children for specialists of the education system are proposed.</p>

HIPPOTHERAPY IN CEREBRAL PALSY - SURVEY RESEARCH.

The aim: To assess the effects of a one-year hippotherapy programme on the physical and mental functioning of children with cerebral palsy. Materials and methods: The study included 15 children with cerebral palsy whose mean age was 9 years. The children participated in hippotherapy ses¬sions at the Rehabilitation Centre in Rusinowice (one-year observation). The clinical presentation was dominated by manifestations of motor and postural abnormalities caused by central nervous system damage. A survey questionnaire was used in the study to collect information about problems associated with everyday life and functioning. Results: The results obtained in this study showed that spastic CP was the most common form of the disorder, affecting 8 out of 15 children (53%). It was followed by mixed CP (40%, 6 children). Among the respondents, 67% (10 people) were already familiar with hippotherapy whereas 33% did not know this method. Conclusions: There was a strong correlation between being familiar with effects of hippotherapy and the level of education of the parent/guardian. This result had a moderate influence on the frequency of hippotherapy sessions. Systematic hippotherapy sessions helped improve physical fitness and everyday functioning in children with cerebral palsy.

Safety issues regarding melatonin use in child and adolescent patients with sleep problems

Several studies have reported that melatonin may be effective in treating sleep problems in children and adolescents. However, evidence regarding the safety of melatonin use in children and adolescents in their growth and developmental stages is warranted. Therefore, we aimed to summarize the literature on the safety of melatonin use in children and adolescents with insomnia and sleep disturbances. According to existing evidence, there are no serious adverse effects of long-term melatonin use in children and adolescents. The common adverse effects reported in long-term studies are fatigue, somnolence, and mood swings. In addition, there is no evidence that long-term use of melatonin inhibits the natural secretion of melatonin. It is necessary to monitor potential drug interactions with medications such as inhibitors and enhancers of cytochrome P450 1A2 (CYP1A2). Furthermore, low CYP1A2 expression in young children requires proper dose adjustment. Although sufficient experience of melatonin use in children and adolescents has yet to be attained, accumulating evidence suggests that the use of melatonin in children and adolescents with sleep problems might be effective and tolerable. Considering the abuse or overdose risk of hypnotics or benzodiazepines, melatonin supplements may be a good therapeutic alternative. Future studies on the long-term safety of melatonin for physiological and mental function in children and adolescents are required to establish certainty about melatonin use in children and adolescents.

TOGETHER IN THE CLASSROM. CHILDREN FROM UKRAINE IN POLISH SCHOOLS. POTENTIALS AND CHALLENGES IN BUILDING A MULTICULTURAL SCHOOL IN THE CONTEXT OF THE WAR IN UKRAINE. TEACHERS’ PERSPECTIVE

The aim of the study was to find out about the education in Polish schools of young people from Ukraine, who began to study there in connection with the full-scale invasion of Ukraine by the Russian Federation on February 24, 2022. The research focuses on the educational processes themselves, both in terms of teaching, care and upbringing, as well as the broader conditions of these processes in the pedagogical, psychological and social perspective (as well as in the formal and legal context). The main research questions are as follows: 1. What are the previous experiences of schools and teachers in working with foreign children (including children from Ukraine)? What preparation of schools and teachers undertaken to admit children who came to Poland as a result of the outbreak of the war? 2. How is the process of educating children from Ukraine who came as a result of the war organized at the local level and at the level of specific schools? 3. How, in the opinion of teachers, are the relations between children who previously studied in Polish schools and children who came as a result of the war shaped? 4. How, in the opinion of teachers, is the mental functioning of children who came as a result of the outbreak? 5. What, in the opinion of teachers, are the relations between the families of students who came because of the war, and the families of children who previously studied in Polish schools like? 6. How, in the opinion of teachers, is the cooperation between schools and the families of children who came from Ukraine in connection with the outbreak of the war? 7. What aspects of educational work with children who came as a result of the outbreak of the war are difficult for teachers in Polish schools? The findings are interpreted in the context of describing the needs of Polish schools and teachers so that the educational process of young people with refugee experience from Ukraine is maximized and constitutes effective support for them in a crisis situation. The recommendations developed by the authors of the Report and a team of invited experts are both more general in nature, related to the philosophy, assumptions and principles of the support provided, and relate to specific substantive aspects of support that can be implemented in schools.

Psychoeducation of Parents of Children with Autism Spectrum Disorders

IntroductionThe family of a child with a mental illness is a significant source for his support in harmonizing his development and achieving successful socialization.ObjectivesThe objective of the survey is to develop a psychoeducational program for parents.MethodsQuestionnaire “Parental attitude to children’s illnesses” (V.E. Kagan, I.P. Zhuravleva) Parents of 39 (22 mothers and 17 fathers) children aged from 3 to 6 with ASD - autism spectrum disorders (F84.01; F84.02; F84.11).ResultsParents of children with ASD often do not realize the morbid nature of changes in the children`s behavior and interpret them as spontaneity, pamperedness or even giftedness. Most parents underestimated the doctor’s recommendations for compliance with the treatment regime. Taking into account the parents` complaints and the difficulties of understanding the child`s problems, a psychoeducational course was developed, including 7 sessions: 1. acquaintance; 2. the concept of ASD, etiological factors, features of manifestation; 3. the role of the family in the treatment and rehabilitation process; 4. development of mental functions in children with ASD; 5. emotional development of children with ASD; formation of communication skills and social adaptation; 6. training organization and correctional and developmental classes for children with ASD; 7. summing up. The psychoeducational course is carried out in the form of group thematic seminars 7 meetings once a week for 1.5-2 hours. After completing the course, some families remain on individual psychological follow-up.ConclusionsCompleting a psychoeducational course makes it possible to fill the lack of information regarding the disease and treatment tactics, increases compliance and harmonizes parent-child relationships.DisclosureNo significant relationships.

ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ ОРГАНИЗАЦИИ КОРРЕКЦИОННО-РАЗВИВАЮЩЕЙ РАБОТЫ С ДОШКОЛЬНИКАМИ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ С ИСПОЛЬЗОВАНИЕМ НЕЙРОПСИХОЛОГИЧЕСКИХ ТЕХНОЛОГИЙ

We consider the correctional possibilities of the neuropsychological approach in remedial for preschoolers with disabilities (on the example of a special case - preschoolers with specific language impairment). Deviations in other fields of cognitive development in defect structure of children with speech disorders complicate the remedy. The application of the neuropsychological approach allows including closely speech-related higher mental functions in the correctional process. In addition, preschoolers with specific language impairment have a lower level of development of some cognitive processes compared to normotypic peers. These features determine the holistic study of higher mental functions in children with specific language impairment and the active inclusion of neuropsychological technologies in the remedy. The use of the neuropsychological method enables to determine priority of strategies for children’s remedy with regard to the peculiarities of the structure of the defect and the leading disorder. As closer integration of disciplines studying children with developmental disabilities is currently required, the use of a neuropsychological approach aligns the speech therapy, psychological and clinical aspects of the diagnostic examination of preschoolers with disabilities. The integration contributes to the optimization of the entire process of diagnostic study of children with speech disabilities. Remedial work to overcome the specific language impairment should be based on the peculiarities of the internal structure of the speech defect and fulfilled on the basis of integrative technology that combines the speech therapy and psychological aspects of corrective action within a single system.

MOTOR AND INTELLECTUAL DEVELOPMENT IN CHILDREN: A REVIEW

The aim of this narrative review article is to present the effects of physical activity on the motor and cognitive development of children. Early childhood is one of the most critical periods in a child's physical and intellectual development. As much as seventy percent of the brain's connections develop during the pre-school years, these connections form the basis and framework for the child's later abilities and characteristics. A physically stimulating and varied environment undoubtedly has a significant impact on the mental functions of children. The brain is designed to learn and solve problems, initially simple, later complex. The earliest challenges that the brain needs to solve are related to movement. Children solve these problems spontaneously, intuitively, and in an unstructured manner. Later, with more organized movements, children acquire various motor skills, abilities, and sensory experiences, thereby gaining a new understanding of themselves and their surroundings. These insights and experiences will equip the child for the challenges and problems they will face later in life. Children enter into social interactions and group dynamics through movement and acquire a sense of autonomy and independence. A stimulating and varied motor environment undoubtedly has a significant impact on children's intellectual function and, thus, on the development of their potential abilities.

Assessment of higher mental functions in patients with idiopathic (genetic) generalized epilepsies

The article reviews the influence of idiopathic (genetic) generalized forms of epilepsy on higher mental functions. It is a common view that those forms have the least impact on the maturation of mental functions in children and adolescents and on the neuropsychological status of adult patients. The results of the higher mental functions dynamics assessment in patients with idiopathic generalized epilepsies are heterogeneous for a number of reasons that are analyzed in the article (the most important reasons are the lack of a unified methodology for cognitive functions evaluation, the lack of separation of the effects of epilepsy and antiepileptic drugs, the lack of differentiation of genetic generalized forms of epilepsy when processing the results). According to the authors, the following mental functions decrease to a greater extent: memory, executive functions, visual-spatial gnosis and speech.

Children With Intellectual Disabilities: Challenges In Education

Educational policies aimed at school inclusion have led to increased enrollment of students with special education needs in mainstream schools. As a result, there is an increase in problems and challenges that children face while studying at school. The article aims to highlight some of the difficulties and challenges that elementary school children with intellectual disorder face while studying in a mainstream school. In this study, we have conducted a literature review that examines the level of development of higher mental functions in children with intellectual development problems: attention, perception, thinking, memory, speech.

Emotional and behavioral problems in children and adolescents with hearing loss and their effects on quality of life

PurposeDetermination of mental functions in children with hearing loss is important in improving the quality of life of the child. Many scales have been developed for this purpose. In this study, it was aimed to determine the emotional and behavioral effects of both the child with hearing loss and the parent in the hearing loss and device process, and to investigate the effect of this situation on the quality of life. MethodsForty-five children aged 7–17 years with sensorineural hearing loss with audiometric methods and 32 healthy controls without hearing problem were included in the study. All children received a Powers-Weakness Questionnaire-Self-Reporting Scale, Strengths and Difficulties Questionnaire, Child Anxiety and Depression Scale, and Kid-KINDL Quality of Life Scale. In all parents, the Parental Statement of Powers-Weaknesses Questionnaire and the Kid-KINDL Quality of Life Scale parental form questionnaires were applied. ResultsIn the patient group, both mother (p = 0.001) and father (p = 0.027) education levels were significantly lower than the control group. The success rate of the sick children was lower than that of healthy children (p = 0.013). According to the surveys, the quality of life scale and all subscales were significantly lower in the patient group than in the control group (p < 0.05 for each). Child depression inventory score was also significantly higher in the patient group (p = 0.005). ConclusionsData obtained in the study indicate that children with hearing disabilities should be closely monitored and undergo a better rehabilitation process in terms of both anxiety and depression and their quality of life. According to our findings, since the parents of hearing-impaired children are observed to have a low level of education, it is seen that these families should be educated more closely in approaching children and improving their quality of life.

Levels of neurocognitive response in the situation of organic brain damage of a child as a clinical and psychological problem

Aim. The article discusses the results of a psychological study of the development of mental functions in children with convulsive paroxysms in the anamnesis. In order to identify common patterns of mental dysontogenesis in children with cerebral organic pathology, the data obtained are compared with the results of other studies.&#x0D; Methods. As experimental research methods, methods of neuropsychological diagnosis of higher mental functions in children were used (Tsvetkova, 2002), the diagnostic complex Forecast and prevention of learning problems at school (Yasyukova, 2002). Statistical analysis was performed using the SPSS statistical analysis software.&#x0D; Results. The results of the study showed that the early onset of seizures in children is combined with impaired auditory perception, short-term speech memory, visual linear thinking and motor awkwardness. The prolonged presence of convulsive paroxysms in the history of a preschool child is associated with the pathology of the development of kinesthetic praxis, as well as speech functions and forms of thinking associated with speech. A significant number of seizures in the history of the disease has a more destructive and total effect on the brain of the child in comparison with the age of onset and the duration of the disease. The data obtained are similar to the results of psychological studies of children with other cerebral organic pathology. Consequently, pathological cerebral processes and conditions of various nature can lead to similar disorders in the development of mental functions, presumably those that are at the time the pathological factor begins in the sensitive period of development. This allows using the concept of levels of neurocognitive response in a situation of organic damage to the brain of a child.&#x0D; Conclusion. The picture of the mental development disorder of children with convulsive paroxysms in the anamnesis is mediated by the age of onset, the duration and massiveness of the disease. Children with various diseases of the central nervous system, presumably, have common patterns of mental dysontogenesis.

Эффективное взаимодействие педагога и нейропсихолога в инклюзивной образовательной среде. Диагностический этап. Часть 2

The technology of organizing of group-format neuropsychological diagnostics, instruments of neuropsychological diagnostics and correctional work, which allow providing timely corrective assistance to children with learning difficulties at school, described. The results of the joint work of teachers of Moscow school No. 1540 with the staff of the Laboratory of Neuropsychology of the Psychology Faculty of Lomonosov Moscow State University on inclusion of a neuropsychological approach in the school environment analyzed. The article demonstrates that the data obtained during the follow-up diagnosis and a small set of group neuropsychological tests can be used by a psychologist to get a general idea of deficits, as well as the strengths of the development of higher mental functions in children.

Efficacy of Physiotherapy and Conductive Education in Improving Motor Skills and Mental Function in Children with Cerebral Palsy

Background: Children with Cerebral Palsy (CP) often receive physiotherapy to achieve maximum motor potential and prevent secondary conditions. Conductive Education (CE) is an education programme that combines special education and rehabilitation. Purpose: Study the effect of physiotherapy and conductive education in development of fine, gross motor skills and mental function in the children with CP. Subjects and Methods: This is a prospective case study that was carried out on 105 children with CP less than 4 years old selected from outpatient clinic in National Institute for Neuro Motor System. Cases were taken consecutively from February 2019 to September 2019. A written informed consent was taken from all participants after proper explanation of the study. They were classified into three groups (group I, group II and group III) according to their age. All children are subjected to complete history taking, clinical examination, use of developmental quotient (DQ) sheet before and after 6 months of regular physiotherapy and conductive education program. Results: There was statistically significant improvement in fine motor, cognation and gross motor in 3 groups after 6 months of regular physiotherapy and conductive education program. The maximum improvement was in group I, so children with cerebral palsy were achieved maximum improvement when physiotherapy and conductive education started as early as possible. Conclusion: Significant improvement has in fine motor, cognation and gross motor in 3 groups after 6 months of regular physiotherapy and conductive education program. Early start physiotherapy and conductive education program gave us better outcome.

Включение детей с особыми образовательными потребностями и нормативно развивающихся детей в совместное решение учебных задач (на примере решения задач на понимание мультипликативных отношений)

This article presents results of an experimental study on inclusion of children with special educational needs (SEN) and normally developing children in the process of joint solving of learning tasks depending on the type of interaction and relationships between children and between children and adult. The hypothesis was that the inclusion and development of higher mental functions in children with SEN can occur in specially organized learning interactions with other children and the adult that contribute to the emergence and development of child-adult communities. It is shown that the interactions between participants, the processes of communication and mutual understanding that develop under these conditions mediate the transition from the orientation on the objective characteristics of the problem to the analysis of the very ways of joint problem-solving. The relationship of the processes revealed in our study (means of interaction, communication and mutual understanding) characterise 4 types of child-adult communities and also serves as an integral indicator of the children’s inclusion in joint problem-solving. The results of the study are important for understanding the processes that affect the inclusion of children with SEN in learning situations, as well as for understanding the sources and mechanisms of mental development in social interactions. It is shown that the evolving interactions and relationships between the children and adults promote the development of higher mental functions in the participants of these interactions.

Computerized Neuropsychological Assessment in 6–9 Years-old Children

The article presents a new computer-based test battery of neuropsychological assessment in 6–9-year-old children. The battery consists of seven tests for assessing executive functions, functions of activation regulation, functions of visual-spatial information and auditory information processing. The following tests are describedin the article: the Dots task, two-colored Schulte–Gorbov tables, Corsi block span test and Understanding of Similar Sounding Words test. The battery is developed in the software platform ‘MSU-Practice’ (http://psychosoft.ru). The system allows researchers to conduct the tests, collect data and analyze them. In addition, it includes cloud service to support the collaboration of different research groups. A total of 21 preschoolers, 52 first-graders and 114 second-graders took part in a pilot study. All three groups of children took the four computer tests and went through a neuropsychological assessment adapted for children between the ages of 5 and 9. The correlation analysis showed consistency between the results of the computertests and the results of the neuropsychological assessments. This allowed us to conclude that the new computer methodology is sufficiently sensible and valid to assess different components of higher mental functions in children.&#x0D; Keywords: neuropsychology, higher mental functions, primary school children, cognitive functions, computer-based tests

FEATURES OF DEVELOPMENT OF HIGHER MENTAL FUNCTIONS IN CHILDREN WITH TUBEROUS SCLEROSIS

Tuberous sclerosis is a polysystemic genetic disease. The features of the development of mental functions in this disease are of interest to specialists who are called upon to determine the educational, social and other needs of children with tuberous sclerosis, to provide them with the necessary medical, psychological and pedagogical support. Data of the results of the study of mental functions in children diagnosed with tuberous sclerosis are presented. A sample of subjects comprised 15 children aged 6 to 16 years, both with normal and with reduced mental development of varying severity. The diagnostic possibilities of using neuropsychological methods for this disease in childhood are considered. In all sick children a neuropsychological deficiency is revealed, which manifests itself in the lack of neurodynamic characteristics of mental activity, in the reduction of mental capacity and rate of task perfomance, exhaustion, distractibility, instability of voluntary attention. It is shown that the use of modern diagnostic techniques allows to give an objective quantitative and qualitative assessment of the development of mental functions in children with this disease.

Evaluation of Iodine Deficiency in Children with Attention Deficit/Hyperactivity Disorder.

Objective:To investigate the incidence of iodine deficiency (ID) and its effects on mental function in children referred to the Dr. Sami Ulus Maternity and Children’s Training and Research Hospital with a prospective diagnosis of attention deficit/hyperactivity disorder (ADHD).Methods:The study was conducted on 89 children referred in the period from September 2009 to June 2010 with a diagnosis of ADHD. A questionnaire was given to all parents. Conners’ rating scales were applied to the parents (CPRS) and teachers (CTRS), and revised Wechsler intelligence scale for children (WISC-R) to the children. Serum thyroid-stimulating hormone, free triiodothyronine and free thyroxine, thyroglobulin, anti-thyroid peroxidase, anti-thyroglobulin, and urinary iodine levels were measured in all children.Results:Median age was 9.41±1.95 years, and 83.1% of subjects were male. The mean urinary iodine level of the children was 92.56±22.25 μg/L. ID was detected in 71.9% of subjects and all were mild ID. There was no significant relationship between urinary iodine levels with WISC-R subtest scores and CPRS. However, a significant association was found between urinary iodine levels and hyperactivity section of CTRS (p<0.05). Likewise, a significant relationship was found between learning disorder/mental retardation diagnosis and freedom subtest of WISC-R (p<0.05).Conclusion:This study highlights the effects of ID on comprehension, perception, attention, and learning. However, the results need to be supported by new randomized controlled trials.

Quality of life of children with epilepsy (neuropsychiatric and social aspects)

Epilepsy is one of the most common neurological diseases in childhood and adolescence. It is on the third place in the structure of diseases of the nervous system. The social significance of this disease is determined by the highest percentage in disability of patients. Currently, many leading national and foreign epileptologists expresses the same opinion that the one of the most important purposes in helping patients with epilepsy is to improve their quality of life. Cognitive disorders play a leading role in disturbances of patients’ adaptation in the community, so their role can be more considerable in disability than seizures, thus impairing the quality of life. The most common cognitive disorders in patients with epilepsy include memory impairment, retarded intellectual development and attention deficit disorder. In recent years, a special interest is given to the introduction of neuropsychological methods in studying the brain organization of higher mental functions in children with epilepsy. Analysis of neuropsychological features and characteristics of cognitive disorders with various forms of idiopathic epilepsy is of particular interest.

Neuroeducative Orientations to Provide a Better Development of the Superior Mental Functions in Children

Considering that relations promote development of superior mental functions we believe that parents and teachers, should be present and paying attention to their children providing opportunity for an ideal neurodevelopment. It is important to orientate parents and teachers so they can provide conditions, with knowledge and conscience, for this development to occur. Neuroeducation emphasizes the need to stimulate the brain through effective and important relations. This work uses the Social Historical theory and Vygotsky's and Luria's postulates. We believe that the individual constitutes himself by means of social contact. This work has the goal to approach the theory which emphasizes this contact and orientate, with specific guidelines and practical work, parents and teachers aiming for a better child neurodevelopment. Bonds are necessary for a better and trustful relation. When you are in a significant relation nervous connections are stimulated and these lead to a more effective motor, cognitive and affective development.