Mental Performance Of Children Research Articles

The Hygienic Assessment of School Educational Programs

Background: The study presents a methodology for the hygienic assessment of school educational programs from the point of view of safety for the health of students and of effectiveness in improving the quality of education. The aim of the study was a hygienic assessment of educational programs in primary schools. Methods and Results: The study involved primary school students (n=245) aged between 8 and 9.5 years: 120 children studying under the “Planet of knowledge” program (Group 1) and 125 children studying under the “Primary school of the XXI century” program (Group 2). The hygienic factors are studied using the methodology of assessing the intensity of educational work and the conditions of the organization of the educational process. The obtained data are compared with the main criteria of the state of children’s neuropsychological development. We found that the program “Primary school of the XXI century” is characterized by the intensity of educational work (2.7±0.13 points) and approaches to the third degree, according to the criterion of intellectual loads. In contrast, the program “Planet of knowledge” is characterized by a lower intensity of educational work – 2.1±0.08 points (P=0.000) . The indicators of sensory and emotional intensity of educational work under the program “Primary school of the XXI century” were also statistically higher. Conclusions: - The high intensity of educational work does not ensure high rates and levels of intellectual development and mental performance of children. - The hygienic assessment of children’s educational activities should include a comprehensive hygienic examination of the educational program and the means used in the process of its implementation. - An educational program may be allowed to be used in educational organizations only after a hygienic examination of its application in the educational process.

Adaptation of primary school students to educational activities

The peculiarities of the psycho-functional and physical development of primary children school determine the need for strict control over the state of their mental performance and the characteristics of the development of fatigue during the school year. Taking into account the available data in the literature on gender differences in children of the same age in terms of the implementation of educational activities, the state of mental performance of students was assessed depending on their gender. The indicators of mental performance and fatigue of 2nd-grade students involved in a developmental program were determined using proofreading tests (tables by V.Ya. Anfimov) modified by M.V. Antropova with employees. The level of mental performance of students was calculated according to the intensity (the number of viewed signs) and quality (the number of mistakes and % of unmistakable work) of work, taking into account the sex of the subjects at the beginning and at the end of the academic year according to the indicators of the daily and weekly dynamics of the measured parameters. There were found higher indicators of mental performance in girls at the beginning of the school year, determined by both the intensity and the quality of the work performed. At the end of the academic year, significant differences in the estimated parameters, in terms of daily and weekly dynamics in boys and girls are not revealed. The data obtained indicate the adequacy of the intellectual load on students in this educational institution. The results of a comparative analysis of the mental performance of students before and after lessons (the beginning and end of the school year, daily and weekly dynamics) indicate an increase in the mental performance of children due to the educational process and manifested itself, first of all, in the quality of the work performed.

Effects of prenatal and/or postnatal supplementation with iron, PUFA or folic acid on neurodevelopment: update.

Neurodevelopment has been linked, among other factors, to maternal and early infant diets. The objective of this review, which is part of the NUTRIMENTHE research project 'The effect of diet on the mental performance of children' (www.nutrimenthe.com), was to update current evidence on the effects of nutritional interventions such as iron, folic acid or n-3 long-chain polyunsaturated fatty acid (LCPUFA) supplementation during pregnancy and/or in early life on the mental performance and psychomotor development of children. In May 2014, we searched MEDLINE and The Cochrane Database of Systematic Reviews for relevant studies published since 2009. The limited updated evidence suggests that iron supplementation of infants may positively influence the psychomotor development of children, although it does not seem to alter their mental development or behaviour. The use of multivitamin-containing folic acid supplements during pregnancy did not benefit the mental performance of the offspring. Evidence from randomised controlled trials (RCT) did not show a clear and consistent benefit of n-3 LCPUFA supplementation during pregnancy and/or lactation on childhood cognitive and visual development. Caution is needed when interpreting current evidence, as many of the included trials had methodological limitations such as small sample sizes, high attrition rates, and no intention-to-treat analyses. Taken together, the evidence is still inconclusive. Large, high-quality RCT to assess the effects of supplementation with iron, LCPUFA or folic acid are still needed to further clarify the effects of these, and other nutrients, on neurodevelopment. Recent recommendations from scientific societies are briefly presented.

Effect of vehicular pollution on mental performance of school going children (11-15 years) in aNorth Indian city

School going children who spend most of their day time in school and playing outside are one of the most vulnerable towards deleterious and hazardous effects of environmental pollutants. In the following study an attempt was made to study the effect of exposure to vehicular pollution on the mental performance of school going children in Kanpur city. Initially the city was divided into four areas; highly polluted, moderately polluted, low polluted and unexposed/ negligible pollution areas on the basis of traffic congestion on roads. The traffic volume data of various areas was collected to measure the vehicular pollution of these areas. Out of these four areas, 320 children of 11-15 years, 80 children (40 boys and 40 girls) from two roadside schools of each area were selected using random cum purposive sampling method. The mental performance of children was measured in terms of forward immediate memory, recognition ability and vigilance using a part of Bhatia battery test, embedded figure test and bourdan wiersma vigilance test, respectively. The data collected was analyzed using ANNOVA test. A significant difference was found between the forward Immediate memory, recognition ability and vigilance of children of exposed areas and unexposed areas (F-ratio; 54.87, 70.98 and 16.65, respectively).

Effects of Prenatal and/or Postnatal (Maternal and/or Child) Folic Acid Supplementation on the Mental Performance of Children

It has been suggested that a deficiency in folic acid during early, critical central nervous system development may result in persistent cognitive and behavioral effects. The purpose of this systematic review was to evaluate evidence regarding whether folic acid supplementation during pregnancy and early life influences mental performance outcomes in children. The following electronic databases were searched through December 2009 for studies relevant to mental performance and folic acid: MEDLINE, EMBASE and The Cochrane Library; additional references were obtained from reviewed articles. Only randomized controlled trials (RCTs) were included. Of 8 RCTs identified, only 2 met the inclusion criteria. Both studies involved periconceptional, multivitamin-containing, folic acid supplementation. Evidence from these 2 RCTs suggests that such supplementation does not affect the postnatal mental development of infants at a mean age of 11 mo, the developmental quotient (DQ) at 2 y of age, or the intelligence quotient (IQ) and Goodenough man drawing test quotient (DrQ) at 6 y of age. We conclude that the use of multivitamin-containing folic acid supplementation during pregnancy is associated with no benefit to the mental performance of children. These findings should be interpreted with caution due to the very limited number of studies included in this systemic review.

An overview of the NUTRIMENTHE project

SummaryThe NUTRIMENTHE project is in receipt of €5.9 million from the European Commission's Seventh Framework Programme to study the effect of diet on the mental performance of children. The project is especially interested in the effect of B‐vitamins, protein (in breast and formula milk), minerals and long‐chain polyunsaturated fatty acids on the six main domains of mental performance. NUTRIMENTHE is also researching consumer perceptions of how diet affects mental performance and the economic consequence of improving mental performance. This article provides an insight into the results and progress made to date by the project.

A qualitative interview study on effects of diet on children’s mental state and performance. Evaluation of perceptions, attitudes and beliefs of parents in four European countries

Nutrition is one of the many factors that influence a child’s cognitive development and performance. Understanding the relationship between nutrition and mental performance in children is important in terms of their attainment and productivity both in school and later life. Since parents are seen as nutritional gatekeepers for their children’s diets, their views and beliefs are of crucial importance. The present study aims to qualitatively examine parents’ perceptions of the relationship between diet and mental performance of children. The study was conducted with a total of 124 parents in four European countries using a semi-structured interview schedule. Parents speak of the effects of diet at two levels; the nature of the effects of diet and the characteristics of the foods responsible for these effects. Mental outcomes are related to diet, with the effects perceived to be associated with attention and concentration, often mediated by effects on children’s mood and behaviour. Parents categorise foods as ‘good’ or ‘bad’ with positive effects related generally to a healthy balanced diet while negative effects are perceived to be associated with sugary and fatty foods. Understanding parental perceptions is important for many purposes including the targeting of dietary advice and prioritising of public health issues.

The effect of diet on children's mental performance: a study of the attitudes, knowledge and perceptions of UK parents

Nutrition is one of many factors that affect development of the brain and hence the mental performance of children; the latter term being used to describe a great variety of different brain-mediated functions and processes. The brain develops throughout childhood and an adequate diet is required for its optimal functioning and development(1). Consequently undernutrition has been associated with problems of cognition and behaviour, both on a short-term and long-term basis(2). To remain metabolically active the brain requires a constant supply of glucose as well as a range of other nutrients and both the nature of children’s diets and pattern of meal consumption may influence mental performance. Parents are responsible for the provision of food within the home and as such play a key role in the development of children’s food choices and eating behaviours(3,4). There is little published research on parent’s perceptions of the relationship between a child’s diet and their mental performance. The aim of the present qualitative study was to explore the attitudes, knowledge and perceptions of parents of the effect of diet on children’s development. Parents were recruited through a number of primary schools in the Guildford area. A semistructured interview schedule was used; topics included the effect of food on children’s wellbeing and development, the physical and mental effects of food and the short- and long-term effects of children’s diets. Further questions were asked about possible effects of specific foods, meals and supplements as well as the impact of what children eat in school on their performance. Analysis of the interviews identified a number of themes including the overarching relationship between diet and health. Parents spoke of the effects of diet in terms of physical, mental and behavioural outcomes, clearly distinguishing between what they perceived as positive and negative foods: ‘I’ve seen children’s behaviour different when they’ve eaten certain foods, like they get hyper when they have sweet stuff and drink sugary stuff and eat sweets and cakes’. Concentration was the aspect of mental performance most discussed by parents, being affected both by particular foods and by feelings of hunger: ‘I would imagine that if they’re hungry they will be tired, they’re not going to concentrate, they’re not going to do as well as they could do’. Parents attested to the importance of establishing good eating habits in childhood, as these habits would continue into adult life with implications for future health. The present study provides evidence of parents’ views on the effects of food on children’s performance. Further research is needed to examine the views of others with insights in relation to children’s development (e.g. teachers). This research is funded by the European Community’s 7th Framework Programme (FP7/2008–2013) under grant agreement no. 212652 (NUTRIMENTHE Project ‘The effect of diet on the mental performance of children’).

A Study of Late Mental Performance of Children Operated on for Hydrocephalic Disease

A Study of Late Mental Performance of Children Operated on for Hydrocephalic Disease