Development Of Skills In Children Research Articles

A wearable device-enabled therapeutic approach to improve joint attention in autism spectrum disorder: a prospective pilot study.

It has been previously proposed that interventions aimed at integrating and co-activating music processing and motor control systems could have therapeutic potential for priming social skill development in children with autism spectrum disorder (ASD). In this study, we assessed this hypothesis through a wearable sensor platform called Ambulosono ("Ambulo"-walk; "sono"-sound) in which pleasurable children's musical stimuli are contingently linked to effortful motor action (locomotor step size), thus creating a motivational state proposed to be conducive to joint attention (JA) operation. Five participants were recruited from a community-based partner and were assessed by scoring responses following therapist-directed bids for JA. Multiple assessment sessions through a repeated time-series design were conducted to determine baseline and post-intervention scores. The intervention session consisted of approximately 15min of Ambulosono exposure. Baseline and post-intervention data were aggregated and analyzed using a linear mixed-effect model. The wearable sensor and wireless headphones of the Ambulosono system were tolerated by the participants, and there were no adverse effects associated with the use of the device. We found an increase in the average responses to bids for JA during the Ambulosono intervention phase compared to baseline across participants. This increase did not appear to result from enhanced general arousal. Our pilot data support feasibility and further testing of Ambulosono as a therapeutic aid for integration into community-based ASD programs to augment shared child-therapist social interactions.

The Impact of Swimming on Fundamental Movement Skill Development in Children (3-11 Years): A Systematic Literature Review.

Swimming is the only sport providing lifesaving skills, reducing the risk of death by drowning, a top cause of deaths in children aged 1-14 years. Research shows swimming amongst other sports can aid fundamental movement skill (FMS) development. Therefore, this review investigated the following: (1) how swimming impacts FMS development in children aged 3-11 years, (2) successful tools assessing swimming and FMS, and (3) recommendations appropriate to the UK curriculum based on findings of this study. A systematic literature review using Google Scholar, PubMed, and SPORTDiscuss was conducted to investigate the effects of swimming on FMS development. Methods included database searching, finalising articles appropriate to the inclusion and exclusion criteria, and identifying relevant articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The Mixed Methods Appraisal Tool assessed data quality and bias risk, whilst thematic analysis synthesised data alongside descriptive results. Ten papers were synthesised, identifying significant positive impacts of swimming on FMS, including significant pre-post testing (p < 0.01), significant improvements compared to other sports (p < 0.001), and significant improvements in specific motor skills (Balance; p = 0.0004). Future research specifically addressing swimming and FMS is essential to improving the curriculum.

Language skills development in children with congenital Zika virus syndrome

BackgroundThe characterization of the phenotype of children with congenital Zika virus syndrome (CZS) is an ongoing process, since many characteristics can only be described with the advancing age of children providing some insights into the long-term sequelae. AimsTo describe emerging findings on the impact of CZS on language development in children with CZS in a 4-year longitudinal study. Methods and procedures39 boys and 44 girls with CZS were allocated into four groups according to age ranging from 12 to 36 months. Language development was assessed using the Early Language Milestone Scale. Outcomes and resultsVisual, expressive, and receptive auditory skills of patients were lower than expected for their age. Despite producing vowel sounds, they did not babble; despite present hearing, the majority of the children did not understand simple commands. In over 4 years of follow-up, there was no evolution in language parameters, with the children stagnating at the language skills corresponding to 3 months of age. Conclusions and implicationsMost children with CZS are not able to produce vocalic sounds, but some may be able to communicate basic needs through alternative communication. What this paper adds?Some babies with CZS died prenatally, at birth, or in the first year of life due to associated complications such as respiratory infection, dysphagia, and epilepsy. However, the functionality of the future remains uncertain for surviving babies. This study adds information about the impact of Zika Virus on the central nervous system and, consequently, the severity and complexity of the CZS language. Over 4 years of follow-up, no evolution in language parameters was observed in children with CSZ. Children with CZS demonstrate severe neurodevelopmental impairment, stagnating in language skills at the age of 3 months. In the future, some of them may be able to communicate their basic needs through alternative communication.

Развитие коммуникативных навыков у дошкольников с ОВЗ средствами мульттерапии

Communicative skills development in children with mental retardation and other disabilities is a great chal-lenge, requiring the application of a wide range of pedagogical tools and techniques. This group is character-ized primarily by the pace lag of development. Directing animated films makes it possible to achieve significant results in the child’s natural environment without serious stress on his psyche. The article gives an outline of this approach, characterizes methods and tools for carrying out cartoon therapy in children’s preschool educa-tional organizations and speech centers. The peculiarities of the cartoon therapy classes organization are ana-lyzed, and various materials and techniques of creating cartoons are discussed. Conclusion dwells upon the fact that the developmental potential of this methodology, which combines reliance on the child's multiple senses, is enormous, which determines the broad prospects for its usage in preschool childhood, including for corrective purposes.

Educational digital game for the development of skills in children outside the literacy range

The use of educational applications is becoming increasingly common, parents and guardians are already looking for ways to make their children develop skills from an early age that facilitate the literacy process, such as thinking, following the rules, motor control, memory, among others. The great challenge for these parents is to find something to train this knowledge without their child being disinterested in practicing, and the use of technology can make this problem something tangible when well planned and executed. The use of gamification provides a basis for application developers to create software capable of meeting what is necessary for the child to evolve learning and, of course, having fun. The game was conceived and modeled (UML), defining the necessary software requirements for this target audience and built using the Construct 3 tool. A validation stage will be carried out in which there will be the collaboration of pedagogues and early childhood education teachers to verify the possible contributions of the game. The preliminary results of the design and construction of the digital game are presented here.

KICK-START LITERACY FOR ALL. COMPARATIVE RESULTS FROM ROMANIAN PREPARATORY GRADE CLASSROOMS

Research shows that reading performance in the early grades is a strong predictor of reading ability throughout the school years, and is therefore likely to impact children’s academic and career trajectories, with those of children coming from disadvantaged socio-economic backgrounds being negatively impacted (Cunningham &amp; Stanovich, 1997; Dolean et al., 2019). Using a comparative approach, the present study aimed to determine whether there were differences in literacy skills development in children from low socio-economic backgrounds who received specifically developed emergent literacy instruction (intervention group, IG) and those who did not (control group, CG). The literacy program was developed based on recent scientific evidence (Bear, 2022) emphasizing the importance of the following in emergent literacy instruction: concepts about print (1), alphabet and letter-sound knowledge (2), concept of word (3), phoneme awareness (4), and word recognition (5). The intervention took place in the 2021-2022 school year, over an 8-month period, and consisted of using emergent literacy assessments, as well as literacy learning materials developed specifically for the preparatory grades. The total sample consisted of 300 children in 25 preparatory grade classes, divided between intervention and control groups (260 and 40 students, respectively), who were all assessed on the five abovementioned emergent literacy concepts and skills, pre- and post-intervention. ANOVA analyses were conducted to test for differences between children in the two groups. Results highlight significant differences in terms of literacy development, with children in IG showing higher scores on all the five measures than children in the CG.

INSTITUSI PENDIDIKAN ISLAM ANAK USIA DINI

Early childhood education institutions (PAUD) are places or institutions specifically designed to provide education and care for children aged 0 to 6 years. The function of PAUD educational institutions is to help create a strong foundation for children's future academic, social, emotional and life skills development.

Exploring the Influence of Parental Literacy Status on the Implementation of Dance Movement Therapy for Motor Skill Development in Children with Intellectual Disability in India

This paper focuses on examining the influence of parental literacy status in the implementation of Dance Movement Therapy (DMT) for the development of motor skills in children with intellectual disabilities in India. The study aims to explore the potential impact of parental literacy on engagement, participation, and outcomes of DMT interventions, ultimately informing strategies to optimize therapy effectiveness. The research incorporates the use of the Behavioral Assessment Scales for Indian Children with Mental Retardation (Basic-MR, Part A) to assess the impact of parental literacy on the outcomes of DMT interventions.&#x0D; Literacy status of parents, particularly in low- and middle-income countries like India, can significantly affect various aspects of a child's development, including their access to education, healthcare, and therapies. However, there is limited research exploring the specific role of parental literacy in the context of DMT interventions for children with intellectual disabilities in India.&#x0D; This study adopts a mixed-methods research design, combining quantitative measurements and qualitative insights. A sample of children with intellectual disabilities, aged between 7 and 15 years, will be recruited from special education schools from Odisha, India. The DMT intervention will be carried out over a designated period, with trained dance movement therapists tailoring the sessions to meet the individual needs and abilities of the children. The impact of the intervention will be evaluated using the Behavioral Assessment Scales for Indian Children with Mental Retardation (Basic-MR, Part A), which provides a comprehensive assessment of motor skills including locomotor and object control skills. Quantitative data, including pre- and post-intervention assessments, will be analyzed to determine the influence of parental literacy on motor skill development outcomes.&#x0D; This study aims to enhance our understanding of how parental literacy status influences the implementation of DMT and motor skill development in children with intellectual disabilities in India. By recognizing the impact of parental literacy and addressing potential challenges, the study aims to optimize the effectiveness of DMT interventions for children with intellectual disabilities. The findings will have practical implications for therapists, educators, policymakers, and other stakeholders involved in culturally sensitive intervention programs, promoting comprehensive motor skill development in children with intellectual disabilities in India.

Peran Guru dalam Mengembangkan Keterampilan Berbicara Anak di Taman Kanak-kanak Pembina 01 Air Haji Kecamatan Linggo Sari Baganti Kabupaten Pesisir Selatan

Speaking was a skill to give expretion, statetement, and convey thoughts, ideas, and feels by pronouncing articulation sounds or words. Speaking skills need to be trained from and early age, because speaking skills are very important for children so that they are easy to speak regularly and skillfully in the future, because speaking is one of the main communication tools. This research purpose to shown the planning, implementation, and evaluation of the teacher's role in developing children's speaking skills at Kindergarten Pembina 01 Air Haji, Linggo Sari Baganti District, Pesisir Selatan District. In the research used a method of qualitative with a approach in descriptive. This research uses techniques for data collection in shape of of observation, interviews, and documentation. The technique for data analysis was conducted by data collected, data reduced, data presented and make conclusions. According on the research result that has been conducted, it is said that the lesson plan in developing children's speaking skills is planned from the teacher in accordance with the RPPH and also the teacher uses the question and answer method, storytelling method, singing in developing children's speaking skills. The media used by the teacher is picture media, hand puppet media with fun learning strategies for children. And also the evaluation was conducted by the teacher to look development aspect in children regarding the level of children's speaking skills development.

Does the early childhood education and care in India contribute to children's skill development?

AbstractEarly childhood education and care (ECEC) is a crucial intervention because of its long‐term impact on child development. However, information concerning the effectiveness of the ECEC in developing countries like India is sparsely available. This empirical study drew upon primary data collected from India's eastern state, West Bengal and investigated whether attending preschool contributed to children's cognitive and social skill development. The study found that attending preschool did not provide dividends in the form of cognitive and social skill accumulation. Furthermore, attending private preschool was associated with socioemotional development but no cognitive development. Moreover, parents' education seems to be a strong predictor for child's development. Given the findings of this paper, preschools in India, both in the public and private sectors, would need considerable quality improvement to deliver developmentally appropriate ECEC to children. It is particularly relevant in the context of the new National Education Policy in India, which emphasises the need to provide universal access to high‐quality ECCE to all young children across the country.

Exploring the Power of Hide-and-Seek: A Promising Approach to Foster Social Skills Development in Children at TK Al-Fadlilah Yogyakarta

This scientific article investigates the potential of the game "Hide and Seek" in promoting children's social skills. While past research has extensively examined other facets of child development, the impact of "Hide and Seek" on children's social development remains underexplored and vaguely defined. Thus, this study aims to fill this knowledge gap. The research uses a quantitative experimental method, employing a "Pre-Experimental One Group Pretest Post-test Design" without a control group. A non-probability sampling technique with a saturated sample type is used. Findings reveal that "Hide and Seek" significantly enhances social skills among children at TK Al-Fadlilah, Yogyakarta, with teachers serving as essential facilitators in this process. Data analysis demonstrates a significant increase in social skills, represented by a Wilcoxon test score of 0.000, under the 0.05 threshold. However, the limitations of this study include a relatively small sample size and a single educational setting, restricting the generalization of the results. Future research involving larger, diverse samples and a focus on understanding the best ways "Hide and Seek" and similar activities can support early childhood social development is strongly recommended.

Computer-Assisted Gamification as an Approach to Support Movement Skills Development in Children with Autism Spectrum Disorder

This article introduces the rationale behind utilizing computer-assisted gamification for the development of movement skills for children with ASD. This article also provides a brief review of several studies that have utilized computer-assisted gamification approaches in motor skill interventions, in order to show the applications and implications of the research. Lastly, applications of computer-assisted gamification are provided using some examples to show readers how this approach can support children with ASD when learning motor skills.

Imitation Studies Among Autism Spectrum Disorder Children

Numerous studies have indicated that imitation difficulties are apparent when comparing autistic children to typical development children or children with various disorders who are of the same mental age. Autistic children with imitation problems can be discriminated against by other children as early as age two. Children's skills development in language, social, and capacity for play depends on their ability to imitate. However, there is a shortage of information regarding imitation studies among children with autism. Thus, this study examines recent research on children with autism spectrum disorders and their imitation skills.

Parent perspectives on the benefits and risks of child-livestock interactions.

Growing up on a farm or ranch often involves interactions with livestock that present both potential risks and benefits to children. While these "child-livestock interactions" contribute to the burden of agriculturally related injuries to youth in the United States, they may also result in improved immunological health and other benefits. Agricultural upbringings are also widely perceived to improve physical, cognitive, and skill development of children, contributing to a combination of potential benefits and risks known as the "farm kid paradox." Although previous studies show the health impacts of child-livestock interactions, less is known about the ways in which farm and ranch parents perceive the benefits and risks of these interactions, and how and why they choose to raise children around livestock. Our research addresses this gap by analyzing data from semi-structured interviews with 30 parents of children between the ages of 10-18 who produce beef cattle in Kansas. This research is part of a larger anthropological study of the benefits and risks of child-livestock interactions involving parents on beef and dairy operations in multiple states, along with agricultural safety and health professionals. The results offer insights into the experiences, practices, and perspectives of parents, outlining agricultural ways of life in which safety and relations to risk are shaped by patterns of production, family dynamics, values and habits, and other social and cultural dimensions. These insights deepen our understanding of parents' perceptions of both benefits and risks of agricultural childhoods.

Use of an Adaptive Climbing Program to Improve Social Skills in Children with Developmental Delays: A Feasibility Study

Purpose: A repeated measures single-group feasibility study was used to investigate the potential success and feasibility of an adaptive climbing program including group social skills activities to positively impact social skills in children with developmental delays. Methods: A convenience sample of 10 children aged 4 to 12 years participated in six social skills activity groups and adaptive climbing sessions at a rock-climbing facility in North Carolina. Trained observers measured targeted social skills via an author-generated social skills tracking form. Results: A paired t-test indicates a statistically significant improvement in social skills from session 1 to session 6 (pConclusions: Outcomes suggest participation in a community-based adaptive climbing program that involves group social skills activities may be beneficial for promoting social skill development in children with developmental delays. Opportunities exist for occupational therapists to partner with climbing gyms or other organizations to develop and tailor programming specific to each child’s developmental level and needs.

EFFECTIVENESS OF THE HIGHER CURIOSITY LEARNING (HCL) MODEL ON CREATIVITY FOR EARLY CHILDHOOD

The concept of creativity is one that is widely addressed in a variety of professions, including education, psychology, and others that come under the umbrella of education. However, the relationship between pedagogical practices in early childhood education and creativity skill as it relates to the development of creative thought processes in young children is a relatively new area for researchers to investigate. This is because it is relevant to the development of creative thought processes in children. The purpose of the current study was to investigate a higher curiosity learning (HCL) model that encourages creative skill development in early childhood and to determine whether or not such a model is successful in the process of encouraging creative skill development in children who are still in the early childhood years of their lives. The findings show that children take part in inquiry-based dialogues and discuss elements of scientific concepts. They also show that children make sense of scientific concepts while simultaneously becoming of creativity levels representations arising from their preferences and creativity development through the implementation of the HCL model. The practical consequences lie in the upskilling of educators so that they may integrate the HCL model, which uses a multimodal creative inquiry approach, in order to reconfigure the learning opportunities available to children in early childhood settings. This study adds to the growing body of data indicating that teachers have a critical influence on students’ early creative skill development, a fact that presents a significant challenge to educators. Keywords: Higher Curiosity Learning, Effectiveness, Curiosity, Creativity, Early Childhood DOI： https://doi.org/10.35741/issn.0258-2724.58.1.79

Elementary children's skill development as a result of a jump rope programme

Elementary children's skill development as a result of a jump rope programme

Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns

Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.

Mapping Neuroscience in the Field of Education through a Bibliometric Analysis.

This study aimed to explore the core knowledge topics and future research trends in neuroscience in the field of education (NIE). In this study, we have explored the diffusion of neuroscience and different neuroscience methods (e.g., electroencephalography, functional magnetic resonance imaging, eye tracking) through and within education fields. A total of 549 existing scholarly articles and 25,886 references on neuroscience in the field of education (NIE) from the Web of Science Core Collection databases were examined during the following two periods: 1995-2013 and 2014-2022. The science mapping software Vosviewer and Bibliometrix were employed for data analysis and visualization of relevant literature. Furthermore, performance analysis, collaboration network analysis, co-citation network analysis, and strategic diagram analysis were conducted to systematically sort out the core knowledge in NIE. The results showed that children and cognitive neuroscience, students and medical education, emotion and empathy, and education and brain are the core intellectual themes of current research in NIE. Curriculum reform and children's skill development have remained central research issues in NIE, and several topics on pediatric research are emerging. The core intellectual themes of NIE revealed in this study can help scholars to better understand NIE, save research time, and explore a new research question. To the best of our knowledge, this study is one of the earliest documents to outline the NIE core intellectual themes and identify the research opportunities emerging in the field.

The Impact of Outdoor Sports on Preschool Children’s Motor Skills Development

The main purpose of this study was to examine the impact of outdoors sports on preschool children’s motor skills development in Ilorin Metropolis. The study adopted a pretest-posttest control group quasi-experimental research design. The population of this study consisted of all preschool children in public schools the Ilorin Metropolis, Kwara State. Purposive sampling technique was used to select 10 public schools who had preschooler with motor skill coordination problem. The sample size for this study comprised of 47 preschoolers who had motor skills coordination problems. The instrument was titled “Preschoolers performance scores (PPS)” were used to elicit information. It consisted of 10 items on a 3 likert-scale; options on “low”, “moderate” and “high” based on what preschoolers were able to do before and after exposing them to outdoor sports. Some of the items were kicking a ball at 5m target, throwing at a 2m target, running forward, balancing on right and left foot, throwing and catching a ball. The keys used were low 0.00-0.09, moderate 1.0-1.4 and high 1.5-2.5. Instruments were validated by lecturers in the department of Human Kinetics and reliability score was 0.79. The data were analyzed using frequency counts and percentage and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that there was a significant main effect of treatment on preschool children motor skill development (F(1; 47) = 264.448, P &lt; 0.05). also, there was no significant main effect of gender on preschool children motor skill development (F (1; 47) =1.422; P &gt; 0.05) and there was no significant interaction effect of treatment and gender on preschool children motor skill development ( (F (1; 47) =1.538; P &gt;0.05). The study concludes that sports especially outdoor activities have positive impact on preschoolers’ motor skills development. Based on the findings, the study recommends among others that; teachers in preschools should be encouraged on the use of outdoor sports in improving motor skills development in children and workshops and trainings should be organized by school owners regularly, in order to educate teachers on new ways of improving motor skills development.