Родительские убеждения как фактор когнитивного и социально-эмоционального развития ребенка

Improving children's lives is high on the UK policy agenda. In this study for a recent birth cohort of UK children we examine how three aspects of parental resources – income, mother's mental well-being and family status – in early childhood enhance or compromise their children's cognitive and behavioural development. As well as examining how these three aspects of parental resources separately and jointly affect children's well-being, we also enquire whether persistent poverty or persistent maternal depression are more deleterious for children's current well-being than periodic episodes of poverty and depression. We find strong associations between poverty and young children's intellectual and behavioural development, and persistent poverty was found to be particularly important in relation to children's cognitive development. Maternal depression (net of other factors) was more weakly related to cognitive development but strongly related to whether children were exhibiting behaviour problems, and persistent depression amplified the situation. Family status, net of other factors (most noticeably poverty), was only weakly associated with children's development.

A cross-sectional analysis of long-term exposure to ambient air pollution and cognitive development in children aged 3–4 years living in 12 low- and middle-income countries

Background As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood education has advocated for teachers to employ developmentally appropriate practices to ready young children for school success. Yet, empirically, the quantitative studies that have examined the impact of these practices on children's cognitive development have produced mixed results. Absent from these debates are qualitative research studies exploring this topic. Purpose of Study To address this issue, this article presents findings from a qualitative metasynthesis that studied whether teachers and/or administrators were engaging in developmentally appropriate practices, and if so, how such practices might influence children's cognitive development. Research Design This qualitative metasynthesis used a template analysis to code 12 peer-reviewed qualitative studies that were based on original research, took place in the United States, and involved practicing teachers and administrators who worked in early childhood settings (birth through Grade 3). Findings The findings appear to demonstrate a positive influence of teachers’ developmentally appropriate practices on children's cognitive development and a negative influence from practices that contrast with this construct. These findings also reveal the need to continue to refine the conception of these practices as well as additional research that examines the influence of such practices on children's development. Conclusion It appears that developmentally appropriate practices can positively influence children's cognitive development. Still, it is uncertain as to what these benefits mean in terms of student outcomes, which has become a fundamental issue for publicly funded early education programs. This metasynthesis points to the need for further research that uses a range of measures to examine the influence of developmentally appropriate practices on children rather than teachers. Such work should pay attention to children's cognitive development as well as attend to children's cultural backgrounds. By doing so, it could help inform the fields of early and elementary school education about the impact of developmentally appropriate practices on children's development so that educators across both contexts can provide instructional practices that ready young children for school success.

Although traditional assessments of day care environments have been linked to children's development, understanding of the specific characteristics of the environment that enhance language, literacy, and cognitive development is sketchy. The purpose of this study was to explore the lenvironment for iteracy in day care centers, its relationship with traditional measures of day care quality and its influence on children's cognitive and language development. Observation of the environments in the 30 community-based day care classrooms sampled revealed relatively impoverished environments. Correlation and multiple regression analyses indicated that settings of higher day care quality also had higher quality environments. In separate hierarchical regression analyses, controlling for variance due to family factors, both day care quality and the environment predicted a significant portion of the variance in children's language development but not in children's cognitive development.

A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N = 204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2-4 years) cognitive and socioemotional development over time. Higher levels of child care quality were modestly associated with improvements in children's socioemotional development, and extensive hours in child care were linked to increases in children's quantitative skills and decreases in behavior problems. Analyses suggest that child care quality may be particularly salient for subgroups of children from low-income families.

The characteristics of teacher-child interaction play a paramount role in the cognitive development of children. Despite its significance, literature abounds on how these characteristics, such as teachers' actions, words, gestures, and responsibilities, may improve or deter children’s development (Grosse, 2022; Bartholo et al., 2022). Thus, this study was carried out to contribute to the body of knowledge, particularly taking into account preschools from a developing nation such as Nigeria. It sought to establish the extent and influence of teacher-child interaction on the cognitive development of pre-primary children in the Ibadan metropolis. The study employed a correlational survey design. A multi-stage approach was used for sampling and sampling. The total sample size for the study was 200, which comprised 50 pre-primary class teachers and 150 pre-primary school children. Two research questions were raised and answered. Teacher-Child Interaction Observation Schedule (TCIOS) = 0.72, Child Cognitive Development Rating Scale (CCDRaS) = 0.79, and Questionnaire on Teacher’s Perception of Teacher-Child Interaction on Cognitive Development (QTPTCICD) = 0.80 were the instruments used for the study. Data collected were analysed using descriptive statistics and Pearson Product Moment Correlation. The result of the findings revealed that the extent of teacher-child interaction and level of cognitive development was great with = 3.41and = 3.61, respectively, as well as the teachers' perceived influence on teacher-child interaction on cognitive development, was positive ( = 3.16). Although the finding showed no significant relationship between teacher-child interaction and cognitive development (r=0.01; p>0.05), it is recommended that teachers, however, should maintain the positive, quality interaction that characterizes preschool teaching, which may resonate with other uniqueness and educational needs of the child.

Children's development is multifactorial. Although there have been several studies exploring the association of children's development with maternal, child, and environmental factors, we are unaware of any study that assessed those factors in children whose mothers were enrolled in a social safety net programme in low- and middle-income countries. This study aimed to identify the factors associated with disadvantaged children's cognitive, language, and motor development at age 6-16 months in deprived settings of urban Bangladesh and to identify relative importance of these factors of children's development. We also explored if there were any gender differences in child development. This cross-sectional study was conducted in a deprived setting of urban Bangladesh. Bayley III was used for assessing children's cognitive, language, and motor development. Multivariable linear regression model was used to find the factors associated with children's development, and dominance analysis was used to explore the relative importance of the factors. Out of the total 599 mother-child dyads, 303 (50.58%) were girls. The factors associated with children's development were length-for-age Z-score (cognitive: B = 1.21 [95% CI = 0.31, 2.11], P = 0.008; language: 1.67 [0.79, 2.55] P < 0.001; motor: 2.15 [1.01, 3.29] P < 0.001) and home environment (cognitive: 0.58 [0.27, 0.89] P < 0.001; language: 0.59 [0.27, 0.92], P < 0.001; motor: 0.44 [0.09, 0.79] P = 0.013). Girls had higher cognitive (1.90 [0.17, 3.6], P = 0.031) and language (2.53 [0.55, 4.51], P = 0.013) development compared with boys. Families with a higher number of under five children within the households had lower language (-1.57 [-2.78, -0.36], P = 0.011) development. Violence against the mother and the families' food security status were not associated with the children's development. Children's length-for-age Z-score (27%) and home stimulation environment (23%) were the most important factors of cognitive development. Children's nutritional status and home environment are important factors for disadvantaged children's development in deprived urban settings of Bangladesh. Both early child development-focussed parenting and nutrition interventions should be considered when designing child development programmes in urban settings in low- and middle-income countries.

This research aims to analyze the influence and impact of the use of digital technology on cognitive development in underage children. This research also explains how important the role of parents is in supervising and accompanying children's growth and development. With research conducted regarding the influence and impact of the use of digital technology on cognitive development in children, it highlights the role of parents which greatly influences the impact on children, and the result is that children master technology better than their parents, the information obtained by the child is faster, but the habit of excessive use of technology actually has a negative impact on children's social skills and emotional control. the importance of well-structured use of technology and parental supervision of children's cognitive development.

As part of a long‐term study of visual and cognitive development in children with Down's syndrome, we are monitoring visual functions, including visual acuity, accommodation, refractive error, as well as scores on Bayley Scales of Infant Development in a cohort of 64 children throughout South and West Wales. Cross‐sectional data, presented at a previous meeting, suggest a remarkable similarity between acuity and cognitive scores, in that both progress rapidly in the early months, and undergo a sudden rate change at the age of 2 years.We now have a sufficient longitudinal data to re‐examine the progress of these two functions. Results for 12 children, each seen four times at similar ages, were analysed. Those children whose visual acuity falls outside the normal range at later ages, also show significantly lower cognitive scores, when compared to the children with normal visual acuity.

&lt;p&gt;&lt;em&gt;The term stunting refers to an intellectual disorder characterized by mental abilities that reflect past nutritional status and a decline in development in children caused by chronic malnutrition. This can lead to stunted growth in children. Which can have a negative impact on the physical and mental development of children and subsequent learning abilities. Stunting is caused by various interacting factors, including poor sanitation and various other factors related to health, but the main cause is inadequate diet (total calories and essential nutrients), especially in the first 1,000 days. Malnutrition is an important determinant of maternal and child health, with significant negative effects on children's brain and cognitive development. This criterion uses original articles published in English and Indonesian. Articles published within the last 10 years. The review method uses a systematic review using PRISMA (Preferred Reporting Item for Systematic Review and Meta-analysis) with Systematic Review obtained from the Pubmed database, Scient direct, Wiley. This study went through four stages, namely identification, screening, feasibility and results received. This is so that the problem of stunting in children's cognitive development can be solved.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Keyword&lt;/em&gt;&lt;/strong&gt;&lt;strong&gt;&lt;em&gt;s&lt;/em&gt;&lt;/strong&gt;&lt;strong&gt;&lt;em&gt;: &lt;/em&gt;&lt;/strong&gt;&lt;strong&gt;&lt;em&gt;Child, Development cognitive, Stunting&lt;/em&gt;&lt;/strong&gt;&lt;strong&gt;&lt;em&gt;&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

This Campbell systematic review assesses the effectiveness of home‐based child development interventions in improving children's developmental outcomes. The review summarises findings from seven studies. Two of the studies were undertaken in the US, one in Canada, one in Jamaica, one in Ireland, one in an unreported location and one in Bermuda.The nature of the evidence makes it difficult to assess the impact on child cognitive development. Evidence synthesis of four of the seven studies finds no effect. But evidence from the other three studies cannot be combined, so the overall finding is inconclusive. Adverse outcomes for parents (for example, disempowerment) were not reported in any of the seven studies, so no conclusion can be reached.The evidence did not allow conclusions to be reached for secondary outcomes such as child physical development and parenting behaviour.AbstractBACKGROUNDSocial disadvantage can have a significant impact on early child development, health and wellbeing. What happens during this critical period is important for all aspects of development. Caregiving competence and the quality of the environment play an important role in supporting development in young children and parents have an important role to play in optimising child development and mitigating the negative effects of social disadvantage. Home‐based child development programmes aim to optimise children's developmental outcomes through educating, training and supporting parents in their own home to provide a more nurturing and stimulating environment for their child.OBJECTIVESTo determine the effects of home‐based programmes aimed specifically at improving developmental outcomes for preschool children from socially disadvantaged families.SEARCH STRATEGYWe searched the following databases between 7 October and 12 October 2010: Cochrane Central Register of Controlled Trials (CENTRAL) (2010, Issue 4), MEDLINE (1950 to week 4, September 2010), EMBASE (1980 to Week 39, 2010), CINAHL (1937 to current), PsycINFO (1887 to current), ERIC (1966 to current), ASSIA (1987 to current), Sociological Abstracts (1952 to current), Social Science Citation Index (1970 to current). We also searched reference lists of articles.SELECTION CRITERIARandomised controlled trials comparing home‐based preschool child development interventions with a ‘standard care’ control. Participants were parents with children up to the age of school entry who were socially disadvantaged in respect of poverty, lone parenthood or ethnic minority status.DATA COLLECTION AND ANALYSISTwo authors independently selected studies, assessed the trials' risk of bias and extracted data.RESULTSWe included seven studies, which involved 723 participants. We assessed four of the seven studies as being at high risk of bias and three had an unclear risk of bias; the quality of the evidence was difficult to assess as there was often insufficient detail reported to enable any conclusions to be drawn about the methodological rigour of the studies. Four trials involving 285 participants measured cognitive development and we synthesised these data in a meta‐analysis. Compared to the control group, there was no statistically significant impact of the intervention on cognitive development (standardised mean difference (SMD) 0.30; 95% confidence interval ‐0.18 to 0.78). Only three studies reported socioemotional outcomes and there was insufficient data to combine into a meta‐analysis. No study reported on adverse effects.AUTHORS' CONCLUSIONSThis review does not provide evidence of the effectiveness of home‐based interventions that are specifically targeted at improving developmental outcomes for preschool children from socially disadvantaged families. Future studies should endeavour to better document and report their methodological processes.PLAIN LANGUAGE SUMMARYThe early years of a child's life are extremely important in terms of development and growth. Children from a deprived family background are at greater risk of developmental problems and poor health. Parenting and the quality of the home environment can help boost young children's development and reduce the negative consequences of deprivation. The purpose of this review was to look at whether home‐based parenting programmes, which aim to improve child development by showing parents how to provide a better quality home environment for their child, are effective in doing so. Seven randomised controlled trials (RCTs) met the inclusion criteria for this review. It was possible to combine the results from four of the seven studies, which showed that children who received the programme did not have better cognitive development than a control group. Socioemotional development was measured in three studies but we could not combine this data to help reach a conclusion about effectiveness. None of the studies measured adverse effects. The quality of the evidence in the studies was difficult to assess due to poor reporting. More high quality research is needed.

Nonparental Child Care (Daycare)

The association between experienced racial discrimination and poor health is now well documented, particularly among adult populations. However, longitudinal studies of the association between racism and child health are limited, and evidence on how racial discrimination experienced by members of children's immediate environment impact on child development, and the mechanisms by which this occurs, is scarce. We examined the longitudinal association between maternal, family, and area-level experiences of racial discrimination, and children's socioemotional development. We proposed that exposure to racial discrimination would be detrimental to children's socioemotional development via two mother-centred stress pathways: a worsening in maternal mental health, and an increase in harsh parenting practices. Data on ethnic minority mothers and their children were drawn from waves 3 to 5 (2006–2012) of the UK Millennium Cohort Study. Results of longitudinal path analyses show a strong association between maternal and family experiences of racial discrimination in wave 3, and a worsening in mother's mental health in wave 4. Maternal and family experiences of racial discrimination at wave 3 had an indirect effect on children's socioemotional development at wave 5. This occurred mainly via a worsening in mother's mental health, although some events of racial discrimination experienced by the mother and other family members also impacted negatively on children's socioemotional development via an increase in harsh parenting practices. We found a direct effect of maternal and family experiences of racial discrimination on children's socioemotional development. Our findings document the harm of growing up in a racist environment on the socioemotional development of children, and provide some evidence for the role of mother-centred stress mechanisms in linking vicarious exposure to racial discrimination to children's socioemotional development.

The current study addressed whether two institution-wide interventions in St. Petersburg, Russian Federation, that increased caregiver sensitivity (Training Only: TO) or both caregiver sensitivity and consistency (Training plus Structural Changes: T+SC) promoted better socioemotional and cognitive development than did a No Intervention (NoI) institution during the first year of life for children who were placed soon after birth. It also assessed whether having spent less than 9 versus 9 to 36 months with a family prior to institutionalization was related to children's subsequent socioemotional and cognitive development within these three institutions. The Battelle Developmental Inventory (J. Newborg, J.R. Stock, L. Wnek, J. Guidubaldi, & J. Svinicki, 1988) was used to assess the socioemotional and cognitive functioning of children in NoI (n=95), TO (n=104), and T+SC (n=86) at two to three time points during their first 6 to 12 months of residency. Results suggest that improving caregiver sensitivity can improve the cognitive development of infants in the first year of institutionalization whereas improving caregiver consistency in addition to sensitivity is more beneficial for socioemotional development than is sensitivity alone. Similarly, for children in T+SC, longer time with a family prior to institutionalization (consistent caregiver, unknown sensitivity) was associated with better socioemotional, but not cognitive, baseline scores and more rapid cognitive than socioemotional development during institutionalization. These results suggest caregiver sensitivity is more highly related to cognitive development whereas caregiver consistency is more related to socioemotional development in the first years of life.

In search of the optimal therapy for congenital hypothyroidism