scholarly journals How Do We Develop Modern Pre-School Education in Size 4K

2021 ◽  
Vol 9 (11) ◽  
pp. 1-5
Author(s):  
Dilnoza Takhirovna Ergasheva
Keyword(s):  
Child Development ◽  
School Child ◽  
Kindergarten Child ◽  
School Education ◽  
Abstract Model ◽  
Cognitive Growth ◽  
Developmental Milestones ◽  
Social Emotional ◽  
Modern Level

Abstract: Model 4Khas benefits which can help us to identify and differentiate it. Not only has it got advantages which can develop child' brain, but also it helps to adapt a child to the kindergarten and school. Child development theories fоcus on explaining how children change and grow over the course of childhood. Such theories center on various aspects of development including social, emotional, and cognitive growth. We help people find answers, solve problems and get inspired. Parents often focus on what are known as developmental milestones, which represent abilities that most children tend to display by a certain point in development. These typically focus on one of four different areas: physical, cognitive, social / emotional, and communication. Keywords: adaptation, nursery, kindergarten, child, teaching, training, modern, level, goal, communication.

scholarly journals Supporting Child Development Through Parenting Interventions in Low- to Middle-Income Countries: An Updated Systematic Review

2021 ◽  
Vol 9 ◽  
Author(s):  
Linlin Zhang ◽  
Derrick Ssewanyana ◽  
Marie-Claude Martin ◽  
Stephen Lye ◽  
Greg Moran ◽  
...  
Keyword(s):  
Child Development ◽  
Learning Opportunities ◽  
Population Characteristics ◽  
Effect Sizes ◽  
Parenting Interventions ◽  
Social Emotional ◽  
Middle Income ◽  
Developmental Potential ◽  
Middle Income Countries ◽  
Low And Middle Income

Background: Over 250 million children in low- and middle-income countries are at risk of not achieving their fullest developmental potential due to co-occurring risks such as poor nutrition and inadequate learning opportunities. Early intervention programs integrating the aspects of nurturing care, that is, good health, adequate nutrition, safety and security, responsive caregiving, and learning opportunities, may ameliorate against the negative impact of these adverse conditions.Methods: This meta-analytic review updates the evidence base of parenting interventions comprising stimulation and responsive caregiving components on developmental outcomes for children under age 2 years in low- and middle-income countries. It also describes and assesses the moderation effects of population characteristics and implementation features on the intervention effectiveness. Studies were identified based on previous systematic reviews and an updated literature search in eight databases and the gray literature up to December 2020. A random-effect model was used to explore the pooled effect sizes accounted for by the intervention for developmental outcome of cognition, language, motor, and social-emotional capacities. Exploratory moderation analyses were also conducted.Results: Twenty-one randomized controlled trials representing over 10,400 children from 12 low- and middle-income countries and regions across three continents (Africa, Latin America, and Asia) were identified. The interventions showed overall small-to-moderate effects on children's cognitive development (ES = 0.44; 95% CI = [0.30, 0.57]); language development (ES = 0.33; 95% CI = [0.18, 0.49]); and motor skills (ES = 0.21; 95% CI = [0.10, 0.32]). The overall effect on social-emotional development was non-significant (ES = 0.17; 95% CI = [−0.01, 0.34]). Effect sizes (ES) varied significantly across the studies. Parenting programs that targeted vulnerable groups, including rural communities and caregivers with lower education levels, had more significant effects on children's development. Group sessions (vs. individual visits) and high program dose (≥12 sessions) were also associated with stronger effects on child development. Further research is needed to determine the effectiveness of the workforce and training on programmatic outcomes.Conclusion: The findings indicate that parenting interventions that encourage nurturing care are effective in improving the early development of children, especially among vulnerable populations. We discuss opportunities to strengthen the implementation of research-based parenting interventions in such contexts.

scholarly journals Pengembangan Multimedia Interaktif Pengenalan Salat untuk Meningkatkan Aspek Perkembangan Anak Usia Dini

2018 ◽  
Vol 12 (2) ◽  
pp. 403
Author(s):  
Lusi Marlisa ◽  
Sigit Purnama
Keyword(s):  
Child Development ◽  
Data Collection ◽  
Research And Development ◽  
Interactive Multimedia ◽  
Physical Development ◽  
Social Emotional ◽  
Stages Of Development ◽  
Know How ◽  
Multimedia Product ◽  
Experimental Trials

<p>The aims of the reaserch was: (1) to know how the development of interactive multimedia in praying introduction; (2) to know the effectiveness of the use of interactive multimedia the introduction of prayer for aspects of  child development in integrated isamic kindergarten Mutiara Banguntapan, Bantul Yogyakarta. The method that used in this research was Research and Development (R&amp;D) R&amp;D used for measuring the feasibility of interactive multimedia product by refering to development style of Borg &amp; Gall through 6 stages of development, namely: (1) potential and problem; (2) data collection; (3) design product; (4) validation product; (5) revision product; (6) trials product. The result of the research showed that: (1) interactive multimedia of prayer introduction was developed based on the development prosedure Borg and Gall. The appropriateness of product based on the validation of media experts and material experts with an overall rating of 3.83 in the good category. So that, can be concluded that multimedia developed was suitable to use in the learning media of prayer introduction, then; (2) Application of multimedia interactive prayer performed on 15 child in the class A2 abu sufyan bin harist, by conducting experimental trials by looking at the effectiveness of the use of interactive multimedia introduction of pre and post prayers on aspects of child development. Average effectiveness before use interactive multimedia introduction prayer on aspects child development 36,54% and Average effectiveness after use interactive multimedia introduction prayer on aspects child development 76,66% with motoric physical development 73,33%,  language 80%, cognitive 80%, social emotional 73,33%. So it can be concluded that by using interactive multimedia the introduction of prayer to aspects of development is more effective than not using interactive multimedia recognition of prayer on aspects of development.</p>

Preparing Children for School: The Perspective of Sustainability

2007 ◽  
Vol 8 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Svetlana Guseva ◽  
Valērijs Dombrovskis ◽  
Dzintra Iliško
Keyword(s):  
Child Development ◽  
School Children ◽  
Significant Contribution ◽  
School Curriculum ◽  
Educational Environment ◽  
School Education ◽  
School Environments

Preparing Children for School: The Perspective of SustainabilityThis study analyses different aspects of upbringing and development concerned with preparing pre-school children for school. The focus is on justifying child development within the pre-school educational environment with elements of sustainability in order to better prepare students for school. Education in pre-school environments should be seen as a synergy of the affective and cognitive spheres of children. The authors refer primarily to the significant contribution provided in the sphere of pre-school education by different Russian psychologists and educators. The results of this study indicate that if the pre-school curriculum includes elements of sustainability, the process of preparing children for school is more effective and children may possibly be more successful at school.

scholarly journals Little in Norway: a prospective longitudinal community-based cohort from pregnancy to child age 18 months

BMJ Open ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. e031050 ◽  
Author(s):  
Vibeke Moe ◽  
Eivor Fredriksen ◽  
Marian Kjellevold ◽  
Lisbeth Dahl ◽  
Maria Wik Markhus ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Child Development ◽  
Data Collection ◽  
Parental Mental Health ◽  
Social Emotional ◽  
Community Based ◽  
Prospective Longitudinal ◽  
Child Age ◽  
In Pregnancy

PurposeThe Little in Norway (LiN) project is a cross-disciplinary prospective longitudinal study starting in pregnancy. It was set up to investigate maternal and paternal mental health functioning in the transition to parenthood, detect pathways to healthy and aberrant child development and generate new knowledge about mechanisms underlying differential child mental health susceptibility.ParticipantsThe LiN cohort is a community-based sample comprising 1036 families (1036 mothers, 884 partners, 1017 children). All pregnant women and their partners receiving routine prenatal care at well-baby clinics at nine geographically selected sites across Norway were invited to participate. Enrolment took place from September 2011 to October 2012. This cohort profile comprises 10 data collection waves spanning from enrolment in pregnancy until child age 18 months.Findings to dateFour types of information have been collected: multi-informant questionnaire reports, direct observation of interaction, test data and biological samples. The most significant findings so far relate to three domains of results. First, when examining risk factors for parental mental health problems, results showed that the parents’ own adverse childhood experiences and attachment style were related to anxiety, depression and stress in the perinatal period. The perception of difficult child temperament was also found to contribute to parenting stress in the first year after birth. Second, we studied how parental mental health risk factors were related to later child development and social emotional functioning, for example, linking maternal symptoms to social-emotional outcomes and paternal symptoms to language outcomes. Third, we investigated the relation between maternal nutrition during pregnancy and aspects of early child development. Results showed that mild to moderate maternal iodine deficiency in pregnancy was associated with poorer language skills up to 18 months, but not with reduced cognitive or fine and gross motor skills.Future plansA data collection point at 36 months is completed and currently being analysed. A new data collection wave is planned when the children are 8 years of age.Trial registration numberISRCTN66710572.

The impact of institutionalization on child development

2003 ◽  
Vol 15 (4) ◽  
pp. 853-884 ◽  
Author(s):  
KIM MACLEAN
Keyword(s):  
Child Development ◽  
Recent Literature ◽  
Negative Impact ◽  
Canadian Study ◽  
Social Emotional ◽  
Early Deprivation ◽  
Future Directions ◽  
The Past ◽  
The Impact ◽  
Conceptual Difficulties

During the past 10 years researchers studying children adopted from Romanian orphanages have had the opportunity to revisit developmental questions regarding the impact of early deprivation on child development. In the present paper the effects of deprivation are examined by reviewing both the early and more recent literature on studies of children who spent the first few years of life in institutions. Special attention is given to the Canadian study of Romanian adoptees in which the author has been involved. Findings across time and studies are consistent in showing the negative impact of institutionalization on all aspects of children's development (intellectual, physical, behavioral, and social–emotional). Results of studies show, however, that institutionalization, although a risk factor for less optimal development, does not doom a child to psychopathology. However, the impact of institutionalization is greater when coupled with risk factors in the postinstitutional environment. Methodological and conceptual difficulties in research with institutionalized samples of children are discussed and future directions for research are considered.

Early Childhood Development Complexes — Where to from here?

1979 ◽  
Vol 4 (1) ◽  
pp. 26-31
Author(s):  
Yoland Wadsworth
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
School Child ◽  
Government Policy ◽  
Early Childhood Development ◽  
The State ◽  
Childhood Development ◽  
Research Officer

On March 20th of this year, it will be exactly five years since the Victorian Minister for Health released the Report of the Consultative Council on Pre-School Child Development, a document which was then adopted “in principle” as government policy for the State.This report yielded, amongst many detailed recommendations, the concept of an Early Childhood Development Complex (ECDC) which has since been implemented in practice in a number of different places throughout Victoria.As the research officer to the Consultative Council, I attended, from my appointment, all its deliberations and discussions, meetings, weekend workshops (some residential) and had the unique opportunity of witnessing the meshing of these experienced minds.

scholarly journals POSTPARTUM DEPRESSION IN MOTHERS AND FATHERS – AN UNDERESTIMATED DIAGNOSIS

2021 ◽  
Vol 68 (2) ◽  
pp. 157-161
Author(s):  
Anca A. Simionescu ◽  
◽  
Andreea Hetea ◽  
Maria Ghita ◽  
Ana Maria Alexandra Stanescu ◽  
...  
Keyword(s):  
Child Development ◽  
Postpartum Depression ◽  
Social Norms ◽  
Depressive Disorders ◽  
Social Emotional ◽  
Mothers And Fathers ◽  
The Social ◽  
Short And Long Term ◽  
Long Term Consequences

Postpartum depression remains a significant healthcare priority due to the social and family consequences. Research has shown that both mothers and fathers experience significant psychological changes during pregnancy and postnatally, including depressive disorders. Underdiagnosed in most cases, the short and long-term consequences involve infant and child development, family’s life and social disruption. Because this pathology may lead to deviation from behavioural and social norms, we want to emphasize that timely and appropriate diagnostic can improve the effectiveness of treatments and avoid complications.This may contribute to optimal social, emotional and behavioural child development that may occur consecutively to family members” emotional and psychological manifestations.

scholarly journals Pengelolaan PAUD Berbasis Experiential Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 101-106
Author(s):  
Alim Harun Pamungkas ◽  
Vevi Sunarti
Keyword(s):  
Child Development ◽  
Experiential Learning ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Emotional ◽  
Community Members ◽  
Model Learning ◽  
Childhood Education ◽  
Learning Principles

PAUD institutions are often interpreted as a place of learning for children who are only oriented to the skills and knowledge of reading, writing, counting, and drawing. PAUD institutions should focus on children's development related to religious and moral, physical, cognitive, language, social, emotional and artistic aspects. Thus the educational services provided by PAUD institutions must be able to facilitate all aspects of child development through enjoyable learning activities and help increase understanding of parents or the surrounding community about playing as a fun learning activity. Fun learning activities for early childhood need to be designed to help children get real life simulations in their daily activities. PAUD institution learning activities need to be adjusted to the stages of child development based on experiential learning model learning principles. On that basis, an activity is needed that facilitates the creation of learning experiences for managers and parents or community members in PAUD institutions about experiential learning.Keywords: Childhood Education (PAUD), Experiential Learning

scholarly journals Recasting Food

2020 ◽  
Vol 1 (1) ◽  
pp. 1-16
Author(s):  
Nakkeeran N ◽  
Sushrut Jadhav ◽  
Aruna Bhattacharya ◽  
Sunil Gamit ◽  
Chetan Mehta ◽  
...  
Keyword(s):  
Child Development ◽  
Fold Increase ◽  
Ethnographic Study ◽  
School Education ◽  
Illustrative Case ◽  
Structural Factors ◽  
Supplementary Food ◽  
Anganwadi Worker ◽  
The Government ◽  
Supplementary Nutrition

Integrated Child Development Services (ICDS) is the principal programme operating in India to address issues around child development, malnutrition and pre-school education. A package of services – including the Supplementary Nutrition Programme (SNP), pre-school education, immunization, health check-ups, referral services, and nutrition and health education – are provided through an Anganwadi Centre (AWC) with an Anganwadi Worker (AWW) and an Anganwadi Helper (AWH) for roughly every one thousand people. From the mid-1990s, there have been successive efforts on the part of the Government of India to universalize ICDS, and there has been a multi-fold increase in funds allocated to this programme between the 8th Five-Year Plan (1992–93 to 1996–97) and the 12th Five-Year Plan (2012–17) (1-2). However, the utilization of all services under ICDS continues to be grossly low. Close to 75 percent of children aged 0–71 months in the areas covered by AWCs did not receive any supplementary food from the centres, and less than 12 percent of children received supplementary food ‘almost daily’. For children aged 36–71 months this figure is 15.5 percent. More than 80 percent of children were not weighed at all. It has been reported that children belonging to economically backward and socially marginalised families, including Dalit, tribal, and religious minorities, are excluded from utilising these services through unfavourable institutional rules and structural factors. Equally, members of well-off families do not use services provided by AWCs – especially the SNP – for under-6 children. A multi-sited ethnographic study was conducted in four villages in Gujarat in order to identify the reasons behind poor utilisation of AWCs, especially the SNP services.  The study aimed to understand everyday experience of households around the SNP in rural settings and an opportunity to study AWCs as institutions embedded in the context of village cultural life. The authors hypothesise that a study focusing on AWCs could serve as an illustrative case to highlight challenges in implementing other entitlement-based programmes.

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