The Effect of Music - centered STEAM program on the Musical Cognitive Development of Early Childhood

2020 ◽  
Vol 20 (23) ◽  
pp. 739-756
Author(s):  
Jisun Hwang
Keyword(s):  
Early Childhood ◽  
Cognitive Development

scholarly journals Early Childhood Reading in Rural China and Obstacles to Caregiver Investment in Young Children: A Mixed-Methods Analysis

2021 ◽  
Vol 18 (4) ◽  
pp. 1457
Author(s):  
Rui Li ◽  
Nathan Rose ◽  
Yi Ming Zheng ◽  
Yunwei Chen ◽  
Sean Sylvia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Cognitive Development ◽  
Young Children ◽  
Parenting Practices ◽  
Rural China ◽  
Reading Practices ◽  
Rural Villages ◽  
Survey Results ◽  
Childhood Reading

Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence, and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1748 caregiver–child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. The qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

Assessment of Growth and Development During Infancy and Early Childhood

1992 ◽  
Vol 13 (3) ◽  
pp. 88-96
Author(s):  
Victor C. Vaughan
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Skinfold Thickness ◽  
Fine Motor ◽  
Developmental Assessment ◽  
Physical Size ◽  
Infant And Young Child ◽  
Standard Values ◽  
Infancy And Early Childhood ◽  
And Function

A prime function of the pediatrician is to monitor the developmental status of his or her patients. Sensitive monitoring demands a broad knowledge of developmental processes and issues and the ability to assess the data made available from the clinical examination accurately and efficiently. Areas of Developmental Assessment Developmental assessment is made in four broad areas during early childhood: physical or physiologic, neurodevelopmental, cognitive, and psychosocial. PHYSICAL OR PHYSIOLOGIC DEVELOPMENT This area comprises the changes in physical size, shape, and function that come with age. Many of these changes can be measured, such as height, weight, skinfold thickness, head circumference, body surface area, blood counts, enzyme activities, and hormone levels. These measurements can be compared with standard values that indicate the range of normal findings. NEURODEVELOPMENTAL MATURATION This area comprises changes in behavior that evolve with the passage of time, particularly those changes that depend primarily upon maturation. They include some reflex activities and many gross and fine motor skills, including visuomotor and other intersensory functions. These behaviors are assessed primarily by observation, often informally, but sometimes (when more critical appraisal is required) in a carefully structured setting. COGNITIVE DEVELOPMENT Cognitive development and neurodevelopmental maturation are closely related, and it is sometimes difficult to distinguish between them in the infant and young child.

scholarly journals The Role of YouTube Media as a Means to Optimize Early Childhood Cognitive Development

2018 ◽  
Vol 205 ◽  
pp. 00002
Author(s):  
Dwi Asmiarti ◽  
Guntur Winangun
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Data Collection ◽  
Phenomenological Approach ◽  
Optimal Development

Early childhood cognitive development is formed faster in the first four years of life. YouTube as a video-based application media is used as a means to optimize children’s cognitive development by some parents. The objective of this study was to determine the role of YouTube media in optimizing cognitive development in early childhood. The method used is qualitative with a phenomenological approach. Data collection techniques in this study were interviews and observations to parents of YouTube media users as a means of optimizing a more optimal development in aspects of imagination, language, curiosity, and concentration. Thus it can be concluded that YouTube media can be used as a means to optimize cognitive development in early childhood.

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

scholarly journals Maternal Education, Changing Family Circumstances, and Children’s Skill Development in the United States and UK

2017 ◽  
Vol 674 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Margot I. Jackson ◽  
Kathleen Kiernan ◽  
Sara McLanahan
Keyword(s):  
United States ◽  
Early Childhood ◽  
Cognitive Development ◽  
Maternal Education ◽  
Latent Class ◽  
Educational Inequality ◽  
Good Deal ◽  
Well Being ◽  
The United States ◽  
National Analysis

Maternal education influences families’ socioeconomic status. It is strongly associated with children’s cognitive development and a key predictor of other resources within the family that strongly predict children’s well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children’s family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children’s cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality.

scholarly journals A Meta-Analysis of Stressors from the Total Environment Associated with Children’s General Cognitive Ability

2020 ◽  
Vol 17 (15) ◽  
pp. 5451
Author(s):  
Frances M. Nilsen ◽  
Jazmin D.C. Ruiz ◽  
Nicolle S. Tulve
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Ability ◽  
Meta Analysis ◽  
Life Stage ◽  
Early Life Stage ◽  
Toxic Substances ◽  
General Cognitive Ability ◽  
Childhood Cognitive Ability ◽  
Total Environment

General cognitive ability, often referred to as ‘general intelligence’, comprises a variety of correlated abilities. Childhood general cognitive ability is a well-studied area of research and can be used to predict social outcomes and perceived success. Early life stage (e.g., prenatal, postnatal, toddler) exposures to stressors (i.e., chemical and non-chemical stressors from the total (built, natural, social) environment) can impact the development of childhood cognitive ability. Building from our systematic scoping review (Ruiz et al., 2016), we conducted a meta-analysis to evaluate more than 100 stressors related to cognitive development. Our meta-analysis identified 23 stressors with a significant increase in their likelihood to influence childhood cognitive ability by 10% or more, and 80 stressors were observed to have a statistically significant effect on cognitive ability. Stressors most impactful to cognition during the prenatal period were related to maternal health and the mother’s ability to access information relevant to a healthy pregnancy (e.g., diet, lifestyle). Stressors most impactful to cognition during the early childhood period were dietary nutrients (infancy), quality of social interaction (toddler), and exposure to toxic substances (throughout early childhood). In conducting this analysis, we examined the relative impact of real-world exposures on cognitive development to attempt to understand the inter-relationships between exposures to both chemical and non-chemical stressors and early developmental life stages. Our findings suggest that the stressors observed to be the most influential to childhood cognitive ability are not permanent and can be broadly categorized as activities/behaviors which can be modified to improve childhood cognition. This meta-analysis supports the idea that there are complex relationships between a child’s total environment and early cognitive development.

Sign in / Sign up

Export Citation Format

Share Document