Early Intervention: A Conflict of Therapist and Educator

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1056-1058 ◽  
Author(s):  
Howard P. Parette ◽  
Jack J. Hourcade
Keyword(s):  
Cerebral Palsy ◽  
Early Intervention ◽  
Cognitive Development ◽  
Motor Development ◽  
Intellectual Development ◽  
Therapeutic Strategies ◽  
Potential Conflict ◽  
Motor Problems ◽  
Abnormal Motor ◽  
Infants And Young Children

Given the motor problems of infants and young children who have cerebral palsy, increasing emphasis is being placed on early therapeutic strategies, such as neurodevelopmental treatment. Although the underlying rationale for neurodevelopmental treatment is the inhibition of abnormal motor development, this approach may in fact also limit the child's interaction with the environment, a prerequisite for subsequent intellectual development. There may be potential conflict for an interventionist who must make a decision between focusing on motoric gain for children with motor problems and facilitation of their cognitive development.

Motoric Change Subsequent to Therapeutic Intervention in Infants and Young Children Who Have Cerebral Palsy: Annotated Listing of Group Studies

1984 ◽  
Vol 58 (2) ◽  
pp. 519-524 ◽  
Author(s):  
Jack J. Hourcade ◽  
Howard P. Parette
Keyword(s):  
Cerebral Palsy ◽  
Young Children ◽  
Therapeutic Intervention ◽  
Therapeutic Strategies ◽  
Infants And Young Children

This annotated listing is of group reports pertaining to therapeutic strategies utilized with infants and young children who have cerebral palsy. The studies are organized by type of design used.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

Maternal scaffolding and home stimulation: Key mediators of early intervention effects on children’s cognitive development.

2016 ◽  
Vol 52 (9) ◽  
pp. 1409-1421 ◽  
Author(s):  
Jelena Obradović ◽  
Aisha K. Yousafzai ◽  
Jenna E. Finch ◽  
Muneera A. Rasheed
Keyword(s):  
Early Intervention ◽  
Cognitive Development ◽  
Intervention Effects ◽  
Maternal Scaffolding ◽  
Home Stimulation

Object Concept and Object Relations in Childhood Psychosis: A Pilot Study

1971 ◽  
Vol 16 (4) ◽  
pp. 347-354 ◽  
Author(s):  
L. Gratton
Keyword(s):  
New York ◽  
Mental Retardation ◽  
Cognitive Development ◽  
Pilot Study ◽  
Motor Development ◽  
Day School ◽  
Child Relationship ◽  
Two Systems ◽  
Early Infantile Autism ◽  
Age Range

The two master theories of human development, the Freudian and Piagetan, have evolved in parallel fashion without ever meeting. The advent of ‘ego metapsychology’ brought the two systems closer together, to be finally correlated by Anthony, Wolff, et al. The role of the mother is primordial in both cognitive and psychoanalytic systems. As already shown experimentally by Gouin-Décarie the two systems are interconnected in that a failure or fixation in the libidinal development is accompanied by an ‘adherence’ in the cognitive sphere. The aim of this pilot study was to verify the hypothesis that any condition accompanied or caused by a severe disturbance in the mother-child relationship will result in severe mental retardation or arrest in cognitive development within the sensorio-motor stage. The sample was composed of twenty randomly selected children (age range: 3 to 9 years), divided into a psychotic sub-group and a non-psychotic one, the latter serving as control. These children were attending the Pride of Judea Day School in New York City. All had a complete psychiatric and psychological evaluation, plus a detailed developmental history, carried out independently of this research. The Piagetan Test of Sensorio-Motor development elaborated by Gouin-Décarie was administered to both groups. The results showed that an ‘adherence’ of cognitive development to the sensorio motor stage was positively correlated with Early Infantile Autism and Mental Retardation. In order to further clarify this correlation the subjects' early development in their first two years of life was scrutinized using a check list of autistic signs. A statistically highly significant correlation could then be established between the arrest of cognitive development in the sensorio motor stage and an autistic type of development within the first two years of life, irrespective of diagnosis. In view of these findings it seems pointless to apply interpretative psychotherapies to these children or to submit them to standard kindergarten techniques when they lack the very rudiments for abstract thinking.

scholarly journals Personal and environmental characteristics associated with coordination development disorder

1989 ◽  
Author(s):  
Viviane Aparecida Pereira dos Santos ◽  
◽  
Luciana Ferreira ◽  
Vânia de Fátima Mathias de Souza ◽  
José Luiz Lopes Vieira
Keyword(s):  
Cognitive Development ◽  
Motor Development ◽  
Developmental Coordination Disorder ◽  
Classroom Teacher ◽  
Care Center ◽  
Personal Characteristics ◽  
Early Years ◽  
Measurement Instruments ◽  
Environmental Characteristics ◽  
Significant Difference

Identify the associtation among personal and environmental characteristics on the motor development of children with probable developmental coordination disorder (DCD). The participants were 42 parents, 32 teachers and 42 preschoolers’ (3.4±0.5years). As measurement instruments: The Movement Assessment Battery for Children 2 (MABC2), the Columbia Mental Maturity test (EMMC), the Questionnaire of the Brazilian Association of Research Companies (ABEP), the Strengths and Difficulties Questionnaire (SDQ), the Swanson Nolan and Pelham IV Scale (SNAP-IV), Structured Questionnaire for parents on motor, academic, emotional and behavioral skills and Early Years Movement Skills Checklist were used. For data analysis, the Shapiro Wilk test and Binary Logistic Regression were used, adopting p <0.05. Results shown statistically significant difference for the personal characteristics associated with children with persistence DCD: 1) birth weight, age to sit, cognitive development, language problems and conduct problems; 2) For home characteristics: quality of the home environment and the parents' stable union were taken into account; 3) For day care center, the education of the classroom teacher was considered. In conclusion, children who were born with greater weight, who had higher cognitive development, live with parents in a stable relationship and who have a specialized classroom teacher were less likely to persist in DCD.

scholarly journals THE EFFECT OF STUNTING ON COGNITIVE AND MOTOR DEVELOPMENT IN TODDLER CHILDREN : LITERATURE REVIEW

2020 ◽  
Vol 3 (2) ◽  
pp. 31-41
Author(s):  
Eva Supriatin ◽  
Diwa Agus Sudrajat ◽  
Firda Annisa R ◽  
Linlin Lindayani
Keyword(s):  
Cognitive Development ◽  
Motor Development ◽  
Full Text ◽  
Quantitative Research ◽  
Physical Growth ◽  
Inclusion Criteria ◽  
Memory Decline ◽  
Severe Stunting ◽  
Motor Movements ◽  
Selection Of

Stunting is a condition in which toddlers have less length or height compared to age. Stunting can affect physical growth, motor development, and motor activity. Children who experience motor skills are caused by obstacles to the muscle maturity process so that muscle ability is reduced. Many studies say there is a link between cognitive and motor development. Objective: To study the effect of stunting against cognitive and motor development in children toddlers. This study is a systematic review of the literature. The inclusion criteria for search studies were quantitative research, free full text, Indonesian, or English. Selection of published articles with a range of 2015-2020 and free full text, after reading the title of the article and looking at the inclusion criteria, then it is re-selected by looking at the sample criteria based on age and development, and an assessment is carried out using the JBI format. There is a stunning effect on the cognitive and motor development of children ages toddler. The results of the study stated that children who were stunted had an 11.98 times greater chance of having motor development below average. As well as the mild stunting category with cognitive development suspect there is a delay in toddlers, namely not being able to mention the type of color, differentiating the size of the object, mentioning gender, pairing known images. While the moderate stunting category with cognitive development suspect or experiencing delays can result in reduced brain cells by 15-20 percent. Toddlers who experience the severe stunting category with cognitive development suspect there is a delay, marked by slow maturity of nerve cells, slow motor movements, lack of intelligence, and slow social response. Stunting affects cognitive and motor development in children toddlers. Some of the impacts that arise are memory decline, inaccuracy in storing objects, delays in verbal and non-verbal, and delays in thinking.

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