scholarly journals Cognitive Development (Symbolic Thinking) of Early Childhood Through the Innovation of Bowling Media

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Fitri Galih Ramdhani ◽  
Leli Fertiliana Dea
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Research And Development ◽  
Cognitive Ability ◽  
Research Methodology ◽  
Cognitive Abilities ◽  
Development Procedure ◽  
Symbolic Thinking

The use of bowling media in RA Muslimat NU 1 Tulus Rejo Kec. Pekalongan has not been used. Researchers are interested in developing bowling media with the aim of developing cognitive, because early childhood in RA Muslimat NU 1 Tulus Rejo Kec. Pekalongan in terms of cognitive ability is still undeveloped. The purpose of this study is to find out the development of Media Bowling Against Cognitive Development (Symbolic Thinking) Early Childhood. This research methodology uses (research and development). The development procedure according to Borg and Gall's theory consists of seven stages. Based on the results of the study it can be concluded that, the use of bowling media in children aged 5-6 years in RA Muslimat NU 1 Tulus Rejo Kec. Pekalongan can improve children's cognitive abilities.

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.

Nature, Nurture, and Cognitive Development from 1 to 16 Years: A Parent-Offspring Adoption Study

1997 ◽  
Vol 8 (6) ◽  
pp. 442-447 ◽  
Author(s):  
Robert Plomin ◽  
David W. Fulker ◽  
Robin Corley ◽  
John C DeFries
Keyword(s):  
Cognitive Development ◽  
Cognitive Ability ◽  
Middle Childhood ◽  
Cognitive Abilities ◽  
Verbal Ability ◽  
Adoptive Parents ◽  
Childhood And Adolescence ◽  
Adopted Children ◽  
Adoption Study ◽  
Biological Parents

Children increasingly resemble their parents in cognitive abilities from infancy through adolescence Results obtained from a 20-year longitudinal adoption study of 245 adopted children and their biological and adoptive parents, as well as 245 matched nonadoptive (control) parents and offspring, show that this increasing resemblance is due to genetic factors Adopted children resemble their adoptive parents slightly in early childhood but not at all in middle childhood or adolescence In contrast, during childhood and adolescence, adopted children become more like their biological parents, and to the same degree as children and parents in control families Although these results were strongest for general cognitive ability and verbal ability similar results were found for other specific cognitive abilities—spatial ability, speed of processing, and recognition memory These findings indicate that within this population, genes that stably affect cognitive abilities in adulthood do not all come into play until adolescence and that environmental factors that contribute to cognitive development are not correlated with parents' cognitive ability

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR SIMBOLIK ANAK USIA DINI KELOMPOK A (USIA 4-5 TAHUN) DENGAN MEDIA PEMBELAJARAN LESUNG ANGKA

2019 ◽  
Vol 2 (6) ◽  
pp. 354
Author(s):  
Ani Bodedarsyah ◽  
Rita Yulianti
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Cognitive Development ◽  
Research Method ◽  
Class Action ◽  
Group A ◽  
The Media ◽  
Symbolic Thinking ◽  
Media Learning

Cognitive development is an important aspect. One of them is the ability to think symbolically. To improve the ability of symbolic thinking of early childhood certainly cannot be separated from the role of educators. Indicators of cognitive development that must be achieved by children aged 4-5 years are: numbers 1-10, recognizing the concept of numbers, recognizing the symbol of numbers, and recognizing the symbol of letters. For this reason, it is appropriate for educators to work hard to improve the ability to think symbolically in early childhood by providing stimulation through appropriate learning media like children, one of which is the media learning of dimples. This research was conducted with a class action research method. From the two cycles that have been done show the results that there is an increase in the ability of symbolic thinking in early childhood group A using the media learning dimples.Perkembangan kognitif merupakan aspek yang tidak kalah penting. Salah satunya  adalah kemampuan berpikir simbolik. Untuk meningkatkan kemampuan berpikir simbolik anak usia dini tentu tak lepas dari peranan pendidik. Indikator perkembangan kognitif yang harus dicapai anak usi 4-5 tahun adalah: membilang  benda 1-10, mengenal konsep bilangan, mengenal lambang bilangan, dan mengenal lambang huruf. Untuk itu sudah selayaknya pendidik berusaha dengan keras untuk meningkatkan kemampuan berpikir simbolik anak usia dini dengan cara memberikan stimulasi melalui media pembelajaran yang tepat bagai anak, salah satunya adalah media pembelajaran lesung angka. Penelitian ini dilakukan dengan metode peneletian tindakan kelas. Dari dua siklus  yang telah dilakukan menunjukkan hasil bahwa terdapat peningkatan kemmapuan berpikir simbolik pada anak usia dini kelompok A dengan menggunakan media pembelajaran lesung angka.

scholarly journals MENGEMBANGKAN KEMAMPUAN KOGNITIF DALAM MENGENAL KONSEP BILANGAN 1 – 10 MELALUI MEDIA TELUR ANGKA PADA ANAK USIA 3 – 4 TAHUN

2020 ◽  
Vol 2 (01) ◽  
pp. 26-32
Author(s):  
Mukhlish Safitri ◽  
Intan Prastihastari Wijaya ◽  
Dema Yulianto
Keyword(s):  
Action Research ◽  
Cognitive Development ◽  
New Media ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Research Method ◽  
The Third ◽  
Analysis Technique ◽  
Before And After ◽  
Quantitative Descriptive

Cognitive ability to recognize the concept of numbers is very important to be introduced early on, so children are accustomed to easily solving simple problems related to numbers. The problem found by researchers is that children have difficulty when asked to numerate objects, numerically order numbers, and connect images of objects with numbers according to the amount. In an effort to address this problem, the educator introduces new media, namely the number egg media made from used materials and designed as attractive as possible so that students were motivated to learn. This study aims to determine whether there is cognitive development in recognizing the concept of numbers 1-10 in children aged 3-4 years in the Playgroup Al-hikmah Kweden Karangrejo Ngasem District Kediri Regency between before and after the action. The research method used is classroom action research conducted in three cycles. This research involved subjects of 3-4 years old children totaling 18 students. The analysis technique in this research is quantitative descriptive technique by comparing learning completeness between the time before and after the action. The results obtained in the first cycle of 50%, and in the second cycle of 63.8%, while in the third cycle of 81.9%. From the results of the study it can be concluded that through the egg media numbers can develop cognitive abilities in recognizing the concept of numbers 1-10 in children aged 3-4 years.

scholarly journals Genetic and Environmental Links Between General Factors of Psychopathology and Cognitive Ability in Early Childhood

2019 ◽  
Vol 7 (3) ◽  
pp. 430-444 ◽  
Author(s):  
Andrew D. Grotzinger ◽  
Amanda K. Cheung ◽  
Megan W. Patterson ◽  
K. Paige Harden ◽  
Elliot M. Tucker-Drob
Keyword(s):  
Early Childhood ◽  
Environmental Factors ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Child Psychopathology ◽  
Cognitive Measures ◽  
Age Range ◽  
The Relationship ◽  
Total P ◽  
Shared Genetic

In adults, psychiatric disorders are highly comorbid and are negatively associated with cognitive abilities. Individual cognitive measures have been linked with domains of child psychopathology, but the specificity of these associations and the extent to which they reflect shared genetic influences are unknown. In this study we examined the relationship between general factors of cognitive ability ( g) and psychopathology ( p) in early development using two genetically informative samples: the Texas “Tiny” Twin Project (TXtT; N = 626, age range = 0.16–6.31 years) and the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B; N ≈ 1,300 individual twins, age range = 3.7–7.1 years). The total p–g correlation (−.21 in ECLS-B; −.34 in TXtT) was primarily attributable to genetic and shared environmental factors. The early age range of participants indicates that the p–g association is a reflection of overlapping genetic and shared environmental factors that operate in the first years of life.

scholarly journals Pengaruh Percobaan Sains Anak Usia Dini terhadap Perkembangan Kognitif Anak di TK Kartika Siwi Pusdikpal Kota Cimahi

2018 ◽  
Vol 2 (1) ◽  
pp. 91
Author(s):  
Yanti Mustika ◽  
Lia Nurwidaningsih
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Abilities ◽  
Research Method ◽  
Sampling Technique ◽  
Research Problem ◽  
Early Childhood Science ◽  
Innovative Methods ◽  
Understanding Of Science ◽  
Child Cognitive Development

The purpose of this research is to know the influence of early childhood science experiments on child cognitive development in Kartika Siwi Pusdikpal Kindergarten Cimahi. Learning early childhood science experiments at Kartika Siwi Kindergarten can help early childhood knowledge and understanding of science concepts, and help put aspects related to science skills to improve children's cognition. The research problem is whether early childhood science experiments have an effect on the cognitive development of children in Kartika Siwi Kindergarten. The research method used is experimental research method. The population of this research is all children in Kartika Siwi Kindergarten which amounted to 26 children. Sampling research using total sampling technique. Data collection using pretest and postest, documentation, as well as observation and data processing using t-test statistical formula. Based on the results of hypothesis testing that t arithmetic > t table, is 8.20 > 2.05 so the hypothesis in this study accepted. The results showed that early childhood science experiments can affect children's cognitive development of 4.50 (good category). It is suggested to teachers to be able to improve cognitive abilities of children by using variations and innovative methods in different games so that the cognitive abilities of children can be further improved.

Neuroimaging and genetic correlates of cognitive ability and cognitive development in adolescence

2019 ◽  
Author(s):  
Stuart James Ritchie ◽  
Erin Burke Quinlan ◽  
Tobias Banaschewski ◽  
Arun L.W. Bokde ◽  
Sylvane Desrivieres ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Cognitive Ability ◽  
Surface Area ◽  
Cortical Thickness ◽  
Cognitive Abilities ◽  
Significant Degree ◽  
Large Sample ◽  
Polygenic Score ◽  
Cortical Volume ◽  
The Brain

Adolescence is marked by changes in cognitive abilities and in several MRI-based measures of brain structure. This study took an individual-differences approach to help understand adolescent cognitive development in a large-sample longitudinal cohort, the IMAGEN study (initial n = 2,316). We used a latent change score model to assess the associations between levels and changes in the brain’s grey-matter regions and latent general cognitive ability between ages 14 and 19 years. As expected, higher cognitive ability was correlated with higher cortical volume and larger surface area, with more ambiguous results for cortical thickness. Higher-ability participants at age 14 tended to have accelerated subsequent cortical thinning, as well as cortical volume loss. There was no statistically significant link between changes in cognitive ability and changes in the brain measures we used. We also attempted to predict levels and changes in the brain and in cognitive ability using a polygenic score for genetic variants linked to educational attainment: the score was modestly associated with the baseline measures, but did not predict the trajectory of change in any measure to a statistically significant degree. Age-14 cortical volume and surface area—though not cortical thickness—mediated a portion (9-10%) of the association between the polygenic score and age-19 cognitive ability. These findings demonstrate how large-sample data can shed light on the links between brain and cognitive ability in this important phase of the lifespan.

scholarly journals Effective Learning Activities To Improve Early Childhood Cognitive Development

2018 ◽  
Vol 4 (1) ◽  
pp. 103-111
Author(s):  
Eka Rizki Amalia ◽  
Salis Khoiriyati
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Ability ◽  
Critical Period ◽  
Learning Activities ◽  
Early Age ◽  
Older Person ◽  
Critical Aspect ◽  
Effective Learning ◽  
Children And Parents

Children in their critical period or commonly known as golden age are in their optimal stage where they grow and develop rapidly and absorb anything which is exposed to them. Therefore, this is the period when the parents and older person have the opportunity to give the appropriate influence thus the children’s development can result optimally in all areas. The first and most critical aspect is the cognitive ability. Cognitive ability can become the basis of all input to be processed in the children’s mind, thus its development will affect the children’s ability to absorb anything from their surroundings. This article will discuss about learning activities which are effective to improve early childhood cognitive development. The discussion reveals that children in their early age are more active and effective in activities which are designed as games and will result more in their development as they are engaged in social interaction. Some games are proposed as alternatives for the children and parents to conduct and to be involved in.

scholarly journals MENINGKATKAN KEMAMPUAN INTELEKTUAL ANAK USIA DINI MELALUI PERMAINAN DOMINO STIK PADA KELOMPOK B DI TK TRIALINGGA KINDERSCHOOL KOTA CIMAHI

2018 ◽  
Vol 1 (2) ◽  
pp. 58
Author(s):  
Neni Melawati ◽  
Tresnawulan Tresnawulan
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Cognitive Ability ◽  
Learning Activities ◽  
Social Education ◽  
Geometric Shapes ◽  
Childhood Education ◽  
Rules Of The Game ◽  
Newborn Children

Early childhood education is an effort to stimulate, guide, nurture and provide learning activities that will result in the abilities and skills of the child. Early childhood education is an education done in newborn children up to eight years old. Education at this stage focuses on physica, intelligence / cognitive, emotional and social education .. Cognitive ability is one of the abilities that must be developed in early childhood. Through this domino sticks are expected to be a fun means so as to attract interest in playing and learning as well. Cognitive or intellectual is a process of thinking in the form of ability or power to connect another event and the ability to assess and considereverything observed from the data around. Important processes in children's cognitive development include assimilation schemes, accommodation, organization, balance and balancing. In this game has the purpose of which is the child can classify objects based on the shape of color or size can understand the rules in a game understand and do the rules of the game disentra, can recognize geometric shapes. With the game domino sticks children can develop the power of thinking, creativity and improve the cognitive development of children

scholarly journals A Combined Dietary and Cognitive Intervention in 3–5-Year-Old Children in Indonesia: A Randomized Controlled Trial

Nutrients ◽  
2018 ◽  
Vol 10 (10) ◽  
pp. 1394 ◽  
Author(s):  
Nora Schneider ◽  
Eveline Geiser ◽  
Laura Gosoniu ◽  
Yulianti Wibowo ◽  
Gertrude Gentile-Rapinett ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Abilities ◽  
Cognitive Intervention ◽  
Cognitive Stimulation ◽  
Nutritional Supplementation ◽  
Control Group ◽  
Randomized Controlled ◽  
Psychosocial Stimulation ◽  
Experimental Group

Early childhood nutritional interventions typically combine nutritional and psychosocial stimulation. Such combined interventions result in long-lasting improvements of cognitive abilities in children who are malnourished. Here, we investigated potential cognitive abilities in normally developing children in Indonesia who were, however, at risk for suboptimal cognitive development due to little psychosocial stimulation in their home environment. In a randomized controlled intervention, children of the experimental group received nutritional supplementation combined with cognitive stimulation. Pre- and post-intervention measurements included cognitive development and functioning, behavior, and mother–child interaction. The experimental and control group received nutritional supplementation in the form of a fortified or unfortified milk powder, respectively. Additionally, the children and parents of the experimental group jointly engaged in daily learning activities at home and performed iPad-based tasks designed to foster cognitive abilities. The experimental group compared to the control group displayed a significantly higher increase in intelligence quotient as well as a significantly larger reduction in attentional problems after the intervention. These results indicate that low-level cognitive stimulation in combination with nutritional supplementation during early childhood can be an effective intervention that improves global cognitive functioning in healthy developing children. ClinicalTrials.gov Identifier: NCT02359669.

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