ETHNICITY, HOUSEHOLD COMPOSITION AND ACCESS TO TECHNOLOGICAL RESOURCES AT HOME IS LINKED TO COGNITIVE DEVELOPMENT AT SCHOOL AGE

2016 ◽  
Author(s):  
Marcela GUERENDIAIN
Keyword(s):  
Cognitive Development ◽  
Household Composition ◽  
School Age ◽  
At Home

scholarly journals Pojmowanie emocji i znaczenie działań muzycznych w ich rozwijaniu u dziecka w młodszym wieku szkolnym

1970 ◽  
pp. 347-361
Author(s):  
Natalia Kłysz-Sokalska
Keyword(s):  
Cognitive Development ◽  
Emotional Disorders ◽  
Emotional Experience ◽  
School Age ◽  
Trial And Error ◽  
Rational Thinking ◽  
Early School ◽  
Negative Effect ◽  
Early School Age ◽  
Emotional Education

  Emotional education in Poland is superficial,accidental and at times intuitive. Lack of emotional education classes and the governments’ low support of teachers have a negative effect on the treatment of emotional education as important in the development of a child in an early school age. Teachers, by trial and error, try to solve problems on the basis of their effect rather than cause, which often lies in the student’s emotions. Separating emotions from “rational” thinking is a pedagogical mistake. An adult’s awareness of the cognitive nature of emotion can affect not only the leveling up of emotional disorders, but also has impact on the child’s overall cognitive development. By using the most natural activities of music and movement, the student develops his emotionality with the verbalization of emotional experience. Awareness of the emotions experiences as well as their correct naming is the key to the success of emotional education for students.

Bilingual lexical skills of school-age children with Chinese and Korean heritage languages in the United States

2014 ◽  
Vol 38 (4) ◽  
pp. 350-358 ◽  
Author(s):  
Gisela Jia ◽  
Jennifer Chen ◽  
HyeYoung Kim ◽  
Phoenix-Shan Chan ◽  
Changmo Jeung
Keyword(s):  
High School ◽  
The United States ◽  
Cross Sectional Study ◽  
School Age Children ◽  
Primary Study ◽  
School Age ◽  
Cross Sectional ◽  
Age Related ◽  
Lexical Skills ◽  
At Home

This cross-sectional study investigated the bilingual lexical skills of 175 US school-age children (5 to18 years old) with Cantonese, Mandarin, or Korean as their heritage language (HL), and English as their dominant language. Primary study goals were to identify potential patterns of development in bilingual lexical skills over the elementary to high school time span and to examine the relation of environmental factors to lexical skills. HL and English productive lexical skills were assessed with a Picture Naming and a Verbal Fluency task. English receptive lexical skills were assessed with Peabody Picture Vocabulary Test. A survey obtained information about participants’ language use in six environmental contexts. There were age-related significant increases in both HL and English skills. However, English proficiency already had a significant lead over HL proficiency at the youngest age. English receptive lexical skills reached monolingual expectations from age 8, whereas for HL, high school age participants on average only reached the level of early elementary school monolinguals. Although more English use at home at younger ages was associated with stronger English skills, the relation did not exist for older participants. Instead, among older participants, more English use at home was associated with weaker HL skills. Children’s attendance at HL programs and visits to home countries bore little relation to HL proficiency.

A comparison of four types of cognitive conflict and their effect on cognitive development

2001 ◽  
Vol 25 (3) ◽  
pp. 226-236 ◽  
Author(s):  
Sara Druyan
Keyword(s):  
Cognitive Development ◽  
Developmental Stage ◽  
Cognitive Conflict ◽  
Preschool Age ◽  
Peer Conflict ◽  
School Age ◽  
Social Conflicts ◽  
Post Test ◽  
5Th Grade ◽  
Balance Problems

The study examines the differential influence of four types of conflict—two physical conflicts and two social conflicts—on the improvement of the ability to solve balance problems. A total of 395 subjects, consisting of preschoolers, 3rd, and 5th graders, participated in three sessions: the pre-test, the intervention in which visual, kinesthetic, peer, or child-adult conflicts were presented, and the post-test. In each of the sessions the subjects were required to solve balance problems based on prototype problems employed by Siegler (1976). The ” ndings indicate that the kinesthetic conflict is the most effective in promoting the consideration of the distance dimension at the preschool age and that child-adult conflict is the most effective in promoting the coordination of weight and distance dimensions at school age. In addition, peer conflict was found to be significantly effective but only in 5th grade. In conclusion, the results suggest that the effectiveness of cognitive conflicts depends on both the demands of the task and the developmental stage of the child.

Women’s working hours

2015 ◽  
Vol 35 (9/10) ◽  
pp. 582-599 ◽  
Author(s):  
Wouter Andringa ◽  
Rense Nieuwenhuis ◽  
Minna Van Gerven
Keyword(s):  
Young Children ◽  
Gender Role ◽  
Working Hours ◽  
Gender Role Attitudes ◽  
Household Composition ◽  
European Countries ◽  
Content Type ◽  
Gender Traditionalism ◽  
Egalitarian Attitudes ◽  
At Home

Purpose – The purpose of this paper is to show how the interplay between individual women’s gender role attitudes, having young children at home, as well as the country-context characterized by gender egalitarianism and public childcare support, relates to women’s working hours in 23 European countries. Design/methodology/approach – This study presents results of multilevel regression analyses of data from the European Social Survey (Round 2). These micro-level data on 23 European countries were combined with country-level measures on gender traditionalism and childcare expenditure. Findings – The authors found that the negative association between having young children at home and women’s working hours is stronger for women with traditional gender role attitudes compared to women with egalitarian attitudes. The gap in working hours between women with and without young children at home was smaller in countries in which the population holds egalitarian gender role attitudes and in countries with extensive public childcare support. Furthermore, it was found that the gap in employment hours between mothers with traditional or egalitarian attitudes was largest in countries with limited public childcare support. Social implications – Policy makers should take note that women’s employment decisions are not dependent on human capital and household-composition factors alone, but that gender role attitudes matter as well. The authors could not find evidence of the inequality in employment between women with different gender role attitudes being exacerbated in association with childcare support. Originality/value – The originality of this study lies in the combined (rather than separate) analysis of how countries’ social policies (childcare services) and countries’ attitudes (gender traditionalism) interact with individual gender role attitudes to shape cross-national variation in women’s working hours.

scholarly journals Associations between breastfeeding and cognitive function in children from early childhood to school age: a prospective birth cohort study

2020 ◽  
Author(s):  
Min Kyoung Kim ◽  
Jae-Won Choi
Keyword(s):  
Cognitive Function ◽  
Cognitive Development ◽  
Underlying Mechanism ◽  
Breastfeeding Duration ◽  
Birth Cohort Study ◽  
School Age ◽  
Expressive Vocabulary ◽  
Future Studies ◽  
Ages And Stages Questionnaire

Abstract Background:Despite evidences of breastfeeding for preventing acute physical illnesses in infants, the evidence for the association between breastfeeding and long-term cognitive development is not yet convincing.Methods:The data of nationwide representative sample of 1,752 children born between 2008 and 2009 in Korea were prospectively assessed from the fetal period to examine the benefits of breastfeeding and cognitive development. Breastfeeding duration was prospectively assessed by parents. The Korean Ages and Stages Questionnaire and the Korean version of Denver II were used to assess early development annually from 5.5 to 26.2 months of age. Language development at 3 years of age was assessed with Receptive and Expressive Vocabulary Tests. Cognitive function at 8 years of age was assessed using multifactorial intelligence test.Results:Children who were breastfed for 1–3 months displayed significantly higher odds ratios for delayed development assessed at 14.1 months than those breastfed for 3–6 months (OR = 2.21; 95% CI: 1.08, 4.50). Children who were breastfed for >3 months also scored significantly higher on the communication (F = 17.71; p < 0.001) and problem-solving (F = 11.26; p < 0.001) subscales at 14.1 months of age, and the expressive language subscale (F = 12.85; p < 0.001) at 3 years, compared to children breastfed for 3 months or less. The performances on the calculation subscale (F = 2.43; p = 0.033) at 8 years of age differed significantly among the groups of breastfeeding duration. Conclusion:We found that cognitive development was improved in children that were breastfed for >3 months. Although these results are supported by previous studies, it is important to note that other factors were reported as larger determinants of cognitive development than breastfeeding. Future studies that examine the underlying mechanism for the association between breastfeeding and cognitive development are warranted.

scholarly journals Age, disability, and household composition of nurses and physicians who are not in the labor force

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0247967
Author(s):  
Dan P. Ly
Keyword(s):  
Labor Force ◽  
The United States ◽  
Community Survey ◽  
Household Composition ◽  
The Us ◽  
Nurses And Physicians ◽  
Nationally Representative ◽  
Female Nurses ◽  
Us Census ◽  
At Home

While several areas in the United States have asked nurses and physicians who are not in the labor force to return to help with the COVID-19 pandemic, little is known about the characteristics of these clinicians that may present barriers to returning. We studied age, disability, and household composition of clinicians not in the workforce using the American Community Survey from 2014 to 2018, a nationally-representative survey of US households administered by the US Census. Overall, we found that, for nurses and physicians not in the labor force, over three-quarters were 55 and over and about 15 percent had a disability. For female nurses and physicians not in the labor force, over half of those ages 20–54 had a child under 15 at home and over half of those ages 65+ had another adult 65 and over at home. These characteristics may present challenges and risks to returning.

scholarly journals Associations between breastfeeding and cognitive function in children from early childhood to school age: a prospective birth cohort study

2020 ◽  
Author(s):  
Min Kyoung Kim ◽  
Jae-Won Choi
Keyword(s):  
Cognitive Function ◽  
Cognitive Development ◽  
Underlying Mechanism ◽  
Breastfeeding Duration ◽  
Birth Cohort Study ◽  
School Age ◽  
Expressive Vocabulary ◽  
Future Studies ◽  
Ages And Stages Questionnaire

Abstract Background: Despite the evident benefits of breastfeeding for preventing acute physical illnesses in infants, the evidence for the benefit of breastfeeding on long-term cognitive development is not yet convincing.Methods: The data of nationwide representative sample of 1,752 children born between 2008 and 2009 in Korea were prospectively assessed from the fetal period to examine the benefits of breastfeeding and cognitive development. Breastfeeding duration was prospectively assessed by parents. The Korean Ages and Stages Questionnaire and the Korean version of Denver II were used to assess early development annually from 5.5 to 26.2 months of age. Language development at 3 years of age was assessed with Receptive and Expressive Vocabulary Tests. Cognitive function at 8 years of age was assessed using multifactorial intelligence test.Results: Children who were breastfed 1–3 months displayed significantly higher odds ratios for delayed development assessed at 14.1 months than those breastfed for 3–6 months. Children who were breastfed for >3 months also scored significantly higher on the communication and problem-solving subscales at 14.1 and 26.2 months of age, the expressive language subscale at 3 years, and the vocabulary and language inference vocabulary subscales at 8 years of age than children who were breastfed for <3 months.Conclusion: We found that cognitive development was improved in children that were breastfed for >3 months. Although these results are supported by previous studies, it is important to note that other factors were larger determinants of cognitive development than breastfeeding. Future studies that examine the underlying mechanism for the association between breastfeeding and cognitive development are warranted.

Household hygiene practices in relation to dampness at home and current wheezing and rhino-conjunctivitis among school age children

2005 ◽  
Vol 16 (7) ◽  
pp. 587-592 ◽  
Author(s):  
Guicheng Zhang ◽  
Jeffery Spickett ◽  
Andy H. Lee ◽  
Krassi Rumchev ◽  
Stephen Stick
Keyword(s):  
School Age Children ◽  
School Age ◽  
Hygiene Practices ◽  
Rhino Conjunctivitis ◽  
At Home

GENDER DIFFERENCES IN QUALITY OF LIFE OF CHILDREN OF PRIMARY SCHOOL AGE WITH DIFFERENT COGNITIVE DEVELOPMENT

2021 ◽  
Vol 100 (4) ◽  
pp. 208-215
Author(s):  
A.M. Levchin ◽  
◽  
A.A. Lebedenko ◽  
I.B. Ershova ◽  
Y.V. Glushko ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Cognitive Development ◽  
Primary School ◽  
Social Functioning ◽  
Primary School Children ◽  
School Age ◽  
Cognitive Level ◽  
Intelligence Scale ◽  
Primary School Age

The current problems of pediatrics are the individual approach and optimization of quality of life (QOL) of primary school children. The aim of our research was to study the QOL among children of primary school age according to their cognitive development and gender and age characteristics. Study design: cognitive development was studied using the D.Wechsler Intelligence Scale for Children, the Stanford-Binet intelligence scale and the Torrance Tests of Creative Thinking (TTCT). As a result, 573 primary school children were divided into two groups: the first with a high cognitive level (82 children) and the second with a medium level (491 children). The PedsQL 4.0 questionnaire, used by children attending schools in cities of Rostov-on-Don and Lugansk for 4 years, served as a tool for evaluation of the QOL. Physical, emotional, social functioning, psycho-social health have been studied and an overall QOL score was presented. More reduced QOL indicators were found in children with a high cognitive level, with the exception of school functioning. Girls with higher levels of cognition have been found to have lower levels of physical and emotional functioning than boys, but higher levels of social functioning. Conclusion: the is a need to change approaches to teaching children in physical education lessons and conduct additional consultations of child psychologists and pediatricians to optimize the education of children.

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

2021 ◽  
Vol 7 (3B) ◽  
pp. 68-78
Author(s):  
Yuliia Sosnich ◽  
Karolina Reida ◽  
Tetiana Dehtiarenko ◽  
Oleksandr Kolyshkin ◽  
Yurii Kosenko ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Primary School ◽  
Empirical Research ◽  
Cognitive Processes ◽  
Educational Activity ◽  
School Age ◽  
Face To Face ◽  
Primary School Age ◽  
Pedagogical Principles

The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training.  The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.

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