HUBUNGAN BERAT BADAN LAHIR (BBLR) DAN INISIASI MENYUSU DINI (IMD) DENGAN PERKEMBANGAN MOTORIK PADA 1000 HARI PERTAMA KEHIDUPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 29
Author(s):  
Dahliansyah Dahliansyah ◽  
Diffah Hanim ◽  
Harsono Halimo

Gangguan dalam proses pembentukan otak dapat memiliki konsekuensi jangka panjang pada kapasitas struktural dan fungsional otak yang berperan dalam perkembangan beberapa domain termasuk kapasitas kognitif, bahasa dan motorik sensorik seorang balita. Menurut Masten dalam Kattula (2014), faktor dominan yang mempengaruhi kognitif dan pertumbuhan fisik yaitu faktor biologis, yang terdiri dari gizi ibu selama kehamilan, usia kehamilan, berat badan lahir, lamanya menyusui, kekurangan gizi pada anak, adanya infeksi pada masa kanak-kanak. Gangguan perkembangan motorik pada balita dapat diperparah jika bayi lahir dengan Berat Badan Lahir Rendah (BBLR), serta saat lahir tidak mendapatkan Air Susu Ibu (ASI) yang dimulai dengan kegiatan Inisiasi Menyusu Dini (IMD). Menurut UNICEF dalam Damanik (2016) lebih dari 20 juta bayi (sekitar 15% secara global) lahir dengan BBLR. Adanya interaksi antara ibu, dan anak serta kandungan nilai gizi ASI paling diperlukan dalam proses perkembangan sistem syaraf di otak. Menurut Tasnim (2014), menyusui dapat memberikan dampak positif pada perkembangan kognitif bayi, memiliki Intelligence Quotient (IQ) tinggi dibandingkan bayi yang tidak memperoleh ASI. Investasi dalam pencegahan Berat Badan Lahir Rendah (BBLR), Stunting, dan meningkatkan Inisiasi Menyusu Dini (IMD) dan ASI Eksklusif berkontribusi dalam menurunkan risiko gangguan penyakit. Pasokan nutrisi yang memadai, pencegahan infeksi, dan kesempatan untuk interaksi sosial, bermain dan stimulasi merupakan beberapa faktor yang berkontribusi positif terhadap pencapaian potensi penuh balita untuk tumbuh dan berkembang . Berdasarkan hal itu, penulis tertarik untuk melakukan penelitian mengenai ada tidaknya hubungan antara hubungan Berat Badan Lahir (BBLR) dan Inisiasi Menyusui Dini (IMD) dengan perkembangan motorik pada 1000 hari pertama kehidupan

2019 ◽  
Author(s):  
Karin Storm van’s Gravesande ◽  
Lena Haarmann ◽  
Pasquale Calabrese ◽  
Astrid Blaschek ◽  
Keven Rostasy ◽  
...  

Author(s):  
Elsa R. J. Giugliani ◽  
Erissandra Gomes ◽  
Iná S. Santos ◽  
Alicia Matijasevich ◽  
Fabio A. Camargo‐Figuera ◽  
...  

2021 ◽  
pp. 146144482110240
Author(s):  
Alexander JAM van Deursen ◽  
Jan AGM van Dijk

Cognitive intelligence is rarely discussed in the context of digital inequality for practical and normative reasons: substantial difficulties around measurements and the fact that it cannot (easily) be changed. In the current contribution, cognitive intelligence is studied in relation to resources and appropriation theory which explains digital inequality as a process of four successive phases of Internet access: motivational, material, skills, and usage. For the measurement of cognitive intelligence, we build on considerable efforts devoted to developing alternatives to cumbersome intelligence quotient (IQ) tests of intelligence. We conducted a two-wave online survey in the Netherlands, resulting in a sample of 1733 respondents. The importance of IQ was confirmed with direct positive effects on education, economic, social, and cultural resources, and on Internet attitude and skills. The results reveal several details that can enhance our understanding of the specific mechanisms through which IQ and education operate in digital inequalities.


Author(s):  
Ahmed Esmael ◽  
Sara Elsherbeny ◽  
Mohammed Abbas

Abstract Background Epileptiform activities can cause transient or permanent deficits that affect the children during development and may be accompanied by neurodevelopmental disorders like specific language impairment. Objectives The objective of this study was to find if there is a possible association and the impact of epilepsy and epileptiform activity in children with specific language impairment. Patients and methods The study was conducted on 80 children suffering from specific language impairment and 80 age and sex match healthy control children. Computed tomography brain was performed and electroencephalography was recorded for children. Intelligence quotient level, cognitive age, social, and phoniatric assessment were done for all patients. Results Eighty children with specific language impairment (51 males and 29 females) with a mean age of 4.11 ± 1.93. Patients with specific language impairment showed significantly higher rates of abnormal electroencephalography (P = 0.006) and epilepsy (P < 0.001) compared to the control group. Spearman correlation demonstrated a highly negative significant relationship linking the language, intelligence quotient with abnormal electroencephalography and epilepsy (r = − 0.91, P < 0.01 and r = − 0.91, P < 0.01 respectively). Also, there was a moderately inverse significant relationship linking the cognitive age, social with abnormal electroencephalography, and epilepsy (r = − 0.70, P < 0.05 and r = − 0.65, P < 0.05 respectively). Conclusion Epileptiform activities even without epilepsy in preschool children may alter normal language function. Specific language impairment was associated with lower intelligence quotient levels, social, and cognitive age. Trial registration ClinicalTrials.gov ID: NCT04141332


Author(s):  
Monisha Edirisooriya ◽  
Dominika Dykiert ◽  
Bonnie Auyeung

AbstractIntelligence quotient (IQ), has been found to relate to the presence of internalising symptoms in autism spectrum disorder (ASD). This meta-analysis sought to clarify the direction of the relationship between IQ and two prevalent internalising symptoms, anxiety and depression, in adolescents with ASD. Secondly, this study aimed to highlight methodological factors contributing to inconsistent findings in existing research. Self-reported anxiety was found to be significantly higher in youth with a lower IQ, while depression was positively associated with IQ. Consequently, parents, schools and clinicians should be cautious of underestimating anxiety in youth with a lower IQ. However, care should also be taken to ensure adolescents with ASD without intellectual disabilities are not overlooked with regards to social and emotional support.


2006 ◽  
Vol 37 (5) ◽  
pp. 639-645 ◽  
Author(s):  
Carlos Fabián Martínez-Cruz ◽  
Adrián Poblano ◽  
Luis Alberto Fernández-Carrocera ◽  
Rosalía Jiménez-Quiróz ◽  
Norma Tuyú-Torres

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