scholarly journals Middle Childhood Adverse Psychomotor Outcomes from Malaria in Pregnancy: A Study using the Denver Developmental Screening Test-II

2020 ◽  
Vol 8 (3) ◽  
pp. 415-434
Author(s):  
Carlos Alberto Paraguassu-Chaves ◽  
Allan Kardec Duailibe Barros Filho ◽  
Carlos Tomaz ◽  
Maria Clotilde H Tavares ◽  
Lenita Rodrigues Moreira Dantas ◽  
...  
Keyword(s):  
Middle Childhood ◽  
Motor Coordination ◽  
Screening Method ◽  
Social Adaptation ◽  
Fine Motor ◽  
Control Group ◽  
Gross Motor ◽  
Malaria During Pregnancy ◽  
Premature Children ◽  
Abnormal Performance

Objective: to evaluate changes in the development of premature children aged 5 to 6 years, born to mothers with malaria during pregnancy and to compare them to a control group of premature children born to mothers who did not have malaria during pregnancy. Methods: cross-sectional and analytical study. The Denver test-II was applied to 20 children in the study group and 20 children in the control group. Results: in the group of premature children of mothers with malaria during pregnancy, the vast majority showed abnormal performance with more significant changes in the activities of the language sector "define seven words", "say two compound words", "understand four prepositions" and "account five blocks”, “knows three adjectives”. In the fine-adaptive motor sector, the activities "draw people with six parts", "copy disassembled square", "copy +" and in the gross motor sector "swing your foot for six seconds", "swing your foot for five seconds", "swing the foot for four seconds", "rocks the foot for three seconds", were the most important developmental changes. In the control group, the performance of suspected delay or possible abnormality was more concentrated in the gross motor sector. Conclusions: children from 5 to 6 years of age, born prematurely to mothers with malaria during pregnancy, 80% had suspected abnormal performance, a result much higher than the group of children born prematurely to mothers without malaria. These results strongly suggest that malaria disease during pregnancy alters fetal development, producing developmental sequelae that can be detected even at 5 to 6 years of age. In addition, the results support the use of the Denver test-II as a simple screening method for the assessment of delays in child development, covering broad motor coordination (coarse), fine motor coordination (adaptive), language and personal-social adaptation. This test has been used to identify children who are at risk of developing problems and to monitor the child longitudinally.

scholarly journals The Effect of Play-Based Math Activities on Different Areas of Development in Children 48 to 60 Months of Age

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402091953
Author(s):  
Meral Taner Derman ◽  
Elvan Şahin Zeteroğlu ◽  
Arzu Ergişi Birgül
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Fine Motor ◽  
Control Group ◽  
Gross Motor ◽  
Physically Active ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Language Areas ◽  
Experimental Group

There are previous studies in the literature conducted on the effect of play-based math activities on the mathematical skills, language, and cognitive development of preschool children. However, the number of studies conducted to determine the effect of play-based math activities on different areas of development in preschool children was too few. The purpose of this study is to investigate the effect of play-based math activities on different developmental areas (personal-social, fine motor, language, and gross motor development) of children 48 to 60 months of age. The pretest/posttest quasi-experimental research design with control and experimental groups was employed in this study. The research group of this study is composed of 45 children 22 of whom (10 girls and 12 boys) were in the experimental group and 23 (10 girls and 13 boys) in the control group. Denver II Developmental Screening Test was used as the data collection tool. As a result, it was determined that there was a significant difference between the subscales and pretest-posttest total scores concerning personal-social, fine motor, and language areas in the experimental group, while there was no statistically significant difference in the gross motor subscale. In addition, it was observed that there was statistically no significant difference between pretest–posttest scores concerning personal-social, fine motor, language, gross motor subscales and total scores of the control group. The result revealed that play-based math activities have a positive effect on personal-social, fine motor, language, and gross motor developments of children. Further studies can be planned to investigate the effects of play-based mathematics education integrated with different activities where children can have fun and be physically active on children’s developmental areas.

scholarly journals Análise dos efeitos de um programa de intervenção baseado na estrutura TARGET e “Escola da Bola” na coordenação motora grossa

2021 ◽  
Vol 19 (1) ◽  
pp. 1-6
Author(s):  
Maria Clara Soares de Oliveira Vaz ◽  
Wagner De Campos ◽  
Marcio José Kerkoski ◽  
Gilmar Afonso
Keyword(s):  
Intervention Program ◽  
Motor Coordination ◽  
Intervention Group ◽  
Test Methods ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Gross Motor ◽  
Before And After ◽  
Education Network

OBJETIVO: O objetivo do trabalho foi analisar os efeitos de um novo programa de intervenção na coordenação motora grossa (CMG) de crianças entre os 05 e 10 anos, avaliadas pela bateria de testes KTK. MÉTODOS: O programa foi realizado em 73 estudantes, selecionados de maneira não probabilística objetiva, com idades entre 05 e 10 anos, de uma rede municipal de ensino da cidade de Curitiba/PR, Brasil, divididos em dois grupos: Grupo Controle (GC=35) e Grupo Intervenção (GI=38). A CMG foi avaliada antes e depois da intervenção por meio da bateria de testes KTK. O programa de intervenção consistiu em 12 semanas de atividades alicerçadas nas estruturas da Técnica de Motivação Orientada Para Maestria (TARGET), e no livro “Escola da Bola – Um ABC para Iniciantes nos Jogos Esportivos”. Os efeitos foram testados utilizando o Teste de Cohen e teste t (dependente e independente).RESULTADOS: Na testagem t dependente, diferenças estatisticamente significativas foram encontradas no GI, do primeiro para o segundo momento, em todos os testes (d≥0,80). O GI obteve uma melhora significativa ao longo das 12 semanas (p0,05), enquanto no GC não houve diferenças estatisticamente significativas. Na testagem t independente, no momento pré-intervenção (1º Momento), foram encontradas diferenças significativas (p0,05) nas quatro tarefas, favoravelmente ao GC. No momento pós-intervenção, diferenças estatisticamente expressivas não foram observadas entre o GI e GC. CONCLUSÃO: Conclui-se que um programa interventivo, com duração de 12 semanas, utilizando os jogos da “Escola da Bola” em conjunto com o “TARGET”, trazem melhorias significativas no desempenho coordenativo das crianças, entre 5 e 10 anos de idade.Analyses of the effects of an intervention program based on TARGET structure and “Escola da Bola” on the gross motor coordinationABSTRACT OBJECTIVE: The objectives of the work were to analyze the effects of a new intervention program on gross motor coordination (GMC) of 5 and 10 year old children, diagnosed by the KTK battery test. METHODS: The program was carried out in 73 students, selected in an objective non-probabilistic way, aged between 5 and 10 years, from a municipal education network in the city of Curitiba, Brazil, divided into two groups: Control Group (CG=35) and Intervention Group (IG=38). CMG was assessed before and after the intervention using the KTK test battery. The intervention program consisted in 12 weeks of activities based on the structures of the Mastery-Oriented Motivation Technique (TARGET), and the book “Escola da Bola – Um ABC para Iniciantes nos Jogos Esportivos”. The effects were tested using the Cohen test and t-test (dependent and independent). RESULTS: In the dependent t-test, statistically significant differences were found on the IG, from the first to the second moment, in all tests (d≥0.80). The IG achieved a significant improvement over the 12 weeks (p0,05), while in the CG there were no statistically significant differences. In the independent t-test, in the pre-intervention moment (1st Moment), significant differences (p0,05) were found on the four tasks, in favor of the CG. In the post-intervention moment, statistically significant differences were not observed between the IG and CG. CONCLUSION: It follows that an intervention program, lasting 12 weeks, using the games of “Escola da Bola” together with “TARGET”, brings significant improvements in children’s coordinative performance, between 5 and 10 years old.

scholarly journals Evaluación de procesos cognitivos en niños de siete años de edad nacidos pretérmino.

2015 ◽  
Vol 31 (3) ◽  
pp. 1052 ◽  
Author(s):  
Montserrat Megías ◽  
Laura Esteban ◽  
M. Dolores Roldán-Tapia ◽  
Ángeles F. Estévez ◽  
M. Mar Sánchez-Joya ◽  
...  
Keyword(s):  
Executive Functions ◽  
Cognitive Processes ◽  
Behavioral Problems ◽  
Motor Coordination ◽  
Functional Integration ◽  
Learning Disorders ◽  
Control Group ◽  
Motor Processing ◽  
New Findings ◽  
Premature Children

<p class="MsoNormal" style="margin: 0cm 0cm 6pt; text-align: justify;"><em>Introduction</em>. Several studies have shown that the cognitive development of premature children is affected. In fact, it appears to be a close relationship between prematurity, executive deficits, learning disorders, language disorders and behavioral problems. Premature children present also difficulties in viso-perceptive tasks and functional integration tasks. <em>Objective</em>. The main goal of this study was to assess cognitive processes (executive functions, viso-perceptual integration, viso-motor coordination, memory, environmental knowledge, language, viso-motor processing and motor skills) in seven-year-old children who were born preterm and to compare them with those of a control group, matching in sociocultural level, sex and age. <em>Subjects and method</em>. 20 children ranging in age between seven years and two months and seven years and 11 months, assigned to two groups (premature vs. control) participated in the present study. A protocol including standardized neuropsychological tests was designed to assess the different cognitive mentioned domains. <em>Results</em>. We observed that there was worse performance in several evaluated domains (v.g., executive functions and viso-motor processing) in premature children than in the control group.<em> Conclusions.</em> There are few studies that explore cognitive processes in hispanic-speaking children born prematurely. In the present study we selected the seven-year age window, a time in life in which essential processes begin –reading, writing and mathematical calculation-. To detect neuropsychological problems that might be influencing the academic achievement of this population, adding new findings to the field of child neuropsychology.</p>

scholarly journals Pengaruh mikronutrien taburia terhadap perkembangan motorik anak usia 24-48 bulan yang stunting (Studi di Tanjungkarang Barat Kabupaten, Bandar Lampung)

2014 ◽  
Vol 3 (1) ◽  
pp. 52-59
Author(s):  
Arie Nugroho ◽  
Hardhono Susanto ◽  
Martha Irene Kartasurya
Keyword(s):  
Folic Acid ◽  
Treatment Group ◽  
Motor Skills ◽  
Motor Development ◽  
Developmental Delays ◽  
Fine Motor ◽  
Control Group ◽  
Gross Motor ◽  
Motor Delay ◽  
Gross Motor Development

Background: Stunting is associated to the developmental delays of gross motor and fine motor skills. Previous studiedstate that micronutrient supplementation has a positive effect on both motor skills development in children aged under24 months.Objective: The aim of this study was to analysis the effect of micronutrient sprinkle on motor development amongstunted children aged 24 to 48 months.Methods: A quasi-controlled experimental group study with a total of 63 stunting age 24-48 months are divided intotreatment group (31 children) and controls (32 children). Treatment group received micronutrient sprinklesupplementation once in two days for two months. Fine and gross motor development was measured by DDST II beforeand after intervention.Results: There was no difference in age, sex, energy intake, protein, zinc, folic acid and developmental delaypercentage before treatment. The percentage of fine motor delays before treatment was 48.4% in the treatment groupand 53.1% in the control group, while the percent of gross motor delay was 32.3% in the treatment group 34.4% in thecontrol group. After intervention, the percentage of fine motor developmental delays significant decreases 25.8%, in thetreatment group and 34.4% in the control group, while the percentage of gross motor delay in the control groupsignificant decreased to 12.5%, but not significant decreased to 16,1% in the treatment group. Confounding variablesin this study were include energy adequacy level, protein adequacy level, zinc, iron and folic acid. There was nodifferences percentage of developmental delays on fine motor (p= 0,514) and gross motor (p= 0,571) after theintervention and after controlling with confounding variables.Conclusion: Micronutrient sprinkle supplementation for two months did not influence the development of fine motorskills gross motor skills on stunting preschooler children age 24 to 48 months

scholarly journals Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks

2019 ◽  
Vol 43 (1-2) ◽  
pp. 41-76
Author(s):  
Irma Arteaga ◽  
Kathy Thornburg ◽  
Rajeev Darolia ◽  
Jacqueline Hawks
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Child Outcomes ◽  
Building Blocks ◽  
Socioemotional Development ◽  
Fine Motor ◽  
Control Group ◽  
Math Skills ◽  
Gross Motor ◽  
Gross Motor Skills

Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized controlled experiment in which data were collected at baseline, midpoint (Month 3), and postintervention (Month 6) in 24 preschool classrooms in Mississippi. Subjects: The experiment included 195 preschoolers, of which 95 were in classrooms led by teachers who received coaching (treatment) and 100 were in classrooms without coaching (control). Measures: We measured child’s emergent language and literacy, fine motor skills, gross motor skills, print language skills, problem-solving, math skills, and socioemotional development. Results: We find that MBB coaching led to substantial improvements in child outcomes relative to the control group, particularly in gross motor skills, print language skills, and socioemotional development. We also find some evidence that MBB coaching improved math skills, though these estimates are on the margin of statistical significance. Finally, a mediator analysis indicates that improvements in the classroom learning environment brought about by MBB coaching improved child outcomes. Conclusions: Our findings suggest that an intensive form of classroom coaching for teachers leads to significant gains in child outcomes.

scholarly journals Análisis comparativo de un programa educación física en niños con discapacidad auditiva sobre la edad motora equivalente (Comparative analysis of the effect of physical education program of motor age equivalent in children with hearing disability)

Retos ◽  
2018 ◽  
pp. 310-313 ◽  
Author(s):  
Paulina Yesica Ochoa-Martínez ◽  
Javier Arturo Hall López ◽  
Abel Alberto Carmona López ◽  
Zeltiel Edier Reyes Castro ◽  
Pedro Sáenz-López Buñuel ◽  
...  
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Baja California ◽  
Motor Coordination ◽  
Fine Motor ◽  
Control Group ◽  
Hearing Disability ◽  
Quasi Experimental ◽  
Equivalent Motor ◽  
Experimental Group

Objetivo: Analizar de manera comparativa un programa educación física en niños con discapacidad auditiva sobre la edad motora equivalente. Método: El diseño de la investigación fue de corte cuasi-experimental, con muestreo por conveniencia, participaron 38 niños diagnosticados discapacidad auditiva de una edad promedio de 7.4±0.9 años, matriculados en dos escuelas de la ciudad de Mexicali, Baja California. México. Los participantes se dividieron aleatoriamente en un grupo control (n=15) y un grupo experimental (n=23), determinado la edad motora equivalente mediante el inventario de desarrollo Battelle, mediante pruebas de control muscular, coordinación corporal, locomoción, motricidad fina, motricidad perceptiva. El programa de educación física tuvo una duración de 4 meses, con sesiones 5 veces a la semana, cada sesión duro 50 minutos, realizando una serie de tareas que enfatizaran las coordinación motora y comunicándose con los alumnos mediante la lengua de señas mexicana. Resultados: El análisis de varianza (ANOVA) mixtas 2 x 2 reporto una interacción doblemente significativa entre los grupos y las mediciones de la variable edad motora equivalente (p=0.05), los porcentajes de cambio resultaron 12.9Δ% del grupo experimental y 4.9Δ% del grupo control. Conclusión: La aplicación de un programa de educación física durante cuatro meses influencia de manera positiva mejora la edad motora equivalente en escolares con discapacidad auditiva.Abstract. Objective: To analyze in a comparative way the effect of a physical education program on the equivalent motor age in children with hearing disability. Method: The research design was quasi-experimental, with convenience sampling; involving 38 children with diagnosed hearing disability with an average age of 7.4 ± 0.9 years, enrolled in two schools in the city of Mexicali, Baja California, Mexico. The participants were randomly divided into a control group (n=15) and an experimental group (n=23). The motor age equivalent was determined using the education Battelle developmental inventory, through tests of muscle control, body coordination, locomotion, fine motor skills, and perceptive motricity. The physical education program was performed during 4 months, with five 50-minute sessions per week, focusing on tasks that emphasized motor coordination and communicating with students through the Mexican sign language. Results: The mixed analysis of variance (ANOVA) 2 x 2 reported a doubly significant interaction between the groups and the measurements of the motor equivalent age variable (p=0.05). The percentages of change were 12.9Δ% for the experimental group, and 4.9Δ % for the control group. Conclusion: The application of a physical education program during four months improves the equivalent motor age in school children with hearing disability.

scholarly journals Hydrogen Sulfide Alleviates Anxiety, Motor, and Cognitive Dysfunctions in Rats with Maternal Hyperhomocysteinemia via Mitigation of Oxidative Stress

Biomolecules ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 995 ◽  
Author(s):  
Olga Yakovleva ◽  
Ksenia Bogatova ◽  
Renata Mukhtarova ◽  
Aleksey Yakovlev ◽  
Viktoria Shakhmatova ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Hydrogen Sulfide ◽  
Motor Coordination ◽  
Female Rats ◽  
Fine Motor ◽  
Control Group ◽  
Behavioral Alterations ◽  
Neuroprotective Effects ◽  
Sodium Hydrosulfide ◽  
Behavioral Impairments

Hydrogen sulfide (H2S) is endogenously produced from sulfur containing amino acids, including homocysteine and exerts neuroprotective effects. An increase of homocysteine during pregnancy impairs fetal growth and development of the offspring due to severe oxidative stress. We analyzed the effects of the H2S donor—sodium hydrosulfide (NaHS) administered to female rats with hyperhomocysteinemia (hHcy) on behavioral impairments and levels of oxidative stress of their offspring. Rats born from females fed with control or high methionine diet, with or without H2S donor injections were investigated. Rats with maternal hHcy exhibit increased levels of total locomotor activity and anxiety, decreased muscle endurance and motor coordination, abnormalities of fine motor control, as well as reduced spatial memory and learning. Oxidative stress in brain tissues measured by activity of glutathione peroxidases and the level of malondialdehyde was higher in rats with maternal hHcy. Concentrations of H2S and the activity and expression of the H2S generating enzyme—cystathionine-beta synthase—were lower compared to the control group. Administration of the H2S donor to females with hHcy during pregnancy prevented behavioral alterations and oxidative stress of their offspring. The acquisition of behavioral together with biochemical studies will add to our knowledge about homocysteine neurotoxicity and proposes H2S as a potential agent for therapy of hHcy associated disorders.

scholarly journals Global developmental abilities of cochlear implanted children with spastic cerebral palsy: two experimental groups

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Dionísia Aparecida Cusin Lamônica ◽  
Maria Jaquelini Dias dos Santos ◽  
Cora Sofia Takaya Paiva ◽  
Leandra Tabanez do Nascimento Silva
Keyword(s):  
Cerebral Palsy ◽  
Oral Language ◽  
Motor Impairment ◽  
Social Function ◽  
Fine Motor ◽  
Spastic Cerebral Palsy ◽  
Control Group ◽  
Cross Sectional ◽  
Gross Motor ◽  
Communicative Behaviors

PURPOSE: To analyze gross motor, fine motor-adaptive, language, social function performance, and communicative behaviors among cochlear-implanted children with spastic cerebral palsy (CP) and children with CP without hearing loss (HL) and to compare them with children with normal development. METHODS: Prospective cross-sectional study involving 12 children with mean age of 63 months, distributed into two experimental groups: G1 - 4 children with CP and cochlear implant (CI) users and G2 - 4 children with CP without HL. A third group (G3) was the control group with four typically developing children. In the experimental groups, six children were classified in level II and two in level IV, using the Gross Motor Function Classification System. We used the Denver Developmental Screening Test II and the Communicative Behavior Observation (CBO). RESULTS: G3 showed better performance than G1 and G2 in all evaluations. G2 showed better results than G1 in language, communication, personal-social, and fine motor-adaptive areas, except in the gross motor area. Aspects of language and communicative behaviors were lower in both experimental groups, especially in G1. Skills related to personal-social area showed no differences among the groups. CONCLUSION: Motor impairment of G1 and G2 and HL in G1 affected the development in the assessed areas, but these factors did not restrict personal-social development. Children with CP did not achieve high development in social function; however, the difference with relation to G3 was not statically significant. The CI provided a channel for oral language reception and social interaction, which has a key role in determining the quality of life.

scholarly journals Functional capacity, independence and home affordances of premature children attending daycare centers

2017 ◽  
Vol 30 (1) ◽  
pp. 85-95 ◽  
Author(s):  
Marcela Tamiasso Vieira ◽  
Joselici da Silva ◽  
Jaqueline da Silva Frônio
Keyword(s):  
Functional Capacity ◽  
Univariate Analysis ◽  
Self Care ◽  
Control Group ◽  
Study Group ◽  
Convenience Sample ◽  
Gross Motor ◽  
Daycare Centers ◽  
Significant Difference ◽  
Premature Children

Abstract Introduction: Child development is the result of the interaction between biological and environmental factors. Objective: The aim of this study is to evaluate and compare the Functional Capacity, Independence and Home Affordances Level of Stimulation of premature children between 18 and 42 months, attending or not daycare centers. Methods: Cross-sectional study with a convenience sample of 26 premature children between 18 and 42 months, paired and divided into two groups: attending (study group) and not attending daycare centers (control group). Data was collected from the questionnaires AHEMD-SR, PEDI and an identification questionnaire. Data analysis was performed by descriptive statistics, and Chi-square, Fisher, Mann-Whitney and Univariate Analysis tests, considering the level of significance of α = 0.05 and tendency of differentiation when α < 010. Results: There was a significant difference in the AHEMD-SR`s Variety of Stimulation (p = 0.036), higher in the control group, and tendency in the Gross Motor Toys (p = 0.086), more available in the study group. In PEDI, there was significant difference in Self-care (p = 0.045) and tendency of differentiation in Mobility (0.068), both of the Caregiver Assistance part (greater to the study). The sample showed low stimulation opportunities regarding Fine and Gross Motor Toys and high percentages of delay in Functional Skills (Mobility) and Independence (Self Care and Mobility), especially in the control group. Conclusion: Daycare centers seem to positively affect the Functional Capacity and Independence in premature children between 18 and 42 months.

A Longitudinal Study of Motor and Cognitive Development in Infants With Congenital Idiopathic Clubfoot

2018 ◽  
Vol 6 (s1) ◽  
pp. S24-S43 ◽  
Author(s):  
Julia Dillmann ◽  
Christian-Dominik Peterlein ◽  
Gudrun Schwarzer
Keyword(s):  
Cognitive Development ◽  
Cognitive Performance ◽  
Motor Development ◽  
Cognitive Abilities ◽  
Ponseti Method ◽  
Fine Motor ◽  
Control Group ◽  
Idiopathic Clubfoot ◽  
Typically Developing ◽  
Gross Motor

It was the aim of this study to examine the motor and cognitive development of infants with congenital idiopathic clubfoot, compared with typically developing infants. We repeatedly tested the gross motor, fine motor, and cognitive abilities of 12 infants with clubfoot and 12 typically developing infants at the ages of 4, 6, 9, and 12 months with the Bayley-III Scales. All infants with clubfoot were treated with the Ponseti method, which led to a restriction of normal movements of the lower extremities in the first months of life. They showed a great delay in gross motor development but not in fine motor or cognitive development. However, in the clubfoot group, we found some slight deficits in specific cognitive tasks, including problem solving and spatial memory. In addition, our results revealed significant correlations between gross and fine motor performance and cognitive performance in the control group but only between fine motor and cognitive performance in infants with clubfoot, indicating that both, fine and gross motor skills, are related to cognitive processes and can mutually replace each other to a certain degree. Further research is needed to gain a deeper understanding of clubfoot infants’ development and to clarify the need for mobility training.

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