scholarly journals Pembelajaran Calistung bagi Anak Usia Dini

2018 ◽  
Vol 1 (2) ◽  
pp. 53-58
Author(s):  
Nina Rahayu
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
Moral Value ◽  
Maria Montessori

Early childhood is the age when it grows its era of sensitive to the development of cognitive ability, physical-motor, language, socio-emotional, moral value of religion. At this time the administration of the lack must be adjusted to the age level. Calistung can already be applied to improve early childhood as long as the development aspect. Calistung was introduced by Maria Montessori and Gleen Doman. The process of learning education in early childhood should be recorded in order to provide meaningful concept through real experience.

Gestational Age and Cognitive Ability in Early Childhood: a Population-based Cohort Study

2013 ◽  
Vol 27 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Gry Poulsen ◽  
Dieter Wolke ◽  
Jennifer J Kurinczuk ◽  
Elaine M Boyle ◽  
David Field ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Gestational Age ◽  
Population Based

scholarly journals Dissecting Biological Pathways of Psychopathology using Cognitive Genomics

2021 ◽  
Author(s):  
Max Lam ◽  
Chia-Yen Chen ◽  
W. David Hill ◽  
Charley Xia ◽  
Ruoyu Tian ◽  
...  
Keyword(s):  
Early Childhood ◽  
Correlation Analysis ◽  
Cognitive Ability ◽  
Genetic Correlation ◽  
Cognitive Deficits ◽  
Cognitive Skills ◽  
Biological Pathways ◽  
General Cognitive Ability ◽  
Gene Sets ◽  
Cognitive Dimensions

Cognitive deficits are known to be related to most forms of psychopathology. Here, we perform local genetic correlation analysis as a means of identifying independent segments of the genome that show biologically interpretable pleiotropic associations between cognitive dimensions and psychopathology. We identified collective segments of the genome, which we call "meta-loci", that showed differential pleiotropic patterns for psychopathology relative to either General Cognitive Ability (GCA) or Non-Cognitive Skills (NCS). We observed that neurodevelopmental gene sets expressed during the prenatal-early childhood predominated in GCA-relevant meta-loci, while post-natal synaptic gene sets were more involved in NCS-relevant meta-loci. Notably, we found that GABA-ergic, cholinergic, and glutamatergic genes drove pleiotropic relationships within dissociable NCS meta-loci.

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.

Developmental Pragmatics

2014 ◽  
Author(s):  
Pamela Rosenthal Rollins
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Cognitive Ability ◽  
Social Cognitive ◽  
Mental States ◽  
Shared Intentionality ◽  
Communicative Intention ◽  
The Social ◽  
Early Interaction

This chapter traces the development of communicative intention, conversation, and narrative in early interaction from infancy to early childhood. True communicative intention commences once the infant acquires the social cognitive ability to share attention and intention with another. The developing child’s pragmatic understanding is reflective of his/her underlying motivations for cooperation and shared intentionality. As children begin to understand others’ mental states, they can take others’ perspectives and understand what knowledge is shared and with whom, moving from joint perceptual focus to more decontextualized communicative intentions. With adult assistance, the young child is able to engage in increasingly more sophisticated conversational exchanges and co-constructed narratives which influence the child’s autonomous capabilities.

scholarly journals Dietary patterns in early childhood and child cognitive and psychomotor development: the Rhea mother–child cohort study in Crete

2016 ◽  
Vol 115 (8) ◽  
pp. 1431-1437 ◽  
Author(s):  
Vasiliki Leventakou ◽  
Theano Roumeliotaki ◽  
Katerina Sarri ◽  
Katerina Koutra ◽  
Mariza Kampouri ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
Dietary Patterns ◽  
Verbal Ability ◽  
Preschool Age ◽  
Psychomotor Development ◽  
Linear Regression Models ◽  
Posterior Cortex ◽  
Cross Sectional ◽  
The Impact

AbstractEarly-life nutrition is critical for optimal brain development; however, few studies have evaluated the impact of diet as a whole in early childhood on neurological development with inconsistent results. The present analysis is a cross-sectional study nested within an ongoing prospective birth cohort, the Rhea study, and aims to examine the association of dietary patterns with cognitive and psychomotor development in 804 preschool (mean age 4·2 years) children. Parents completed a validated FFQ, and dietary patterns were identified using principal component analysis. Child cognitive and psychomotor development was assessed by the McCarthy Scales of Children’s Abilities (MSCA). Multivariable linear regression models were used to investigate the associations of dietary patterns with the MSCA scales. After adjustment for a large number of confounding factors, the ‘Snacky’ pattern (potatoes and other starchy roots, salty snacks, sugar products and eggs) was negatively associated with the scales of verbal ability (β=−1·31; 95 % CI −2·47, −0·16), general cognitive ability (β=−1·13; 95 % CI −2·25, −0·02) and cognitive functions of the posterior cortex (β=−1·20; 95 % CI −2·34, −0·07). Further adjustment for maternal intelligence, folic acid supplementation and alcohol use during pregnancy attenuated the observed associations, but effect estimates remained at the same direction. The ‘Western’ and the ‘Mediterranean’ patterns were not associated with child neurodevelopmental scales. The present findings suggest that poorer food choices at preschool age characterised by foods high in fat, salt and sugar are associated with reduced scores in verbal and cognitive ability.

scholarly journals MORAL VALUE OF LOCAL WISDOM-BASED LEARNING AT UNIVERSITY OF MUHAMMADIYAH SURABAYA: INDONESIAN CASE

2019 ◽  
Vol 7 (3) ◽  
pp. 382-388 ◽  
Author(s):  
Badruli Martati ◽  
Wahyuni Suryaningtyas ◽  
Misrin Hariyadi
Keyword(s):  
Early Childhood ◽  
Instructional Design ◽  
Community Empowerment ◽  
Instructional Design Model ◽  
Design Model ◽  
Critical Element ◽  
Systematic Design ◽  
Moral Value ◽  
Design Work ◽  
Moral Learning

Purpose of Study: The development of learning model that can be used by teacher candidates and teacher's implementation thinking of national figures in learning. The goal of early-childhood as the next generation of the nation canrecognize, understand and emulate the thoughts of moral values of nationality. Local wisdom is increasingly urgent to be inserted during the learning process so that early-childhood has social and environmental character. This is in line with the depletion of natural resources and the complexity of community empowerment efforts. Local wisdom is a critical element for the success of community resource development and natural resource management. As a value, local wisdom is the values or behavior of local people living in interacting within the environment in which they live wisely. Research based upon the development on the instructional design model implemented for this study is based on the instructional design developed by Dick, Carey and Carey, The Systematic Design of Instruction. Research subjects were PG PAUD students, early-childhood students. Methodology: Research and Development (R & D) is appropriately used for innovation since it is planned, systematic and measurable for the purpose of creating novelty or innovation in all fields. The innovation can be a product innovation, model, procedure, design, work, and strategy. In this research, the concept of R & D is used as a way of creating a model of learning in order to develop a future-oriented, effective, ready-to-use and future-developed early childhood moral. Results: The result of lecturer's ability analysis in managing the local wisdom-based learning shows the criteria of Excellent, student activity and the completeness of local wisdom-based learning is effective, and get a positive and effective responses. Implications/Applications: The development of early childhood moral learning based on local wisdom was developed with the instructional design model implemented in this research based on the instructional design of The Systematic Design of Instruction of Dick, Carey and Carey through 10 (ten) stages. Need assessment showedthat development of early childhood moral learning tools was needed and should be based on local wisdom.

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.

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