scholarly journals Is it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Marcia Olhaberry ◽  
María José León ◽  
Catalina Sieverson ◽  
Marta Escobar ◽  
Daniela Iribarren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Family Relationships ◽  
Early Childhood Development ◽  
Video Feedback ◽  
Early Years ◽  
Childhood Development ◽  
Psychomotor Development ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development

Relationships with primary caregivers provide the context for early childhood development, and evaluating those relationships during the early years can detect difficulties that may influence future mental health. Video feedback is a valuable intervention tool in early childhood, both for family relationships and child development. An intervention was implemented using this technique, focused on mother-father-child triads that were experiencing difficulties in social-emotional development. Participants were 80 mother-fatherinfant triads (experimental group, EG=40, control group, CG=40), with children between 1 and 3 years old. Socio-emotional difficulties decreased significantly in the children who received the intervention (Wilks λ=0.930, F (1, 78)=5.907; P=.017). There was also an increase in psychomotor development in communication (Wilks λ=0.948, F (1, 78) =4.284; P=.042) and fine motor skills (Wilks λ=0.875, F (1, 78)=11.185; P=.001) in children in the EG compared with children in the CG.

scholarly journals The Effect of Angklung Musical Instrument on the Ability to Recognize Number Symbols and Fine Motorik of Children Aged 5-6 Years

2019 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Lia Indah Septiwin Widorini ◽  
Rachma Hasibuan ◽  
Retno Trihariastuti
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Quantitative Research ◽  
Early Childhood Development ◽  
Musical Instrument ◽  
Childhood Development ◽  
Fine Motor ◽  
Control Group ◽  
Fine Motor Skills ◽  
Numerical Notation

This study aims to educate early childhood children about learning to recognize number notation easily and how to play angklung correctly. With the playing Angklung can develop the ability to recognize symbols of the numerical notation and fine motor that is coordinating between eyes by hand. This study was conducted in children aged 5-6 years at the Taman Kasih Kindergarten in Surabaya, with a total of 23 control classes and 23 experimental classes for children. This study uses quantitative research that uses experimental methods and has a control group. The feasibility of angklung media from media experts and material experts with very valid criteria and is appropriate to use. Pretest results of children's abilities are still many who have not developed 74%, have not developed 4%, and have developed as expected 17%. After being given treatment using the angklung instrument, the ability of 70% of children to develop is very good and 30% to develop as expected. Based on the data above, the angklung media used in playing musical instruments in recognizing numerical notation symbols can improve the cognitive aspects of early childhood development while the results of pretest results of fine motor skills of children are still at the stage of developing as much as 54% and fine motor skills that develop as expected as much as 46%. After being treated as much as five times, then held a posttest increased to fine motor skills of children to develop very well 76% and develop as expected 24%.

scholarly journals Methodological reflections on the use of systematic reviews in early childhood research

2018 ◽  
Vol 16 (1) ◽  
pp. 18-31 ◽  
Author(s):  
Lynn Ang
Keyword(s):  
Early Childhood ◽  
International Development ◽  
Systematic Reviews ◽  
Early Childhood Development ◽  
Secondary Analysis ◽  
Policy Decision ◽  
Early Years ◽  
Childhood Development ◽  
Asia Pacific ◽  
Disciplinary Field

This article sets out to look critically at the use of systematic reviews in the cross-disciplinary field of early childhood and international development. Systematic reviews – a specialist methodology involving the secondary analysis of existing knowledge on a particular topic – is prevalently used to address complex questions in social and health-related policy and is an established tradition in the life and health sciences. In education and the social sciences, there is burgeoning interest in systematic methodological approaches, although its usage remains comparatively lagging compared to the medical field. Drawing on an interdisciplinary systematic review of empirical research on early childhood development and peacebuilding in the Asia Pacific region, this article reflects on the use of the methodology and its potential to inform new conceptual and methodological developments. The article argues that our knowledge of children and the early years can be significantly advanced by furthering debates on systematic reviews particularly in cross-disciplinary fields and its application, as well as relevance for how evidence is evaluated and applied. This is especially pertinent in a sector driven by increasing calls for more reliable and timely information to influence practice and policy decision-making.

scholarly journals Implementation of audiovisual material in an early sequential bilingual model during the early years

2018 ◽  
pp. 76-99
Author(s):  
Diana Carolina Durango Isaza ◽  
Clara Inés Gómez Marín ◽  
Enrique Arias Castaño
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Early Childhood Teachers ◽  
Thinking Skills ◽  
Early Years ◽  
Childhood Development ◽  
Audiovisual Material ◽  
Descriptive Case Study ◽  
Low Socioeconomic ◽  
The Public

This research arose from the need to consolidate a meaningful bilingual methodology for children from three to five years of age from low socioeconomic backgrounds belonging to the public education system, where they could begin learning English and Spanish by means of a bilingual methodology that provides them with the same opportunities as middle to upper class children. Its aim is to implement an Early Sequential Bilingual Methodology Model in a public Early Childhood Development Center - ECDC (Centro de Desarrollo Infantil - CDI), and to collect data from class observations, student’s responses, early childhood teachers’ and English teachers’ views as well as parents’ perceptions towards its methodology and implementation in order to consolidate the model. Likewise, it will provide children with new opportunities to develop higher cognitive and high order thinking skills that can maximize their academic performance throughout their school years. This present Early Sequential Bilingual Model is a descriptive case study funded by a public university in Colombia and was implemented in a public ECDC (CDI) in Pereira (Risaralda-Colombia) based on the bilingual methodological proposals portrayed by Rodao (2011) and Arias et al. (2015). This research project depicts and systematizes the most predominant methodological techniques employed when teaching English at public ECDCs (CDIs) and interprets their effectiveness based on the data collected from interviews, fieldnotes and surveys. This article describes the responses of three- to five-year-old children to audiovisual material implemented in class.

scholarly journals Web-Based Application to Measure Motoric Development of Early Childhood

2019 ◽  
Vol 13 (1) ◽  
pp. 1-14
Author(s):  
Daviq Chairilsyah
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Early Childhood Development ◽  
Early Years ◽  
Assessment Tools ◽  
Childhood Development ◽  
Asia Pacific ◽  
Performance Measurement System ◽  
Physical Literacy ◽  
Web Based

ABSTRACT Parents and early childhood educators still find it difficult to find ways to self-identify children's motor development, there needs to be innovation that measures motoric development can be easily used by parents The purpose of this study is to identify indicators of motor development in early childhood, make measuring instruments, and create a web-based measurement application. This Research and Development methodology uses mix method data analysis. This research is located in Indonesia with a sample of 590 participants. The results of the study show that valid and reliable measurement instruments for motoric development from the results of testing as many as 97 indicators are considered high value. Applications made by Information Technology experts to produce a systematic performance measurement system, making it easier for users, teachers / parents who are famous to get the results of the examination quickly and accurately. The implications of research are expected to be able to build a measuring device with the application of technology that is more developed in aspects of child development in addition to motor development, to become a facility for assessing early childhood development that makes it easier for educators to use it. Keywords: Early Childhood, Motoric Development, Web Based Application Instrument. REFERENCES Ali, A. (2012). Persepsi guru terhadap penggunaan kurikulum berasaskan bermain bagi aspek perkembangan bahasa dan literasi murid prasekolah. Malay Language Education Journal (MyLEJ), 2(1). Retrieved from https://www.researchgate.net/publication/327953978 Azwar, S. (2014). Reliabilitas dan Validitas Edisi 4. yogyakarta: Pustaka Pelajar. Barnett, L. M., Stodden, D., Miller, A. D., Cohen, K. E., Smith, J. J., Dudley, D., … Morgan, P. J. (2016). Fundamental Movement Skills : An Important Focus Only Leads to a Limited Number, 219–225. Cairney, J., Clark, H. J., James, M. E., Mitchell, D., Dudley, D. A., & Kriellaars, D. (2018). The Preschool Physical Literacy Assessment Tool : Testing a New Physical Literacy Tool for the Early Years, 6(June), 1–9. https://doi.org/10.3389/fped.2018.00138 Carson, H. J., Collins, D., & Carson, H. J. (2016). The fourth dimension : A motoric perspective on the anxiety – performance relationship The fourth dimension : A motoric perspective on the anxiety – performance relationship, 9858(February), 0–21. https://doi.org/10.1080/1750984X.2015.1072231 Griffiths, A., Toovey, R., Morgan, P. E., Spittle, A. J., & Pe, M. (2018). Psychometric properties of gross motor assessment tools for children : a systematic review, 1–14. https://doi.org/10.1136/bmjopen-2018-021734 Hasnida. (2014). Analisis Kebutuhan Anak Usia Dini. Jakarta: Luxima. Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Hiryanto. (2013). Pemetaan Tingkat Pencapaian Mutu Program Pendidikan Anak Usia Dini (Paud) Di Propinsi DIY. Yogyakarta. Retrieved from https://www.google.com/url? Hurlock, E. B. (1999). Perkembangan Anak Jilid I. (Erlangga, Ed.). jakarta. Loprinzi, P. D., Davis, R. E., & Fu, Y. (2015). Early motor skill competence as a mediator of child and adult physical activity Early / Middle Childhood. PMEDR, 2, 833–838. https://doi.org/10.1016/j.pmedr.2015.09.015 Malina, R. M. (2003). Motor Development during Infancy and Early Childhood : Overview and Suggested Directions for Research. International Journal of Sport and Health Science, 2(5), 50–66. Retrieved from http://www.soc.nii.ac.jp/jspe3/index.htm Monnas, L. B. (2018). Insight stories : Looking into teacher support in enhancing scientific thinking skills among pre-school students. Journal of Educational Sciences., 2(1), 19–25. Retrieved from https://www.google.com/url? Pendidikan, M., Kebudayaan, D. A. N., & Indonesia, R. PERATURAN MENTERI PENDIDIKAN DAN KEBUDAYAAN REPUBLIK INDONESIA NOMOR 137 TAHUN 2014 TENTANG STANDAR NASIONAL PENDIDIKAN ANAK USIA DINI (2014). Purna, R. & Kinasih, A. S. (2015). Psikologi Pendidikan Anak Usia Dini. Jakarta: PT. Indeks. Rao, N., Sun, J., Richards, B., Weber, A. M., Sincovich, A., Darmstadt, G. L., & Ip, P. (2018). Assessing Diversity in Early Childhood Development in the East Asia-Pacific. Richard, D. (2013). Aplikasi Teori Pembelajaran Motorik di Sekolah. yogyakarta: Diva Press. Rolina, N., & Muhyidin. (2015). Metode & Media Pembelajaran (jilid 4). In Ensiklopedia Pendidikan Anak Usia Dini. yogyakarta: Pustaka Insan Madani. Sani, N. A., & Yunus, F. (2018). Amalan Perancangan , Pelaksanaan dan Pentaksiran dalam Proses Pengajaran dan Pembelajaran Pranumerasi di Tadika Swasta. Jurnal Pendidikan Malaysia, 43(2), 101–110. https://doi.org/http://dx.doi.org/10.17576/JPEN-2018-43.02-10 Amalan Santioso, L. . (2016). Tes Minat dan Bakat Anak. Jakarta: Penebar Swadaya Group. Suyadi. (2014). Manajemen PAUD (TPA-KB-TK/RA). yogyakarta: Pustaka Pelajar.

The Early Childhood Development of 17 Boys With Sex Chromosome Anomalies: A Prospective Study

PEDIATRICS ◽  
1977 ◽  
Vol 59 (4) ◽  
pp. 574-583
Author(s):  
Katherine Tennes ◽  
Mary Puck ◽  
Dolores Orfanakis ◽  
Arthur Robinson
Keyword(s):  
Early Childhood ◽  
High Risk ◽  
Prospective Study ◽  
Early Childhood Development ◽  
Sex Chromosome ◽  
Early Years ◽  
Childhood Development ◽  
Abnormal Development ◽  
Chromosome Anomalies ◽  
A Prospective Study

Seventeen boys with sex chromosome anomalies were identified at birth and followed up developmentally for two to five years. The 17 included 12 boys with 47,XXY, four with 47,XYY, and one with 46,XY/XXY mosaicism. None had major disabilities in physical, intellectual, or emotional growth. Some of the boys with 47,XXY were characterized as tall, inactive, poorly organized in motor functions, placid, and delayed in language; two of the four with 47,XYY were impulsive at 1 year of age. These deviations from normal were relatively mild; the boys were not found to be at high risk for grossly abnormal development in the early years.

scholarly journals Parenting Knowledge, Parental Investments, and Early Childhood Development in Rural Households in Western China

2020 ◽  
Vol 17 (8) ◽  
pp. 2792 ◽  
Author(s):  
Jingdong Zhong ◽  
Yang He ◽  
Jingjing Gao ◽  
Tianyi Wang ◽  
Renfu Luo
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Rural China ◽  
Rural Households ◽  
Childhood Development ◽  
Western China ◽  
Social Emotional Development ◽  
Parental Investments ◽  
Parenting Knowledge ◽  
Development Outcomes

This paper investigates the relationships between caregivers’ parenting knowledge and early childhood development, based on a survey conducted in 1715 rural households in 100 villages located in an undeveloped rural area of western China. The results find that, first, caregivers’ parenting knowledge is positively and significantly associated with children’s development outcomes, including cognitive, language, motor, and social–emotional development; second, caregivers’ parental investments significantly mediate the link between parenting knowledge and early childhood development; third, in contrast with other parental investments, play materials (in terms of variety and quantity) and play activities in the households are the strongest mediators. Our findings might be informative for policy makers to design policies targeted to foster human capital formation in rural China.

scholarly journals Music-inspired free play to foster scientific exploration in early childhood

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Mignon Van Vreden
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Development ◽  
Free Play ◽  
Educational Process ◽  
Early Years ◽  
Childhood Development ◽  
North West ◽  
Scientific Exploration

Background: The importance of music and play in early childhood development is widely acknowledged. However, no recent studies have investigated the potential of music-inspired free play to foster scientific exploration. Aim: The purpose of this qualitative case study is to explain the rationale in utilising musical skills, knowledge and experiences during free play to foster scientific exploration, applying a constructivist approach with the learner placed at the centre of the educational process, while the teacher acts as observer and facilitator. Setting: Data were primarily collected through documents to create a concept map that informed observations of preschoolers during free play at two day-care centres in Mohadin in the North-West Province of South Africa. Methods: An explanatory case study provided the context for this study and a document analysis informed the findings. Results: Through data analysis, key themes were identified from the literature and observations to generate a conceptual model that illustrates the influence of music-inspired free play to foster scientific exploration by stimulating creativity and emphasising the necessity of free play in preschool settings. Conclusion: The conclusion of this investigation was a better understanding of the capacity of young learners to apply scientific exploration, utilising a transdisciplinary approach for teaching and learning the sciences in the early years to develop a better understanding of their world through music-inspired free play.

scholarly journals MENGEMBANGKAN KEMAMPUAN MENGENAL ANGKA 1-10 MELALUI KARTU ANGKA PADA TAMAN KANAK KANAK KELOMPOK A

WAHANA ◽  
2017 ◽  
Vol 69 (2) ◽  
pp. 61-66
Author(s):  
Isabella Haslana ◽  
Aniek Wirastania
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Childhood Education ◽  
Quasi Experimental ◽  
Group A ◽  
Experimental Group

Early childhood development is important and needs to be developed especially in education. Oneaspect that needs to be developed in early childhood education is the ability to recognize the conceptof numbers. Therefore, it takes a strategy in learning to introduce the concept of numbers. This studyaims to develop students ability in recognizing the concept of numbers 1-10 by using a number card.The type of research used is quasi experimental design (quasi experiment). The quasi experimentaldesign used in this study is a non-equivalent pretest-posttest control group design. The results of thisstudy were analyzed by the T test conducted using the help of SPSS program. Based on the results ofresearch conducted obtained with sig (0,000) <0.05 which means there is a difference between the experimental group with the control group in recognizing the concept of numbers by using a number card. So it can be concluded that the number cards have an influence in improving the ability torecognize the numbers in children group A.

Evidence that infant and early childhood developmental impairments are associated with hallucinatory experiences: results from a large, population-based cohort study

2021 ◽  
pp. 1-9
Author(s):  
Eleanor Carey ◽  
Colm Healy ◽  
Yael Perry ◽  
Diane Gillan ◽  
Andrew J. O. Whitehouse ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cohort Study ◽  
Developmental Delays ◽  
Early Childhood Development ◽  
Population Based ◽  
Childhood Development ◽  
Fine Motor ◽  
Childhood And Adolescence ◽  
Gross Motor ◽  
Early Developmental

Abstract Background Cognitive and motor dysfunction are hallmark features of the psychosis continuum, and have been detected during late childhood and adolescence in youth who report psychotic experiences (PE). However, previous investigations have not explored infancy and early childhood development. It remains unclear whether such deficits emerge much earlier in life, and whether they are associated with psychotic, specifically hallucinatory, experiences (HE). Methods This study included data from Gen2 participants of The Raine Study (n = 1101), a population-based longitudinal cohort study in Western Australia. Five areas of childhood development comprising: communication; fine motor; gross motor; adaptive (problem-solving); and personal-social skills, were assessed serially at ages 1, 2 and 3 years. Information on HE, depression and anxiety at ages 10, 14 and 17 years was obtained. HE were further subdivided into those with transient or recurrent experiences. Mixed effects logistic regression models and cumulative risk analyses based on multiple domain delays were performed. Results Early poorer development in multiple areas was noted from ages 1, 2 and 3 years among youth who reported HE. Early developmental delays significantly increased the risk for later HE. This association was particularly marked in the recurrent HE group, with over 40% having early developmental delays in multiple domains. There was no significant association between early childhood development and later anxiety/depression apart from lower gross motor scores at age 3. Conclusions The findings suggest that early pan-developmental deficits are associated with later HE, with the effect strongest for young people who report recurrent HE throughout childhood and adolescence.

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