Why and when is it important to use the standardized questionnaire 'Ages & Stages Questionnaires' (ASQ-3)-'Age & development of the child', for assessment and monitoring of children's development in early childhood?

In pediatric primary health care, one of the basic activities is the prevention of diseases and conditions that endanger the quality of life of the child and his/her daily functioning in the environment. According to world data , about 17% of children have some developmental difficulties which are discovered in only 50% of them before they start school. The goal of development assessment is systematic and precise early detection of deviations from normative development, timely undertaking of appropriate interventions, as well as elimination or mitigation of disorders. Research has shown that the use of instruments has increased the early detection of developmental delays or developmental disorders (in this way, 70-80% of children with developmental problems are detected) and provided an opportunity for early application of intervention measures. The set of 21 Ages & Stages Questionnaires ASQ-3 has been used for more than 30 years worldwide to screen and evaluate children's development by observing how children progress in important areas such as speech, physical ability, social and problem-solving skills for children aged 2 months to 5.5 years. It is filled in by parents and returned to professionals, and they further make an assessment based on clear instructions on the procedure of writing results in the domains of development, scoring (graphical and tabular) interpretation and communication, as well as training parents to stimulate development through play, ie. what to do next with the child's parent to stimulate development through play, ie. how and what to do next with the child. In the past ten years, the Association of Pediatricians of Serbia, together with its partners, has advocated for a comprehensive assessment and monitoring of children's development using valid instruments in the framework of preventive pediatric examinations. Through a series of projects in this area, through education of pediatricians and associates, and by application in practice, the standardized questionnaire ASQ-3, entitled "Age and development of the child" was tested and adapted in 2019.

Download Full-text

Monitoring children’s development in early childhood education settings to promote early detection of autism

Australasian Journal of Early Childhood ◽

10.1177/1836939121998085 ◽

2021 ◽

pp. 183693912199808

Author(s):

Beth Mozolic-Staunton ◽

Josephine Barbaro ◽

Jacqui Yoxall ◽

Michelle Donelly

Keyword(s):

Early Childhood ◽

Early Intervention ◽

Early Childhood Education ◽

Early Detection ◽

Population Surveillance ◽

Early Childhood Educators ◽

Policy Reforms ◽

Childhood Education ◽

Children's Development ◽

Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

Download Full-text

Intrauterine environment-genome interaction and Children’s development (3): Assisted reproductive technologies and developmental disorders

The Journal of Toxicological Sciences ◽

10.2131/jts.34.sp287 ◽

2009 ◽

Vol 34 (Special_) ◽

pp. SP287-SP291 ◽

Cited By ~ 10

Author(s):

Kohei Shiota ◽

Shigehito Yamada

Keyword(s):

Developmental Disorders ◽

Assisted Reproductive Technologies ◽

Reproductive Technologies ◽

Intrauterine Environment ◽

Children's Development ◽

Children’S Development

Download Full-text

PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DETEKSI DINI TUMBUH KEMBANG AUD

JIV-Jurnal Ilmiah Visi ◽

10.21009/jiv.0901.3 ◽

2014 ◽

Vol 9 (1) ◽

pp. 21-27

Author(s):

Meriyati Meriyati

Keyword(s):

Early Detection ◽

Learning Outcomes ◽

Experimental Research ◽

Instructional Strategy ◽

Learning Outcome ◽

Learning Motivation ◽

High Learning ◽

Motivation Level ◽

Children's Development ◽

Children’S Development

The objective of this research is to study the effect of instructional strategy of cooperative and learning motivation on the learning outcome in the course of Early Detection of Early Aged Children’s Development. The research conducted conducted at IAIN Raden Intan Lampung as from April through August 2013, selected 40 students randomly as samples. The research employed experimental research with treatment by level 2x2.The findings indicate (1) learning outcomes of the students with cooperative instructional strategy is higher than those who received expository instructional strategy,(2) there is interaction between instructional strategy and learning motivation of the students, (3) learning outcomes of the students with high learning motivation are higher when cooperative instructional strategy is used than when they learn with expository instructional strategy, and (4) learning outcomes of the students with low learning motivation are higher when cooperative instructional strategy is used than when they learn with expository instructional strategy. Result of the research shows that students’ learning outcomes on early detection of development kindergarten could be improved by applying appropriate teaching instructional strategy considering their learning motivation level.

Download Full-text

Impact of Childcare Arrangements on Developmental Outcomes of Korean Children in Their First 2 Years

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2016.44.5.737 ◽

2016 ◽

Vol 44 (5) ◽

pp. 737-750 ◽

Cited By ~ 1

Author(s):

Yoon H. Lee ◽

Jiyun Lee

Keyword(s):

Home Care ◽

Positive Impact ◽

Positive Influence ◽

Problem Solving Skills ◽

Korean Children ◽

Nationally Representative ◽

Families With Children ◽

The Impact ◽

Children's Development ◽

Children’S Development

We investigated whether center-based care has a positive impact on children's development in comparison to in-home care or activity programs, such as music, physical, play, and sensory experience classes. Using nationally representative data gathered from 2,078 families with children in South Korea, whom we monitored from birth to the age of 2 years, we utilized linear regressions and a propensity score matching method to examine the impact of center-based care on the children's development. Results suggested that participation in center-based care positively affects only the child's development of gross motor skills, whereas in-home care and activity programs showed a broader positive influence on children's development, such as their communication and problem-solving skills. The benefit from center-based programs was much smaller compared to that of other care arrangements. On the basis of these results, we suggest the use of various forms of publicly funded childcare services, including more active utilization of in-home care, with service quality assurance measures. We expect our investigation to provide possible directions for childcare policies across cultures.

Download Full-text

Hubungan Stimulasi Bermain, Faktor Keluarga dan Faktor Anak dengan Perkembangan Balita di Wilayah Kerja Puskesmas Aur Duri Kota Jambi

Jurnal Ilmiah Universitas Batanghari Jambi ◽

10.33087/jiubj.v20i3.1091 ◽

2020 ◽

Vol 20 (3) ◽

pp. 1003

Author(s):

Gusti Lestari Handayani ◽

Abbasiah Abbasiah

Keyword(s):

Health Center ◽

P Value ◽

Cross Sectional ◽

Child Socialization ◽

Developmental Problems ◽

Work Area ◽

Relationship Of ◽

Children's Development ◽

The Relationship ◽

Children’S Development

The development of technology and the era of globalization affect many things, including the type of children's play, which is one of the factors that influence children's development. Children's development is also influenced by stimulation and psychological. Stimulation, especially in the family, for example by providing toys, child socialization, involvement of mothers and other family members will influence the child in achieving optimal development. Early age problems that are not resolved from the beginning can lead to developmental problems in the future, the effect not only on the person concerned but on the environment. The purpose of this study was to determine the relationship of play stimulation, parent factors and child factors with the development of children under five in the Puskesmas Aurduri, Jambi City. The study design was cross sectional with a minimum sample size of 31 children with α = 0.05 and β = 10%. The research location is the Aur Duri Health Center Work Area Jambi City. The subject of the research was Toddler in the working area of Aurduri Public Health Center in Jambi City. The results showed there was a significant relationship between types of play stimulation (P value 0.035) and parenting (P value 0,000) with the development of toddlers. Attention needs to be paid to the provision of play equipment for children to suit the child's function and development. And Increase efforts to monitor the development of toddlers through routine detection of toddlers according to age.

Download Full-text