Harmonious Upbringing of Preschoolers: Physical and Neuropsychological Aspects

The article shows that the cultivation of spirituality in preschoolers is closely related to their physical and neuropsychological development, as well as moral and aesthetic education. The article aims to determine the effectiveness of the implemented programme for harmonious upbringing of children in cultural and educational space of preschools by comparing levels of physical and neurophysiological components. Given the neurophysiological indicators inherent in this age, the control group (CG) included 178 children and the experimental group (EG) 180 children. The pedagogical experiment followed certain diagnostic methods, such as control tests on physical fitness and rhythmoplasty. Importantly, age-related neuropedagogical factors made it possible to use the following organizational forms of work based on rhythmoplasty: traditional (morning exercises, physical education classes, entertainment activities) and alternative (fairy-tale therapy, finger gymnastics, dance and movement therapy, health aerobics classes). All forms of work were previously tested for compliance with neuropsychological and neurophysiological parameters for the specified age. The programme aimed to form children’s positive attitude towards themselves and their bodies, introduce various forms of physical activity, general physical culture, and, most importantly, cultivate “self-concept” that maximally corresponds to preschoolers’ neuropsychological status. The obtained data prove that indicators of EG children are higher than in those of CG children due to the implementation of the proposed programme. The novelty of the article is as follows: for the first time, the above-mentioned indicators of children’s harmonious upbringing in cultural and educational space of Ukrainian preschools have been comprehensively formed and measured. Finally, the article closely correlates with the leading trends in scientific-educational discourse.

The Hygienic Assessment of School Educational Programs

Background: The study presents a methodology for the hygienic assessment of school educational programs from the point of view of safety for the health of students and of effectiveness in improving the quality of education. The aim of the study was a hygienic assessment of educational programs in primary schools. Methods and Results: The study involved primary school students (n=245) aged between 8 and 9.5 years: 120 children studying under the “Planet of knowledge” program (Group 1) and 125 children studying under the “Primary school of the XXI century” program (Group 2). The hygienic factors are studied using the methodology of assessing the intensity of educational work and the conditions of the organization of the educational process. The obtained data are compared with the main criteria of the state of children’s neuropsychological development. We found that the program “Primary school of the XXI century” is characterized by the intensity of educational work (2.7±0.13 points) and approaches to the third degree, according to the criterion of intellectual loads. In contrast, the program “Planet of knowledge” is characterized by a lower intensity of educational work – 2.1±0.08 points (P=0.000) . The indicators of sensory and emotional intensity of educational work under the program “Primary school of the XXI century” were also statistically higher. Conclusions: - The high intensity of educational work does not ensure high rates and levels of intellectual development and mental performance of children. - The hygienic assessment of children’s educational activities should include a comprehensive hygienic examination of the educational program and the means used in the process of its implementation. - An educational program may be allowed to be used in educational organizations only after a hygienic examination of its application in the educational process.

On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person’s biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or “neuroscientific literacy” – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content “that every teacher should know.” These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.

The effect of the vitamin D and calcium on the quality of life of infants

Background. Relevant in pediatrics is the use of indicators of quality of life of children to personify the treatment process, monitoring the course of the disease. In recent years, there has been increasing research on the role of vitamin D and calcium in the human body. The study was aimed to assess the quality of life of infants and to establish the possibility of medical correction of the main indicators of quality of life under the influence of the combined use of vitamin D and calcium. Materials and methods. We observed 30 clinically healthy infants who received 2.5 ml of vitamin D and calcium 3 times a day for 2 months. We have created our questionnaire on the quality of life of infants. Methods of variation statistics are used. Results. Based on the correlation analysis in infants before treatment, there was found a positive relationship between quality of life and the state of biological resistance (r = +0.51; p < 0.05); natural feeding (r = +0.56; p < 0.05); symptoms of functional gastrointestinal disorders (r = +0.58; p < 0.05); parameters of emotional status (r = +0.62; p < 0.05); signs of autonomic dysfunction syndrome (r = +0.63; p < 0.05); neuropsychological development (r = +0.65; p < 0.05); features of adaptability (r = +0.66; p < 0.05). The results of the treatment with vitamin D and calcium in the study of the correlation diagram of the relationship between quality of life and the established indicators of the development of infants demonstrated no correlation between the quality of life and symptoms of functional gastrointestinal disorders and symptoms of autonomic dysfunction. After treatment, there was a decrease in the strength of the correlation between the quality of life of infants and the parameters of emotional status (r = +0.36; p < 0.05); indicators of neuropsychological development (r = +0.35; p < 0.05), and ability to adapt (r = +0.44; p < 0.05). Conclusions. The сombined use of vitamin D and calcium in the recommended dose of 2.5 ml 3 times a day for 2 months is characterized by a high safety profile, improves the quality of life of a child, and can be recommended for infants.

Neuropsychological Development and New Criteria for Extrauterine Growth Restriction in Very Low-Birth-Weight Children

Background: Controversy between short-term neonatal growth of very low birth-weight preterm (VLBW) and neurodevelopment may be affected by criteria changes of extrauterine growth restriction (EUGR). Objective: to determine if new EUGR criteria imply modifications in the relationship between old criteria and results of neuropsychological tests in preterm children. Patients and methods: 87 VLBW at 5–7 years of age were studied. Neuropsychological assessment included RIST test (Reynolds Intellectual Sctreening Test) and NEPSY-II (NE neuro, PSY psycolgy assessment) tests. The relationships between these tests and the different growth parameters were analyzed. Results: RIST index was correlated with z-score Fenton’s weight (p = 0.004) and length (p = 0.003) and with z-score IGW-21’s (INTERGRWTH-21 Project) weight (p = 0.004) and length (p = 0.003) at neonatal discharge, but not with z-score difference between birth and neonatal discharge in weight, length, and HC for both. We did not find a statistically significant correlation between Fenton or IGW-21 z-scores and scalar data of NEPSY-II subtasks. Conclusion: In our series, neonatal growth influence on neuropsychological tests at the beginning of primary school does not seem robust, except for RIST test. New EUGR criteria do not improve the predictive ability of the old ones.

Analysis of Trend and Associated Factors of Neuropsychological Development of Infants and Toddlers Based on Longitudinal Data

Objective: To explore the trend and associated factors of neuropsychological development of infants and toddlers in China. Methods: A longitudinal study was conducted among 619 infants and toddlers (2914 person-times) aged 0 to 36 months from different provinces or cities in China from January 2013 to December 2019. Results: The development age of each area increased with the extension of follow-up time, but this upward trend slowed down with physiological age at first measurement increasing. Among a low age group and each area, most of the development qualification rates in different follow-up periods were higher than that in the baseline (p < 0.05); however, many of them were not higher than that in the baseline among the medium or high age group (p > 0.05). For the areas of gross motor and self-care, the growth of qualification rate with the extension of follow-up was not obvious in the medium and high age group (both p trend > 0.05). Some impact factors of development in all areas were identified. Conclusions: The neuropsychological development delay of various areas of infants and toddlers, especially that of gross motor and self-care, should be paid early (within 1 years old) and constant attention. The impact of gender and maternal age on the development of young children has been further confirmed in the present study.