Catch-up growth does not associate with cognitive development in Indian school-age children

The multifactorial risks that accompany IDD (Iodine Deficiency Disorders) aggravate cognitive development deficits in children. The most important factors are poor cognitive stimulation and parenting. This study aimed to analyse the impact of parenting training on maternal skills to mediate cognitive development in children. The study was quasi-experimental pre-post with a control group design. A total of 78 mothers and their children, aged four to five years, from Purworejo participated in the research. Palpation to assess maternal goiter status and Mother-Child Picture-Talk Task (MCPTT) assessed the ability to perform cognitive mediation in children. The Smart Mother Class, a parenting skill intervention, was given for six months (16 meetings), each lasting 60-90 minutes. The risk of low family resources, both economic and caring resources, is indicated by the work and education of the fathers and mothers. Most mothers and fathers have elementary school education and below (60.3). The result show that three months after the intervention there was a significant effect at the positive level, and at six months, the intervention group showed a significant improvement (p< 0.001). Parenting training in low parenting resource settings could improve maternal skills for mediating cognitive development in pre-school age children.

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Cognitive Development in School-Age Children With Vertically Transmitted HIV Infection

Developmental Neuropsychology ◽

10.1207/s15326942dn2103_1 ◽

2002 ◽

Vol 21 (3) ◽

pp. 223-241 ◽

Cited By ~ 57

Author(s):

Nicholas Blanchette ◽

Mary Lou Smith ◽

Susan King ◽

Alda Fernandes-Penney ◽

Stanley Read

Keyword(s):

Cognitive Development ◽

Hiv Infection ◽

School Age Children ◽

School Age

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Vaccine coverage of pre-school age children in France in 2000

Eurosurveillance ◽

10.2807/esm.08.06.00417-en ◽

2003 ◽

Vol 8 (6) ◽

pp. 139-144 ◽

Cited By ~ 15

Author(s):

D Antona ◽

E Bussière ◽

N. Guignon ◽

G Badeyan ◽

D Lévy-Bruhl

Keyword(s):

Hepatitis B ◽

Vaccine Coverage ◽

Hepatitis B Vaccine ◽

School Age Children ◽

School Age ◽

Invasive Infections ◽

Catch Up ◽

Very High

This article presents results of the main measures on vaccine coverage carried out in France in children up to six years of age. Vaccine coverage is very high for diphtheria, tetanus, pertussis, and poliomyelitis, and satisfactory for vaccination against Haemophilus influen-zae b invasive infections. It will be necessary, however, to increase vaccine coverage against measles, mumps and rubella in infants and to ensure efficient catch up. Hepatitis B vaccine coverage is deficient in infants and could be improved when the vaccine is available in a combined form.

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Pengaruh edukasi stimulasi terhadap perkembangan kognitif anak usia dini

Journal Of Dehasen Educational Review ◽

10.33258/jder.v2i01.1402 ◽

2021 ◽

Vol 2 (01) ◽

pp. 1-5

Author(s):

Marilin Kristina ◽

Ruly Nadian Sari

Keyword(s):

Cognitive Development ◽

Golden Age ◽

Research Method ◽

Relevant Literature ◽

School Age Children ◽

Brain Cells ◽

School Age ◽

Significant Development ◽

Formulation Of Problems

In pre-school age, children generally show significant development, especially in aspects of cognitive development.This happens because in pre-school age is a golden age that is often called golden age.Cognitive development is not necessarily able to take place optimally without the stimulus or stimulation given to pre-school age children.Lack of stimulation given to pre-school age children can result in loss of brain cells function so that it will impact the slow cognitive development and impact on the child's ability to process the information received.The research method in this study is to use literature studies based on the results of analysis of the results of research used as literature in this study.The procedure in conducting literature studies in this study is to determine the formulation of problems, find relevant literature, evaluate the data obtained, analyze and then interpret the data that has been obtained.Based on the study of literature can be obtained the conclusion that the provision of stimulation education in pre-school age children can improve the cognitive development of pre-school age children

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Relationship Between the Information Technology Used and the Cognitive Development of School-Age Children

KnE Life Sciences ◽

10.18502/kls.v6i1.8628 ◽

2021 ◽

pp. 383-390

Author(s):

Dedi Supriadi ◽

Yuyun Rahayu ◽

Tukimin Sansuwito ◽

Nisa Fauziyah

Keyword(s):

Information Technology ◽

Cognitive Development ◽

Technology Development ◽

Correlation Method ◽

Sampling Technique ◽

School Age Children ◽

School Age ◽

Cross Sectional ◽

High Category ◽

Information Technology Development

The drive to increase information technology development and make everything digital has significant implications for education, especially education of school age children (6 to 12 years old). The purpose of this study was to determine the relationship between the use of information technology and cognitive development of school age children. This study has used the quantitative correlation method with cross sectional approach. The sampling technique used was a non-probability sampling method, namely quota sampling. The sample in this study was 100 grade students of SDN 7 Ciamis recorded in 2018, divided into 3 classes. The used of information technology in the very high category was 32 people (64.0%), the used of information technology in the high category was 18 people (36.0%). The cognitive development in the very good category was 11 people (22.0%), the good catsegory was 28 people (56.0%), the moderate category was 10 people (20.0%) and the less category was 1 person (2.0%). There is a significant relationship between the used of information technology and the cognitive development of grade V school age children. Keywords: information technology, cognitive development, school-age children.

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Physical Activity Influence on Cognitive Development of Late Pre-School Age Children

10.14526/03_2017_244 ◽

2017 ◽

Author(s):

Zakharova L.M., Zakharova V.S.

Keyword(s):

Physical Activity ◽

Cognitive Development ◽

School Age Children ◽

School Age

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Random and Cognitive Responders on the Matching Familiar Figures Test: Alternatives for Users

Perceptual and Motor Skills ◽

10.2466/pms.1996.83.2.543 ◽

1996 ◽

Vol 83 (2) ◽

pp. 543-562 ◽

Cited By ~ 3

Author(s):

R. Pedro Solís-Cámara

Keyword(s):

Cognitive Development ◽

Probabilistic Model ◽

Cognitive Styles ◽

School Age Children ◽

Group Differences ◽

School Age ◽

Random Responses ◽

Matching Familiar Figures Test ◽

Reflection Impulsivity ◽

Better Than

Testing of a probabilistic model for the analysis of the Reflective-Impulsive cognitive styles was carried out on 178 school-age children. The model allows the sample be split into two groups of Cognitive Responders and Random Responders. Comparisons were made between groups at three age levels (8-yr., 10-yr., and 12-yr.-olds). Analysis indicated that Cognitive Responders scored better than Random Responders on a variety of measures, and group differences were related to children's developmental status. These results replicate and extend previous research with this model. Implications of random responses for research on reflection-impulsivity and the distinction between cognitive styles and cognitive development are discussed.

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