scholarly journals The development of Self-control of Cognitive Activity in Preschool Age

2014 ◽  
Vol 6 (4) ◽  
pp. 71-80
Author(s):  
T.E. Chernokova
Keyword(s):  
Cognitive Processes ◽  
Control Structure ◽  
Cognitive Activity ◽  
Age Groups ◽  
Preschool Age ◽  
Self Control ◽  
Learning Activities ◽  
Self Awareness ◽  
Metacognitive Development ◽  
Preschool Age Children

We discuss the problem of self-control formation in the context of metacognitive development of children. The hypothesis of the study was that in the preschool age, the structure of self-cognition begins to form, which includes anticipating, process and final self-control. The aim of the study was to identify the dynamics of self-control of cognitive activity in the preschool years. We used an experimental technique in which children were asked to identify the problem and plan of the learning activities, implement it and evaluate the results. The study involved 60 children aged 4 to 7 years. In all age groups higher rates of current and total self-control were found, but the most intensive dynamics were identified in terms of predictive self-control. In the preschool age children occasionally show a formal self-control. At the age of 5-6 years old, the children start to develop the self-control structure, and significant correlations were found between the indicators of current and final self. The most advanced children demonstrate meaningful self-control. This is due not only to the development of self-awareness, arbitrariness and traditionally described cognitive processes, but also to the development of dialectical thinking and metacognitions.

scholarly journals Determinants of Stunting, Wasting, and Anemia in Guinean Preschool-Age Children: An Analysis of DHS Data From 1999, 2005, and 2012

2018 ◽  
Vol 39 (1) ◽  
pp. 39-53 ◽  
Author(s):  
Bradley A. Woodruff ◽  
James P. Wirth ◽  
Ismael Ngnie-Teta ◽  
Jean Max Beaulière ◽  
Daffe Mamady ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Nutritional Status ◽  
Ebola Virus ◽  
Virus Disease ◽  
Age Groups ◽  
Water Source ◽  
Preschool Age ◽  
Bivariate Analysis ◽  
Demographic And Health Surveys ◽  
Preschool Age Children

Wasting, stunting, and anemia are persistent and important forms of malnutrition in preschool-age children in the less developed world, in particular the Republic of Guinea, which was the site of a large outbreak of Ebola virus disease in 2014 to 2015. We analyzed data from 3 Demographic and Health Surveys done in Guinea in 1999, 2005, and 2012 to identify possible determinants of wasting, stunting, and anemia. All analyses, both bivariate and multivariate, were carried out separately for each of 3 age groups: less than 6 months, 6 to 23 months, and 24 to 59 months. Variables found statistically significantly associated with stunting, wasting, or anemia in bivariate analysis were placed in an age-specific logistic regression model for that outcome. Overall, anthropometric indices were available for 9228 children and hemoglobin concentrations were available for 5681 children. Logistic regression found relatively few variables associated with nutrition outcomes in children younger than 6 months. More variables were associated with nutrition outcomes in children aged 6 to 23 months. Such variables measured a wide variety of conditions, including estimated birth size, child health and nutritional status, child caring practices, mother’s nutritional and health status, and household water source and sanitation. A similarly broad range of variables was statistically significantly associated with one or more nutrition outcomes in children aged 24 to 59 months. Few of the standard infant and young child feeding indicators were associated with any nutrition outcome. Improvement in the nutritional status of young children in Guinea may require a broad range of nutrition and health interventions.

scholarly journals PREPARING FUTURE EDUCATORS FOR THE IMPLEMENTATION OF TASKS OF THE ECOLOGICAL AND NATURAL EDUCATION OF PRESCHOOLERS IN THE CONTEXT OF UPDATING HIGHER EDUCATION STANDARDS

2018 ◽  
pp. 112-121
Author(s):  
Larisa Prisyazhnyuk ◽  
Olga Groshovenko
Keyword(s):  
Higher Education ◽  
Preschool Children ◽  
Educational Process ◽  
Reference Points ◽  
Preschool Age ◽  
Successful Implementation ◽  
Self Awareness ◽  
Education Standards ◽  
A Value ◽  
Preschool Age Children

The change of reference points in the ecological and natural education of preschool-age children actualizes the need for training teachers who are able to build the educational process in accordance with contemporary tasks and updated approaches. The list of special competencies that should be formed by the future educator for the successful implementation of the tasks of the ecological and natural education for preschoolers requires clarification. These competencies include: the ability of children to form primary ideas about the environment, the properties and relations of objects; development of self- awareness; the ability to form a value attitude to nature in preschool children, which is manifested in environmentally friendly behavior and activities in the environment. The results of student learning are also specified. Clarification of special competences and the results of preparing future educators allowed to design mechanisms for mastering the content.

scholarly journals Neurocysticercosis in a preschool-age child: case report

2000 ◽  
Vol 58 (3B) ◽  
pp. 909-912 ◽  
Author(s):  
MARCIO M. VASCONCELOS ◽  
MARCIA REGINA S. RAMOS ◽  
PRISCILA JORDAIM SCHWAN ◽  
ROMEU DOMINGUES ◽  
KELLY CRISTINA T. DANTAS ALENCAR ◽  
...  
Keyword(s):  
Case Report ◽  
Incubation Period ◽  
Age Groups ◽  
Preschool Age ◽  
Cystic Lesions ◽  
Diagnostic Features ◽  
Prolonged Incubation ◽  
Nutritional Habits ◽  
Preschool Age Children ◽  
New Onset

Neurocysticercosis is a frequent cause of epilepsy and other neurologic abnormalities in all age groups, however by virtue of its prolonged incubation period as well as young children's nutritional habits, it is rarely seen in preschool-age children. The objective of this study is to report the case of a 2 ½ year-old child who presented with new-onset seizures. Her diagnostic features, including neuroradiologic findings, are described and compared with the literature. No matter how young he or she may be, every child who presents with new-onset seizures or other unexplained neurologic features and whose CT or MRI shows cystic lesions or contrast-enhancing rounded lesions should raise a suspicion of neurocysticercosis.

A literary Review of Nidanpanchak of Pandu Vyadhi

2018 ◽  
Vol 6 (5th) ◽  
Author(s):  
Madhuri Sudhakar Abdare ◽  
Rupali Khobragade
Keyword(s):  
Iron Deficiency ◽  
Pregnant Women ◽  
Age Groups ◽  
Preschool Age ◽  
Systemic Review ◽  
Women Of Childbearing Age ◽  
Childbearing Age ◽  
Common Cause ◽  
Preschool Age Children ◽  
Prevalent Disease

              Pandu is a very common prevalent disease in the society. Nutritional Iron deficiency is the most common cause of Panduroga in India. It affects all age groups but the most vulnerable are preschool-age children, pregnant women, and non-pregnant women of childbearing age. In India Malnutrition, poverty, illiteracy, contribute to anemia which can be correlated as pandu roga in Ayurveda. In Ayurveda panduroga has been described in all Samhita in detail with nidan panchak in present study. Study deals with systemic review of Panduroga from all the classics of Ayurveda.

Final Consonant Discrimination in Children

2002 ◽  
Vol 45 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Jan Edwards ◽  
Robert A. Fox ◽  
Catherine L. Rogers
Keyword(s):  
Age Groups ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Phonological Disorders ◽  
Preschool Age Children ◽  
Whole Word

Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the whole-word condition was correlated with receptive vocabulary size and a measure of articulatory accuracy across all children. These results suggest that there is a complex relationship among word learning skills, the ability to attend to fine phonetic detail, and the acquisition of articulatory-acoustic and acoustic-auditory representations.

scholarly journals Developmental Changes in Movement Related Brain Activity in Early Childhood

2019 ◽  
Author(s):  
Blake Johnson ◽  
Cecilia Jobst ◽  
Rita Al-Loos ◽  
Wei He ◽  
Douglas Cheyne
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Brain Activity ◽  
Age Groups ◽  
Preschool Age ◽  
Control Group ◽  
School Aged Children ◽  
Cortical Motor ◽  
Preschool Age Children ◽  
Readiness Field

In a previous MEG study of movement-related brain activity in preschool age children, we reported that pre-movement fields and sensorimotor cortex oscillations differed from those typically observed in adults, suggesting that maturation of cortical motor networks is still incomplete by late preschool age (Cheyne et al., 2014). Here we describe the same measurements in an older group of school-aged children (6 to 8 years old) and an adult control group, in addition to repeated recordings in seven children from the original study approximately two years later. Differences were observed both longitudinally within children and between age groups. Pre-movement (readiness) fields were still not present in the oldest children, however both frequency and magnitude of movement-related mu (8-12Hz) and beta (15-30Hz) oscillations demonstrated linear increases with age. In contrast, movement-evoked gamma synchronization demonstrated a step-like transition from low (30-50 Hz) to high (70-90 Hz) narrow-band oscillations, and this occurred at different ages in different children. These data provide novel evidence of linear and non-linear changes in motor cortex oscillations and delayed development of the readiness field throughout early childhood. Individual children showed large differences in maturation of movement-related brain activity, possibly reflecting differing rates of motor development.

scholarly journals Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking

2017 ◽  
Vol 22 (6) ◽  
pp. 77-86
Author(s):  
E.V. Lidskaya ◽  
M.O. Mdivani
Keyword(s):  
Primary School ◽  
Natural Environment ◽  
Age Groups ◽  
Preschool Age ◽  
Primary School Children ◽  
School Age ◽  
Dialectical Thinking ◽  
Preschool Age Children ◽  
Primary School Age ◽  
The Impact

The article presents results of an empirical research of cognitive, affective (emotional) and behavioral components of ecological consciousness in 323 children of preschool and primary school age (6—10 years).It was found that preschool age children underestimate the impact of nature on man, but at the same time overestimate the human impact on nature. Children of this age attributed greater importance to being emotionally close with nature than children of primary school age. When choosing between the industrial, social or natural environment, children of both age groups give preference to the natural environment, leaving the industrial one the least preferred. The outcomes of this research were used to analyze the development of dialectical thinking (actions of transformation and association) in children of these age groups. As it was revealed, dialectical thinking in children of preschool age is predominantly visual. In primary school children, the visual form is replaced by conceptual and symbolic thinking, although still in an underdeveloped form. The article concludes that the first two years of school education have little influence on the development of dialectical thinking in the part that concerns actions of transformation.

Validity and Reliability of Bekesy Audiometry with Preschool Age Children

1971 ◽  
Vol 14 (1) ◽  
pp. 205-213 ◽  
Author(s):  
F. Harry Tokay ◽  
Edward J. Hardick
Keyword(s):  
Pure Tone ◽  
Age Groups ◽  
Preschool Age ◽  
Auditory Threshold ◽  
Validity And Reliability ◽  
Preschool Age Children ◽  
True Representation ◽  
Hearing Test ◽  
Békésy Audiometry ◽  
Retest Session

This study investigated the validity and reliability of Bekesy audiometry with preschool-age children. Sixty preschool children, ages 3, 4, and 5, were chosen such that 20 children were in each of the three age groups. There were an equal number of male and female subjects in each group, and all had intelligence quotients of 90 or higher. Each subject was given a conventional pure-tone hearing evaluation, followed by a hearing test administered with a Bekesy audiometer. A retest session was conducted one week later. The results indicate that five-year-old children, when properly conditioned, can be tested with Bekesy audiometry and produce valid, reliable auditory threshold tracings. Some four-year-old children will trace a Bekesy audiometric threshold that is valid, whereas, other four-year-old children trace thresholds that are not a true representation of their actual auditory threshold. Typically, three-year-old children, as presently conditioned, are not candidates for Bekesy audiometry.

scholarly journals The Possibility of Using Iconic and Symbolic Tools in Teaching Preschoolers (on Example of the Acquisition of the Rainbow Phenomenon)

2014 ◽  
Vol 6 (2) ◽  
pp. 19-34 ◽  
Author(s):  
A.N. Veraksa ◽  
A.E. Gorovaya ◽  
A.V. Kisel
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Cognitive Activity ◽  
Preschool Age ◽  
General Intelligence ◽  
Play Activity

The article focuses on use of cognitive activity in preschool children. Particular attention is paid to understanding of the symbolic mediation in the context of the study of play activities. We describe an experiment which purpose was to develop the representations of the rainbow phenomenon in children of preschool age. The formation occurred in two ways: through the use of symbolic means (using models), and through the use of symbols in the play activity. The subjects were preschoolers aged 4-5 years (N = 23) attending preschools in Moscow. The results show that the use of iconic and symbolic tools during development of the phenomenon have been effective when working with preschoolers. The discovered relationship suggests that the application of the iconic and symbolic means represent different cognitive processes: the successful use of symbolic tools is associated with high levels of general intelligence and vocabulary; the use symbolic tools is associated with creativity.

Is the Vineland-3 Comprehensive Interview Form a Multidimensional or Unidimensional Scale?: Structural Analysis of Subdomain Scores Across Early Childhood to Adulthood

Assessment ◽  
2020 ◽  
pp. 107319112094780
Author(s):  
Ryan L. Farmer ◽  
Randy G. Floyd ◽  
Patrick J. McNicholas
Keyword(s):  
Factor Analysis ◽  
Group Discussion ◽  
Age Groups ◽  
Preschool Age ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Preschool Age Children ◽  
Multidimensional Models ◽  
Unidimensional Scale

As the Vineland Scales are among the most relevant, well-developed, and popular measures of adaptive behavior available for use, this study evaluated the factor structure and dimensionality of the Vineland-3 Comprehensive Interview Form. Drawing data from 2,560 participants in the norming sample, exploratory and confirmatory factor analyses were completed across two independent samples from four age-groups ranging from preschool-age children to adults. Results from exploratory factor analysis revealed evidence for a unidimensional model across age-groups, but results from confirmatory factor analysis indicated that multidimensional models were better fitting than unidimensional models for each age-group. Discussion focuses on whether the Vineland-3 Comprehensive Interview Form is truly a unidimensional or multidimensional measure.

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