ABSTRACT
ABSTRACT For children with motor delays, the intervention effectiveness regarding children's routine, overall self-perceptions, and engagement in the lessons, have been understudied. Furthermore, specific sex differences still lack evidence. This study examines the effectiveness of mastery Climate (MC) motor intervention on girls' and boys' daily routine, motor performance, BMI, self-perceptions, and engagement, and the sex differences across these variables. Children with motor delays were randomly assigned to MC Group or Comparison Group. We assessed children's routine at home; perceived competence, social acceptance, and global self-worth; BMI; motor skills; and qualitative engagement in the lesson. Results show girls and boys increased the playtime, motor scores, perceptions of cognitive and motor competence, social acceptance, global self-worth, and engagement with success in the lessons; and, decreased TV time and free play, changing tasks, distraction, and conflicts in the lesson. In conclusion the MC intervention was effective in fostering girl's and boys' achievement.
RESUMO Para crianças com atrasos motores, a eficácia da intervenção motora em relação à rotina, autoconceito e engajamento tem sido pouco estudada. Diferenças específicas de sexo ainda carecem de evidências. Este estudo examina a eficácia da intervenção motora com o Clima para a Maestria (MC) na rotina diária de meninas e meninos, e no desempenho motor, IMC, autoconceito e engajamento; e, as diferenças entre sexo nessas variáveis. Crianças com atrasos motores foram alocadas aleatoriamente no Grupo MC ou Grupo de Comparação. Avaliamos a rotina em casa, competência percebida, aceitação social e autoestima global, IMC, habilidades motoras, e engajamento na aula. Os resultados mostraram que meninas e meninos aumentaram o tempo de brincar e os escores motores, as percepções de competência cognitiva e motora, a aceitação social, o autovalor global e o engajamento com sucesso; e diminuíram o tempo assistindo TV, e as brincadeiras livres, o mudar a tarefa, e as distrações e os conflitos na aula. Conclui-ise que a intervenção MC foi eficaz em promover o desempenho de meninas e meninos.
Subject(s)
Humans , Male , Female , Child , Efficacy , Early Intervention, Educational , Motor Skills/physiology , Play and Playthings/psychology , Self Concept , Exercise/physiology , Body Mass Index , Child Development/physiology , Health Status , Sex Characteristics , Video Games , Failure to Thrive/diagnosis , Social Skills , Learning/physiologyABSTRACT
Background:The massive use of technology can be leveraged to facilitate access to growth and development programs for children. Existing programs supporting such initiatives for children younger than three years are inadequate and not accessible to most families. In most cases, primary caregivers are unable to identify delayed milestones in their children’s growth and development due to inadequate information. They therefore often report the cases when they have become very severe and difficult to reverse. In order topromote early identification of possible developmental delays, African Population and Health Research Center together with Val Partners will develop, implement and evaluate the use of mobile phone technology to help caregivers track their children's developmental outcomes.Methods:The study will employ a quasi-experimental design and will use a mixed-methods approach combining quantitative and qualitative methodologies. In one arm, 110 caregivers will be trained on the use of a mobile phone application to assess child growth and development. The other arm, with 110 caregivers, will receive standard care provided by community health volunteers. Child developmental outcomes will be assessed in both arms. Feasibility of the intervention will be assessed qualitatively. Performance data will be compared across the two arms using mixed linear models to assess the effect of the intervention on child development.Conclusions: The findings are expected to provide evidence on whether the intervention is feasible and has an effect on child developmental outcomes. The results will inform the scalability and sustainability of the project.Trial Registration: The trial has been registered with the Pan African Clinical Trial Registry (www.pactr.org) database (ID number: PACTR201905787868050)
ABSTRACT
No âmbito da Psicologia do desenvolvimento, têm-se realizado pesquisas que buscam investigar os processos desenvolvimentais em suas dimensões cognitivas, sociais e biológicas em todo o ciclo da vida. Nesse contexto, este trabalho buscou evidenciar o papel destacado da afetividade como dimensão essencial no processo desenvolvimental do sujeito, já que esta parece se situar no cerne da vida social, conferindo significação e sentido para a existência. Com base em alguns marcadores em Bowlby e Wallon que situam a emergência do psíquico sobre a base biológica e o caráter relacional-afetivo desse processo, buscamos as implicações entre a formação de vínculos intersubjetivos e o desenvolvimento da afetividade humana, destacando as reflexões de Merleau-Ponty e Philippe Rochat sobre a Psicologia do desenvolvimento infantil.
In the field of Developmental Psychology, researches have been carried out aiming at investigating developmental processes in their cognitive, social and biological dimensions throughout the life cycle. Within this context, this study aimed to highlight the outstanding role of affection as an essential dimension in the subjects developmental process, as this seems to lie in the core of social life, giving meaning and direction to life. Based on some markers in Bowlby and Wallon that place the emergence of the psychic on the biological basis and the relational-affective character of this process, we mean to look for the implications between the formation of intersubjective bonds and the development of the human affectivity, highlighting the reflections of Merleau-Ponty and Philippe Rochat on the child developmental Psychology.
En el ámbito de la Psicología del desarrollo se han realizado pesquisas que tratan de investigar los procesos de desarrollo en sus dimensiones cognitivas, sociales y biológicas a lo largo del ciclo vital. En este contexto, el estudio buscó poner de relieve el importante papel de la afectividad como dimensión esencial en el proceso de desarrollo del sujeto, ya que esta parece ubicarse en el centro de la vida social, confiriendo significación y sentido a la existencia. A partir de algunos marcadores en Bowlby y Wallon que sitúan la emergencia de lo psíquico sobre la base biológica y el carácter relacionalafectivo de este proceso, buscamos las implicaciones entre la formación de vínculos intersubjetivos y el desarrollo de la afectividad humana, destacando las reflexiones de Merleau-Ponty y Philippe Rochat sobre la Psicología del desarrollo infantil.
Subject(s)
Psychology, Developmental , Child Development , AffectABSTRACT
Child development refers to the continuous but predictably sequential biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence. Developmental surveillance should be incorporated into every child visit. Parents play an important role in the child's developmental assessment. The primary care physician should educate and encourage parents to use the developmental checklist in the health booklet to monitor their child's development. Further evaluation is necessary when developmental delay is identified. This article aimed to highlight the normal child developmental assessment as well as to provide suggestions for screening tools and questions to be used within the primary care setting.
Subject(s)
Adolescent , Child , Child, Preschool , Female , Humans , Infant , Infant, Newborn , Male , Checklist , Child Development , Developmental Disabilities , Diagnosis , Health Knowledge, Attitudes, Practice , Parent-Child Relations , Parents , Psychology , Physicians, Primary Care , Psychology , Primary Health Care , Professional-Family Relations , SingaporeABSTRACT
Objective To evaluate the theory of mind in autism spectrum disorders (ASD) and control individuals by applying the Strange Stories test that was translated and adapted to the Portuguese language. Method Twenty-eight children with ASD and 56 controls who were all male and aged between 6 and 12 years participated in the study. Results There were significant differences between the median scores of the groups for each of the 12 stories of the test and for the sum total of all the median scores. The median scores for all stories were significantly greater in the control group than those in the experimental group (children with ASD). In addition, the protocol had excellent internal consistency. Conclusion The theory of mind skills assessed with the Strange Stories test indicated alterations in children with ASD compared with children in the control group. .
Objetivo Avaliação de habilidades de Teoria da Mente em indivíduos com Transtornos do Espectro do Autismo (TEA) e indivíduos-controle, com a aplicação do teste Strange Stories , traduzido e adaptado para a Língua Portuguesa. Método Participaram do estudo 28 crianças com TEA e 56 crianças-controle, todas do sexo masculino e na faixa etária entre seis e 12 anos. Resultados Foram observadas diferenças significativas entre os escores médios dos grupos em cada uma das 12 histórias do teste e na soma dos escores de todas as histórias. Os escores médios registrados para todas as histórias foram significativamente maiores no grupo-controle do que no grupo experimental (crianças com TEA). Observou-se ótima consistência interna do protocolo. Conclusão As habilidades de Teoria da Mente avaliadas pelo teste Strange Stories se mostraram alteradas no grupo de crianças com TEA quando comparadas às crianças do grupo-controle. .
Subject(s)
Child , Humans , Male , Child Development Disorders, Pervasive/physiopathology , Neuropsychological Tests , Theory of Mind/physiology , Age Factors , Analysis of Variance , Case-Control Studies , Child Development Disorders, Pervasive/diagnosis , Interpersonal Relations , Reference Values , Reproducibility of Results , Social Perception , Surveys and QuestionnairesABSTRACT
PURPOSE: Currently, there are many developmental tests of scale and screening for infants and children. However, it has been questioned about the discriminating power and the correlation among developmental tests of scale and screening. So we comprared the Bayley Scales of Infant Development-II(BSID-II) and Korean Infant and Child Developmental Test(KICDT) in terms of correlations and agreement. METHODS: Seventy two infants were studied, who visited the pediatric outpatient clinic at Cheonan Soonchunhyang University Hospital between December 2002 and September 2003. They were classified into three groups, group A of 24 full term infants, group B of 24 preterm infants, and group C of 24 disabled full term infants. We performed both tests to the all infants. RESULTS: The mean scores of mental and psychomotor developmental indices of BSID-II of group A were higher than those of group B and group C, which was statistically significant. Also, the mean scores of personal-social, language and cognitive- adaptive fields of KICDT of group A were much higher than those of group B and group C. The correlation coefficients between BSID-II and KICDT were high in many indices. The kappa coefficient by Cohen between BSID-II and KICDT is 0.45(0.24-0.66). CONCLUSION: There was a reasonable corrrelation between BSID-II and Korean infant and child developmental test in infants younger than 12 months. The kappa coefficient by Cohen between BSID-II and KICDT is not so good in this study. Further study is needed to standardize the items of KICDT.