scholarly journals TO THE PROBLEM OF MODELING GENDER-ORIENTED SUP-PORT OF THE COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN

2017 ◽  
Vol 2 (2) ◽  
pp. 15-18
Author(s):  
E. N. Krolevetskaya ◽  
◽  
N. N. Aftenyuk ◽  
N. A. Ludannaya ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Development

Exploring the Potential of a Gamified DEvelopmental Assessment on an E-Platform (DEEP) Tool to Measure Cognitive Development in Rural Indian Preschool Children

2019 ◽  
Author(s):  
Debarati Mukherjee ◽  
Supriya Bhavnani ◽  
Akshay Swaminathan ◽  
Deepali Verma ◽  
Dhanya Parameshwaram ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Developmental Assessment

Social-Class Differentiation in Cognitive Development among Black Preschool Children

1971 ◽  
Vol 42 (1) ◽  
pp. 37 ◽  
Author(s):  
Mark Golden ◽  
Beverly Birns ◽  
Wagner Bridger ◽  
Abigail Moss
Keyword(s):  
Preschool Children ◽  
Social Class ◽  
Cognitive Development

scholarly journals Project activities as a factor of cognitive development of preschool children

2019 ◽  
Vol 18 (3) ◽  
pp. 169-174
Author(s):  
L.V. Kozak ◽  
◽  
H.A. Korol ◽  
Keyword(s):  
Preschool Children ◽  
Cognitive Development

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

Methods of preparing children to learn Russian at school

2020 ◽  
Author(s):  
Anna Biba
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Primary School ◽  
Undergraduate Students ◽  
Self Control ◽  
Federal State ◽  
Primary School Teachers ◽  
Current Content ◽  
Professional Self ◽  
State Educational

The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

Nutritional status as a determinant of cognitive development among preschool children in South-Western Nigeria

2016 ◽  
Vol 118 (7) ◽  
pp. 1568-1578 ◽  
Author(s):  
Oyepeju Mary Onifade ◽  
Jesse Abiodun Otegbayo ◽  
Joshua Odunayo Akinyemi ◽  
Titus Ayodeji Oyedele ◽  
Ademola Richard Akinlade
Keyword(s):  
Preschool Children ◽  
Cognitive Function ◽  
Cognitive Development ◽  
Nutritional Status ◽  
Cognitive Performance ◽  
Healthcare Services ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Content Type ◽  
Nutritional Status Of Children

Purpose – Improving the health of children under the age of five is one of the main objectives of primary healthcare services in most developing countries. The purpose of this paper is to identify the nutritional status of children under the age of five and its impact on cognitive function. Design/methodology/approach – The cross-sectional study was carried out in a semi-urban community in south-western Nigeria. The sample consisted of 220 school children under the age of five. Anthropometric measurements including weight, height and mid arm circumference were carried out to determine the nutritional status of the children. Cognitive function of the children was assessed using a developmental checklist developed by the American Academy of Pediatrics and their performance was graded as good, fair and poor. Findings – The overall prevalence of malnutrition in this study was low with stunting, underweight and wasting recording 8.2, 6.8 and 1.8 percent, respectively thereby making stunting the most common malnutrition indicator in this study. A large proportion of the children (88.6 percent) had good cognitive performance while 11.4 and 5.5 percent had fair and poor cognitive performance, respectively. Among the various malnutrition indicators measured in this study, stunting was found to have a statistically significant association with cognitive development (p=0.005).Stunted children have multiple functional disadvantages that persist throughout childhood and poor nutrition almost certainly plays a role. This paper calls for a need for the Nigerian Government to intervene by ensuring that policies are implemented that will ensure that health and nutritional needs of preschool children are guaranteed right from conception. Originality/value – In view of the importance of nutrition for cognition in children, this research has shown that the cognitive function of preschool children can be affected by stunting and it has contributed to global data on nutrition and cognition particularly in South-Western Nigeria.

scholarly journals Can young children learn words from a robot?

2011 ◽  
Vol 12 (1) ◽  
pp. 107-118 ◽  
Author(s):  
Yusuke Moriguchi ◽  
Takayuki Kanda ◽  
Hiroshi Ishiguro ◽  
Yoko Shimada ◽  
Shoji Itakura
Keyword(s):  
Social Cognition ◽  
Preschool Children ◽  
Cognitive Development ◽  
Young Children ◽  
Word Learning ◽  
Human Condition ◽  
Chance Level ◽  
Developmental Difference ◽  
Novel Objects ◽  
Better Than

Young children generally learn words from other people. Recent research has shown that children can learn new actions and skills from nonhuman agents. This study examines whether young children could learn words from a robot. Preschool children were shown a video in which either a woman (human condition) or a mechanical robot (robot condition) labeled novel objects. Then the children were asked to select the objects according to the names used in the video. The results revealed that children in the human condition were more likely to select the correct objects than those in the robot condition. Nevertheless, the five-year-old children in the robot condition performed significantly better than chance level, while the four-year olds did not. Thus there is a developmental difference in children’s potential to learn words from a robot. The results contribute to our understanding of how children interact with non-human agents. Keywords: developmental cybernetics; word learning; social cognition; cognitive development

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