Child Development

Background  Extremely low and very low gestational age (ELGA and VLGA) constitutes a risk factor for development even in absence of cerebral damage, as an immature central nervous system is exposed to invasive and inadequate stimulation. We tested the hypothesis that GA impacts developmental outcomes and trajectories of preterms without major cerebral damage in the first 2 years of life, expecting poorer developmental outcomes and higher rate of impairment with the decreasing of GA. We also evaluated whether GA, together with developmental outcomes in the first year of life, was related to developmental outcomes at 24 months.Methods  Eighty-eight infants, divided into three GA groups (ELGA: ≤28 weeks; VLGA: 29–32 weeks; full term: >37 weeks) were assessed longitudinally at 6, 12, 18 and 24 months using the Griffiths Mental Development Scales.Results  Use of a repeated measure multivariate analysis of variance resulted in several significant findings. GA was associated with the developmental quotient (DQ) scores (P= 0.006); and locomotor (P < 0.001), eye and hand co-ordination (P= 0.016) and performance (P= 0.040) sub-scale quotient (SQ) scores; age of evaluation was also associated with DQ scores (P= 0.002), and locomotor (P < 0.001) and performance (P < 0.001) SQ scores. In particular, ELGAs exhibited lower DQ and SQ scores compared with the VLGA and full-term groups; some ELGAs showed mild, moderate or severe cognitive impairments, while few VLGAs mild impairments. Linear regression analysis showed that GA (P= 0.034) and 12-month developmental outcome (P < 0.001) were related to 24-month developmental outcome.Conclusions  Different developmental trajectories emerged in relation to GA, with poorer developmental outcomes and higher rates of impairment in ELGAs and few mild impairments in VLGAs. The relevance of taking into account both GA and repeated assessments in the first 2 years of life was shown.

Emotional intelligence is one of the most popular study topics that have gained importance in recent years. This concept has a special significance especially for children who are in the age of education. In this study, firstly the basic theories of emotional intelligence and this concept are tried to be explained, and then the relations between emotional intelligence and achievement levels of children in education age are mentioned. It is possible to define emotional intelligence in the simplest sense as the ability to carry out ideas about strengths and weaknesses, knowing what a person feels, and the ability to effectively and effectively manage their feelings to make accurate and effective decisions on behalf of their own lives and relationships with other people. It is foreseen that the emotional intelligence skill, which seems to be very effective in increasing the quality of life of the person, will be extremely useful for both the people and the society in the name of the future if it is tried to be developed starting from childhood. It is important to develop a model based on emotional intelligence in education. In this study, it is aimed to emphasize this point. DUYGUSAL ZEKA VE ÇOCUKLAR AÇISINDAN ÖNEMİ ÖZ Duygusal zeka son yıllarda önem kazanan en popüler çalışma konularından bir tanesidir. Özellikle eğitim çağında yer alan çocuklar üzerinde bu kavramın ayrı bir önemi bulunmaktadır. Bu çalışmada öncelikle duygusal zeka ve bu kavramın dayanağı olan temel kuramlar açıklanmaya çalışmakta ardından da eğitim çağındaki çocukların duygusal zeka ile başarı düzeyleri arasındaki ilişkiler konusuna değinilmektedir. En sade tanımıyla duygusal zekayı, kişinin ne hissettiğini bilerek, güçlü ve zayıf yönleri konusunda fikirler yürütebilmesi, yaşadığı duyguları etkili bir biçimde yöneterek kendi yaşamı ve diğer insanlarla ilişkileri adına doğru ve etkili kararlar alabilme becerisi olarak tanımlamak mümkündür. Kişinin yaşam kalitesini artırmada son derece etkili olduğu görülen duygusal zeka becerisi çocukluktan başlanarak geliştirilmeye çalışılırsa gelecek adına hem onlar hem de toplum için son derece faydalı olacağı öngörülmektedir. Eğitimde duygusal zekaya dayalı bir model geliştirilmesi bu açıdan önemlidir. Bu çalışmada da bu noktaya vurgu yapmak amaçlanmıştır. Anahtar Kelimeler: Duygusal zeka, duygusal zeka kuramları, eğitim, çocuk

The focus of this paper is to apply sensory branding to the case of Lego. Henceforth, the thesis question for my paper is the following: To what extent does Lego use sensory branding and what should the company do in the future in terms of utilizing sensory branding?

The reason for choosing this topic is first of all, that I myself grew up with Lego and as so many in my age range intuitively understand the sensory characteristics of the touch and look of the Lego brand. Second of all I chose this topic because Lego seems to be applying sensory branding only in a limited sense.

This is interesting first of all, because it indicates, that there is room for improvement in Lego’s overall branding strategy. Second of all, it is interesting because according to fellow Danish marketing guru Martin Lindstrom, the future belongs to companies who fully adopt sensory branding. This is particularly relevant for Lego considering they are in an industry where function is relatively easily copied. Therefore, if Lego does not improve its sensory branding efforts, the company risks being overtaken by competitors applying a more holistic sensory branding strategy.

Neglect is a serious form of maltreatment. It is the persistent failure to meet a child’s basic physical and/or psychological needs resulting in serious impairment of heath and/or
development (Turney & Tanner 2005). Neglect has harmful consequences in the short and long term and it can be fatal. In practice, neglect exists as a continuum ranging from reactive and short term to chronic and severe neglect (ibid.). Although relatively little attention has been paid to neglect in terms of research and policy, existing research challenges the common misconception that neglect is not as serious as other forms of child maltreatment.

Neglect is a complex phenomenon that is difficult to define. In the face of pluralistic notions of what constitutes adequate care, defining children’s needs and determining what constitutes neglect has been problematic. The lack of clarity around what child neglect means and includes has practical implications. As most neglectful families have complex needs, interventions frequently entail responses from different service providers.
Practitioners’ understandings of neglect, however, are often shaped by different professional backgrounds and can vary within and across different services. This can contribute to vital pieces of information in neglect cases not being picked up, information being lost or not being effectively communicated across different agencies. An effective interagency approach is indispensable for successfully intervening in cases of child neglect and in safeguarding children.

Gresham, F. M. & Elliott, S. N. (2016). Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica para Crianças: SSRS Manual de aplicação, Apuração e Interpretação [Del Prette, Z. A. P., Freitas, L. C., Bandeira, M. & Del Prette, A.  Autores da adaptação e padronização brasileira]. São Paulo: Pearson.

Ver detalhes aqui: http://www.casadopsicologo.com.br/ssrs-inventario-de-habilidades-sociais-problemas-de-comportamento-e-competencia-academica-para-criancas-kit-completo.html#.Vq4xseanfqh

It is sometimes argued that the non-therapeutic, non-consensual alteration of children’s genitals should be discussed in two separate ethical discourses: one for girls (in which such alterations should be termed ‘female genital mutilation’ or FGM), and one for boys (in which such alterations should be termed ‘male circumcision’). In this article, I call into question the moral and empirical basis for such a distinction, and argue that all children—whether female, male, or intersex—should be free from having parts of their genitals removed unless there is a pressing medical indication.

Perkembangan merupakan polaperubahan yang dimulai sejak masa pembuahan dan terus berlangsung  selama masa hidup manusia. Sebagian besar perkembanan mencakup pertumbuhan, meskipun juga mencakup kemunduran yang disebabkan oleh proes penuaan dan kematian. Menemukan kajian mengenai perkembangan masa hidup dapat merangsang minat dan dipenuhi dengan berbagai informasi mengenai siapa kita, bagaimana kita bisa menjadi seperti sekarang ini, dan bagaimana masa depan kita kelak.

To explore employed mothers’ perceptions about influence of their working status on growth and development of their children through non-probability judgmental sampling mothers who were formally employed and were having children between the age of 0–5 years were selected from a single community. A total of twelve mothers who consented were enrolled in the study. Responses revealed that being employed their time spent with children is compromised which is impacting on children&#39;s emotional development, feeding practices, attachment and bonding with their children. It is concluded that first year maternal employment may form in-secure attachment; child may develop feeling of fear and insecurity, lack of confidence and a decline in performance at school.

Undernutrition in early childhood has long-term physical and intellectual consequences. Improving child growth should start before the age of two years and be an integrated effort between all sectors, covering all aspects such as diet and nutrient intake, disease reduction, optimum child care, and improved environmental sanitation. To discuss these issues, the Indonesian Danone Institute Foundation organized an expert meeting on Child Growth and Micronutrient Deficiencies: New Initiatives for Developing Countries to Achieve Millennium Development Goals. The objective of the meeting was to have a retrospective view on child growth: lessons learned from programs to overcome under-nutrition in the developed countries and to relate the situation to the Indonesian context, as well as to discuss implications for future programs. Recommendations derived from the meeting include focus intervention on the window of opportunity group, re-activation of the Integrated Health Post at the village...

The relationship between early maternal responsivity and later child communication outcomes in young children with fragile X syndrome was investigated. Data were obtained from 55 mother–child dyads over a 36-month period. Performance data were obtained at each measurement point from video observations of four different contexts. These were coded for (a) child communication behaviors, (b) parent responsivity, and (c) behavior management behaviors. Results indicate that early maternal responsivity predicts the level of four important child language outcomes at 36 months of age after controlling for child developmental level and autism symptomology.