Sentences with phrase «cognitive health of children»

We also know that play is valuable to the social - emotional and cognitive health of children.

Not exact matches

These outcomes include reducing the welfare caseload; employing former welfare recipients; increasing incomes for the poor and near poor; improving the cognitive, physical and social development of children; reducing out - of - wedlock births; improving health care for low - income residents; and bolstering job stability and advancement.

Scores on the cognitive, receptive and expressive communication and fine motor sections were highest among children who were breastfed for more than six months, the researchers reported in the Journal of Epidemiology and Community Health.

Articles explore: the idea that violence should be thought of as a public health problem analogous to infectious disease; examine from a scientific perspective the impacts on children's social, emotional, and cognitive development of growing up in a violent community; share first - hand insights from children and caregivers; and explore various interventions, from the favelas of Recife, Brazil, to the inner cities of Chicago, Illinois, United States (US), and Glasgow, Scotland, which are offering a tangible sense of hope.

Contemporary research at the interface of developmental psychology, neuroscience and genetics demonstrates that children develop the capacity for emotional regulation, cognitive resourcefulness and overall mental health when caregivers respond to the meaning of behavior rather than the behavior itself.

Those outcomes were: «low moral internalization, aggression, antisocial behavior, externalizing behavior problems, internalizing behavior problems, mental health problems, negative parent - child relationships, impaired cognitive ability, low self - esteem, and risk of physical abuse from parents.»

«It is imperative that we set high standards for the safety and well - being of children and youth in our sports and fitness programs to ensure their physical, cognitive, social and emotional health,» said Donna M. McGrath, with Army CYSS Sports & Fitness Program Manager.

Lack of sleep in children has also been associated with health problems ranging from obesity to mood swings, as well as cognitive problems that can have an impact on a child's ability to concentrate, pay attention, and learn in school.

Feeding therapist Melanie Potock and pediatrician Nimali Fernando and (aka Dr. Yum and Coach Mel) know the importance of giving your child the right start on his or her food journey — for good health, motor skills, and even cognitive and emotional development.

The activation of the serve - and - return wiring in the brain, provide the basis of healthy brain architecture: particularly in relation to life - long mental well - being, empathy, emotional regulation, and cognitive skills (Feldman, Rosenthal & Eidelman, 2014; National Scientific Council on the Developing Child, 2004; World Health Organisation, 2004).

Another strength is that our results provide a more complete assessment of socioeconomic inequalities in breastfeeding rates, by estimating both relative and absolute inequalities, than common practice in inequality assessments.23 Finally, our study analysed effects of the intervention not only on an immediate, direct outcome (breastfeeding) but also on a long - term consequence of breastfeeding (child cognitive ability) that is associated with important health and behavioural outcomes in later life.27

The authors concluded that extended breastfeeding is not associated with mental health risks but breastfeeding can result in closer parent - child relationships.17 Doubt of the relationship between breastfeeding and cognitive development led to a meta - analysis of 20 studies.

The largest randomized trial of a comprehensive early intervention program for low - birth - weight, premature infants (birth to age three), the Infant Health and Development Program, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interactions.

According to an April 2016 study published in the Journal of Family Psychology, which studied more than 50 years on data on 160,000 children, children who were spanked are also more likely to exhibit «increased anti-social behavior, aggression, mental health problems and cognitive difficulties that last into adulthood.»

NCS programs work in partnership with parents to promote healthy child development with goals for school readiness in the areas of language and literacy development, cognitive development, large and small motor development, social emotional development and health and safety knowledge.

It also helps the activation of the serve - and - return wiring in the brain, provide the basis of healthy brain architecture: particularly in relation to life - long mental well - being, empathy, emotional regulation, and cognitive skills (Feldman, Rosenthal & Eidelman, 2014; National Scientific Council on the Developing Child, 2004; World Health Organisation, 2004).

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

These findings add to a growing body of evidence that has suggested breastfeeding may have multiple health and other benefits for children.12 28 The particular significance of the present findings is that they show the cognitive benefits that are associated with breastfeeding are unlikely to be short - lived and appear to persist until at least young adulthood.

Poor nutrition during these critical growth and developmental periods places infants and children at risk of impaired emotional and cognitive development and adverse health outcomes.

This is in spite of the wealth of evidence that poverty can devastate children's life chances by damaging their cognitive, emotional and social development, physical and mental health, and educational outcomes.

A study by researchers at Columbia Mailman School of Public Health and colleagues at Paris Descartes University assessed the association between the amount of time spent playing video games and children's mental health and cognitive and social skills, and found that playing video games may have positive effects on young chiHealth and colleagues at Paris Descartes University assessed the association between the amount of time spent playing video games and children's mental health and cognitive and social skills, and found that playing video games may have positive effects on young chihealth and cognitive and social skills, and found that playing video games may have positive effects on young children.

That report, published in Brain Imaging and Behavior, quickly led to further research — a National Institutes of Health - funded study at Pitt examining the brain during dual cognitive - balance performance in children following concussion.

The finding suggests that this type of scan could be used to identify children whose risk was previously unknown, allowing them to undergo treatment before developing depression, says John Gabrieli, the Grover M. Hermann Professor in Health Sciences and Technology and a professor of brain and cognitive sciences at MIT.

Digital games can effectively teach refugee children much - needed skills — including a new language, cognitive skills, and coding — while also improving their mental health, finds research by New York University, the City University of New York, and Turkey's Bahcesehir University.

«We argue that across your lifespan, you go from «broad learning» (learning many skills as an infant or child) to «specialized learning,» (becoming an expert in a specific area) when you begin working, and that leads to cognitive decline initially in some unfamiliar situations, and eventually in both familiar and unfamiliar situations,» Wu said.In the paper, Wu argues that if we reimagine cognitive aging as a developmental outcome, it opens the door for new tactics that could dramatically improve the cognitive health and quality of life for aging adults.

It gives the grandparents activities and challenges, provides someone to take care of the children,» and seems to ultimately benefit the cognitive health of the grandparents.

To better understand the benefits of a new, family - based cognitive behavioral therapy and how it may work to improve sleep in children with ASD, McCrae and Micah Mazurek, associate professor of health psychology, are conducting a sleep treatment study through the Research Core at the MU Thompson Center for Autism and Neurodevelopmental Disorders.

The original reason I moved here was the lack of cognitive and translational neurosciences opportunities in India; now I've been able to learn and apply these methods back in the field in India with my global mental health collaborators [J. Mishra et al., Child Adolesc.

«Where a child grows up in impoverished conditions... with limited cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.

Poorer children have worse cognitive, social - behavioural and health outcomes because they are poor, and not just because poverty is correlated with other household and parental characteristics, according to a new report from the London School of Economics and Political Science (LSE).

LA JOLLA, CA — A multi-institutional team headed by Ursula Bellugi, professor and director of the Laboratory for Cognitive Neuroscience at the Salk Institute for Biological Studies, has been awarded a $ 5.5 million Program Project Grant by the National Institute of Child Health and Human Development (NICHD) to link social behavior to its underlying neurobiological and molecular genetic basis using Williams syndrome as a model.

It is difficult to determine exactly what proportion of those losses are due to maternal malnutrition, but recent research indicates that 60 percent of deaths of children under age 5 are associated with malnutrition — and children's malnutrition is strongly correlated with mothers» poor nutritional status.17 Problems related to anemia, for example, including cognitive impairment in children and low productivity in adults, cost US$ 5 billion a year in South Asia alone.18 Illness associated with nutrient deficiencies have significantly reduced the productivity of women in less developed countries.19 A recent report from Asia shows that malnutrition reduces human productivity by 10 percent to 15 percent and gross domestic product by 5 percent to 10 percent.20 By improving the nutrition of adolescent girls and women, nations can reduce health care costs, increase intellectual capacity, and improve adult productivity.21

Children's learning and development in the preschool years are influenced by a range of factors, including relationships with parents and caregivers, cognitive stimulation, adequate nutrition, health care, and safe supportive environments.

Whereas business - driven educational reform has largely focused on the K - 12 years, recent studies, including one by the National Institute of Child Health and Human Development (NICHD), have now shown that the quality of care infants and toddlers receive can significantly impact their cognitive and social development through elementary school — and even beyond.

For 11 years, Bub worked closely with Dean Kathleen McCartney as a research assistant on the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, which further opened her eyes to the effects of high - quality early education experiences on children's social, behavioral, and cognitive skills.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

With Günther Fink from the Harvard [T.H. Chan] School of Public Health, I've developed a new measure for the 0 — 3 age range that uses caregivers» reports of children's motor, language, cognitive, social, and emotional skills to capture these complex processes in fast, cost - effective ways.

The study, which comes out of the National Institute on Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development in chilChild Health and Human Development (NICHD) Study of Early Child Care and Youth Development, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development in chilChild Care and Youth Development, is the first to provide a link from certain characteristics of childcare that are regulated by states, such as caregiver training and child - staff ratios, to improved cognitive and social development in chilchild - staff ratios, to improved cognitive and social development in children.

Inner - city neighborhoods are where all these dynamics interact, the study points out, and in neighborhoods with poverty rates at or above 40 percent, higher rates of school dropout, teenage pregnancy, and crime, and lower rates on cognitive and verbal skill tests and health indicators among school - age children continue.

Three years ago, U.S. Secretary of Education Arne Duncan created a dedicated Office for Early Learning with the ambitious goal of «improving the health, social - emotional, and cognitive outcomes for children from birth through third grade.»

For example, impactful Early Head Start and Head Start (EHS / HS) programs effectively provide family members with support, training, and materials to help them stimulate their children's cognitive development, handle discipline and health problems, and develop vocational and home management skills (U.S. Department of Health and Human Services, Administration for Children and Familieschildren's cognitive development, handle discipline and health problems, and develop vocational and home management skills (U.S. Department of Health and Human Services, Administration for Children and Families, health problems, and develop vocational and home management skills (U.S. Department of Health and Human Services, Administration for Children and Families, Health and Human Services, Administration for Children and FamiliesChildren and Families, 2010).

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ASCD calls on policymakers to offer healthy, nutritious meals to all students; to foster greater alignment, integration, and collaboration between education and the health sector to improve each child's cognitive, physical, social, and emotional development; and to promote the components of a coordinated school health model so that students are healthy, safe, engaged, supported, and challenged.

Results of brain research, much of it sponsored by the National Institutes of Child Health and Human Development (NICHD), suggest that different parts of the brain working together are responsible for complex cognitive processes and that the communication between these brain centers is required for successful learning to occur.

The underlying purpose of the Whole School, Whole Community, Whole Child (WSCC) model is to establish greater alignment, integration, and collaboration between health and education across the school setting to improve each child's cognitive, physical, social, and emotional developChild (WSCC) model is to establish greater alignment, integration, and collaboration between health and education across the school setting to improve each child's cognitive, physical, social, and emotional developchild's cognitive, physical, social, and emotional development.

I find it just as absurd for veterinarians to be selling high carbohydrate and by - product filled pet foods to the caregivers of carnivorous companion animals as it is for health authorities to permit the sale of high fructose, fortified junk breakfast cereals, snacks and beverages for children to consume and then rationalize putting them on Ritalin and other psychotropic drugs to correct diet - related cognitive, emotional and behavioral impairments.

In addition to bringing those topics back to the forefront, we can add a newer argument, which is about thriveability: by increasing contact with the natural world, especially within cities, we can enhance and enrich our children's (and our) full use of the senses, cognitive development, and overall health and well - being.

«The Effects of Poor Neonatal Health on Children's Cognitive Development».

The scale of natural disasters has also increased because of deforestation, environmental degradation, urbanization, and intensified climate variables.20 The distinctive health, behavioral, and psychosocial needs of children subject them to unique risks from these events.21 Extreme weather events place children at risk for injury, 22 loss of or separation from caregivers, 21 exposure to infectious diseases, 23 and a uniquely high risk of mental health consequences, including posttraumatic stress disorder, depression, and adjustment disorder.24 Disasters can cause irrevocable harm to children through devastation of their homes, schools, and neighborhoods, all of which contribute to their physiologic and cognitive development.25

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.