Sentences with phrase «early cognitive stimulation»

The benefits of early cognitive stimulation might function through an increase in a child's comfort level and confidence around academic matters or through the child's perception that the parents endorse the academic project of schooling.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

On the basis of this previous theoretical and empirical work, we hypothesized that (1) early cognitive stimulation, (2) early parental emotional support, and (3) early viewing of television would predict subsequent bullying behavior, controlling for baseline bullying.

Zimmerman FJ, Glew GM, Christakis DA, Katon W. Early Cognitive Stimulation, Emotional Support, and Television Watching as Predictors of Subsequent Bullying Among Grade - School Children.

Another part of the answer has to do with early cognitive stimulation: Affluent parents typically provide more books and educational toys to their kids in early childhood; low - income parents are less likely to live in neighborhoods with good libraries and museums and other enrichment opportunities, and they're less likely to use a wide and varied vocabulary when speaking to their infants and children.

Not exact matches

But the conventional wisdom is that the big problem for low - income kids is that they don't get enough cognitive stimulation early on.

Early experimental studies from Harvard in patients with schizophrenia suggest that cerebellar stimulation is safe and appears to improve some of the patients» cognitive abnormalities.

Northwestern University's Ken Paller is already administering this type of stimulation to middle - aged adults with mild cognitive impairment, often an early indicator of Alzheimer's disease.

Left - behind children tend to leave school early, eat poorly, and have little cognitive stimulation in the crucial first years of life.

Our study, along with prior studies, supports the notion that «cognitive reserve» resulting from early - life and lifelong education and cognitive stimulation may be a potent strategy for the primary prevention of dementia in both high - and low - income countries around the world.21 However, it should be noted that the relationships among education, brain biology, and cognitive function are complex and likely multidirectional; for instance, a number of recent population - based studies have shown genetic links with level of educational attainment, 22,23 and with the risk for cognitive decline in later life.24 Higher levels of educational attainment are also associated with health behaviors (eg, physical activity, diet, and smoking), more cognitively - complex occupations, and better access to health care, all of which may play a role in decreasing lifetime dementia risk.

But the conventional wisdom is that the big problem for low - income kids is that they don't get enough cognitive stimulation early on.

If so, early bullying might prompt reduced emotional support and cognitive stimulation by the parents and more television viewing.

Design Using data from a nationally representative data set, we regressed 4 measures of cognitive development at ages 6 and 7 years on television viewing before age 3 years and at ages 3 to 5 years, controlling for parental cognitive stimulation throughout early childhood, maternal education, and IQ.

To our knowledge, this is the first study to test the hypothesis that early emotional support, cognitive stimulation, and television viewing are associated with subsequent bullying.

Using data from a nationally representative data set, we regressed 4 measures of cognitive development at ages 6 and 7 years on television viewing before age 3 years and at ages 3 to 5 years, controlling for parental cognitive stimulation throughout early childhood, maternal education, and IQ.

Conclusion The early home environment, including cognitive stimulation, emotional support, and exposure to television, has a significant impact on bullying in grade school.

Existing literature suggests that 3 specific early childhood predictors might play a role in the development of subsequent bullying: cognitive stimulation, emotional support, and television exposure.

We found that early (age 4 years) cognitive stimulation, emotional support, and exposure to television were each independently associated with subsequent maternal report that the child was considered a bully at grade - school age.

To control for this possibility, we include our measure of bullying at age 4 years, measured contemporaneously with the main predictors (ie, early parental cognitive stimulation, emotional support, and television viewing).

Early childhood care Science now tells us that optimal neural development in a child, which affects physical, mental and cognitive development, depends on the good nutrition and loving stimulation the child receives during the first months and years of life.

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

Labor market returns to an early childhood stimulation intervention in Jamaica The intervention consisted of weekly visits from community health workers over a 2 - year period that taught parenting skills and encouraged mothers and children to interact in ways that develop cognitive and socioemotional skills.

Individual aspects (students» cognitive capacities and earlier developmental stimulations) as well as external conditions (parental coping competences and parent - youth - coorientation) were assessed and included into a path model.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

Three aspects of parenting have been highlighted as central to children's early language and learning: (1) the frequency of children's participation in routine learning activities (e.g., shared bookreading, storytelling); (2) the quality of caregiver - child engagements (e.g., parents» cognitive stimulation and sensitivity / responsiveness); and (3) the provision of age - appropriate learning materials (e.g., books and toys).24

Conduct problems also were robustly predicted by low levels of early mother - report cognitive stimulation when infant temperament was controlled.

First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and cognitive stimulation) at 4.5 years and children's academic achievement (as measured by performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).