Visual development in children aged 0 to 6 years

Zimmermann, Anita; Carvalho, Keila Monteiro de; Atihe, Camila Cristina; Zimmermann, Sara Martins Vieira; Ribeiro, Vinicius Citelli

doi:10.5935/0004-2749.20190034

Cited by 15 publications

(16 citation statements)

References 23 publications

(42 reference statements)

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“…Therefore, inappropriate visual stimulation in preschool aged children could result in amblyopia amblyopia. Amblyopia which is the functional reduction of vision due to abnormal visual image procession by the brain, affects the psychosocial development of a child [3,4,24]. Amblyopia can be reversed if still within the sensitive period of visual development [5].…”

Section: Discussionmentioning

confidence: 99%

“…Early recognition and timely intervention for ocular diseases of childhood are quite challenging and these become even more difficult among the preschool age group because of their inability to articulate their problems [2]. Moreover, early childhood is a rather sensitive period for development of the visual system and the development of the child's visual capacity is complexly linked to development of behavioral, cognitive, psychoemotional sensory and neuromotor functions [3,4]. Childhood ocular diseases may be congenital or acquired and early diagnoses and effective intervention influence optimization of treatment [2,5].…”

Section: Introductionmentioning

confidence: 99%

“…Studies have reported socioeconomic factors to influence detection and treatment of childhood ocular diseases [6,7]. Thus, delay in recognition and timely treatment of childhood ocular morbidities may not only result in problems with the child's general wellbeing but may result to difficulty in learning, poor educational attainment, limited job opportunities, reduced quality of life, psychosocial consequences and may even lead to death, but however, most of these childhood ocular morbidities are treatable and preventable [3,[7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

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Pattern of ocular Diseases among Children under Five Years of Age in Southeast, Nigeria

Onwuegbuna

Ijeoma

Akujuobi

et al. 2021

JAMMR

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Background: Children under 5 years are prone to ocular disorders which could be congenital or acquired. Early recognition of these conditions and timely intervention enhances optimum results. There is paucity of data on the pattern of ocular disorders among these children in Nigeria and this makes it difficult for policy makers to plan health systems that will target this very important group of the population. Aim: To determine the pattern of ocular diseases among children less than 5 years of age in Onitsha, Anambra state Nigeria. Methods: This was a retrospective study of children under 5 years of age that presented to City of Refuge Specialist Eye Clinic Onitsha, Nigeria between January 1st, 2016 to December 31st, 2020. Their case files were retrieved and relevant information extracted. Sociodemographics, month of presentation to the eye clinic and diagnoses were analyzed. Results: A total of 133 children were studied. The patients comprised 85 (63.9%) males and 48 (36.1%) females, with an approximate male to female ratio of 1.8:1. Eye diseases seen were both congenital 32(24.1%) and acquired 101 (75.9%). Of the congenital type, 20 (62.5%) were males, while 12 (37.5%) were females. Most common ocular morbidities recorded were allergic conjunctivitis 41(30.8%) and infective conjunctivitis 34(25.6%). Conclusion: Most of the causes of ocular morbidity in this study were preventable or treatable. Therefore, early detection and management of eye diseases in children will reduce complications in later life.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pattern of ocular Diseases among Children under Five Years of Age in Southeast, Nigeria

Onwuegbuna

Ijeoma

Akujuobi

et al. 2021

JAMMR

View full text Add to dashboard Cite

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“…According to the 2010 census of the Brazilian Institute of Geography and Statistics (IBGE, Instituto Brasileiro de Geografia e Estatística), 3.4% of the population has important visual impairment, and according to the World Health Organization (WHO) there are approximately 1.4 million children with eye disabilities worldwide, 90% of them living in developing countries. Approximately 80% of all causes of childhood blindness are preventable or treatable 8 .…”

Section: Introductionmentioning

confidence: 99%

“…At birth, the essential anatomical elements for visual processing already exist. However, they can only fully develop with adequate growth and stimulation, as the visual system is integrated with the neurological development 8 . Thus, if there is no adequate treatment for visual impairments up to 7 years of age, ophthalmic dysfunctions (amblyopia) may be irreversible 3 .…”

Section: Introductionmentioning

confidence: 99%

Red reflex technique training simulator in newborns

Dias

Kadosaki

Souza

et al. 2021

Rev. bras. educ. med.

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Introduction: The Red Reflex Test (RRT) consists of visualizing the reflection that light causes in the retina when it passes through the pupil. It is a screening test for pathologies that can lead to blindness, which still have great social and economic impact on families and the government. Teaching through simulators allows students and health professionals to acquire and improve their clinical skills. Objective: The aim of the study is to develop a low-cost dummy, 3D printed and based on the Arduino platform, for the training of the red reflex technique (RRT) in newborns and evaluate its educational effectiveness. Method: A RRT dummy was presented to 7 expert judges: 6 pediatricians and 1 ophthalmologist to evaluate its applicability in medical learning. For this purpose, they used a 14-item Likert scale of 5 points. Subsequently, 40 individuals participated in a course: 33 medical students, 5 pediatric residents, a nurse and a general physician. The participants were randomly assigned to two groups: control (CG) and experimental (EG) group. Each group consisted of 20 participants. The EG went through 4 stages: 1) theoretical background; 2) handling of the simulator; 3) simulated clinical practice and; 4) evaluation in real-life patients. Whereas the CG went through the following teaching methodological processes: 1) theoretical background; 2) direct training in real-life patients and; 4) practical evaluation in a real-life patient. After each respective group intervention, both groups were assessed on their learning in 40 newborns at Santa Casa de Misericórdia do Pará Foundation in Belém, state of Pará, Brazil. Results: At the judges’ evaluation regarding the simulator positive items (design, similarity, interest, relevance, content, memorization, didactics, previous reminiscence, comprehension and application), 49.2% answered ‘strongly agree’ and 44.4%, ‘agree’. Regarding the negative questions (difficulty in understanding, information overload, abstraction, difficulty in handling and clarity of operation), 40.0% answered ‘strongly disagree’, and 57.1%, ‘disagree’. The judges were 94.9% favorable to the use of the simulator in medical education. However, comparing the two groups of students, regarding the time of exam, the results showed no statistically significant difference (p-value = 0.29). Conclusions: The dummy showed its applicability for the learning of RRT, with the advantage of being able to perform the exam without having to disturb a real-life patient.

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