Developmental delay in early childhood is associated with visual-constructive skills at school age in a Brazilian cohort

Abstract

We investigated differences in IQ and visual-constructive skills in school-age children evaluated as developmentally delayed or typically developed in early childhood. Sixty-four participants from a Brazilian cohort were evaluated in IQ (Wechsler Abbreviated Scale of Intelligence) and tasks of visual-spatial memory and visual-constructive skills through the Benton Visual Retention Test (BVRT) at school age. Neuropsychomotor development at 4 years of age was measured by Denver II. Developmentally delayed children showed lower IQs, lower scores, and more errors in copy and memory BVRT tasks when compared to typically developed children. Delay in neuropsychomotor development in early childhood may affect the subsequent cognitive development of children.

Funções neuropsicológicas de escolares na reabertura das escolas brasileiras na pandemia da Covid-19

“…Para as habilidades visuoespaciais, a tabela 1 aponta que 66,67% das crianças nos anos iniciais de escolaridade apresentaram alerta ou déficit. As habilidades visuoconstrutivas resultam da associação entre as habilidades motoras finas e as habilidades visuoespaciais, estando vinculadas ao planejamento e organização mental, bem como a execução motora e percepção do objeto (18) . Um estudo (18) , realizado com estudante brasileiros que cursavam o Ensino Fundamental, evidenciou uma associação entre as habilidades visuoconstrutivas de crianças em idade escolar com o desenvolvimento neuropsicomotor prévio e apontou que o adequado desenvolvimento dessas habilidades auxiliam na aquisição de competências cognitivas mais complexas no decorrer do desenvolvimento e aprendizado das crianças.…”

The neuropsychological functions of schoolchildren after the reopening of brazilian schools during the Covid-19 pandemic

“…On visuospatial skills, Table 1 shows that 66.67% of children in the initial years of schooling showed alert or deficit. The visuoconstructive abilities result from the association between the fine motor skills and the visuospatial abilities, being linked to the planning and mental organization, as well as the motor execution and perception of the object (18) . A study (18) , conducted with Brazilian students who attended elementary school, evidenced an association between the visuoconstructive skills of school-age children with the previous neuropsychomotor development and pointed out that the adequate development of these skills help in the acquisition of more complex cognitive competencies in the course of the development and learning of children.…”

Идентификация Прогнозных Маркеров Задержки Психического Развития 4-Летних Детей

“…Было показано, что большое значение для развития вербальной компетентности в возрасте 4 лет играет фактор социальной преемственности и социального внимания в младенчестве [Wellman et al, 2008]. Стоит отметить, что способность к общей осведомленности подлежит тренировке в намного большей степени, чем невербальные способности ребенка, что было продемонстрировано в исследовании обучения детей с ЗПР [Tzuriel et al, 2017], в то время как в соответствии с данными лонгитюдного исследования с первичной диагностикой ЗПР в 4 года, в школьном возрасте наибольшие проблемы сопряжены с невербальными навыками [Picollo et al, 2016]. Поэтому этот индикатор сам по себе обладает меньшей прогностической силой, но должен рассматриваться в совокупности с двумя другими индикаторами ЗПР.…”