Evaluation of child development: beyond the neuromotor aspect

Eickmann, Sophie Helena; Emond, Alan; Lima, Marília de Carvalho

doi:10.1016/j.jped.2016.01.007

Cited by 18 publications

(15 citation statements)

References 44 publications

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“…The disruption of social development, such as via exposure to poverty-related stressors, may have a profound sequential effect on EF, serving as a causal pathway leading to broader achievement inequalities. These findings are consistent with, and extend, previous studies highlighting the importance of social competence and EF, individually, as important markers of school readiness (Campbell and Stauffenberg, 2008; Blair and Raver, 2015; Eickmann et al, 2016). Children with social skill problems participate less in classroom activities and social relations, have lower quality relationships with teachers and peers, and have decreased abilities in planning and completing academic tasks (Blair, 2002; de Wilde et al, 2016).…”

Section: Discussionsupporting

confidence: 92%

“…However, core cognitive and social-emotional skills have been demonstrated to be equally important facets of school readiness (Campbell and Stauffenberg, 2008; Blair and Raver, 2015; Eickmann et al, 2016). These broader competencies promote “readiness to learn,” an essential precursor to successful content-based learning (Campbell and Stauffenberg, 2008; Blair and Raver, 2015; Eickmann et al, 2016). For example, throughout the preschool years, development of inhibitory control and prosocial behaviors fosters the ability to sit still, as well as listen and attend to instructions and rules (McClelland et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

2018

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The association of socioeconomic status with academic readiness and school achievement is well established. However, the specific contributions of cognitive and social aspects of self-regulation, and potential reciprocal relations between them in the prediction of school readiness and early school achievement have not previously been examined. This study examined mediational processes involving children's executive function (EF) skills at 58 months and Grade 1 (G1) and social competence in Kindergarten (K) and G1, as potential pathways by which early-life poverty-related risks influence Grade 2 (G2) math and reading achievement. Data came from the Family Life Project, which is a prospective longitudinal study of 1,292 children and families followed from birth in primarily low-income, non-urban counties in Pennsylvania (PA) and North Carolina (NC). Autoregressive cross-lagged mediation analyses indicated that EF at 58 months through EF at G1 mediated negative associations between cumulative risk exposure and academic skills, with this pathway mediating 36% of the total effect. Furthermore, social competence at K through EF at G1 mediated negative associations between early-life cumulative socioeconomic risk and academic skills, mediating 16% of the total effect. These findings provide evidence that poverty-related risks can influence school readiness and academic achievement via EF. Additionally, these results provide preliminary support for the premise that social competence through EF is a pathway by which cumulative poverty-related risk predicts early academic competence. Our findings are consistent with studies demonstrating developmental associations between EF and social competence. Furthermore, our findings are consistent with prekindergarten programs for children in poverty that emphasize both cognitive and social aspects of self-regulation.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

2018

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“…This care environment provides the longitudinal follow-up of the children, promoting whole health care and contextualizing factors that determine the quality of life and health of the children, in relation to their community. 7 , 8 , 9 As a paradox, many professionals who work in BHC do not feel capable and comfortable to identify and handle possible infant MHPs. 10 The use of standardized screening instruments of MHPs in young children can be a strategy for these challenges.…”

Section: Introductionmentioning

confidence: 99%

Rastreamento De Problemas De Saúde Mental Em Crianças Pré-Escolares No Contexto Da Atenção Básica À Saúde

Santos

Celeri

2017

Rev. paul. pediatr.

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Objective: To study the applicability of the Strength and Difficulties Questionnaire (SDQ 2,4-p) as a screening tool for mental health problems in preschoolers, in the context of Primary Health Care; to evaluate the mental health problems of the sample, comparing data from SDQ (2,4-p) and from the Child Behavior Check List (CBCL 1½-5 years).Methods: Cross-sectional observational study with a convenience sample of 31-50-month-old children, whose caretakers provided informational reports. In the first stage, professionals from the primary care health unit have applied the SDQ (2,4-p) during routine appointments. Subsequently, the CBCL (1½-5) was applied by a professional experienced in infant mental health. The SDQ and CBCL results were compared and the correlation between the scales was tested.Results: Among 280 questionnaires available to the health professionals, 48 were filled out and the CBCL was applied to 40 of the participants. Among the problems found with the SDQ, 18 cases (37.6% out of 48) have shown abnormal score in the “Total Difficulties” and 38 (80.9% out of 48) have shown normal score in the “Impact of Difficulty”. Behavioral issues were highlighted by the percentage of abnormal scores (47.9%). The correlation between SQD and CBCL was positive for all scales, except for the pro-social behavior.Conclusions: Clinically important mental health problems were found in preschool children. Variables of the SDQ discriminate normal and abnormal scores according to the CBCL parameters, thus functioning as a good screening tool.

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“…Furthermore, during prophylaxis, median HR values were higher for SG than for CG. This result may be explained by the delay in the psychosocial, cognitive and emotional development of individuals with DS, who may present a more anxious response [14]. Individuals with DS may find it difficult to evaluate the invasive nature of dental treatment or understand the instructions and explanations given by the dentist, thus increasing their level of tension [15].…”

Section: Discussionmentioning

confidence: 99%

Physiological and Behavioral Manifestations of Children and Teenagers with Down Syndrome During the Dental Appointment: A Comparative Cross-Sectional Study

Silva

Nogueira

Leal

et al. 2020

Pesqui. Bras. Odontopediatria Clín. Integr.

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To measure the heart rate (HR) and the behavior of children and teenagers with Down Syndrome (DS) during the dental appointment. Material and Methods: Two groups (n = 52), of both genders, aged 2-14 years, matched by age group were formed: study group (SG)-individuals with DS and control group (CG)-normotypical school children. The participants were submitted to clinical examination and prophylaxis. An oximeter was used to measure the HR at five moments of the dental consultation: before entering the practice room (T0), when sitting in the dental chair (T1), during the clinical examination (T2), during prophylaxis (T3) and immediately after prophylaxis (T4). Behavior, classified according to the Frankl Scale, was observed at T3. Mann Whitney, Kruskal-Wallis, Dunn and Pearson's Chi-square tests were used to analyze and compare variables (significance level at 5%). Results: In SG, a significant difference in HR was observed according to the moment of dental appointment (p<0.001 SG; 0.3385 CG). The highest HR value in SG was observed at T3 (median 110.00; IIQ 96.00-124.00), the only moment significantly different (p<0.001) from HR values for CG. A difference in behavior between groups (p<0.001) was also observed. Conclusion: HR of individuals with DS varied throughout the dental appointment, and they also had a higher prevalence of uncooperative behavior.

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Evaluation of child development: beyond the neuromotor aspect

Abstract: The pediatrician's role in the future will include both physical and mental health, recognizing that social development, resilience, and emotional maturity are as important as physical growth and neuromotor skills in a child's life course.

Cited by 18 publications

References 44 publications

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

Rastreamento De Problemas De Saúde Mental Em Crianças Pré-Escolares No Contexto Da Atenção Básica À Saúde

Physiological and Behavioral Manifestations of Children and Teenagers with Down Syndrome During the Dental Appointment: A Comparative Cross-Sectional Study

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