Suchergebnisse

The encounters between health institutions, practitioners, and Haitian and Dominican communities have triggered several frictions and conflicts in the public health system in Chile since 2010, especially in maternal child health. In this article, I explore the interactions between health institutions, "psy" technologies, and afro-descendant women registered in the "Chile Crece Contigo" program and how these interactions impact women's subjectivity and everyday lives. Developmental sciences, especially neurosciences, play a crucial role in the program by promoting comprehensive childhood development. I argue that the entanglements between attachment theory, neurosciences, and epigenetics gained authority for health practitioners and shaped migrants' representations of motherhood and child-rearing anchored in neurobiology. Although health institutions have encouraged the adoption of "cultural competencies," practitioners' interventions have tended to promote a neurobiological understanding of attachment and early stimulation, neglecting moral and contextual aspects involved in migrants' parenting practices. Interventions have delineated representations of "(ab)normal" motherhood and childhood, shaping moral ideals of children's development and a migrant citizenship project for the future of Chile. I also argue that by placing concerns on the table about migrant children's neurobiological development and social vulnerability, the program has shaped what some researchers call the "neuroscience of poverty."

Abstract In 2015, the Zika virus epidemic was declared in Brazil. More than 4,000 children were infected and developed what is known as the Congenital Zika Virus Syndrome. Incurable and only palliated with drugs, for the syndrome, "early stimulation" was presented as the only therapeutic possibility. In 2020, a pandemic, Covid-19, arrives in the country, severely disrupting the lives and care of these children and their families in the Recife, State of Pernambuco region. In this article, three times pervaded by these two health emergencies will be described. At the beginning of the Zika epidemic (2016), rehabilitation therapies were being organized, known and demanded by families. In 2019, with the virus cooled down, vacancies for therapy began to dwindle and families were more discerning and critical about them. In the third period (2020), clinics are closed in the name of social isolation and rehabilitation presents new dilemmas for these families. Rehabilitation routines have allowed for an expansion of the public sphere and spaces for dialogue and questioning of the State and its policies aimed at children and both epidemics. Withdrawal from these routines has far wider consequences for the children, their family and the wider community.

BACKGROUND: Hundreds of millions of children living in poverty worldwide are not reaching their full, developmental potential. Programs to promote nurturing and responsive caregiving, such as those in which community health workers (CHWs) conduct home visits to support optimal early childhood development (ECD), have been effective in small trials, but have not achieved similar success at scale. This study will explore two approaches to scale-up: converting a home-visiting model to a group-based model; and integrating the ECD curriculum into an existing government program. The objectives of the study are to: 1) Measure how the integration of ECD activities affects time and task allocation of CHWs and CHW psychosocial wellbeing; 2) Examine how the integration of ECD activities affects caregiver-child dyad participation in standard health and nutrition activities; and 3) Explore how the availability of age-appropriate play materials at home affects caregiver-child dyad participation rates in a group-based ECD program. METHODS: We will randomize 75 communities in rural Madagascar into three arms: 1) [C], which is the status quo (community-based health and nutrition program); 2) [T], which is C + ECD group sessions [T]; and 3) [T +], which is T with the addition of an enhanced play materials package for home use. All children between 6–30 months old at the time of the intervention launch will be eligible to participate in group activities. The intervention will last 12 months and is comprised of fortnightly group sessions in which the CHWs provide caregiver-child dyads with information relating to ECD; CHWs will also include structured time for caregivers to practice the play and child stimulation activities they have learned. We will administer monthly surveys to measure CHW time use and task allocation, and we will leverage administrative data to measure caregiver-child dyad participation in the group sessions. DISCUSSION: The results from the trial will provide the evidence base required to implement an integrated ...

Presented at the 4th XoveTIC Conference, A Coruña, Spain, 7–8 October 2021. ; [Abstract] The goal of this work was to develop a mobile application for Android devices, with the objective of stimulating the cognitive skills of children from 0 to 6 years old who are suffering from learning disabilities, while focusing on the most common learning impediments such as reading and writing disorders. This application is based on games specifically designed to meet the needs of this group. For this purpose, we collaborated with professionals from an organization in the area of A Coruña who established the functional requirements of the application and carried out the validation tests. The application monitored the progress of its users, thus allowing the therapists to track them and adapt the training program to each of their individual needs. ; This work was funded by the Xunta de Galicia (through grant ED431C 2020/15, and grant ED431G 2019/01 to support the Centro de Investigación de Galicia "CITIC"), the Agencia Estatal de Investigación of Spain (through grants RED2018-102668-T and PID2019-104958RB-C42), and ERDF funds of the European Union (FEDER Galicia 2014–2020 and AEI/FEDER Programs, EU). ; Xunta de Galicia; ED431C 2020/15 ; Xunta de Galicia; ED431G 2019/01

This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings show that students are very enthusiastic about following the activities of the teacher with pleasure, happiness and not feeling burdened from the beginning of the activity to the end, students can take part in the activities of the teacher well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). 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AbstractParenting is traditionally conceptualized as an exogenous environment that affects child development. However, children can also influence the quality of parenting that they receive. Using longitudinal data from 650 identical and fraternal twin pairs, we found that, controlling for cognitive ability at age 2 years, cognitive stimulation by parents (coded from video recorded behaviors during a dyadic task) at 2 years predicted subsequent reading ability at age 4 years. Moreover, controlling for cognitive stimulation at 2 years, children's cognitive ability at 2 years predicted the quality of stimulation received from their parents at 4 years. Genetic and environmental factors differentially contributed to these effects. Parenting influenced subsequent cognitive development through a family‐level environmental pathway, whereas children's cognitive ability influenced subsequent parenting through a genetic pathway. These results suggest that genetic influences on cognitive development occur through a transactional process, in which genetic predispositions lead children to evoke cognitively stimulating experiences from their environments.

Abstract Maturational changes in the capacity to process quickly the temporal envelope of sound have been linked to language abilities in typically developing individuals. As part of a longitudinal study of brain maturation and cognitive development during adolescence, we employed dense‐array EEG and spatiotemporal source analysis to characterize maturational changes in the timing of brain responses to temporal variations in sound. We found significant changes in the brain responses compared longitudinally at two time points in early adolescence, namely 10 years (65 subjects) and 11.5 years (60 of the 65 subjects), as well as large differences between adults, studied with the same protocol (Poulsen, Picton & Paus, 2007), and the children at 10 and 11.5 years of age. The transient auditory evoked potential to tone onset showed decreases in the latency of vertex and T‐complex components, and a highly significant increase in the amplitude of the N1 wave with increasing age. The auditory steady state response to a 40‐Hz frequency‐modulated tone increased in amplitude with increasing age. The peak frequency of the envelope‐following response to sweeps of amplitude‐modulated white noise also increased significantly with increasing age. These results indicate persistent maturation of the cortical mechanisms for auditory processing from childhood into middle adulthood.