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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfermería Investiga: Investigaciin, Vinculación, Docencia y Gestiin is the property of Revista Enfermeria Investiga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Clínica Contemporánea: Revista de Diagnóstico Psicológico, Psicoterapia y Salud is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article studies the influence of attachment on early childhood socio-emotional development, examining the relevance of parenting practices and the family environment in forming secure attachment, as well as interventions aimed at improving attachment quality in vulnerable populations. The methodology is based on a literature review of recent studies addressing the impact of secure attachment on emotional regulation and social skills, as well as child adaptation and resilience in diverse family contexts. Key findings highlight that secure attachment fosters emotional and social competencies, contributing to greater empathy and stress management. Additionally, responsive parenting practices and a stable family environment reinforce secure bonding, while early interventions in vulnerable contexts show long-term benefits in children's mental health and emotional development. In conclusion, secure attachment is fundamental to child well-being, and its promotion in early years can reduce future emotional issues, enhancing adaptability and overall well-being. [ABSTRACT FROM AUTHOR]

Copyright of Andes Pediatrica is the property of Revista Chilena de Pediatria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research is to develop reading comprehension strategies in a group of 3 fifth grade school-aged children with difficulties in reading comprehension (impairment of the understanding of sentences with a complex logicalgrammatical structure due to the constant loss of the objective of the activity) and low cognitive motivation. A pre-test and post-test evaluation was carried out after the application of the intervention. The intervention program was based on the formation of the zone of proximal development, the guiding basis of action, the formation of mental actions in stages and the gradual formation of brain mechanisms identified with weaknesses through shared reading activities in which used and analyzed language. The results show that the activity regulation strategies used by the children for reading comprehension after the intervention were: they identify the objective in the text considering its structure, they use graphic representations to organize and classify the information, they reread some sections, take notes, underline important words and ideas. Regarding the strategy that involves cognitive motivation after the intervention, the dialogic conversation with other readers, establishing relationships between the texts, stood out. It is concluded that both the activity regulation strategies and the strategies that involve cognitive motivation favor the interaction between the reader and the text and the relationship between the reader and other readers due to the emotional content that the texts generate in the dialogic interaction. [ABSTRACT FROM AUTHOR]

Socio-emotional competences (CSE) refer to the development of empathy, respect, trust, assertiveness, dialogue, cooperation, acceptance and appreciation of diversity, which are fundamental for an adequate coexistence in society. Socio-emotional development has been established as a predictor of psychosocial adaptation and an important factor in the prevention of academic difficulties, mental disorders and psychosocial conflicts. Much has been discussed about the pedagogical projects of schools and the training of teachers in this regard. However, due to the recent approval of the new curricular basis, there are still few works that have proven effective proposals. To continue promoting dialogue and reflection on this topic, this article aims to contribute with some pedagogical proposals based on historical-cultural psychology and its conception of personality development, as well as presenting curricular programs developed in other countries, highlighting the contributions of creative activities to socioemotional education. [ABSTRACT FROM AUTHOR]

We evaluate two rival hypotheses of: (a) divergent trajectories — or cumulative learning gaps — between children with severe and moderate developmental lags and developmentally on-track children; and (b) convergent trajectories — which predict the inverse pattern. We estimate growth curves using panel data from a cohort of students first assessed by the Early Years Evaluation (Uruguay) at the end of kindergarten (age five), assessed up to three times in language and mathematics on an annual basis during years three to five since their transition to first grade. By the third year in school, substantial differences are found in reading and maths skills between children that did and did not show early developmental lags (effects range between.31 and.46 sd). We find a prevalent pattern of divergence in learning gains between years three to five in school (gaps increase by.10 sd per year). Our results suggest that tackling academic gaps will require timely interventions based on early identification of children who are academically at risk. Uruguay has developed early developmental assessment tools and learning monitoring systems, both of which should serve as the basis of an effective early warning system to deal with learning disparities from early ages. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychology, Society & Education is the property of Psychology, Society & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El divorcio ya no se considera un fracaso en las dinámicas familiares y, en cambio, se percibe como una opción legítima cuando la relación de pareja no es funcional. No obstante, este proceso puede conllevar diversas consecuencias en la infancia a corto, medio y largo plazo. Por ello, este trabajo busca profundizar en tales consecuencias a nivel socioeducativo y psicológico mediante una revisión teórica en la cual se analizan las investigaciones llevadas a cabo sobre este tema entre los años 2014 y 2024. Los resultados, tras consultar Web of Science, Scopus y Dialnet, presentan un total de 21 estudios que contribuyen a describir las principales temáticas relacionadas y las consecuencias ateniendo a factores asociados como las variables sociodemográficas (especialmente el sexo y la edad) y el ambiente familiar. Entre las principales conclusiones destaca que la mayoría de las consecuencias tienden a desaparecer en un periodo medio de tiempo. Además, este estudio permite orientar los recursos que serían necesarios para mejorar el bienestar de los hijos durante el postdivorcio.

La observación en psicomotricidad tiene por objetivo poder descubrir las intenciones y el significado de la propia acción del niño. La falta de registros existentes que encajaran con las necesidades de la investigación desarrollada a lo largo de la tesis doctoral motivó la elaboración y posterior validación y utilización de un nuevo registro de observación. Objetivo: diseñar y validar un instrumento de observación psicomotriz usando las dimensiones de la Psicomotricidad de Integración (PMI) (Muniáin & Serrabona, 2006) para determinar la evolución de un individuo a través de este. Método: estudio de caso con dos niños, hermanos menores de dos niños con una discapacidad y que están escolarizados en una a una escuela pública de Barcelona. Resultados: la versión inicial del registro se sometió a juicio por 13 expertos en el ámbito de la psicomotricidad. La versión definitiva está compuesta por un total de cinco subdimensiones que se dividen en un total de 77 ítems para su observación. Conclusión: los porcentajes obtenidos en la utilización del registro de observación con cada uno de los sujetos estudiados en sus respectivas intervenciones psicomotrices determinan la viabilidad del registro para ser utilizado. Palabras clave: Instrumento; Discapacidad; Dimensiones; Psicomotricidad; Desarrollo infantil Abstract. Observation in psychomotor skills aims to discover the intentions and meaning of the child's own action. The lack of existing records that fit the needs of the research developed throughout the doctoral thesis motivated the elaboration and subsequent validation and use of a new observation record. Objective: to design and validate a psychomotor observation instrument using the dimensions of Psychomotor Integration (PMI) (Muniáin & Serrabona, 2006) to determine the evolution of an individual through it. Method: case study with two children, younger siblings of two children with a disability who are attending a public school in Barcelona. Results: the initial version of the registry was submitted to the judgement of 13 experts in the field of psychomotor skills. The final version is composed of a total of five sub-dimensions that are divided into a total of 77 items to be observed. Conclusion: the percentages obtained in the use of the observation register with each of the subjects studied in their respective psychomotor interventions determine the viability of the register to be used. Keywords: Instrument; Disability; Dimensions; Psychomotricity; Child Development

El presente estudio analizó el impacto de las estrategias sensoriales en el desarrollo integral de niños de 12 a 36 meses en el Centro de Desarrollo Infantil (CDI) "La Aurora", cantón Daule, Ecuador. La investigación se centró en evaluar los avances en la conciencia corporal, las respuestas a estímulos sensoriales (táctiles, auditivos y visuales), y las habilidades motrices gruesas y finas. Se utilizó un enfoque cualitativo-descriptivo, aplicando una guía de observación para evaluar a los niños y entrevistas semi-estructuradas con educadoras, lo que permitió recopilar datos tanto cuantitativos como cualitativos. La muestra estuvo conformada por 30 niños divididos en tres grupos etarios (12-18 meses, 19-24 meses y 25-36 meses) y cinco educadoras responsables. Los resultados mostraron avances significativos en los tres grupos, con mayor progreso en los niños de 25-36 meses, quienes alcanzaron niveles más altos en reconocimiento corporal (85 %), coordinación motriz (80 %) y respuesta a estímulos táctiles (90 %). Las entrevistas destacaron que las estrategias implementadas fomentaron la participación activa de los niños y generaron un ambiente de aprendizaje positivo. Sin embargo, se identificaron limitaciones relacionadas con la falta de recursos materiales y la necesidad de capacitación adicional para las educadoras. En conclusión, las estrategias sensoriales son herramientas efectivas para promover el desarrollo integral en la primera infancia. Se recomienda fortalecer los recursos disponibles y la formación profesional de los educadores para garantizar la sostenibilidad y efectividad de estas intervenciones en contextos similares.

Introducción: La evaluación y seguimiento del desarrollo en los niños en edad escolar se convierte en un indicador importante para la salud integral de los niños objetivo: determinar los factores asociados a rezagos del desarrollo de niños y niñas en la etapa escolar. Materiales y métodos: estudio descriptivo, transversal con fase correlativa; en una muestra de 120 niños y niñas de 4 a 7 años a quienes se les aplicó la Escala Abreviada de Desarrollo -3 y a las madres se les aplico cuestionario de datos sociodemográficos y antecedentes prenatales, perinatales y postnatales. Resultados: se encontró una alta prevalencia de niños y niñas que se encuentran en riesgo y sospecha de problemas de desarrollo. El 35% en el area de motricidad gruesa, finoadaptativa, 17% en el area de audición y lenguaje 33% y el area personal social 46%, así como correlaciones estadísticamente significativas en variables Motricidad Gruesa con mes de embarazo cuando realizó la primera consulta (r = 0.944), motricidad finoadaptativa con tiempo de gestación (r=,859) y peso al nacer (r=,755), Caídas frecuentes con la motricidad finoadaptativa (r=,720). Conclusiones: Se encontró una alta prevalencia de rezagos del desarrollo en las cuatro dimensiones evaluadas. Por lo tanto, se sugiere hacer seguimiento y enfoque inicial de las alteraciones del desarrollo. Palabras clave: desarrollo infantil; prevalencia; factores de riesgo; lenguaje infantil; trastornos del neurodesarrollo. Abstract. Introduction: The evaluation and monitoring of development in school-aged children is a critical indicator of their overall health. Objective: To determine the factors associated with developmental delays in school-aged children. Materials and Methods: A descriptive, cross-sectional study with a correlational phase was conducted on a sample of 120 children aged 4 to 7 years. The Abbreviated Development Scale-3 was applied to the children, and a questionnaire covering sociodemographic data, as well as prenatal, perinatal, and postnatal history, was administered to the mothers. Results: A high prevalence of children at risk or suspected of having developmental problems was found. Specifically, 35% of children were at risk in the area of gross motor skills, 17% in fine-adaptive motor skills, 33% in hearing and language, and 46% in personal-social skills. Statistically significant correlations were observed between Gross Motor Skills and the month of pregnancy when the first consultation occurred (r = 0.944), fine-adaptive motor skills and gestational age (r = 0.859), and birth weight (r = 0.755), as well as between frequent falls and fine-adaptive motor skills (r = 0.720). Conclusions: A high prevalence of developmental delays was found across the four evaluated dimensions. Therefore, it is suggested to conduct follow-up and early interventions for developmental disorders. Keywords: child development; prevalence; risk factors; child language; neurodevelopmental disorders.

El objetivo de este estudio fue analizar el papel del conocimiento de vocabulario, la memoria operativa y la velocidad de procesamiento en la comprensión de textos orales en niños hispanohablantes de 3 a 6 años. Un total de 165 niños (55.76% niñas; M = 4.64 años; DT = 1.07) participaron en el estudio. Los participantes escucharon tres textos narrativos y respondieron a preguntas sobre su contenido literal e inferencial, realizaron tareas de memoria operativa, una tarea de velocidad de procesamiento y una prueba de vocabulario. Los análisis de varianza revelaron diferencias en función de la edad en todas las tareas, con mejores desempeños en los mayores. Los análisis de correlación mostraron asociaciones entre comprensión, vocabulario y memoria operativa, sugiriendo que estas capacidades cognitivas contribuyen a la comprensión de narraciones orales. Los análisis de senderos indicaron que el impacto de la edad en la comprensión está mediado por el vocabulario y la memoria operativa verbal, mientras que la velocidad de procesamiento no intervino significativamente en la comprensión. Los resultados destacan la importancia de apoyar el desarrollo del vocabulario y las habilidades de memoria operativa en la educación temprana, ya que son fundamentales para mejorar las habilidades de comprensión. En conclusión, el estudio revela que las diferencias individuales en la comprensión oral están principalmente ligadas al conocimiento del vocabulario y a la capacidad de la memoria operativa, mientras que la velocidad de procesamiento desempeña un papel secundario.

Objetivo: comprender la perspectiva del niño sobre el territorio en el que vive. Método: estudio cualitativo realizado en una universidad pública del noreste de Brasil, en julio/2023. Se realizaron entrevistas con 15 niños de siete a 12 años después del permiso de los padres y el consentimiento de los niños. El Análisis de Contenido tomó como referente teórico el modelo de Dimensiones de Impacto Territorial: Física, Socioeconómica, Servicios, Red Social y Gobernanza. Resultados: los niños reconocen la pobreza (Dimensión Socioeconómica), la violencia (Dimensión Red Social) y la precariedad de la estructura física de los barrios (Dimensión Física). Vivir con vecinos/amigos (Dimensión de Red Social), la escuela (Dimensión de Servicios) y los parques infantiles (Dimensión Fisica) facilita afrontar los problemas. Piden mayor esfuerzo a los gobiernos para mejorar el territorio. Consideraciones finales: considerar la perspectiva del niño demuestra respeto y fomenta su papel activo en la planificación de acciones estratégicas, favoreciendo la eficacia de las acciones de promoción de la salud infantil.

Objetivo. El trastorno del espectro autista (TEA) se caracteriza por alteraciones en el desarrollo, dificultades de interacción social y comunicación, y patrones restrictivos y repetitivos de conducta. A pesar de su alta prevalencia, pocos estudios se han realizado en ambientes de rehabilitación. El objetivo del estudio fue describir las características de los niños con TEA atendidos en el Servicio de Rehabilitación Pediátrica del Hospital Rebagliati (SRPHNERM). Materiales y métodos. Estudio descriptivo transversal. Se revisaron las historias clínicas de niños menores de 14 años con diagnóstico previo de TEA atendidos en el SRP-HNERM durante el 2022. Resultados. Se evaluaron a 120 niños con TEA. La mediana de edad fue de cinco años. La mayoría recibía educación regular, pero solo para el 9,8% fue inclusiva. La media de edad de diagnóstico fue de 3,83 años. El 78,4% no tenía certificado de discapacidad y el 77,5% tenía evaluación psicológica incompleta. La mediana del tiempo transcurrido desde las últimas sesiones de terapia física, ocupacional y de lenguaje fue de 3, 8 y 3,5 meses respectivamente. Conclusión. La media de edad de diagnóstico de TEA fue mayor de tres años y más del 75% de los pacientes no contaban con un certificado de discapacidad ni con una evaluación psicológica completa. La mediana del tiempo desde las últimas sesiones de terapias de rehabilitación fue de tres meses o más. Estos hallazgos resaltan la necesidad de potenciar el diagnóstico temprano, la educación inclusiva y la evaluación y posterior certificación de la discapacidad, así como de establecer intervenciones más oportunas.

Background: Some cancer survivors experience difficulties with concentration, attention, and memory; however, there are no studies on neurodevelopment in patients under 5 years of age who are undergoing cancer treatment. Our aim was to evaluate neurodevelopment in cancer patients under 5 years of age using the Early Development Instrument (EDI) test, considering factors such as nutritional status, type of cancer, and treatment effect. Methods: A cross-sectional study was conducted from February 2018 to March 2019. Patients with cancer diagnoses outside the central nervous system in any phase of cancer treatment were included. Results: A total of 45 patients were included. Regarding fine motor skills, 28% of patients with retinoblastoma and 23% of patients with leukemia or lymphoma had a risk of developmental delay compared to 0% of patients with solid tumors (p = 0.025). The final results showed that 19 (42.2%) patients had normal neurodevelopment (gray), 7 (15.5%) had a delay in neurodevelopment (light gray), and 19 (42.2%) had a risk of developmental delay (black). Regarding developmental delay, 52% of patients in the leukemia and lymphoma group, 71% in the retinoblastoma group, and 23% in the solid tumor group presented developmental delay (p = 0.06). Conclusions: The risk of delay and lag in neurodevelopment is common in cancer patients under 5 years of age undergoing treatment. However, more studies are required to evaluate the effect of treatment on this group of patients as it may be affected by various factors. [ABSTRACT FROM AUTHOR]

Copyright of VIREF: Revista de Educación Física is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The presence of screens in everyday family and school life has had repercussions on the interactional and communicational processes that are part of the triadic relationship between children, adults and digital screens. In this sense, the Pragmatic Theory of the Object reinforces the importance of the adult in the cultural insertion of the object and in the understanding of its use in front of the child. Therefore, we sought to understand how development processes occur in childhood, based on this triadic interaction. A systematic review of the literature was carried out with articles indexed in the Scopus, Virtual Health Library and APAPsycNet databases, published between January 2017 and December 2022. Nineteen articles were found and, after reading these studies, three categories were established of analysis: (1) Quality of triadic interactions; (2) Parental Mediation; and (3) The impact of screens on child development. It was observed that adult mediation in the use of digital screens by children impacts the quality of triadic interaction. Digital screens are part of children's culture and parental mediation regarding the appropriate use of technology is essential, which favors the positive impact on child development. The absence of mediation can favor the problematic use of the screen, evidenced mostly in the literature found. [ABSTRACT FROM AUTHOR]

To assess and monitor the motor development of infants in a residential care facility for children. Methods: This longitudinal study was conducted in Governador Valadares, Minas Gerais, between January 2016 and November 2023 in a residential care facility for children. Data on birth, health conditions, and institutionalization of infants were collected from the records of the institution. The motor development was assessed using the Alberta Infant Motor Scale at admission and every two months. Results: A total of 28 infants (57.14% female) with age of 13.70 ± 7.39 months at institutionalization were included. The most frequent causes of institutionalization included neglect, abandonment, and caregiver use of alcohol or drugs (or both). Most infants who presented delayed motor development at the initial assessment improved satisfactorily during the period of institutionalization. Conclusion: The motor development of infants in a residential care facility for children improved. They acquired age-appropriate motor skills when placed in an environment with adequate resources and stimuli, including early physiotherapeutic intervention. These findings highlight the importance of an enriched environment in facilitating infant development in institutional settings. [ABSTRACT FROM AUTHOR]

To identify the neuropsychomotor development, home affordances, and family socioeconomic profile of children up to 24 months of life attending daycare centers. Method: Cross-sectional study. Nineteen children of both sexes, aged between 10 and 24 months, and attending daycare centers were assessed. Twelve children from the same daycare center were assessed in person at the daycare, whereas seven children from different daycare centers were assessed remotely (synchronous model). Neuropsychomotor development was evaluated using the Child Development Surveillance Instrument from the Ministry of Health contained in the Child Health Record. Home affordances were assessed using the Affordances in the Home Environment for Motor Development – Infant Scale questionnaire, and family socioeconomic status was determined using the Brazilian Association of Research Companies questionnaire. Results: Sixteen children were classified as having adequate development, one as risk for developmental delay, and two as probable developmental delay. The socioeconomic level of the families was homogeneous among B1 (26.3%), B2 (26.3%), and C1 (26.3%) classes. Most parents had completed high school. Regarding home affordances, most were classified as excellent (n = 7) or adequate (n = 6). Conclusion: Children attending the daycare centers evaluated in the study exhibited neuropsychomotor development appropriate for their age, had age-appropriate affordances in the home environment, and belonged to the socioeconomic classes B1, B2, and C1. [ABSTRACT FROM AUTHOR]

To describe the profile of infants attended at a physical therapy outpatient clinic for discharged patients from the neonatal intensive care unit of Santa Casa de Uruguaiana (Rio Grande do Sul, Brazil). This is a quantitative, observational, and cross-sectional study. The following variables were included: sex, date of birth, gestational age, birth weight, type of delivery, neonatal complications, as well as age and clinical history of the mother. The Alberta Infant Motor Scale was used to assess motor performance. The sample consisted of 49 infants (67.3% males) discharged from the NICU. Univariate analysis indicated a higher risk of atypical motor development among boys (PR: 1.15, p = 0.33). The infants in our sample had more than one risk factor associated with motor development, and the greater the cumulative effect of the risks, the higher the chances of having unfavorable outcomes. [ABSTRACT FROM AUTHOR]

Caregiver-child interaction and the psychosocial environment offer children's relationship experiences with people and the environment. Their deficiency or poor quality can impact child development. Objective: To evaluate the impact of caregiver-child interactions and psychosocial risk on early childhood development using surveillance cards. Methodology: Correlational and prospective study of 2503 children, their caregivers and family environments. Interactions, psychosocial risk and development were evaluated. The probability of delay is calculated according to the accumulated risk and the probability ratio in 4 risk groups. Results: The magnitude of the effect was 1.06 to 1.27 SD depending on the area of development. The interaction effect was greater than the psychosocial risk. The probability of developmental delay ranged from 15% to 90% depending on accumulated risks. Predictive validity of the primers was confirmed. [ABSTRACT FROM AUTHOR]

Understanding and measuring the determinants that influence child development could help to better target early childhood health care. The Bayley III scales were used to assess the development of children with and without a diagnosis of zika virus congenital syndrome, participating in a longitudinal study and evaluated at home. Inter-observer reliability was examined at three assessment points, and the process of training and supervising the interdisciplinary team was also described, in order to standardize the procedures for applying the instrument in data collection. Reliability measures were produced using the kappa index and the intraclass correlation coefficient (ICC). The average kappa values were 0.92, 0.89 and 0.96, respectively, for the first, second and third measures of inter-rater reliability. The ICC remained above 90% for each sub-scale evaluated in the three measurements carried out. The results show excellent indicators of reliability in the application of the scales, suggesting the importance of training and supervising the team to ensure a standard of inter-observer reliability in the assessment of children with neurodevelopmental disorders in population studies. [ABSTRACT FROM AUTHOR]

Copyright of Salud Uninorte is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología is the property of Cuadernos de Neuropsicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este estudio evaluó un programa de intervención destinado a fortalecer el desarrollo cognitivo, lingüístico, motriz y socioafectivo en niños de edad preescolar mediante la capacitación de padres en técnicas de lecto-escritura y habilidades pedagógicas. Los resultados mostraron una efectividad general del programa, aunque con variabilidad significativa en el rendimiento entre los grupos evaluados. Específicamente, el logro en las habilidades motrices y socioafectivas varió, con algunos grupos alcanzando solo el 35.56% en desarrollo motriz, mientras otros llegaron hasta el 50.62%. Estas diferencias subrayan la necesidad de adaptar y mejorar la implementación del programa para garantizar la efectividad y consistencia en todos los grupos. El análisis de los indicadores de logro final destacó desafíos particulares en las áreas menos desarrolladas y resaltó la importancia de integrar actividades que promuevan habilidades socioemocionales y motrices de manera más efectiva. La alta disposición de los padres para participar en futuras intervenciones (más del 85% expresaron interés) refleja el valor percibido del programa y sugiere la viabilidad de proyectos de seguimiento que continúen apoyando el desarrollo infantil de manera prolongada. Este estudio enfatiza la importancia de personalizar los programas educativos según las necesidades individuales de cada niño y realizar ajustes continuos basados en evaluaciones detalladas para optimizar la educación temprana.

Based on the increase in the rates of social vulnerability of the Argentine population, an analysis was carried out regarding the quality of life and resilience of the population. Objective: To weigh resilience and quality of life in the parents and caregivers who attend the Child Development Centers of the Ministry of Social Development (CeDIS) of the City of Buenos Aires, relative to the broader Argentine population. Sample: non-probabilistic, intentional, 650 adult subjects participating in CeDIS. Results: Quality of life, health, future safety, and community satisfaction are more influential factors for CeDIS participants than they are to the general population of Argentina. Levels of resilience increase proportionally with quality of life, in line with the apparent correlation between quality of life levels and the dimensions of resilience. It could be inferred that improvements in quality of life would produce a greater increase in resilience levels.

El desarrollo de la percepción temporo-espacial en niños de Educación Inicial es crucial para su evolución cognitiva y motriz. Sin embargo, existe una carencia de estrategias claras y efectivas para estimular este aspecto en el entorno educativo, lo que lleva a problemas en el rendimiento académico y en habilidades motoras esenciales. El objetivo general de esta revisión sistemática es analizar metodologías y resultados de intervenciones psicomotoras para promover el desarrollo de la percepción temporo-espacial en niños de Educación Inicial. La investigación se llevó a cabo mediante una revisión sistemática, consultando bases de datos como Scopus, PubMed, ERIC y Google Scholar. Se utilizaron estrategias de búsqueda específicas con términos clave en español y portugués, mediante el protocolo PRISMA se realizó la segmentación de estudios enfocados entre los años 2019 y 2024. Los resultados de aplicar este protocolo identificaron 152 estudios iniciales, de los cuales 17 fueron seleccionados para este estudio. La revisión reveló que las intervenciones psicomotoras tienen un impacto significativo en el desarrollo de la percepción temporo-espacial, mejorando la coordinación motriz y las habilidades cognitivas de los niños. Estas intervenciones son esenciales no solo para el desarrollo motor, sino también para la preparación académica y social de los niños, facilitando una transición más fluida a niveles educativos superiores. En conclusión se subraya la importancia de implementar programas psicomotores bien estructurados en el currículo de Educación Inicial, dado su impacto comprobado en el desarrollo integral de los niños, sugiriendo además la necesidad de más investigaciones para adaptarlas a diferentes contextos educativos.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

OBJECTIVE: The purpose of the study is to examine the relationships between Family Dynamics, Caregiver-Child Interaction and Child Development throughout the first two years of life of infants, who were recipients of an Early Intervention program. MATERIALS AND METHODS: Caregiver-Child dyads were selected through convenience sampling, all of which attended Selected dyads were evaluated on: 1) Child Development (with EDI test), 2) Caregiver-Child Interaction (with NCAS test), or 3) Family Dynamics (with Family APGAR and IRE tests). RESULTS: Family dysfunction (64%), caregiver's difficulties in interaction (54.05%) and risk of child development delay (70.5%) were common. The areas with higher delay were Gross Motor Skills and Language (27% and 52%, respectively). Correlations of Family Dynamics were found with Caregiver-Child Interaction and Child Development. CONCLUSIONS: This study brings starting evidence on the relevance of including Family Dynamics as another variable of evaluation/intervention to increase the effects of Early Intervention programs. [ABSTRACT FROM AUTHOR]

The present study analyzed emotional intelligence as a life skill in child development from daily experience in Preschool II children. Through a bibliographic review of theories, concepts such as the ability to recognize, understand and manage one's own emotions, as well as the ability to understand and influence others emotions, were explored to enhance child development through various situations and through everyday tasks such as, facing challenges, solving problems and interacting with peers and family. The methodology used was bibliographic, with a mixed approach that incorporated qualitative and quantitative data. Various instruments were used, such as an interview with the educator, parent surveys, an observation sheet and a checklist to identify the existing difficulty. As a result, the development of emotional intelligence proved to be deficient in the ability to express emotions in a healthy way, develop empathy towards others and establish social relationships, highlighting the relevance from everyday experience in the family and educational context. A training program was developed for the development of emotional intelligence as a life skill, proposing activities divided into three modules that include family games for social development. [ABSTRACT FROM AUTHOR]

The need to effectively address school coexistence in students in the first year of elementary school has motivated this study, focused on the design and implementation of a program of neurodidactic strategies. With the purpose of strengthening coexistence norms, the main objective was to explore neurodidactic theories and evaluate their applicability in the school context. The sample included 34 parents and 11 teachers from the Interamerican Bilingual Educational Unit. The methodology included an exhaustive bibliographic review, surveys, participant observation in the classroom and validation by expert criteria. The results, derived from the initial diagnosis, revealed problem areas in school coexistence, highlighting the need for specific interventions. The literature review provided the theoretical basis for the design of neurodidactic strategies adapted to these needs. Validation by expert criteria supported the relevance and quality of the designed program. Parent and teacher surveys reflected divergent perceptions on coexistence and neurodidactic strategies, underscoring the importance of considering the perspectives of both groups. This study, by integrating theoretical contributions with the practical reality of the classroom, presents a comprehensive approach to improve school coexistence and promote the integral development of first grade students. [ABSTRACT FROM AUTHOR]

The present research work addresses the influence of gross motor skills in the teaching-learning process of Preschool I children, focusing on how it can be used to improve their educational experience. The investigation focuses on the Educational Unit “Dr. Manuel Benjamín Carrión”, observing and evaluating the development of gross motor skills and its impact on academic performance. A descriptive methodology was used with a quantitative and qualitative approach, using instruments such as checklists and semi-structured interviews. The results revealed difficulties such as lack of motor coordination and insufficient early stimulation, with an impact on participation in physical activities and games, crucial aspects for social development according to Vygotsky. In addition, it was found that optimal development of gross motor skills generated positive effects on academic performance, improving attention, concentration, cognitive stimulation, social skills, and physical and emotional health. The conclusions highlight the importance of gross motor skills for attention, concentration and active participation in learning, which is why a teaching guide of physical activities was developed to stimulate gross motor skills, aimed at improving the teaching-learning process. These findings contribute significantly to the understanding and improvement of the educational experience of boys and girls in Initial I. [ABSTRACT FROM AUTHOR]

¡A seguir tejiendo amor! es el resultado de algunas reflexiones que he logrado realizar luego de culminar el desarrollo de una investigación de maestría en torno a la parentalidad en adolescentes madres y sus bebés (2019). Estas ideas, fueron expuestas en el 11 Coloquio de Infancia: Infancia potencia de vida: un saber sabroso para cambios históricos. Inicialmente, se describe el recorrido de la investigación junto con los resultados obtenidos, para posteriormente cuestionar las maneras en que trabajamos con y para la infancia, a fin de brindar una visión más abarcativa que nos invite a la reflexión y a la construcción de diversos mundos posibles en los que la infancia pueda vivir realidades más amenas junto con sus cuidadores.

Foundation: motor coordination has been and will be one of the most important components in the physical education area, since it allows synchronizing and coordinating the muscles movements and extremities of the body, in order to enable the performance of various activities.Objective: to determine the motor coordination level differentiated by age and sex in schoolchildren.Methods: research carried out at the Mariano Ospina Rodríguez Educational Institution, which included schoolchildren from six to eleven years of age, to whom the 3JS test was applied, which consists of seven tests battery to determine the motor coordination level in children. Results: there were very significant differences when comparing the children motor coordination regarding all the age ranges studied (6-7 years vs 8-9 years; 6-7 years vs 10-11 years; 8-9 years vs 10 -11 years) (pConclusions: the results allow us to infer that it is important to evaluate and develop activities according to the child maturation stage to determine more specific jobs for girls, since in this work and in many studies carried out, a significant difference was identified in terms of their motor development.

La investigación tuvo como objetivo analizar la relación entre la Coordinación Motora (CM) con el Índice de Masa Corporal en escolares chilenos de entre 7 y 9 años. El estudio fue observacional de corte transversal, con características descriptivas y correlacionales. Se evaluarona 180 escolares (90 mujeres de 8.4 ± 0.9 años y 90 hombres de 8.5± 0.9 años). Se midieron variables antropométricas de peso y talla. Se calculó el Índice de Masa Corporal (IMC). La coordinación motora (CM) se evaluó utilizando la batería de Körperkoordinationstest Für Kinder (KTK). Los resultados mostraron que en las mujeres el grupo Normopeso tenía un mejor desempeño en la transposición lateral que los grupos Sobrepeso y Obesidad (p˂0.05). En los hombres, el grupo Normopeso superó al grupo Obesidad en los saltos monopedales (p˂0.05). Además, al analizar las diferencias entre sexos, se determinó que las mujeres registraron mayor puntaje que los hombres en el equilibrio a la retaguardia (p

El virus del Zika produce desenlaces adversos para el desarrollo del sistema nervioso. Este estudio describe el neurodesarrollo cognitivo, adaptativo, comunicativo, social y motor de niños expuestos intrauterinamente al virus del Zika y hace una evaluación del neurodesarrollo con la escala de Battelle a los tres años después del nacimiento. Participaron 30 niños con una media de edad al momento de la evaluación de 37,5 (RIC: 35,7–39,2) meses. Se halló una edad equivalente en meses en las áreas: motora 25,8 (DE: 7,8), adaptativa 26,7 (DE: 5,8), comunicativa 30,2 (DE: 6,9), personal social 33,5 (DE: 8,3) y cognitiva 35,6 (DE: 5,9). Los niños presentaron retraso en el desarrollo para la edad cronológica, 25 niños presentaban retraso en una de las cinco áreas evaluadas. Una alta proporción de niños expuestos al virus del Zika durante la gestación presentaron retraso en el desarrollo, principalmente en el dominio adaptativo y motor.

Introducción. Las guías internacionales plantean que la evaluación de los movimientos generales en los recién nacidos puede ser una herramienta altamente predictiva para el diagnóstico temprano de la parálisis cerebral. Su uso en países en desarrollo como Colombia es limitado, por ello el diseño de un protocolo de evaluación de los movimientos generales permitiría optimizar el acceso de poblaciones de riesgo a esta herramienta. Objetivos. Desarrollar un protocolo de evaluación de los movimientos generales y los desenlaces en el desarrollo de los niños con riesgo de parálisis cerebral después de los 14 meses y evaluar su aplicabilidad en niños con dificultades de acceso a los servicios de salud. Métodos. El protocolo se planteó con un esquema de valoración de cuatro etapas. Según la edad al momento de ingreso al programa, se realizaron ajustes para la valoración, el análisis y el seguimiento de los pacientes. Los videos, que fueron grabados según las recomendaciones publicadas en la literatura médica relacionada con la metodología utilizada, fueron evaluados por profesionales certificados. Resultados. Se reporta el protocolo sugerido para la evaluación cualitativa y semicuantitativa de los movimientos generales y se presentan los resultados de su aplicación en 11 niños incluidos en la prueba piloto. Este protocolo, que fue diseñado con base en una revisión de la literatura y la experiencia de dos de los investigadores, incluye información para grabar los videos, realizar la evaluación médica, aplicar la evaluación cualitativa de Prechtl de los movimientos generales del recién nacido y el examen neurológico infantil Hammersmith. Conclusión. La evaluación de los movimientos generales constituye una herramienta valiosa para la valoración del riesgo de parálisis cerebral en lactantes. La utilización de un protocolo garantiza una evaluación seriada y sistemática, por lo que es conveniente implementar su uso en centros de atención primaria y mejorar la accesibilidad a estas herramientas.

La pandemia por el coronavirus genero efectos globalizados en sectores como el educativo, que llevaron a la elección de caminos decisivos en la vida académica, social y emocional de la infancia; como fueron la permanencia y el abandono educativo. Este documento es el resultado de un análisis de diversas fuentes y actores, que exponen las numerosas dificultades del proceso educativo durante tiempos de pandemia; busca la interpretación del impacto de la pandemia sobre el abandono o permanencia escolar en las infancias de la Comunidad Indígena Awá del resguardo el Gran Sábalo, con el fin de generar una propuesta pedagógica que cobije la infancia y promueva la estabilidad en el desarrollo integral de estas culturas indígenas.

Introducción: La vivencia de experiencias adversas en la infancia (EAI) se asocia a mayor riesgo de presentar conductas de riesgo y enfermedades crónicas a largo plazo. A nivel mundial, se han comenzado a pesquisar y abordar en las atenciones de salud. Sin embargo, en Chile aún no existe una sugerencia a nivel nacional para incorporarlo. El fin de este artículo es proveer de información y recomendaciones a la práctica clínica. Métodos: Se realizó una revisión exploratoria en PubMed, LILACS y PsycInfo usando el marco metodológico del Joanna Briggs Institute para identificar la literatura disponible sobre implementación de intervenciones en detección y abordaje de EAI dentro de un sistema de salud, con foco en atención infantil ambulatoria. Resultados: Se encontraron 34 estudios atingentes al tema, los que muestran que implementar mecanismos de detección y abordaje de EAI es factible y aceptable, tanto para el personal de salud como para los usuarios, pero debe ser realizado dentro de un modelo de cuidado que incorpore a las familias y comunidad, además de trabajar con los equipos en capacitación, gestión del cambio, implementación y evaluación. Conclusiones: La Atención Primaria de Salud (APS) resulta ser un lugar privilegiado para su implementación dada la cercanía y relación de confianza que se establece con las familias. Este estudio muestra que es posible implementar un modelo de detección y abordaje de EAI en APS, lo que resulta crucial dentro de su rol preventivo-promocional si se quiere generar un impacto en la salud de niños, niñas y adolescentes ahora y en el futuro.