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Cognitive development – learning, knowing and problem-solving
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Cognitive development includes learning and acquiring knowledge through paying attention, categorising, making sense, remembering and applying this knowledge in other situations for reasoning, planning, problem-solving and being creative. It also includes adaptive or coping skills – understanding and adjusting to changes in the environment – reflected in pre-school children as the drive to become independent in their day-to-day life. The complex process of cognitive development begins with sensory perception and grows with experience, memory and learning.
Patient Ergonomics in Pediatric Settings
Published in Rupa S. Valdez, Richard J. Holden, The Patient Factor, 2021
Siddarth Ponnala, Orysia Bezpalko, Ethan Larsen, James Won
Cognitive development occurs in a series of stages in children (Larcher, 2017), and as such, a broad range of cognitive and functional abilities are captured in the overall population of pediatric patients, including a significant portion that are not fully developed (e.g., infants). In the early years of their life, pediatric patients are unable to independently make decisions about their own health care and are therefore dependent on the active support of a parent or legal guardian. However, as children develop into adolescents, they typically take on more self-care responsibilities, relieving their caregivers of some care-related tasks.
Cognitive Assessment in Children and Young People
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Cognitive development follows a well-defined trajectory. It becomes stable around the age of seven years and is not expected to change dramatically over time. Exceptions to this are events such as brain injury that may cause cognitive impairments. When making a referral for a cognitive assessment, it is advisable to check whether or not an assessment has been carried out previously.
Cognition in the course of ALS—a meta-analysis
Published in Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration, 2023
Julia Finsel, Ingo Uttner, Cynthia R. Vázquez Medrano, Albert C. Ludolph, Dorothée Lulé
In summary, despite vast evidence for cognitive impairment at disease onset, evidence for evolution of these deficits is rather limited and possibly only found in certain subgroups, indicating the majority of PALS present with cognitive impairment early in disease course. This may suggest that cognitive impairment could possibly be regarded in a sense of disease trait in ALS, not in a sense of a dynamic process, which necessarily converts to FTD. There is evidence for predictors of the course of cognitive development. For future studies, it is essential to consider these predictors and respective subgroupings by using motor-independent neuropsychological measures, which will thus allow cognitive profiling at all stages of the disease and address all major cognitive domains. Only this will allow a holistic view on cognition in the course of ALS.
Newborn differential DNA methylation and subcortical brain volumes as early signs of severe neurodevelopmental delay in a South African Birth Cohort Study
Published in The World Journal of Biological Psychiatry, 2022
Anke Hüls, Catherine J. Wedderburn, Nynke A. Groenewold, Nicole Gladish, Meaghan J. Jones, Nastassja Koen, Julia L. MacIsaac, David T. S. Lin, Katia E. Ramadori, Michael P. Epstein, Kirsten A. Donald, Michael S. Kobor, Heather J. Zar, Dan J. Stein
The first 2 years of life are a critical period of rapid growth and brain development. Child cognitive development is influenced by genetic and environmental factors which interact to determine how the brain develops and functions (Tucker-Drob and Briley 2014). Multiple factors have been shown to affect neurodevelopment; these include poverty, maternal education, maternal physical and psychological health, substance use, and nutrition (Black et al. 2017; Britto et al. 2017; Chan et al. 2017; Daelmans et al. 2017; Donald et al. 2018). As a result, low- and middle-income countries in general, and in particular sub-Saharan Africa, have a very high proportion of young children at risk of developmental delay (Black et al. 2017). New research in early human development shows that epigenetic, immunological, physiological, and psychological adaptations to the environment occur from conception, and that these adaptations affect development throughout the life course (Britto et al. 2017). This highlights the importance of early identification of developmental risk and timely implementation of targeted interventions (Daelmans et al. 2017). However, screening for neurodevelopmental delay is inconsistent across different environments, and in low-resource contexts where children are at highest risk, often does not occur in a rigorous manner (Vitrikas et al. 2017). Therefore, exploring neonatal neurobiological signals that can potentially be used to detect early signs of severe neurodevelopmental delay could have implications for identification and intervention design.
Measuring Quality of Life in Adolescents with Type 1 Diabetes at a Diabetes Camp
Published in Comprehensive Child and Adolescent Nursing, 2021
Sidney N. Smith, Vicki L. Moran
Research has shown that diabetes self-care often declines during the adolescent period and this decline in self-care may also be linked to a decline individual well-being (Reynolds & Helgeson, 2011). This decline in self-care and well-being can be linked to the developmental tasks required in adolescence. Piaget’s theory of cognitive development in adolescence is characterized by the capacity for abstract thinking. Abstract thinking allows adolescents to see beyond the present moment and begin imagining future events and how their life may change in the future (Perry et al., 2018). Children living with T1D have the additional burden of considering what their illness may hold in the future and how that may impact future plans. Another characteristic of this developmental stage is beginning to think about what others think and other people’s opinion of them (Perry et al., 2018). The constant blood glucose monitoring and insulin administration required in T1D makes these adolescents noticeably different than their peers and it is during adolescence that they become acutely aware of these differences and the way others might perceive them.