early childhood development

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Research progress on the influence of family nurturing environment on early childhood development

LI Jia, WANG Xue-na, DU Wen-wen, ZHANG Meng, YU Li-ping

Chinese Journal of Child Health Care 2021, 29 (10): 1096-1099. DOI: 10.11852/zgetbjzz2020-1280

Abstract （751）

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Early childhood development is of great significance to individual, family and society. Improving the parental competence and family nurturing environment is the key and core to promote the early development of children. This paper focuses on the family nurturing environment and early childhood development from the perspective of related concepts, theories, influence and intervention practice, aimed to provide the basis for the relevant empirical research in China, and to provide reference for the improvement of children′s health care work, so as to promote the comprehensive development of early childhood.

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Responsive care in early childhood development nurturing care systems

NI Xue-fei, FAN Li-chun

Chinese Journal of Child Health Care 2023, 31 (1): 62-65. DOI: 10.11852/zgetbjzz2022-0049

Abstract （490）

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The early childhood development nurturing care consists of five major contents:child health, adequate nutrition, safety and security, responsive care and early learning opportunities. Among them, responsive care is an important way to promote early childhood development. This article summarizes and reviews the connotation, challenges, implementation and evaluation of responsive care, and explores the influence of responsive care on early childhood development.

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Physical activity and early childhood development of preschool children

WANG Jian

Chinese Journal of Child Health Care 2022, 30 (6): 585-590. DOI: 10.11852/zgetbjzz2022-0597

Abstract （472）

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Physical activity is the main form of play, games and daily life for preschool children and the important means of early nurturance, education and medical rehabilitation. It plays a positive and beneficial role in promoting the early brain, body, cognition, emotion and social development of children, shaping the overall life development trajectory and physical-mental health of children. This article highlights the latest research advances and future research perspectives in the areas of physical activity and early physical development, brain, cognitive development and social development.

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Exercise ability and early childhood development

GUO Jian-jun, WANG Chao

Chinese Journal of Child Health Care 2022, 30 (6): 591-593. DOI: 10.11852/zgetbjzz2022-0565

Abstract （384）

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Early childhood development is crucial for the wellbeing and health of individuals in adulthood and even in old age. It has attracted more and more concerns from society. This paper summarizes the role of motor ability development in early education from the perspective of early physical growth, intellectual development, neuropsychological development and its effect on the intervention of special children's diseases, in order to find pathways and directions to promote children's healthy growth.

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journal1 2016, 24 (3): 225-227. DOI: 10.11852/zgetbjzz2016-24-03-01

Abstract （380）

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Application of motor development assessment in early childhood development

CHI Xia

journal1 2020, 28 (3): 233-236. DOI: 10.11852/zgetbjzz2019-1839

Abstract （355）

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Growth and development monitoring is an important part of early child development.Motor development assessment monitoring,as the basic content of children′s growth and development,deserves more attention.According to the milestones of children′s motor development,combined with reflexes,muscle tension,posture and motor pattern,children′s motor development level is comprehensively judged by means of inquiry,observation and examination.By judging whether children′s motor development level is delayed or abnormal,corresponding health promotion,early intervention and rehabilitation are given to these children.This paper introduces the current situation of children′s motor assessment from the aspects of comprehensive development scales,infant neuromotor development scales,special motor development scales and motor scales suitable for children with cerebral palsy.

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Development of children's movement skills and the cultivation of exercise habits should be valued in early childhood development

TONG Mei-ling

Chinese Journal of Child Health Care 2022, 30 (6): 581-584. DOI: 10.11852/zgetbjzz2022-0598

Abstract （354）

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As a crucial component of early childhood development, physical activity can facilitate the development of children's physical, mental and social abilities. Caregivers incorporate physical activities into daily nurturing care to progressively develop children's movement skills and to cultivate children's exercise habits, which contributes to early childhood development and children's long-term health, and is also an important move to upgrade population quality as well as to strengthen the country and individuals.

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Neonatal nutrition and early childhood development

LIU Li, WEI Si-meng, JIANG Te

Chinese Journal of Child Health Care 2022, 30 (8): 879-883. DOI: 10.11852/zgetbjzz2021-1142

Abstract （341）

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Early childhood development refers to the growth and development of the physical, psychological and social ability of the fetus to the preschool children, which is affected by the genetic environment and other aspects. Quality nutrition of newborns is an important material basis for the early development of children. Breastfeeding in neonatal period, neonatal diseases screening, and proper feeding of premature and low birth weight infants are all key factors in promoting early child development. This review will comprehensively summarize its role in the early development of children from the perspective of neonatal nutrition, so as to provide a new orientation and reference for better optimizing maternal and infant nutrition and promoting the early childhood development.

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Study on Shanghai urban toddlers′ social-emotional development and related influencing factors

ZHANG Yuan-yuan, JIN Xing-ming, BIAN Xiao-yan, WANG Sha-sha, FANG Yong-shuang, CHEN Jin-jin

journal1 2020, 28 (4): 447-450. DOI: 10.11852/zgetbjzz2019-1431

Abstract （322）

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Objectives To know about the status of toddler social-emotional development in urban areas of Shanghai,and to explore related influencing factors,so as to provide evidence for early screening and intervention. Methods A stratified cluster random sampling method was used to select children aged 1 to 3 from March to September 2017 in Shanghai urban areas as research objects.All toddlers′ social-emotional development status and related impact factors were investigated by Chinese Version of Urban Infant Toddler Social and Emotional Assessment (CITSEA),urban 1 to 3-year-old Children Family Nurturing Environment Scale and self-designed sociodemographic questionnaire. Results The detection rate of social-emotional development problems in urban areas of Shanghai was 24.44% (231/945).Boys demonstrated higher externalizing problem rate (11.0% vs.7.1%, χ ²=4.493, P＜0.05),and 12 to 18-month-old toddlers demonstrated higher competence problem rate (15.9%) than other age groups(3.6% to 6.9%)(χ ²=24.840, P<0.05).Univariate analysis revealed that parents′ age,occupation and educational level,maternal nurturing time,the only child,traumatic event,family rearing environment affected toddler′s social-emotional development( P<0.05).Logistic regression analysis showed that the only child,parents′ age,parents′ age,maternal occupation,maternal nurturing time and family nurturing environment significantly affected toddler′s social-emotional development( P<0.05). Conclusionss Many social factors including family nurturing environment lead to high problem rate of toddler′s social-emotional development.Public awareness should be raised and early screening and intervention are anticipated to promote integrated early child development.

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Study on the status quo of early child development in eight provinces of China

SHAN Wen-jie, ZHANG Yun-ting, LIN Qing-min, JIANG Yan-rui, ZHU Qi, JIANG Fan

journal1 2019, 27 (4): 362-365. DOI: 10.11852/zgetbjzz2018-1442

Abstract （309）

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Objective To assess the cognitive and motor development of young children in China, and to evaluate the status quo of early childhood development in China. Methods A total of 1 026 full-term healthy children at the age of 2-30 months old were selected by convenience sampling from 8 provinces in China from October 2012 to March 2013.Demographic and social economic status data were investigated by parent report questionnaire.Bayley Scales of Infant Development were used to assess the development of young children.Multiple regression analysis was conducted to explore risk factors of cognitive development and motor development in young children. Results The average cognitive development index of infants aged 2-30 months in China was 102.38±17.58,and the average motor development index was 101.39±16.38.Cognitive retardation rate was 7.70%, and motor development retardation rate was 8.28%.After adjusting for confounders, compared with those with maternal education higher than junior college, children with maternal education under middle school appeared to have significantly lower cognitive development index ( β=-8.51, 95% CI:-11.23--5.78) and motor development index ( β=-4.17, 95% CI:-6.79--1.55). Conclusions Early child development in China has improved since 20 years ago.Maternal education is significantly associated with young child's cognition and motor development.

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journal1 2018, 26 (1): 1-2. DOI: 10.11852/zgetbjzz2018-26-01-01

Abstract （301）

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Study on early development training on infant neuropsychological development

XIE Ya-chun,YAO Tian-hong,HU Xiao-sha,DONG Jing,XU Xin,CHEN Xue-qiong,CHI Xia,TONG Mei-ling

journal1 2013, 21 (11): 1228-1230.

Abstract （217）

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Objective To explore the effect of early development training on infant neuropsychological development,demonstrating,and popularize the education mode of demonstration and individualized,Thereby promoting early child development. Methods A total of 71 infants of early education group and 70 infants of control group were regularly followed up within 12 months.During follow-up,Gesell developmental scale was used at 6 months,9 months,12 months of age,and the developmental quotient (DQ) were analyzed between early education group and control group. Results At 9 months of age,both fine motor DQ and language DQ of early education group were significantly higher than control group ( P<0.05).At 12 months of age,the fine motor DQ,language DQ,and social adaptation DQ of early education group were significantly higher than control group ( P<0.05). Conclusions The early development training can promote infant neuropsychological development,fine motor and language were more dependent on environmental stimulation,and the demonstration and individualized education mode of early child development was a long-term and positive significance.

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Cited: Baidu(5)

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Study on clinical efficacy of early development in high-risk infants by combination of education with medical treatment

LIU Xing-lian,XU Hai-qing,DAI Qiong

journal1 2014, 22 (10): 1114-1117.

Abstract （209）

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Objective To explore a better way of early intervention on high-risk infants by combination of education with medical treatment. Methods One month old infants with high risk who were followed-up in out-patient clinic from June 2010 to January 2011 were enrolled in the research.Education with medical treatment group (140 cases),medical treatment group (142 cases),health control group (125 cases).Children's mental development and psychomotor development in three groups were evaluated in 6,12 and 24 months old.Children's emotional sociality in three groups were evaluated in 24 months old. Results Mental development index (MDI) in the education with medical treatment group were dramatically improved than those of in the medical treatment group in different ages( P<0.05);Psychomotor development index (PDI) in the education with medical treatment group were dramatically improved than those of in the medical treatment group in 6 and 12 months old( P<0.05);No different of MDI and PDI between in the education with medical treatment group and in the health control group.The positive ratio of four dimensions of toddler emotion in the education with medical treatment group were dramatically reduced than those of in the medical treatment group in 24 months ( P＜0.01).No different of the positive ratio of extroversion region,introversion region and imbalance region between the education with medical treatment group and the health control group ( P＞0.05).But the positive ratio of ability region was dramatically reduced than that of in the health control group ( P＜0.05). Conclusion Comparison with simple medical treatment,partten of early intervention of education with medical treatment can promote mental development,social-association ability and good emotion development of high-risk infants to a great extent.

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Analysis of influencing factors of intelligence development of children attending early develop-promoting class

DIAO Feng-ping,WU Qi,TAN Yan-qin

journal1 2017, 25 (3): 306-308. DOI: 10.11852/zgetbjzz2017-25-03-28

Abstract （204）

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Objective To explore the influencing factors of intelligence development of children attending early develop-promoting class(early class),and to provide the countermeasures of improving the effect of early class and promoting intelligence development of children. Methods A total of 252 families attending the early class during 2013-2015 were investigated by questionnaire about the children and actual raisers.The children attended the early class once per week,and were evaluated the developmental quotient (DQ) at the attending time,6 months,and 12 months later. Results Children's DQ increased by 11.48±4.12( t=23.58, P＜0.01) at 12 months after attending class.Multivariate linear regression analysis showed that children's age at attending,Apgar score at birth,relationship between children and actual raisers,family income,rate of class attending,rate of family training after class and score of early develop-promoting knowledge were the influencing factors of intelligence development of children attending early class ( F=18.649, P＜0.01). Conclusion Attending early class as early as possible,strengthening management of class,and paying attention to early develop-promoting propaganda of children can improve the effect of early class and promote intelligence development of children.

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Cited: Baidu(1)

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Research advances in the association between parental insightfulness and early childhood development

ZHANG Chang, ZHOU Ting

Chinese Journal of Child Health Care 2022, 30 (10): 1095-1098. DOI: 10.11852/zgetbjzz2021-1479

Abstract （190）

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Parental insightfulness is defined as the capacity of caregivers to consider motives and emotions underlying their children's behaviors from the perspective of children. Based on attachment theory, parental insightfulness plays an important role in the establishment of secure attachment and early childhood development. Previous studies have indicated that parental insightfulness is associated with positive parenting behaviors and improved quality of parenting, which plays an important role in the early child socio-emotional development. Parental insightfulness is mainly influenced by characteristics and experience of caregivers, and could be improved through parental interventions. The present study focuses on parental insightfulness and aims to provide basis for further research and child health care practices on child development and early rehabilitation of special need children such as children with autism spectrum disorder.

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Early developmental environment of left-behind preschool-aged children in rural China:a preliminary study.

TAO Xu-wei, GUAN Hong-yan, FAN Zhao-yang.

journal1 2014, 22 (6): 580-582. DOI: 10.11852/zgetbjzz2014-22-06-07

Abstract （189）

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Objective To understand the early developmental environment of left-behind preschool-aged children (LBPC) in rural China. Methods A cross-sectional survey was conducted in Shucheng Town, Anhui province.The sample was composed of 750 children aged 3~5 years old and their caregivers.All of the caregivers completed the questionnaires. Results It was found that 650 children were left-behind by parental migration.The survey provided the followings1)The LBPC were fostered by caregivers with lower educational level and better economic conditions.2)The LBPC received less health and early educational services.3)The caregivers of LBPC had less knowledge about child's health and care than the control.4)The caregivers of LBPC expressed their needs of multiple health care services. Conclusions The LBPC have harsher early developmental environment than their companies.The generation of intervene programs is in urgent need.

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Early development status of 4 656 preschool children and its correlation with learning support in Tongzhou district, Beijing

HOU Shan-shan ^*, LI Xue-ying, MI Xiao-yi, GAO Ya-qing, ZOU Si-yu, MENG Zhao-xue, ZHOU Hong

Chinese Journal of Child Health Care 2022, 30 (2): 135-139. DOI: 10.11852/zgetbjzz2021-0672

Abstract （185）

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Objective To evaluate the early development status of preschool children in Tongzhou district, Beijing, and to understand factors that affect the early development of preschool children and its relationship with family/father/mother learning support, so as to provide evidence for promoting the early comprehensive development of preschool children. Methods 4 656 children enrolled in kindergartens in Tongzhou district from December 1st to December 31st, 2020 were selected as the study objects.The questionnaires in this study included general characteristics of parents and children, whether father/mother/other caregiver accompanied the child in the seven learning support activities over the past 3 days and early childhood development situation.Logistic regression was used to analyze the factors affecting the early childhood development index and its influencing factors, focusing on the correlation with family/father/mother learning support. Results The early development index of preschool children was 98.5%, and the social and emotional compliance rate in the four modules was the lowest (86.6%, 4 032/4 056).Full-term birth increased the likelihood of reaching the standard for early childhood development.Obtaining learning support from family ( OR=4.856, 95% CI:2.601 - 9.066), father ( OR=2.183,95% CI:1.299 - 3.669) and mother ( OR=4.150, 95% CI:2.517 - 6.844) promoted preschool children′s early development. Conclusions The early development index of preschool children in Tongzhou district, Beijing is relatively high, but the social and emotional compliance rate is still lower.So in order to promote the development of preschool children, it is necessary to carry out personalized health education for the parents of preschool children and their caregivers, and to raise family awareness of early childhood development, especially considering the role of parents.

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journal1 2014, 22 (12): 1287-1289. DOI: 10.11852/zgetbjzz2014-22-12-17

Abstract （182）

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Study on influence of toddler social-emotional after early childhood development project.

FENG Cheng-yun,WEI Xin-yan,LIU Jian-hua,MIN Jie,NIU Li,LI Jia-nan,ZHANG Zhen,XIA Na,LIU Lan,FENG Si-xuan.

journal1 2013, 21 (6): 660-663.

Abstract （181）

Objective To improve the physical and mental health of children through early childhood development project. Methods The parents of 822 children filled in the questionnaires about the social-demographic and social-emotional assessment for children aged 12~36 months.244 children's parents were measured again after accepted early childhood development project in our center after half a year. Results The positive rates of externalizing,internalizing,dysregulation and competence were 7.9%,9.6%,13.7%,10.3%,respectively.The boy's scores and positive rates were higher than the girl's about externalizing and dysregulation.On the contrary,the girl's scores and positive rate was higher than the boy's about internalizing.Mother's education level was the important factors for each field.The positive rates of each field of the 224 children's were reduced after half a year. Conclusion Parenting science of family and the services of institution are combined,it will contribute to the development of children's physical and mental health.

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Study on early synthetic intervention on physical development and early mental development and behavioral development of premature and low-birth weight infant

JIN Yan,XU Hai-qing,XIONG Zhong-gui

journal1 2012, 20 (8): 739-742.

Abstract （158）

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【Objective】 To Evaluate effectiveness of early synthetic intervention on physical development and early mental development and behavioral development of premature and low-birth weight infant. 【Methods】 All infants of study coming from child health care clinic whose gestational age were under 37 weeks and birth weight under 2 500 grams were classified into 2 groups according to parents's voluntary: early synthetic intervention group (84 cases) and control group(75 cases).The infants of study groups were conducted watching and hearing,massage and movement intervention and feeding direction.The weights,heights,MDI and PDI were measured or tested when the infants of the two groups were 3,6,9,12 months age. 【Results】 Contrasting to the control group,the weights of the early synthetic intervention group were increased respectively 0.60,0.69,0.74,0.73 kg( P<0.05)and the heights were increased respectively 0.7,0.9,1.2,1.5 cm( P<0.05)and MDI were increased respectively 3.51,4.05,5.21,6.78 scores( P<0.05)and PDI were increased respectively 2.29,3.85,4.16,6.36 scores( P<0.05)when 3,6,9,12 months age. 【Conclusion】 Early synthetic interventions would promote physical development and mental development and behavioral development of premature and low-birth weight infants,and would reduce incidence rate of cerebral palsy of premeture and low-birth weight infants.

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Cited: Baidu(5)

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