The article discusses the morphometric neurocranium criteria for children of pre-school age (4–7) ontogenesis and evaluates the basic parameters for their possible mathematical prediction. The ...patients were examined by MRI. Gender variability of the neurocranium morphometric parameters in children of pre-school age (4–7) was manifested in the bigger cranium sizes in boys, with the exception of cephalic index that was bigger in girls. The study revealed moderate correlation between age and cranium longitudinal and transverse dimensions – correlation coefficient was 0.41–0.74. The correlation between vertical size and the age in the period of intensive growth was rather high, the correlation coefficient was 0.65–0.82. Correlation in gender and age groups was positive. The correlation allowed developing regression models and nomograms for the prediction of the cranium size, depending on the age with high informational value (95%). The size and range of their variability determined in vivo for different age groups of postnatal ontogenesis were considered in indicators for metric data objectification in clinical pathology diagnosing (department of magnetic resonance and computed tomography).
Relevance
Investigation of the cerebrospinal fluid system of children of different ages, especially pre-school and school periods of childhood, becomes essential, since the further development of the ...brain and its proper functioning depends on the way it functions. Considering the MRI indications of the elements of the cerebrospinal fluid system of children is important for the development of neurology and neurosurgery, it is necessary to consider gender differences in the brain size and structure.
Objective
To study the sex differences in the structure of the cerebrospinal fluid system in seven-year-old children.
Material and Methods
For the study, archival data on the sizes of the lateral ventricles of the brain of 120 children aged 7 (60 boys and 60 girls) were involved, in particular: 1) the length of the anterior horn; 2) the width of the anterior horn; 3) the length of the central part; 4) the width of the central part; 5) the length of the posterior horn; 6) the width of the posterior horn; 7) the length of the lower horn; 8) the anteroposterior size; 9) the distance between the anterior horns; 10) the distance between the posterior horns; 11) the length of the third ventricle; 12) the height of the third ventricle; 13) the length of the aqueduct; 14) the length of the fourth ventricle; 15) the height of the fourth ventricle. The studies were carried out using the method of magnetic resonance imaging. Quantitative indicators were assessed for compliance with the normal distribution using the KolmogorovSmirnov test. The accumulation, correction, systematization of the initial information were carried out in Microsoft Excel 2016. Statistical analysis was carried out using the Statistica 10.0 software (StatSoft Inc., USA). The results were considered statistically significant at p < 0.05.
Results
The data obtained in the study of the cerebrospinal fluid system in children during their pre-school period of childhood are indicators of the norm and can be used for diagnostic studies in the departments of radiation diagnostics. The bilateral asymmetry of the lateral ventricles of the brain in pre-school children, discovered during the work, is of crucial clinical significance. The morphometric indicators of the elements of the cerebrospinal fluid system should be considered by specialists in the study of brain neuroplasticity.
Conclusion
Analysis of the obtained in vivo encephalometric data indicates the presence of sexual variability of the brain and parameters of the structures of the cerebrospinal fluid.
One of the skills that a child needs to develop in pre-school is creativity. Although it is known that creativity comes from birth, the fact that everyone is at different levels shows that there are ...factors affecting the development of this skill. One of these factors is the parent. In the literature, there are researches on how children's creativity changes according to variables such as age, gender and socioeconomic level. However, no research has been achieved on what parents do to improve their children's creativity. The aim of this study is to reveal the experiences of parents in developing pre-school children's creativity. In this research, phenomenology is used. Participants were determined by criterion sampling from purposeful sampling methods and interviewed with six parents at two sub, two middle and two upper socioeconomic levels. As a result of the content analysis, it was observed that parents did similar activities in developing creativity with their children regardless of their level of education, but they were more creative by using the opportunities of parents at low socioeconomic level, while parents with a high socioeconomic level were more prone to getting ready to produce with their children. Parents should therefore be encouraged to develop creativity.
One of the skills that a child needs to develop in pre-school is creativity. Although it is known that creativity comes from birth, the fact that everyone is at different levels shows that there are ...factors affecting the development of this skill. One of these factors is the parent. In the literature, there are researches on how children's creativity changes according to variables such as age, gender and socioeconomic level. However, no research has been achieved on what parents do to improve their children's creativity. The aim of this study is to reveal the experiences of parents in developing pre-school children's creativity. In this research, phenomenology is used. Participants were determined by criterion sampling from purposeful sampling methods and interviewed with six parents at two sub, two middle and two upper socioeconomic levels. As a result of the content analysis, it was observed that parents did similar activities in developing creativity with their children regardless of their level of education, but they were more creative by using the opportunities of parents at low socioeconomic level, while parents with a high socioeconomic level were more prone to getting ready to produce with their children. Parents should therefore be encouraged to develop creativity.
Amaç: Sağlık kuruluşlarına çocukları için okul erteleme talebi ile gelen ebeveynlerin başvuruları son yıllarda artış göstermiştir. Bu çalışmada ebeveynlerin çocuklarının okula
hazır oluşu ile ilgili ...kanaatlerinin doğruluğu ve çocuk yetiştirme tutumlarının okul olgunluğuna etkisinin incelenmesi amaçlanmıştır.
Gereç ve Yöntemler: Çalışmaya 69-71 ay yaş aralığında olan 71 çocuk alınmıştır. Örneklem grubu hastaneye çocuğu için okul erteleme raporu talebi ile başvuran aileler ve
çocuklarından oluşmaktadır. Katılımcılara ait bilgiler “Aile Bilgi Formu”, çocukların okul olgunluk düzeyi “Metropolitan Okul Olgunluğu Testi (MRT)”, ebeveynlerin aile hayatı ve
çocuklarını yetiştirme tutumları “Aile Hayatı ve Çocuk Yetiştirme Tutumları Ölçeği (PARI)” kullanılarak toplanmıştır. Elde edilen veriler istatistiksel olarak değerlendirilmiştir.
Bulgular: Katılımcıların MRT sonuçlarına göre 22’sinin okula hazır, 49’unun ise okula hazır olmadığı saptandı. MRT toplam skoru ile aşırı kontrolcü annelik (AKA) (p=0,011), ev
kadınlığını rolünü reddetme (EKRR) (p=0,019), karı-koca geçimsizliği (KKG) (p=0,003), baskı-disiplin (BD) (p=0,011) arasında negatif yönlü anlamlı bir ilişki saptandı. Çocukların
MRT skorları arttıkça, ebeveynlerden elde edilen AKA, EKRR, KKG, BD skorlarında azalma olduğu görüldü. Okula hazır olmayanlar da EKRR (p=0,032), KKG (p=0,026), BD (p=0,036)
alt boyutlarında ortalama ölçek puanlarının okula hazır olanlara göre daha yüksek olduğu saptandı.
Sonuç: Ailelerin görüşlerinin okul erteleme kararı için yeterli olmadığı görüldü. Olumsuz aile tutumları çocukların okul olgunluğu düzeyini azaltmaktadır. Ailelere çocuk
yetiştirme tutumlarına yönelik eğitim ve danışmanlığın okul öncesi süreçlerde verilmesi gerektiği kanaatindeyiz.
One of the skills that a child needs to develop in pre-school is creativity. Although it is known that creativity comes from birth, the fact that everyone is at different levels shows that there are ...factors affecting the development of this skill. One of these factors is the parent. In the literature, there are researches on how children's creativity changes according to variables such as age, gender and socioeconomic level. However, no research has been achieved on what parents do to improve their children's creativity. The aim of this study is to reveal the experiences of parents in developing pre-school children's creativity. In this research, phenomenology is used. Participants were determined by criterion sampling from purposeful sampling methods and interviewed with six parents at two sub, two middle and two upper socioeconomic levels. As a result of the content analysis, it was observed that parents did similar activities in developing creativity with their children regardless of their level of education, but they were more creative by using the opportunities of parents at low socioeconomic level, while parents with a high socioeconomic level were more prone to getting ready to produce with their children. Parents should therefore be encouraged to develop creativity.
This research aims to investigate the effect of Montessori method on social competence and behaviors of 3.5-5 years-old-children on their emotion regulation skills. Sequential Explanatory Design, one ...of the mixed method designs, was used in the study. The study group of the research consisted of 55 children attending two independent preschools in Eskişehir. Personal Information Form, Social Competence and Behavior Evaluation Inventory-Teacher and Parent Forms, Emotion Regulation Checklist and Parent Interview Forms for the Evaluation of Montessori Method have been used to collect the data. Friedman test used for data analysis. Post-hoc analysis with Wilcoxon signed-rank test and Mann-Whitney U were conducted to reveal the source of differentiation between the scores. It was determined that significant differences between Social Competence - Behavior and Emotion Regulation Skills sub-scale pretest and posttest mean scores of children in the study group. There are significant differences between the posttest scores of study and control groups.
In young children the physical, social, emotional, cognitive or language development take place at the same time and they are intercondition. Children learn holistically, so that each area of ...development influences the others and none operates independently. Physical development can influence the contribution of children to carrying out various tasks or to obtaining certain performances of the group of which they are part. Success or failure greatly influence the child's self-image and self-esteem.
The current study was conducted to investigate the contribution of the forest school approach to the development of preschool children. In this connection, the study group is comprised of 7 ...pre-schoolers aged at 48-60 months. The sample of the current study was determined by using the convenience sampling method, one of the purposive sampling methods. The current study is a case study, covering an eight-week period. A total of five data collection tools were used in the study: "General Information Form", "Pre-Application Questions", "Activity Evaluation Form (Individual)", "Activity Evaluation Form (General)", "Development Observation Form". The collected data were transcribed; codes and themes were established and finally content analysis was conducted on them. As a result of the analysis, it was concluded that the forest school applications positively affected the children's cognitive development, language development, social and emotional development, motor development and self-care skills in some situations and supported the development of the children in general. In light of these findings, integration of forest school into pre-school education is thought to be of great importance.
PDF
