Psychological preparation for school is a term elaborated according to cultural historical model. This term refers to psychological formations, also called neoformations, which prepare the child for ...school learning. Close adults essentially influence on the level of development of neoformations through the inclusion of the child in activities that are accessible and relevant to them. The choice of these activities depends on the conceptions that adults have about the content of preparing for school. The objective of this study is to analyze the conceptions and actions carried out by parents and the influence of the social situation to prepare the child for school. The study was carried out from the application of interviews online due to the COVID 19 pandemic. It is concluded that the conceptions and actions that parents have do not guarantee the optimal level of preparation of the child for school. It is argued that parents require a guide psychological development of the children.
Methamphetamine abuse during pregnancy represents an emerging health care problem. The consequences are not only of relevance to the pregnant women, but also their unborn child. It is associated with ...an increased risk of preeclampsia and hypertension, fetal demise, preterm delivery, and intrauterine growth restriction. The deleterious effects of prenatal methamphetamine exposure on the developing fetal brain may lead to long-term neuro-developmental and behavioral problems.Given the current evidence, abuse of methamphetamine during pregnancy must be of utmost concern to health care professionals and to policy-makers. As it has been described for neonatal abstinence syndrome, a multi-professional team is required to improve care of affected women and families. A multi-disciplinary approach is needed, including good prenatal care of pregnant women, perinatal care by specialized obstetricians and neonatologists, and psychiatric treatment by an addiction specialist. Furthermore, families should be integrated into appropriate social support networks.For the development of a structured support program for pregnant women with methamphetamine consumption, methamphetamine use disorder should be considered as a disease that requires medical treatment as well as psychological and social support. The pregnancy should be considered as a window of opportunity to provide the required help.
Les troubles sémantico-pragmatiques du langage occupent une place ambiguë et discutée dans les troubles du développement de l’enfant. Ils sont considérés par certains (le courant psychodynamique, ...avec la CFTMEA) comme des symptômes propres à la dysharmonie psychotique. Pour d’autres, ces symptômes font partie des troubles envahissants du développement (DSM-IV). Les logopèdes/orthophonistes le considèrent comme un syndrome à part entière : le syndrome sémantico-pragmatique ou dysphasie sémantico-pragmatique. Ce syndrome correspond à des difficultés de compréhension, de formulation, d’interprétation et de décision, ainsi qu’à un manque d’adéquation pragmatique, rendant le contenu discursif inadéquat et peu informatif. Avec cet article, nous tentons de comprendre les différentes hypothèses diagnostiques tout en essayant de mettre en évidence les repères cliniques qui pourraient nous aider dans le diagnostic différentiel de ces troubles ainsi que dans le choix des orientations et outils thérapeutiques. Cette problématique complexe est illustrée par l’histoire d’un jeune de 13ans diagnostiqué d’abord « trouble envahissant du développement » puis, dans un deuxième temps, « syndrome sémantico-pragmatique », et enfin, « dysharmonie psychotique ».
Semantic-pragmatic disorder affects the use of language in a social context. However, therapists do not agree upon whether semantic-pragmatic disorder belongs to the autism spectrum or if it is an entirely separate condition. Rapin and Allen first defined semantic-pragmatic disorder (SPD) in 1983 as a language disorder. Confusion surrounds the use of diagnostic terminology in the area of SPD, where neurology, psychology, psychiatry and speech and language therapy converge. Nowadays, the most common definitions of SPD are: language impairment; manifestation of an autistic spectrum disorder; disorder between language impairments and autistic spectrum disorders; multiple complex developmental disorders. Recently DSM-5 has identified a new diagnosis called social communication disorder. This category is characterized by a persistent difficulty with verbal and nonverbal communication that cannot be explained by low cognitive ability. Symptoms include difficulty in the acquisition and use of spoken and written language as well as problems with inappropriate responses in conversation. The disorder limits effective communication, social relationships, academic achievement, or occupational performance. This paper discusses the characteristics of semantic-pragmatic disorder as well as social communication disorder and how to manage them. Its goal is to sensitize children psychiatrists and children psychologists about this problem, to arrive at a more precise diagnosis and to prescribe more accurate treatments.
In this article we present a single clinical case based on the story of a young boy called Mark. This case is interesting because at the age of six, Mark was diagnosed with an autistic spectrum disorder. Later on, at the age of eight a new examination pointed to language impairment. As an early teenager, at the age of 13, Mark was reevaluated and diagnosed with a multiple complex developmental disorder.
Up until today the literature does not provide clinical studies that allow us to differentiate semantic-pragmatic language disorders, disorders of the autistic spectrum and multiple complex developmental disorders. However, after having interrogated speech therapist and clinicians, we have observed clinical individual differences throughout the course of the treatment. Compared to children suffering from an autistic spectrum syndrome, children that exhibit a semantic-pragmatic language disorder seem to have the following characteristics: initially a fascination for details that is less significant but that decreases with time until it finally might disappear; a continuity of ritual behaviors that is initially less significant but that decreases with time until it finally might disappear; a better eye-contact in their relationship with others; a better variability of facial expressions; a better capacity to generalize from what they have learned from a new situation; a weaker requirement of invariance even if the interests might be restraint; no or few stereotypes that diminish strongly with time until they eventually disappear; persevering difficulties in the use of personal pronouns above the age of seven; late, but spontaneous acquisitions of symbolic play and in pretend play. These clinical elements can guide us in our reflections concerning the differential diagnosis. They deserve a deeper understanding about their validity during diagnosis.
The symptomatology of the semantic-pragmatic syndrome is complex and gives rise to several different diagnostic hypotheses. This points to the importance and necessity of a multidisciplinary evaluation. The complete and detailed medical history of the child's development, the persisting symptoms and the IQ profile are elements for which we have to remain attentive. This is important to guide us in our differential diagnosis and in our treatment.
At the present time, children have lost their play spaces such as street, also natural areas in urban space because of such causes as the decrease in the open air areas owing to dense housing, the ...rise in the traffic load owing to an increase in the car possession and fear of crime which parents have. In generally, the school grounds where children spent most of their time are the safest places for children because of being within walking distance and isolated from motorized traffic. Consequently these areas are accepted as one of places where children can make contact with their peer in natural open area for many children who lost their play spaces in urban space. Also it was determined by studies that school grounds especially designed with natural elements has positive effects at the development of children. The aim of this study is to determine the importance of playing in the natural environment and school grounds designed with natural elements in terms of child's development and to specify qualities that should be in more livable school grounds for children in primary school grounds. The methods of study consist of the examination of studies on this topic and personal semi-structured interview method. In the interview study It was asked to 17 children the qualities and elements which should be in their dream schoolgrounds. In the end of the study, the qualities and elements that should be in in primary school grounds for the children attending interview study was determined.
This article investigates the problem of forcing a preschoolers development, analyzes its possible consequences for emotional sphere of a preschooler. In modern Russia there are many groups of early ...education (up to “prenatal”). Parents pay special attention to the intellectual aspect of education of their preschool children: they teach them reading, foreign languages, logical thinking and etc. In this case we consider it apt to speak about forcing a child's development. Under “forcing” we understand parents’ striving to accelerate child's development at the expense of a child's early transition to the next stage of development. We made research with its primary goal to examine the peculiarities of the emotional sphere of a preschoolers with the mother aiming to force the child's development. According to the results we obtained a general emotional ill-being of the examined preschoolers (confirmed by many fears and wishes showing child's ill-being). And mothers’ aiming to force the development of their children connected with the increasing of children's anxiety about shortage of emotional intimacy with their mothers.
RésuméDepuis l’article fondateur de P. Minuchin (1985), les travaux menés en psychologie du développement se sont progressivement inscrits dans la perspective systémique de la famille : au-delà des ...dyades parentales (mère-enfant et père-enfant), les observations portent désormais sur l’ensemble des relations familiales, questionnent leur interdépendance et leur influence sur le développement de l’enfant. Plusieurs chercheurs examinent en particulier le rôle central de la relation coparentale dans ces dynamiques fonctionnelles et développementales. Sur la base d’une revue de la littérature, l’objectif de cet article est de rendre compte des principaux apports de ces travaux et de proposer des pistes d’applications pour la pratique clinique.
Abstract Because at present no estimated data is available concerning the frequency of hearing loss in the population of primary school children in Silesia, it has been assumed useful to carry out a ...research programme. An important advantage of this study is the assessment of hearing in children from Upper Silesian region, a top ranking region in Europe in industrialisation and environmental pollution. In the selected population of primary school children in the province of Silesia, hearing loss occurred in 6% of the examined pupils; in schools located in urban areas it was higher than in schools from rural areas. In the group of children aged 6–10 years conductive hearing loss occurred significantly more frequently, than main cause of that hearing loss was Eustachian tube dysfunction. The obtained results testify about the society being hardly aware of the problems related to hearing loss, which stresses the necessity of conducting screening examinations of hearing organ in children at school age, as well as improving the health care and prevention in that respect.
Karmienie piersią jest złotym standardem żywienia noworodków i niemowląt, zapewniającym optymalny rozwój somatyczny i psychoruchowy oraz zwiększenie funkcji poznawczych. Jest też prawem naturalnym ...dziecka i niezastąpionym sposobem odżywiania we wczesnym okresie życia. Rekomendacje Światowej Organizacji Zdrowia (WHO) i Amerykańskiej Akademii Pediatrycznej (AAP) wskazują pokarm matki jako wyłączne pożywienie niemowlęcia przez pierwsze 6 miesięcy życia, z przedłużeniem, po wprowadzeniu żywienia uzupełniającego, co najmniej do końca pierwszego roku. Wyjątkowość pokarmu kobiecego polega na jego swoistości gatunkowej, wartościach immunologicznych, ochronnych oraz bioaktywnych czynnikach wzrostu. Te właśnie składniki pokarmu nie są możliwe do odtworzenia w mieszankach mlecznych. Obniżają one znacząco zachorowalność i śmiertelność niemowląt oraz małych dzieci. WHO uznaje karmienie piersią za zasadniczy czynnik zmniejszający śmiertelność dzieci do lat pięciu. Również sam akt ssania ma dobroczynny wpływ na matkę i karmione dziecko, przyczyniając się na drodze humoralno-zmysłowej do rozwoju emocjonalnego i poznawczego, poczucia spokoju i bezpieczeństwa. Prowadzone przez WHO w 6 krajach na 5 kontynentach badania rozwoju somatycznego dzieci karmionych piersią wykazały, że wszystkie dzieci rozwijają się podobnie. Karmienie piersią zostało uznane za normę i wszelkie osiągnięcia rozwojowe powinny być odnoszone do rozwoju tak żywionych dzieci. Badania te zaowocowały opracowaniem nowych (2007 r.) siatek centylowych rozwoju somatycznego. Przedstawiono krótki przegląd piśmiennictwa dotyczący wartości pokarmu, uwypuklając właściwości immunologiczne, czynniki bioaktywne, lipidy, w tym wielonienasycone kwasy tłuszczowe (DHA), podkreślając ich znaczenie dla budowy mózgu oraz siatkówki. Przedstawiono również powstałe z inicjatywy Światowej Organizacji Zdrowia oraz Fundacji Narodów Zjednoczonych na rzecz Dzieci (UNICEF) najważniejsze rekomendacje, programy i strategie dla promocji, wspierania i upowszechniania karmienia piersią oraz kodeks marketingu produktów zastępczych zakazujący godzącą w proces laktacji reklamę produktów zastępujących mleko kobiece.
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