جستجوی مقالات مرتبط با کلیدواژه « Developmental Standards » در نشریات گروه « پزشکی »

Background &

Assessing gender differences in early childhood helps us to understand them in later life. Today, many thinkers consider the years before elementary school to be the most fruitful years for teaching and learning and believe that a young child learns at a faster rate than he will be able to later, and his early mental connections and associations are so stable that they do not last in the following years. The growth process of Iranian children is examined by non-Iranian standards, and due to the difference between Iranian standards and the standards of other countries, it will be difficult to judge Iranian children, a mistake in judgment can have irreparable consequences. After the embryonic period, the physical and mental development of children in the ages after birth is very important; Because the most physical and mental changes happen at this age, which, if neglected, will lead to irreparable results; Therefore, paying attention to children's growth is one of the first priorities. Previous research shows significant gender differences in psychomotor development, albeit on a small scale and with significant heterogeneity. Girls develop earlier and have better language skills than boys in most language domains (phonics, vocabulary, and syntax), which may disappear between 3 and 5 years of age. Girls have also been found to exhibit more fine motor skills—that is, activities that require high precision and usually involve manipulating objects. Up to 4 years old or after 6 to 7 years. No clear picture emerges from studies on gender differences in motor skills—that is, activities related to movement and trunk movement—in the preschool period. Assessing sex differences in early childhood helps us understand them later in life. Today, many thinkers consider the years before elementary school to be the most fruitful years for teaching and learning. Preschool children show rapid growth in motor, cognitive, and social-emotional skills; therefore, the assessment of gender differences in early childhood is very important in making decisions. Therefore, the purpose of this study was to investigate gender differences in developmental standards of cognitive, physical-motor, language, and literacy skills, approach to learning, and social-behavioral-emotional.

The present research method is practical in terms of its purpose and in terms of data collection (research design) it is descriptive and non-experimental and the data were collected without any intervention or control. The statistical population includes all 3-4-year-old children in Tehran. The sample of the current research is 50 girls (50%) and 50 boys (50%) and their teachers and parents, which was obtained through cluster and matrix sampling in kindergartens. Twenty children were selected from five geographical regions according to the economic, social, and cultural characteristics of Tehran, including northwest and east, southwest and east, and the center (regions 3, 5, 6, 14, 16). The data collection tool includes scales for measuring the developmental capabilities of cognitive, language, and literacy, approach to learning, physical-motor, social-behavioral-emotional skills of 3 to 4 year old children, which were developed using the standards available in different countries. This scale measures five dimensions of cognitive skills (65 questions), physical-motor skills (25 questions), language and literacy (54 questions), approach to learning (27 questions), and social-behavioral-emotional dimension (24 questions). Information analysis method. In this research, descriptive statistics (mean and standard deviation), the Shapiro-Wilk test, one-way analysis of variance test, Cronbach's alpha, and Pearson's correlation coefficient were used.

The findings showed that, from a theoretical point of view, this research will contribute to the development of knowledge about children's developmental standards. In terms of measurement tools and methods, this project is the first attempt to create a multidimensional tool that allows measuring the developmental standards of 3 to 4-year-old children, and practically, this research is useful for preparing preschool children in the early stages and evaluating them in the next stage. It will be informative.

The results of this study are used by preschool school officials and educational policymakers. Mental skills or cognitive abilities include features such as perception, attention, memory (short-term or working and long-term), motor, language, visual and spatial processing, and executive functions. These cognitive characteristics are different in men and women. In general, women excel in verbal fluency, perceptual speed, accuracy, and fine motor skills, while men excel in spatial, working memory, and math abilities. Male and female brains show anatomical, functional, and biochemical differences throughout life. Many factors are involved in this distinction. Physiological factors, along with social norms, are other factors that cause changes. Men perform better than women on tests of visual-spatial ability and mathematical reasoning, while women perform better on memory and language use. Raising standards in children's writing is a current educational priority, and the apparent resistance of boys to efforts to improve their writing skills has received particular attention. Recent UK figures have reported that 15-19% of girls, after leaving UK primary schools, have achieved the expected standard of writing by the age of 11. This is supported by consistent evidence of female advantage in various national assessments of writing performance. The findings of this research have positive implications for theory, methodology, and practice. Theoretically, this research will help to advance the production of knowledge about children's developmental standards. In terms of measurement tools and methods, this project is the first attempt to create a multidimensional tool that allows measuring the developmental standards of 3-4-year-old children. Practically, this research will be useful and informative for the preparation of preschool children in the early stages and evaluation in the next stage.

Studying the role of gender and birth order in developmental standards has a great role in decisions and judgments about children. The most important period of a child's brain development is the first two years of life, which has a great role on the child's mental, physical, psychological, and social functioning. Recognizing that children's development is holistic is one of the basic principles of using developmental statements in the early years. All-round growth is the recognition of physical, cognitive, linguistic, emotional and social growth, which are interconnected, inseparable and dependent on each other. Gender differences in language and social-emotional skills appear to exist right after birth. For example, newborn boys make fewer rhythmic and early tongue movements during sucking. On the other hand, baby girls respond more to formula with a reflexive "smile" and show greater auditory sensitivity. Differences in later months include sensitivity to pain, responsiveness to mother's vocalizations, and discrimination of emotional expressions. However, even in the early stages of development, differences do not favor one gender group. For example, some studies show that boys show more happiness, look at their mothers for longer, and make more movements to be picked up. Additionally, some studies find no differences in infant eye contact, in contagious crying, or in response to the mother's face. One of the viewpoints related to learning is the viewpoint of behaviorism. In this perspective, learning is examined based on two basic principles of classical and active conditioning. Classical conditioning is a type of learning that is based on creating an association between a stimulus that does not normally cause a reaction and a learning stimulus that causes a specific reaction, and operant conditioning is another type of learning that is based on reinforcing or punishing behavior for increasing or decreasing the probability of its output; However, unlike behaviorists who did not deal with mental processes, cognitivists emphasize the unobservable mental processes that people use to learn and remember new information and skills. to be Among the theories of cognitive learning, we can mention Bandura's social-cognitive learning theory and information processing theory. Based on Bandura's social-cognitive theory, a lot of human learning happens in a social environment. Through observing others, we learn knowledge, rules, skills, strategies, opinions and attitudes, and by observing and using patterns, we learn the usefulness and appropriateness of behaviors. According to this theory, most of our learning is through modeling and observing the behavior of others and observing the consequences of the behavior that others do. According to Bandura's opinion, new behaviors are learned through two types of active learning and observational learning. Active learning allows people to acquire complex behavioral patterns through direct experience, by thinking about the consequences of their behavior and evaluating them, and observational learning, the main element of which is imitation by observing appropriate activities, correctly encoding the event for representation in memory, Doing the behavior and having sufficient motivation is facilitated. The aim of the present study was to investigate the role of gender and birth order in children's cognitive, physical-motor, language, learning and social-behavioral-emotional skills.

The statistical population included all children aged 1-2 and their parents in Tehran. The sampling method is cluster and matrix and the samples were selected from five geographical regions. The sample size included 500 children aged 1-2 years; 100 children were considered for each area. The data collection tool is a researcher-made tool that uses the developmental standards of several American states, such as the developmental standards of Washington (2012), the developmental standards of Nebraska (2018), and studies conducted in Iran.

The results showed that birth order has a significant role in cognitive skills, emotional-behavioral-social characteristics and language and literacy of girls and boys; But gender did not play a significant role.

This study was conducted with the aim of investigating the role of demographic characteristics in cognitive, physical-motor, language, learning and social-behavioral and emotional skills of 1-2 year old children in Tehran. Motor skills, the ability to control and coordinate large movements of the legs and arms (such as jumping, throwing) and fine movements of the fingers. Fine motor skills focus on using small muscles such as hands and fingers for activities. Gross motor skills involve coordinating the body's larger muscle groups, such as the legs and trunk, in activities. Cognition is a cumulative learning process that includes mastering new skills while improving existing skills. The processes or abilities by which knowledge is acquired and manipulated, including abilities such as memory, problem solving, and analytical skills. Social-emotional skills include the emergence of emotional self-regulation, showing empathy, developing skills to talk about feelings, engaging in positive social interactions with peers and adults, cooperating with others, and social independence. Well-developed social-emotional skills in early childhood are known to reduce behavioral problems. Regulation of emotional responses and social interactions, which is a function of mood and self-regulation, including behavioral problems, social competence and emotional competence, language, the ability to understand and express verbal communication. Learning approaches are behaviors related to how children engage in learning experiences, such as the ability to stay focused, interested, and engaged in activities. This study showed that the birth order of children has a significant role in cognitive, emotional, social behavior and language scales. Various theories and hypotheses have been proposed about birth order and the effects of family size. The research findings can be used in making decisions and judging children.