Cognitive Development of Children in Vulnerable Contexts: The Role of Psychosocial Intervention

Autor/inn/en	Martínez-Sande, Paola Andrea; Pacheco, Kattia Cantillo; Martínez-González, Marina Begoña; Chajin, Leidylizeth Hernandez
Titel	Cognitive Development of Children in Vulnerable Contexts: The Role of Psychosocial Intervention
Quelle	In: Early Child Development and Care, 192 (2022) 11, S.1744-1751 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez-Sande, Paola Andrea) ORCID (Pacheco, Kattia Cantillo) ORCID (Martínez-González, Marina Begoña) ORCID (Chajin, Leidylizeth Hernandez)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1932863
Schlagwörter	Foreign Countries; Young Children; Intervention; Cognitive Development; Low Income Groups; Socioeconomic Status; At Risk Persons; Child Care; Community Characteristics; Poverty Areas; Psychological Patterns; Social Development; Mental Health; Attention; Memory; Music; Language Acquisition; Language Fluency; Colombia + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Kognitive Entwicklung; Socio-economic status; Sozioökonomischer Status; Risikogruppe; Kinderfürsorge; Kinderbetreuung; Soziale Entwicklung; Psychohygiene; Aufmerksamkeit; Gedächtnis; Musik; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Kolumbien
Abstract	Psychosocial intervention programs are carried out in Latin American communities with socioeconomic disadvantage to improve their quality of life; few evaluations are carried out to measure their effectiveness. The study aimed to determine if intervention processes in vulnerable communities might favor the children's development. An analysis of variance was used to find the dependence between different intervention processes and the cognitive development of 97 children between 3 and 6 years old. No relationship was found between the type of intervention received by the communities and their infants' global cognitive development. However, the children of the community intervened by multiple agents and services showed significant differences related to a better performance in dimensions such as language, rhythm, memory, and attention. It is necessary to ensure nutrition and guarantee quality education, early stimulation, spaces of relationship with peers, and a community aware of their co-responsibility in childcare to improve children's cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01