Çocuk Eğitiminde İlk Dokuz Ay Bile Önemli
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Children Can Fall Behind As Early As Nine Months
02/17/2010 13:07:15
Children canfall behindas early as nine months
Warwick Mansell
The Guardian, Wednesday 17 February 2010
Children who do not reach key developmentalmilestonesat just nine months old are far more likely to struggle at school, according to an important study published today.
The Millennium Cohort Study of nearly 15,000 children says that babies who were slow to develop theirmotorskillsat nine months weresignificantlymore likely to be identified as behind in theircognitivedevelopment, and also likely to be less well behaved at age five.
Thefindingswillintensifythedebateon how far the government shouldinterveneto stop those from disadvantaged backgrounds falling behind before they even reach school. Thecorrelationbetween performance at nine months and five years was said to besignificanteven after the researchers considered theimpactof poverty on children's development.
The difficulties facing children from poorbackgroundare likely to be a key electionbattleground.
Earlier this week, a study by the Sutton Trustcharityfound that children from the poorest homes are more than a year behind theirpeersfrom well-off backgrounds in theiracquisitionof vocabulary by the time they start school.
However, critics of early intervention say parents should be left to bring up their children without detailedmonitoring.
Academics from London University's Institute of Education analysed the progress of 14,853 children, born in 2000 and 2001, from birth to five. The children's cognitive development wasassessedat the age of five through a series of vocabulary,spatialreasoning and picture tests, and their results compared with those from separate assessments years earlier.
The results at five were strongly linked to the babies' abilities in tests for gross motor development, such ascrawling, and fine motor development, such as holding objects with their fingers, at nine months. The researchers also found that children who are read to every day at three are likely to beflourishingin a wide range of subjects by the age of five. Children who failed at nine months to reach four key milestones in gross motor development, relating to sittingunaided, crawling, standing and taking their first walking steps, were found to be five points behind on average in cognitive ability tests taken at age five, compared to those who passed the milestones. Thisequatesto the difference between being in the middle of the ability range in the cognitive tests, and being belowaverage.
....
The Department of Health said: "Children's health andwellbeingis a keypriorityfor [the] government. The department looks at a range of research and will consider this reportalongsideall others. "The Healthy Child Programme for the first years, relaunched in October 2009, focuses on a universalpreventativeservice, providing families with a programme of screening, immunisation, health and development reviews."
Çocuk Eğitiminde İlk Dokuz Ay Bile Önemli - Children Can Fall Behind As Early As Nine Months
Children canfall behindas early as nine months
Warwick Mansell
The Guardian, Wednesday 17 February 2010
Children who do not reach key developmentalmilestonesat just nine months old are far more likely to struggle at school, according to an important study published today.
The Millennium Cohort Study of nearly 15,000 children says that babies who were slow to develop theirmotorskillsat nine months weresignificantlymore likely to be identified as behind in theircognitivedevelopment, and also likely to be less well behaved at age five.
Thefindingswillintensifythedebateon how far the government shouldinterveneto stop those from disadvantaged backgrounds falling behind before they even reach school. Thecorrelationbetween performance at nine months and five years was said to besignificanteven after the researchers considered theimpactof poverty on children's development.
The difficulties facing children from poorbackgroundare likely to be a key electionbattleground.
Earlier this week, a study by the Sutton Trustcharityfound that children from the poorest homes are more than a year behind theirpeersfrom well-off backgrounds in theiracquisitionof vocabulary by the time they start school.
However, critics of early intervention say parents should be left to bring up their children without detailedmonitoring.
Academics from London University's Institute of Education analysed the progress of 14,853 children, born in 2000 and 2001, from birth to five. The children's cognitive development wasassessedat the age of five through a series of vocabulary,spatialreasoning and picture tests, and their results compared with those from separate assessments years earlier.
The results at five were strongly linked to the babies' abilities in tests for gross motor development, such ascrawling, and fine motor development, such as holding objects with their fingers, at nine months. The researchers also found that children who are read to every day at three are likely to beflourishingin a wide range of subjects by the age of five. Children who failed at nine months to reach four key milestones in gross motor development, relating to sittingunaided, crawling, standing and taking their first walking steps, were found to be five points behind on average in cognitive ability tests taken at age five, compared to those who passed the milestones. Thisequatesto the difference between being in the middle of the ability range in the cognitive tests, and being belowaverage.
....
The Department of Health said: "Children's health andwellbeingis a keypriorityfor [the] government. The department looks at a range of research and will consider this reportalongsideall others. "The Healthy Child Programme for the first years, relaunched in October 2009, focuses on a universalpreventativeservice, providing families with a programme of screening, immunisation, health and development reviews."
" http://www.guardian.co.uk/society/2010/feb/17/children-fall-behind-nine-months "