Perceptual development which depends on ability of learning and maturity, is the most important process of mental development. It is commonly believed that the mental development of children is limited due to city life. Children can learn perceptual elements through movement participation. This improves the cognitive development, which triggers…

The aim of this study is to investigate the effectiveness of an educational program in improving the level of knowledge of parents about natural growth indicators in the development of children and determining the indicators which delay development in children from birth to three years old. The sample of the study consisted of 60 volunteers who…

Aims: The human immunodeficiency virus (HIV) potentially causes a significant encephalopathy and resultant developmental delay in infected children. The aim of this study was to determine whether a home-based intervention programme could have an impact on the neurodevelopmental status of children infected with HIV. Method: A longitudinal,…

Although intensive early childhood interventions and high quality preschool programs have been shown to foster children's school readiness, little is known about the school readiness gains made by ethnically and linguistically diverse children in poverty receiving subsidies to attend center-based childcare or those in public school…

Described is a program for autistic children, and presented are educational case studies of 13 children (6-9 years old). The program is explained to provide individualized instruction based on assessment using the Peabody Individual Achievement Test, B. Ruttenberg and E. Wolf's Vocalization and Expressive Speech Development Scale, L. Lee's…

Thirty-five maltreated children (mean age 36 months) who received treatment in a therapeutic day program had significantly higher developmental scores in five areas -- fine motor, cognitive, gross motor, social/emotional, and language -- than did maltreated children not receiving the treatment. (Author/DB)

This study examined perceptions of 15 British parents whose children with physical disabilities attended a three-week conducive education program focused on functional development, pedagogy, and language and social development. A majority of parents reported progress in walking, motivation, and grasp. Progress was least reported in sleeping,…