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Objetivo: La EHI es un síndrome neurológico secundario a la asfixia perinatal. El objetivo de este estudio es evaluar el desarrollo psicomotor y establecer si los pacientes con acidosis fetal y/o encefalopatía leve presentan trastornos del neurodesarrollo. Material y métodos: Estudio observacional prospectivo de 312 pacientes nacidos en 2017 en un hospital de tercer nivel. Se establecieron tres grupos: 1) Niños sin antecedentes destacables en el periodo perinatal (grupo control); 2) pacientes con acidosis fetal aislada; 3) pacientes afectos de encefalopatía EHI (leve, moderada y grave). Mediante los cuestionarios ASQ-3 se valoró el neurodesarrrollo al cumplir la edad de 23 a 25 meses y 15 días, y se compararon los diferentes grupos. Resultados: Se encontraron diferencias significativas (p

Neurorizično dijete je dijete koje je bilo izloženo prenatalnim, perinatalnim i postnatalnim čimbenicima rizika za daljnji tijek njegova razvoja. To su čimbenici koji mogu, ali i ne moraju dovesti do neuroloških oštećenja. Kad su nam rizični čimbenici naznačeni potrebno je pratiti dijete, a u velikom je broju slučajeva moguće i prevenirati potencijalne teškoće. Kod djece koja nisu neurorizična lako se mogu previdjeti razvojna odstupanja na koja utječu drugi čimbenici. U druge čimbenike rizika se ubrajaju individualni faktori, obiteljski faktori, utjecaj predškolske ustanove i vršnjaka, nepodržavajuća društvena zajednica i sociokulturni, povijesni i politički kontekst. Rizični čimbenici imaju kumulativan karakter i što im je dijete dulje izloženo veća je mogućnost pojave negativnih posljedica. Upravo je iz ovog razloga važno uvesti i sustavno provoditi rani probir. Rani probir (engl. screening) čini kratki i brzi test provjere dječjeg razvoja, a namijenjen je primjeni na čitavoj populaciji kako bi se pravovremeno otkrila djeca s mogućim odstupanjima. Istraživanja pokazuju da više od 70% djece s ozbiljnim razvojnim i ponašajnim teškoćama nisu identificirana prije polaska u školu. Ages and Stages, Third Edition (ASQ-3, Squires, Bricker, 2009) je upitnik primarno namijenjen ispunjavanju roditelja u svrhu ranog probira i nadgledanja djetetovog razvojnog statusa, a može se primijeniti za uzrast djece od prvog mjeseca do pet i pol godina. Upitnik se sastoji od 30 pitanja podijeljenih u 5 razvojnih područja: komunikacija, gruba motorika, fina motorika, rješavanje problema, osobno-socijalno i dopunskog dijela s pitanjima o općim zabrinutostima roditelja za zdravstveni status, teškoće sluha, govora i druge moguće zabrinutosti (engl. Overall Section – “Sveukupno”). Odgajatelji pedagoške kompetencije stječu obrazovanjem te stručnim i osobnim usavršavanjem, dok se roditelji ne rađaju s pedagoškim kompetencijama, ali je kroz istraživanja pokazano da mogu dobro procijeniti razvoj svog djeteta kada ga uspoređuju s drugom djecom. Osnovni je cilj ovog istraživanja bio pokazati probnu primjenu upitnika Ages and Stages, Third Edition (ASQ-3) kao mogućeg instrumenta ranog probira koji na brz i jednostavan način daje korisne informacije o stupnju djetetova razvoja, mogućim odstupanjima te roditeljskim zabrinutostima te usporediti roditeljske procjene s procjenama odgajateljica. U istraživanju je sudjelovalo 62 roditelja tj. po jedan roditelj svakog djeteta i 8 odgajateljica. Za isto dijete upitnik je ispunio i roditelj i odgajateljica. Rezultati koji su dobiveni potvrđuju prijašnja istraživanja da nema statistički značajne razlike u procjenama roditelja i odgajatelja. Statistički značajne razlike nađene su u procjenama roditelja i odgajatelja s obzirom na kronološku dob za dob 49-60 mjeseci i s obzirom na mjesto stanovanja za područje grube motorike ASQ upitnika za 60 mjeseci na kojem su odgajateljice iz Pule procijenile grubu motoriku djece boljom od odgajateljica iz Zagreba. Na pitanjima opće zabrinutosti (varijabla Sveukupno) roditelji su imali sveukupno više zabrinutosti od odgajatelja, a frekvencije odgovora su prezentirane grafički., Child at neuro-risk is the child who has been exposed to prenatal, perinatal or postnatal risk factors for the child's development. These factors may or may not lead to neurological disorder. Risk factors are well known so we can and should monitor child with these risk factors and in many cases successfully prevent possible impairments. Children without neuro-risk can be overlooked for developmental delays which could be caused by other risk factors. That other risk factors are child's individual factors, family factors, preschool influence, peers, unsupportive community and sociocultural, historical as well as political context. Risk factors have cumulative character and possibility of negative influence is increasing the longer the child is exposed to those. Because of these reasons it is necessary to introduce screening in practice and conduct it systematically. Screening process is consisted of short, time saving children`s developmental test which is meant to be used on the entire population. Its purpose is to discover children with possible developmental delays. Studies have shown that 70% of children with serious developmental and behavior impairments are not identified before entering school. Ages and Stages, Third Edition (ASQ-3, Squires, Bricker, 2009) is constructed to be completed by parents for screening and monitoring child`s developmental status. It can be used with children from 1 month (ASQ-3, questionnaire 2 Months) to five and half year old. The Ages & Stages Questionnaire is consisted of 30 questions which are separated in five developmental domains : communication, gross motor, fine motor, problem solving, and personal-social. Kindergarten teachers learn pedagogic competence in faculty and through personal training, On the other hand, parents are not born with pedagogic competence but the researchers proved that they can estimate their children development very well, especially when they are doing it in comparison with other children. Main objective of this research was to show trial study of Ages and Stages Questionnaire, Third Edition (ASQ-3) as possible screening instrument that in a short time and resources saving way can give us useful information about children`s typical development, developmental delays and parents’ concerns in its Overall section. Also, the aim was to compare parents’ and teacher`s assessment. In this research 62 parents participated, one for each child, and 8 teachers. For the same child, the questionnaire was filled in by parent and by one teacher. Results of this research are confirming previous researches that there is no statistical difference between parents’ and teacher` assessments. Statistic relevancy has been found in parents and teacher`s assessment for chronological age 49-60 months and in differences between preschool teachers’ assessment among two sites (towns). Gross motor skills children from Pula have been better assessed by their teachers than gross motor skills children from Zagreb assessed by their teachers. Parents had more concerns than teachers in questions of general parent concerns (Overall section) and frequencies of their concerns are shown graphically.

This paper analyzes the association between quality of parenting programs and child development outcomes . It focuses on parenting programs delivered through home visits (i.e., home visiting programs) in which a par aprofessional works with the caregiver to improve parental practices, skills and knowledge of child develop ment , wi th an application to the Peruvian national program Programa Nacional Cuna Má s. Home visiting quality is measured through the Home Visit Rating Scale, version A+2 (HOVRS - A+2), and child development outcomes through the Ages and Stages Questionnaires (ASQ - 3) and the Bayley Scales of Infant and Toddler Development (Bayley - III). The empirical analysis used is descriptive in nature. Results show that home visiting quality scores are significantly associated with our measures of child development, but thi s association is not consistent across all measures

This paper analyzes the association between quality of parenting programs and child development outcomes. It focuses on parenting programs delivered through home visits (i.e., home visiting programs) in which a paraprofessional works with the caregiver to improve parental practices, skills and knowledge of child development, with an application to the Peruvian national program Programa Nacional Cuna Mas. Home visiting quality is measured through the Home Visit Rating Scale, version A+2 (HOVRS-A+2), and child development outcomes through the Ages and Stages Questionnaires (ASQ-3) and the Bayley Scales of Infant and Toddler Development (Bayley-III). The empirical analysis used is descriptive in nature. Results show that home visiting quality scores are significantly associated with our measures of child development, but this association is not consistent across all measures.

Identifikacija razvojnih odstupanja u ranom djetinjstvu preduvjet je uspješne rehabilitacije djece. Kako bi se objedinila identifikacija i rehabilitacija, unazad 10 godina u Republici Hrvatskoj jača koncept rane intervencije. Ona je proces poticanja ranog djetetovog razvoja, te uključuje poticanje roditelja u njihovim roditeljskim kompetencijama te poticanje interakcije djeteta i njegove neposredne okoline, ponajprije dječjih vrtića. Iznimno je bitno da se sa intervencijom krene što ranije, u čemu doprinosi rana identifikacija razvojnih odstupanja, koja treba biti pouzdana, valjana, sveobuhvatna, materijalno isplativa i vremenski učinkovita. U ovom istraživanju za identifikaciju se koristio ASQ-3, odnosno, Ages and Stages Questionnaire –Third Edition anketni upitnik (Squires i sur., 2009) koji je provjeravao razvoj djece u 5 kategorija: gruba i fina motorika, komunikacija, osobnodruštveno i rješavanje problema. Istraživanje je provedeno u sklopu istraživačkog projekta INGI 2015-29 u Sveučilištu J. J. Strossmayera u Osijeku „Promjena paradigme poučavanja u ranom djetinjstvu: konstruktivizam i razvojni pristup vs. biheviorističke strategije“ tijekom 2016. i 2017. godine. Pokazalo se da su dječaci češće pokazali razvojna odstupanja od djevojčica iste dobi u većini dobnih kategorija, i da su u mlađoj dobi zastupljenija odstupanja u komunikaciji i motorici, dok su u kasnijoj dobi zastupljenija odstupanja u rješavanju problema i osobno- društvenim sposobnostima. Early identification of developmental delays is necessary for successful rehabilitation of young children. In an attempt to unite identification and rehabilitation, in the last 10 years, the concept of early intervention is strengthening in the Republic of Croatia. It is a process of encouraging early childhood development, and includes encouraging parents in their competences and encouraging children to interact with their surroundings, especially kindergarten. It is extremely important that the intervention starts as early as possible, which is why early identification is so important. Identification must be reliable, valid, allencompassing, inexpensive and time efficient. In this research ASQ-3 (Ages and Stages Questionnaire –Third Edition) (Squires et al., 2009) was used to screen for developmental delays in 5 categories: gross and fine motor skills, communication, socio-personal and problem solving.This research was carried out withing the INGI 2015-29 research project at J.J. Strossmayer University in Osijek „Changing the paradigm of teaching in early childhood: constructivism and developmental approaches vs Behavioral Strategies“ in 2016 and 2017. Male children have shown more developmental delays than their female counterparts within the same age group, also delays in communication and motor skills were more prevalent in younger children, while in the older age categories delays in problem solving and sociopersonal skills were more prevalent.

Contact with companion animals has been suggested to have important roles in enhancing child development. However, studies focused on child development and pet ownership at a very early age are limited. The purpose of the current study was to investigate child development in relation to pet ownership at an early age in a nationwide prospective birth cohort study: the Japan Environment and Children&rsquo, s Study. Associations between cat and dog ownership at six months and infant development at 12 months of age were examined in this study. Infant development was assessed using the Ages &amp, Stages QuestionnairesTM (ASQ-3) at 12 months. Among participants of (Japan Environment and Children&rsquo, s Study) JECS, those with available data of cat and dog ownership at six months and data for the ASQ-3 at 12 months were included (n = 78,868). Having dogs showed higher percentages of pass in all five domains measured by ASQ-3 (communication, gross motor, fine motor, problem-solving, and personal-social) compared to those who did not have dogs. Significantly decreased odds ratios (ORs) of developmental delays were observed in association with having dogs in all fix domains (communication: OR = 0.73, gross motor: OR = 0.86, fine motor: OR = 0.84, problem-solving: OR = 0.90, personal-social: OR = 0.83). This study suggested that early life dog ownership may reduce the risks of child developmental delays.

Development in early childhood predicts schooling and labor market outcomes in adulthood. In this paper we use a fixed effects identification strategy to assess how differences in the quality of child care affect the communication, fine motor, and problem solving skills of infants and toddlers. We show that children have significantly better development outcomes in classrooms with more experienced caregivers, and classrooms with caregivers who demonstrate higher-quality interactions with children. There is substantial heterogeneity in the effects of caregiver quality on child development. Parents either cannot observe, or do not value, the quality of care.

The development of most children proceeds without problems, although a small percentage experiences a developmental delay. Luckily, children with a developmental delay often benefit from early intervention. Timely identification is therefore crucial and adequate instruments measuring early child development are needed. The main aim of this dissertation is the evaluation of the suitability of instruments assessing early child development for Dutch children. One instrument that is used worldwide for extensive assessment of developmental levels of infants and toddlers is the Bayley-III. Using standardized tasks, a trained professional measures the child’s cognitive, language, and motor development. The Bayley-III is created and standardized in the US. As such, the content of the items and the test material might not be suitable for children in other countries in view of cultural differences and possible differences in developmental trajectories and pace. To develop a version of the Bayley-III that is suitable for Dutch children –the Bayley-III-NL- the item content and the testing materials were evaluated and a few small adaptations were made were necessary. Next, based on the test results of 400 Dutch children, it was concluded that the items ascended in difficulty for each subtest and that the original item sequence of the Bayley-III could be retained for the Bayley-III-NL. Finally, the scores based on Dutch norms and US norms were compared for 1912 children to study whether the Dutch norms differed from the US norms. The results showed that the Dutch norms fluctuate around the US norms on all subtests and that they significantly deviated from each other at most ages. Furthermore, using US norms resulted in an overestimation of the number of children with a developmental delay for the Gross Motor Subtests and an underestimation for most other subtests. Thus, population specific norms should be preferred over the US norms. Another instrument that was evaluated, was the Ages and Stages Questionnaire (ASQ-3) which is a screening measure answered by parents measuring the development of Problem solving, Fine motor, Gross motor, Communication, and Personal-social skills of children in the age of 1 month to 5 years. ASQ-3 results were compared to the Bayley-III-NL results for 1244 children to study whether a Dutch translation of the ASQ-3 might be adequate for use in the Netherlands . The results showed that the ASQ-3 correctly identified children who showed age appropriate functioning according to the Bayley-III-NL results. However, many children were identified as at risk for a delay by the ASQ-3, but were not delayed according to the Bayley-III-NL. For the Netherlands, it is advised to use the 18-42 months ASQ-3 age versions and to use a total ASQ-3 score instead of scores per domains. When the total score is at least 1 SD below the mean it is advised to refer a child for extensive developmental assessment. The results on the ASQ-3 showed potential for use in the Netherlands as a screening measure and future research should focus on adapting the ASQ-3 for Dutch children.

The development of most children proceeds without problems, although a small percentage experiences a developmental delay. Luckily, children with a developmental delay often benefit from early intervention. Timely identification is therefore crucial and adequate instruments measuring early child development are needed. The main aim of this dissertation is the evaluation of the suitability of instruments assessing early child development for Dutch children. One instrument that is used worldwide for extensive assessment of developmental levels of infants and toddlers is the Bayley-III. Using standardized tasks, a trained professional measures the child’s cognitive, language, and motor development. The Bayley-III is created and standardized in the US. As such, the content of the items and the test material might not be suitable for children in other countries in view of cultural differences and possible differences in developmental trajectories and pace. To develop a version of the Bayley-III that is suitable for Dutch children –the Bayley-III-NL- the item content and the testing materials were evaluated and a few small adaptations were made were necessary. Next, based on the test results of 400 Dutch children, it was concluded that the items ascended in difficulty for each subtest and that the original item sequence of the Bayley-III could be retained for the Bayley-III-NL. Finally, the scores based on Dutch norms and US norms were compared for 1912 children to study whether the Dutch norms differed from the US norms. The results showed that the Dutch norms fluctuate around the US norms on all subtests and that they significantly deviated from each other at most ages. Furthermore, using US norms resulted in an overestimation of the number of children with a developmental delay for the Gross Motor Subtests and an underestimation for most other subtests. Thus, population specific norms should be preferred over the US norms. Another instrument that was evaluated, was the Ages and Stages Questionnaire (ASQ-3) which is a screening measure answered by parents measuring the development of Problem solving, Fine motor, Gross motor, Communication, and Personal-social skills of children in the age of 1 month to 5 years. ASQ-3 results were compared to the Bayley-III-NL results for 1244 children to study whether a Dutch translation of the ASQ-3 might be adequate for use in the Netherlands . The results showed that the ASQ-3 correctly identified children who showed age appropriate functioning according to the Bayley-III-NL results. However, many children were identified as at risk for a delay by the ASQ-3, but were not delayed according to the Bayley-III-NL. For the Netherlands, it is advised to use the 18-42 months ASQ-3 age versions and to use a total ASQ-3 score instead of scores per domains. When the total score is at least 1 SD below the mean it is advised to refer a child for extensive developmental assessment. The results on the ASQ-3 showed potential for use in the Netherlands as a screening measure and future research should focus on adapting the ASQ-3 for Dutch children.

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior O presente estudo aborda o desenvolvimento de crianças em instituição de acolhimento infantil (abrigo) a partir da utilização de escalas avaliativas. Destaca-se compreender o desenvolvimento, sob o enfoque de aspectos relacionados à comunicação, coordenação motora fina e grossa, resolução de problemas e comportamento pessoal-social. Participaram da pesquisa seis crianças com idades compreendidas entre 4 e 9 meses e as educadoras de referência dos dormitórios das crianças envolvidas no estudo. Para tanto, utilizou-se dados coletados da avaliação de crianças a partir da aplicação das escalas Ages and Stages Questionnaires third edition (ASQ- 3) e Bayley Scales of Infant Development second edition. As crianças selecionadas para o estudo também foram observadas através de um Roteiro de Observação Sistematizada, estruturado previamente com inspiração em três escalas de desenvolvimento para crianças de 1 a 12 meses. Dados referentes à história pregressa de todas as crianças envolvidas no estudo, também foram considerados e obtidos por meio de relatos informais da equipe da instituição de acolhimento e através de documentos (prontuários) junto à direção. A avaliação demonstrou que cinco das seis crianças avaliadas pela ASQ-3, tiveram seus resultados ratificados pelas escala Bayley II e destas, quatro estão em risco para o desenvolvimento e necessitariam de avaliação mais aprofundada nas áreas de coordenação motora ampla e resolução de problema. O estudo realizado, além de contribuir para a compreensão do desenvolvimento das crianças nessas instituições, principalmente, no sentido de prevenir os danos oriundos da ausência de atenção precoce, demonstra, ainda, que as educadoras presentes nesses locais podem ser capazes de avaliar alterações que possam surgir no curso do desenvolvimento das crianças sob sua responsabilidade, pois os resultados do instrumento de triagem utilizado pelas educadoras foram ratificados pela avaliação realizada por um profissional a partir da escala Bayley. Propõe-se que estudos futuros possam reconhecer a importância das educadoras neste processo. This study discusses the development of children in child care institution (shelter) through the use of evaluative scales. It is noteworthy to understand the child development, with a focus on aspects related to communication, fine and gross motor skills, problem solving and personalsocial behavior. The participants of the study were six children aged in the ranges of 4, 6, 7,8 and 9 months. For this, we used data collected from the assessment of children from two different scales: Ages and Stages Questionnaires third edition (ASQ-3) and Bayley Scales of Infant Development second edition. The children selected for the study were also observed through a Systematic Observation Guide, previously inspired structured into three scales of development for children aged 1 to 12 months. Data relating to the history of all the children involved in the study were also considered and obtained through informal reports of staff of the host institution and through documents (records) along the way. The evaluation showed that five of the six children assessed by the ASQ-3, their results were ratified by the Bayley II scale and of these, four are at risk for development and would require further evaluation, particularly in the areas of motor coordination and resolution of broad problem. The results of this study and contribute to understanding the development of children in these institutions, mainly in order to prevent damage from the lack of early attention, demonstrate further that the educators present at these sites may be able to predict changes in course of development of the children under their responsibility. Finally, it is proposed that future studies can recognize the importance of educators in this process.