Child nutrition


The use of cocaine by pregnant women is not the only drug that can have a negative effect on the fetus. How does nutrition affect the developing brain? Each of these 2 forms of malnutrition affects neurodevelopment, and they may coexist in an individual. Infants with more motor experience have been shown to belly crawl and crawl sooner. Although the role of adult discourse is important in facilitating the child's learning, there is considerable disagreement among theorists about the extent to which children's early meanings and expressive words arise. The most active period of neurologic development occurs in the first days of life, the period beginning at conception and ending at the start of the third postnatal year.

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Environmental risk results from exposure to harmful agents either before or after birth, and can include things like poor maternal nutrition or exposure to toxins e. Environmental risk also includes a child's life experiences. For example, children who are born prematurely, face severe poverty, mother's depression, poor nutrition, or lack of care are at increased risk for developmental delays. Risk factors have a cumulative impact upon development.

As the number of risk factors increases, a child is put at greater risk for developmental delay. What are the warning signs of a developmental delay? There are several general "warning signs" of possible delay. If a child is not learning a skill that other children are learning at the same age, that may be a "warning sign" that the child may be at risk for developmental delay.

If you want to read about typical developmental milestones children learn at different ages, click here. If a child has not learned these skills during a specific time frame, it does not mean your child is delayed. We would recommend, though, that you let your child's doctor know about your concerns. Developmental delay is identified through two types of play-based assessments: Developmental Screening Developmental Evaluation A developmental screening test is a quick and general measurement of skills.

Its purpose is to identify children who are in need of further evaluation. A screening test can be in one of two formats, either a questionnaire that is handed to a parent or childcare provider that asks about developmental milestones or a test that is given to your child by a health or educational professional.

A screening test is only meant to identify children who might have a problem. The screening test may either over-identify or under-identify children with delay. As a result, a diagnosis cannot be made simply by using a screening test. If the results of a screening test suggest a child may have a developmental delay, the child should be referred for a developmental evaluation. A developmental evaluation is a long, in-depth assessment of a child's skills and should be administered by a highly trained professional, such as a psychologist.

Evaluation tests are used to create a profile of a child's strengths and weaknesses in all developmental areas. Learn how you can receive a developmental evaluation if you live in San Diego County by clicking here. Early intervention services include a variety of different resources and programs that provide support to families to enhance a child's development.

These services are specifically tailored to meet a child's individual needs. In San Diego County, children under the age of 3 years can access these services through the California Early Start program.

Children over 3 years of age can access these services through their local San Diego School District. In addition, there are other agencies and organizations that serve children in San Diego County see Resources section of this website.

If a child is found on a developmental evaluation to have some developmental delays, it is important that intervention occurs early on in childhood for a number of reasons. Generally, children need to learn these developmental skills in a consecutive fashion. For example, a child needs to learn to sit up on her own before she will be able to stand up. Also, early intervention helps a child advance in all areas of development.

Sometimes if a child has a delay in one area i. Therefore, it is vital that a child receive early intervention as soon as possible. Finally, early intervention is critical for the child to develop good self-esteem. Without early intervention, a child's self-image may suffer and they may become avoidant of school. For example, a child who has a language delay may feel embarrassed to speak in front of their peers and teacher at school.

Early intervention can help prevent these embarrassing moments for a child before they begin school. If you are concerned that your child may have a developmental delay, it is important to talk with your child's doctor.

Your child's doctor can talk with you, examine your child, and refer you to agencies that help to screen or evaluate children for developmental delay. If your child's doctor does not know of such an agency or if you are more worried than your doctor, you can seek help on your own.

If you live in San Diego, California, the following programs can also be of help. This program screens and evaluates children ages birth to 36 months who are at risk for developmental delay. It also provides early intervention services at no cost for children who qualify for services. To learn more about California Early Start, click here.

San Diego Regional Center: Regional Center is one of a number of centers throughout California who work specifically with children and adults with mental retardation, cerebral palsy, seizure disorders, and autism.

To learn more about Regional Center, click here. San Diego School Districts: The public school system evaluates children ages 3 years and up with warning signs for developmental delay including serious behavior problems.

Even if your child attends a private or parochial school, she can be evaluated through the public school district. Intervention services are provided at no cost for those children who qualify for services. East Asia and the Pacific had the highest number of overweight children in with 8. Overall the two Asian regions East Asia and the Pacific and South Asia account for more than one out of every three overweight children in the world.

Eastern Europe and Central Asia as well as North America are the only regions that have seen a statistically significant increase in number of overweight children between and In globally, 51 million children under five were wasted of which 16 million were severely wasted.

This translates into a prevalence of 7. In , more than half of all wasted children lived in South Asia and about one quarter in sub-Saharan Africa, with similar proportions for severely wasted children. Under-five wasting and severe wasting are highly sensitive to change. Thus, estimates for these indicators are only reported for current levels In almost all countries with available data, stunting rates are higher among boys than girls.

While analyses to determine underlying causes for this phenomenon are underway, an initial review of the literature suggests that the higher risk for preterm birth among boys which is inextricably linked with lower birth weight is a potential reason for this sex-based disparity in stunting.

Analysis is based on a subset of 92 countries with recent data by wealth quintile groupings covering 69 per cent of the global population. Children from the poorest 20 per cent of the population have stunting rates that are double the rate in comparison with the richest quintile.

In South Asia, the absolute disparities between the richest and poorest children in regard to stunting are greater than in any other region. While the overall rates are lower, the relative disparities are greatest in Latin America and the Caribbean where the rate among the poorest is more than 4 times higher than among the richest.

An analysis of 54 countries with comparable trend data between around and around shows that gaps between the poorest 20 per cent and richest 20 per cent of children under five have closed by at least 20 per cent in the majority of upper-middle-income countries.

However, in almost all low income countries, this gap has either remained the same or increased. Blencowe H et al. Preterm birth—associated neurodevelopmental impairment estimates at regional and global levels for Pediatric Research Volume No s1, December Please note that some children can suffer from more than one form of malnutrition — such as stunting and overweight or stunting and wasting.

There are currently no joint global or regional estimates for these combined conditions, but UNICEF has a country-level dataset with country level estimates, where re-analysis was possible.

Prevalence of stunting, wasting and overweight among children under 5 is estimated by comparing actual measurements to an international standard reference population. The new standards are the result of an intensive study project involving more than 8, children from Brazil, Ghana, India, Norway, Oman and the United States.

Overcoming the technical and biological drawbacks of the old reference population, the new standards confirm that children born anywhere in the world and given the optimum start in life have the potential to reach the same range of height and weight.

The new standards should be used in future assessments of child nutritional status. It should be noted that because of the differences between the old reference population and the new standards, prevalence estimates of child anthropometry indicators based on these two references are not readily comparable. It is essential that all estimates are based on the same reference population preferably the new standards when conducting trend analyses.

Before conducting trend analyses of child nutritional status, it is important to ensure that estimates from various data sources are comparable over time. For example, household surveys in some countries in the early s only collected child anthropometry information among children up to 47 months of age — or even up to only 35 months of age. Prevalence estimates based on such data only referred to children under 4 or under 3 years of age and are not comparable to prevalence estimates based on data collected from children up to 59 months of age.

Some age adjustment needs to be applied to make these estimates based on non-standard age groups comparable to those based on the standard age range. For more information about age adjustment, please click here to read a technical note. In addition, prevalence estimates need to be calculated according to the same reference population.

For more information about the difference between the two references and its implications, please click here to read a series of questions and answers. When data collection begins in one calendar year and continues into the next, the survey year assigned is the one in which most of the fieldwork took place. For example, if a survey was conducted between 1 September and 28 February , the year would be assigned, since the majority of data collection took place in that year i.

This method has been used since the edition prior to that, the latter year was used by default — e. Some factors, like the fact that boys tend to have larger and longer arms are biological constraints that we cannot control, yet have an influence for example, on when an infant will reach sufficiently.

Overall, there are sociological factors and genetic factors that influence motor development. Nutrition and exercise also determine strength and therefore the ease and accuracy with which a body part can be moved. This is significant in motor development because the hind portion of the frontal lobe is known to control motor functions.

This form of development is known as "Portional Development" and explains why motor functions develop relatively quickly during typical childhood development, while logic, which is controlled by the middle and front portions of the frontal lobe, usually will not develop until late childhood and early adolescence.

Skilled voluntary movements such as passing objects from hand to hand develop as a result of practice and learning. This promotes participation and active learning in children, which according to Piaget's theory of cognitive development is extremely important in early childhood rule. Typical individual differences in motor ability are common and depend in part on the child's weight and build.

Infants with smaller, slimmer, and more maturely proportionated infants tended to belly crawl and crawl earlier than the infants with larger builds. Infants with more motor experience have been shown to belly crawl and crawl sooner. Not all infants go through the stages of belly crawling. However, those who skip the stage of belly crawling are not as proficient in their ability to crawl on their hands and knees.

Atypical motor development such as persistent primitive reflexis beyond 4—6 months or delayed walking may be an indication of developmental delays or conditions such as autism , cerebral palsy , or down syndrome.

Children with Down syndrome or Developmental coordination disorder are late to reach major motor skills milestones. A few examples of these milestones are sucking, grasping, rolling, sitting up and walking, talking.

Children with Down syndrome sometimes have heart problems, frequent ear infections , hypotonia , or undeveloped muscle mass.

This syndrome is caused by atypical chromosomal development. Along with Down syndrome, children can also be diagnosed with a learning disability. Learning Disabilities include disabilities in any of the areas related to language, reading, and mathematics.

Regardless of the culture a baby is born into, they are born with a few core domains of knowledge. These principals allow him or her to make sense of their environment and learn upon previous experience by using motor skills such as grasping or crawling. There are some population differences in motor development, with girls showing some advantages in small muscle usage, including articulation of sounds with lips and tongue. Cognitive development is primarily concerned with ways in which young children acquire, develop, and use internal mental capabilities such as problem solving , memory , and language.

The capacity to learn , remember , and symbolise information , and to solve problems , exists at a simple level in young infants, who can perform cognitive tasks such as discriminating animate and inanimate beings or recognizing small numbers of objects.

Cognitive development has genetic and other biological mechanisms, as is seen in the many genetic causes of intellectual disability. The ability to learn temporal patterns in sequenced actions was investigated in elementary-school age children. Temporal learning depends upon a process of integrating timing patterns with action sequences.

Children ages 6—13 and young adults performed a serial response time task in which a response and a timing sequence were presented repeatedly in a phase-matched manner, allowing for integrative learning. The degree of integrative learning was measured as the slowing in performance that resulted when phase-shifting the sequences. Learning was similar for the children and adults on average but increased with age for the children. Finally, WCST performance and response speed predicted temporal learning.

Taken together, the results indicate that temporal learning continues to develop in pre-adolescents and that maturing executive function or processing speed may play an important role in acquiring temporal patterns in sequenced actions and the development of this ability. There are typical individual differences in the ages at which specific cognitive abilities are achieved, [ citation needed ] but schooling for children in industrialized countries is based on the assumption that these differences are not large.

There are few population differences in cognitive development. Newborn infants do not seem to experience fear or have preferences for contact with any specific people. In the first few months they only experience happiness, sadness, and anger. Separation anxiety is a typical stage of development to an extent.

Kicking, screaming, and throwing temper tantrums are perfectly typical symptoms for separation anxiety. Depending on the level of intensity, one may determine whether or not a child has separation anxiety disorder. This is when a child constantly refuses to separate from the parent, but in an intense manner. This can be given special treatment but the parent usually cannot do anything about the situation. The capacity for empathy and the understanding of social rules begin in the preschool period and continue to develop into adulthood.

Some aspects of social-emotional development, [ citation needed ] like empathy, [ citation needed ] develop gradually, but others, like fearfulness, [ citation needed ] seem to involve a rather sudden reorganization of the child's experience of emotion.

Genetic factors appear to regulate some social-emotional developments that occur at predictable ages, such as fearfulness, and attachment to familiar people. Experience plays a role in determining which people are familiar, which social rules are obeyed, and how anger is expressed. Parenting practices have been shown to predict children's emotional intelligence.

The objective is to study the time mothers and children spent together in joint activity, the types of activities that they develop when they are together, and the relation that those activities have with the children's trait emotional intelligence. Correlations between time variables and trait emotional intelligence dimensions were computed using Pearson's Product-Moment Correlation Coefficient.

Partial correlations between the same variables controlling for responsive parenting were also computed. The amount of time mothers spent with their children and the quality of their interactions are important in terms of children's trait emotional intelligence, not only because those times of joint activity reflect a more positive parenting, but because they are likely to promote modeling, reinforcement, shared attention, and social cooperation.

Population differences may occur in older children, if, for example, they have learned that it is appropriate for boys to express emotion or behave differently from girls, [ citation needed ] or if customs learned by children of one ethnic group are different from those learned in another. Language serves the purpose of communication to express oneself through a systematic and traditional use of sounds, signs, or written symbols.

They include phonology, lexicon, morphology and syntax, and pragmatics. This happens in three stages. First, each word means an entire sentence. This stage occurs around age two or three. Third, around age seven or eight, words have adult-like definitions and their meanings are more complete. A child learns the syntax of their language when they are able to join words together into sentences and understand multiple-word sentences said by other people. This stage usually occurs between 12 and 18 months of age.

Second, between 18 months to two years, there is the modification stage where children communicate relationships by modifying a topic word. The third stage, between two and three years old, involves the child using complete subject-predicate structures to communicate relationships.

Fourth, children make changes on basic sentence structure that enables them to communicate more complex relationships. This stage occurs between the ages of two and a half years to four years. The fifth stage of categorization involves children aged three and a half to seven years refining their sentences with more purposeful word choice that reflects their complex system of categorizing word types.

Finally, children use structures of language that involve more complicate syntactic relationships between the ages of five years old to ten years old. Infants begin with cooing and soft vowel sounds. Shortly after birth, this system is developed as the infants begin to understand that their noises, or non-verbal communication, lead to a response from their caregiver.

Eventually, they are able to add pronouns to words and combine them to form short sentences. By age 1, the child is able to say 1—2 words, responds to its name, imitates familiar sounds and can follow simple instructions. This skill develops close to their second birthdays. Vocabulary typically grows from about 20 words at 18 months to around words at 21 months. Children's recorded monologues give insight into the development of the process of organizing information into meaningful units.

By three years the child begins to use complex sentences, including relative clauses, although still perfecting various linguistic systems. For this, the child needs to learn to combine his perspective with that of others and with outside events and learn to use linguistic indicators to show he is doing this.

They also learn to adjust their language depending on to whom they are speaking. Although the role of adult discourse is important in facilitating the child's learning, there is considerable disagreement among theorists about the extent to which children's early meanings and expressive words arise.

Findings about the initial mapping of new words, the ability to decontextualize words, and refine meaning of words are diverse. In this model, parental input has a critical role but the children ultimately rely on cognitive processing to establish subsequent use of words.

There is no single accepted theory of language acquisition. Instead, there are current theories that help to explain theories of language, theories of cognition, and theories of development. They include the generativist theory, social interactionist theory , usage-based theory Tomasello , connectionist theory, and behaviorist theory Skinner. Generativist theories refer to Universal Grammar being innate where language experience activates innate knowledge.

This theory states that children acquire language because they want to communicate with others; this theory is heavily based on social-cognitive abilities that drive the language acquisition process. Communication can be defined as the exchange and negotiation of information between two or more individuals through verbal and nonverbal symbols, oral and written or visual modes, and the production and comprehension processes of communication.

All questions in a conversation should be answered, comments should be understood or acknowledged and any form of direction should, in theory, be followed. In the case of young, undeveloped children, these conversations are expected to be basic or redundant.

These four components of communication competence include: Language development is viewed as a motive to communication, and the communicative function of language in-turn provides the motive for language development. As they begin to acquire more language, body movements take on a different role and begin to complement the verbal message. This gesture includes communicative pointing where an infant points to request something, or to point to provide information.

Language acquisition and development contribute to the verbal form of communication. Children originate with a linguistic system where words they learn, are the words used for functional meaning.

According to this, children view words as a means of social construction, and that words are used to connect the understanding of communicative intentions of the speaker who speaks a new word.

Another function of communication through language is pragmatic development. Mechanics of verbal interaction include taking turns, initiating topics, repairing miscommunication, and responding to lengthen or sustain dialogue. This shift in balance of conversation suggests a narrative discourse development in communication. Delays in language is the most frequent type of developmental delay.

According to demographics 1 out of 5 children will learn to talk or use words later than other children their age. Some children will also display behavioral problems due to their frustration of not being able to express what they want or need.

Simple speech delays are usually temporary. Most cases are solved on their own or with a little extra attribution from the family. In certain circumstances, parents will have to seek professional help, such as a speech therapist. It is important to take into considerations that sometimes delays can be a warning sign of more serious conditions that could include auditory processing disorders , hearing loss , developmental verbal dyspraxia , developmental delay in other areas, or even an autism spectrum disorder ASD.

There are many environmental causes that are linked to language delays and they include situations such as, the child is having their full attention on other skills, such as walking perfectly, rather than on language. Another circumstance could be a child that is in a daycare that provides few adults to be able to administer individual attention.

Perhaps the most obvious component would be a child that suffers from psychosocial deprivation such as poverty, malnutrition, poor housing, neglect, inadequate linguistic stimulation, or emotional stress. Language delay can be caused by a substantial amount of underlying disorders, such as intellectual disability. Intellectual disability takes part for more than 50 percent of language delays. Language delay is usually more rigorous than other developmental delays in intellectually disabled children, and it is usually the first obvious symptom of intellectual disability.

Intellectual disability accounts to global language delay, including delayed auditory comprehension and use of gestures. Impaired hearing is one of the most common causes of language delay. A child who can not hear or process speech in a clear and consistent manner will have a language delay.

Even the most minimum hearing impairment or auditory processing deficit can considerably affect language development. Essentially, the more the severe the impairment, the more serious the language delay.

Nevertheless, deaf children that are born to families who use sign language develop infant babble and use a fully expressive sign language at the same pace as hearing children. Developmental Dyslexia is a developmental reading disorder that occurs when the brain does not properly recognize and process the graphic symbols chosen by society to represent the sounds of speech.

Children with dyslexia may encounter problems in rhyming and separating sounds that compose words. These abilities are essential in learning to read. Early reading skills rely heavily on word recognition. When using an alphabet writing system this involves in having the ability to separate out the sounds in words and be able to match them with letter and groups of letters.

Because they have trouble in connecting sounds of language to the letter of words, this may result difficulty in understanding sentences. They have confusion in mistaking letters such as "b" and "d". For the most part, symptoms of dyslexia may include, difficulty in determining the meaning of a simple sentence, learning to recognize written words, and difficulty in rhyming. Autism and speech delay are usually correlated. Problems with verbal language are the most common signs seen in autism.

Early diagnosis and treatment of autism can significantly help the child improve their speech skills. Autism is recognized as one of the five pervasive developmental disorders, distinguished by problems with language, speech, communication and social skills that present in early childhood. Some common autistic syndromes are the following, being limited to no verbal speech, echolalia or repeating words out of context, problems responding to verbal instruction and may ignore others who speak directly.

Malnutrition, maternal depression and maternal substance abuse are three of these factors which have received particular attention by researchers, however, many more factors have been considered.

Although there are a large number of studies contemplating the effect of maternal depression and postnatal depression of various areas of infant development, they are yet to come to a consensus regarding the true effects.

There are numerous studies indicating impaired development, and equally, there are many proclaiming no effect of depression on development. However, the authors conclude that it may be that short term depression has no effect, where as long term depression could cause more serious problems. A further longitudinal study spanning 7 years again indicate no effect of maternal depression on cognitive development as a whole, however it found a gender difference in that boys are more susceptible to cognitive developmental issues when their mothers suffer depression.

Infants with chronically depressed mothers showed significantly lower scores on the motor and mental scales within the Bayley Scales of Infant Development, [85] contrasting with many older studies. The use of cocaine by pregnant women is not the only drug that can have a negative effect on the fetus.

Smoking tobacco increases pregnancy complications including low birth rate, prematurity, placental abruption, and intrauterine death. It can also cause disturbed maternal-infant interaction; reduced IQ, ADHD, and it can especially cause tobacco use in the child. Parental marijuana exposure may have long-term emotional and behavioral consequences. A ten-year-old child who had been exposed to the drug during pregnancy reported more depressive symptoms than fetuses unexposed.

Some short-term effects include executive function impairment, reading difficulty, and delayed state regulation. An opiate drug, such as heroin, decreases birth weight, birth length, and head circumference when exposed to the fetus.

Children suffering malnutrition in Colombia weighed less than those living in upper class conditions at the age of 36 months The effect of low iron levels on cognitive development and IQ is a subject still to reach consensus. Socioeconomic status is measured primarily based on the factors of income, educational attainment and occupation.

Children in families who experience persistent financial hardships and poverty have significantly impaired cognitive abilities compared to those in families who do not face this issue. Mother's employment is associated with slightly lower test scores, regardless of socioeconomic status. However, those whose working mother is of a higher socioeconomic status experience more disadvantages because they are being removed from a more enriching environment than a child care.

Obviously, the quality of child care is a factor to be considered. Low income children tend to be cared for by grandparents or extended family [] and therefore form strong bonds with family.

High income children tend to be cared for in a child care setting or in home care such as a nanny. If the mother is highly educated, this can be a disadvantage to the child.

General Nutrition