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[Observation of language, visual and hearing function development in infants]
Maria Cecé lia Marconi Pinheiro Lima1, Grasiela Conceição Barbarini, Heloisa Gagheggi Ravanini Gardon Gagliardo
1Faculdade de Ciências Médicas, Universidade Estadual de Campinas, Campinas, SP, Brazil. ceclima@fcm.unicamp.br
Revista De Saude Publica
|February 14, 2004
Summary
Day-care settings may influence infant development. Educators assessed language, visual, and hearing skills in 115 infants, revealing distinct developmental patterns in babbling, first words, and visual-motor responses.
Area of Science:
- Developmental Psychology
- Pediatrics
- Early Childhood Education
Context:
- Study conducted in a Brazilian university day-care center (1998-2001).
- 115 infants aged 3-12 months assessed.
- Educators, not clinicians, administered assessments.
Purpose:
- To investigate language, visual, and hearing function development in infants attending day-care.
- To assess developmental patterns based on educators' observations.
Summary:
- Infants demonstrated varied patterns in babbling, first words, and gesture-based communication.
- Distinct developmental trajectories observed in imitation, initiation of gesture games, and following commands.
Impact:
- Day-care environments may foster unique developmental patterns in infants.
- Highlights the need for integrated health and education strategies in early childhood settings for child welfare.