Thesis (MCurr)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The global epidemic of HIV continues with an estimated 2.2 million children under 15 years of age worldwide living with HIV and 640 000 newly infected in 2004 (WHO, 2009). HIV crosses the blood–brain barrier which may lead to neuronal damage and death. There is controversial evidence within available research on effects of HIV on cognitive and motor development in children because of the limitations imposed by study designs, study populations and study methodological quality. The aims of the review were: - To conduct a systematic review of published research to establish the effects and the prevalence of HIV infection on cognitive and motor development in children. - To critically appraise the methodological quality of published research regarding cognitive and motor development of HIV infected children. The objectives of the review were: - To assess evidence on the cognitive and motor development of HIV-1 infected children - To describe anthropometric outcomes including: weight for age, weight for height, height for age and head circumference in children with a HIV infection. - To assess the methodological quality of studies on the cognitive and motor development of HIV infected children. The following databases were searched for identification of articles; MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE and CINHAL. The search time frame included published works from inception to July 2011 without language restrictions. Analytical observational trials that assessed at least one outcome (cognitive or motor development or 1 of the anthropometric outcomes) between HIV positive and HIV negative children aged 5 years and below or children with a mean age of less than 5 years were employed. Two review authors independently searched for eligible studies, evaluated methodological quality and extracted the data. Meta-analysis was carried out using Rev Man 5.1 using the risk ratio for categorical data and standard mean difference for continuous data. Fifteen studies with a total of 3 086 participants met the inclusion criteria. HIV infected children were 2.45 times at higher risk of developing cognitive developmental delay than HIV negative children (RR, 95% CI, 1.95, 3.07, P < 0.00001). Infected children scored - 0.54 less than HIV negative children (SMD 95% CI, -0.70, -0.39, 97, p < 0.00001) for cognitive development and -0.68 in motor development (SMD 95% CI, -0.82, -0.55, p< 0.00001). The risk of motor developmental delays was 2.95 times in HIV positive compared with HIV negative children (RR 95% CI, 2.19, 3.99, p < 0.00001). HIV infected children are slower in aspects of cognitive and motor development compared to their HIV negative counterparts. They also showed delays in anthropometric outcomes; weight for age and height for age. Study design influenced results of the studies with children scoring more on cross sectional than cohort studies. There is still need to develop culturally appropriate or standardise neurodevelopment tools as most African studies still rely on international tools. More evidence is needed on the effectiveness of HAART in reducing cognitive and motor delay. / AFRIKAANSE OPSOMMING: Die wêreldwye MIV epidemie duur voort met ongeveer 2.2 miljoen kinders onder 15 jarige ouderdom wat wêreldwyd met MIV leef en 640 000 onlangs in 2004 geïnfekteerd (WHO, 2009). MIV strek oor die bloed-brein grens wat kan lei tot neuronale skade en die dood. Daar is kontroversiële bewys binne beskikbare navorsing oor die effek wat MIV het op kognitiewe en motoriese ontwikkeling in kinders, vanweë die beperkinge wat geplaas word deur studie ontwerpe, studie bevolkings en studie metodologiese kwaliteit. Die doelwitte van die oorsig is om - ‘n sistematiese oorsig van gepubliseerde navorsing te doen om sodoende die effek en voorkoms van MIV infeksie op kognitiewe en motoriese ontwikkeling by kinders vas te stel - ’n kritiese waardering van die metodologiese kwaliteit van gepubliseerde navorsing te doen ten opsigte van die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die doelwitte van die oorsig is om - assessering te doen van die bewyse van kognitiewe en motoriese ontwikkeling by MIV-1 geïnfekteerde kinders - antropometriese uitkomste te beskryf, insluitend: gewig vir ouderdom, gewig vir hoogte, hoogte vir ouderdom en omtrek van die hoof by kinders met ’n MIV infeksie - die metodologiese kwaliteit te assesseer van studies op die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die volgende databasisse is nagevors vir die identifisering van artikels: MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE en CINHAL. Die tydraamwerk vir navorsing het gepubliseerde werk ingesluit vanaf aanvang tot Julie 2011 sonder taalbeperkings. Analitiese waarneembare toetse wat ten minste een uitkoms geassesseer het (kognitiewe of motoriese ontwikkeling of 1 van die antropometriese uitkomste) tussen MIV positiewe en MIV negatiewe kinders van 5 jarige ouderdom en jonger, of kinders met ’n gemiddelde ouderdom van minder as 5 jaar is betrek. Twee oorsig outeurs het onafhanklik vir geskikte studies gesoek, metodologies geëvalueer en data getrek. Meta-analise was uitgevoer deur gebruik te maak van Rev Man 5.1 met behulp van die risiko-ratio vir kategoriese data en die standaard gemiddelde verskil vir aaneenlopende data. Vyftien studies met ’n totaal van 3 086 deelnemers met die insluitingskriteria. MIV geïnfekteerde kinders het 2.45 keer ’n hoër risiko gehad om kognitiewe ontwikkelingsvertraging te ontwikkel as MIV negatiewe kinders (RR, 95% CI, 1.95, 3.07, P< 0.0000). Geïnfekteerde kinders het ’n -0.54 telling behaal, minder as MIV negatiewe kinders (SMD 95% CI, -0.70, -0.39,97 p < 0.00001) vir kognitiewe ontwikkeling en -0.68 vir motoriese ontwikkeling (SMD 95% CI, -0.82, -0.55, p< 0.00001). Die risiko van motoriese ontwikkelingsvertragings was 2.95 keer by MIV positiewe in vergelyking met MIV negatiewe kinders (RR 95% CI, 2.19, 3.99. p < 0.00001). MIV geïnfekteerde kinders is stadiger in aspekte van kognitiewe en motoriese ontwikkeling in vergeyking met hulle MIV negatiewe eweknieë. Hulle het ook vertragings getoon in antropometriese uitkomste; gewig vir ouderdom en hoogte vir ouderdom. Studie ontwerpe het uitslae beïnvloed van die kinders wat ’n hoër telling behaal het met deursnee as in kohort studies. Daar is nog ’n behoefte om kultureel geskikte of gestandaardiseerde neuro-ontwikkelingsinstrumente te ontwikkel, omdat die meeste Afrika-studies nog steeds staat maak op internasionale instrumente. Meer bewyse is nodig aangaande die effektiwiteit van HAART om kognitiewe en motoriese vertraging te verminder.

Ce travail exploratoire porte sur l’élaboration d'une échelle de repérage du Trouble de l’Acquisition des Coordinations (TAC) à destination des enseignants d'école maternelle pour des élèves de 5 ans en classe de Grande Section (GS).Les enfants TAC font l'objet de repérage et de dépistage tardifs ce qui a des conséquences lourdes dans les domaines émotionnel, social et scolaire pour eux-mêmes et leur famille. Un repérage précoce doit permettre la pose d'un diagnostic dès l'entrée à l'école élémentaire afin que des prises en charge s'organisent rapidement. Le modèle théorique de réponse à l'item, le modèle de Rasch employé, a permis d'élaborer une échelle d'intensité à 22 items, ajustée aux critères diagnostics de la dyspraxie développementale et des activités menées en maternelle : L’échelle d'adaptation à la viescolaire. Dans une première étude, cette échelle administrée à 144 sujets de 3 ans 2 mois à 9 ans 2 mois (répartis en 4 groupes à profil spécifique : en difficulté scolaire, en situation de handicap, avec TAC, avec TED) montre qu'elle est sensible aux effets de développement et qu’elle discrimine sur un unique trait latent le groupe des enfants TAC.L'échelle administrée à un second groupe de 185 enfants ordinaires de 3 ans 5 mois à 6 ans, montre un effet des variables « sexe » et « classe » pour les garçons. Cette seconde étude permet d'avancer un score seuil pour le dépistage et un autre pour l'aide en classe. Les tests statistiques mettent en évidence la fidélité et la validité de l'échelle. Des travaux complémentaires sont envisagés et des pistes d'évolution de l'échelle sont proposées. Deux DVD d'informations portant sur les BEP et sur les TAC, incluant l'échelle de repérage à destination des enseignants (utilisateurs de l'échelle) sont également élaborés. / This exploratory work is a study for teachers for 5-year-old children in a reception class, about an elaboration of a scale for identification of the Developmental Coordination Disorder (DCD). Children DCD are victims of late tracking and detection, which have serious consequences in the emotional, social, school activities, for themselves and their families. An earlyidentification allows a diagnosis so that supports can be organized early in the entrance of the primary school. The theoretical reference of item response, model of RASH, has developed an intensity scale. It contains 22 items, fit the diagnostic criteria for developmental dyspraxia and school activities : the Adaptation Scale of School Life. This scale, has been applied to 144 children from 3 years 2 month to 9 years 2 month (divided into 4 groups with specific profiles : withlearning difficulties, living with disabilities, DCD, Persuasive Developmental Disorders). This shows that it’s sensitive to the effects of development. It discriminates on one single latent trait of children DCD. The scale applied to a second 185 children common group from 3 years 5 month to 6, shows a gender effect, a class effect for boys. This second study provides a further score threshold for screening and support in the classroom. Statistical tests highlight the reliability and the validity of the scale. Further work is planned and possible scale development proposed. A digital information (CD)on the DCD that proposes wide tracking for users of the scale (teachers) is also developed.

The thesis deals with connections between non-ideal development of the hip joint and origin of idiopathic scoliosis. The thesis warn that asymmetry in neuromotor ontogenesis is a risk factor for development of scoliosis. There is also summary of abnormalities in hip joints which are connected with idiopatic scoliosis. In experimental part of the work it has been confirmed that patient with idiopathic scoliosis have leftright asymmetry of the range of movement in hip joints. This asymmetries are discussed in the context of both the etiopathogenezis and the effect of spinal deformity. Powered by TCPDF (www.tcpdf.org)

Nonspecific NMDA receptor antagonists induce hyperlocomotion in rats. The aim of this work is to determine whether the NMDA receptor antagonist specific for NR2 subunit exhibit similar negative effect as nonspecific antagonists. This subunit is predominant in the brain in the early postnatal period. The introduction summarizes the data on NMDA receptors and the development of rat. The experimental part deals with the action of a specific NMDA receptor antagonist Ro 25-6981 on motor performance of developing rats. Substance was repeatedly administered to rats at postnatal days 7 to 11. Spontaneous locomotion and motor performance of the animals were repeatedly tested up to adulthood by battery of tests appropriate for individual ages. Our research demonstrated that this substance does not have significant effect on motor system of laboratory rat and that it might be further tested as a possible age-bound antiepileptic drug.

Title: The Level of Postural Maturation of Children in Athletic-preparatory Schools Author: Terezie Janečková Objective: There are more and more athletic-preparatory schools in athletic units and clubs nowadays. Athletic-preparatory school means a group of five or six-year-old children with one or two training lessons per week. Czech athletic association wants to spread an interest in athletics among parents and their children, to find athletic talents as soon as possible and develop them by this way. The recruitment of children at this age already exists in many sports, but it is new in athletics in the Czech Republic. But that does not go for everyone that this sport training at preschool age is the appropriate and healthy way for a child motor development. I would like to evaluate the influence of athletic-preparatory schools on the child motor development. Due to the fact that there are no tests to apply for this purpose in literaure, we have to compose our own set of tests, which are used in physiotherapy. The theoretic part of the work is a bibliographic search of accessible information about postural maturation and motor development. The experimental part of the work is an evaluation of the level of postural maturation of children in athletic-preparatory schools before their start of regular...

Title: The Pikler Early Childhood Education Author: Dana Noack Department: Katedra psychologie, FF UK Supervisor: Prof. PhDr. Lenka Šulová, CSc. Abstract: The intention of this study was to explore how the parents who are familiar with the Piklerian principles use these in upbringing their children in the family in the period of early childhood. The theoretical part describes the process of socialization (with the emphasis on the preconditions for the early interaction both on the child's and the parent's side) as well as the topic of upbringing in the family (basic models and the relation of upbringing to the socio-cultural and the historical context) and the most important aspects of the child development in the first three years. The last chapter of the theoretical part introduces the Hungarian pediatrician Emmi Pikler, the basic pediatrist Emmi Pikler, the basic premises of her approach and it's principles related to the issue of the motor development, care and play. The empirical part presents the results of the qualitative content analysis of data gathered by a questionnaire. These data provide us with a basic picture of how the concrete parents use the Piklerian principles in upbringing their children.

and keywords The level of movement skills and dexterity in relation to movement activities of pre- school children in their ordinary lives. The diploma thesis deals with the issue of movement activity of pre-school children. Movement activities are vital part of healthy life, especially for children. It should be an essential part of every activity, no matter if it is sport, game, relaxation or just a walk to school. It should be a common part of every pre-school child daily programme. The activities reflect the level of movement skills and dexterity, which get behind so much these days. That is why it is necessary to evolve and improve them. The thesis is focused on influence of controlled movement activities to results of elementary skills and potential of pre-school children. The theoretical part describes it in general (movement activity, skills, dexterity, movement,...) and individual meanings. The practical part deals with testing of children and questioning of their parents. The results bring information on relation between of amount of controlled activities of children and their performance in basic kinetic tests. The fundamental is to create an overview of level of movement skills and dexterity using testing of particular age groups of pre-school children Preschool age Movement skills...

Canadian children have policy and infrastructure rich environments, but their physical activity levels are among the lowest in the world. The disconnection between opportunities to be active and actual physical activity suggests that factors other than policies and resources need to be investigated in the Canadian context. Finding ways to increase physical activity levels is critical in order for children to obtain adequate levels throughout childhood. Fundamental motor skill proficiency and positive perceptions of physical competence have been previously identified as factors that may contribute to physical activity engagement across childhood. This dissertation examined the developmental trajectories of fundamental motor skill proficiency (FMS), perceptions of physical competence (PPC), physical activity (MVPA), and sedentary behaviour (SB) from kindergarten to grade 2, in both cross-sectional and longitudinal samples of children. Three interrelated studies were conducted to address the overall purpose. The aim of study 1 was to examine the change in the relationship between fundamental motor skill proficiency and perceptions of physical competence from early to the beginning of middle childhood. The Test of Gross Motor Development–2 (TGMD- 2) and The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children were used to measure FMS and PPC from kindergarten to grade 2 (n=250). Motor skills improved from kindergarten to grade 2, while PPC was high in both kindergarten and grade 2. Mixed design analyses of variance revealed overall significant effects for object control skills and PPC from kindergarten to grade 2. Furthermore, boys had higher object control skills and girls had higher locomotor skills and perceived physical competence. The aim of study 2 was to examine the levels of physical activity and sedentary behaviours sequentially from kindergarten to grade 2. A sample of 176 cross-sectional and 21 longitudinal participants wore Actigraph GT1M accelerometers for ≥ 10hrs per day for 7 days to measure physical activity and sedentary behaviour. Physical activity levels were lower in grade 2, while sedentary behaviour was higher. Pearson product- moment correlations revealed sedentary behaviour tracked more consistently over time than MVPA or total physical activity. The aim of study 3 was to examine whether perceptions of physical competence mediated the relationship between motor competence as the predictor variable and both physical activity and sedentary behaviour as dependent variables among children in grade 2 or 3. The TGMD-2 measured FMS and Actigraph GT1M accelerometers measured physical activity and sedentary behaviour for 129 grade 2–3 children. The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and The Self- Perception Profile for Children were used to assess PPC. Overall, PPC did not mediate the relationship between object control skills and MVPA or SB. Also, the path between object control skills and MVPA was significant for boys as were the paths between MVPA and SB for boys and girls. / Graduate

O desenvolvimento infantil inclui dimensões interdependentes que abrangem os ajustes fisiológicos às perturbações, com a modulação de genes via mecanismos epigenéticos em resposta às influências do ambiente físico e social que, por sua vez, moldam a saúde e o desenvolvimento da criança, refletindo-se na aprendizagem, no comportamento e no bem-estar físico e mental durante a infância e ao longo da vida. É um processo dinâmico no qual a criança passa de um indivíduo totalmente dependente de seu cuidador, para um ser que responde às percepções de forma planejada, organizada e independente. Promover as condições para que o desenvolvimento da criança ocorra de forma saudável depende de se conhecer como ele se manifesta nos diferentes aspectos ao longo do desenvolvimento infantil. No presente trabalho, foram estudados os aspectos cognição, motricidade, nutrição, metabolismo e fatores de influência epigenética durante o desenvolvimento infantil, de forma integrada e multidisciplinar, tendo, como base, pesquisas realizadas nos últimos 40 anos sobre esses aspectos; como parâmetro, os períodos sensíveis, nos quais a plasticidade é maior, sendo janelas de oportunidades para intervenções em prol da saúde e bem-estar da criança; e como apresentação, ferramentas para o acompanhamento dos marcos do desenvolvimento infantil, de sugestão de estímulos e de investigação do andamento do desenvolvimento infantil, com o objetivo de democratizar este conhecimento, tornando-o acessível e funcional a pais, educadores e cuidadores de crianças entre 0 e 6 anos de idade / Child development comprises interdependent dimensions which embrace physiological adjustments to disturbances caused by epigenetic modulations of genes in response to physical and social environmental influences, which in turn, shape the health of the child during his/her development, and reflects on his/her learning, behavior, and physical and mental well-being through his/her life span. It is a dynamic process in which the child turns from a totally dependent on his/her caregiver to a human being who responds to one who perceptions in a planned, organized and independent way. Promoting the conditions to a child healthy development depends on knowing how it manifests in different aspects through his/her development. In the present work, cognition, motricity, nutrition, metabolism, and epigenetics during child development were studied in an integrative and multidisciplinary manner based on the last 40 years of research on child development; with the use of sensitive periods as parameters, in which the plasticity is greater than in any other period in life, and which are translated into windows of opportunity for healthy interventions; and tools to keep up with child development milestones, to suggest stimuli according to a specific milestone, and to investigate the progress of child development, with the purpose of democratizing such knowledge, thus making it accessible and functional to parents, teachers and caregivers of children from zero to six years of age

Estudos realizados com crianças após os 7 anos de idade não são claros em descrever se há efeito da idade e sexo no desempenho dos padrões fundamentais de movimento (PFM). Além disso, estes estudos se utilizaram do método transversal e focaram apenas as questões gerais do desenvolvimento, com pouca atenção para as diferenças individuais no desenvolvimento dos PFM. O presente estudo teve como objetivo investigar o desenvolvimento dos PFM de crianças dos 7 aos 9,5 anos de idade, analisando tanto as semelhanças e diferenças na trajetória das classes de movimento locomotor e manipulativo. A amostra constou de 31 crianças (64% meninos, 36% meninas) que foram acompanhadas dos 7 aos 9,5 anos de idade, com avaliações semestrais. Estas crianças fazem parte do estudo de crescimento e desenvolvimento motor longitudinal misto de Muzambinho-MG. As habilidades motoras e os critérios de avaliação utilizados foram baseados no TGMD-II. As crianças foram filmadas individualmente e posteriormente avaliadas com auxilio do software Kinovea. Para avaliar o desempenho optou-se por utilizar a soma dos critérios em cada uma das classes - locomoção e manipulação. A análise da mudança média foi realizada através da análise de variância de modelos mistos no software SAS. Para estimar as diferenças interindividuais na mudança intraindividual (estabilidade normativa) foram utilizados os testes de ? de Foulkes e Davis e o ? de Cohen, a partir do software LDA. Para identificar semelhanças e diferenças entre os sujeitos nas suas trajetórias foram utilizados os valores individuais do ? de Cohen e os canais modais de desempenho. Com base nessa informação foram formados os subgrupos: estabilidade com desempenho superior, intermediário e inferior, e com instabilidade ascendente e oscilatória. Os resultados médios apontam que com exceção das meninas na classe locomotora, após os 7 anos ocorre mudança no desempenho nos PFM, e há diferenças entre os sexos. Tanto o resultado do ? de Foulkes e Davis quanto o ? de Cohen indicaram estabilidade fraca, ou seja, houve heterogeneidade entre os sujeitos na mudança intraindividual ao longo da idade. Os valores individuais de estabilidade indicaram que há estabilidade boa para aproximadamente 57% das crianças na classe locomotora e 65% na manipulativa. Estes resultados permitiram inferir que mesmo após os 7 anos ocorre melhora na qualidade dos PFM, no entanto, cada classe de movimento e sexo tem particularidades. Além disso, apesar de haver heterogeneidade entre os sujeitos na mudança intraindividual ao longo dos 7 aos 9,5 anos, indicando que há iferenças na magnitude da mudança, foi possível discutir sobre a possibilidade de existir trajetórias diferenciadas / Studies of children older than 7 years old are not clear in describing whether there is effect of age and gender on performance of fundamental movement patterns (FMP). Moreover, these studies use cross-sectional method and focus only general development issues, with little attention to individual differences in the development of FMP. The present study aimed to investigate the development of PFM of children from 7 to 9.5 years old, analyzing both the similarities and differences in the trajectory of classes of locomotor and manipulative movement. The sample consisted of 31 children (64% boys, 36% girls) who were followed from 7 and 9.5 years old, through biannual evaluations. These children are part of the study of growth and mixed longitudinal motor development of Muzambinho-MG. The motor skills and evaluation criteria used were based on TGMD-II. The children were individually filmed and then evaluated with the aid of Kinovea software. To evaluate the performance it was chosen to use the sum of the criteria in each classes - locomotion and manipulation.The analysis of mean change was performed by analysis of variance of mixed models in SAS software. In order to estimate the interindividual differences in intraindividual change (stability normative), tests of ? de Foulkes and Davis and K de Cohen were used from the LDA software. To identify similarities and differences among the subjects in their trajectories, the individual values of ? de Cohen and performance channels were used. Based on this information the subgroups were formed: stability with upper, intermediate and lower performance and ascending and oscillatory instability. The average results indicate that, except girls in the locomotor class, after 7 years old, change occurs in FMP performance, and there are differences between the genders. Both ? de Foulkes and Davis and K de Cohen results indicate a poor stability, ie, over the age there was heterogeneity between the subjects in intra-individual change. The individual values of stability indicated that there is good stability for approximately 57% of children in locomotor class and 65% in manipulative class. These results showed that even after 7 years old, there is improvement in the quality of FMP, however, each class of movement and gender have their own particularities. Furthermore, although there is heterogeneity between the subjects in intra-individual change over the 7 to 9.5 years old, indicating that there are differences in the magnitude of the change, it was possible to discuss the chance of different trajectories