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Dehydration pediatrics
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David Benton explores the effects of dehydration on the behavior and cognition of different age groups in his scholarly article “Dehydration Influences Mood and Cognition: A Plausible Hypothesis?” Although not all studies investigating the relationship between these factors have been consistent, Benton expresses that one age group, children between seven and nine years old, has produced consistent results in four separate studies of dehydration and its effect on brain and behavior. Benton describes each of these four studies in greater detail and reveals that dehydration negatively impacts both memory and visual attention of young children in school. In addition, Benton relates the limited or prohibited water access in school to dehydration,
As I wearily sat in my seat, writing an essay on the importance of electricity in the modern world, I caught myself glancing repeatedly at the clock that was so carefully perched above the teacher’s desk. “Ten minutes, only ten more minutes left until school is over and I get to go home!” I told myself. In most schools, the average school day is about eight hours long. Eight hours of continuously sitting in a chair taking notes during lectures, doing classwork, projects, etc. During these eight hours of school, students deserve a short, outdoor break in which they can isolate themselves from the stress of working all day and just relax. Studies have shown that people who take short breaks throughout the day to do light, outdoor breaks are more productive than those who do not. A short, outdoor break will benefit students due to the fact that students will have time to relax; students will be able to focus more, concentrate, and be more productive; and teachers will have more time to prepare for the next class coming.
As a student in the school system, there are many mental conditions that could affect how they perform on a daily basis. One of the most prevalent is Attention Deficit Hyperactivity Disorder (ADHD). This is defined as “a disorder characterized by a persistent pattern of inattention and/or hyperactivity (Gale Encyclopedia of Medicine). There is much research that is currently being done on this subject as it does impact many students in the K-12 system. As of 2011, it was estimated that around 11% of students had been diagnosed with ADHD. While seems like a small amount of students, it equates to about 6.4 million (Data & Statistics). A huge amount of children in school are having trouble focusing in
"I believe quite strongly that there is great value in play. Play is learning lessons that often can't be learned anyplace else.’’1 An unknown middle schooler. Dr. Barros decided to conduct the study after observing a young patient's classroom--to see how antsy the student and his peers were by lunchtime.”They were given no work breaks, save for 15 minutes of quiet snacking at their desks.they were so drowsy”.
During the recent years, words like attention deficit, hyperactivity, ADD etc. have been quite frequently used among various psychiatric and educational institutes. These words have been making its rounds among most educators, physicians, psychologists and young parents in the society nowadays. A few decades ago people were oblivious of these terms or only a few people had heard these terminologies and had experienced children in a class or any other related place behaving in abnormal ways which included fidgeting, restlessness or having very low attention span.
Pennington, Bill. "A New Way to Care for Young Brains." SIRS. N.p., n.d. Web. 14 Nov.
The Beck Depression Inventory-II (BDI-II) is the latest version of one of the most extensively used assessments of depression that utilizes a self-report method to measure depression severity in individuals aged thirteen and older (Beck, Steer & Brown, 1996). The BDI-II proves to be an effective measure of depression as evidenced by its prevalent use in both clinical and counseling settings, as well as its use in studies of psychotherapy and antidepressant treatment (Beck, Steer & Brown, 1996). Even though the BDI-II is meant to be administered individually, the test administration time is only 5 to 10 minutes and Beck, Steer & Brown (1996) remark that the interpretive guidelines presented in the test manual are straightforward, making the 21 item Likert-type measure an enticing option to measure depression in appropriate educational settings. However it is important to remember that even though the BDI-II may be easy to administer and interpret, doing so should be left to highly trained individuals who plan to use the results in correlation with other assessments and client specific data when diagnosing a client with depression. An additional consideration is the response bias that can occur in any self-report instrument; Beck, Steer & Brown (1996, pg. 1) posit that clinicians are often “faced with clients who alter their presentation to forward a personal agenda that may not be shared.” This serves as an additional reminder that self-report assessments should not be the only assessment used in the diagnoses process.
Council on School Health (2012). The Crucial Role of Recess in School. Pediatrics, 131, 182-189. doi: 10.1542/peds.2012-2993
During tasks that involve memory, and other cognitive processes the research will try to confirm the belief that caffeine is a cognitive enhancer. Whether students are in a withdrawn state, a normal caffeinated state, or just moderately use caffeine it has an effect on their memory, attention, planning, capacity, and psychomotor performance. Along with the effects of caffeine, student’s performance can be influence by other factors such as mood, the time of day, personality, intelligence, age, memory span, education, gender, socioeconomic status, occupation, smoking, expectancy, and/or alcoh...
doubts is shattered. As those who drink water will feel the hot or cold by
Over the past two decades, new research has significantly enhanced humans’ understanding of the brain’s development and function. Consequently, the effect of nutrition on brain development is increasingly acknowledged. Therefore, this report aims to evaluate the importance of nutrition for children’s cognitive development. Cognitive development is the growth in thinking and learning skills such as problem-solving and memory, which continues from childhood into adolescence and throughout adulthood. Since the human brain development (which correlates with cognitive development) primarily occurs during conception and the first years of life, this report mainly focuses on nutrition’s role in early childhood cognitive development.
Bryan, J., Osendarp, S., Hughes, D., Calvaresi, E., Baghurst, K., & Van Klinken, J. (2004). Nutrients for Cognitive Development in School-aged Children. Nutrition Reviews, 62(8), 295-306. doi:10.1301/nr.2004.aug.295-306
The class in which the observations took place was a Year One and Two class with twenty six pupils in the class. Adults within the class were the Teacher, one Teaching Assistant with the occasional help of a Special Needs Assistant. Confidentiality is important within the classroom setting therefore to respect the individuals own confidentiality they will be known as Child J throughout this assignment. Child J is a male aged five years and three months. It was decided that the observations of the individual would be about concentration, as the Teacher was concerned that J does not have the ability to concentrate for more than five minutes at a time. The observations will be noted and taken further if it is felt that it will be beneficial to the child’s education.
I am around children seven days a week; every day I am amazed at how much children’s personalities are influenced by the environment they are in. My o...
In recent studies, evidence shows that malnourished children might be essentially unintelligent. Another piece of information to keep in mind is that “Malnutrition is but one of a critical group of environmental factors affecting the development of the nervous system” (Morgane et al). If the nervous system is affected during development this should urge parents and caregivers to support their child’s development by providing a positive environment that includes appropriate toys, books, and games. By providing extra materials it will keep the child’s brain active and thinking which would stimulate brain growth. To add on, the effects of malnutrition “on the developing central nervous system have been studied mainly because of the widespread incidence of infantile malnutrition and the considerable evidence that many of its effects are permanent and are associated with impairments of higher mental functions, including deficits in intelligence” (Morgane et al). Since there is a high mental functions that come with impairment, it is extremely important for parents to make sure they take care of their own body since they have a developing fetus inside of
Depression is one of the most common psychological problems. Each year over 17 million Americans experience a period of clinical depression. Thus, depression affects nearly everyone through personal experiences or through depression in a family member or friend.