child development and disablility in resource poor settings
儿童发展心理学 英文
儿童发展心理学英文英文回答：Child development psychology is the scientific study of how children and adolescents grow and change over time. It encompasses a wide range of topics, including physical, cognitive, emotional, and social development. Child development psychologists use a variety of methods to study children, including observation, interviews, and experiments. They also work closely with other professionals, such as teachers, pediatricians, and social workers, to help children reach their full potential.Child development is a complex process that is influenced by a variety of factors, including genes, environment, and experiences. Genes play a role in determining a child's physical appearance, personality, and intelligence. However, the environment also plays a significant role in shaping a child's development. The family, school, and community all have a profound impact ona child's development.Physical development refers to the changes in a child's body over time. These changes include growth in height and weight, as well as changes in body proportions. Physical development also includes the development of motor skills, such as walking, running, and jumping.Cognitive development refers to the changes in achild's mental abilities over time. These changes include the development of language, memory, problem-solving skills, and creativity. Cognitive development is closely linked to physical development, as the brain develops rapidly during childhood.Emotional development refers to the changes in achild's ability to express and manage emotions. These changes include the development of self-awareness, self-regulation, and empathy. Emotional development is closely linked to social development, as children learn to interact with others and form relationships.Social development refers to the changes in a child's ability to interact with others. These changes include the development of friendships, cooperation, and social skills. Social development is closely linked to cognitive and emotional development, as children learn to understand and respond to the emotions of others.Child development psychology is a field that is constantly evolving. As new research is conducted, our understanding of how children develop continues to grow. This research has important implications for parents, teachers, and other professionals who work with children. By understanding how children develop, we can help them reach their full potential and become happy, healthy, and productive members of society.中文回答：儿童发展心理学是科学研究儿童和青少年如何随着时间的推移而成长和变化的学科。
需要人照顾的句子英语作文
需要人照顾的句子英语作文标题，The Importance of Caregivers。
In today's fast-paced world, the need for caregivers has become increasingly significant. Whether it's for the elderly, children, or individuals with disabilities, caregivers play a crucial role in providing support, comfort, and assistance to those in need. The demand for caregivers stems from various factors, including an aging population, the rise in chronic illnesses, and the growing awareness of mental health issues. Therefore, understanding the importance of caregivers and appreciating their contributions is essential for creating a compassionate and supportive society.First and foremost, caregivers offer essential support to the elderly population. As people age, they often require assistance with daily tasks such as bathing, dressing, and medication management. Caregivers step in to provide these services, allowing seniors to maintain theirindependence and quality of life. Moreover, caregiversoffer companionship and emotional support, reducingfeelings of loneliness and isolation among the elderly. By attending to their physical and emotional needs, caregivers contribute to the overall well-being of seniors and enhance their overall quality of life.Furthermore, caregivers play a vital role in supporting individuals with disabilities. Whether someone has a physical, intellectual, or developmental disability, caregivers provide personalized care and assistance to help them navigate daily challenges. This can include helping with mobility, communication, and social integration. Caregivers also advocate for the rights and needs of individuals with disabilities, ensuring they have access to necessary resources and accommodations. Through their dedication and compassion, caregivers empower individuals with disabilities to live fulfilling and independent lives.Additionally, caregivers are indispensable in caringfor children, especially those with special needs. Parents of children with disabilities often rely on caregivers toprovide respite care, allowing them to rest and recharge while ensuring their child receives proper attention and supervision. Caregivers may also assist with therapy sessions, educational activities, and medical appointments, playing a critical role in the child's development andwell-being. Moreover, caregivers create a nurturing and supportive environment for children, fostering their growth, and helping them overcome challenges.In addition to their direct care responsibilities, caregivers serve as advocates and allies for vulnerable populations. They often liaise with healthcare professionals, social workers, and other service providersto ensure their clients receive comprehensive care and support. Caregivers also educate families and communities about the needs of the individuals they serve, promoting understanding and inclusivity. By raising awareness and advocating for positive change, caregivers contribute to building a more compassionate and inclusive society.Despite the invaluable contributions of caregivers,their role is often overlooked and undervalued. Manycaregivers face challenges such as long hours, low pay, and limited resources, yet they continue to provide unwavering support to those in need. It is essential for society to recognize and appreciate the dedication and sacrifices of caregivers and to provide them with the support and resources they need to thrive in their roles.In conclusion, caregivers play a vital role in supporting individuals who require assistance due to aging, disabilities, or other challenges. Their compassion, dedication, and selflessness make a profound difference in the lives of those they care for, enhancing their quality of life and promoting independence and dignity. It is crucial for society to acknowledge the importance of caregivers and to provide them with the recognition, support, and resources they deserve. By valuing and supporting caregivers, we can create a more inclusive and compassionate society where everyone has the opportunity to live their lives to the fullest.。
国际健康功能与身心障碍分类系统(ICF)之儿童及青少年版
國際健康功能與身心障礙分類系統(ICF)之兒童及青少年版工作坊簡章政府在2007年7月11日修正公布身心障礙者權益保障法，為了與世界接軌，將採用WHO 所頒布的「國際健康功能與身心障礙分類系統（International Classification of Functioning, Disability and Health, ICF）」。
未來身心障礙證明申請及各項福利與服務，需在ICF分類架構下完成鑑定報告，經由需求評估的程序，決定其服務資源的取得，而鑑定人員不再由醫師一人為主，增為跨專業團隊共同參與，如醫事人員、社會工作、特殊教育與職業輔導評量等相關專業人員組成之專業團隊鑑定及評估，以提供身心障礙者適當之福利與服務。
有鑑於此，嘉義縣政府、國立中正大學與嘉義基督教醫院共同辦理「國際健康功能與身心障礙分類系統(ICF)之兒童及青少年版工作坊」，特邀請美國早期療育、心理及特殊教育領域之專家，目前在Frank Porter Graham Child Development Institute擔任研究教授，Professor Simeonsson (Sch ool Psychology and Early Childhood Education)針對「國際健康功能與身心障礙分類系統(ICF)之兒童及青少年版(ICF＿CY)」內容進行說明並分享美國以ICF＿CY為評估工具之實務案例，更進一步以互動性的Workshop與大家討論這套工具的應用操作，提供相關專業領域之運用與理念之建構。
一、主辦單位：嘉義縣政府、國立中正大學社會福利學系、嘉義基督教醫院（聯合評估中心）嘉義縣兒童發展通報轉介中心二、工作坊時間：98年12月6日，星期日9：30-15:20三、工作坊地點：國立中正大學社會科學院115教室(嘉義縣民雄鄉大學路168號)四、工作坊流程：◎因參與人數眾多敬請準時報到，以利課程準時開始。
◎為響應環保，敬請自備環保杯，上課時請將手機關閉或震動。
儿童少年名词解释
高血压hypertension：是以微血管持续性痉挛为基础，伴随心脏血管等系列性病理改变，以动脉收缩压和舒张压异常升高表现的一种疾病。
糖尿病Diabetes mellitus，DM：是一组由遗传和环境因素相互作用导致慢性、以血糖升高为主要特征的临床综合征，因胰岛素分泌量绝对或相对不足及靶组织细胞对胰岛素敏感性降低，造成糖、蛋白质、脂肪、水电解质紊乱。
儿童情绪障碍：是以焦虑、恐怖、抑郁、强迫等症状为主要表现的一组疾病，不一定与成人期的神经症存在必然连续性。
创伤后应激障碍posttraumatic stress disorder，PTSD：指儿童少年遭受严重的创伤性体验后出现的持续性焦虑和无助感状态。
品行障碍conduct disorder，CD：指儿童少年反复持续出现的攻击性和反社会性的行为，这些行为违反了与年龄相适应的社会行为规范和道德准则，影响其学习和社会化功能，损害他人或公共利益。
growth spurt生长突增：指儿童少年的生长速度突然加速的现象。从胎儿到成人，先后出现两次生长突增。青春期的生长突增现象的出现，通常提示儿童进入青春期的开始。一般女性比男性早2年左右。
adolescence OR puberty青春期：是由儿童发育到成人的过渡时期。它从体格生长突增开始，到骨骼完全融合、躯体停止生长、性发育成熟而结束。
生长发育调查：运用科学的设计和方法对个体或群体儿童青少年的生长发育指标进行观察啊和测定，用以研究生长发育的规律和影响因素。
apprasial of growth and development生长发育评价：将儿童青少年生长发育指标的实测值与标准值进行比较，用于分析儿童少年的发育水平、变化和个体差异。
新生儿危重症评分
新生儿危重评分系统
1.新生儿危重病例评分 2.临床危险指数评分 3. 临床危险指数评分Ⅱ 4. 新生儿急性生理学评分
5.新生儿紧急生理学评分Ⅱ
6. 新生儿治疗干预评分系统
7.新生儿转运生理稳定指数
新生儿紧急生理学评分Ⅱ（score for neonatal acute physiologyⅡ,SNAPⅡ）
分值
1 3 5 1 3 5 1 3 5 1 3 5 1 3 5
PH
惊厥
尿量 （ml/kg.h)
出生体重<749g：30分，小于胎龄儿：5分， Apgar5 <7分：10分
新生儿危重评分系统
1.新生儿危重病例评分 2.临床危险指数评分 3. 临床危险指数评分Ⅱ 4. 新生儿急性生理学评分
5.新生儿紧急生理学评分Ⅱ
源于1990年美国波士顿三个新生儿病区的患 儿资料 1993年美国多中心研究产生 SNAP评分包括了出生24小时内血压、心率、 呼吸频率、体温、血氧分压、血氧分压/吸入 氧浓度的比率、二氧化碳分压、氧合指数、细 胞容量、白细胞计数、未成熟中性粒比例、绝 对中性粒数、血小板数、血尿素氮、肌酐、尿 量、间接胆红素、直接胆红素、血清钠、血清 钾、游离血钙、血糖、血清碳酸氢盐、血PH 值、惊厥、呼吸暂停、血便等27个变量
新生儿危重病例评分 （neonatal critical illness score,NCIS)
检查项目
心率 次/min 血压（收缩压） Kpa（ mmHg）
测定值
< 80 或> 180 80 - 100 或160 - 180 其余 < 5.3（40）或>13.3（100） 5.3-6.7（40-50）或12.0-13.3 （90-100） 其余 <20或>100 20-25或60-100 其余 <6.7（50） 6.7-8.0（50-60） 其余 <7.25或>7.55 7.25-7.30或7.50-7.55 其余
TW 110教育学名词-幼教名词中英对照术语
Communication and Language Screening Test for Birth to Three Chinese-Speaking Infant-Toddlers {=CLST} community activity community educare resource center community or tribal cooperative educare service centers compensatory education Compilation and Administration of Education Expenditures Act Compulsory Education Act concept mapping conceptual role-taking concerted cultivation confirmation inquiry conservation consolidation stage construction area constructive learning constructive play constructivist theory constructivist view of children contemporary playground context evaluation Context-Input-Process-Produce {=CIPP} model for evaluation contextually bound object permanence Convention on the Right of the Child convergent thinking cooking and snack centers cooperative learning cooperative play coos; cooing coparenting core curriculum coregulation correlate curriculum countenance model creative playground critical ecological inquiry critical ethonography critical period cross-sectional study cross-sequentioal study crying cultural capital cultural reproduction cultural studies paradigms curriculum as experience curriculum as plan curriculum as subject curriculum compacting curriculum design model curriculum development model curriculum evaluation curriculum leader curriculum management curriculum wheel curriculum-based assessment curriculum-embedded assessment
《幼儿语言发育迟缓问题研究文献综述2400字》
幼儿语言发育迟缓问题研究国内外文献综述1 国内学前期幼儿语言发育迟缓研究现状目前国内关于语言发育迟缓儿童的研究并不少，不同学者对语言发育迟缓儿童的概念和构成有着不同的理解。
苑赟（2020）在《药山社区0~3岁儿童语言发育迟缓的发病现状及发病原因分析》一文中调查了济南市药山社区0~3岁儿童语言发育迟缓的发病现状，分析其发病原因。
结果显示0~3岁儿童语言发育迟缓的发病率>1~2岁发病率最高，发病率与性别有关，男孩高于女孩，差异有统计学意义（χ2=21.27，P<0.05）。
文章在经过一系列研究后得出结论0~3岁儿童语言发育迟缓的发病原因与儿童出生时缺氧窒息、出生时缺血缺氧性脑病、病理性黄疸、母亲孕期宫内窘迫、母亲文化程度低、儿童教养方式（溺爱和打骂）、与儿童沟通少、电子屏幕接触时间长密切相关。
李晓洁（2020）指出，0-3岁是儿童语言发展的关键时期，尤其是1-2岁以上的儿童。
正常的语言发展中儿童的听、说、理解和使用语言的能力是正常的。
当孩子的语言发展滞后时，孩子对语言的理解和运用能力就不发达，听不懂语言，听不懂监护人或别人的话。
语言发育迟缓儿童说话晚、语言缺乏、理解能力差，影响儿童的社会交往能力，对今后语言的阅读、理解、逻辑思维、计算等方面产生一定影响，导致学习困难。
语言发育迟缓的儿童会有阅读困难，语言理解和表达能力差，沟通和社交能力不足。
王莎莎、张媛媛、陈静（2019）在《家庭养育环境对儿童语言发育迟缓影响的病例对照研究》一文中研究了家庭养育环境对儿童语言发育迟缓的影响，随机选择2017年11月至2018年8月在上海市儿童医院儿童保健科确诊的112例语言障碍患儿为语言障碍组，选择同期体检正常的127例儿童为对照组，以性别、年龄为匹配因素，进行问卷调查。
结果语言发育迟滞儿童的父母文化程度明显低于正常儿童，语言发育迟滞组儿童的言语能力和人的能力发展商均低于正常组（P<0.01）。
通过分析得出结论：家庭教养环境是影响儿童语言发展的重要因素。
爱尔兰 充满爱的幼教岛国
爱尔兰充满爱的幼教岛国作者：柏立敏来源：《动漫界·幼教365(管理)》2017年第10期爱尔兰是一个美如翡翠般的国家。
十四年前，我满腔热血地来到这个淳朴而祥和的小岛。
喜欢孩子的我选择了在这里学习幼教专业，毕业后一工作就是整整十个春夏秋冬。
很多人问我：“你是如何坚持下来的？”我坦然回答：“如果你被一大群信任你的同事和天天喊着‘爱你’‘离不开你’的小家伙们整日围绕着，再辛苦你也舍不得离开。
”如果说这世界是纷扰的，那么，孩子就犹如一群幸福快乐的小精灵，永远是美好的。
爱尔兰社会民风淳朴，人们喜欢孩子，他们认为，有3～4个孩子的家庭才算得上完美。
在人们心里，孩子应该被尊重、被重视。
由此，孩子的教育自然是重于泰山，爱尔兰政府也会全力帮助每个有孩子的家庭。
爱尔兰有一套完整且人性化的幼教体系，在从事幼教工作的十年里，我每天都在学习，在这里我愿意和大家一起分享。
专业学习：成就卓越幼师首先说的是拥有幼教专业（Early childhood education）的学校。
爱尔兰的很多大学都有幼教专业，选择学习的不仅有应届的高中生，还有很多像我一样“半路出家”的学生。
本科学历是四年制的，第一年叫FETAC level 5（5级），以此类推，第四年就叫FETAC level 8（8级）。
每所学校都会安排学生在学习期间体验幼儿园工作，学生可以选择在第一年或第二年的学习结束后，拿着5级或6级证书开始工作；也可以选择在多年后凭此证书去任何一所大学继续完成7级或8级学习。
每所学校的学习内容大同小异，教育理念可以追溯到上个世纪很多国家对儿童教育启蒙的最初概念，如瑞士、俄罗斯、英国、美国，甚至包括孔夫子的儒家理念。
学科内容大致分为：儿童发展（child development），包括儿童生理健康和成长过程；儿童心理学（child psychology）；沟通（communication），即与儿童、家长、同事和上级的各方面沟通技巧；残障儿童护理（special needs and disability care）；创新（creative thinking）；双语或多语儿童的教育（communication in multi- lingual contexts）；儿童，家庭与世界（child， family and wider world）；等等。
关于儿童珍爱生命预防意外伤害的英语小作文
关于儿童珍爱生命预防意外伤害的英语小作文Here is an English essay about the importance of children's life safety and prevention of accidental injuries, with the word count exceeding 1000 words.Children are the future of our society and their safety and well-being should be of paramount concern to all of us. Tragically, accidents and unintentional injuries remain a leading cause of death and disability among children worldwide. These incidents not only cause immense physical and emotional suffering but also have far-reaching consequences for families, communities, and the broader social fabric. It is therefore crucial that we, as a society, prioritize the prevention of such accidents and ensure that our children can grow up in a safe and nurturing environment.One of the most pressing issues when it comes to child safety is the prevalence of accidental injuries in the home. Children, by virtue of their natural curiosity and developing sense of independence, are particularly vulnerable to household hazards such as falls, poisonings, burns, and drownings. These incidents can occur in the blink of aneye and can have devastating consequences for a child's health and well-being. It is therefore essential that parents and caregivers take proactive measures to childproof their homes, ensuring that potentially dangerous items are kept out of reach and that safety features such as safety gates, smoke detectors, and child-resistant locks are properly installed and maintained.In addition to the home environment, children also face risks in the broader community, particularly when it comes to transportation-related accidents. Whether walking, cycling, or riding in a vehicle, children are at a higher risk of being involved in a collision due to their smaller size, limited experience, and reduced visibility. This underscores the importance of teaching children proper road safety practices, such as looking both ways before crossing the street, wearing helmets when cycling, and always using age-appropriate car seats and booster seats. Furthermore, communities should prioritize the development of safe infrastructure, such as dedicated pedestrian and cycling lanes, to protect children as they navigate their surroundings.Another significant area of concern is the prevalence of sports and recreational injuries among children. While physical activity is essential for a child's physical and mental development, the inherent risks associated with certain sports and activities must be carefully managed. Parents and coaches should ensure that children areequipped with the proper safety gear, receive appropriate training and supervision, and are aware of the potential risks involved in their chosen activities. Additionally, it is crucial that schools and community organizations prioritize the implementation of comprehensive safety protocols and emergency response plans to minimize the impact of such incidents.Beyond the physical aspects of safety, it is also essential to address the emotional and psychological well-being of children. Traumatic experiences, such as witnessing or being involved in an accident, can have lasting impacts on a child's mental health and overall development. It is therefore crucial that parents, educators, and healthcare professionals work collaboratively to provide children with the necessary support and resources to cope with such events, including access to counseling, trauma-informed care, and resilience-building programs.To effectively address the challenge of child safety and accident prevention, a multi-faceted approach is required. This involves collaboration among various stakeholders, including government agencies, healthcare providers, educators, community organizations, and the general public. By adopting a comprehensive strategy that encompasses education, policy development, infrastructure improvements, and community engagement, we can work to create a safer and more nurturing environment for our children to thrive.Through educational initiatives, we can empower parents, caregivers, and children with the knowledge and skills necessary to identify and mitigate potential hazards, as well as respond appropriately in the event of an emergency. This can include the promotion of safety workshops, the distribution of informative resources, and the integration of safety education into school curricula.At the policy level, governments and policymakers must prioritize the development and enforcement of robust safety standards and regulations, ensuring that products, facilities, and public spaces are designed with the well-being of children in mind. This may involve the implementation of stricter safety requirements for consumer goods, the enhancement of building codes to enhance child-friendly design, and the allocation of resources for the maintenance and improvement of public infrastructure.Community-based initiatives can also play a crucial role in fostering a culture of safety and accident prevention. By engaging local organizations, faith-based institutions, and grassroots groups, we can create support networks and resources that empower families and communities to take an active role in safeguarding their children. This may include the establishment of neighborhood watch programs, the organization of safety-themed community events, and the provision of accessible safety equipment and training.Ultimately, the protection of our children's lives and well-being is a responsibility that we all share. By working together, we can create a future where every child is afforded the opportunity to grow, learn, and thrive in a safe and nurturing environment. Through a comprehensive, collaborative approach, we can reduce the incidence of accidental injuries, mitigate their impact, and ensure that our children can look forward to a brighter, safer tomorrow.。
精神发育迟滞病历书写范文
精神发育迟滞病历书写范文Patient Name: [Patient's Name]Date of Birth: [Patient's Date of Birth]Date of Admission: [Date of Admission]Date of Discharge: [Date of Discharge]Chief Complaint:The patient was admitted with a chief complaint of delayed mental development and intellectual disability.Present Illness:The patient's parents reported that their child had been experiencing delayed milestones since early childhood. They noticed that the patient was slow to learn to walk, talk, and engage in age-appropriate activities compared totheir peers. The delay in mental development became more apparent as the patient grew older.Medical History:The patient has no significant medical history or family history of genetic disorders or intellectual disabilities. The patient's parents reported that the pregnancy and delivery were uneventful, with no complications or abnormalities noted.Developmental History:The patient's developmental milestones were significantly delayed. The patient started walking independently at the age of 2 years, which is considered delayed compared to the average age of achievement. Speech development was also delayed, with the patient starting to speak single words at around 3 years of age. The patient's language skills remained limited, and they had difficulty expressing themselves and understanding complex instructions.Educational History:The patient's parents enrolled them in special education programs tailored to their needs. The patient received individualized attention and support to enhance their cognitive and social skills. Despite the efforts, the patient's progress was slow, and they faced challenges in acquiring academic knowledge and social interaction skills.Psychological Assessment:A comprehensive psychological assessment was conducted to evaluate the patient's cognitive abilities, adaptive skills, and emotional functioning. The assessment revealed a significant intellectual disability, with an IQ score falling within the range of moderate mental retardation. The patient exhibited deficits in adaptive behavior, including self-care, communication, and socialization skills.Treatment and Management:The patient's treatment plan focused on providing a supportive and stimulating environment to optimize their potential. The interdisciplinary team included special education teachers, speech therapists, occupational therapists, and psychologists. Individualized education plans were developed to address the patient's specificneeds and promote their overall development. Behavioral interventions, such as positive reinforcement andstructured routines, were implemented to enhance thepatient's adaptive skills and reduce challenging behaviors. Prognosis:The prognosis for individuals with intellectual disabilities varies depending on the severity of the condition and the availability of appropriate interventions and support. With early intervention, specialized education, and ongoing therapeutic interventions, individuals with intellectual disabilities can make significant progress in their cognitive and adaptive abilities. However, it is important to acknowledge that the patient's intellectualdisability may persist throughout their life, and they may require ongoing support and accommodations to lead a fulfilling and independent life.Conclusion:The patient's delayed mental development andintellectual disability have significantly impacted their overall functioning and ability to engage in age-appropriate activities. The interdisciplinary team, along with the patient's family, has been working collaboratively to provide the necessary support and interventions to optimize the patient's potential. Ongoing monitoring, evaluation, and adjustment of the treatment plan will be crucial to ensure the patient's continued progress andwell-being.。
三到六岁儿童发展与指南社会领域自然目标标
英文回答：Three to six years of age are critical stages in the rapid development of children ' s social capacities. In the social sphere, children have begun to demonstrate more cooperative abilities and emotionalmunication skills. They can better understand the feelings of others and are willing to share and work with others. At this stage, the Government and the education sector can help children develop a sense of cooperation and emotionalmunication through targeted games and interactions. Children can be organized to play team games in which they learn to listen to others and work together to win. The Government and the education sector could also teach children to express their feelings and understand others through interactive dialogue. Through such activities, children can gradually learn to live in harmony with others and build good interpersonal relationships.三到六岁是儿童社会能力快速发展的关键阶段。
联合国儿童权利宣言英文版
联合国儿童权利宣言英文版The United Nations Convention on the Rights of the Child (UNCRC) is an international human rights treaty that sets out the civil, political, economic, social, health, and cultural rights of children. Here is a summary of the key provisions of the Convention:1. Non-discrimination: The UNCRC guarantees that every child, regardless of their race, color, sex, language, religion, disability, nationality, or other status, is entitled to enjoy all the rights stated in the Convention without any discrimination.2. Best interests of the child: The Convention emphasizes that inall actions concerning children, the best interests of the child must be of primary consideration. Governments, parents, and other guardians are responsible for making decisions that benefit children and protect their rights.3. Right to life, survival, and development: Every child has the right to life and should be nurtured and protected, ensuring their survival and development to the fullest extent possible. Governments are required to provide adequate healthcare, nutrition, and education to support children's growth.4. Respect for the child's views: Children have the right to express their opinions freely in all matters affecting them, and their views should be given due weight according to their age and maturity. Governments and adults are encouraged to listen and involve children in decision-making processes.5. Protection from violence and abuse: Children have the right to be protected from all forms of physical or mental violence, neglect, exploitation, and abuse. Governments should establish effective measures to prevent and respond to these violations, including through legal systems and social services.6. Right to family support and alternative care: The UNCRC recognizes the importance of family for a child's development. Governments should provide appropriate assistance and support to parents in fulfilling their responsibilities and, when necessary, ensure alternative care options that are in the child's best interests.7. Right to education: Children have the right to free and compulsory primary education, and access to secondary and higher education should be progressively available. Education should be directed towards the development of the child's personality, talents, and mental and physical abilities.8. Protection of cultural identity: Children have the right to enjoy and practice their own culture, religion, and language. Governments should respect and protect these rights, including ensuring children have access to materials and activities that promote their cultural identity.9. Protection from economic exploitation: The UNCRC prohibits child labor and any work that interferes with a child's education or is harmful to their health or development. Governments should establish and enforce minimum age and working hour regulations.10. Special protection for vulnerable children: Children withdisabilities, refugee or migrant children, and children in conflict with the law deserve special protection and care. Measures should be put in place to ensure their full and equal participation in society, taking into account their specific needs.The UNCRC serves as a comprehensive framework that guides governments, organizations, and individuals in promoting and protecting the rights of children worldwide. It aims to create a safe, nurturing, and inclusive environment where all children can grow, develop, and reach their full potential.。
3-6岁儿童学习与发展指南身心状况
英文回答：The ages of 3—6 are a critical stage in the growth and development of our children and are essential for their physical and mental health and for their overall development。
At this stage， the child ' s body is gradually growing， his muscles and bones are growing， and his、her physical and physical qualities are increasing， and he、she is able to carry out more physical activity and exercise。
We must focus on children ' s daily diet and nutritional intake to ensure that they receive adequate nutrition， develop good eating habits， take care of appropriate levels of exercise and rest and maintain good living patterns。
Parents and teachers should regularly take their children for medical examinations to detect and address health problems in a timely manner and to ensure the healthy development of children。
儿童发展指南学龄前儿童运动标准
儿童发展指南学龄前儿童运动标准English Answer：Physical Development Standards for Preschool Children in the Child Development Guide.Gross Motor Skills:Locomotion:Walks, runs, climbs stairs using alternating feet, skips, and jumps.Demonstrates coordination and balance in movement, such as hopping on one foot.Object Control:Grasps and releases objects with increasing precision.Throws, kicks, and rolls objects with increasing accuracy and control.Body Awareness:Understands and follows simple instructions for movement.Demonstrates ability to coordinate different body parts in a variety of movements.Fine Motor Skills:Hand-Eye Coordination:Stacks objects, builds with blocks, and manipulates toys with increasing coordination.Draws lines, circles, and shapes with increasing accuracy.Fine Motor Dexterity:Uses tools and utensils with increasing skill and control, such as a spoon, scissors, or paintbrush.Demonstrates finger isolation and manipulation skills.Health and Wellness:Exercise:Engages in regular physical activity that promotes cardiovascular health and muscle development.Nutrition:Consumes a balanced diet that provides energy and nutrients for growth and development.Sleep:Gets adequate sleep for age and developmental needs.Additional Standards:Cognitive and Language Development:Understands and follows simple instructions.Communicates effectively through speech and gestures.Social and Emotional Development:Demonstrates interest and engagement in social interactions.Exhibits self-control and cooperation in group settings.中文回答：学龄前儿童运动标准。
高同型半胱氨酸血症的诊断、治疗与预防专家共识
·1【第一作者】李东晓，女，主治医师，主要研究方向：儿童神经遗传代谢病的诊治。
E-mail：********************【通讯作者】王晓建，男，研究员，博士生导师，主要研究方向：心肺血管病遗传机制与精准治疗。
E-mail：*********************.com 杨艳玲，女，教授，研究员，博士生导师，主要研究方向：遗传病的诊断、治疗与预防。
E-mail：********************.com·指南与共识· 高同型半胱氨酸血症是一种常见的代谢异常，病因复杂，包括遗传性和非遗传性两大类疾病，可自胎儿到老年发病，人群总体患病率高达5%[1]。
遗传性高同型半胱氨酸血症已被我国《第一批罕见病目录》收录，是可治疗的遗传代谢病。
根据血中总同型半胱氨酸浓度，高同型半胱氨酸血症分为轻型(15~30μmol/L)、中间型(31~100μmol/L)和重型(>100μmol/L)[2]。
持续高同型半胱氨酸血症可导致神经精神、心脑血管、肾脏、眼、骨骼等多系统损害，临床表现缺乏特异性，致残、致死率很高[3-5]。
采用液相串联质谱法对新生儿进行筛查，可早期发现高同型半胱氨酸血症1型及甲基丙二酸血症合并同型半胱氨酸血症等部分患者[6-8]。
其他原因所致高同型半胱氨酸血症患者需通过临床调查、生化代谢检查、基因检测等综合分析才能明确病因[9]。
由于患者病因各异、临床表型轻重不同，需要个体化治疗。
如果能早期诊治，绝大部分患者预后良好。
近年来高同型半胱氨酸血症领域取得了许多进展，诊断及治疗策略不断更新。
国内专家在不同领域发表了相关共识[4]。
为进一步规范高同型半胱氨酸血症的诊断与治疗，中国妇幼保健协会(出生缺陷防治与分子遗传分会、儿童早期发展专委会、儿童疾病和保健分会遗传代谢学组)、北京医学会罕见病分会、中国医师协会(儿科分会内分泌遗传代谢学组、青春期医学专业委员会临床遗传学组及生化学组)、中华预防医学会(残疾预防与控制专业委员会、儿童保健分会)、深圳罕见病代谢组学精准医学工程研究中心及《罕少疾病杂志》编辑部就高同型半胱氨酸血症的诊断、治疗和防控策略进行讨论，并参考国内外的经验及指南，达成以下共识。
失能、失智、失独、独居老年人的英语
失能、失智、失独、独居老年人的英语精选英文失能、失智、失独、独居老年人的英语：The Challenges Faced by Elderly Individuals with Disabilities, Dementia, and Living Alone After Losing Their Only ChildThe lives of elderly individuals who have lost their ability to function independently, their mental sharpness, and their only child, while also living alone, are filled with unique challenges and hardships. These individuals face a trifecta of difficulties that can often seem insurmountable.Firstly, the loss of physical function, often referred to as disability, can make even the most basic daily tasks seem daunting. Simple activities like getting dressed, bathing, and preparing meals can become immense challenges. This can lead to feelings of helplessness and dependency, especially when there is no one to assist them.Secondly, the onset of dementia brings with it a loss of cognitive abilities and memory. Elderly individuals with dementia may forget who they are, where they are, and even who their loved ones are. This can be an extremely distressing experience, not only for the individual but also for their remaining social circle.And lastly, the loss of a child, especially an only child, is a devastating blow that can be difficult to overcome. The grief and loneliness that accompany such a loss are often profound and long-lasting. When coupled with the challenges of disability and dementia, the emotional toll can be immense.Living alone further compounds these difficulties. Without the support of a spouse,partner, or even a close friend, elderly individuals with disabilities, dementia, and the loss of an only child are often left to fend for themselves. This can lead to feelings of isolation and loneliness, which can exacerbate their existing mental and physical health issues.Despite these challenges, it is crucial that we as a society recognize and support these vulnerable individuals. We can do so by providing them with the necessary resources and assistance to make their lives more manageable and comfortable. This includes access to home care services, community support groups, and mental health resources. By working together, we can ensure that these elderly individuals are not forgotten and that their voices are heard.中文对照翻译：残疾、痴呆和失去独生子女后独自生活的老年人面临的挑战失去独立功能、心智敏锐和独生子女的老年人，在独自生活的同时，生活充满了独特的挑战和艰辛。
最新3-6岁儿童学习与发展指南学习记录
英文回复：The learning and development of pre—school children is aplex and attractive area。
At this particular stage， the children are undergoing a process of rapid physical growth and continuous improvement in cognitive abilities。
Parents and educators need clear guidance on their learning and development。
The updated Learning and Development Guide for children aged 3—6 is an important reference tool and contains a wealth of key information on children ' s learning and development。
This information covers the physical， cognitive， linguistic， social and aesthetic aspects of the child and provides parents and educators with valuable information to guide the healthy development of the child。
学前儿童的学习与发展是一个复杂而又引人入胜的领域。
在这一特殊阶段，孩子们正经历着快速的身体成长和认知能力持续提升的过程。
家长和教育从业者需要对他们的学习与发展进行明确的指导。
最新的3-6岁儿童学习与发展指南是一项重要的参考工具，其中包含了大量关于儿童学习和发展的关键信息。
2022-2023学年福建省厦门市翔安第一中学高一上学期期中考试英语试题
2022-2023学年福建省厦门市翔安第一中学高一上学期期中考试英语试题Di VenturesDi Ventures offers safe and fun swim lessons for children of all ages and skill levels. Learning to swim is a life-saving skill and an activity that children can continue to enjoy throughout adulthood. Swimming is great for heart and lung health, improves strength and increases stamina (耐力). Happy Swim Times are perfect for practicing strokes (划水) and enjoying the water together for parents and their children. For more information, visit or call 4178835151.Boys and Girls Clubs of SpringfieldBoys and Girls Clubs of Springfield are serving the youth to help them realize their potential for growth and development. Offering individual and group services, programs are based on principles of behavioral guidance, which will achieve the social, educational, professional and leadership development. For more information, visit or call 4178629249.Care to LearnCare to Learn serves children in rural area schools with immediate money to meet basic unmet needs for health, hunger and cleanliness so every child can be successful in school. There are currently 24 Care to Learn chapters in Missouri helping students every day. For more information, visit or call 4178627771.Chances of Stone CountyChances of Stone County promotes opportunities for children with developmental disabilities living in Stone County to live more satisfying lives by building friendships, leadership development, and increasing disability awareness. For more information, visit or call 9092892913.1. Which program favors those enjoying the family time?A．Di Ventures. B．Boys and Girls Clubs of Springfield.C．Care to Learn. D．Chances of Stone County.2. For whom is Chances of Stone County designed?A．The poor. B．The old.C．The disabled. D．The injured.3. What can we lean from the text?A．Parents may be interested in the information.B．One can get the information only by phone.C．Boys and Gils Clubs help to shape kids’ personalities.D．Urban kids can turn to Care to Learn for helpUnless you are fortunate enough to know an NBA player, Ryan Martin is probably the best basketball player you'll ever meet. Unlike those who fly up and down the court (球场),however, Martin is forced to take a different approach; he doesn't have legs.Martin, a 33-year old man, is a professional wheelchair basketball player. His achievements have taken him halfway around the world to play in Spain for the last seven years. There he made a comfortable living playing basketball and working with some of the greatest athletes in the world. “A good wheelchair player can make $ 50,000 a year, while a star can make six figures,” said Martin. What's more, he couldn't see his family for months and European cities were unfriendly to the disabled. He also had to learn Spanish. Martin, however, overcame those drawbacks(困难).He started by playing basketball when he was 12. It didn't take long for him to fall in love with the sport and, after graduating from Somers High, he attended Southwest Minnesota State University on a basketball scholarship. In college, he scored over 1 ,000 points in his career and set several school records.And he works as hard—if not harder—than any other professional athlete. “He destroys me,” said Gina Navarra, who works out w ith Martin on occasion. “What he does amazes me.”Martin also recognizes that, at age 33, he's in the back end of his career. With that in mind, he has been focusing more and more on his foundation.“I have 12 brothers and sisters. College gave me a true s ense of achievement. The foundation is designed to give those with disabilities the opportunity to realize the dreams that I once had,” Martin said.“I'm not saying that out of a sense of pity,” he said. “I realize how fortunate I am to have achieved what I have. But I want to open doors for people.”4. What was Ryan Martin's life like in Spain?A．Free. B．Boring. C．Difficult. D．Bittersweet.5. How was Ryan Martin's performance in college?A．He stood out in basketball. B．He failed to make a record.C．He was weak in his studies. D．He never won a scholarship.6. Why has Ryan Martin been working for the foundation?A．To help those in need. B．To finish his basketball career.C．To earn more money for his family. D．To learn basketball skills from otherplayers.7. Which of the following words best describe Ryan Martin?A．Honest and responsible. B．Ambitious and sensitive.C．Reliable and knowledgeable. D．Determined and warm-hearted.Many scientists believe our love of sugar may actually be an addiction. When we eat or drink sugary foods, the sugar enters our blood and affects parts of our brain that make us feel good. Then the good feeling goes away, leaving us wanting more. All tasty foods do this, but sugar has a particularly strong effect. In this way, it is in fact an addictive drug, which doctors suggest we all should cut down on.“It seems like every time I study an illness and search for the first cause, I find my way back to sugar,” says scientist Richard Johnson. One-third of adults worldwide have high blood pressure, and up to 347 million adults have diabetes (糖尿病) .Why? “Sugar, we believe is one of the culprits, if not the major reason,” says Johnson.Our bodies are designed to survive on very little sugar. Early humans often had very little food, so our bodies learned to be very efficient in storing sugar as fat. In this way, we had energy stored when there was no food. But today, most people have more than enough. So the very thing that once saved us may now be killing us.So what is the solution? It’s obvious that we need to eat less sugar. The trouble is, in today’s world, it’s extremely difficult to avoid. From breakfast cereals(谷物) to after-dinner desserts, our foods are increasingly filled with it.But there are those who are fighting back against sugar. Many schools are replacing sugary desserts with healthier food like fruit Other schools are growing their own food in gardens, or building facilities like walking tracks so students and others in the community can exercise.8. What do scientists think of sugar?A．It benefits our health.B．It is less addictive than drugs.C．It causes us to become dependent on itD．It should be taken under a doctor’s guidance.9. What does the underlined word “culprits” in Paragraph 2 probably mean?A．Diseases. B．Poor diets.C．Unknown things. D．Causes of a problem.10. Why is it so hard to avoid sugar?A．We like it too much.B．We cannot survive without it.C．It gives us much n ceded energy.D．It’s in so many foods and drinks.11. What is the best title for the passage?A．Ways to Avoid SugarB．Our Addiction to SugarC．Illnesses Caused by SugarD．Good Sugar VS Bad SugarTourism is often about seeking deeper emotional and personal connections with the world around us. Not all travel experiences, however, need to take place in the real world. With the evolution of virtual reality(VR) technology, tourism will increasingly become a combination of physical and virtual worlds. VR may even remove the need to travel entirely.But can a VR experience really equal a real world one? Many experts believe it can. Studies have shown that our brains have an inbuilt VR-like mechanism that enables us to live imagined experiences. Much of our waking life is spent thinking about either the past or the future. This is known as" mind wandering". During these events we' re not paying attention to the current world around us. Instead, we' re recalling memories, or creating and processing imagined futures.When engaged in mind wandering, our brains process these mental images using the same pathways used to receive inputs from the real world. So, the imagined past or future can create emotions and feelings similar to how we react to everyday life. VR can create these same feelings.While critics might argue that a virtual experience will never match reality, there are several ways VR tourism could make a positive contribution. Firstly it could help protect sensitive locations from over-tourism. In recent years famous sites such as Maya Bay in Thailand, and Cambodia's Angkor Wat Temples have had to limit the number of visitors because of their negative impact. These places are now producing their own VR experiences that will allow tourists to pass through virtual models of the sites.Virtual reality may also allow people back in time, to experience historical events, visit ancient cities, and even to walk among dinosaurs.Finally, in a world where many people suffer from stress and depression due to overwork, virtual tourism may provide a cheap and convenient way for people to take brief holidays to otherwise unreachable destinations and recharge their batteries, without ever leaving their homes.It sounds like science fiction but it's already happening. As virtual technology improves and as people continue to demand new and interesting experiences, expect more virtual tourism, both in combination with the real world and instead of it.12. What is driving the development of virtual tourism?A．Companies seeking to make more money.B．Improvements in virtual reality technology.C．People's demand for more shared experiences.D．People's deeper understanding of the physical world.13. Which of the following best describes "mind wandering"?A．The brain processes which help people think VR is real.B．The way the brain processes inputs from the real world.C．Brain activities focusing on past or future events.D．Experiences coming from a person's imagination.14. What does the underlined word "it" in the last paragraph refer to?A．Science fiction.B．Virtual technology.C．Virtual tourism.D．The real world.15. What is the purpose of the passage?A．To describe the advantages of VR tourism.B．To give suggestions for reducing over-tourism.C．To encourage people to develop VR technology.D．To argue VR tourism will replace the real world travel.New restaurants, galleries, temples and new architecture…These places are homes for people like us who live and work there. How would you want visitors to behave in your own home? Think about it.16 There are many ways of doing this without sacrificing our own holiday.Do your homework 17 Guides will help you when you get to site, but is that the best place to go? Is it popular only because the one-day tourist can see it easily or because it is really a worthwhile place to visit? You’d better chec k it out.18 Don’t go to your hotels for meals. Walk around, even if in the streets closest to your hotel. Eat in local restaurants.Talk to the locals. Learn a few in the local language and use them. You will surely get a smile from the hotel staff and street sellers .Help preserve the sites. Most of the sites you visit may be visited by millions of people a year, so care needs to be taken to allow others to enjoy them as well. Some of these monuments are so old and fragile that they are sensitive to the touch of hands or bags and shows. 19 This way, you don’t encourage the use of those plastic bags that fly all over many sites.And here’s the big one—good manners are nearly universal. 20 If that doesn’t sound like you, then give the world a break and stay home.When the Hurricane Laura hit the city of Lake Charles, a(n) _________ was ordered. But for the 19 newly-born babies, leaving was pretty much _________. Members at the hospital were _________ that they’d remain with them until the danger passed.With the strong wind through the town, Dr. Juan Bossano with 14 nurses, and some other_________ stayed behind in the NICU, _________ their little babies in turn. Later, for their safety, they sent the babies to their main campus across the _________ in under two hours. The whole hospital went all out to make sure the babies and everthying necessary safely made the _________.Unfortunately, during the night the air conditioning was _________ out and water was cut off in the hospital. Throughout the hurricane, Dr. Bonssano kept anxious parents calm by frequent _________ to his Facebook page.The storm over, the babies were sent to other NICUs where necessary services hadn’t been__________ by the hurricane. “This morning, the babies were __________. Thank Goodness, I finally got a couple of hours of __________,” Bossano said. It’s important to know the devotion of all the nurses and doctors to keep taking care of the babies when they don’t even know the__________ of their homes. “In a small town like this, people have to __________. I’m proud of them.” Bossano __________.21.A．rescue B．movement C．evacuation D．arrangement 22.A．impossible B．necessary C．important D．suitable23.A．frightened B．worried C．annoyed D．determined 24.A．soldiers B．parents C．doctors D．friends25.A．looking for B．caring for C．asking for D．waiting for 26.A．city B．country C．school D．university27.A．way B．trip C．day D．plan28.A．knocked B．turned C．checked D．called29.A．tips B．titles C．topics D．posts30.A．applied B．trapped C．suffered D．affected31.A．dangerous B．safe C．awake D．calm32.A．sleep B．focus C．energy D．entertainment 33.A．content B．design C．condition D．impression34.A．quit B．suffer C．pull together D．get together 35.A．admired B．added C．introduced D．advanced选词填空A. apply forB. in shockC. worked outD. made upE. lose heartF. Even thoughG. in ruins36. Do not _______________.You should work harder to solve problem.37. _______________ we will certainly fail at times, learning from the mistake we make will be invaluable.38. He is going to _______________a credit card next week.39. Even in the middle of his busiest schedule, he _______________three times a week.40. Xiamen Botanical Garden is _______________of more than 20 areas filled with beautiful plants. 阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
基于ICF-CY框架的四位一体康复护理措施对痉挛型脑瘫患儿精细运动功能的影响
基于ICF-CY 框架的四位一体康复护理措施对痉挛型脑瘫患儿精细运动功能的影响雷敏1，薛菲2，穆林静2陕西省康复医院护理部1、儿童康复科2，陕西西安710065【摘要】目的探讨基于《国际功能、残疾和健康分类(儿童与青少年版)》(ICF-CY)框架的四位一体康复护理措施对痉挛型脑瘫患儿精细运动功能的影响。
方法选择2020年4月至2022年2月陕西省康复医院收治的103例痉挛型脑瘫患儿作为研究对象，按照随机数表法分为观察组52例和对照组51例，对照组患儿采用常规康复护理措施，观察组患儿使用基于ICF-CY 框架的四位一体康复护理措施，两组患儿均持续接受3个月的康复护理。
比较两组患儿护理前、护理3个月后Berg 平衡量表(BBS)评分、粗大运动评估88项(GMFM -88)评分、Prabody 精细运动发育量表(PDMS-FM)评分、Gesell 发育商(DQ)值、儿童生存质量核心通用量表(PedsQL)评分的变化，并比较两组患儿监护人对护理的满意度。
结果护理后，观察组患儿的BBS 评分、GMFM -88评分分别为(42.37±3.19)分、(156.70±18.21)分，明显高于对照组的(36.08±3.34)分、(139.72±15.32)分，差异均有统计学意义(P <0.05)；护理后，观察组患儿PDMS-FM 评分中的抓握、视觉运动评分分别为(43.05±3.06)分、(68.92±6.40)分，明显高于对照组的(39.83±3.24)分、(61.32±5.63)分，差异均有统计学意义(P <0.05)；护理后，观察组患儿的DQ 值、PedsQL 评分分别为(59.01±5.23)分、(57.39±4.26)分，明显高于对照组的(54.34±4.80)分、(51.42±4.08)分，差异均有统计学意义(P <0.05)；观察组患儿监护人对护理的总满意率为90.38%，明显高于对照组的70.59%，差异有统计学意义(P <0.05)。
中国特殊教育英语
中国特殊教育英语Special Education in China: Bridging the Gap forInclusive LearningChina, with its vast population and rapidly developing society, has been making significant strides in the field of education. Among the various sectors of educational reform, special education has emerged as a critical area of focus.The country's commitment to providing inclusive and quality education for all children, including those with disabilities, has led to the development of specialized programs andpolicies aimed at enhancing the educational experience for these students.The concept of special education in China is rooted inthe belief that every child, regardless of their physical, mental, or emotional challenges, has the right to access education. This approach is in line with the United Nations' Convention on the Rights of Persons with Disabilities, which China has ratified, emphasizing the importance of inclusive education.One of the key strategies employed by China to improve special education is the establishment of specialized schools and classes within regular schools. These institutionsprovide tailored educational programs that cater to theunique needs of students with disabilities. Teachers in these settings receive additional training to ensure they areequipped with the skills necessary to support their students effectively.Moreover, the Chinese government has been investing in the professional development of special education teachers. This includes offering incentives for teachers to acquire specialized qualifications and skills. The government also promotes the use of assistive technology in the classroom, which has proven to be a game-changer in enabling students with disabilities to participate more fully in the learning process.In addition to these measures, China has been working on legislation to protect the rights of children with disabilities. The "Law on the Protection of Persons with Disabilities" and the "Education Law of the People's Republic of China" both contain provisions that mandate support and protection for children with special educational needs.However, challenges remain. There is a significant disparity in the availability of resources between urban and rural areas, with urban schools often better equipped to provide for the needs of students with disabilities. Additionally, there is a need for greater awareness and understanding of disabilities within society to reduce stigma and promote a more inclusive environment.To address these issues, the Chinese government has been collaborating with international organizations and adopting best practices from around the world. This includes partnerships with the United Nations Educational, Scientificand Cultural Organization (UNESCO) and other entities that provide guidance on policy development and implementation.In conclusion, while China has made considerable progress in the field of special education, there is still much workto be done to ensure that every child, regardless of their disability, has the opportunity to reach their full potential. Continued investment in infrastructure, teacher training, and societal awareness will be crucial in achieving this goal and creating a truly inclusive educational system.。
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Child development and disability in resource poor settingsM.EllisCentre for Child and Adolescent Health,Hampton House,Bristol,UKAccepted for publication24May2010Correspondence:Matthew Ellis,Centre forChild and AdolescentHealth,Hampton House,Cotham Hill,Bristol BS66JS,UKE-mail:m.ellis@This virtual edition of Child:care,health and development brings together a series of eight papers published over the last five years reporting a rich mix of studies addressing important issues for child disability and developmental impairment in culturally diverse,resource poor settings.Whilst raising fasci-nating issues relating to the cultural context of childhood they point the way ahead towards common standards for our efforts to address the needs of ALL children.If we are to recognize,assess and provide intervention for developmentally impaired children familiesfirst need an under-standing of typical early development.Ertem and colleagues (2007)use a20-item Knowledge of Child Development Inven-tory to demonstrate this knowledge is lacking among urban Turkish mothers.Gladstone and colleagues(2010)use qualita-tive data from Malawi to take a culturally relativist position suggesting what is valued in the developing child is culturally variable and proceed to the development of a more culturally appropriate developmental assessment tool.This in turn begs the question is there a single norm for human child develop-ment?It would appear from the work of Reyes and colleagues (2010)in the Philippines that‘language’and‘performance’norms among Philippine0-to2-year-olds do differ from UK counterparts using the Griffiths Development scales.Readers wishing to explore this fascinating area further are directed to the excellent‘cross-cultural reader’in Anthropology and Child Development recently published by Robert Levine(Levine& New2008).Ascertaining developmentally impaired children is a chal-lenge.Most methods under-report impairment.Mung’ala-Odera and Newton(2007)provide a useful overview of the pros and cons of different approaches and urge us to validate better ways of estimating the size of the problem.As the second child survival revolution progresses we urgently need more data to ensure child development is recognized to be the next priority. Perhaps incorporating validated markers into Demographic Health Surveys is the way forward.No matter where children live families experience stress.Khan and colleagues(2008)in Bangladesh use a Self-Report Question-naire to investigate the stress experienced by mothers attending their child development centre.Interestingly,stress levels reported by mothers of children with impairments were little different from a control group of those typically developing–and did not appear to have any simple relationship with child development centre attendance.Clearly,the determinants of maternal stress are multifactorial.Saloojee and colleagues(2009) adapt the Measure of Processes of Care to a South African setting andfind that respectful and supportive care along with the provision of information and advice to families of children with impairments is as highly valued in Southern Africa as in North America.How care is delivered is important:de Souza and colleagues(2006)in India demonstrate limited coverage of a centre-based developmental support programme despite the support of the Anganwadi community health workers.They recommend home visiting programmes,the mode ofdelivery Editorial doi:10.1111/j.1365-2214.2010.01139.x ©2010Blackwell Publishing Ltd1adopted by a‘Learning through Play’programme evaluated in a randomized controlled trial in Pakistan by Rahman and col-leagues(2009).This programme was universal(rather than tar-geted for children with identified impairments)and found increases in mothers’knowledge and attitudes about infant development,but no difference in maternal stress.A common theme seems to be the need for more emphasis in families and health systems on understanding and facilitating preschool child development...readers of this virtual issue of Child:care,health and development can help to make up this deficit,aided by the evidence presented in these papers. ReferencesErtem,I.O.,Atay,G.,Dogan,D.G.,Bayhan,A.,Bingoler,B.E.,Gok, C.G.,Ozbas,S.,Haznedaroglu,D.&Isikli,S.(2007)Mothers’knowledge of young child development in a developing country. Child:care,health and development,33,728–737.Gladstone,M.,Lancaster,G.,Umar,E.,Nyirenda,M.,Kayira,E.,van den Broek,N.&Smyth,R.L.(2010)Perspectives of normal child development in rural Malawi–a qualitative analysis to create a more culturally appropriate developmental assessment tool.Child: care,health and development,36,346–353.Khan,N.Z.,Muslima,H.,Bhattacharya,M.,Parvin,R.,Begum,N., Jahan,M.,Begum,D.,Akhtar,S.,Ahmed,A.S.M.N.U.&Darmstadt,G.L.(2008)Stress in mothers of preterm infants in Bangladesh:associations with family,child and maternal factors and children’s neuro-development.Child:care,health and development,34,657–664.Levine,R.A.&New,R.S.(2008)Anthropology and Child Development.A Cross-Cultural Reader.Blackwell Publishing, Oxford,UK.Mung’ala-Odera,V.&Newton,C.R.J.C.(2007)Identifying children with neurological impairment and disability in resource-poor countries.Child:care,health and development,33, 249–256.Rahman,A.,Iqbal,Z.,Roberts,C.&N.Husain(2009)Cluster randomized trial of a parent-based intervention to supportearly development of children in a low-income country.Child: care,health and development,35,56–62.Reyes,A.,Pacifico,R.,Benitez,B.,Villanueva-Uy,E.,Lam,H.& Ostrea,E.M.Jr(2010)Use of the Griffiths Mental Development Scales in an agro-industrial province in the Philippines.Child:care, health and development,36,354–360.Saloojee,G.M.,Rosenbaum,P.R.,Westaway,M.S.&Stewart,A.V. (2009)Development of a measure of family-centred care for resource-poor South African settings:the experience of using a modified version of the MPOC-20.Child:care,health and development,35,23–32.de Souza,N.,Sardessai,V.,Joshi,K.,Joshi,V.&Hughes,M.(2006) The determinants of compliance with an early intervention programme for high-risk babies in India.Child:care,health and development,32,63–72.2M.Ellis©2010Blackwell Publishing Ltd,Child:care,health and development。