The Process of Ethnic Education of Students of Higher Educational Institutions with the Help of Multimedia Technologies

The article acknowledges that success in the development of national education of students can be achieved only through the effective use of media technology. As noted in the article, a creative environment and advanced pedagogical experience play a special role in the development of creative abilities in students. In our study, a statistical analysis of the results obtained at the initial and final stages is presented. The experiment presented tables consisting of test results and statistical calculations

The Influence of Lexicographic Work in the Assimilation of Professional Terms

In order to improve speech culture, exercises aimed at expanding the active vocabulary of children, as well as at developing their ability to choose from their vocabulary to express thoughts those words that most correspond to the content of the utterance and make it correct, accurate and expressive, should occupy a prominent place

Identifying the Common Elements of Early Childhood Interventions Supporting Cognitive Development in Low- and Middle-Income Countries

Psychosocial interventions for infants and young children in low- and middle-income countries (LMICs) have great potential, but there is a large and diverse range of techniques and procedures used within them, which poses challenges to evaluating and adapting them for scale-up. Our objective was to review psychosocial interventions conducted in LMICs to improve young children’s cognitive outcomes, and identify common techniques used across effective interventions. We systematically searched for relevant reviews using academic databases (PsycINFO, Web of Science, PubMed) and subject-specific databases (EPPI Centre, WHO Global Health Library, UNICEF Publications Database) for publications dated up to March 2021. Reviews of psychosocial interventions aimed at parents and children in LMICs, measuring child cognitive outcomes, were eligible. Study selection was performed in duplicate. Review characteristics and effectiveness data were extracted, with a proportion checked by a second reviewer. AMSTAR2 was applied to assess review strength. The PracticeWise coding system was used to distil practice elements from effective interventions. We included ten systematic reviews demonstrating evidence of effectiveness. Comprehensive interventions of higher intensity and longer duration yielded better results. From these reviews, 28 effective interventions were identified; their protocols and/or linked publications were coded for common practice elements. Six elements occurred in ≥ 75% of protocols: attachment building, play/pretend, psychoeducation, responsive care, talking to baby, and toys use. Interventions and reviews were highly heterogenous, limiting generalizability. LMIC-based psychosocial interventions can be effective in improving children’s cognitive development. Identifying common practice elements of effective interventions can inform future development and implementation of ECD programs in LMICs

Cumulative risk and children's developmental outcomes: evaluation of the 'Mentor Mothers' perinatal intervention in South Africa

This thesis explores the topic of early childhood development (ECD) interventions in low- and middle- income countries (LMICs) in three parts. Part 1 is a systematic literature review of systematic reviews which has two aims. First, the review examines how effective psychosocial stimulation interventions are in relation to children’s cognitive outcomes and parenting practices that facilitate children’s cognitive development. Eight systematic reviews met the inclusion criteria and these demonstrated evidence of effectiveness of psychosocial stimulation interventions. Second, the review identifies the common techniques used across effective interventions. This is done by conducting common practice elements analysis of 16 intervention protocols. Part 2 is an empirical study that used longitudinal data from a cluster randomised controlled trial of a perinatal home-visiting intervention in South Africa. Children’s five-year follow up outcomes were evaluated to explore the long term effects of the intervention. The results showed no effects of the intervention at 5 years, in contrast to findings from earlier follow-up points, which showed benefits. Further, the cumulative risk framework was applied to investigate the moderation relationship between intervention, cumulative risk and children’s outcomes. Cumulative risk exerted a moderating effect on the relationship between intervention and children’s physical health outcomes. Children with higher levels of early cumulative risk benefited more from the intervention than children with lower levels of early cumulative risk. However, no moderating effects were observed on the relationship between intervention, cumulative risk and children’s behavioural and cognitive outcomes. Part 3 is a critical appraisal of the process of carrying out this research. It consists of reflections regarding the selection of the research topic and the gradual development of research questions; a discussion of the challenges associated with the process of conducting a systematic review of systematic reviews and a common elements analysis of intervention protocols; and considerations on the advantages and constraints of using secondary data analysis methodology

Identifying the common elements of early childhood interventions supporting cognitive development in low- and middle-income countries

Psychosocial interventions for infants and young children in low- and middle-income countries (LMICs) have great potential, but there is a large and diverse range of techniques and procedures used within them, which poses challenges to evaluating and adapting them for scale-up. Our objective was to review psychosocial interventions conducted in LMICs to improve young children’s cognitive outcomes, and identify common techniques used across effective interventions. We systematically searched for relevant reviews using academic databases (PsycINFO, Web of Science, PubMed) and subject-specific databases (EPPI Centre, WHO Global Health Library, UNICEF Publications Database) for publications dated up to March 2021. Reviews of psychosocial interventions aimed at parents and children in LMICs, measuring child cognitive outcomes, were eligible. Study selection was performed in duplicate. Review characteristics and effectiveness data were extracted, with a proportion checked by a second reviewer. AMSTAR2 was applied to assess review strength. The PracticeWise coding system was used to distil practice elements from effective interventions. We included ten systematic reviews demonstrating evidence of effectiveness. Comprehensive interventions of higher intensity and longer duration yielded better results. From these reviews, 28 effective interventions were identified; their protocols and/or linked publications were coded for common practice elements. Six elements occurred in ≥ 75% of protocols: attachment building, play/pretend, psychoeducation, responsive care, talking to baby, and toys use. Interventions and reviews were highly heterogenous, limiting generalizability. LMIC-based psychosocial interventions can be effective in improving children’s cognitive development. Identifying common practice elements of effective interventions can inform future development and implementation of ECD programs in LMICs