Assessment of Emotional Stress and Hyperactivity in Children of Preschool and Early School Age

• Autorzy: Juris Porozovs , Nelli Tolmača , Jānis Vandāns
• Języki publikacji: EN

Abstrakty

EN

Introduction Nowadays, one can observe a developing problem: a rising number of children who are slow to succeed in learning and have difficulties in mastering the school program.Aim of the Study The aim of the paper is to assess the level of hyperactivity in children of preschool and early school age, to analyse factors promoting the formation of hyperactivity during pregnancy and early child development as well as to evaluate reactions of children to emotional stress.Materials and Methods There were 46 5-9 years old children observed under the current research. Parents of hyperactive children were given a questionnaire to be filled out: Connerse test in order to find the factors interfering with the development of the child during the mother's pregnancy and the early period of development of the child. In order to obtain the psychophysiological characteristics of the children and to assess the level of their emotional stress, photoplethysmograms (PPG) of children were taken.Results The results of the reasearch show that rather many hyperactive children experience untoward conditions in their early childhood. They may cause disturbances in the development of the nervous system and result in hyperactive behaviour.Conclusions Hyperactive children have more explicit photophlethismogram data fluctuations in comparison with the control group of children, and they evidence a higher emotional stress level during probation procedures. The older group of children (7-9 years old) succeed more in regulating their emotional state in comparison with the younger group of children.

Słowa kluczowe

EN

hyperactive children; photoplethysmogram; peripheral blood flow; emotional stress

• Wydawca: Sciendo
• Czasopismo: Signum Temporis
• Rocznik: 2008
• Tom: 1
• Numer: 1
• Strony: 89-98

Daty

wydano

2008-03-01

online

2011-10-19

Twórcy

autor

Juris Porozovs

• Riga Teacher Training and Educational Management Academy, Latvia

autor

Nelli Tolmača

• Psychoneurophysiology and bioregulation Research Centre, Latvia

autor

Jānis Vandāns

• Psychoneurophysiology and bioregulation Research Centre, Latvia

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Identyfikatory

DOI

10.2478/v10195-011-0011-z