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The neuropsychology of child development is a discipline that bridges the gap between psychology and neurology. The truth is that in recent years it has grown a lot, since we are increasingly aware of everything we can take care of future generations by researching it. Thus, in this article we present it to you.
In recent decades, interest in learning and development problems in children has grown. This is how the neuropsychology of child development was born. This discipline addresses the relationship between the maturation process of the central nervous system and behavior during childhood (1). Thus, this discipline of neuropsychology places the assessment of neurodevelopment in a central place in the prevention and early detection of possible disorders (2).
Chávez (2003) states that to determine if a child has problems in his or her neurodevelopment, it is important, first of all, know the organization and normal development of the central nervous system. This is because knowledge about the nervous system and its development is the basis for the prevention and detection of different disorders.
In the same way, Rains (2003) refers to alterations in the nervous system and brain maturation due to pre, peri and postnatal causes. These alterations, in almost all cases, result in neuropsychological disorders in childhood. If these are not detected in time, their consequences can increase: this is why the authors emphasize the importance of the neuropsychology of child development.
Other authors, such as Weber and Reynolds (2004), They emphasize the influence of environmental factors on brain development. Thus, they carry out studies in which they analyze the association between brain plasticity and traumatic events during childhood. The authors explain that, in the United States, of the boys and girls reported annually for abuse (traumatic event), between 27% and 100% develop physical, behavioral, social, cognitive or emotional problems.
So, it seems that The study of neuropsychology of child development focuses on risk factors and possible disorders psychopathological and neuropsychological that these can cause in boys and girls (1).
Origin of childhood brain injuries
According to the authors Cuervo and Ávila, the etiology of childhood brain injuries can be classified according to various indicators depending on the moment in which they occur:
Prenatal (toxoplasmosis, intrauterine malnutrition, intrauterine abuse among others).Perinatal (hypoxia, meconium…).Postnatal (craniocerebral trauma, infections, malnutrition…).
Hence the importance of taking a complete clinical history during the evaluation. This must include all the information related to the characteristics and conditions of development during the first years of life. Some authors (5, 6, 7) classify The main causes of brain injury according to the type of damage in:
Traumatic.Vascular (hemorrhages).Infectious (meningitis, toxoplasmosis).Metabolic (galactosemia).Neurotoxic.
These authors emphasize the importance of brain plasticity and neuropsychological maturity in childhood to evaluate the consequences and recovery after an injury.
Assessment of the neuropsychology of child development
Some authors (7) affirm that the assessment of the neuropsychology of child development is not the same as the adult assessment. This is because developmental neuropsychology has as its main object of study the development of cognitive functions and their relationship with brain maturation throughout the life cycle. While, The neuropsychology of child development focuses on:
First, the differences in brain maturation from birth to adolescence between boys and girls, the differences between the adult brain and the developing brain, as well as… The inverse pattern observed in the development of white matter versus of the gray matter.
Neuropsychological maturity
Neuropsychological maturity is defined as the level of organization and maturational development that allows development in cognitive and behavioral functions, according to the chronological age of the person. Changes during development are highlighted, especially in childhood.
This way, The evaluation and intervention of neuropsychology of child development must be based on specific objectives consistent with age of the girl or boy (1).
Child neurodevelopment evaluation
In the childhood, The etiology of neuropsychological disorders can be classified into two groups. (1):
First, subjects with specific impairment of maturational developmentSecond, the subjects who after a normal initial development they suffer a pathological accident that leaves consequences that focally or diffusely alter said development.
Areas that should be evaluated in child neuropsychology (10)
Motor skillsManual dexterity. Right-left orientation. Orofacial practices. Verbal control of motor skills.PerceptionLanguageReceptive and expressive abilities of oral language. Psychoeducational aspects.MemoryVerbal and non-verbal. Short and long term.
Some neuropsychological tests of child development
Child Neuropsychological Maturity Questionnaire (CUMANN).Proof ENI (Child Neuropsychological Evaluation).
Thus, it is clear that The neuropsychological intervention of child development must be global. In societies like the current one, the detection, rehabilitation and stimulation of functions that promote neuropsychological maturity are urgent. For this reason, the development of disciplines such as the neuropsychology of child development is important, with the aim of preventing children’s health.
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All cited sources were reviewed in depth by our team to ensure their quality, reliability, validity and validity. The bibliography in this article was considered reliable and of academic or scientific accuracy.
1. Martínez, Á. C., & Matamoros, AM Á. (2010). Child developmental neuropsychology: detection and intervention of disorders in childhood. Ibero-American Journal of Psychology: Science and Technology, 3(2), 59-68.
2. Rains, GD, & Campos, V. (2004). Principles of human neuropsychology. Mexico: McGraw-Hill.
3. Chávez, R. (2003). Neonatal and infant neurodevelopment. Mexico: Panamericana Medical Editorial.
4. Weber, D.A., & Reynolds, C.R. (2004). Clinical perspectives on neurobiological effects of psychological trauma. Neuropsychology Review, 14(2), 115-129.
5. Montañes, P. & De Brigard, F. (2005). Clinical and Cognitive Neuropsychology. Bogotá: National University.
6. Ardila, A., & Rosselli, M. (2007). Clinical neuropsychology. Editorial The Modern Manual.
7. Portellano, JA (2005) Introduction to Neuropsychology.
8. Capilla, A., Romero, D., Maestu, F., González, J., & Ortiz, T. (2003). Developmental neuropsychology and neuroimaging. Journal of Neurology, 37, 667-697.
9. Portellano, JA, Mateos, R., Martínez, R., Granados, M., & Tapia, A. (1999). Cumanin. Child neuropsychological maturity questionnaire.
10. Manga, D., & Ramos, F. (2001). Evaluation of childhood neuropsychological syndromes. Journal of Neurology, 32(7), 664-675.
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