developmental domains

de·vel·op·men·tal do·mains

(dĕ-vel'ŏp-men'tăl dō-mānz')
The five areas of child development: language, motor, cognitive, social-emotional, and self-help skills.
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This disability refers to the manifestation of delays, regressions or deviations in the cognitive-adaptive, sensorimotor, communication, social, emotional or behavioral developmental domains of a child.
For his part, Aleppo Governor Hussein Diyab called upon businessmen to launch more investment projects in Aleppo in different economic and developmental domains.
Healthy child development includes not only physical developmental domains but also emotional, behavioral, cognitive, language, and general learning competencies.
It is possible to alter children's poor growth trajectories, but identifying clearly and accurately where each individual child struggles along the continua of multiple developmental domains is central to providing the direct instruction needed to address achievement differences (Canadian Education Statistics Council [CESC], 2009).
Very preterm birth is associated with disabilities in multiple developmental domains.
It is widely used in research, in clinical practice, and to evaluate interventions, because it assesses several developmental domains and has a solid theoretical background with robust psychometric properties (Bayley, 2006).
The AEDC measures childrens development across five key developmental domains including physical health and wellbeing; social competence; emotional maturity; language and cognitive skills (school-based); and communications skills and general knowledge.
Motor DD were defined as a delay in fine and/or motor skills or the integration of the other developmental domains.
He said the GCC has also managed to maintain the levels of development in its states as well as consolidating the framework of joint cooperation in all economic, social and developmental domains.
The study was structured so that the developmental domains covered the areas of visual engagement, parental interaction, communication, visual attentiveness, reaching, and activating.
Another concern which motivated our examination of the relationships between technology use and children's learning is a lack of a complete, in-depth picture of the past ten years that shows (a) how technologies play a role in children's learning across the aforementioned four developmental domains, and (b) what research themes and methods researchers have focused on.
It has been identified as one of the most vulnerable areas, according to the AEDI (Australian Early Childhood Development Index, 2009) where a high percentage of students were identified as vulnerable in two or more developmental domains.
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