early social cognition [ early childhood social cognition | social cognition in the early years ]

Definition: In this disorder there is a wariness of strangers and social apprehension or anxiety when encountering new, strange, or socially threatening situations. This category should be used only where such fears arise during the early years, and are both unusual in degree and accompanied by problems in social functioning. | Avoidant disorder of childhood or adolescence

Definition: Should be diagnosed when fear of separation constitutes the focus of the anxiety and when such anxiety first arose during the early years of childhood. It is differentiated from normal separation anxiety when it is of a degree (severity) that is statistically unusual (including an abnormal persistence beyond the usual age period), and when it is associated with significant problems in social functioning.

Definition: A type of pervasive developmental disorder that is defined by: (a) the presence of abnormal or impaired development that is manifest before the age of three years, and (b) the characteristic type of abnormal functioning in all the three areas of psychopathology: reciprocal social interaction, communication, and restricted, stereotyped, repetitive behaviour. In addition to these specific diagnostic features, a range of other nonspecific problems are common, such as phobias, sleeping and eating disturban ...[+++]ces, temper tantrums, and (self-directed) aggression. | Autistic disorder Infantile:autism | psychosis | Kanner's syndrome

Family and Community Services, as part of the Early Childhood Initiative, ECI, has integrated daycare services for children at risk, early childhood social worker services, home economics services that improve family development and resource management skills.

21. Calls on the Member States, while prudently balancing their budgets, to take particular account of the social impact of economic measures, to commit themselves to providing more and sufficient funding and to take effective, focused measures to ensure that disparities in development within geographical regions (both rural and urban) are not passed on in the form of social inequality and inequality of opportunity which already manifest themselves at an early age; believes that this should not be allowed to happen at later stages either, and that it is therefore necessary, on the basis of social and economic indicators, to identify the ...[+++] areas (small localities or parts of settlements) in which economic, social and other disadvantages are concentrated; stresses that greater attention should be devoted to helping these areas to catch up; notes with concern that children from disadvantaged families are unjustifiably over-represented in special needs schools; underlines, in this context, the importance of needs being recognised and of early childhood development, non-discrimination, equal access to high-quality education, and family stability;

If we subject a child to sexual abuse, violence, improper nutrition, a lack of proper parenting or a lack of discipline, we find the child's brain does not develop properly and his or her cognitive abilities and emotional strength built early in life do not necessarily happen.

(Return tabled) Question No. 422 Ms. Kirsty Duncan: With respect to nutrition in child and adolescent populations in Canada: (a) does government policy include recognition and acceptance of the principle that Canada’s children and adolescents are entitled to nutritious food (i) regardless of where they live, (ii) regardless of their family income, (iii) particularly when economic forces undermine efforts by parents and caregivers to ensure healthy eating; (b) given that t ...[+++]he 1992 World Declaration on Nutrition, to which Canada was a signatory, states that access to nutritionally adequate and safe food is a right of each individual, what specific actions have the Canadian Institutes of Health Research (CIHR) and Health Canada undertaken for children and adolescents in order to fulfill this commitment; (c) what percentage of children and adolescents in Canada is food insecure, (i) do disparities exist, including, but not limited to, disability status, ethnicity, gender, geography, socio-economic status, (ii) if so, specify; (d) what percentage of children and adolescents lives below the poverty line, (i) do disparities exist, including, but not limited to, disability status, ethnicity, gender, geography, socio-economic status, (ii) if so, specify; (e) what percentage of children and adolescents has, as a result of living below the poverty line, (i) poor nutritional status, (ii) poor health outcomes due to their poor nutritional status; (f) what percentage of members of each of the following groups is food insecure, (i) child and adolescent newcomers, (ii) children and adolescents who live in poverty, (iii) children and adolescents who live in priority neighbourhoods, (iv) Aboriginal children and adolescents; (g) what percentage of children and adolescents (i) involuntarily misses meals, (ii) lacks healthy variety in its diet; (h) does the government have information, and, if so, what is that information, concerning (i) how (g)(i) and (g)(ii) impact the caloric a ...