Quantitatives
What you are about to see is just a short summary of the results obtained during the investigation, since delivery until 6 years of age.
MOTHERS
Mothers of the experimental group showed more adequate behavior during delivery.
Graph 1: Mother's behavior during delivery
BABIES: SECOND DAY
At second day, babies of the experimental group showed more capacity of following visual and auditive stimuli, animated or inanimate. They have better cephalic control, movements and muscular tone.
Graph 2: Baby development at second day
Neurological and conductual scale (T.B. Brazelton).
BABIES: 25th. DAY
At 25th day, stimulated babies -in comparison with control group-, have better following of visual and auditive stimuli, and better answers to stress situations (like too much noise or light). All these show a more developed central nervous system.
Graph 3: Baby development at 25th day
Neurological and conductual scale (T.B. Brazelton).
CHILDREN: 18 MONTHS
It can be seen a better development of mental and motor area of the stimulated babies. There are significative differences in language, eye-hand coordination and problem-solving.
Graph 4: Mental and Motor development at 18 months.
Nancy Bayley Scale
Graph 5: Subtests: Mental and Motor development at 18 months.
Nancy Bayley Scale
CHILDREN: 3 YEARS
Experimental group children at 3 years of age showed a better development of mental and motor areas measured according to certain variables like: language, visual/motor ability, memory, social intelligence and reasoning.
Graph 6: Intelligence scale at 3 years
Stanford-Binet/McCarthy
Graph 7: Subtests: Intelligence scale at 3 years.
Stanford-Binet/McCarthy
CHILDREN: 4 YEARS
When children arrived at 4 years had a higher verbal, execution and global IQ compared against control group. Those have better information of the world around them and better management of daily situations. They have common sense and can solve problems adequately. They are good observers and have great capacity of analysis and synthesis and a good concept of space and direction.
Graph 8: Intelligence scale at 4 years
(Weschler)WPSSI
Graph 9: Verbal Subtest:Intelligence scale at 4 years
(Weschler)WPSSI
Graph 10: Execution Subtest: Intelligence scale at 4 years.
(Weschler)WPSSI
CHILDREN:5 YEARS
Results with children five years old show significative differences between stimulated and control groups. The experimental group showed better vocabulary and knowledge of their surroundings. They have either better abilities related with reading and writing, so improved school performance is expected in the beginnings of formal schooling.
Graph 11: Intelligence scale at 5 years
(Weschler)WPSSI
Graph 12: Subtest: Intelligence scale at 5 years
(Weschler)WPSSI
CHILDREN: 6 YEARS
Former observations apply. Children have excellent vocabulary, abstraction capacity and motor coordination.
Graph 13: Intelligence scale at 6 years
(Weschler)WPSSI
Graph 14: Subtest: Intelligence scale at 6 years
(Weschler)WPSSI
SUMMARY
Evaluation began upon delivery, where it was found that mothers in the experimental group showed adequate behavior during contractions (relaxation and breathings) and during childbirth. They didn't need anesthesia and a great percentage breastfed their babies. All these mothers showed also a great self esteem.
Newborns had better head and general movement control ; excellent visual and auditive tracking and they could pass from one state to other (Brazelton conscience states) in a gradual and smooth way. These babies had a good central nervous system maturity.
At 18 months differences between control and experimental group are more evident, specially in the mental scale. Through a factorial analysis were found differences in the following areas: Language, eye-hand coordination and problem solution.
At 3 years, differences grow more in the mental and motor scale. Children of the stimulated group showed an excellent language development, motor coordination, memory, social intelligence and reasoning.
IQ's of children at 4, 5 and 6 years old ranked higher in the experimental group than the control one. Stimulated children had common sense and
adequately solved day to day problems. They were good observers with great analysis capacity.
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