Development milestones have been shown to increase cognitive development, improve social skills, increase attention span, and improve mood, according to a new study published in the journal Developmental Psychology.
Cervical growth and development milestones are generally considered a more positive milestone for children, as they may be associated with higher academic performance, better social skills and emotional health, according the American Academy of Pediatrics.
However, it was not immediately clear whether the milestones were associated with improved cognitive development.
The study also looked at the effects of cervical development milestones on other developmental outcomes.
For example, while the development milestone may increase the amount of attention and vocabulary used, it does not improve the number of language errors, the researchers wrote.
In addition, the study also found that children who had more than two development milestones experienced higher levels of depression, anxiety and other negative symptoms.
This is not surprising, said the study’s senior author, Daniela Bresciani, an associate professor of psychology at the University of California, San Diego.
Children with a developmental milestone experience increased levels of anxiety and depression, said Bresniani.
These symptoms may be related to the development of brain structures that support emotions and self-regulation, such as the amygdala, the part of the brain that regulates emotion and self perception, she said.
This research is important, Brescaiani said.
For example, children who have more than one developmental milestone are more likely to experience anxiety and depressed moods and less likely to develop cognitive skills, she added.
The research team was led by Dr. Daniela Berglund, a research assistant professor of developmental psychology at UC San Diego, and Dr. Karen Lai, a clinical psychologist at the UCLA School of Social Sciences.
They found that developmental milestones have an effect on cognitive performance and that there is evidence that developmental milestone children are more sensitive to stress than children who do not have developmental milestones.
The researchers did not include data on emotional or social skills among children who did not have a developmental-related milestone, because there is no standardized data on these domains in the study, said Dr. Bresaiani.
However the researchers found that, compared to children who were not on developmental milestones, children with developmental milestones were more likely than children without developmental milestones to report feeling anxious and depressed.
The researchers found this effect was not significantly different between children with and without developmental-based milestones, Bredglund said.
Developmental milestones are a positive milestone, Dr. Berglun said.
They are a part of a child’s growth experience and should be recognized for their benefits.
The benefits of developmental milestones are similar to other positive developmental milestones that may be beneficial for children including eating, exercise, exercise regimens and healthy eating, Bretagne said.
For the study to be valid, the children needed to meet criteria for at least one developmental-like milestone, and all of the children were at least 12 years old at the time they completed the study.
Developmental milestones are important, said Jennifer Kucs, an assistant professor at the Graduate School of Education at the City University of New York and the study authors.
However developmental milestones should be considered only as a start point, she advised.
For instance, if the goal is to have a child with autism, she noted, the goal should be to improve social and cognitive skills.
The findings of this study could have implications for other research on the effects developmental milestones can have on children, said Kuc.
Developing children with more developmental milestones may be more likely, for example, to be diagnosed with autism at an earlier age, and to have more trouble with the social and academic skills needed to thrive in a classroom.
Dr. Berguiliani and Dr Lai are also interested in the impact of developmental-specific milestones on cognitive development in young children, Breglund said, adding that their study will continue to look at the benefits of developing children who are not on a developmental goal.
This study was funded by the National Institute of Mental Health (R01MH095337), the National Institutes of Health (DA0269513) and the Office of Science and Technology Policy Office of the Director of National Intelligence.
For more information about developmental psychology, visit the American Psychological Association website at the American Psychology Association website.