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Infantile nystagmus (IN), previously known as congenital nystagmus, is a condition that impairs vision by causing continual and involuntary oscillatory movements of the eyes. IN begins in infancy and is a lifelong disorder, affecting over 88,000 people in the UK. Leicester is the leading UK centre for research into the underlying mechanisms and treatment of IN: discovering the genetic mutations behind some of the common forms of nystagmus; pioneering early diagnosis of IN; and conducting randomised clinical trials into drug treatments and other therapies. The centre provides advanced scientific and medical knowledge, and support and advice to sufferers of this physically and psychologically debilitating condition. The work has resulted in new methods of diagnosis which are more comfortable and convenient for patients and enable cost-savings for healthcare providers; and has led to the testing and subsequent prescription of pharmacological treatments which offer patients improvements in quality of life.
Cardiff University has established the world's largest single cohort of children and young adults with Down's syndrome in which visual deficits have been characterised. Cardiff research studies over 20 years have informed evidence-based guidelines published by the Department of Health and national practitioner bodies for the recognition and practical management of common visual problems in children with Down's syndrome. Consequently, eye care specialists now recommend bifocals for these children. The Cardiff research has also supported changes to teaching methods and resources for children with Down's syndrome. Collectively these children are now benefiting from better eye care and improved learning and educational opportunities.
Research at Kingston University led to the development of a preschool number learning scheme ("PLUS") which uses short matching and estimation games to improve the number abilities of preschool children. The programme was first delivered by trained postgraduate students to 60 children at five regional nursery schools. An evaluation study confirmed the efficacy of the programme in enhancing the children's numerical (and other) skills. Next, Dr Van Herwegen trained staff members in these five preschools and five others to deliver PLUS on a daily basis, to reach over 500 pre-schoolers across the region. This resulted in a change to institutional practices within these preschools.
Public understanding of the brain and key concepts in cognitive development was improved through the Royal Institution (RI) Christmas Lecture series, "Meet Your Brain", which was delivered in 2011 by Bruce Hood, Professor of Developmental Psychology in Society at the University of Bristol and was based on research conducted at the Bristol Cognitive Development Centre. The series was broadcast twice in the UK on the BBC, reaching 4 million viewers in total. The success of the series subsequently led to Hood giving invited lectures in Asia in 2012 and 2013, which were broadcast on national television, reaching over 7 million viewers over the two years.
In 2012, young people between the ages of 9 and 14 participated in a live version of the lecture series and were tested on their knowledge before and after the series; average test score went from 40% to 75%, showing an increased understanding and further testing showed a 73% retention rate of this knowledge 2 months after the lecture.
The content of Hood's lectures forms the basis of The Brain Bank - a website about basic cognitive neuroscience, which provides tools and resources for educators. The website is distributed through the RI, Society of Biology, and UK Association for Science Centres and has received over 22,000 visits since its launch in January 2013.
pGALS (paediatric Gait, Arms, Legs, Spine) is a quick, accurate and child-friendly examination technique that identifies children who need to be referred to a paediatric rheumatology specialist. pGALS has been widely disseminated since 2008 and integrated into both undergraduate medical student teaching and the membership examination for the Royal College of Paediatrics and Child Health. pGALS was developed by Newcastle researchers in response to their findings of a self-reported lack of confidence among clinicians when conducting musculoskeletal examinations of children. Research also showed that delays and inappropriate investigations were being conducted before the child was referred to a specialist. pGALS is now taught in at least 15 of the 32 medical schools in the UK and has been described in a number of leading textbooks. It is becoming known and used worldwide, adapted for local cultural and social contexts.
Young Lives is identifying major influences on children's development, from infancy to adulthood, by carrying out a pioneering longitudinal study across four developing countries over 15 years. Young Lives gathers and analyses data on how childhood is changing in diverse communities, especially through the impact of economic, cultural and policy shifts, by studying two age cohorts in each country. UNICEF, the World Bank, Plan International, and Save the Children International, among others, are using Young Lives research to design childhood poverty-reduction policies in the Post-2015 Development Agenda. The research also underpins the re-visioning of global child protection work by UNICEF, Save the Children Canada, and World Vision UK.
The Visual Impairment Centre for Teaching and Research (VICTAR), which focuses on understanding and removing the barriers that prevent people with visual impairment accessing education, has been particularly effective in: securing legislative change for braille readers (e.g. the braille labelling of medication); influencing policy documents of NGOs involved in supporting people with visual impairment (by providing reliable and up to date statistics on employment, and the factors associated with employment); and influencing the professional training of teachers who support visually impaired pupils (by improving teacher reflection and systematic record keeping).
Professor Dieter Wolke has led several research programmes that delineate the long-term health effects of prenatal exposure to stress and moderate/late preterm, very preterm, and extremely preterm birth. His research has had a direct impact on international medical guidelines and educational recommendations for babies born preterm. The research has also informed European political debate (via a White Paper for the European parliament) on healthcare policy related to after care for preterm or sick children; has influenced UK policy regarding the education of children born preterm; and has contributed to public and practitioner understanding through media items issued, for example, by the NHS and the Royal College of Obstetricians and Gynaecologists.
Public understanding and debate at the national level have been impacted upon by the research work of psychologists at the University. Furthermore, through bespoke knowledge exchange workshops understanding, intentions and practices of education and care professionals have changed. The impact draws on the work of Burkitt and Greenlees, both chartered psychologists and Readers at the University undertaking applied psychological research in the area of colour. Burkitt has published on the use and meaning of colour in children's drawings and Greenlees on its effect on sporting performance particularly in football.
Research conducted by Peter Elfer has shown the significance of attention to babies and under threes' emotional well-being in nursery if early learning is to be effective. Children who are continually anxious or distressed do not learn well. A sensitive, responsive and consistent relationship with mainly one or two members of nursery staff (now known as the child's `key-person') has been shown to promote in young children feelings of safety and security. The research has underpinned the development of the key-person role in nurseries, as the means for enabling individual attention to children. This research has had a significant impact in the following areas:
1) UK Government curriculum guidance and requirements
2) Training of the early years workforce and continuing professional development
3) The evolution of UK Coalition Government policy and public discourse
The reach of the research is extensive, providing the underpinning for attachment practice in English nurseries. The above developments have strengthened the expectation in national standards of greater attention to the emotions of babies and young children in nursery and have provided the detailed guidance on how this can be achieved in practice.