Cerebral Palsy Checklist: Babies & Preschoolers (Birth to age 5)

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THE CAUSES AND THE COURSE OF CHRONIC KIDNEY DISEASE IN CHILDREN OF PRESCHOOL AGE

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T. Yu. Abaseeva

2015-01-01

Full Text Available Background: Data on etiology and clinical course of CKD stage  3 to 5 in children of preschool  age could help obstetricians, pediatricians, and nephrologists with proper diagnostics and management of this condition and prediction of outcomes. Aim: To study causes and clinical features of CKD stage 3 to 5 in preschool  children. Materials and methods: The causes and clinical features of CKD stage 3 to 5 were investigated in 55 preschool children aged from 7 months  to 8 years. Twenty four had  CKD stage  3 to 4 and  31 children with endstage  CKD  were  on  peritoneal  dialysis. Results:96% of CKD stage 3 to 5 in preschool children were due  to  congenital/genetic kidney abnormalities. Predictors  of renal  replacement therapy  beginning in the first 5 years of life were as follows: antenatal detection of congenital  abnormalities  of the kidney and urinary tract, oligohydroamnion, high neonatal  BUN levels.  Anemia, hyperparathyroidism, arterial hypertension were more prevalent  in children on the dialysis stage of CKD, and myocardial hypertrophy and/or of the left ventricle dilatation were found in 26% of them. Forty two percent of children had growth retardation, and 40% had delayed  speech  development. Conclusion: The course CKD in preschool  children is characterized by a combination of typical metabolic  disorders with the growth  retardation (often dramatic and delayed mental development that significantly limits the possibilities of the social adaptation of these children and social activities of their parents. Participation  of  neuropsychiatrists,  clinical psychologists, and teachers, rather than pediatricians and  nephrologists only, is desirable  in management of preschool children with CKD stage 3 to 5.

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools.

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Byun, Wonwoo; Blair, Steven N; Pate, Russell R

2013-01-03

This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Montessori preschools, after adjusting for selected potential correlates of preschoolers' sedentary behavior. Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers' sedentary behavior. Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Validity and reliability of Preschool Language Scale 4 for measuring language development in children 48-59 months of age

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Nuryani Sidarta

2016-04-01

Full Text Available Prevalence rates for speech and language delay have been reported across wide ranges. Speech and language delay affects 5% to 8% of preschool children, often persisting into the school years.  A cross-sectional study was conducted in 208 children aged 48-59 months to determine the validity and reliability of the Indonesian edition of the Preschool Language Scale version 4 (PLS4 as a screening tool for the identification of language development disorders. Construct validity was examined by using Pearson correlation coefficient. Internal consistency was tested and repeated measurements were taken to establish the stability coefficient and intraclass correlation coefficients (ICC for test-retest reliability. For construct validity, the Pearson correlation coefficient ranged from 0.151-0.526, indicating that all questions in this instrument were valid for measuring auditory comprehension (AC and expressive communication skills (EC. Cronbach’s alpha level ranged from 0.81-0.95 with standard error of measurement (SEM ranging from 3.1-3.3. Stability coefficients ranged from 0.98-.0.99 with ICC coefficient ranging from 0.97-0.99 both of which showed an excellent reliability. This study found that PLS-4 is a valid and reliable instrument. It is easy to handle and can be recommended for assessing language development in children aged 48-59 months.

The Child Behavior Checklist for Ages 1.5-5 (CBCL/1(1/2)-5): Assessment and analysis of parent- and caregiver-reported problems in a population-based sample of Danish preschool children

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Kristensen, Solvejg; Henriksen, Tine Brink; Bilenberg, Niels

2010-01-01

Background: Psychometric instruments are used increasingly within research and clinical settings, and therefore standardization has become an important prerequisite, even for investigating very young children. Currently, there are no standardized psychometric instruments available for assessment...... of preschool children in Denmark. Aims: The aim was to achieve Danish national norm scores for the Child Behavior Checklist for Ages 1(1/2)-5 (CBCL/1(1/2)-5) and the Caregiver Report Form (C-TRF). Methods: The study was based on an age- and gender-stratified cohort sample of 1750 children aged 1(1/2)-5 years...... born at Aarhus University Hospital, Denmark. The CBCL/1(1/2)-5 and C-TRF were mailed to parents, who were asked to pass on the C-TRF to the preschool caregiver. The national standard register data gave access to information on socio-economic status, family type, ethnicity and parental educational level...

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

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Byun Wonwoo

2013-01-01

Full Text Available Abstract Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03, after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04, and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009 periods. School type (Montessori or traditional, preschool setting (private or public, socio-demographic factors (age, gender, and socioeconomic status were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

The informative value of motor, mental, and moral qualities in the personality structure of preschool children aged 4 years

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Pangelova N.E.

2013-06-01

Full Text Available The study was to determine the presence or usefulness of the main components of the relationship of physical and psycho-physiological state in the personality structure of children of preschool age. The experiment involved 107 children aged 4 years (54 male, 53 female. Factor analysis of the structure of the motor system, the intellectual and moral sphere of children. Found that it is determined six orthogonal factors. The results give reason to believe that the development of the physical, intellectual and moral sphere of children of this age is complex. The interpretation of these data in the pedagogical aspect suggests that pre-school children are becoming a person under the influence of biological and psychological factors. Their activation is possible in the process of physical education.

Preschool-aged children's television viewing in child care settings.

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Christakis, Dimitri A; Garrison, Michelle M

2009-12-01

The goal was to quantify television viewing in day care settings and to investigate the characteristics of programs that predict viewing. A telephone survey of licensed child care programs in Michigan, Washington, Florida, and Massachusetts was performed. The frequency and quantity of television viewing for infants, toddlers, and preschool-aged children were assessed. With the exception of infants, children in home-based child care programs were exposed to significantly more television on an average day than were children in center-based programs (infants: 0.2 vs 0 hours; toddlers: 1.6 vs 0.1 hours; preschool-aged children: 2.4 vs 0.4 hours). In a regression analysis of daily television time for preschool-aged children in child care, center-based programs were found to have an average of 1.84 fewer hours of television each day, controlling for the other covariates. Significant effect modification was found, in that the impact of home-based versus center-based child care programs differed somewhat depending on educational levels for staff members; having a 2- or 4-year college degree was associated with 1.41 fewer hours of television per day in home-based programs, but no impact of staff education on television use was observed in center-based programs. For many children, previous estimates of screen time significantly underestimated actual amounts. Pediatricians should council parents to minimize screen time in child care settings.

Research of Fears of Preschool Age Children

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Konkabayeva, Aiman E.; Dakhbay, Beybitkhan D.; Oleksyuk, Z?ryana Ya.; Tykezhanova, Gulmira M.; Alshynbekova, Gulnaziya K.; Starikova, Anna Ye.

2016-01-01

One of the symptoms of neurosis at preschool age children is fear. In our opinion, research in this area will help to solve a number of problems of children of preschool age, including difficulties of acceptance on themselves in the new social roles in relation from kindergarten transition to school adjustment problems and a number of other…

Early language mediates the relations between preschool inattention and school-age reading achievement.

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O'Neill, Sarah; Thornton, Veronica; Marks, David J; Rajendran, Khushmand; Halperin, Jeffrey M

2016-05-01

Early inattention is associated with later reading problems in children, but the mechanism by which this occurs is unclear. We investigated whether the negative relation between preschoolers' ADHD symptoms and 8-year-old reading achievement is directly related to the severity of inattention or is mediated by early language skills. Children (n = 150; 76% boys) were evaluated at 3 time points: preschool (T1), mean (SD) age = 4.24 (.49) years; 1 year later (T2), mean (SD) age = 5.28 (.50) years; and during school age (T3), mean (SD) age = 8.61 (.31) years. At T1, parents' Kiddie-SADS responses were dimensionalized to reflect ADHD severity. Children completed the Language domain of the NEPSY (i.e., A Developmental Neuropsychological Assessment) at T1 and again at T2. At T3, children completed the Wechsler Individual Achievement Test, Second Edition Word Reading, Pseudoword Decoding, Reading Comprehension, and Spelling subtests, and their teachers completed ratings of Reading and Written Expression performance in school. The mediating effect of T2 Language on the relation between preschool Inattention and age 8 Reading was examined using the nonparametric bootstrapping procedure, while controlling for T1 Language. Language ability at T2 mediated the path from preschool inattention (but not hyperactivity/impulsivity) to 8-year-old reading achievement (both test scores and ratings) after controlling for preschoolers' language ability. Early attentional deficits may negatively impact school-age reading outcomes by compromising the development of language skills, which in turn imperils later reading achievement. Screening children with attentional problems for language impairment, as well as implementing early intervention for both attentional and language problems may be critical to promote reading achievement during school years. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Construct Validity of the Movement Assessment Battery for Children-Second Edition Test in Preschool Children with Respect to Age and Gender

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Jakub Kokštejn

2018-01-01

Full Text Available BackgroundThe Movement Assessment Battery for Children-second edition (MABC-2 Age Band 1 is widely used to identify preschoolers with motor difficulties. Despite unsatisfactory construct validity of the original three-factor model, MABC-2 (manual dexterity, aiming and catching, and balance, previous research has not considered possible age and gender differences throughout the entire preschool period.AimThe aim of this study was to verify the construct validity of the MABC-2 Age Band 1 in a population of Czech preschoolers with respect to age and gender.MethodsUsing data from 510 Czech preschoolers (3–6 years; 4.9 ± 1.1 years, confirmatory factor analyses (CFA were used for each age category and gender.ResultsThe goodness-of-fit indices of CFA supported the original three-factor model of the MABC-2 only in 3- and 4-year-old children, and in boys (3–6 years. Low factor loadings and ceiling effects of several test items (Drawing Trail, Walking Heels Raised, and Jumping on Mats seem to be a probable cause of weak fit indices in 5- and 6-year-old children and in girls (3–6 years.ConclusionThese results suggest that the MABC-2 can be a valid tool for assessing motor development and identifying motor difficulties among 3- to 4-year olds, and generally fits better for preschool boys in the Czech Republic. However, in 5- to 6-year olds, ceiling effects and a low power of discrimination was found for the Drawing Trail, Walking Heels Raised, and Jumping on Mats tests. Therefore, the three-factor model is not appropriate for all preschoolers, and separate norms should be established for each age and gender.

Risk Factors in Preschool Children for Predicting Asthma During the Preschool Age and the Early School Age: a Systematic Review and Meta-Analysis.

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Bao, Yixia; Chen, Zhimin; Liu, Enmei; Xiang, Li; Zhao, Deyu; Hong, Jianguo

2017-11-18

The aim of this study was to identify risk factors of asthma among children asthma during the preschool age and early school age (≤ 10 years of age). MEDLINE, Cochrane, EMBASE, and Google Scholar databases were searched until June 30, 2017. Prospective or retrospective cohort and case-control studies were included. Studies had to have evaluated risk factors or a predictive model for developing asthma in children ≤ 6 years of age or persistent asthma in early school age. A total of 17 studies were included in the analysis. Factors associated with developing asthma in children ≤ 10 years of age (both pre-school and early school age) included male gender (pooled OR = 1.70, P asthma (pooled OR = 2.20, P asthma in early school age (pooled OR = 1.51, P = 0.030 and pooled OR = 2.59, P asthma predictive models (e.g., API, PIAMA, PAPS) had relatively low sensitivity (range, 21% to 71.4%) but high specificity (range, 69% to 98%). The study found that male gender, exposure to smoke, atopic dermatitis, family history of asthma, history of wheezing, and serum IgE level ≥ 60 kU/l or having specific IgE were significantly associated with developing asthma by either preschool or early school age. Asthma predictive models can be developed by those risk factors.

"Where Is My Daddy's House?" Preschool-Age Children of Divorce and Transitional Phenomena--A Study.

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Stirtzinger, Ruth

1986-01-01

Presents study comparing preschool-age children of divorce not living in family home (N=4) with children (N=4) remaining in home. Those not in home showed specific discrete longing for it. After divorce the family home may allow the preschool-age child the necessary mental image of access to both his parents despite decreasing family structure.…

Sex and Age-Level Differences in Preschool Children in Walking Times on a Course and on a Balance Beam with Obstacles

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Aoki, Hiroki; Demura, Shin-ichi; Kasuga, Kosho; Xu, Ning

2015-01-01

This study aimed to examine sex and age-level differences in preschool children with respect to walking times on a course and on a balance beam with obstacles. Subjects were 324 healthy preschool children: 4-year-old boys (51) and girls (51), 5-year-old boys (50) and girls (60), and 6-year-old boys (62) and girls (50). A 5- or 10-cm-high obstacle…

Prevalence of Anterior Dental Trauma and Its Associated Factors among Preschool Children Aged 3–5 Years in Khartoum City, Sudan

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Alaa Gamaleldin Sulieman

2018-01-01

Full Text Available Background. Traumatic dental injury (TDI is a challenging public health problem. Its incidence and prevalence vary within countries, states, and different social groups. Aim. The purpose of this study was to determine the prevalence of traumatic dental injuries in primary incisors among 3–5-year-old Sudanese preschool children and associated factors such as age, sex, and size of overjet and anterior open bite. Materials and Methods. Descriptive cross-sectional study was carried out among 600 preschool children (3–5 years old selected by multistage cluster technique from preschools located in Khartoum city, Sudan. The data regarding age, sex, causes, and treatment of TDI were collected from the mothers through structured interview questionnaire. Children were examined in an upright position, using mouth mirror and torch. A single examiner assessed the type of trauma, the tooth involved, and overbite/overjet. The data were analyzed statistically through descriptive analysis, and the chi-square test was used to compare between different variables with P<0.05. Results. The prevalence of traumatic dental injuries (TDIs was 18.5%. Enamel fractures were the most common type (74.8%, followed by enamel and dentin (11.7%. The maxillary central incisors were the most commonly affected teeth, and the home was most common place for TDI. The prevalence rate was 45% in boys and 55% in girls with a statistically significant difference (P=0.02. Conclusions. The prevalence of traumatic dental injuries to the primary anterior teeth among the Sudanese preschool children was relatively high (18.5%. Factors such as overjet size, overbite size, and lip competency were not significantly correlated with dental trauma among the studied population.

Impulse oscillometry at preschool age is a strong predictor of lung function by flow-volume spirometry in adolescence.

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Lauhkonen, Eero; Riikonen, Riikka; Törmänen, Sari; Koponen, Petri; Nuolivirta, Kirsi; Helminen, Merja; Toikka, Jyri; Korppi, Matti

2018-05-01

The transition from early childhood wheezing to persistent asthma is linked to lung function impairment over time. Little is known how the methods used to study lung function at different ages correlate longitudinally. Sixty-four children with a history of hospitalization for bronchiolitis before 6 months of age were prospectively studied with impulse oscillometry (IOS) at the mean age of 6.3 years and these preschool IOS results were compared with flow-volume spirometry (FVS) measurements at mean age of 11.4 years. The baseline respiratory system resistance at 5 Hz (Rrs5) showed a modest statistically significant correlation with all baseline FVS parameters except FVC. The post-bronchodilator (post-BD) Rrs5 showed a modest statistically significant correlation with post-BD FEV 1 and FEV 1 /FVC. The bronchodilator-induced decrease in Rrs5 showed a modest statistically significant correlation with the percent increase in FEV 1 . Baseline and post-BD respiratory reactance at 5 Hz (Xrs5) showed a modest statistically significant correlation with baseline and post-BD FVS parameters except post-BD FEV 1 /FVC, respectively, and post-BD Xrs5 showed a strong correlation with post-BD FVC (ρ = 0.61) and post-BD FEV 1 (ρ = 0.59). In adjusted linear regression, preschool Xrs5 remained as a statistically significant independent predictor of FVS parameters in adolescence; the one-unit decrease in the Z-score of preschool post-BD Xrs5 predicted 9.6% lower post-BD FEV 1 , 9.3% lower post-BD FVC, and 9.7% lower post-BD MEF 50 when expressed as %-predicted parameters. Persistent post-BD small airway impairment in children with a history of bronchiolitis detected with IOS at preschool age predicted FVS results measured in early adolescence. © 2018 Wiley Periodicals, Inc.

Relationship between Social Cognition and Temperament in Preschool-Aged Children

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LaBounty, Jennifer; Bosse, Lindsey; Savicki, Stephanie; King, Jaline; Eisenstat, Sophie

2017-01-01

The purpose of this research was to investigate the relationship between temperament and social cognition, including theory of mind and emotion understanding, in 34 preschool-aged children (aged 3-4 years). Theory of mind was measured with a belief-desire reasoning assessment, and emotion understanding was measured with an affective…

Movement-related neuromagnetic fields in preschool age children.

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Cheyne, Douglas; Jobst, Cecilia; Tesan, Graciela; Crain, Stephen; Johnson, Blake

2014-09-01

We examined sensorimotor brain activity associated with voluntary movements in preschool children using a customized pediatric magnetoencephalographic system. A videogame-like task was used to generate self-initiated right or left index finger movements in 17 healthy right-handed subjects (8 females, ages 3.2-4.8 years). We successfully identified spatiotemporal patterns of movement-related brain activity in 15/17 children using beamformer source analysis and surrogate MRI spatial normalization. Readiness fields in the contralateral sensorimotor cortex began ∼0.5 s prior to movement onset (motor field, MF), followed by transient movement-evoked fields (MEFs), similar to that observed during self-paced movements in adults, but slightly delayed and with inverted source polarities. We also observed modulation of mu (8-12 Hz) and beta (15-30 Hz) oscillations in sensorimotor cortex with movement, but with different timing and a stronger frequency band coupling compared to that observed in adults. Adult-like high-frequency (70-80 Hz) gamma bursts were detected at movement onset. All children showed activation of the right superior temporal gyrus that was independent of the side of movement, a response that has not been reported in adults. These results provide new insights into the development of movement-related brain function, for an age group in which no previous data exist. The results show that children under 5 years of age have markedly different patterns of movement-related brain activity in comparison to older children and adults, and indicate that significant maturational changes occur in the sensorimotor system between the preschool years and later childhood. Copyright © 2014 Wiley Periodicals, Inc.

FLAT FEET OF DHE CHILDREN IN PRE-SCHOOL AGE

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Admira Koničanin

2011-03-01

Full Text Available Subjekt : Of this research are flat feet of the children of both sexes in pre-school age children Aim : Of the research is confirm wheter is exists or flat feel of the children of both sexes in pre-school age.

Efficacy and Safety of Ivermectin Against Trichuris trichiura in Preschool- and School-Aged Children: A Randomized Controlled Dose-Finding Trial.

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Wimmersberger, David; Coulibaly, Jean T; Schulz, Jessica; Puchkow, Maxim; Huwyler, Jörg; N'Gbesso, Yves; Hattendorf, Jan; Keiser, Jennifer

2018-03-30

Although trichuriasis affects millions of children worldwide, recommended drugs lack efficacy and new treatment options are urgently needed. Ivermectin has promising potential to complement the anthelminthic armamentarium. A randomized placebo-controlled trial was conducted in rural Côte d'Ivoire to provide evidence on the efficacy and safety of ascending oral ivermectin dosages in preschool-aged children and in schoolchildren infected with Trichuris trichiura. Primary outcome was cure rate on T. trichiura infection and secondary outcomes were safety, egg-reduction rates against T. trichiura infection, and cure and egg-reduction rates against other soil-transmitted helminth species. 126 preschool-aged and 166 school-aged children were included in an available case analysis. In preschool-aged children efficacy against T. trichiura did not differ between 200 µg/kg ivermectin and placebo as expressed in cure rates (20.9% [95% CI 11.9-52.8%] vs. 19.5% [95% CI 10.4-49.9%]) and geometric mean egg-reduction rates (78.6% [95% CI 60.1-89.5%] vs. 68.2% [95% CI 40.5 to 84.8%]). In school-aged children even a dose of 600 µg/kg ivermectin revealed a low cure rate (12.2% [95% CI 4.8-32.3%] and moderate egg-reduction rate (66.3% [95% CI 43.8-80.2%]. Only mild adverse events and no organ toxicity based on serum biomarkers was observed. Ivermectin can be administered safely to preschool-aged children suffering from trichuriasis. Given the low efficacy of ivermectin monotherapy against T. trichiura infection further research should investigate the optimal drug combinations and dosages with ivermectin against soil-transmitted helminthiasis. The trial is registered at www.isrctn.com, number ISRCTN15871729.

Feasibility of spirometry testing in preschool children.

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Kampschmidt, Jordan C; Brooks, Edward G; Cherry, Debra C; Guajardo, Jesus R; Wood, Pamela R

2016-03-01

The primary purpose of this study was to evaluate the feasibility of obtaining acceptable and reproducible spirometry data in preschool aged children (3-5 years) by technicians without prior experience with spirometry. Two technicians were trained to perform spirometry testing (ndd Easy on-PC) and to administer standardized questionnaires. Preschool aged children were enrolled from two Head Start centers and a local primary care clinic. Subjects were trained in proper spirometry technique and tested until at least two acceptable efforts were obtained or the subject no longer produced acceptable efforts. 200 subjects were enrolled: mean age 4.0 years (± 0.7 SD); age distribution: 51 (25.5%) 3 years old, 103 (51.5%) 4 years old, and 46 (23%) 5 years old. Fifty-six percent male and 75% Hispanic. One hundred thirty (65%) subjects produced at least one acceptable effort on their first visit: 23 (45%) for 3 years old, 67 (65%) for 4 years old, and 40 (87%) for 5 years old. The number of acceptable efforts correlated with age (r = 0.29, P spirometry results from the preschool aged children; the number of acceptable efforts correlated significantly with age. © 2015 Wiley Periodicals, Inc.

Naps Enhance Executive Attention in Preschool-Aged Children.

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Cremone, Amanda; McDermott, Jennifer M; Spencer, Rebecca M C

2017-09-01

Executive attention is impaired following sleep loss in school-aged children, adolescents, and adults. Whether naps improve attention relative to nap deprivation in preschool-aged children is unknown. The aim of this study was to compare executive attention in preschool children following a nap and an interval of wake. Sixty-nine children, 35-70 months of age, completed a Flanker task to assess executive attention following a nap and an equivalent interval of wake. Overall, accuracy was greater after the nap compared with the wake interval. Reaction time(s) did not differ between the nap and wake intervals. Results did not differ between children who napped consistently and those who napped inconsistently, suggesting that naps benefit executive attention of preschoolers regardless of nap habituality. These results indicate that naps enhance attention in preschool children. As executive attention supports executive functioning and learning, nap promotion may improve early education outcomes. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Mastering of musical rhythm by pre-school age children with speech disorders with the help of dance-correction program trainings

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N.B. Petrenko

2016-08-01

Full Text Available Introduction: It is known that regular listening to specially selected music develops children’s cognitive abilities. Musical influence optimizes many important functions of brain: increases mental workability; accelerates processing of information; improves short term memory. Besides, sensitivity of visual and hearing analyzers strengthens, as well as regulation of arbitrary movements; indicators of verbal and non verbal intellect improve. Purpose: to determine peculiarities of musical rhythm’s mastering by pre-school age children with speech disorders with the help of dance-correction program trainings. Material: the categories of the tested children: children of age - 4-5 and 5-6 years with speech disorders and healthy pre-school age children. Children of 4-5 years’ age composed: main group (n=12, control group (n=16; group of healthy children (n=24. For assessment of verbal thinking and rhythm-motor (or dance abilities we used complex of tests of constantly increasing difficulty. Results: we found that under influence of dance-correcting exercises activation of rhythm-motor abilities and development of cognitive functions happened in children. We also found main functional peculiarities of musical rhythm’s mastering by pre-school age children. It was determined that by the end of pedagogic experiment, main groups of children approached to groups of healthy peers by all tested characteristics. Conclusions: it is recommended to include correcting components (fit ball - dance gymnastic, tales-therapy, logo-rhythm trainings, and game fitness in trainings by choreographic program.

Preschool Gender-Typed Play Behavior at Age 3.5 Years Predicts Physical Aggression at Age 13 Years.

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Kung, Karson T F; Li, Gu; Golding, Jean; Hines, Melissa

2018-05-01

Gender differences in play behavior and physical aggression have been consistently reported. Theoretical perspectives concerning evolutionary, social, and social-cognitive mechanisms suggest that male-typical play behavior during childhood increases subsequent physical aggression. The evidence supporting these connections is limited, however. The present study investigated the association between gender-typed play behavior in early childhood and physical aggression in early adolescence using a sample drawn from a longitudinal, population study, the Avon Longitudinal Study of Parents and Children. Based on gender-typed play behavior as measured by the Pre-School Activities Inventory at age 3.5 years, samples of masculine (64 boys, 60 girls), feminine (80 boys, 66 girls), and randomly selected control children (55 boys, 67 girls) were recruited at age 13 years and administered the Reinisch Aggression Inventory. After controlling for a range of sociodemographic variables, maternal characteristics, and behavioral problems, including hyperactivity and conduct problems at age 3.5, significant group differences in physical aggression at age 13 were found among children classified as masculine, control, and feminine at age 3.5. Masculine children exhibited significantly more physical aggression than control children or feminine children, and control children exhibited significantly more physical aggression than feminine children. The association between gender-typed play behavior and physical aggression was not moderated by sex. These results suggest that the degree of childhood gender-typed play behavior independently predicts the degree of physical aggression at adolescence in boys and in girls.

Exploring an Age Difference in Preschool Children's Competitiveness Following a Competition.

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Hu, Yu; Zhu, Yi

2018-01-01

Literature suggests that resource acquisition compels competition in young children. However, little is still known about the development of preschool children's competitiveness. In this preliminary study, 166 children (aged 2-4 and 5-6 years) engaged in a dyadic competition which resulted in a winning and a losing group (in a control/non-competition group, participants engaged in a similar task which did not lead to winning/losing outcome), and then experimenters tracked their decisions to compete again with a rival (i.e., an individual they interacted in the previous competition task) and a non-rival competitor (i.e., an anonymous classmate they did not interact in the previous competition task) for a reward, respectively. As expected, results showed an age-related decreasing trend in the percentage of choices to compete with a competitor. However, this age difference was only significant in the control group when participants played with the partner with whom they interacted in the previous game and in the losing group when participants competed with a non-rival competitor. This study contributes to our knowledge of how competitiveness develop in preschool childhood, and calls for further research on the roles of motivation and cognitive control in children's competitiveness.

Child and parent predictors of picky eating from preschool to school age.

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Steinsbekk, Silje; Bonneville-Roussy, Arielle; Fildes, Alison; Llewellyn, Clare H; Wichstrøm, Lars

2017-07-06

Picky eating is prevalent in childhood. Because pickiness concerns parents and is associated with nutrient deficiency and psychological problems, the antecedents of pickiness need to be identified. We propose an etiological model of picky eating involving child temperament, sensory sensitivity and parent-child interaction. Two cohorts of 4-year olds (born 2003 or 2004) in Trondheim, Norway were invited to participate (97.2% attendance; 82.0% consent rate, n = 2475) and a screen-stratified subsample of 1250 children was recruited. We interviewed 997 parents about their child's pickiness and sensory sensitivity using the Preschool Age Psychiatric Assessment (PAPA). Two years later, 795 of the parents completed the interview. The Children's Behavior Questionnaire (CBQ) was used to assess children's temperament. Parent- child interactions were videotaped and parental sensitivity (i.e., parental awareness and appropriate responsiveness to children's verbal and nonverbal cues) and structuring were rated using the Emotional Availability Scales (EAS). At both measurement times, 26% of the children were categorized as picky eaters. Pickiness was moderately stable from preschool to school age (OR = 5.92, CI = 3.95, 8.86), and about half of those who displayed pickiness at age 4 were also picky eaters two years later. While accounting for pickiness at age 4, sensory sensitivity at age 4 predicted pickiness at age 6 (OR = 1.25, CI = 1.08, 2.23), whereas temperamental surgency (OR = 0.88, CI = 0.64, 1.22) and negative affectivity (OR = 1.17, CI = 0.75, 1.84) did not. Parental structuring was found to reduce the risk of children's picky eating two years later (OR = 0.90, CI = 0.82, 0.99), whereas parental sensitivity increased the odds for pickiness (OR = 1.10, CI = 1.00, 1.21). Although pickiness is stable from preschool to school age, children who are more sensory sensitive are at higher risk for pickiness two years later, as are children whose

Language Development in Preschool-Age Children Adopted from China.

Science.gov (United States)

Roberts, Jenny A.; Pollock, Karen E.; Krakow, Rena; Price, Johanna; Fulmer, Kathleen C.; Wang, Paul P.

2005-01-01

This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However,…

ASSESSMENT OF MOVEMENT SKILL PERFORMANCE IN PRESCHOOL CHILDREN: CONVERGENT VALIDITY BETWEEN MOT 4-6 AND M-ABC

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Wouter Cools

2010-12-01

Full Text Available The purpose was to determine the level of agreement between the Motoriktest für Vier- bis Sechsjährige Kinder [MOT 4-6] and the Movement Assessment Battery for Children [M-ABC]. 48 preschool children participated in the study (Mean age = 5 years, 6 months, SD = 3 months. There was high classification agreement (90% between both tests. A Kappa correlation coefficient (0.67 provided moderately strong support for convergent validity. Less agreement was shown in identification of motor difficulties (58%. This was reflected by lower correlation coefficients on the fine movement cluster and test item level. The MOT 4-6 showed values within the range of similar movement skill performance assessment protocols. Because of its specific focus it may be of meaningful value to assess movement skill competence in typically developing preschool children (ages 4 to 6.

Developing a Treatment Program for Obesity in Preschool Age Children: Preliminary Data

OpenAIRE

Boles, Richard E.; Scharf, Cynthia; Stark, Lori J.

2010-01-01

We developed and tested the feasibility of a behavioral intervention that utilizes clinic and home visitations to reduce overweight in preschool children above the 95th BMI percentile. Five families of preschool children ages 2 to 5 years with a BMI above the 95th percentile and one overweight parent were enrolled in a 24-week behavioral weight management program. Phase I, Intensive Treatment included 12 weekly sessions, alternating group-based clinic sessions and home settings. Phase II, Mai...

Predicting ADHD in school age when using the Strengths and Difficulties Questionnaire in preschool age

DEFF Research Database (Denmark)

Rimvall, Martin K; Elberling, Hanne; Rask, Charlotte Ulrikka

2014-01-01

Indicated prevention of ADHD may reduce impairment and need of treatment in youth. The Strengths and Difficulties Questionnaire (SDQ) is a brief questionnaire assessing child mental health, reported to be a valid screening instrument for concurrent ADHD. This study aimed to examine the validity o...... can identify a group of children with highly increased risk of later being diagnosed and/or treated for ADHD in school age....... of using the SDQ in preschool age to predict ADHD in school age in a longitudinal design. The study population included 2,315 children from the Copenhagen child cohort 2000 with no prior history of clinically diagnosed ADHD, who were assessed at age 5-7 years by the SDQ completed by parents and preschool...... regression analyses estimated the risk of later ADHD diagnosis for screen-positive children. A total of 2.94% of the study population were clinically diagnosed and/or were treated with central stimulants for ADHD before age 11-12. Children with possible/probable disorder according to the SDQ hyperactivity...

Fetal magnetic resonance imaging: exposure times and functional outcomes at preschool age

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Bouyssi-Kobar, Marine [George Washington University, Institute for Biomedical Sciences, Washington, DC (United States); Children' s National Health System, Advanced Pediatric Brain Imaging Research Laboratory, Departments of Diagnostic Imaging and Radiology, Washington, DC (United States); Du Plessis, Adre J. [Children' s National Health System, Fetal and Transitional Medicine, Washington, DC (United States); Robertson, Richard L. [Children' s Hospital Boston and Harvard Medical School, Department of Radiology, Boston, MA (United States); Limperopoulos, Catherine [Children' s National Health System, Advanced Pediatric Brain Imaging Research Laboratory, Departments of Diagnostic Imaging and Radiology, Washington, DC (United States); Children' s National Health System, Fetal and Transitional Medicine, Washington, DC (United States)

2015-11-15

Fetal magnetic resonance imaging (MRI) has been routinely used as a noninvasive diagnostic tool for more than a decade; however, there is a paucity of follow-up studies examining the effects of prenatal exposure to 1.5-T MRI on developmental outcome. The objective of this study was to assess the safety of 1.5-T fetal MRI by evaluating functional outcomes of preschool children who were exposed in utero. In the context of a prospective observational study, healthy pregnant women underwent a 1.5-T MRI study using single-shot fast spin echo (SSFSE) sequences during the second or third trimester of pregnancy. The study was approved by the institutional review board at our institution, and written informed consent was obtained from all study participants. MRI scanning times were recorded, and prenatal/postnatal clinical data were collected prospectively. Functional outcomes were assessed using the Vineland Adaptive Behavior Scale (VABS), a widely used, norm-referenced and psychometrically sound functional assessment. We studied 72 healthy pregnant women, who underwent fetal MRI at a mean gestational age of 30.5 ± 3.1 weeks. The cohort of fetuses was composed of 43% females, and 18 fetuses were scanned during the second trimester. All fetuses were born at term with appropriate birth weights (3.54 ± 0.5 kg) for gestational age. Mean age at follow-up testing was 24.5 ± 6.7 months. All children had age-appropriate scores in the communication, daily living, socialization and motor skills subdomains of the VABS (z-scores, P > 0.05). Furthermore, all children passed their newborn otoacoustic emission test and had normal hearing at preschool age. MRI study duration and exposure time to radio frequency waves and SSFSE sequences were not associated with adverse functional outcomes or hearing impairment. Prenatal exposure to 1.5-T MRI during the second or third trimester of pregnancy in a cohort of healthy fetuses is not associated with disturbances in functional outcomes or

Fetal magnetic resonance imaging: exposure times and functional outcomes at preschool age

International Nuclear Information System (INIS)

Bouyssi-Kobar, Marine; Du Plessis, Adre J.; Robertson, Richard L.; Limperopoulos, Catherine

2015-01-01

Fetal magnetic resonance imaging (MRI) has been routinely used as a noninvasive diagnostic tool for more than a decade; however, there is a paucity of follow-up studies examining the effects of prenatal exposure to 1.5-T MRI on developmental outcome. The objective of this study was to assess the safety of 1.5-T fetal MRI by evaluating functional outcomes of preschool children who were exposed in utero. In the context of a prospective observational study, healthy pregnant women underwent a 1.5-T MRI study using single-shot fast spin echo (SSFSE) sequences during the second or third trimester of pregnancy. The study was approved by the institutional review board at our institution, and written informed consent was obtained from all study participants. MRI scanning times were recorded, and prenatal/postnatal clinical data were collected prospectively. Functional outcomes were assessed using the Vineland Adaptive Behavior Scale (VABS), a widely used, norm-referenced and psychometrically sound functional assessment. We studied 72 healthy pregnant women, who underwent fetal MRI at a mean gestational age of 30.5 ± 3.1 weeks. The cohort of fetuses was composed of 43% females, and 18 fetuses were scanned during the second trimester. All fetuses were born at term with appropriate birth weights (3.54 ± 0.5 kg) for gestational age. Mean age at follow-up testing was 24.5 ± 6.7 months. All children had age-appropriate scores in the communication, daily living, socialization and motor skills subdomains of the VABS (z-scores, P > 0.05). Furthermore, all children passed their newborn otoacoustic emission test and had normal hearing at preschool age. MRI study duration and exposure time to radio frequency waves and SSFSE sequences were not associated with adverse functional outcomes or hearing impairment. Prenatal exposure to 1.5-T MRI during the second or third trimester of pregnancy in a cohort of healthy fetuses is not associated with disturbances in functional outcomes or

The discriminative capacity of CBCL/1½-5-DSM5 scales to identify disruptive and internalizing disorders in preschool children.

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de la Osa, Nuria; Granero, Roser; Trepat, Esther; Domenech, Josep Maria; Ezpeleta, Lourdes

2016-01-01

This paper studies the discriminative capacity of CBCL/1½-5 (Manual for the ASEBA Preschool-Age Forms & Profiles, University of Vermont, Research Center for Children, Youth, & Families, Burlington, 2000) DSM5 scales attention deficit and hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), anxiety and depressive problems for detecting the presence of DSM5 (DSM5 diagnostic and statistical manual of mental disorders, APA, Arlington, 2013) disorders, ADHD, ODD, Anxiety and Mood disorders, assessed through diagnostic interview, in children aged 3-5. Additionally, we compare the clinical utility of the CBCL/1½-5-DSM5 scales with respect to analogous CBCL/1½-5 syndrome scales. A large community sample of 616 preschool children was longitudinally assessed for the stated age group. Statistical analysis was based on ROC procedures and binary logistic regressions. ADHD and ODD CBCL/1½-5-DSM5 scales achieved good discriminative ability to identify ADHD and ODD interview's diagnoses, at any age. CBCL/1½-5-DSM5 Anxiety scale discriminative capacity was fair for unspecific anxiety disorders in all age groups. CBCL/1½-5-DSM5 depressive problems' scale showed the poorest discriminative capacity for mood disorders (including depressive episode with insufficient symptoms), oscillating into the poor-to-fair range. As a whole, DSM5-oriented scales generally did not provide evidence better for discriminative capacity than syndrome scales in identifying DSM5 diagnoses. CBCL/1½-5-DSM5 scales discriminate externalizing disorders better than internalizing disorders for ages 3-5. Scores on the ADHD and ODD CBCL/1½-5-DSM5 scales can be used to screen for DSM5 ADHD and ODD disorders in general populations of preschool children.

Intrauterine and early postnatal exposure to outdoor air pollution and lung function at preschool age.

Science.gov (United States)

Morales, Eva; Garcia-Esteban, Raquel; de la Cruz, Oscar Asensio; Basterrechea, Mikel; Lertxundi, Aitana; de Dicastillo, Maria D Martinez López; Zabaleta, Carlos; Sunyer, Jordi

2015-01-01

Effects of prenatal and postnatal exposure to air pollution on lung function at preschool age remain unexplored. We examined the association of exposure to air pollution during specific trimesters of pregnancy and postnatal life with lung function in preschoolers. Lung function was assessed with spirometry in preschoolers aged 4.5 years (n=620) participating in the INfancia y Medio Ambiente (INMA) cohort. Temporally adjusted land use regression (LUR) models were applied to estimate individual residential exposures to benzene and nitrogen dioxide (NO₂) during specific trimesters of pregnancy and early postnatal life (the first year of life). Recent and current (1 year and 1 week before lung function testing, respectively) exposures to NO₂ and nitrogen oxides (NOx) were also assessed. Exposure to higher levels of benzene and NO₂ during pregnancy was associated with reduced lung function. FEV1 estimates for an IQR increase in exposures during the second trimester of pregnancy were -18.4 mL, 95% CI -34.8 to -2.1 for benzene and -28.0 mL, 95% CI -52.9 to -3.2 for NO₂. Relative risk (RR) of low lung function (<80% of predicted FEV1) for an IQR increase in benzene and NO₂ during the second trimester of pregnancy were 1.22, 95% CI 1.02 to 1.46 and 1.30, 95% CI 0.97 to 1.76, respectively. Associations for early postnatal, recent and current exposures were not statistically significant. Stronger associations appeared among allergic children and those of lower social class. Prenatal exposure to residential traffic-related air pollution may result in long-term lung function deficits at preschool age. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

[Comparison of polysomnographic characteristics in preschool and school aged children with obstructive sleep apnea hypopnea syndrome].

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Sun, Yuanfeng; Lei, Fei; Du, Lina; Tang, Xiangdong; Yang, Linghui

2016-03-01

To compare the characteristics of polysomnography in preschool and school aged children with obstructive sleep apnea hypopnea syndrome (OSAHS). The clinical data were collected from October 2009 to October 2013 among children monitored in Sleep Medical Center of West China Hospital. Among them, 189 preschool aged (aged 3-5 years) and 211 school aged (aged 6-13 years) children with sleep breathing disorder, and 33 children complained with sleep talking as controls were enrolled and underwent polysomnography. According to apnea hyponea index (AHI), they were classified as primary snoring (AHIstage and N2 stage among groups (P>0.05). In preschool aged children, the percentage of N1 stage in the moderate/severe group was more than other three groups (moderate/severe group vs control group, primary snoring group, mild group: 24.7%±13.7% vs 17.0%±8.7%, 21.7%±12.4%, 20.9%±11.6%, all Pstage in the moderate/severe group was more than the control group (moderate/severe group vs control group: 18.0%±10.4% vs 12.0%±4.8%, Pstage in the moderate/severe group and the mild group were less than the control group (moderate/severe group, mild group vs control group: 28.3%±9.6%, 28.8%±8.8% vs 33.9%±13.0%, both Ppreschool and school aged children group, the arouse index in the moderate/severe group was higher than other three groups, the mean oxygen saturation and the lowest oxygen saturation in the moderate/severe group were lower than those of the other three groups, the differences were statistically significant (all Ppreschool children (r=-0.02, P>0.05). However, there was significance in school aged children (r=0.26, Ppreschool and school aged (r=0.42, 0.55, both Ppreschool children than in school aged children. The severity is mainly related to enlarged tonsils and adenoids. School aged children with OSAHS may be more susceptible to sleep structure disorder and the severity is mainly related to BMI.

Neonatal thyroid-stimulating hormone concentration and psychomotor development at preschool age.

Science.gov (United States)

Trumpff, Caroline; De Schepper, Jean; Vanderfaeillie, Johan; Vercruysse, Nathalie; Van Oyen, Herman; Moreno-Reyes, Rodrigo; Tafforeau, Jean; Vandevijvere, Stefanie

2016-12-01

Thyroid hormones are essential for normal brain development. The aim of this study is to assess if high concentration of thyroid stimulating hormone (TSH) that is below the clinical threshold (5-15 mIU/L) at neonatal screening is linked to psychomotor development impairments in the offspring at preschool age. A total of 284 Belgian preschool children 4-6 years old and their mothers were included in the study. The children were randomly selected from the total list of neonates screened in 2008, 2009 and 2010 by the Brussels newborn screening centre. The sampling was stratified by gender and TSH range (0.45-15 mIU/L). Infants with congenital hypothyroidism (>15 mIU/L), low birth weight and/or prematurity were excluded. Psychomotor development was assessed using the Charlop-Atwell scale of motor coordination. The iodine status of children was determined using median urinary iodine concentration. Socioeconomic, parental and child potential confounding factors were measured through a self-administered questionnaire. TSH level was not significantly associated with total motor score (average change in z-score per unit increase in TSH is 0.02 (-0.03, 0.07), p=0.351), objective motor score (p=0.794) and subjective motor score (p=0.124). No significant associations were found using multivariate regression model to control confounding factors. Mild thyroid dysfunction in the newborn-reflected by an elevation of TSH that is below the clinical threshold (5-15 mIU/L)-was not associated with impaired psychomotor development at preschool age. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Sex Education for my Preschooler (ages 3 to 5? Parents’ Perceptions

Directory of Open Access Journals (Sweden)

Ana Cristina Cevallos-Neira

2014-09-01

Full Text Available This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.

Gender and Age Effects Interact in Preschoolers' Help-Seeking: Evidence for Differential Responses to Changes in Task Difficulty

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Thompson, R. Bruce; Cothran, Thomas; McCall, Daniel

2012-01-01

This study explored preschool age and gender differences in help-seeking within the theoretical framework of scaffolded problem-solving and self-regulation (Bruner, 1986; Rogoff, 1990; Vygotsky, 1978; 1986). Within-subject analyses tracked changes in help-seeking among 62 preschoolers (34 boys, 28 girls, mean age 4.22 years) solving a challenging…

Guelph Family Health Study's Home-Based Obesity Prevention Intervention Increases Fibre and Fruit Intake in Preschool-Aged Children.

Science.gov (United States)

Mirotta, Julia A; Darlington, Gerarda A; Buchholz, Andrea C; Haines, Jess; Ma, David W L; Duncan, Alison M

2018-06-01

The Guelph Family Health Study (GFHS) pilot was designed to examine the feasibility and effectiveness of a home-based obesity prevention intervention on health behaviours and obesity risk. The objective of this analysis was to determine the effect of the 6-month intervention on preschool-aged children's dietary intakes. Families with children aged 1.5-5 years old were randomized to receive one of the following: 4 home visits with a health educator as well as tailored emails and mailed incentives (4HV; n = 19 children); 2 home visits with a health educator as well as tailored emails and mailed incentives (2HV; n = 14 children); or general health advice through emails (control; n = 12 children). Three-day food records were completed by parents for their children before and after the 6-month intervention and analyzed for 3-day average intakes of energy, nutrients, and MyPlate food groups. After the 6-month intervention, the 4HV group had significantly higher fibre intake and the 4HV and 2HV groups had significantly higher fruit intake, both compared with the control group. This study provides support for a home-based intervention approach to improve the diet quality of preschool-aged children.

A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

Science.gov (United States)

Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

2018-03-01

Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1.3%-4

Shorter preschool, leukocyte telomere length is associated with obesity at age 9 in Latino children

DEFF Research Database (Denmark)

Kjaer, Thora Wesenberg; Faurholt-Jepsen, D; Mehta, K M

2018-01-01

The aim of this study was to determine the potential role of leukocyte telomere length as a biomarker for development of childhood obesity in a low-income Latino population. A birth cohort of Latino children (N = 201) in San Francisco (recruited May 2006-May 2007) was followed until age 9...... and assessed annually for obesity and dietary intake. Leukocyte telomere length was measured at 4 and 5 years (n = 102) and assessed as a predictor for obesity at age 9, adjusting for known risk factors. Furthermore, leukocyte telomere length at age 4 and 5 was evaluated as a possible mediator...... of the relationship between excessive sugar-sweetened beverage consumption and obesity at age 9. Shorter leukocyte telomere length in preschoolers was associated with obesity at age 9 (adjusted odds ratio 0.35, 95% confidence interval 0.13-0.94) after adjustment for known risk factors. Telomere length mediated 11...

Exploring an Age Difference in Preschool Children’s Competitiveness Following a Competition

Directory of Open Access Journals (Sweden)

Yu Hu

2018-03-01

Full Text Available Literature suggests that resource acquisition compels competition in young children. However, little is still known about the development of preschool children’s competitiveness. In this preliminary study, 166 children (aged 2–4 and 5–6 years engaged in a dyadic competition which resulted in a winning and a losing group (in a control/non-competition group, participants engaged in a similar task which did not lead to winning/losing outcome, and then experimenters tracked their decisions to compete again with a rival (i.e., an individual they interacted in the previous competition task and a non-rival competitor (i.e., an anonymous classmate they did not interact in the previous competition task for a reward, respectively. As expected, results showed an age-related decreasing trend in the percentage of choices to compete with a competitor. However, this age difference was only significant in the control group when participants played with the partner with whom they interacted in the previous game and in the losing group when participants competed with a non-rival competitor. This study contributes to our knowledge of how competitiveness develop in preschool childhood, and calls for further research on the roles of motivation and cognitive control in children’s competitiveness.

Exploring an Age Difference in Preschool Children’s Competitiveness Following a Competition

Science.gov (United States)

Hu, Yu; Zhu, Yi

2018-01-01

Literature suggests that resource acquisition compels competition in young children. However, little is still known about the development of preschool children’s competitiveness. In this preliminary study, 166 children (aged 2–4 and 5–6 years) engaged in a dyadic competition which resulted in a winning and a losing group (in a control/non-competition group, participants engaged in a similar task which did not lead to winning/losing outcome), and then experimenters tracked their decisions to compete again with a rival (i.e., an individual they interacted in the previous competition task) and a non-rival competitor (i.e., an anonymous classmate they did not interact in the previous competition task) for a reward, respectively. As expected, results showed an age-related decreasing trend in the percentage of choices to compete with a competitor. However, this age difference was only significant in the control group when participants played with the partner with whom they interacted in the previous game and in the losing group when participants competed with a non-rival competitor. This study contributes to our knowledge of how competitiveness develop in preschool childhood, and calls for further research on the roles of motivation and cognitive control in children’s competitiveness. PMID:29593610

Adapting a receptive vocabulary test for preschool-aged Greek-speaking children.

Science.gov (United States)

Okalidou, Areti; Syrika, Asimina; Beckman, Mary E; Edwards, Jan R

2011-01-01

Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation

Preschool Children (Ages 2 to 4 Years) - NCS Dietary Assessment Literature Review

Science.gov (United States)

The preschool years are characterized as a time of increasing autonomy, expanding language skills, increasing ability to control behavior, and broadening social circumstances, such as attending preschool or staying with friends or relatives.

Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

Science.gov (United States)

McClelland, Megan M.; Acock, Alan C.; Piccinin, Andrea; Rhea, Sally Ann; Stallings, Michael C.

2013-01-01

This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence…

Footwear suitability in Turkish preschool-aged children.

Science.gov (United States)

Yurt, Yasin; Sener, Gul; Yakut, Yavuz

2014-06-01

Unsuitable footwear worn in childhood may cause some foot problems by interfering normal development of foot. To compare footwear suitability rate of indoor and outdoor footwear at all points in preschool children and investigate factors which could affect footwear suitability. A cross-sectional survey study. A total of 1000 healthy preschool children (4-6 years old) participated in this study. Indoor and outdoor footwear of children were evaluated through Turkish version of Footwear Assessment Score. Effect of factors like age, sex, number of siblings, educational and occupational situation of parents, and behavior of school management about selecting footwear was investigated. Children got better footwear score for outdoor than indoor ones (p footwear score for both indoor and outdoor ones than girls (p footwear score was found in favor of children who were going to schools that gave guidance about selecting footwear for both indoor and outdoor in comparison to children going to other schools (p footwear for their children. Performing education programs and investigation of their effect with comprehensive follow-up studies in future is essential. This study reflects footwear habits of Turkish preschool children and factors affecting this issue. Results may give way to education programs about suitable footwear worn in childhood for healthy foot development. © The International Society for Prosthetics and Orthotics 2013.

Different Clinical Features and Lower Scores in Clinical Scoring Systems for Appendicitis in Preschool Children: Comparison with School Age Onset

OpenAIRE

Song, Chun Woo; Kang, Joon Won; Kim, Jae Young

2018-01-01

Purpose To clarify the clinical features of appendicitis in preschool children and to explore clinical appendicitis scoring systems in this age group. Methods We retrospectively collected data on 142 children, aged 10 years or younger, with confirmed diagnosis of appendicitis based on surgical and pathologic findings. Enrolled subjects were divided into two groups: Group 1 (preschool children aged ≤5 years, n=41) and Group 2 (school children aged >5 to ≤10 years, n=101). Data analyzed include...

Unique features of creative designing at the preschool age

Directory of Open Access Journals (Sweden)

Bilа Iryna Mykolayivna

2017-04-01

Full Text Available The research is devoted to studying the specificity of creative designing at the preschool age. The author identifies the systematic approach on the design work and creative designing, knowledge adjustment, as well as the assessment criteria and performance indicators of creative designing by children at the preschool age. The article considers the psychological structure of the design activity, clarifies its characteristics and defines the role of each component of creative designing process at the preschool age. As a result of the empirical study it was proved that in the process of understanding the challenges pre-schoolers’s mind makes mental acts of comparison predominant. Their creative intention is determined by the focus on the structural and structural-functional characteristics of the subjects. The whole structure of the pre-schooler’s solution in the process of working with creative tasks on designing is integrated with the individual and regulatory aspect of creative designing that appears in the subjective mental actions, trends, and practice.

Latent trajectories of internalizing symptoms from preschool to school age: A multi-informant study in a high-risk sample.

Science.gov (United States)

Klein, Annette M; Schlesier-Michel, Andrea; Otto, Yvonne; White, Lars O; Andreas, Anna; Sierau, Susan; Bergmann, Sarah; Perren, Sonja; von Klitzing, Kai

2018-04-29

Recent proposals suggest early adversity sets in motion particularly chronic and neurobiologically distinct trajectories of internalizing symptoms. However, few prospective studies in high-risk samples delineate distinct trajectories of internalizing symptoms from preschool age onward. We examined trajectories in a high-risk cohort, oversampled for internalizing symptoms, several preschool risk/maintenance factors, and school-age outcomes. Parents of 325 children completed the Strengths and Difficulties Questionnaire on up to four waves of data collection from preschool (3-5 years) to school age (8-9 years) and Preschool Age Psychiatric Assessment interviews at both ages. Multi-informant data were collected on risk factors and symptoms. Growth mixture modelling identified four trajectory classes of internalizing symptoms with stable low, rising low-to-moderate, stable moderate, and stable high symptoms. Children in the stable high symptom trajectory manifested clinically relevant internalizing symptoms, mainly diagnosed with anxiety disorders/depression at preschool and school age. Trajectories differed regarding loss/separation experience, maltreatment, maternal psychopathology, temperament, and stress-hormone regulation with loss/separation, temperament, maternal psychopathology, and stress-hormone regulation (trend) significantly contributing to explained variance. At school age, trajectories continued to differ on symptoms, disorders, and impairment. Our study is among the first to show that severe early adversity may trigger a chronic and neurobiologically distinct internalizing trajectory from preschool age onward.

Anemia and associated factors among Kuwaiti preschool children ...

African Journals Online (AJOL)

Background: Anemia is a major nutritional health problem throughout the world. Objectives: To determine the prevalence and the factors associated with anemia among Kuwaiti children aged 4–5 years. Design: A sample of 578 Kuwaiti preschool children (4–5 years of age) and their mothers were selected from ongoing ...

Development of a Pitch Discrimination Screening Test for Preschool Children.

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Abramson, Maria Kulick; Lloyd, Peter J

2016-04-01

There is a critical need for tests of auditory discrimination for young children as this skill plays a fundamental role in the development of speaking, prereading, reading, language, and more complex auditory processes. Frequency discrimination is important with regard to basic sensory processing affecting phonological processing, dyslexia, measurements of intelligence, auditory memory, Asperger syndrome, and specific language impairment. This study was performed to determine the clinical feasibility of the Pitch Discrimination Test (PDT) to screen the preschool child's ability to discriminate some of the acoustic demands of speech perception, primarily pitch discrimination, without linguistic content. The PDT used brief speech frequency tones to gather normative data from preschool children aged 3 to 5 yrs. A cross-sectional study was used to gather data regarding the pitch discrimination abilities of a sample of typically developing preschool children, between 3 and 5 yrs of age. The PDT consists of ten trials using two pure tones of 100-msec duration each, and was administered in an AA or AB forced-choice response format. Data from 90 typically developing preschool children between the ages of 3 and 5 yrs were used to provide normative data. Nonparametric Mann-Whitney U-testing was used to examine the effects of age as a continuous variable on pitch discrimination. The Kruskal-Wallis test was used to determine the significance of age on performance on the PDT. Spearman rank was used to determine the correlation of age and performance on the PDT. Pitch discrimination of brief tones improved significantly from age 3 yrs to age 4 yrs, as well as from age 3 yrs to the age 4- and 5-yrs group. Results indicated that between ages 3 and 4 yrs, children's auditory discrimination of pitch improved on the PDT. The data showed that children can be screened for auditory discrimination of pitch beginning with age 4 yrs. The PDT proved to be a time efficient, feasible tool for

Biofilms for Babies: Introducing Microbes and Biofilms to Preschool-Aged Children

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Jillian M. Couto

2017-05-01

Full Text Available Microbes are beneficial to life on our planet as they facilitate natural processes such as global nutrient cycling in our environment. This article details a 30-minute activity to introduce pre-school children ranging from 3 to 5 years of age to microbes and biofilms in the natural environment.

Development of the Intrinsic Language Network in Preschool Children from Ages 3 to 5 Years.

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Yaqiong Xiao

Full Text Available Resting state studies of spontaneous fluctuations in the functional magnetic resonance imaging (fMRI blood oxygen level dependent signal have shown great potential in mapping the intrinsic functional connectivity of the human brain underlying cognitive functions. The aim of the present study was to explore the developmental changes in functional networks of the developing human brain exemplified with the language network in typically developing preschool children. To this end, resting-sate fMRI data were obtained from native Chinese children at ages of 3 and 5 years, 15 in each age group. Resting-state functional connectivity (RSFC was analyzed for four regions of interest; these are the left and right anterior superior temporal gyrus (aSTG, left posterior superior temporal gyrus (pSTG, and left inferior frontal gyrus (IFG. The comparison of these RSFC maps between 3- and 5-year-olds revealed that RSFC decreases in the right aSTG and increases in the left hemisphere between aSTG seed and IFG, between pSTG seed and IFG, as well as between IFG seed and posterior superior temporal sulcus. In a subsequent analysis, functional asymmetry of the language network seeding in aSTG, pSTG and IFG was further investigated. The results showed an increase of left lateralization in both RSFC of pSTG and of IFG from ages 3 to 5 years. The IFG showed a leftward lateralized trend in 3-year-olds, while pSTG demonstrated rightward asymmetry in 5-year-olds. These findings suggest clear developmental trajectories of the language network between 3- and 5-year-olds revealed as a function of age, characterized by increasing long-range connections and dynamic hemispheric lateralization with age. Our study provides new insights into the developmental changes of a well-established functional network in young children and also offers a basis for future cross-culture and cross-age studies of the resting-state language network.

Development of the Intrinsic Language Network in Preschool Children from Ages 3 to 5 Years.

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Xiao, Yaqiong; Brauer, Jens; Lauckner, Mark; Zhai, Hongchang; Jia, Fucang; Margulies, Daniel S; Friederici, Angela D

2016-01-01

Resting state studies of spontaneous fluctuations in the functional magnetic resonance imaging (fMRI) blood oxygen level dependent signal have shown great potential in mapping the intrinsic functional connectivity of the human brain underlying cognitive functions. The aim of the present study was to explore the developmental changes in functional networks of the developing human brain exemplified with the language network in typically developing preschool children. To this end, resting-sate fMRI data were obtained from native Chinese children at ages of 3 and 5 years, 15 in each age group. Resting-state functional connectivity (RSFC) was analyzed for four regions of interest; these are the left and right anterior superior temporal gyrus (aSTG), left posterior superior temporal gyrus (pSTG), and left inferior frontal gyrus (IFG). The comparison of these RSFC maps between 3- and 5-year-olds revealed that RSFC decreases in the right aSTG and increases in the left hemisphere between aSTG seed and IFG, between pSTG seed and IFG, as well as between IFG seed and posterior superior temporal sulcus. In a subsequent analysis, functional asymmetry of the language network seeding in aSTG, pSTG and IFG was further investigated. The results showed an increase of left lateralization in both RSFC of pSTG and of IFG from ages 3 to 5 years. The IFG showed a leftward lateralized trend in 3-year-olds, while pSTG demonstrated rightward asymmetry in 5-year-olds. These findings suggest clear developmental trajectories of the language network between 3- and 5-year-olds revealed as a function of age, characterized by increasing long-range connections and dynamic hemispheric lateralization with age. Our study provides new insights into the developmental changes of a well-established functional network in young children and also offers a basis for future cross-culture and cross-age studies of the resting-state language network.

Case study: videogame distraction reduces behavioral distress in a preschool-aged child undergoing repeated burn dressing changes: a single-subject design.

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Sil, Soumitri; Dahlquist, Lynnda M; Burns, Andrew J

2013-04-01

This single-subject design study evaluated the feasibility and efficacy of passive and interactive videogame distraction on behavioral distress for a preschool-aged child receiving repeated burn dressing changes. A 4-year-old girl underwent 3 baseline and 10 videogame distraction sessions (5 passive and 5 interactive) using a restricted alternating treatments design. Observed behavioral distress was coded, and parents and nurses rated the child's distress and cooperative behavior. Relative to baseline, behavioral distress decreased and cooperative behavior increased immediately after the onset of videogame distraction. Single Case Randomization Tests revealed significantly lower behavioral distress and greater cooperation during interactive videogame distraction relative to passive videogame distraction. Interactive videogame distraction appears to be a feasible and effective pain management strategy for a preschool-aged child undergoing repeated painful medical procedures.

Distribution of ametropia in 1 170 preschool children with low vision

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Li-Li Sun

2016-03-01

Full Text Available AIM:To observe and study the distribution of ametropia in 1 170 preschool children with low vision.METHODS:Ten kindergartens in the urban area of Jinzhou were randomly selected. For the preschool children aged from 3 to 6, the vision conditions including sight test, ocular inspection, refraction status, conventional ophthalmic testing and stereo tests were conducted. The children with visionRESULTS:(1rates of abnormal vision were 6.37% in children aged 3,7.79% in those aged 4,15.24% in those aged 5 and 8.93% in those aged 6; abnormal rate in children aged 5 was significantly higher than those in the other age groups(PCONCLUSION:For preschool children with low vision, the abnormal rate is reduced with the increasing ages since the vision is gradually mature. Based on the results, hyperopia is the main causes for low vision in preschool children(aged from 3 to 6. Based on the factors of myopia, strabismus and amblyopia, it is important to conduct the general survey in curing eye diseases as early as possible.

Age dynamic of physical condition changes in pre-school age girls, schoolgirls and students, living in conditions of Eastern Siberia

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V.Y. Lebedinskiy

2017-12-01

Full Text Available Purpose: to analyze dynamic of physical condition, considering sex (females and age of the tested, living in region with unfavorable ecology. Material: we studied pre school age girls (n=1580, age 4-7 years. In the research we did not include children with chronic diseases, who were under observation. We tested schoolgirls (n=3211, age 7-17 years and girl students (n=5827, age 17-21 years, 1-4 years of study. Girl students were divided into five age groups: from 17 to 21 years. All participants lived in conditions of Eastern Siberia (Irkutsk. This region is characterized by unfavorable ecology and climate geographic characteristics. Results: in dynamic of physical condition of pre-school girls, schoolgirls and students we marked out three substantial periods of it characteristics' changes. Age 7-8 years is critical (transition from 1st to 2nd stage. The least values of these characteristics are found in older (after 17-18 years ages. In students we observed relative stabilization of these indicators. Conclusions: the received results shall be considered in building physical education training process in pre-school educational establishments, secondary comprehensive schools and higher educational establishments.

The High/Scope Preschool Curriculum Comparison Study through Age 23.

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Schweinhart, Lawrence J.; Weikart, David P.

1997-01-01

Assessed the relative effects through age 23 on young participants born in poverty of the High/Scope, Direct Instruction, and traditional Nursery School preschool curriculum models. Found against using Direct Instruction in preschool programs and for using a well-defined curriculum model based on child-initiated learning activities. (Author)

The Oral Narrative Comprehension and Production Abilities of Verbal Preschoolers on the Autism Spectrum

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Westerveld, Marleen F.; Roberts, Jacqueline M. A.

2017-01-01

Purpose: This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method: Twenty-nine preschool-age children (aged 4;0-5;9 years;months) with autism, who obtained an…

Predictors of Dietary Energy Density among Preschool Aged Children

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Nilmani N.T. Fernando

2018-02-01

Full Text Available Childhood obesity is a global problem with many contributing factors including dietary energy density (DED. This paper aims to investigate potential predictors of DED among preschool aged children in Victoria, Australia. Secondary analysis of longitudinal data for 209 mother–child pairs from the Melbourne Infant Feeding, Activity and Nutrition Trial was conducted. Data for predictors (maternal child feeding and nutrition knowledge, maternal dietary intake, home food availability, socioeconomic status were obtained through questionnaires completed by first-time mothers when children were aged 4 or 18 months. Three 24-h dietary recalls were completed when children were aged ~3.5 years. DED was calculated utilizing three methods: “food only”, “food and dairy beverages”, and “food and all beverages”. Linear regression analyses were conducted to identify associations between predictors and these three measures of children’s DED. Home availability of fruits (β: −0.82; 95% CI: −1.35, −0.29, p = 0.002 for DEDfood; β: −0.42; 95% CI: −0.82, −0.02, p = 0.041 for DEDfood+dairy beverages and non-core snacks (β: 0.11; 95% CI: 0.02, 0.20, p = 0.016 for DEDfood; β: 0.09; 95% CI: 0.02, 0.15, p = 0.010 for DEDfood+dairy beverages were significantly associated with two of the three DED measures. Providing fruit at home early in a child’s life may encourage the establishment of healthful eating behaviors that could promote a diet that is lower in energy density later in life. Home availability of non-core snacks is likely to increase the energy density of preschool children’s diets, supporting the proposition that non-core snack availability at home should be limited.

The Development of Experimentation and Evidence Evaluation Skills at Preschool Age

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Piekny, Jeanette; Grube, Dietmar; Maehler, Claudia

2014-01-01

Researchers taking a domain-general approach to the development of scientific reasoning long thought that the ability to engage in scientific reasoning did not develop until adolescence. However, more recent studies have shown that preschool children already have a basic ability to evaluate evidence and a basic understanding of experimentation. Data providing insights into when exactly in the preschool years significant gains in these abilities occur are scarce. Drawing on a sample of 138 preschool children, this longitudinal study therefore examined how children's ability to evaluate evidence and their understanding of experimentation develop between the ages of four and six. Findings showed that the ability to evaluate evidence was already well developed at age four and increased steadily and significantly over time as long as the pattern of covariation was perfect. In the case of imperfect covariation, the proportion of correct answers was low over the period of observation, but showed a significant increase between the ages of four and five. If the data did not allow relationship between variables to be inferred, the proportion of correct answers was low, with a significant increase between the ages of five and six. The children's understanding of experimentation increased significantly between the ages of five and six. The implications of these findings for age-appropriate science programs in preschool are discussed.

Tracing developmental trajectories of oppositional defiant behaviors in preschool children.

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Lourdes Ezpeleta

Full Text Available Previous studies on developmental trajectories have used ad hoc definitions of oppositional defiant behaviors (ODB, which makes it difficult to compare results. This article defines developmental trajectories of ODB from ages 3-5 based on five different standard measurements derived from three separate instruments.A sample of 622 three-year-old preschoolers, followed up at ages 4, 5, and 6, was assessed with the five measures of oppositionality answered by parents and teachers. Growth-Mixture-Modeling (GMM estimated separate developmental trajectories for each ODB measure for ages 3 to 5.The number of classes-trajectories obtained in each GMM depended on the ODB measure, but two clear patterns emerged: four trajectories (persistent low, decreasers, increasers/high increasers, persistent moderate/persistent high or three trajectories (persistent low, decreasers, increasers/high increasers. Persistent high trajectories accounted for 4.4%-9.5% of the children. The trajectories emerging from the different ODB measures at ages 3 to 5 discriminated disruptive disorders, comorbidity, use of services, and impairment at age 6, and globally showed a similar pattern, summarizing longitudinal information on oppositionality in preschool children in a similar way.Trajectories resulting from standard scales of the questionnaires have predictive validity for identifying relevant clinical outcomes, but are measure-specific. The results contribute to knowledge about the development of ODB in preschool children.

Validity Study of the "Preschool Language Scale-4" with English-Speaking Hispanic and European American Children in Head Start Programs

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Qi, Cathy H.; Marley, Scott C.

2011-01-01

The purpose of the study was to examine the psychometric properties of the "Preschool Language Scale-4" (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American).…

Listening comprehension in preschoolers: the role of memory.

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Florit, Elena; Roch, Maja; Altoè, Gianmarco; Levorato, Maria Chiara

2009-11-01

The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the relationship between memory skills and listening comprehension in the age range considered. Forty-four, 4-year-olds (mean age = 4 years and 6 months, SD = 4 months) and 40, 5-year-olds (mean age = 5 years and 4 months, SD = 5 months) participated in the study. The children were administered measures to evaluate listening comprehension ability (story comprehension), short-term and working memory skills (forward and backward word span), verbal intelligence and receptive vocabulary. Results showed that both short-term and working memory predicted unique and independent variance in listening comprehension after controlling for verbal abilities, with working memory explaining additional variance over and above short-term memory. The predictive power of memory skills was stable in the age range considered. Results also confirm a strong relation between verbal abilities and listening comprehension in 4- and 5-year-old children.

BUDESONIDE TREATMENT IN CHILDREN PRESCHOOL AGE

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E.A. Vishneva

2010-01-01

Full Text Available Bronchial asthma remains disease with wide prevalence in children different age. Inhalation corticosteroids are medications of first line of therapy in children. The article describes the ways of treatment with budesonide (Pulmicort in children preschool age. The data from different studies prove the effectiveness and safety of treatment with as turbuhaler, as nebulizer form of this drug. Key words: children, bronchial asthma, inhalational corticosteroids, budesonide.(Voprosy sovremennoi pediatrii — Current Pediatrics. 2010;9(1:76-80

Vocabulary of preschool children with typical language development and socioeducational variables.

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Moretti, Thaís Cristina da Freiria; Kuroishi, Rita Cristina Sadako; Mandrá, Patrícia Pupin

2017-03-09

To investigate the correlation between age, socioeconomic status (SES), and performance on emissive and receptive vocabulary tests in children with typical language development. The study sample was composed of 60 preschool children of both genders, aged 3 years to 5 years 11 months, with typical language development divided into three groups: G I (mean age=3 years 6 months), G II (mean age=4 years 4 months) and G III (mean age=5 years 9 months). The ABFW Child Language Test - Vocabulary and the Peabody Picture Vocabulary Test (PPVT) for emissive and receptive language were applied to the preschoolers. The socioeconomic classification questionnaire of the Brazilian Association of Survey Companies (ABEP) was applied to the preschoolers' parents/legal guardians. Data were analyzed according to the criteria of the aforementioned instruments and were arranged in Excel spreadsheet for Windows XP®. A multiple linear regression model was used, adopting a statistical significance level of 5%, to analyze the correlation between age, SES, and performance on the receptive and emissive vocabulary tests. In the ABEP questionnaire, participants were classified mostly into social level C (63.3%), followed by levels B (26.6%) and D (10%). The preschoolers investigated presented emissive and receptive vocabulary adequate for the age groups. No statistically significant difference was found for the variables age and SES regarding emissive and receptive vocabulary. Higher test scores were observed with increased age and SES, for social levels "B" compared with "D" and for "C" with "D". The variables age and socioeconomic status influenced the performance on emissive and receptive vocabulary tests in the study group.

Fitness and Your 4-to 5-Year Old

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... Staying Safe Videos for Educators Search English Español Fitness and Your 4- to 5-Year-Old KidsHealth / ... the risk of serious illnesses later in life. Fitness for Preschoolers Physical activity guidelines for preschoolers recommend ...

Executive Functioning Skills in Preschool-Age Children With Cochlear Implants

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Beer, Jessica; Kronenberger, William G.; Castellanos, Irina; Colson, Bethany G.; Henning, Shirley C.; Pisoni, David B.

2014-01-01

Purpose The purpose of this study was to determine whether deficits in executive functioning (EF) in children with cochlear implants (CIs) emerge as early as the preschool years. Method Two groups of children ages 3 to 6 years participated in this cross-sectional study: 24 preschoolers who had CIs prior to 36 months of age and 21 preschoolers with normal hearing (NH). All were tested on normed measures of working memory, inhibition-concentration, and organization-integration. Parents completed a normed rating scale of problem behaviors related to EF. Comparisons of EF skills of children with CIs were made to peers with NH and to published nationally representative norms. Results Preschoolers with CIs showed significantly poorer performance on inhibition-concentration and working memory compared with peers with NH and with national norms. No group differences were found in visual memory or organization-integration. When data were controlled for language, differences in performance measures of EF remained, whereas differences in parent-reported problems with EF were no longer significant. Hearing history was generally unrelated to EF. Conclusions This is the first study to demonstrate that EF deficits found in older children with CIs begin to emerge as early as preschool years. The ability to detect these deficits early has important implications for early intervention and habilitation after cochlear implantation. PMID:24686747

Bedtime and evening light exposure influence circadian timing in preschool-age children: A field study

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Lameese D. Akacem

2016-11-01

Full Text Available Light exposure and sleep timing are two factors that influence inter-individual variability in the timing of the human circadian clock. The aim of this study was to quantify the degree to which evening light exposure predicts variance in circadian timing over and above bedtime alone in preschool children. Participants were 21 children ages 4.5–5.0 years (4.7±0.2 years; 9 females. Children followed their typical sleep schedules for 4 days during which time they wore a wrist actigraph to assess sleep timing and a pendant light meter to measure minute-by-minute illuminance levels in lux. On the 5th day, children participated in an in-home dim-light melatonin onset (DLMO assessment. Light exposure in the 2 h before bedtime was averaged and aggregated across the 4 nights preceding the DLMO assessment. Mean DLMO and bedtime were 19:22±01:04 and 20:07±00:46, respectively. Average evening light exposure was 710.1±1418.2 lux. Children with later bedtimes (lights-off time had more delayed melatonin onset times (r=0.61, p=0.002. Evening light exposure was not independently associated with DLMO (r=0.32, p=0.08; however, a partial correlation between evening light exposure and DLMO when controlling for bedtime yielded a positive correlation (r=0.46, p=0.02. Bedtime explained 37.3% of the variance in the timing of DLMO, and evening light exposure accounted for an additional 13.3% of the variance. These findings represent an important step in understanding factors that influence circadian phase in preschool-age children and have implications for understanding a modifiable pathway that may underlie late sleep timing and the development of evening settling problems in early childhood.

Are sex differences in fundamental motor skills uniform throughout the entire preschool period?

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Kokštejn, Jakub; Musálek, Martin; Tufano, James J

2017-01-01

The aim of this study was to assess differences in fundamental motor skills (FMS) proficiency between boys and girls of each age group, independently, across the entire preschool period. Using the Movement Assessment Battery for Children-second edition, FMS proficiency was tested in 325 preschoolers (4.9 ± 1.1 y, range 3-6) using a cross-sectional design. Compared to boys of the same age, 3- and 4-year-old girls had greater total (p skill (p < .01), and balance scores (p < .05). There were no sex differences for total test or balance scores in 5- and 6-year-olds, but 6-year-old boys outperformed girls in aiming and catching (p < .001). These data not only agree with previous research in that sex differences in FMS proficiency exist in preschool children, but the data also show that differences may not be uniform throughout the whole preschool period when analyzing by age. To avoid under- or overestimating FMS proficiency and subsequently prescribing inaccurate motor intervention programs, FMS proficiency normative values should be age- and sex-specific throughout the entire preschool period.

A Developmental Examination of the Psychometric Properties and Predictive Utility of a Revised Psychological Self-Concept Measure for Preschool-Aged Children

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Jia, Rongfang; Lang, Sarah N.; Schoppe-Sullivan, Sarah J.

2015-01-01

Accurate assessment of psychological self-concept in early childhood relies on the development of psychometrically sound instruments. From a developmental perspective, the current study revised an existing measure of young children's psychological self-concepts, the Child Self-View Questionnaire (CSVQ, Eder, 1990), and examined its psychometric properties using a sample of preschool-aged children assessed at approximately 4 years old with a follow-up at age 5 (N = 111). The item compositions of lower-order dimensions were revised, leading to improved internal consistency. Factor Analysis revealed three latent psychological self-concept factors (i.e., Sociability, Control, and Assurance) from the lower-order dimensions. Measurement invariance by gender was supported for Sociability and Assurance, not for Control. Test-retest reliability was supported by stability of the psychological self-concept measurement model during the preschool years, although some evidence of increasing differentiation was obtained. Validity of children's scores on the three latent psychological self-concept factors was tested by investigating their concurrent associations with teacher-reported behavioral adjustment on the Social Competence and Behavior Evaluation Scale – Short Form (SCBE-SF, LaFreniere & Dumas, 1996). Children who perceived themselves as higher in Sociability at 5 years old displayed less internalizing behavior and more social competence; boys who perceived themselves as higher in Control at age 4 exhibited lower externalizing behavior; children higher in Assurance had greater social competence at age 4, but displayed more externalizing behavior at age 5. Implications relevant to the utility of the revised psychological self-concept measure are discussed. PMID:26098231

A developmental examination of the psychometric properties and predictive utility of a revised psychological self-concept measure for preschool-age children.

Science.gov (United States)

Jia, Rongfang; Lang, Sarah N; Schoppe-Sullivan, Sarah J

2016-02-01

Accurate assessment of psychological self-concept in early childhood relies on the development of psychometrically sound instruments. From a developmental perspective, the current study revised an existing measure of young children's psychological self-concepts, the Child Self-View Questionnaire (CSVQ; Eder, 1990), and examined its psychometric properties using a sample of preschool-age children assessed at approximately 4 years old with a follow-up at age 5 (N = 111). The item compositions of lower order dimensions were revised, leading to improved internal consistency. Factor analysis revealed 3 latent psychological self-concept factors (i.e., sociability, control, and assurance) from the lower order dimensions. Measurement invariance by gender was supported for sociability and assurance, not for control. Test-retest reliability was supported by stability of the psychological self-concept measurement model during the preschool years, although some evidence of increasing differentiation was obtained. Validity of children's scores on the 3 latent psychological self-concept factors was tested by investigating their concurrent associations with teacher-reported behavioral adjustment on the Social Competence and Behavior Evaluation Scale-Short Form (SCBE-SF; LaFreniere & Dumas, 1996). Children who perceived themselves as higher in sociability at 5 years old displayed less internalizing behavior and more social competence; boys who perceived themselves as higher in control at age 4 exhibited lower externalizing behavior; children higher in assurance had greater social competence at age 4, but displayed more externalizing behavior at age 5. Implications relevant to the utility of the revised psychological self-concept measure are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Child Sustained Attention in Preschool-Age Children

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DiCarlo, Cynthia F.; Baumgartner, Jennifer J.; Ota, Carrie; Geary, Kelly

2016-01-01

This study examined the mean duration of child attention across three teaching conditions (child choice, adult choice, or adult presentation) of 63 preschool-age children. A repeated-measures ANOVA was used to compare the means across the three teaching conditions, indicating a statistically significant difference between the teaching conditions.…

Effects of Yoga on Attention, Impulsivity, and Hyperactivity in Preschool-Aged Children with Attention-Deficit Hyperactivity Disorder Symptoms.

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Cohen, Samantha C L; Harvey, Danielle J; Shields, Rebecca H; Shields, Grant S; Rashedi, Roxanne N; Tancredi, Daniel J; Angkustsiri, Kathleen; Hansen, Robin L; Schweitzer, Julie B

2018-04-01

Behavioral therapies are first-line for preschoolers with attention-deficit hyperactivity disorder (ADHD). Studies support yoga for school-aged children with ADHD; this study evaluated yoga in preschoolers on parent- and teacher-rated attention/challenging behaviors, attentional control (Kinder Test of Attentional Performance [KiTAP]), and heart rate variability (HRV). This randomized waitlist-controlled trial tested a 6-week yoga intervention in preschoolers with ≥4 ADHD symptoms on the ADHD Rating Scale-IV Preschool Version. Group 1 (n = 12) practiced yoga first; Group 2 (n = 11) practiced yoga second. We collected data at 4 time points: baseline, T1 (6 weeks), T2 (12 weeks), and follow-up (3 months after T2). At baseline, there were no significant differences between groups. At T1, Group 1 had faster reaction times on the KiTAP go/no-go task (p = 0.01, 95% confidence interval [CI], -371.1 to -59.1, d = -1.7), fewer distractibility errors of omission (p = 0.009, 95% CI, -14.2 to -2.3, d = -1.5), and more commission errors (p = 0.02, 95% CI, 1.4-14.8, d = 1.3) than Group 2. Children in Group 1 with more severe symptoms at baseline showed improvement at T1 versus control on parent-rated Strengths and Difficulties Questionnaire hyperactivity inattention (β = -2.1, p = 0.04, 95% CI, -4.0 to -0.1) and inattention on the ADHD Rating Scale (β = -4.4, p = 0.02, 95% CI, -7.9 to -0.9). HRV measures did not differ between groups. Yoga was associated with modest improvements on an objective measure of attention (KiTAP) and selective improvements on parent ratings.

Developing a medical picture book for reducing venipuncture distress in preschool-aged children.

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Tsao, Ying; Kuo, Hui-Chen; Lee, Hsui-Chuan; Yiin, Shuenn-Jiun

2017-10-01

Distress associated with needle-related procedures is a major concern in preschool-aged children nursing. This study developed a medical picture book for supporting preschool-aged children facing a venipuncture and determined the effectiveness of such a book intervention in decreasing behavioural distress. The picture book was designed in 3 stages: developing stories on medical situations, penning the text, and drafting the book. We conducted a quasiexperimental study to examine the effectiveness of the book. The behavioural distress of the control and picture book groups were assessed before, during, and after the intervention by using the Observational Scale of Behavioral Distress-Revised (OSBD-R). We created a 12-page picture book, Sick Rui-Rui Bear, in which cartoon characters were depicted undergoing venipunctures, as a guide for vein injection and for facilitating positive venipuncture outcomes in preschool-aged children. Over time, the OSBD-R scores of the picture book group were significantly lower than those of the control group (P book be routinely read and used during venipunctures to decrease procedural distress in preschool-aged children. © 2017 John Wiley & Sons Australia, Ltd.

The importance of stimulation of sensory perception by preschool-aged children with visual impairment

OpenAIRE

NOHAVOVÁ, Lenka

2014-01-01

This bachelor thesis engages in the topic "Stimulation of sense perception for sight-impaired children at preschool age". The theoretical section of the bachelor thesis is divided into four chapters. The first chapter focuses on the sight-impaired individual, the second chapter deals with the development of a preschool-aged child, the next chapter is concerned with the preschool education of sight-impaired children and the last chapter focuses on sense perception for those children. The main ...

Gender labelling of toys in children of preschool age

OpenAIRE

Knapeková, Lívia

2016-01-01

The bachelor thesis deals with preschool children's play in the context of gender. The theoretical part is divided into three main chapters. The first one is devoted to the essence of play and its function for the child, the second one describes the main areas of child development at preschool age and the last chapter is devoted mainly to gender socialization and role of play in it. The practical part has the form of semi- structured interviews, which aimed to find out the extent of gender de...

Schistosoma mansoni and soil-transmitted helminths among preschool-aged children in Chuahit, Dembia district, Northwest Ethiopia: prevalence, intensity of infection and associated risk factors

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Agersew Alemu

2016-05-01

Full Text Available Abstract Background Intestinal schistosomiasis and soil-transmitted helminthiasis are the major public health problems globally. Compared with any other age group, pre-school aged children and school-aged children are the most exposed. There are few studies showing the burden of intestinal schistosomiasis, and soil-transmitted helminthiasis among pre-school aged children in Ethiopia. Hence, this study aimed to assess the prevalence of schistosoma mansoni and soil-transmitted helminths and associated risk factors among preschool aged children of Chuahit and surrounding Kebeles, Northwest Ethiopia. Methods A community based cross sectional study was conducted from February 2 to March 27 2015. Four hundred one preschool-aged children were included in the study by using two stage cluster sampling technique. Pretested structured questionnaire was employed to collected data via face-to-face interview technique. A single stool specimen was collected, and a portion of the sample was processed by Kato Katz method. Results Of the total children, 141 (35.2 % harbored one or more intestinal helminthes. Schistosoma mansoni was found in 45 (11.2 % of preschool age children. Ascaris lumbricoides was the predominant isolate, 77 (19.2 % followed by S. mansoni, 45 (11.2 %. The least parasites isolated were Tania species, 2 (0.5 %. After adjusting for other variables, being mothers who did not have the habit of washing hands after toilet (AOR = 7.3, 95%CI: 2.97–17.95, being occupationally housewife mothers (AOR = 8.9, 95%CI: 2.27–25.4, using protected spring water as a main family source of water (AOR = 3.9, 95%CI: 1.2–12.3 and child habit of not wearing shoe (AOR = 1.91, 95%CI: 1.01–3.64 were significantly associated with high prevalence of soil-transmitted helminthiasis among preschool-age children in Chuahit. Conclusion The current study showed that relatively higher level of STH and S. mansoni among preschool-aged children in

Schistosoma mansoni and soil-transmitted helminths among preschool-aged children in Chuahit, Dembia district, Northwest Ethiopia: prevalence, intensity of infection and associated risk factors.

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Alemu, Agersew; Tegegne, Yalewayker; Damte, Demekech; Melku, Mulugeta

2016-05-23

Intestinal schistosomiasis and soil-transmitted helminthiasis are the major public health problems globally. Compared with any other age group, pre-school aged children and school-aged children are the most exposed. There are few studies showing the burden of intestinal schistosomiasis, and soil-transmitted helminthiasis among pre-school aged children in Ethiopia. Hence, this study aimed to assess the prevalence of schistosoma mansoni and soil-transmitted helminths and associated risk factors among preschool aged children of Chuahit and surrounding Kebeles, Northwest Ethiopia. A community based cross sectional study was conducted from February 2 to March 27 2015. Four hundred one preschool-aged children were included in the study by using two stage cluster sampling technique. Pretested structured questionnaire was employed to collected data via face-to-face interview technique. A single stool specimen was collected, and a portion of the sample was processed by Kato Katz method. Of the total children, 141 (35.2 %) harbored one or more intestinal helminthes. Schistosoma mansoni was found in 45 (11.2 %) of preschool age children. Ascaris lumbricoides was the predominant isolate, 77 (19.2 %) followed by S. mansoni, 45 (11.2 %). The least parasites isolated were Tania species, 2 (0.5 %). After adjusting for other variables, being mothers who did not have the habit of washing hands after toilet (AOR = 7.3, 95%CI: 2.97-17.95), being occupationally housewife mothers (AOR = 8.9, 95%CI: 2.27-25.4), using protected spring water as a main family source of water (AOR = 3.9, 95%CI: 1.2-12.3) and child habit of not wearing shoe (AOR = 1.91, 95%CI: 1.01-3.64) were significantly associated with high prevalence of soil-transmitted helminthiasis among preschool-age children in Chuahit. The current study showed that relatively higher level of STH and S. mansoni among preschool-aged children in Chuahit. This finding calls for a need of public health education

Urinary schistosomiasis among preschool-aged children in Sahelian rural communities in Mali

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Doumbo Ogobara K

2011-02-01

Full Text Available Abstract Background Mass chemotherapy with praziquantel is the main control strategy for schistosomiasis in Mali. However, in the national control programme for schistosomiasis and soil-transmitted helminthiasis, infants and preschool-aged children are overlooked in preventive chemotherapy campaigns. We therefore determined the prevalence and intensity of urinary schistosomiasis in children between the ages 1-4 years in three villages across Diema health district, a rural community with endemic schistosomiasis in Mali. For Schistosoma haematobium diagnosis, a single urine sample of 10 ml obtained from each child was subjected to the standard urine filtration method. Results Of the 338 children examined 173 (51.2% were infected. Both prevalence and intensity of infection varied significantly between communities (p Conclusion Our study showed that preschool children living closely to lakes across in Mali are at high risk to be infected by schistosomiasis and contributed largely to the transmission; therefore schistosomiasis control interventions should also target infants in addition to school children and adults in endemic areas.

FLUIDITY SPEECH FORMATION AS A QUALITATIVE CHARACTERISTIC OF THE ORAL STATEMENT OF PRESCHOOL AGE CHILDREN WITH STUTTER

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E. A. Borisova

2014-01-01

Full Text Available The research objective is to disclose the subject matter of speech therapy work focused on fluidity speech formation of preschool age children, suffering stutter. Stutter is a difficult disorder of articulation organs suchthat the tempo-rhythmical organisation of statements is distressed that leads to defects and failures of dialogue system, negatively influences on individual development of the child; more specifically it generates the mental stratifications, specific features of emotional-volitional sphere, and causes undesirable qualities ofcharacter such as shyness, indecision, isolation, negativism. The author notes that the problem of early stutter correction among junior preschool-aged children considered as topical and immediate issue. Methods. Concerning the clinical, physiological, psychological and psychologic-pedagogical positions, the author summarizes theoretical framework; an experimentally-practical approbation of an author's method of speech fluidity and stutter abolition of preschool children is described. Stage-by-stage process of correction,spontaneous and non-convulsive speech formation: 1. restraint mode application in order to decrease incorrect verbal output; 2. training exercises to long phonatory and speech expiration; 3. development of coordination and movements rhythm helping to pronounce words and phrases; 4. formation of situational speech, at first consisted of short sentences, then passing to long ones; 5. training to coherent text statements. The research demonstrates data analyses of postexperimental diagnostic examination of stuttering preschool children, proving the efficiency of the author’s applied method. Scientific novelty. The research findings demonstrate a specific approach to correction and stutter abolition of preschool children. Proposed author’s approach consists of complementary to each other directions of speech therapy work which are combines in the following way: coherent speech

Prognosis of Preschool Eczema and Factors of Importance for Remission.

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Johansson, Emma Kristin; Bergström, Anna; Kull, Inger; Lind, Tomas; Söderhäll, Cilla; Melén, Erik; Asad, Samina; Bradley, Maria; Liedén, Agne; Ballardini, Natalia; Wahlgren, Carl-Fredrik

2018-03-02

Information on factors of importance for remission of eczema is scarce. This study explored factors related to the remission and course of preschool eczema (eczema at 1, 2 and/or 4 years of age) to 16 years of age (n = 889) in a Swedish cohort. Half of the children were in complete remission by school age. In multivariate prognostic models, persistent preschool eczema (eczema at 1, 2 and 4 years of age) (odds ratio 0.27 (95% confidence interval 0.18-0.41)), preschool eczema with sleep disturbance (due to itch at least once a week at 1, 2 and/or 4 years of age) (0.59 (0.43-0.81)), parental allergy (0.73 (0.55-0.96)), parental smoking at child's birth (0.70 (0.50-0.99)) and filaggrin mutation (R501X, R2447X, 2282del4) (0.47 (0.26-0.85)) were inversely associated with complete remission by school age. Male sex (1.37 (1.03-1.82)) and exclusive breastfeeding ≥4 months (1.44 (1.01-2.05)) were positively associated with complete remission by school age. In conclusion, half of the children with preschool eczema were in complete remission by school age. The most important prognostic factors were persistent preschool eczema and preschool eczema with sleep disturbance due to itch.

Relational Aggression in Children with Preschool-Onset Psychiatric Disorders

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Belden, Andy C.; Gaffrey, Michael S.; Luby, Joan L.

2012-01-01

Objective: The role of preschool-onset (PO) psychiatric disorders as correlates and/or risk factors for relational aggression during kindergarten or first grade was tested in a sample of 146 preschool-age children (age 3 to 5.11 years). Method: Axis-I diagnoses and symptom scores were derived using the Preschool Age Psychiatric Assessment.…

Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition.

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Lindau, Tâmara Andrade; Rossi, Natalia Freitas; Giacheti, Celia Maria

2016-01-01

The objective was to test whether the Brazilian version of the Preschool Language Assessment Instrument - Second Edition (PLAI-2) has the potential to assess and identify differences in typical language development of Portuguese-speaking preschoolers. The study included 354 children of both genders with typical language development who were between the ages of 3 years and 5 years 11 months. The version of the PLAI-2 previously translated into Brazilian Portuguese was used to assess the communication skills of these preschool-age children. Statistically significant differences were found between the age groups, and the raw score tended to increase as a function of age. With nonstandardized assessments, the performances of the younger groups revealed behavioral profiles (e.g., nonresponsive, impulsive behavior) that directly influenced the evaluation. The findings of this study show that the PLAI-2 is effective in identifying differences in language development among Brazilian children of preschool age. Future research should include studies validating and standardizing these findings. © 2016 S. Karger AG, Basel.

Neuropsychological Assessment at Preschool Age: Adaptation and Validation of the McCarthy Scales of Children's Abilities to 4 Year-old Basque-speaking Children.

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Andiarena, Ainara; Balluerka, Nekane; Gorostiaga, Arantxa; Ibarluzea, Jesús

2017-10-23

Early neuropsychological assessment provides important information for clinical practice and research. As previously no tool for neuropsychological assessment has been developed in or adapted to Basque, the aim of this study was to adapt and validate the McCarthy Scales of Children's Abilities for 4 years old children. The adaptation and validation of the original instrument followed the methodological steps established by the International Test Commission. We examined the psychometric properties of the adapted instrument in 273 Basque preschool children (aged between 4 years and 4 months and 4 years and 11 months; 52.2% boys). Confirmatory factor analysis showed satisfactory fit indexes except for the General Cognitive and Memory scales. Most scales presented adequate internal consistency (Reliability coefficients ranged between .55 and .81). The Basque version also showed evidence of validity based on the relationship between neuropsychological development and sex, parental education, attention deficit hyperactivity disorder-like behaviours and early neurodevelopment (p < .05; effect sizes ranged between Cohen's d = .26 and .52 and r = .15 and 39). The Basque MSCA can be regarded as a useful tool to evaluate cognitive and psychomotor development in preschool children.

Understanding Participation of Preschool-Age Children with Cerebral Palsy

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Chiarello, Lisa Ann; Palisano, Robert J.; Orlin, Margo N.; Chang, Hui-Ju; Begnoche, Denise; An, Mihee

2012-01-01

Participation in home, school, and community activities is a primary outcome of early intervention services for children with disabilities and their families. The objectives of this study were to (a) describe participation of preschool-age children with cerebral palsy (CP); (b) determine effects of sex, age, and gross motor function on intensity…

Dietary Intake of Trans Fatty Acids in Children Aged 4–5 in Spain: The INMA Cohort Study

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Alexander Scholz

2016-10-01

Full Text Available Trans fatty acid (TFA intake has been identified as a health hazard in adults, but data on preschool children are scarce. We analyzed the data from the Spanish INMA Project to determine the intake of total, industrial and natural TFA, their main sources and the associated socio-demographic and lifestyle factors in children aged 4–5 (n = 1793. TFA intake was estimated using a validated Food Frequency Questionnaire, and multiple linear regression was used to explore associated factors. The mean daily intakes of total, industrial and natural TFA were 1.36, 0.60, and 0.71 g/day, respectively. Ten percent of the children obtained >1% of their energy intake from TFA. The main sources of industrial TFA were fast food, white bread and processed baked goods. Milk, red and processed meat and processed baked goods were the main sources of natural TFA. Having parents from countries other than Spain was significantly associated with higher natural TFA (in mg/day intake (β 45.5 and television viewing was significantly associated with higher industrial TFA intake (β 18.3. Higher fruits and vegetables intake was significantly associated with lower intakes of all TFAs, whereas higher sweetened beverages intake was significantly associated with lower total and natural TFA intake. Thus, total and industrial TFA intake was associated with less healthy food patterns and lifestyles in Spanish preschool children.

Epidemiology of Soil-Transmitted Helminth and Intestinal Protozoan Infections in Preschool-Aged Children in the Amhara Region of Ethiopia.

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Aiemjoy, Kristen; Gebresillasie, Sintayehu; Stoller, Nicole E; Shiferaw, Ayalew; Tadesse, Zerihun; Chanyalew, Melsew; Aragie, Solomon; Callahan, Kelly; Keenan, Jeremy D

2017-04-01

AbstractIntestinal parasites are important contributors to global morbidity and mortality and are the second most common cause of outpatient morbidity in Ethiopia. This cross-sectional survey describes the prevalence of soil-transmitted helminths and intestinal protozoa in preschool children 0-5 years of age in seven communities in the Amhara region of Ethiopia, and investigates associations between infection, household water and sanitation characteristics, and child growth. Stool samples were collected from children 0-5 years of age, 1 g of sample was preserved in sodium acetate-acetic acid-formalin, and examined for intestinal helminth eggs and protozoa cysts ether-concentration method. A total of 212 samples were collected from 255 randomly selected children. The prevalence of Ascaris lumbricoides , Trichuris trichiura , and hookworm were 10.8% (95% confidence interval [CI] 6.6-15.1), 1.4% (95% CI = 0-3.0), and 0% (95% CI = 0-1.7), respectively. The prevalence of the pathogenic intestinal protozoa Giardia lamblia and Entamoeba histolytica / dispar were 10.4% (95% CI = 6.2-14.6) and 3.3% (95% CI = 0.09-5.7), respectively. Children with A. lumbricoides infections had lower height-for-age z -scores compared with those without, but were not more likely to have stunting. Compared with those without G. lamblia , children with G. lamblia infections had lower weight-for-age and weight-for-height z -scores and were more than five times as likely to meet the z -score definition for wasting (prevalence ratio = 5.42, 95% CI = 2.97-9.89). This article adds to a growing body of research on child growth and intestinal parasitic infections and has implications for their treatment and prevention in preschool-aged children.

Efficacy of Attention Regulation in Preschool-Age Children Who Stutter: A Preliminary Investigation

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Johnson, Kia N.; Conture, Edward G.; Walden, Tedra A.

2012-01-01

Purpose: This preliminary investigation assessed the attentional processes of preschool-age children who do (CWS) and do not stutter (CWNS) during Traditional cueing and Affect cueing tasks. Method: Participants consisted of 12 3- to 5-year-old CWS and the same number of CWNS (all boys). Both talker groups participated in two tasks of shifting and…

Teenage outcomes after speech and language impairment at preschool age

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Ek U

2012-05-01

Full Text Available Ulla Ek1, Fritjof Norrelgen3,4, Joakim Westerlund2, Andrea Dahlman5, Elizabeth Hultby5, Elisabeth Fernell61Department of Special Education, 2Department of Psychology, Stockholm University, Stockholm, Sweden; 3Department of Speech and Language Pathology, Karolinska University Hospital, Stockholm, Sweden; 4Department of Clinical Neuroscience, 5CLINTEC/Division of Speech and Language Pathology, Karolinska Institutet, Stockholm, Sweden; 6The Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg and the Research and Development Centre, Skaraborg Hospital, Skövde, SwedenAim: Ten years ago, we published developmental data on a representative group of children (n = 25 with moderate or severe speech and language impairment, who were attending special preschools for children. The aim of this study was to perform a follow-up of these children as teenagers.Methods: Parents of 23 teenagers participated in a clinical interview that requested information on the child's current academic achievement, type of school, previous clinical assessments, and developmental diagnoses. Fifteen children participated in a speech and language evaluation, and 13 participated in a psychological evaluation.Results: Seven of the 23 teenagers had a mild intellectual disability, and another three had borderline intellectual functioning. Nine had symptoms of disorders on the autism spectrum; five of these had an autism spectrum disorder, and four had clear autistic traits. Six met criteria for attention-deficit hyperactivity disorder (ADHD/subthreshold ADHD. Thirteen of 15 teenagers had a moderate or severe language impairment, and 13 of 15 had a moderate or severe reading impairment. Overlapping disorders were frequent. None of the individuals who underwent the clinical evaluation were free from developmental problems.Conclusion: A large number of children with speech and language impairment at preschool age had persistent language problems and/or met the

Acute appendicitis in preschoolers: a study of two different populations of children

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Sivridis Efthimios

2011-07-01

Full Text Available Abstract Objective To assess the incidence and the risk factors implicated in acute appendicitis in preschoolers in our region. Methods Over a 7-year period, 352 children underwent appendectomy for suspected acute appendicitis. Of these, data for 23 children were excluded because no inflammation of the appendix was found on subsequent histology. Of the remaining 329, 82 were ≤ 5 years old (i.e., preschool children and 247 were 5-14 years old. These two groups of children were further divided according to their religion into Muslims and Christian Orthodox: 43 of the children aged ≤ 5 years were Muslims and 39 were Christian Orthodox. A household questionnaire was designed to collect data concerning age, gender, type of residence area, living conditions, vegetable consumption, and family history of surgery for acute appendicitis as preschool children. The removed appendices were also assessed histologically for the amount of lymphoid tissue. Results Acute appendicitis of preschoolers developed more frequently in Muslims (39.4% than in Christians (17.7%; p p p > 0.05. Conclusions In our region, the percentage of preschool-aged Muslim children with acute appendicitis was remarkably high. One possible explanation for this finding could be the higher amount of lymphoid tissue in the wall of the appendix in Muslim preschool children together with their low standard of hygiene.

Are sex differences in fundamental motor skills uniform throughout the entire preschool period?

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Jakub Kokštejn

Full Text Available The aim of this study was to assess differences in fundamental motor skills (FMS proficiency between boys and girls of each age group, independently, across the entire preschool period. Using the Movement Assessment Battery for Children-second edition, FMS proficiency was tested in 325 preschoolers (4.9 ± 1.1 y, range 3-6 using a cross-sectional design. Compared to boys of the same age, 3- and 4-year-old girls had greater total (p < .01, fine motor skill (p < .01, and balance scores (p < .05. There were no sex differences for total test or balance scores in 5- and 6-year-olds, but 6-year-old boys outperformed girls in aiming and catching (p < .001. These data not only agree with previous research in that sex differences in FMS proficiency exist in preschool children, but the data also show that differences may not be uniform throughout the whole preschool period when analyzing by age. To avoid under- or overestimating FMS proficiency and subsequently prescribing inaccurate motor intervention programs, FMS proficiency normative values should be age- and sex-specific throughout the entire preschool period.

Emotional reactivity and regulation in preschool-age children who stutter.

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Ntourou, Katerina; Conture, Edward G; Walden, Tedra A

2013-09-01

This study experimentally investigated behavioral correlates of emotional reactivity and emotion regulation and their relation to speech (dis)fluency in preschool-age children who do (CWS) and do not (CWNS) stutter during emotion-eliciting conditions. Participants (18 CWS, 14 boys; 18 CWNS, 14 boys) completed two experimental tasks (1) a neutral ("apples and leaves in a transparent box," ALTB) and (2) a frustrating ("attractive toy in a transparent box," ATTB) task, both of which were followed by a narrative task. Dependent measures were emotional reactivity (positive affect, negative affect), emotion regulation (self-speech, distraction) exhibited during the ALTB and the ATTB tasks, percentage of stuttered disfluencies (SDs) and percentage of non-stuttered disfluencies (NSDs) produced during the narratives. Results indicated that preschool-age CWS exhibited significantly more negative emotion and more self-speech than preschool-age CWNS. For CWS only, emotion regulation behaviors (i.e., distraction, self-speech) during the experimental tasks were predictive of stuttered disfluencies during the subsequent narrative tasks. Furthermore, for CWS there was no relation between emotional processes and non-stuttered disfluencies, but CWNS's negative affect was significantly related to nonstuttered disfluencies. In general, present findings support the notion that emotional processes are associated with childhood stuttering. Specifically, findings are consistent with the notion that preschool-age CWS are more emotionally reactive than CWNS and that their self-speech regulatory attempts may be less than effective in modulating their emotions. The reader will be able to: (a) communicate the relevance of studying the role of emotion in developmental stuttering close to the onset of stuttering and (b) describe the main findings of the present study in relation to previous studies that have used different methodologies to investigate the role of emotion in developmental

Developmental stability in gender-typed preferences between infancy and preschool age.

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Lauer, Jillian E; Ilksoy, Sibel D; Lourenco, Stella F

2018-04-01

Infants exhibit visual preferences for gender-typed objects (e.g., dolls, toy vehicles) that parallel the gender-typed play preferences of preschool-aged children, but the developmental stability of individual differences in early emerging gender-typed preferences has not yet been characterized. In the present study, we examined the longitudinal association between infants' (N = 51) performance on an object-preference task, administered between 6 and 13 months of age, and their play preferences at 4 years of age. Greater visual interest in a toy truck relative to a doll in infancy predicted significantly greater male-typical toy and activity preferences (e.g., play with vehicles, videogames) at age 4. These findings suggest that gender-typed object preferences present during the 1st year of life may represent the developmental precursors of gender-typed play preferences observed later in childhood. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Correlation analysis of electronic products with myopia in preschool and school aged children

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Li-Li Sun

2016-02-01

Full Text Available AIM: To explore the influence of electronic products on myopia in preschool and school aged children, and the development regularities of myopia, to formulate reasonable guidelines for using eyes healthily, and lay a solid foundation for the prevention and control work. METHODS: This retrospective analysis enrolled 900 3～12 years old children from outpatients department, and all of them were established individualized archives, recording: uncorrected visual acuity, optometry, slit lamp, ophthalmoscopy, strabismus inspection results; recording eye usage condition on TVs, computers, mobile phones, iPad, homework, extra-curricular books. Statistical analyze the refractive status of each age group, the use of electronic products of different age groups and their correlation with refractive status. RESULTS: The number of preschool children with normal uncorrected visual acuity was more than that of early school-age children, and the difference was statistically significant(PP>0.05; the number of children aged 7～12(early school aged childrenwith myopia was more than that of children aged 3～6(preschool childrenand the difference was statistically significant(PCONCLUSION: For preschool children, it is necessary to conduct early screening, health guidance, the establishment of personalized medical records and one-to-one personalized guidance; it is also needed to avoid the arduous learning task with the stacking usage of eyes, to fight for myopia and to control the development of myopia. Therefore, to reduce the use of electronic products has become a topic worthy of further study.

Appearances Are Deceiving: Observing the World as It Looks and How It Really Is—Theory of Mind Performances Investigated in 3-, 4-, and 5-Year-Old Children

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Lucia Bigozzi

2016-01-01

Full Text Available Appearance-reality (AR distinction understanding in preschoolers is worth of further consideration. This also goes for its relationship with false-belief (FB understanding. This study helped fill these gaps by assessing 3-, 4-, and 5-year-old children’s performances on an appearance-reality distinction task and by investigating relationships with unexpected location, deceptive content, and deception comprehension task performances. 91 preschoolers participated in this study divided into 3 groups: (1 37 children, M-age 3.4 years; (2 23 children, M-age 4.5 years; (3 31 children, M-age 5.4 years. A developmental trend was found where appearance-reality distinction understanding was significantly influenced by age. If wrong answers were particularly high by 3-year-old children, they greatly decreased by 4- and 5-year-old children. 3-year-old children also tended to fail in FB tasks; instead 4- and 5-year-old children performed AR tasks better than FB tasks. Theoretical and practical implications were discussed.

Relationship between nutritional status, psychosocial stimulation, and cognitive development in preschool children in Indonesia.

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Warsito, Oktarina; Khomsan, Ali; Hernawati, Neti; Anwar, Faisal

2012-10-01

The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was 76.7 ± 2.5 (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P education (P = 0.002) and nutritional status based on the height index for age (P = 0.028) had a positive and significant effect on cognitive development of the preschool children (adjusted R(2), 0.434; P = 0.028).

Shorter preschool, leukocyte telomere length is associated with obesity at age 9 in Latino children.

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Kjaer, T W; Faurholt-Jepsen, D; Mehta, K M; Christensen, V B; Epel, E; Lin, J; Blackburn, E; Wojcicki, J M

2018-04-01

The aim of this study was to determine the potential role of leukocyte telomere length as a biomarker for development of childhood obesity in a low-income Latino population. A birth cohort of Latino children (N = 201) in San Francisco (recruited May 2006-May 2007) was followed until age 9 and assessed annually for obesity and dietary intake. Leukocyte telomere length was measured at 4 and 5 years (n = 102) and assessed as a predictor for obesity at age 9, adjusting for known risk factors. Furthermore, leukocyte telomere length at age 4 and 5 was evaluated as a possible mediator of the relationship between excessive sugar-sweetened beverage consumption and obesity at age 9. Shorter leukocyte telomere length in preschoolers was associated with obesity at age 9 (adjusted odds ratio 0.35, 95% confidence interval 0.13-0.94) after adjustment for known risk factors. Telomere length mediated 11% of the relationship between excessive sugar-sweetened beverage consumption and obesity. Shorter leukocyte telomere length may be an indicator of future obesity risk in high-risk populations as it is particularly sensitive to damage from oxidative stress exposure, including those from sugar-sweetened beverages. © 2017 World Obesity Federation.

Psychometrics of the preschooler physical activity parenting practices instrument among a Latino sample.

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O'Connor, Teresia M; Cerin, Ester; Hughes, Sheryl O; Robles, Jessica; Thompson, Deborah I; Mendoza, Jason A; Baranowski, Tom; Lee, Rebecca E

2014-01-15

Latino preschoolers (3-5 year old children) have among the highest rates of obesity. Low levels of physical activity (PA) are a risk factor for obesity. Characterizing what Latino parents do to encourage or discourage their preschooler to be physically active can help inform interventions to increase their PA. The objective was therefore to develop and assess the psychometrics of a new instrument: the Preschooler Physical Activity Parenting Practices (PPAPP) among a Latino sample, to assess parenting practices used to encourage or discourage PA among preschool-aged children. Cross-sectional study of 240 Latino parents who reported the frequency of using PA parenting practices. 95% of respondents were mothers; 42% had more than a high school education. Child mean age was 4.5 (±0.9) years (52% male). Test-retest reliability was assessed in 20%, 2 weeks later. We assessed the fit of a priori models using Confirmatory factor analyses (CFA). In a separate sub-sample (35%), preschool-aged children wore accelerometers to assess associations with their PA and PPAPP subscales. The a-priori models showed poor fit to the data. A modified factor structure for encouraging PPAPP had one multiple-item scale: engagement (15 items), and two single-items (have outdoor toys; not enroll in sport-reverse coded). The final factor structure for discouraging PPAPP had 4 subscales: promote inactive transport (3 items), promote screen time (3 items), psychological control (4 items) and restricting for safety (4 items). Test-retest reliability (ICC) for the two scales ranged from 0.56-0.85. Cronbach's alphas ranged from 0.5-0.9. Several sub-factors correlated in the expected direction with children's objectively measured PA. The final models for encouraging and discouraging PPAPP had moderate to good fit, with moderate to excellent test-retest reliabilities. The PPAPP should be further evaluated to better assess its associations with children's PA and offers a new tool for measuring PPAPP

Age Specifics of Cognitive Activity Development in Preschool Age

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Klopotova E.E.; Samkova I.A.

2017-01-01

This paper present results of the research on the specifics of cognitive activity development in preschool children. The hypothesis tested was that content and dynamic components of cognitive activity reveal themselves in a different way depending on the stage of preschool childhood. The authors reviewed the diagnostic tools suitable for studying cognitive activity in preschoolers and selected the techniques. The research proved that content and dynamic components of cognitive activity have t...

"Pre-schoolers in the playground" an outdoor physical activity intervention for children aged 18 months to 4 years old: study protocol for a pilot cluster randomised controlled trial.

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Barber, Sally E; Jackson, Cath; Akhtar, Shaheen; Bingham, Daniel D; Ainsworth, Hannah; Hewitt, Catherine; Richardson, Gerry; Summerbell, Carolyn D; Pickett, Kate E; Moore, Helen J; Routen, Ash C; O'Malley, Claire L; Brierley, Shirley; Wright, John

2013-10-09

The pre-school years are considered critical for establishing healthy lifestyle behaviours such as physical activity. Levels of physical activity track through childhood into adulthood, thus establishing habitual physical activity early in life is vital. Time spent outdoors is associated with greater physical activity and playground interventions have been shown to increase physical activity in school aged children. There are few pre-school, playground-based interventions, and evaluations of these have found mixed results. A recent report published by the UK Chief Medical Officer (CMO) highlighted that new interventions to promote movement in the early years (0-5 years old) are needed. The aim of this study is to undertake a pilot cluster randomised controlled trial (RCT) of an outdoor playground-based physical activity intervention for parents and their children aged 18 months to 4 years old ("Pre-schoolers in the Playground"; PiP) and to assess the feasibility of conducting a full scale cluster RCT. The PiP intervention is grounded in behavioural theory (Social Cognitive Theory), and is in accordance with the CMO guidance for physical activity in the early years. It is informed by existing literature and data collected from focus groups with parents. One hundred and fifty pre-school children affiliated to 10 primary schools will be recruited. Schools will be randomised to either the PiP intervention arm or the control arm (usual practice). Children in the intervention arm will be invited to attend three 30 minute outdoor play sessions per week for 30 weeks (3 school terms) at the school. Feasibility will be assessed by examining recruitment rates, attendance, attrition, acceptability of the trial and of the PiP intervention to parents, fidelity of intervention implementation, capability and capacity for schools to deliver the intervention. Health outcomes and the feasibility of outcome measurement tools will be assessed. These include physical activity via

The discriminative capacity of CBCL/1½-5 -DSM5 scales to identify disruptive and internalizing disorders in preschool children

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Osa, Nuria de la

2016-01-01

This paper studies the discriminative capacity of CBCL/1½-5 (Manual for the ASEBA Preschool-Age Forms & Profiles, University of Vermont, Research Center for Children, Youth, & Families, Burlington, 2000) DSM5 scales attention deficit and hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), anxiety and depressive problems for detecting the presence of DSM5 (DSM5 diagnostic and statistical manual of mental disorders, APA, Arlington, 2013) disorders, ADHD, ODD, Anxiety and Mood di...

DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS

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Neli VASILEVA

2015-11-01

Full Text Available Introduction: Experimental data in preschool aged children proves the determining role of the auditory and visual processes for future reading skills, therefore the investigation of complex forms of visual perception in this age period is diagnostically important. Objectives: Basic aim of the research is assessment of the sensitive period for the non-verbal perceptive operations in pre-school aged children, and determination of subgroup with low results for non-verbal perception. Methods: The dynamics of the visual per-ception (visual gnosis in typically develop¬ing children were tested with an adapted version of the Poppelreuter-Ghent Test for figure-ground segregation. The total number of overlapping objects is 33, grouped accor¬ding to the level of difficulty. The children are given a group of objects separately in a following sequence and they should segregate and name the objects. Results: A number of 365 typically developing children without diagnosis of visual disorders and without corrected visus took part in the research. All children, aged 4, 5, and 6 from three different settlements attend state nursery schools and have Bulgarian as a mother tongue. A three-factor dispersion analysis was held to define the statistical significance of the independent factors age, gender and settlement. The research’s data define the 5 year olds as sensitive about the dynamics of the complex forms of visual perception, compared to the four year old children (page of six demonstrate a low rating

Validation of Global Lung Function Initiative and All Ages Reference Equations for Forced Spirometry in Healthy Spanish Preschoolers.

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Martín de Vicente, Carlos; de Mir Messa, Inés; Rovira Amigo, Sandra; Torrent Vernetta, Alba; Gartner, Silvia; Iglesias Serrano, Ignacio; Carrascosa Lezcano, Antonio; Moreno Galdó, Antonio

2018-01-01

Recent publication of multi-ethnic spirometry reference equations for subjects aged from 3-95 years aim to avoid age-related discontinuities and provide a worldwide standard for interpreting spirometric test results. To assess the agreement of the Global Lung Function Initiative (GLI-2012) and All ages (FEV 0.5 ) reference equations with the Spanish preschool lung function data. To verify the appropriateness of these reference values for clinical use in Spanish preschool children. Spirometric measurements were obtained from children aged 3 to 6 years attending 10 randomly selected schools in Barcelona (Spain). Stanojevic's quality control criteria were applied. Z-scores were calculated for the spirometry outcomes based on the GLI equations. If the z-score (mean) of each parameter was close to 0, with a maximum variance of ± 0.5 from the mean and a standard deviation of 1, the GLI-2012 equations would be applicable in our population. Of 543 children recruited, 405 (74.6%) were 'healthy', and of these, 380 were Caucasians. Of these 380, 81.6% (169 females, 141 males) performed technically acceptable and reproducible maneuvers to assess FEVt, and 69.5% achieved a clear end-expiratory plateau. Z-scores for FVC, FEV 1 , FEV 1 /FVC, FEV 0.75 , FEV 0.75 /FVC, FEV 0.5 , FEF 75 and FEF 25-75 all fell within ± 0.5, except for FEV 1 /FVC (0.53 z-scores). GLI equations are appropriate for Spanish preschool children. These data provide further evidence to support widespread application of the GLI reference equations. Copyright © 2017 SEPAR. Publicado por Elsevier España, S.L.U. All rights reserved.

Assessment of polycyclic aromatic hydrocarbons in indoor and outdoor air of preschool environments (3–5 years old children)

International Nuclear Information System (INIS)

Oliveira, Marta; Slezakova, Klara; Delerue-Matos, Cristina; Pereira, Maria do Carmo; Morais, Simone

2016-01-01

This work characterizes levels of polycyclic aromatic hydrocarbons (PAHs) in indoor and outdoor air of preschool environments, and assesses the respective risks for 3–5-years old children. Eighteen gaseous and particulate (PM_1 and PM_2_._5) PAHs were collected indoors and outdoors during 63 days at preschools in Portugal. Gaseous PAHs accounted for 94–98% of total concentration (Σ_P_A_H_s). PAHs with 5–6 rings were predominantly found in PM_1 (54–74% particulate Σ_P_A_H_s). Lighter PAHs originated mainly from indoor sources whereas congeners with 4–6 rings resulted mostly from outdoor emissions penetration (motor vehicle, fuel burning). Total cancer risks of children were negligible according to USEPA, but exceeded (8–13 times) WHO health-based guideline. Carcinogenic risks due to indoor exposure were higher than for outdoors (4–18 times). - Highlights: • Lighter PAHs originate from indoor sources, 4–6 rings PAHs result from outdoors. • Gaseous PAHs account for the majority of PAH content in indoor air of preschools. • Lifetime lung cancer risk values exceed WHO health-based guideline level of 10"−"5. • Carcinogenic risks due to preschool indoor exposure are higher than for outdoors. - This work fills gap providing information on levels, phase distribution (gas, PM_1, PM_2_._5) and risks of polycyclic aromatic hydrocarbons in indoor and outdoor air of preschool settings.

The role of play in pre-school and younger school age children

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Kopas-Vukašinović Emina

2006-01-01

Full Text Available The paper deals with the importance of play for children’s development and learning in institutionalized preschool education, as well as the opportunities it provides concerning the organization of teaching activities with younger school age children. The paper is based on the theoretical framework emphasizing educational character of children’s play, as a specific form of learning. Notwithstanding occasional attempts within pedagogic theory to deny educational values of children’s play and to emphasize instruction as the only form of systematic learning, contemporary pedagogic views consider play an important part of school education. Learning through play at younger school age helps overcome the discontinuity between preschool and school education. Curriculum subject matter can be covered through carefully selected and prepared play activities within the existing system, providing the support, encouragement and guidance by the adults involved, including their proper knowledge of children’ age-related and psycho-physical characteristics. Play facilitates gradual change over from preschool to school developmental stage, free, spontaneous and creative expression and the development of children’s potential.

Proportion of preschool-aged children meeting the Canadian 24-Hour Movement Guidelines and associations with adiposity: results from the Canadian Health Measures Survey

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Jean-Philippe Chaput

2017-11-01

Full Text Available Abstract Background New Canadian 24-Hour Movement Guidelines for the Early Years have been released in 2017. According to the guidelines, within a 24-h period, preschoolers should accumulate at least 180 min of physical activity (of which at least 60 min is moderate-to-vigorous physical activity, engage in no more than 1 h of screen time, and obtain between 10 and 13 h of sleep. This study examined the proportions of preschool-aged (3 to 4 years Canadian children who met these new guidelines and different recommendations within the guidelines, and the associations with adiposity indicators. Methods Participants were 803 children (mean age: 3.5 years from cycles 2–4 of the Canadian Health Measures Survey (CHMS, a nationally representative cross-sectional sample of Canadians. Physical activity was accelerometer-derived, and screen time and sleep duration were parent-reported. Participants were classified as meeting the overall 24-Hour Movement Guidelines if they met all three specific time recommendations for physical activity, screen time, and sleep. The adiposity indicators in this study were body mass index (BMI z-scores and BMI status (World Health Organization Growth Standards. Results A total of 12.7% of preschool-aged children met the overall 24-Hour Movement Guidelines, and 3.3% met none of the three recommendations. A high proportion of children met the sleep duration (83.9% and physical activity (61.8% recommendations, while 24.4% met the screen time recommendation. No associations were found between meeting individual or combined recommendations and adiposity. Conclusions Very few preschool-aged children in Canada (~13% met all three recommendations contained within the 24-Hour Movement Guidelines. None of the combinations of recommendations were associated with adiposity in this sample. Future work should focus on identifying innovative ways to reduce screen time in this population, and should examine the associations of

Imitation Assessment and Its Utility to the Diagnosis of Autism: Evidence from Consecutive Clinical Preschool Referrals for Suspected Autism

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Vanvuchelen, Marleen; Roeyers, Herbert; De Weerdt, Willy

2011-01-01

The present study sought to examine imitation difficulties as a risk factor for autism. Imitation aptitude was examined in 86 preschoolers suspected of autism (1.9-4.5 years) using the Preschool Imitation and Praxis Scale (PIPS). Differences between imitation, language, motor age-equivalents and nonverbal mental age were used to predict the…

Dynamic drawing characteristics of preschool and younger school age children

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Cvetković Andrijana

2014-01-01

Full Text Available The main objective of this research is to determine developmental characteristics of dynamic drawings of preschool and younger school age children. The sample consists of 90 typical developed children, aged between 6 and 9. The sample includes 47 (52.2% girls and 43 (47.8% boys from preschool institutions and elementary schools in Pirot and Belgrade. Action representation in dynamic drawings was evaluated using three types of drawings: a man who runs, a man shooting a ball and a man lifting a ball from the floor. We determined that a very small number of the respondents reaches the highest level of graphical representation of figures in motion, and that girl’s achievements are better than boy’s achievements. However, this result is on the border of statistical significance (p=0.052. Also, there is a statistically significant trend of progress to higher levels of action representation (p=0.000 with the increase in chronological age of the respondents.

Family Emotional Climate and Sibling Relationship Quality: Influences on Behavioral Problems and Adaptation in Preschool-Aged Children

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Modry-Mandell, Kerri L.; Gamble, Wendy C.; Taylor, Angela R.

2007-01-01

We examined the impact of family emotional climate and sibling relationship quality on behavioral problems and adaptation in preschool-aged children. Participants were 63 mothers with a preschool-aged child enrolled in a Southern Arizona Head Start Program. Siblings were identified as children closest in age to target child. Mothers of…

Development of preschool and academic skills in children born very preterm

NARCIS (Netherlands)

Aarnoudse-Moens, C.S.H.; Oosterlaan, J.; Duivenvoorden, H.J.; van Goudoever, J.B.; Weisglas-Kuperus, N.

2011-01-01

Objective: To examine performance in preschool and academic skills in very preterm (gestational age ≤30 weeks) and term-born comparison children aged 4 to 12 years. Study design: Very preterm children (n = 200; mean age, 8.2 ± 2.5 years) born between 1996 and 2004 were compared with 230 term-born

Lithuanian narrative language at preschool age

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Ingrida Balčiūnienė

2012-05-01

Full Text Available The paper deals with the main linguistic indications of Lithuanian preschoolers’ narratives. The analysis is based on experimental data of 24 typically developing monolingual Lithuanian children (6–7 years of age from middle-class families, attending a state kindergarten in Kaunas (Lithuania. During the experiment, the children were asked to tell a story according to the Cat Story (Hickmann 1993 picture sequence. The stories were recorded, transcribed and annotated for an automatic analysis using CHILDES software. During the analysis, the syntactic complexity, lexical diversity, and general productivity (MLUw and type/token ratio of the narratives were investigated. The results indicated the main microstructural tendencies of Lithuanian narrative language at preschool age.DOI: http://dx.doi.org/10.5128/ERYa8.02

Examine the Relationship between Dynamic Balance and Physical Fitness Tests in Preschool Children

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杉浦, 宏季; Sugiura, Hiroki; 杉本, 寛恵; Sugimoto, Hiroe

2016-01-01

This study examined the relationship between dynamic balance tests and various physical fitness tests in preschool children. The subjects were 22 preschool children (age, 5.0+0.4years; height, 107.3+5.7cm; weight, 17.9+3.4 kg). Dynamic balance was assessed by walking the length of a balance beam several times (beam height, 30cm; width, 10cm; length, 200cm) and walking a pathway (width, 10cm; length, 200cm). Physical fitness was assessed with activities such as a 25-meter run, continuous bilat...

Preventing Behavioral Disorders via Supporting Social and Emotional Competence at Preschool Age.

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Schell, Annika; Albers, Lucia; von Kries, Rüdiger; Hillenbrand, Clemens; Hennemann, Thomas

2015-09-25

13-18% of all preschool children have severe behavioral problems at least transiently, sometimes with long-term adverse consequences. In this study, the social training program "Lubo aus dem All! - Vorschulalter" (Lubo from Outer Space, Preschool Version) was evaluated in a kindergarten setting. 15 kindergartens were randomly assigned to either an intervention group or a control group, in a 2:1 ratio. The intervention was designed to strengthen emotional knowledge and regulation, the ability to take another person's point of view, communication skills, and social problem solving. The control group continued with conventional kindergarten activities. The primary endpoint was improvement in social-cognitive problem solving strategies, as assessed with the Wally Social Skills and Problem Solving Game (Wally). Secondary endpoints were improvement in prosocial behavior and reduction in problematic behavior, as assessed with the Preschool Social Behavior Questionnaire (PSBQ) and the Caregiver-Teacher Report Form (C-TRF). Data were collected before and after the intervention and also 5 months later. Mixed models were calculated with random effects to take account of the cluster design and for adjustment for confounding variables. 221 children in kindergarten, aged 5-6 years, were included in the study. Randomization was unsuccessful: the children in the intervention group performed markedly worse on the tests carried out before the intervention. Five months after the end of the intervention, the social-cognitive problem solving strategies of the children in the intervention group had improved more than those of the children in the control group: the intergroup difference in improvement was 0.79 standard deviations of the Wally test (95% confidence interval [CI] 0.13-1.46). This effect was just as marked 5 months later (0.63, 95% CI 0.03-1.23). Prosocial behavior, as measured by the PSBQ, also improved more in the intervention group, with an intergroup difference of 0

Mentally-Retarded Children of a Pre-School Age and the Development of Movement Skills

OpenAIRE

Morávková, Šárka

2006-01-01

The diploma work covers the issues of children with mental retardation in pre-school age aimed to the development of the movement abilities. It focuses on the relationships between the pre-school child with mental retardation and possibilities of developing its motor skills in context of an organized pre-school education. Theoretical part of the Diploma work indicates the development specifics of the indi- vidual due to mental retardation, describes mainly the movement development of the chil...

Fish Consumption in Infancy and Asthma-like Symptoms at Preschool Age

NARCIS (Netherlands)

Kiefte-de Jong, J.C.; Vries, de J.H.M.; Franco, O.H.; Jaddoe, V.W.V.; Hofman, A.; Raat, H.; Jongste, de J.C.; Moll, H.A.

2012-01-01

OBJECTIVE: To assess whether timing of introduction of fish and the amount of fish consumption in infancy were associated with asthmalike symptoms at preschool age. METHODS: This study was embedded in the Generation R study (a population-based birth cohort in Rotterdam, Netherlands). At the age of

Decoding and Encoding Facial Expressions in Preschool-Age Children.

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Zuckerman, Miron; Przewuzman, Sylvia J.

1979-01-01

Preschool-age children drew, decoded, and encoded facial expressions depicting five different emotions. Accuracy of drawing, decoding and encoding each of the five emotions was consistent across the three tasks; decoding ability was correlated with drawing ability among female subjects, but neither of these abilities was correlated with encoding…

Outdoor environmental assessment of attention promoting settings for preschool children.

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Mårtensson, F; Boldemann, C; Söderström, M; Blennow, M; Englund, J-E; Grahn, P

2009-12-01

The restorative potential of green outdoor environments for children in preschool settings was investigated by measuring the attention of children playing in settings with different environmental features. Eleven preschools with outdoor environments typical for the Stockholm area were assessed using the outdoor play environment categories (OPEC) and the fraction of visible sky from play structures (sky view factor), and 198 children, aged 4.5-6.5 years, were rated by the staff for inattentive, hyperactive and impulsive behaviors with the ECADDES tool. Children playing in large and integrated outdoor areas containing large areas of trees, shrubbery and a hilly terrain showed less often behaviors of inattention (pOPEC can be useful when to locate and develop health-promoting land adjacent to preschools.

URINARY EXCRETION OF WATER-SOLUBLE VITAMINS (C, B1, B2, AND B6 IN HEALTHY CHILDREN OF PRESCHOOL AND SCHOOL AGE: A CROSS-SECTIONAL STUDY

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Svetlana G. Makarova

2018-01-01

Full Text Available Background. Children of preschool and school age are at risk of developing vitamin deficiency. Screening of the vitamin provision of children remains an urgent problem of pediatrics. Objective. Our aim was to determine the prevalence of low excretion of watersoluble vitamins among healthy preschool and school-age children.Methods. The study was conducted in March-April 2017. We determined the urinary excretion (fasting morning portion collected during 30–120 min after night-time urination of metabolites of vitamins C, B1, B2, and B6 in healthy children. Riboflavin (vitamin B2 metabolite was determined spectrophotometrically by titration with a riboflavin-binding apoprotein; 4-pyridoxyl acid (vitamin B6 metabolite and thiamine (vitamin B1 metabolite — by fluorescent method, ascorbic acid (vitamin C metabolite — by visual titration with Tillman’s reagent. The excretion considered to be low (equivalent to vitamin deficiency when thiamine excretion was < 7, 10, 11, and 12 μg/h and riboflavin < 6, 9, 10, and 13 μg/h in children aged 3–5, 6–8, 9–11, and above 12 years, respectively; 4-pyridoxylic acid — < 40, 60, and 70 μg/h in children aged 3–5, 6–8, and ≥ 9 years, ascorbic acid — < 0.2 and 0.4 mg/h in children aged 3–11 and ≥ 12 years, respectively.Results. Metabolites were excreted in 39 children (20 girls, 14 of them aged 4–6 years and 25 children aged 7–14 years. A low level of ascorbic acid excretion was found in 13 (33% children, of thiamine — in 24 (62%, of riboflavin — in 16 (41%, of 4-pyridoxyl acid — in 26 (67%. Low excretion of at least one vitamin metabolite was detected in 30 (77% children, of 3 or more metabolites simultaneously — in 15 (39%.Conclusion. A low level of urinary excretion of metabolites of at least one water-soluble vitamin (C, B1, B2, and B≥ occurs in most preschool and schoolage children.

More active pre-school children have better motor competence at school starting age: an observational cohort study.

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Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

More active pre-school children have better motor competence at school starting age: an observational cohort study

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Lisa M. Barnett

2016-10-01

Full Text Available Abstract Background Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Methods Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA (accelerometry was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2 and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence. General linear models were performed with all 12 skills (six object control and six locomotor skills, both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Results Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033 and perceived total skill at 5 years of age (B = 0.059, p = 0.044. MVPA was not a predictor of actual or perceived object control skill at any age. Conclusion Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

Fathers' and mothers' emotion talk with their girls and boys from toddlerhood to preschool age.

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van der Pol, Lotte D; Groeneveld, Marleen G; van Berkel, Sheila R; Endendijk, Joyce J; Hallers-Haalboom, Elizabeth T; Bakermans-Kranenburg, Marian J; Mesman, Judi

2015-12-01

Goals of the current study were to examine fathers' and mothers' emotion talk from toddlerhood to preschool age, and to test whether parents socialize emotions differently in girls and boys. In a sample of 317 families, we observed both parents' emotion talk and their use of gender labels, while discussing a picture book with drawings of children displaying 4 basic emotions (anger, fear, sadness, and happiness), with their first- and second-born children when the children were 4 and 2 years of age, respectively, and again 12 months later. Findings revealed that parents generally elaborated more on emotions with the second-born children when the children were 3 years of age than when they were 2 years old. With their firstborn children parents elaborated less on emotions when the children were 5 years old than when they were 4 years of age. Further, mothers elaborated more on emotions than fathers. Parents' use of gender labels for the children in the pictures showed that parents associated anger more with boys, whereas they associated sadness and happiness more with girls. These findings suggest that parents adjust their emotion socialization strategies to their child's level of emotion understanding, and that both parents convey stereotypical gender messages during parent-child discussion of emotions. (c) 2015 APA, all rights reserved).

Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

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Brown, Mitzi C.

This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

Preschoolers' Beliefs about Sex and Age Differences in Emotionality.

Science.gov (United States)

Karbon, Mariss; And Others

1992-01-01

Assesses beliefs of 32 male and 35 female middle-class preschool children about the frequency and intensity with which girls, boys, women, and men experience anger, sadness, and happiness. Children's beliefs are complex; they vary as a function of the target person's age and sex and of the specific emotion. (SLD)

Sibling Relationships of Preschool-Aged Children in Gross Motor Environments.

Science.gov (United States)

Erbaugh, Sarah J.; Clifton, Marguerite A.

1984-01-01

The behaviors and interactions of preschool-aged siblings in object-oriented and body-oriented conditions were observed to discover if the child's siblings significantly influenced motor skill development. This study focused on categories of sibling behaviors and interactions. (Author/DF)

The organizing-pedagogical conditions of students‟ training for the leadership of preschool age children‟ manual work

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Halyna Boryn

2017-02-01

Full Text Available The necessity of security the joint organizing-pedagogical conditions in the educationalprocess of higher educational institution, which would contribute to successful forming offuture educators’ readiness to leadership of preschool age children’ manual work through themastering of standard subjects’ content are substantiated in the article.Key words: professional training, preschool age children, organizing-pedagogicalconditions, manual work.

Factorial Structure of the Wechsler Preschool and Primary Scale of Intelligence Between the Ages of 4 and 6 1/2

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Coates, Susan; Bromberg, Philip M.

1973-01-01

For each of the six age groups comprising the complete standardization sample reported in the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) manual, the matrix of intercorrelations among the subtests was separately factor analyzed. Results suggest that the Perceptual Organization factor of the WPPSI may be a valid measure of Witkin's…

[Correction of psychophysical development of preschool children 3-4 year old with movement disorders by means of Bobath therapy

OpenAIRE

Bukhovets, B.O.

2016-01-01

This study deals with the definition of efficiency application means Bobath therapy as main correction psychophysical development method of preschool age 3 -4 years children, who have movement disorders.

Alterations of White Matter Connectivity in Preschool Children with Autism Spectrum Disorder.

Science.gov (United States)

Li, Shi-Jun; Wang, Yi; Qian, Long; Liu, Gang; Liu, Shuang-Feng; Zou, Li-Ping; Zhang, Ji-Shui; Hu, Nan; Chen, Xiao-Qiao; Yu, Sheng-Yuan; Guo, Sheng-Li; Li, Ke; He, Mian-Wang; Wu, Hai-Tao; Qiu, Jiang-Xia; Zhang, Lei; Wang, Yu-Lin; Lou, Xin; Ma, Lin

2018-03-27

Purpose To investigate the topologic architecture of white matter connectivity networks in preschool-aged children with a diagnosis of autism spectrum disorder (ASD) versus typical development (TD). Materials and Methods Forty-two participants were enrolled, including 21 preschool children with ASD (14 male children and seven female children; mean age, 4.56 years ± 0.97 [standard deviation]) and 21 children with TD (11 males and 10 females; mean age, 5.13 years ± 0.82). The diagnosis of ASD was determined according to the Diagnostic and Statistical Manual of Mental Disorders Global Assessment of Functioning scores (mean score, 8.00 ± 0.50). All participants underwent diffusion-tensor imaging (DTI) and T2-weighted imaging on a 3-T magnetic resonance system. A graph theoretical analysis was applied to investigate the topologic organization of the brain network including global and local topologic parameters. Statistical analysis was then performed for the comparison between the groups. Results Compared with the TD group, children with ASD demonstrated shortened characteristic path length (t 1 = 0.536, t 2 = 0.534, t 3 = 0.523, t 4 = 0.510, and t 5 = 0.501; P < .05) and increased global efficiency (t 1 = 0.499, t 2 = 0.497, t 3 = 0.486, t 4 = 0.473, and t 5 = 0.465; P < .05) and clustering coefficient (t 1 = 0.673, t 2 = 0.750, t 3 = 0.757, t 4 = 0.738, and t 5 = 0.741; P < .05). Significant increases in nodal efficiency were mainly found in left pallidum (0.037 vs 0.032, respectively; P < .01) and right caudate nucleus (0.037 vs 0.032, respectively; P < .01) of the basal ganglia network. Conclusion Significantly altered patterns of global and local brain network topography may underlie the abnormal brain development in preschool children with ASD compared with those who have TD. The identification of altered structural connectivity in basal ganglia and paralimbic-limbic networks may point toward potential imaging biomarkers for preschool-age patients with ASD. �

Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children.

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Hutton, John S; Phelan, Kieran; Horowitz-Kraus, Tzipi; Dudley, Jonathan; Altaye, Mekibib; DeWitt, Tom; Holland, Scott K

2017-12-01

To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations. In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education. Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households. Copyright © 2017 Elsevier Inc. All rights reserved.

Intellectual development in preschool children with early treated congenital hypothyroidism.

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Seo, Min Kyoung; Yoon, Jong Seo; So, Chul Hwan; Lee, Hae Sang; Hwang, Jin Soon

2017-06-01

Delayed treatment of congenital hypothyroidism (CH) is a common cause of mental retardation. The aim of the present study was to evaluate intellectual outcomes in preschool children with treated CH. We retrospectively reviewed the clinical records of 43 children (age range: 13 to 60 days of life; 22 girls and 21 boys) diagnosed with CH. Children aged 5 to 7 years were examined using the Korean Wechsler Intelligence Scale for Children or the Korean Wechsler Preschool and Primary Scale of Intelligence. The patients started treatment between 13 and 60 days of age. The mean intelligence quotient (IQ) of patients tested at age 5 to 7 years was 103.14±11.68 (IQ range: 76-126). None had intellectual disability (defined as an IQ scale IQ (FSIQ), verbal IQ (VIQ), and performance IQ (PIQ) scores between the 2 groups. FSIQ, PIQ, and VIQ scores were not significantly correlated with initial dose of L-T4, initial fT4, age at treatment in multivariate analysis. IQ scores of subjects with early treated CH diagnosed through a neonatal screening test were within normal range, regardless of etiology, thyroid function, initial dose of levothyroxine, and age at start of treatment.

[Fine motor and self-development assessment of preschool children with epilepsy].

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Lendraĭtene, E B; Petrushiavichene, D P; Andronavichiute, Iu P; Vapzhaĭtite, L A; Krishchiunas, A I

2014-01-01

Objective. To assess fine motor and self-care skills in preschool children with epilepsy. Material and methods. The study included 22 children, 12 girls (54.5%) and 10 boys (45.5%), mean age 41.5±19.9 months. Children were tested with DISC and Munchen tests. Results and conclusion. Among preschool children with epilepsy, 50% have impaired and 22.7% - delayed development of fine motor skills. The mean coefficient of fine motor skills was 59.0±28.1. Among preschool children with epilepsy, 36.4% have impaired and 45.5% - delayed development of self-development skills. The coefficient of self-care skills was 57.8±26.1. DISC and Munchen tests for evaluation of small motor and self-care skills are equivalent for assessment in children with epilepsy (pskills were more often disturbed (pfine motor skills (p<0.05).

Developmental Profiles of Mucosal Immunity in Pre-school Children

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Patricia Ewing

2010-01-01

Full Text Available This study investigated the effect of attending pre-school on mucosal immunity. Children 3.5 to 5 years of age who attended pre-school were observed for a 10 month period. Demographic information was collected on previous childcare experiences, the home environment and clinical information relating to the child and the family. A daily illness log was kept for each child. A multivariate longitudinal analysis of the relation between immunoglobulins in saliva and age, gender, childcare experience, pre-school exposure, number of siblings, environmental tobacco smoke (ETS, atopy and hospitalisation was conducted. There was a positive association of higher IgA levels with the winter season and with children being older than 4 years (<.001, having attended childcare prior to commencing pre-school (<.05, and having been exposed to ETS at home (<.05. Lower IgA levels were associated with being atopic (<.05. Higher IgG levels were associated with exposure to ETS (<.001, while lower levels were associated to having atopy. Higher IgM levels were associated with previous childcare experience (<.01 whilst having been hospitalised was associated with having low salivary IgM levels (<.01. Lagged analyses demonstrated that immunological parameters were affected by the number of respiratory infections in the preceding 2 months.

Low hair cortisol concentration and emerging attention-deficit/hyperactivity symptoms in preschool age.

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Schloß, Susan; Ruhl, Isabelle; Müller, Viola; Becker, Katja; Skoluda, Nadine; Nater, Urs M; Pauli-Pott, Ursula

2018-03-23

Previous research demonstrated hypoactivity of the HPA axis in children with attention-deficit/hyperactivity disorder (ADHD) or externalizing symptoms. We analyzed the predictive association between the long-term HPA axis activity and increasing symptoms of ADHD in the preschool period. The sample consisted of n = 125 4-year-old children and their families (including n = 64 children with elevated ADHD symptoms). ADHD symptoms were assessed by a structured clinical interview with the mother and by parent- and teacher-report questionnaires. The long-term HPA axis activity was assessed by the hair cortisol concentration (HCC) (over a 3-month period). After controlling for potential confounders, low HCC predicted an increase in ADHD symptoms between the age of 4 and 5 years. Exploration of gender effects revealed that cross-sectional and predictive associations were significant in boys but not in girls. Low HCC might thus be regarded as an early marker of a possibly gender-related developmental pathway to ADHD. © 2018 Wiley Periodicals, Inc.

Mathematics and Didactic Contract in Swedish Preschools

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Delacour, Laurence

2016-01-01

The purpose of this article is to study and analyse how a teacher implements an outdoor realistic problem situation for children aged 4-5 in a Swedish preschool. By an "outdoor realistic problem situation", I mean a situation initiated by a teacher in which children come into contact with mathematical concepts and in which the outside…

Learning Disabilities in Extremely Low Birth Weight Children and Neurodevelopmental Profiles at Preschool Age.

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Squarza, Chiara; Picciolini, Odoardo; Gardon, Laura; Giannì, Maria L; Murru, Alessandra; Gangi, Silvana; Cortinovis, Ivan; Milani, Silvano; Mosca, Fabio

2016-01-01

At school age extremely low birth weight (ELBW) and extremely low gestational age (ELGAN) children are more likely to show Learning Disabilities (LDs) and difficulties in emotional regulation. The aim of this study was to investigate the incidence of LDs at school age and to detect neurodevelopmental indicators of risk for LDs at preschool ages in a cohort of ELBW/ELGAN children with broadly average intelligence. All consecutively newborns 2001-2006 admitted to the same Institution entered the study. Inclusion criteria were BW disabilities, genetic abnormalities, and/or a Developmental Quotient below normal limits (learning disabilities at school age was investigated through a parent-report questionnaire at children's age range 9-10 years. Neurodevelopmental profiles were assessed through the Griffiths Mental Development Scales at 1 and 2 years of corrected age and at 3, 4, 5, and 6 years of chronological age and were analyzed comparing two groups of children: those with LDs and those without. At school age 24 on 102 (23.5%) of our ELBW/ELGAN children met criteria for LDs in one or more areas, with 70.8% comorbidity with emotional/attention difficulties. Children with LDs scored significantly lower in the Griffiths Locomotor and Language subscales at 2 years of corrected age and in the Personal-social, Performance and Practical Reasoning subscales at 5 years of chronological age. Our findings suggest that, among the early developmental indicators of adverse school outcome, there is a poor motor experimentation, language delay, and personal-social immaturity. Cognitive rigidity and poor ability to manage practical situations also affect academic attainment. Timely detection of these early indicators of risk is crucial to assist the transition to school.

Methacholine bronchial provocation measured by spirometry versus wheeze detection in preschool children

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Yahav Yaacov

2005-06-01

Full Text Available Abstract Background Determination of PC20-FEV1 during Methacholine bronchial provocation test (MCT is considered to be impossible in preschool children, as it requires repetitive spirometry sets. The aim of this study was to assess the feasibility of determining PC20-FEV1 in preschool age children and compares the results to the wheeze detection (PCW method. Methods 55 preschool children (ages 2.8–6.4 years with recurrent respiratory symptoms were recruited. Baseline spirometry and MCT were performed according to ATS/ERS guidelines and the following parameters were determined at baseline and after each inhalation: spirometry-indices, lung auscultation at tidal breathing, oxygen saturation, respiratory and heart rate. Comparison between PCW and PC20-FEV1 and clinical parameters at these end-points was done by paired Student's t-tests. Results and discussion Thirty-six of 55 children (65.4% successfully performed spirometry-sets up to the point of PCW. PC20-FEV1 occurred at a mean concentration of 1.70+/-2.01 while PCW occurred at a mean concentration of 4.37+/-3.40 mg/ml (p 1 by 44.7+/-14.5%; PEFR by 40.5+/-14.5 and FEF25–75 by 54.7+/-14.4% (P Conclusion Determination of PC20-FEV1 by spirometry is feasible in many preschool children. PC20-FEV1 often appears at lower provocation dose than PCW. The lower dose may shorten the test and encourage participation. Significant decrease in spirometry indices at PCW suggests that PC20-FEV1 determination may be safer.

Correlates of adiposity among Latino preschool children

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Childhood obesity is at record high levels in the US and disproportionately affects Latino children; however, studies examining Latino preschool children's obesity-related risk factors are sparse. This study determined correlates of Latino preschoolers' (ages 3-5 years) adiposity to inform future ob...

Challenging Age Power Structures: Creating a Public Sphere in Preschool through Musicking

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Maria Wassrin

2016-08-01

Full Text Available This article explores the possibility of conceiving preschool music activities as a way of forming spaces of participation with society’s youngest. The discussion draws on Hannah Arendt’s ([1958] 1998 definition of public spheres, and the argumentation is closely linked to an empirical example from musicking events with 1–3 year olds in a non-typical, arts-focused Swedish preschool. In their promotion of equality and plurality in this preschool, the children and the music pedagogues co-construct a public sphere by using a multitude of “languages” and challenge both the hegemonic position of verbal language and other age power structures. In this promotion, other “subjects of music” come into being. Thus, it is argued that society can perceive children as legitimized citizens in the “here and now” and not only in a distant future when they have become fully educated adults. The article challenges current preschool music education and demonstrates alternative social constructions.

Brain activity elicited by positive and negative feedback in preschool-aged children.

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Xiaoqin Mai

2011-04-01

Full Text Available To investigate the processing of positive vs. negative feedback in children aged 4-5 years, we devised a prize-guessing game that is analogous to gambling tasks used to measure feedback-related brain responses in adult studies. Unlike adult studies, the feedback-related negativity (FRN elicited by positive feedback was as large as that elicited by negative feedback, suggesting that the neural system underlying the FRN may not process feedback valence in early childhood. In addition, positive feedback, compared with negative feedback, evoked a larger P1 over the occipital scalp area and a larger positive slow wave (PSW over the right central-parietal scalp area. We believe that the PSW is related to emotional arousal and the intensive focus on positive feedback that is present in the preschool and early school years has adaptive significance for both cognitive and emotional development during this period.

Emergent literacy profiles of preschool-age children with specific language impairment.

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Cabell, Sonia Q; Lomax, Richard G; Justice, Laura M; Breit-Smith, Allison; Skibbe, Lori E; McGinty, Anita S

2010-12-01

The primary aim of the present study was to explore the heterogeneity of emergent literacy skills among preschool-age children with specific language impairment (SLI) through examination of profiles of performance. Fifty-nine children with SLI were assessed on a battery of emergent literacy skills (i.e., alphabet knowledge, print concepts, emergent writing, rhyme awareness) and oral language skills (i.e., receptive/expressive vocabulary and grammar). Cluster analysis techniques identified three emergent literacy profiles: (1) Highest Emergent Literacy, Strength in Alphabet Knowledge; (2) Average Emergent Literacy, Strength in Print Concepts; and (3) Lowest Emergent Literacy across Skills. After taking into account the contribution of child age, receptive and expressive language skills made a small contribution to the prediction of profile membership. The present findings, which may be characterized as exploratory given the relatively modest sample size, suggest that preschool-age children with SLI display substantial individual differences with regard to their emergent literacy skills and that these differences cannot be fully determined by children's age or oral language performance. Replication of the present findings with a larger sample of children is needed.

Affordances of Ditches for Children in Preschool

DEFF Research Database (Denmark)

Lerstrup, Inger Elisabeth; Møller, Maja Steen

2016-01-01

This study aims to expand understanding of the affordances provided by ditches in a Danish preschool context. Affordances are defined as the meaningful action possibilities of the environment. At a forest preschool, a group of 21 children aged approximately 3to 6.5 years accompanied by two to three...... offered varied and changing action possibilities for the preschool children. The paper discusses the possible incorporation of this largely unrecognized design element by planners and managers of green spaces and playgrounds for children in preschool....

An Insight into the Challenges Faced by Academic Women with Pre-School Age Children in Academic Life

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Günçavdi, Gizem; Göktürk, Söheyda; Bozoglu, Oguzhan

2017-01-01

This study aimed to explore the challenges academic women, especially those who were mothers of pre-school age children, went through. The main guiding question of this study was "How do academic mothers with pre-school age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?". This…

An Electric Preschool: Pros and Cons.

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Lee, Marjorie W.

An electric preschool is a classroom or center for children 3 to 5 years of age in which the curriculum with its supportive activities, materials, and equipment depends more on technology that is powered by electricity than on manually operated objects. Certainly, preschoolers need stimulating and safe environments managed by adults who allow them…

Media Exposure in Low-Income Preschool-Aged Children Is Associated with Multiple Measures of Self-Regulatory Behavior.

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Munzer, Tiffany G; Miller, Alison L; Peterson, Karen E; Brophy-Herb, Holly E; Horodynski, Mildred A; Contreras, Dawn; Sturza, Julie; Lumeng, Julie C; Radesky, Jenny

2018-05-01

Excessive screen media exposure in childhood is associated with parent-reported self-regulation difficulties. No studies have used laboratory-based or teacher-reported measures of child self-regulatory behaviors. This study examines cross-sectional associations between preschooler screen media exposure and multiple measures of self-regulatory behaviors. Preintervention data were used from 541 preschoolers in the Growing Healthy study, an obesity prevention trial (2011-2015). Screen media exposure was measured by daily screen media exposure (hr/d), television (TV) in the bedroom, frequency of background TV, and TV with meals (1 = rarely/never, 4 = frequently). Child self-regulatory behaviors were measured by the following: child ability to delay gratification, a standardized waiting paradigm; teacher-reported Social Competence and Behavior Evaluation; and parent-reported difficult temperament on the Child Behavior Questionnaire (CBQ). Multivariate regression analyses modeled screen media exposure predicting each self-regulatory measure, adjusting for child age, sex, parent age, education, marital status, income-to-needs ratio, number of adults in household, parent depressive symptoms, and sensitivity. Children were aged 4.1 years (SD = 0.5), parents were aged 29.6 years (SD = 6.8), 48% had high school education or less, and 67% were married. Daily screen media exposure and background TV were associated with weaker observed self-regulation (β: -10.30 seconds for each hr/d media, -12.63 seconds for 1-point increase, respectively). Background TV and TV with meals were associated with greater parent-reported difficult temperament (β: 0.04 and 0.05 CBQ, respectively, for 1-point increase). Greater screen media exposure had small but significant associations with weaker observed and parent-reported, but not teacher-reported, self-regulatory behaviors. Longitudinal studies are needed to determine the directionality of associations.

Correlates of objectively measured physical activity in 5-6 year old preschool children

DEFF Research Database (Denmark)

Olesen, L G; Kristensen, P L; Korsholm, L

2015-01-01

preschools. Percentage of total daily time spent in moderate and vigorously physical activity (MVPA) was measured using ActiGraph accelerometers over 5 preschool days and 2 days off. Thirty--nine potential correlates of child MVPA across 5 domains were tested for associations with gender specific MVPA...

Effect of Infant Prematurity on Auditory Brainstem Response at Preschool Age

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Sara Hasani

2013-03-01

Full Text Available Introduction: Preterm birth is a risk factor for a number of conditions that requires comprehensive examination. Our study was designed to investigate the impact of preterm birth on the processing of auditory stimuli and brain structures at the brainstem level at a preschool age.   Materials and Methods: An auditory brainstem response (ABR test was performed with low rates of stimuli in 60 children aged 4 to 6 years. Thirty subjects had been born following a very preterm labor or late-preterm labor and 30 control subjects had been born following a full-term labor.   Results: Significant differences in the ABR test result were observed in terms of the inter-peak intervals of the I–III and III–V waves, and the absolute latency of the III wave (P

Preschool Children with ADHD

OpenAIRE

J Gordon Millichap

2001-01-01

Differences in behavioral, social, and school functioning of 58 preschool-age (3 -5 years) children with attention deficit/hyperactivity disorder and 36 normal controls were examined at Lehigh University, Bethlehem, PA.

Systematic review and meta-analysis of strategies to increase vegetable consumption in preschool children aged 2-5 years.

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Nekitsing, Chandani; Blundell-Birtill, Pam; Cockroft, Jennie E; Hetherington, Marion M

2018-04-25

Most children do not meet daily recommendations for fruit and vegetable intake, and consumption of vegetables remains especially low. Eating habits track from childhood to adulthood hence establishing liking and intake of vegetables is important. To identify the most successful strategies to enhance vegetable intake in preschool children aged 2-5 years. The research was a systematic review and a meta-analysis of published studies. A comprehensive search strategy was performed using key databases such as Medline, Embase, PsychINFO, EBSCO and CENTRAL. Articles published between 2005-January 2016, specifically with measured vegetable consumption were included. 30 articles and 44 intervention arms were identified for inclusion (n = 4017). Nine dominant intervention strategies emerged to promote vegetable intake in preschool children. These included; choice, pairing (stealth), education, food service, modelling, reward, taste exposure, variety and visual presentation. The meta-analysis revealed that interventions implementing repeated taste exposure had better pooled effects than those which did not. Intake increased with number of taste exposures and intake was greater when vegetables offered were in their plain form rather than paired with a flavor, dip or added energy (e.g. oil). Moreover, intake of vegetables which were unfamiliar/disliked increased more than those which were familiar/liked. Repeated taste exposure is a simple technique that could be implemented in childcare settings and at home by parents. Health policy could specifically target the use of novel and disliked vegetables in childcare settings with emphasis on a minimum 8-10 exposures. The systematic review protocol was registered on the PROSPERO (number: CRD42016033984). Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Emergent name-writing abilities of preschool-age children with language impairment.

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Cabell, Sonia Q; Justice, Laura M; Zucker, Tricia A; McGinty, Anita S

2009-01-01

The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) to identify those emergent literacy skills that are concurrently associated with name-writing abilities, and (c) to compare the name-writing abilities of children with LI to those of their typical language (TL) peers. Fifty-nine preschool-age children with LI were administered a battery of emergent literacy and language assessments, including a task in which the children were asked to write their first names. A subset of these children (n=23) was then compared to a TL-matched sample to characterize performance differences. Results showed that the name-writing abilities of preschoolers with LI were associated with skills in alphabet knowledge and print concepts. Hierarchical multiple regression analysis indicated that only alphabet knowledge uniquely contributed to the variance in concurrent name-writing abilities. In the matched comparison, the TL group demonstrated significantly more advanced name-writing representations than the LI group. Children with LI lag significantly behind their TL peers in name-writing abilities. Speech-language pathologists are encouraged to address the print-related skills of children with LI within their clinical interventions.

DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS)

OpenAIRE

VASILEVA Neli

2015-01-01

Introduction: Experimental data in preschool aged children proves the determining role of the auditory and visual processes for future reading skills, therefore the investigation of complex forms of visual perception in this age period is diagnostically important. Objectives: Basic aim of the research is assessment of the sensitive period for the non-verbal perceptive operations in pre-school aged children, and determination of subgroup with low results for non-verbal perception. Method...

Predicting dyslexia at age 11 from a risk index questionnaire at age 5.

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Helland, Turid; Plante, Elena; Hugdahl, Kenneth

2011-08-01

This study focused on predicting dyslexia in children ahead of formal literacy training. Because dyslexia is a constitutional impairment, risk factors should be seen in preschool. It was hypothesized that data gathered at age 5 using questions targeting the dyslexia endophenotype should be reliable and valid predictors of dyslexia at age 11. A questionnaire was given to caretakers of 120 5-year-old children, and a risk index score was calculated based on questions regarding health, laterality, motor skills, language, special needs education and heredity. An at-risk group (n = 25) and matched controls (n = 24) were followed until age 11, when a similar questionnaire and literacy tests were administered to the children who participated in the follow-up study (22 at risk and 20 control). Half of the at-risk children and two of the control children at age 5 were identified as having dyslexia at age 11 (8 girls and 5 boys). It is concluded that it is possible to identify children at the age of 5 who will have dyslexia at the age of 11 through a questionnaire approach. Copyright © 2011 John Wiley & Sons, Ltd.

Difference in children's gross motor skills between two types of preschools.

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Chow, Bik C; Louie, Lobo H T

2013-02-01

The purpose of this study was to assess the influence of preschool type (public vs private) on motor skill performance in 239 (121 boys, 118 girls) preschool children ages 3 to 6.5 yr. Preschoolers were tested on 12 fundamental motor skills from the Test of Gross Motor Development-Second Edition and 11 anthropometrics (body height, weight, Body Mass Index, waist and hip girths, and body segment lengths). Analysis of variance controlled for anthropometrics and age indicated that children from private preschools performed better on locomotor skills than those from public preschools. However, no difference was found in object control skills. The results suggest that performance of locomotor skills by preschool children is affected by their schools' physical environment.

Risk Factors at Birth Predictive of Subsequent Injury Among Japanese Preschool Children: A Nationwide 5-Year Cohort Study.

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Morioka, Hisayoshi; Itani, Osamu; Jike, Maki; Nakagome, Sachi; Otsuka, Yuichiro; Ohida, Takashi

2018-03-19

To identify risk factors at birth that are predictive of subsequent injury among preschool children. Retrospective analysis of population-based birth cohort data from the "Longitudinal Survey of Babies Born in the 21st Century" was performed from 2001 through 2007 in Japan (n = 47,015). The cumulative incidence and the total number of hospitalizations or examinations conducted at medical facilities for injury among children from birth up to the age of 5 years were calculated. To identify risk factors at birth that are predictive of injury, multivariate analysis of data for hospitalization or admission because of injury during a 5-year period (age, 0-5 years) was performed using the total number of hospital examinations as the dependent variable. The cumulative incidence (95% confidence interval) of hospital examinations for injury over the 5-year period was 34.8% (34.2%-35.4%) for boys and 27.6% (27.0%-28.2%) for girls. The predictive risk factors at birth we identified for injury among preschool children were sex (boys), heavy birth weight, late birth order, no cohabitation with the grandfather or grandmother, father's long working hours, mother's high education level, and strong intensity of parenting anxiety. Based on the results of this study, we identified a number of predictive factors for injury in children. To reduce the risk of injury in the juvenile population as a whole, it is important to pursue a high-risk or population approach by focusing on the predictive factors we have identified.

Language Learning in Preschool Children: An Embodied Learning Account

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Ionescu, Thea; Ilie, Adriana

2018-01-01

In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

Prevalence of low physical activity level among preschool children. DOI: http://dx.doi.org/10.5007/1980-0037.2012v14n4p390

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Mauro Virgilio Gomes Barros

2012-07-01

Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2012v14n4p390Physical activity (PA in children has a decisive role in motor development and prevention of childhood obesity. The available evidence suggests that there is high preva­lence of low levels of PA in children, but little is known about the level of PA in preschool children. The objective of this study was to identify the prevalence and the factors associated with low levels of PA in preschool children. This was a cross-sectional study performed in private schools in the municipality of Olinda (state of Pernambuco, with data collection through parent’s face-to-face interviews. The study included 265 children (54.3% girls with mean age of 4.9 years (SD=0.8. Children who did not perform at least 60 minutes/day of outdoors physical activities were considered exposed to low levels of PA. Data analysis was performed by logistic regression considering low level of PA as the outcome. The results showed that 65.3% (95%CI: 9.4-70.8 of children were classified as exposed to ‘low level of PA’. Analysis showed that higher parental education (OR=2.41; 95%CI: 1.13-5.10, lack of space for playing at home (OR=2.36; 95%CI: 1.17- 4.78, and attending school in the afternoon (OR=2.92, 95%CI 1.55-5.49 or full-time (OR=57.1, 95%CI 6.57-496.2 were associated with low levels of PA. Preschoolers from families with higher number of children had lower likelihood of low level of PA (OR=0.49; 95%CI 0.26-0.93. It can be concluded that the proportion of children exposed to low levels of PA is high compared to the results of similar studies and that parental and environmental factors are associated with physical activity level in preschool-aged children.

Randomized trial of a population-based, home-delivered intervention for preschool language delay.

Science.gov (United States)

Wake, Melissa; Tobin, Sherryn; Levickis, Penny; Gold, Lisa; Ukoumunne, Obioha C; Zens, Naomi; Goldfeld, Sharon; Le, Ha; Law, James; Reilly, Sheena

2013-10-01

Population approaches to lessen the adverse impacts of preschool language delay remain elusive. We aimed to determine whether systematic ascertainment of language delay at age 4 years, followed by a 10-month, 1-on-1 intervention, improves language and related outcomes at age 5 years. A randomized trial nested within a cross-sectional ascertainment of language delay. Children with expressive and/or receptive language scores more than 1.25 SD below the mean at age 4 years entered the trial. Children randomly allocated to the intervention received 18 1-hour home-based therapy sessions. The primary outcomes were receptive and expressive language (Clinical Evaluation of Language Fundamentals - Preschool, 2(nd) Edition) and secondary outcomes were child phonological skills, letter awareness, pragmatic skills, behavior, and quality of life. A total of 1464 children were assessed for language delay at age 4 years. Of 266 eligible children, 200 (13.6%) entered the trial, with 91 intervention (92% of 99) and 88 control (87% of 101) children retained at age 5 years. At age 5 years, there was weak evidence of benefit to expressive (adjusted mean difference, intervention - control, 2.0; 95% confidence interval [CI] -0.5 to 4.4; P = .12) but not receptive (0.6; 95% CI -2.5 to 3.8; P = .69) language. The intervention improved phonological awareness skills (5.0; 95% CI 2.2 to 7.8; P language intervention was successfully delivered by non-specialist staff, found to be acceptable and feasible, and has the potential to improve long-term consequences of early language delay within a public health framework.

Investigation of habitual pitch during free play activities for preschool-aged children.

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Chen, Yang; Kimelman, Mikael D Z; Micco, Katie

2009-01-01

This study is designed to compare the habitual pitch measured in two different speech activities (free play activity and traditionally used structured speech activity) for normally developing preschool-aged children to explore to what extent preschoolers vary their vocal pitch among different speech environments. Habitual pitch measurements were conducted for 10 normally developing children (2 boys, 8 girls) between the ages of 31 months and 71 months during two different activities: (1) free play; and (2) structured speech. Speech samples were recorded using a throat microphone connected with a wireless transmitter in both activities. The habitual pitch (in Hz) was measured for all collected speech samples by using voice analysis software (Real-Time Pitch). Significantly higher habitual pitch is found during free play in contrast to structured speech activities. In addition, there is no showing of significant difference of habitual pitch elicited across a variety of structured speech activities. Findings suggest that the vocal usage of preschoolers appears to be more effortful during free play than during structured activities. It is recommended that a comprehensive evaluation for young children's voice needs to be based on the speech/voice samples collected from both free play and structured activities.

Implementation of Dietary Reference Intake Standards in Preschool Menus in Poland.

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Myszkowska-Ryciak, Joanna; Harton, Anna

2018-05-10

Although the nutritional value of preschool menus largely determines the proper nutrition of attending children, their nutrient composition often does not meet the standards. The purpose of the study was to assess the nutritional value of menus served in preschools throughout Poland. We analyzed a sample of 10 daily menus and inventory reports reflecting foods and beverages served in 270 full-board government-sponsored preschools. Nutrient content was calculated per child per day, and compared with 70% of dietary reference intake (DRI) for children aged 1⁻3 and 4⁻6. The content of energy, protein, fat, and carbohydrates generally exceeded 70% of DRI. The amount of vitamins was correct, with the exception of vitamin D (100% of daycare centers (DCCs) were below the recommendations); in ≤3% of preschools vitamin E, folate, and niacin were below DRI. Calcium was too low in 63% of preschools for children aged 1⁻3 years and in 99% for 4⁻6-year-olds. A shortage of iodine, iron, and potassium (especially for 4⁻6-year-olds) was observed in a small number of preschools. Our study highlights the need for uniform legal standards of nutrition in childcare centers, based on the current recommendations for the age group.

Accuracy of urine circulating cathodic antigen test for the diagnosis of Schistosoma mansoni in preschool-aged children before and after treatment.

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Jean T Coulibaly

Full Text Available BACKGROUND: The Kato-Katz technique is widely used for the diagnosis of Schistosoma mansoni, but shows low sensitivity in light-intensity infections. We assessed the accuracy of a commercially available point-of-care circulating cathodic antigen (POC-CCA cassette test for the diagnosis of S. mansoni in preschool-aged children before and after praziquantel administration. METHODOLOGY: A 3-week longitudinal survey with a treatment intervention was conducted in Azaguié, south Côte d'Ivoire. Overall, 242 preschoolers (age range: 2 months to 5.5 years submitted two stool and two urine samples before praziquantel administration, and 86 individuals were followed-up posttreatment. Stool samples were examined with duplicate Kato-Katz thick smears for S. mansoni. Urine samples were subjected to POC-CCA cassette test for S. mansoni, and a filtration method for S. haematobium diagnosis. PRINCIPAL FINDINGS: Before treatment, the prevalence of S. mansoni, as determined by quadruplicate Kato-Katz, single CCA considering 'trace' as negative (t-, and single CCA with 'trace' as positive (t+, was 23.1%, 34.3% and 64.5%, respectively. Using the combined results (i.e., four Kato-Katz and duplicate CCA(t- as diagnostic 'gold' standard, the sensitivity of a single Kato-Katz, a single CCA(t- or CCA(t+ was 28.3%, 69.7% and 89.1%, respectively. Three weeks posttreatment, the sensitivity of a single Kato-Katz, single CCA(t- and CCA(t+ was 4.0%, 80.0% and 84.0%, respectively. The intensity of the POC-CCA test band reaction was correlated with S. mansoni egg burden (odds ratio = 1.2, p = 0.04. CONCLUSIONS/SIGNIFICANCE: A single POC-CCA cassette test appears to be more sensitive than multiple Kato-Katz thick smears for the diagnosis of S. mansoni in preschool-aged children before and after praziquantel administration. The POC-CCA cassette test can be recommended for the rapid identification of S. mansoni infections before treatment. Additional studies are warranted

Reproducibility and Validity of a Food Frequency Questionnaire Designed to Assess Diet in Children Aged 4-5 Years.

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Vioque, Jesus; Gimenez-Monzo, Daniel; Navarrete-Muñoz, Eva Maria; Garcia-de-la-Hera, Manuela; Gonzalez-Palacios, Sandra; Rebagliato, Marisa; Ballester, Ferran; Murcia, Mario; Iñiguez, Carmen; Granado, Fernando

2016-01-01

The food frequency questionnaire (FFQ) is the most efficient and cost-effective method to investigate the relationship between usual diet and disease in epidemiologic studies. Although FFQs have been validated in many adult populations worldwide, the number of valid FFQ in preschool children is very scarce. The aim of this study was to evaluate the reproducibility and validity of a semi-quantitative FFQ designed for children aged 4 to 5 years. In this study, we have included 169 children aged 4-5 years from the INMA project in Valencia, a population-based prospective cohort study of mothers and children in Spain. The 105-items FFQ was administered twice to the parents or care-givers of children over a 9-month period. Reproducibility was explored by comparing intake of nutrients by the FFQs, while validity was examined by comparing the nutrient values from the FFQs with the average nutrient values of three 24 hour dietary recall (24hDR) taken in the period, and also, with the concentration in blood specimens for several vitamins (carotenoids, folate, vitamin B12, vitamin C and α-tocopherol). Pearson correlation coefficients and de-attenuated correlation coefficients were calculated and we also evaluated misclassification by quintile distribution. All correlation coefficients for reproducibility for nutrients and major food groups were statistically significant; the average correlation coefficients for daily intake were 0.43 for food groups and 0.41 for nutrients. The average correlation coefficients for validity for daily intakes against 24hDR was r = 0.30, and the average for de-attenuated correlation coefficients was r = 0.44. When evaluating validity against the blood concentration of vitamins, statistically significant correlations were observed for vitamin C (0.35), lycopene (0.31), β-Cryptoxantin (0.40), and vitamin E (0.29); the average of correlation coefficients was r = 0.21. Despite some low to moderate correlations for reproducibility and validity

Investigation of Environmental Problem Solving Skills of Preschool Age Children

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Ulutas, Aysegül; Köksalan, Bahadir

2017-01-01

The study was conducted to determine problem-solving skills of preschool age children on environment as well as factors affecting this skill. For this purpose, quantitative and qualitative research methods were used together in the study and the research was designed in the screening model. This study is a descriptive type research since it…

Pressing Tasks in the Care of Children of Preschool and School Age

National Research Council Canada - National Science Library

Tseytlin, I

1960-01-01

...). It concerns pressing tasks of public health with regard to the care of children of pre-school and school age in order to strengthen the bond between school and life which also promotes the further...

Fish consumption in infancy and asthma-like symptoms at preschool age

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J.C. Kiefte-de Jong (Jessica); J.H. de Vries (Jeanne); O.H. Franco (Oscar); V.W.V. Jaddoe (Vincent); A. Hofman (Albert); H. Raat (Hein); J.C. de Jongste (Johan); H.A. Moll (Henriëtte)

2012-01-01

textabstractOBJECTIVE: To assess whether timing of introduction of fish and the amount of fish consumption in infancy were associated with asthmalike symptoms at preschool age. METHODS: This study was embedded in the Generation R study (a population-based birth cohort in Rotterdam, Netherlands). At

Preschool psychopathology reported by parents in 23 societies: testing the seven-syndrome model of the child behavior checklist for ages 1.5-5

DEFF Research Database (Denmark)

Ivanova, Masha Y; Achenbach, Thomas M; Rescorla, Leslie A

2010-01-01

To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies.......To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies....

Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

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Maryam Bourbour

2014-01-01

Full Text Available This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices. Normal 0 21 false false false SV JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Normal tabell"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;}

ESBL/AmpC-producing Enterobacteriaceae in households with children of preschool age: prevalence, risk factors and co-carriage.

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van den Bunt, G; Liakopoulos, A; Mevius, D J; Geurts, Y; Fluit, A C; Bonten, M J M; Mughini-Gras, L; van Pelt, W

2017-02-01

ESBL/AmpC-producing Enterobacteriaceae are an emerging public health concern. As households with preschool children may substantially contribute to the community burden of antimicrobial resistance, we determined the prevalence, risk factors and co-carriage of ESBL/AmpC-producing bacteria in preschool children and their parents. From April 2013 to January 2015, each month 2000 preschool children were randomly selected from Dutch population registries. The parents were invited to complete an epidemiological questionnaire and to obtain and send a faecal sample from the selected child and from one parent. Samples were tested for ESBL/AmpC-producing bacteria. Logistic regression was used to identify risk factors for ESBL/AmpC carriage in children and parents, and findings were internally validated by bootstrapping. In total, 1016 families were included and ESBL/AmpC prevalence was 4.0% (95% CI 3.2%-5.0%); 3.5% (95% CI 2.5%-4.8%) in children and 4.5% (95% CI 3.4%-6.0%) in parents. Attending a daycare centre (DCC) was the only significant risk factor for children (OR 2.1, 95% CI 1.0-4.3). For parents, the only significant risk factor was having one or more children attending DCCs (OR 2.2, 95% CI 1.2-4.8). For parents of ESBL/AmpC-positive children the OR for ESBL/AmpC carriage was 19.7 (95% CI 9.2-42.4). Co-carriage of specific ESBL/AmpC genotypes in child and parent occurred more often than expected by chance (14.6% versus 1.1%, P < 0.001). In this study, intestinal carriage with ESBL/AmpCs was detected in ∼4% of households with preschool children. DCC attendance was a risk factor in both children and parents and co-carriage of specific genotypes frequently occurred in child-parent pairs. These findings suggest household transmission or/and family-specific exposure to common sources of ESBL/AmpC-producing bacteria. © The Author 2016. Published by Oxford University Press on behalf of the British Society for Antimicrobial Chemotherapy. All rights reserved. For

Stability of Maternal Autonomy Support between Infancy and Preschool Age

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Matte-Gagne, Celia; Bernier, Annie; Gagne, Christine

2013-01-01

The goals of this article were to examine (1) the relative and absolute stability of maternal autonomy support between infancy and preschool age, and (2) the moderating role of child gender, maternal attachment state of mind, and stressful life events. Sixty-nine mother-child dyads participated in five visits when the child was 8, 15, and 18…

Intellectual Development Features and Status in the Nursery Group in Preschool Age

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Iliyn V.A.,

2015-12-01

Full Text Available The article presents the results of a study of intellectual development of high-status, middle-status and low-status members of the educational preschool groups. It is shown that the intellectual development of high status and middle status 4-5 years old children is higher than their low-status peers, especially in such aspects as perception, attention, and memory. This integral indicator of high status subjects corresponds to the average or high level of intelligence, and for most of the subjects of this category is characterized by a high level. An integral component of intellectual development of middle-status children is comparable to the one in high-status. In fact, there is only one, but not least, difference between the two categories: among high-status children there is no kids whose integral indicator of intellectual development is below average. Integral indicator of intellectual development of most low-status subjects corresponds to the low intelligence level. We analyzed a dialectical relationship of intellectual, social, and psychological development of preschool children according to the concept of «interpersonal situation of development». The article presents methodical maintenance of structure definition of interpersonal relations in the preschool educational groups. The study proposed a number of scientific and practical recommendations.

Prevalence of early childhood caries in 3- to 5-year-old preschool children in Rohtak City, Haryana

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Mamta Ghanghas

2017-01-01

Full Text Available Introduction: Early childhood caries (ECC is a significant dental public health problem that affects infants and preschool children all over the world, and there is scarcity of epidemiological data regarding ECC in Rohtak city. Aim: This study aims to assess the prevalence of ECC among 3- to 5-year-old preschool children in Rohtak city, Haryana, India. Materials and Methods: A descriptive cross-sectional study was carried out among 489 preschool children aged 3–5 years in Rohtak city, Haryana. Children were randomly selected from preschools of Rohtak. Caries experience was recorded using “deft” index, and questionnaire comprising sociodemographic details and oral hygiene practices was also used. Data were analyzed using Statistical Package for Social Sciences version 20.0. Chi-square tests were used for the comparison of proportions. P < 0.05 was considered as statistically significant. Results: The overall prevalence of ECC was found to be 32% with mean deft 1.08 ± 2.27. No significant association of dental caries was found with sociodemographic factors such as gender, parental education, parental occupation, socioeconomic status, number of children, birth order, type of family, and oral hygiene practices. Conclusion: As burden of dental caries is high, treatment of dental caries would impose a great financial burden; hence, effective preventive strategies should be developed and implemented.

Neuropsychological Profile Related with Executive Function of Chinese Preschoolers with Attention-Deficit/Hyperactivity Disorder: Neuropsychological Measures and Behavior Rating Scale of Executive Function-Preschool Version.

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Zhang, Hui-Feng; Shuai, Lan; Zhang, Jin-Song; Wang, Yu-Feng; Lu, Teng-Fei; Tan, Xin; Pan, Jing-Xue; Shen, Li-Xiao

2018-03-20

Previous studies have found that schoolchildren with attention-deficit/hyperactivity disorder (ADHD) showed difficulties in neuropsychological function. This study aimed to assess neuropsychological function in Chinese preschoolers with ADHD using broad neuropsychological measures and rating scales and to test whether the pattern and severity of neuropsychological weakness differed among ADHD presentations in preschool children. The 226 preschoolers (163 with ADHD and 63 controls) with the age of 4-5 years were included and assessed using the Behavior Rating Scale of Executive Function-Preschool Version (BRIEF-P) and a series of tests to investigate neuropsychological function. Preschoolers with ADHD showed higher scores in all domains of the BRIEF-P (inhibition: 30.64 ± 5.78 vs.20.69 ± 3.86, P ADHD subtypes, all ADHD presentations had higher scores in several domains of the BRIEF-P (P ADHD-combined symptoms (ADHD-C) group had the poorest ratings on inhibition and the ability to Plan/Organize. For neuropsychological measures, the results suggested that the ADHD-C group had poorer performances than the ADHD-predominantly inattentive symptoms (ADHD-I) group on Statue tasks (F = 7.34, η 2 = 0.12, P ADHD-hyperactive/impulsive symptoms group had significantly poorer performances compared to the ADHD-C group in the Block Construction task (F = 4.89, η 2 = 0.067, P = 0.003). However, no significant group differences were found between the ADHD-I group and normal control. Based on the combined evaluation of performance-based neuropsychological tests and the BRIEF-P, preschoolers with ADHD show difficulties of neuropsychological function in many aspects.

Growth measures among preschool-age Inuit children living in Canada and Greenland.

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Galloway, Tracey; Niclasen, Birgit V L; Muckle, Gina; Young, Kue; Egeland, Grace M

2012-12-01

The present study reports findings from a study of preschool-age Inuit children living in the Arctic regions of Canada and Greenland. We compare stature and obesity measures using cutoffs from the Centers for Disease Control and the International Obesity Task Force references. The sample is comprised of 1121 Inuit children (554 boys and 567 girls) aged 3-5 years living in Nunavut (n=376) and Nunavik (n=87), Canada, in the capital city of Nuuk, Greenland (n=86), and in Greenland's remaining towns and villages (n=572). Greenland Inuit children were significantly taller than their Canadian counterparts, with greatest height and weight observed among children from Nuuk. Overall prevalence of stunting was low with the three cutoffs yielding similar values for height-for-age z-scores. Obesity prevalence was higher among Canadian Inuit children than their Greenland counterparts. Inuit children have stature values consistent with those of the Centers for Disease Control reference and low prevalence of stunting, though geographic variability in mean stature values between Canadian and Greenlandic samples likely reflects differences in both socioeconomic status and genetic admixture. Obesity prevalence is high among both Canadian and Greenland Inuit preschoolers, with children living in the city of Nuuk exhibiting lower obesity prevalence than children living in either Nunavut or Nunavik, Canada or Greenland's towns and villages. Varying obesity prevalence may reflect varying degrees of food security in remote locations as well as the influence of stature and sitting height which have not been well studied in young Inuit children.

Lexical and metaphonological abilities in preschoolers with phonological disorders.

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Costa, Ranilde Cristiane Cavalcante; Avila, Clara Regina Brandão de

2010-01-01

lexical and metaphonological abilities of phonologically disordered preschoolers. to investigate the influence of Phonological Disorder on the lexical and metaphonological abilities of a group of preschoolers and the correlation between them. participants were 56 preschoolers - 32 boys and 24 girls - with ages between 4 years and 6 months and 6 years and 11 months, divided into two different groups: the Research Group, composed of 28 preschoolers with Phonological Disorder, and the Control Group, composed of 28 preschoolers with normal speech and no oral speech-related complaints, paired to the research group by gender and age. All of the participants were initially assessed by the ABFW Test - Phonology. After that, they were assessed on their lexical and metaphonological abilities by the ABFW Test - Vocabulary and phonological awareness test: sequential assessment instrument, CONFIAS - identification tasks and, rhyme and alliteration production, respectively. regarding lexical ability, the preschoolers from both groups presented similar behavior. The disordered preschoolers presented the worst performance on the overall analysis of the metaphonological ability. Age had an influence on the performance of lexical ability for both groups and the metaphonological abilities only for the Control Group. Correlations were identified, mostly positive, good to moderate between lexical and metaphonological abilities. the influence of Phonological Disorder may only be observed on the metaphonological performance. Phonological Disorder did not interfere with the development of the lexical ability of this group of preschoolers. Positive correlations were identified between both abilities in the studied age group.

Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings

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Karen A. Morine

2011-01-01

Full Text Available In this study, researchers wished to ascertain whether there were age (three- and four-year old, sibling (with or without older siblings, and sex (male and female differences in the use of relational aggression in preschool students as rated by peers and teachers. In order to answer this research question, two 2 × 2 × 2 factorial ANOVA procedures with the relational aggression composite score as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students' relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students' relationally aggressive behavior, a main effect for age was observed. Teachers rated four-year old children as evidencing significantly higher levels of relational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.

Modern technologies used in the process of physical education and rehabilitation for violations of posture and flat feet in children of older preschool age

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Sergey Futornyi

2017-10-01

Full Text Available Purpose: analyze and summarize scientific information on the problem of technologies that are used in the process of physical education and rehabilitation for violations of posture and flat feet in children of older preschool age, according to special scientific and methodological literature. Material & Methods: theoretical analysis and generalization of literary and documentary sources included the use of a number of the following methods: the method of reconstruction, the method of apperceptions, aspect analysis, hermeneutic analysis, problem analysis. Results: despite a significant number of scientific studies on the prevention and correction of human posture disorders, recent results and their undoubted value for science and practice, it can be stated that the proposed technologies and methods do not fully allow to effectively cope with the steadily growing number of children senior preschool age with various functional disorders of the locomotor system. Conclusion: every year the number of children of senior preschool age with functional disorders of posture increases. Inadequate efficiency of health-improving measures for violations of the posture of children of senior preschool age by many researchers is due to the insufficiently developed technology for assessing her condition. Obtained data indicate the need to develop a technology for measuring and analyzing the level of the biogeometric profile of the posture of children aged 5–6 years in the frontal and sagittal planes.

Fit 5 Kids TV reduction program for Latino preschoolers: A cluster randomized controlled trial

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Reducing Latino preschoolers' TV viewing is needed to reduce their risk of obesity and other chronic diseases. This study's objective was to evaluate the Fit 5 Kids (F5K) TV reduction program's impact on Latino preschooler's TV viewing. The study design was a cluster randomized controlled trial (RCT...

Abilities of phonological awareness in the context of cognitive development in preschool age

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Grofčíková Soňa

2017-09-01

Full Text Available Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy. The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of children in preschool age. It is an output of the research project VEGA no. 1/0637/16 Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.

The production of direct object clitics in pre-school- and primary school-aged children with specific language impairments.

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Guasti, Maria Teresa; Palma, Silvia; Genovese, Elisabetta; Stagi, Paolo; Saladini, Gabriella; Arosio, Fabrizio

2016-01-01

Third-person direct object (DO) clitic pronoun production is examined through an elicited production method in pre-school- and primary school-aged groups of Italian children with specific language impairment (SLI) to establish whether there is an improvement from age 5 years to age 7 years and whether there are qualitative differences in the two groups' responses. It was found that 5- and 7-year-old Italian children with SLI produce fewer third-person DO clitics than same-age peers. The kind of responses they provide changes: at 5 years, children with SLI tend to omit clitics, while at 7 years, they use a full noun. Production of third-person DO clitics is a persistent challenge for children with SLI and is confirmed to be a good clinical marker both at 5 and 7 years of age.

The student`s training to creating computer games for preschool-age children

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Мардарова И.К.

2016-09-01

Full Text Available The article deals with the special aspects of future kindergartner training to creating computer games for children of preschool age. The scratch-projects technology and recommendation for use at kindergarten pedagogical process are described in it.

Fractional exhaled nitric oxide and multiple breath nitrogen washout in preschool healthy and asthmatic children

DEFF Research Database (Denmark)

Vilmann, Lea; Buchvald, Frederik; Green, Kent

2017-01-01

Introduction Objectively assessing pulmonary disease is challenging in preschool children with asthma. We evaluated the feasibility of measuring fractional exhaled nitrogen oxide (FeNO) and multiple breath nitrogen washout (N2MBW) in children. We compared their capacities for discriminating between...... children with asthma and healthy controls. Methods We measured FeNO and N2MBW-derived indices of lung clearance (LCI2.5) and conductive and acinar ventilation heterogeneity (Scond and Sacin) in 65 preschool children; 35 with physician-diagnosed asthma and 30 healthy. FeNO was measured with a portable.......023), but similar FeNO, LCI2.5 and Sacinvalues. Conclusion The feasibility of measuring FeNO was highly age-dependent and not applicable in children under age 4. N2MBW was feasible in the majority of preschool children. Scond, but not FeNO, could discriminate between children with asthma and healthy controls....

A Cost-Benefit Analysis of Universal Preschool Education: Evidence from a Spanish Reform

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van Huizen, T.M.; Dumhs, E.; Plantenga, J.

2016-01-01

This study provides a cost-benefit analysis of expanding access to universal preschool education. We focus on a Spanish reform that lowered the age of eligibility for publicly provided universal preschool from age 4 to age 3. We extrapolate the benefits in terms of maternal employment and child

Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany

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Anders, Yvonne; Grosse, Christiane; Rossbach, Hans-Gunther; Ebert, Susanne; Weinert, Sabine

2013-01-01

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while…

Escitalopram in Preschool-Age Children Diagnosed with ‎Obsessive ‎Compulsive‏ ‏Disorder: A Case Report‎

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Kemal Utku Yazici

2016-02-01

Full Text Available When a literature review on pediatric obsessive-compulsive disorder (OCD is ‎performed, it is observed that there is a dearth of research on preschool period OCD ‎cases. Although cognitive behavioral therapy is recommended as the first line of ‎treatment in preschool OCD cases when patients do not show adequate response to ‎CBT, psychopharmacological treatment offers an alternative. The first line used in ‎psychopharmacological treatment is selective serotonin reuptake inhibitors (SSRI’s. ‎However, no SSRI’s (or any other drug group have been approved by the FDA for this ‎age group. Moreover, studies related to psychopharmacology in preschool OCD are very ‎limited in the literature, consisting mostly of case reports related to sertraline and ‎fluoxetine. In those studies, it is reported that sertraline and fluoxetine are effective in ‎preschool OCD and generally well-tolerated. In this paper, we discussed the treatment ‎and six-month follow-up period of a 3.5 year-old (42 months female diagnosed with ‎OCD and for whom escitalopram was used. In the literature, there is a retrospective case ‎series related to this subject consisting of eleven cases, where improvement in symptoms ‎is reported with escitalopram treatment in the five of six cases diagnosed with OCD. As ‎far as we could find in literature, our paper is the second report on this subject. Our case ‎also included the youngest patient to receive escitalopram for preschool period OCD ‎and report its benefits.‎

Adaptation, validity, and reliability of the Preschool Language Scale-Fifth Edition (PLS-5) in the Turkish context: The Turkish Preschool Language Scale-5 (TPLS-5).

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Sahli, A Sanem; Belgin, Erol

2017-07-01

Speech and language assessment is very important in early diagnosis of children with hearing and speech disorders. Aim of this study is to determine the validity and reliability of Preschool Language Scale (5th edition) test with its Turkish translation and adaptation. Our study is conducted on 1320 children aged between 0-7 years 11 months. While 1044 of these children have normal hearing, language and speech development, 276 of them have receptive and/or expressive language disorder. After the English-Turkish and Turkish-English translations of PLS-5 made by two experts command of both languages, some of the test items are reorganized because of the grammatical features of Turkish and the cultural structure of the country. The pilot study was conducted with 378 children. The test which is reorganized in the light of data obtained in pilot application, is applied to children chosen randomly with layering technique from different regions of Turkey, then 15 days later the first test applied again to 120 children. While 1044 of 1320 children aged between 0 and 7 years 11 months are normal, 276 of them have receptive and/or expressive language disorder. While 98 of 103 healthy children of 120 taken under the second evaluation have normal language development, 8 of 9 who used to have language development disorder in the past still remaining (Kappa coefficient:0,468, page equivalance is found as IA:0,871, IED: 0,896, TDP: 0,887. TPLS-5 is the first and only language test in our country that can evaluate receptive and/or expressive language skills of children aged between 0-7 years 11 months. Results of the study show that TPLS-5 is a valid and reliable language test for the Turkish children. Copyright © 2017. Published by Elsevier B.V.

Relation Between Percent Body Fat and Fundamental Motor Skills in Pre-School Children age 3-6 years

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Martin Musalek

2017-06-01

Full Text Available It is quite well known that excessive body fat in children is interpreted as a marker of inhibited physical activity and motor performance. This study aimed to establish whether severe impairment of fundamental motor skills (defined as performance under 5th centile of norms will be significantly more frequently identified in pre-schoolers age 3-6 years with amount of body fat higher than 85th centile of norms. Research sample consisted of 496 (females=241, males=255 pre-schoolers selected from specific district of Prague, Czech Republic. The MABC-2 was used for the assesment fundamental motor skills. Equations for body fat estimation in children identified 35.8% children with body fat˃85th centile of norms, 61.7% within 15th–85th centile, and 2.5% of children˂15th centile of norms. Results revealed that children whose body fat was higher than 85th centile of norms or lower than 15th centile had double the frequency of severe motor problems. Interestingely on the other hand we found no signficant differences in the frequency of high above average performances˃90th centile in MABC-2 between fat 8.4% and non fat children 10.7%. We suggest that amount of body fat is not a clear predictor for the degree of fundamental motor skills.

Relational Aggression in Children with Preschool Onset (PO) Psychiatric Disorders

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Belden, Andy C.; Gaffrey, Michael S.; Luby, Joan L.

2012-01-01

Objective The role of preschool onset (PO) psychiatric disorders as correlates and/or risk factors for relational aggression during kindergarten or 1st grade was tested in a sample of N = 146 preschool-age children (3 to 5.11). Method Axis-I diagnoses and symptom scores were derived using the Preschool Age Psychiatric Assessment. Children’s roles in relational aggression as aggressor, victim, aggressive-victim, or non-aggressor/non-victim were determined at preschool and again 24 months later at elementary school entry. Results Preschoolers diagnosed with PO-psychiatric disorders were 3 times as likely as the healthy preschoolers to be classified aggressors, victims, or aggressive-victims. Children diagnosed with PO-disruptive, depressive, and/or anxiety disorders were at least 6 times as likely as children without PO-psychiatric disorders to become aggressive-victims during elementary school after covarying for other key risk factors. Conclusions Findings suggested that PO-psychiatric disorders differentiated preschool and school-age children’s roles in relational aggression based on teacher-report. Recommendations for future research and preventative intervention aimed at minimizing the development of relational aggression in early childhood by identifying and targeting PO-psychiatric disorders are made. PMID:22917202

School environment, sedentary behavior and physical activity in preschool children.

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Barbosa, Sara Crosatti; Coledam, Diogo Henrique Constantino; Stabelini Neto, Antonio; Elias, Rui Gonçalves Marques; Oliveira, Arli Ramos de

2016-09-01

To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Developmental Stability in Gender-Typed Preferences between Infancy and Preschool Age

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Lauer, Jillian E.; Ilksoy, Sibel D.; Lourenco, Stella F.

2018-01-01

Infants exhibit visual preferences for gender-typed objects (e.g., dolls, toy vehicles) that parallel the gender-typed play preferences of preschool-aged children, but the developmental stability of individual differences in early emerging gender-typed preferences has not yet been characterized. In the present study, we examined the longitudinal…

Motor fitness and preschooler children obesity status.

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Silva-Santos, Sandra; Santos, Amanda; Vale, Susana; Mota, Jorge

2017-09-01

The aim of this study was to examine the association between motor fitness (MF) and obesity status in preschool children. The sample comprised 467 children aged 3-6 years. Preschool children body mass index was classified according to International Obesity Task Force and categorised into three levels, normal, overweight and obesity. Total physical activity was assessed by accelerometer and MF test was assessed through two MF tests 10 × 5m shuttle run test (SRT) and a 7 m jumping distance on 2 feet test (J2F). Low MF was considered for MF if SD above 1. A single variable with three categories was created: low MF medium MF and high MF. The prevalence of normal weight, overweight and obesity was 67.6%, 22.7% and 9.7%, respectively. The prevalence of SD > 1 for SRT was 13.7% and 14.4% for J2F, for single variable was 19.2%. Multinomial logistic regression analysis showed that obese preschoolers were more likely six times classified as having low MF level than their non-overweight counterparts (OR: 6.4; IC: 1.3-36.6). This study showed a considerable prevalence of overweight and obesity among preschoolers. Obesity has already been associated with lower MF. Further longitudinal studies are needed to confirm this data.

Preschoolers show less trust in physically disabled or obese informants

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Sara eJaffer

2015-01-01

Full Text Available This research examined whether preschool-aged children show less trust in physically disabled or obese informants. In Study 1, when learning about novel physical activities and facts, 4- and 5-year-olds preferred to endorse the testimony of a physically abled, non-obese informant rather than a physically disabled or obese one. In Study 2, after seeing that the physically disabled or obese informant was previously reliable whereas the physically abled, non-obese one was unreliable, 4- and 5-year-olds did not show a significant preference for either informant. We conclude that in line with the literature on children’s negative stereotypes of physically disabled or obese others, preschoolers are biased against these individuals as potential sources of new knowledge. This bias is robust in that past reliability might undermine its effect on children, but cannot reverse it.

Nighttime Fears and Fantasy-Reality Differentiation in Preschool Children

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Zisenwine, Tamar; Kaplan, Michal; Kushnir, Jonathan; Sadeh, Avi

2013-01-01

Nighttime fears are very common in preschool years. During these years, children's fantasy-reality differentiation undergoes significant development. Our study was aimed at exploring the links between nighttime fears and fantasy-reality differentiation in preschool children. Eighty children (aged: 4-6 years) suffering from severe nighttime fears…

Measuring Implicit Attitudes of 4-Year-Olds: The Preschool Implicit Association Test

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Cvencek, Dario; Greenwald, Anthony G.; Meltzoff, Andrew N.

2011-01-01

The Preschool Implicit Association Test (PSIAT) is an adaptation of an established social cognition measure (IAT) for use with preschool children. Two studies with 4-year-olds found that the PSIAT was effective in evaluating (a) attitudes toward commonly liked objects ("flowers"="good") and (b) gender attitudes ("girl"="good" or "boy"="good"). The…

The Effect of Institutionalization on Psychomotor Development of Preschool Aged Children

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Giagazoglou, Paraskevi; Kouliousi, Chrysoula; Sidiropoulou, Maria; Fahantidou, Anna

2012-01-01

Development can be altered by several factors which can either facilitate or obstruct development. The aim of the current study was the examination and the detection of differences in the developmental profiles of preschool aged children living in conventional institution facilities (N = 28), in SOS villages (N = 20) and in natural family…

Assessing fears of preschool children with nighttime fears by a parent version of the fear survey schedule for preschool children.

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Kushnir, Jonathan; Gothelf, Doron; Sadeh, Avi

2015-01-01

Although excessive fears are common in preschool children, validated assessment tools for this age are lacking. Our aim was to modify and provide preliminary evidence of the utility of a preschoolers' fear screening tool, a parent-reported Fear Survey Schedule for Preschool Children (FSS-PC). 109 Israeli preschool children (aged 4-6 years) with chronic night time fears (NF) and 30 healthy children (controls) participated. The FSS-PC analysis included: 1) internal reliability, 2) correlations between FSS-PC scores and Child Behavior Checklist (CBCL) measures, 3) differences between NF and a comparison sample of FSS-PC scores, and 4) FSS-PC sensitivity in detecting change in NF following an intervention for NF. There were low-to-medium positive correlations between the FSS-PC scores and several internalizing scales of the CBCL measures. FSS-PC scores in the NF group were significantly higher than the control children's score. FSS-PC scores had adequate internal reliability and were also sensitive for detecting significant changes in fear levels following behavioral interventions. Unique cultural and environmental circumstances and specific study group. This new version of the FSS-PC may provide clinicians with a novel and useful screening tool for early assessment of fear- and anxiety-related phenomena of preschool children.

The MAGnet Newsletter on Mixed-Age Grouping in Preschool and Elementary Settings, 1992-1997.

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McClellan, Diane, Ed.

1997-01-01

These 11 newsletter issues provide a forum for discussion and exchange of ideas regarding mixed-age grouping in preschool and elementary schools. The October 1992 issue focuses on the mixed-age approach as an educational innovation, defines relevant terms, and presents advice from Oregon teachers on teaching mixed-age groups. The March 1993 issue…

The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children.

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Einarsdóttir, Jóhanna T; Björnsdóttir, Amalía; Símonardóttir, Ingibjörg

2016-02-01

The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland. Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development-Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 1995). In 2011 these individuals, now aged 18-19 years, were contacted again. Of the original 267 participants, 221 (83%) gave permission to link their results from the preschool language assessments with their performance on national tests in 4th, 7th, and 10th grades. The results showed strong correlation between phonological awareness (as measured by the HLJÓM-2) and academic achievement (Icelandic and mathematics) in 4th, 7th, and 10th grades. There was also a significant but lower correlation with oral comprehension skills, as measured with the TOLD-2P. Regression analysis showed that the preschool oral-language assessments in phonological awareness and oral comprehension explained between 35% and 43% of variability in scores on national tests in Icelandic and between 20% and 39% of variability in scores in mathematics. Preschool language knowledge is a reliable predictor of later academic achievement.

Brain white matter structure and language ability in preschool-aged children.

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Walton, Matthew; Dewey, Deborah; Lebel, Catherine

2018-01-01

Brain alterations are associated with reading and language difficulties in older children, but little research has investigated relationships between early language skills and brain white matter structure during the preschool period. We studied 68 children aged 3.0-5.6 years who underwent diffusion tensor imaging and participated in assessments of Phonological Processing and Speeded Naming. Tract-based spatial statistics and tractography revealed relationships between Phonological Processing and diffusion parameters in bilateral ventral white matter pathways and the corpus callosum. Phonological Processing was positively correlated with fractional anisotropy and negatively correlated with mean diffusivity. The relationships observed in left ventral pathways are consistent with studies in older children, and demonstrate that structural markers for language performance are apparent as young as 3 years of age. Our findings in right hemisphere areas that are not as commonly found in adult studies suggest that young children rely on a widespread network for language processing that becomes more specialized with age. Copyright © 2017 Elsevier Inc. All rights reserved.

Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

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Keefe-Cooperman, Kathleen; Brady-Amoon, Peggy

2014-01-01

Research Findings: Preschoolers' sleep patterns were examined related to cognitive and adaptive functioning. The sample consisted of 874 typically developing preschool children with a mean age of 40.01 months. Parent/caregiver reports of children's sleep pattern factors, Stanford-Binet 5 intelligence scale scores, and Behavior Assessment System…

SNAP Participation in Preschool-Aged Children and Prevalence of Overweight and Obesity

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Simmons, Shannon; Alexander, Jeffrey L.; Ewing, Helen; Whetzel, Stephanie

2012-01-01

Background: An increased prevalence of overweight and obesity for adults on government-funded nutrition assistance, such as the Supplemental Nutrition Assistance Program (SNAP), has been observed; however, this association among preschool-aged children is not well understood. Longitudinal research designs tracking changes in body mass…

Effectiveness of Client-centered Play Therapy on Fear and Anxiety in Preschool Children

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Hoda Sadat Mosavi

2016-12-01

Full Text Available Background and Objective: Preschool period is playing main role in development and adjustment of children. Fear and anxiety are of externalizing disorders, providing untreated it leads to negative effects on individual and social relationship specially in adulthood therefore, this research investigates the influence of client-centered play therapy on fear and anxiety among preschool children (5-6 aged.Materials and Methods: This study is a quasi-experimental study with pre and post- tests. 14 male and female preschool children (5-6 aged who were obtaining scores higher than cut-off in Spence anxiety scale (SAS and fear survey schedule for children-revised (FSSC-R parents’ form questionnaires were selected, and then they were assigned randomly to the control and experimental groups. The experimental group received techniques of client-centered play therapy for six treatment sessions (45minutes for each session. The fear and anxiety were measured at the beginning and at end of therapeutic session, utilizing the Spence Children's Anxiety Scale and fear survey schedule for children-revised (FSSC-R parents’ form. Statistical analysis conducted by analysis of covariance (ANCOVA.Results: There is significantly difference in Mean (SD scores of pretest 130.4 (3.3 and posttest 127.1 (4.6 fear (P<0.001, F= 24.6 and in scores of pretest 58.6 (2.6 and post-test 48.28 (3.6 anxiety (P<0.001, F=19.5 between preschool children in pre and post-test.Conclusion: Findings indicated that client-centered play therapy has effective in reducing behavioral problem such as fear and anxiety disorders in preschool children. Therefore, it can be useful and applicable as the psychological therapeutic interventions for decreasing behavioral distress in children.

Neuropsychologic status at the age 4 years and atopy in a population-based birth cohort.

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Julvez, J; Torrent, M; Guxens, M; Antó, J M; Guerra, S; Sunyer, J

2009-09-01

Mental health has been reported to be associated with allergy, but only a few cohort studies have assessed if neurodevelopment predicts atopy. To investigate if neurobehavioral status of healthy 4-year-old children was associated with specific immunoglobulin E (IgE) at the same age and skin prick test results 2 years later. A population-based birth cohort enrolled 482 children, 422 of them (87%) provided neurobehavioral data, 341 (71%) had specific IgE measured at the age of 4 years; and 395 (82%) had skin prick tests completed at the age of 6 years. Atopy was defined as IgE levels higher than 0.35 kU/l to any of the three tested allergens at the age of 4 or as a positive skin prick test to any of the six tested allergens at the age of 6. McCarthy Scales of Child Abilities and California Preschool Social Competence Scale were the psychometric instruments used. Twelve percent of children at the age of 4 and 17% at the age of 6 were atopic. Neurobehavioral scores were negatively associated with 6-year-old atopy after adjustment for socio-demographic and allergic factors, A relative risk of 3.06 (95% CI: 1.30-7.24) was associated with the lowest tertile (scorings eczema at the age of 6, but not at the age of 4, were associated with neurodevelopment at the age of 4. Neuropsychologic functioning and later atopy are negatively associated in preschool age children.

The impact of group occupational therapy using a cueing system on executive function of preschool-aged children with brain lesions.

Science.gov (United States)

Seo, Sang-Min

2018-02-01

[Purpose] This study investigates the effects of group occupational therapy using a cueing system on the executive function of preschool-aged children with brain lesions. [Subjects and Methods] Six preschool-aged children with brain lesions participated in this study. A 24-session occupational therapy program (1 session/week, 50 minutes/session) designed based on a cueing system was administered to examine the changes in the participants' executive function. The behavior rating inventory of executive function-preschool (BRIEF-P) was used to check the magnitude of improvement of executive functions after therapy. [Results] A Wilcoxon signed rank test revealed that occupational therapy significantly improved all domains, indices, and the global executive composite in the BRIEF-P. [Conclusion] The occupational therapy intervention incorporating a type of cognitive behavioral approach known as the cueing system may assist improving executive functions in preschool-aged children with brain lesions.

Motivations and Barriers in Promoting Preschool Education

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Küçükturan, A. Güler; Akbaba Altun, Sadegül

2017-01-01

This study is designed to explore the reasons for sending and not sending preschool age children to preschools at an early age by exploring the motivations for and barriers towards promoting preschool education in Turkey. It aimed to determine various stakeholders' perceptions, attitudes, and knowledge related to preschool education in order to…

Investing in Our Children: A Plan to Expand Access to Preschool and Child Care

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Brown, Cynthia G.; Cooper, Donna; Herman, Juliana; Lazarín, Melissa; Linden, Michael; Post, Sasha; Tanden, Neera

2013-01-01

This issue brief presents a plan to expand educational opportunities and care for children ages 0-5 years old by investing significant federal dollars to: (1) Make high-quality preschool universally accessible to all 3- and 4-year-old children; and (2) Enable more lower-income families to afford child care for children ages 0-3 years old. These…

Developmental risk factors in Vietnamese preschool-age children: Cross-sectional survey.

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Duc, Nguyen Huu Chau

2016-01-01

Early childhood development (ECD) strongly influences children's basic learning, school success, economic participation, social citizenry and health. Although some risk factors related to childhood development are documented, further exploration is necessary considering various sociodemographic, nutritional, and psychosocial factors. This study investigated factors affecting ECD in Vietnamese preschoolers. We used data from the representative, cross-sectional round of the Vietnam Multiple Indicator Clusters Survey 2011. Early Childhood Development Index questionnaires were administered to mothers of all children aged 36-59 months in the household (n = 1459). Descriptive statistics and multivariate logistic regression were used in the analysis. In Vietnam, 17.2% of children did not reach their full developmental potential within the first 5 years. Children who had been breast-fed (AOR, 2.78; 95%CI: 1.28-6.02), attended preschool (AOR, 1.75; 95%CI: 1.28-2.39), were of major ethnicity (AOR, 2.41; 95%CI: 1.55-3.74), had a mother with secondary or higher education (AOR, 1.69; 95%CI: 1.19-2.38) and had relatives who engaged with them in four or more activities that promote learning (AOR, 1.55; 95%CI: 1.13-2.14) were more likely to have a normal developmental trajectory. Furthermore, children who experienced physical punishment and stunting were 0.69-fold (95%CI: 0.51-0.95) and 0.71-fold (95%CI: 0.51-0.98) less likely to be on track for ECD, respectively. The risk factors associated with delayed ECD were low level of maternal education; family ethnicity; lack of preschool attendance; relatives who did not engage with them in learning; physical punishment; not being breast-fed; and stunting. © 2015 Japan Pediatric Society.

The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform.

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van Huizen, Thomas; Dumhs, Lisa; Plantenga, Janneke

2017-11-20

This study provides a cost-benefit analysis of expanding access to universal preschool education, focusing on a Spanish reform that lowered the age of eligibility for publicly provided universal preschool from age 4 to age 3. Benefits in terms of child development and maternal employment are estimated using evidence on the causal effects of this reform. In the baseline estimation the benefit-cost ratio is over 4, indicating sizeable net societal benefits of the preschool investment. The results show that the child development effects are the major determinant of the cost-benefit ratio; the employment gains for parents appear to play a relatively minor role. Overall, the cost-benefit analysis provides support for investing in high-quality preschool education. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Do Hours Spent Viewing Television at Ages 3 and 4 Predict Vocabulary and Executive Functioning at Age 5?

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Blankson, A. Nayena; O'Brien, Marion; Leerkes, Esther M.; Calkins, Susan D.; Marcovitch, Stuart D.

2015-01-01

We examined the impact of television viewing at ages 3 and 4 on vocabulary and at age 5 on executive functioning in the context of home learning environment and parental scaffolding. Children (N = 263) were seen in the lab when they were 3 years old and then again at ages 4 and 5. Parents completed measures assessing child television viewing and…

An interactive parents' guide for feeding preschool-aged children: pilot studies for improvement.

Science.gov (United States)

Reznar, Melissa M; Carlson, John S; Hughes, Sheryl O; Pavangadkar, Amol S; Scott, Marci K; Hoerr, Sharon L

2014-05-01

There are few motivational materials to help families with limited resources develop optimal, practical feeding strategies for young children to reduce dietary risk for poor diet and weight status. Formative evaluation strategies consisting of both qualitative and quantitative data helped to refine the parent feeding guide Eat Healthy, Your Children are Watching, A Parent's Guide to Raising a Healthy Eater. An interdisciplinary planning team developed a five-topic, multimedia, interactive guide addressing the strategies most associated with improved diet quality and weight status of children aged 3 to 5 years. Research staff conducted iterative phases of field testing, reformatting, in-depth interviews, and materials testing with Head Start or Supplemental Nutrition Assistance Program-Education caregivers (N=38) of children aged 3 to 5 years during 2011 and 2012. Convergence of feedback from caregivers' interviews and each booklet's attention, relevance, confidence, and satisfaction subscale scores were used to determine and affirm areas for improvement. Lower than desired attention, relevance, confidence, and satisfaction scores (optimal score=5) in 2011 and too much text resulted in revisions and reformatting that improved scores from 3.8 to 4.9 in 2012. The revision of materials to reflect less text, additional white space, checklists of mealtime behaviors, and learning activities for preschool-aged children resulted in dramatically improved materials and greater acceptance by parents, as shown by both quantitative and qualitative evaluations. Formative evaluation procedures involving the use of data-based decision making allowed for the development of intervention materials that met the unique needs of the population served. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Interaction Between 5-HTTLPR and BDNF Val66Met Polymorphisms on HPA Axis Reactivity in Preschoolers

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Dougherty, Lea R.; Klein, Daniel N.; Congdon, Eliza; Canli, Turhan; Hayden, Elizabeth P.

2009-01-01

This study examined whether the interaction between the serotonin transporter promoter region (5-HTTLPR) and brain-derived neurotrophic factor (BDNF) Val66Met polymorphisms was associated with hypothalamic-pituitary-adrenal (HPA) axis reactivity to stress. A community sample of 144 preschool-aged children was genotyped and exposed to stress-inducing laboratory tasks. Salivary cortisol was obtained at four time points during a standardized laboratory assessment before and after stressors invol...

Promoting oral care in the preschool child: effects of a playful learning intervention

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Cecília Helena de Siqueira Sigaud

Full Text Available ABSTRACT Objective: To compare the number of appropriate behaviors for tooth brushing before and after a playful learning intervention with preschool children. Method: A quasi-experimental, quantitative, before and after study design was conducted in an early childhood educational institution, with children between three and five years of age. The intervention consisted of three meetings with educational activities about tooth brushing, whose outcome was evaluated by means of observation of ten behaviors suitable for tooth brushing. Results: Forty-four children participated in the study. The mean of adequate behaviors was 4.4 before the intervention, and 8.5 after the intervention. A significant increase in the adoption of appropriate behaviors for tooth brushing (p <0.01 was identified. Conclusion: Nurses can enhance oral health promotion actions with preschoolers in preschool institution using playful learning interventions

Cardiovascular risk in Hispanic and non-Hispanic preschoolers.

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Barton, Amy J; Gilbert, Lynn; Baramee, Julaluk; Granger, Theresa

2006-01-01

Cardiovascular disease (CVD) is the leading cause of death in the United States for both men and women among all racial and ethnic groups. Identifying risk factors early in life can facilitate use of preventive strategies to reduce risk and improve health status across the life span. The aim of this study was to identify modifiable (tobacco smoke exposure, physical inactivity, dietary fat intake, overweight, and high blood pressure [BP]) and nonmodifiable (family history, gender, and age) cardiovascular risk factors in low-income preschool children. Low-income preschool children (N = 205) 3-5 years old were recruited to participate. Parents completed a multigenerational cardiovascular health history form and a 24-hour dietary recall for themselves and their child. The children's height, weight, and BP were obtained. Of the 205 children, 61% reported ethnicity as Latino or Hispanic, 31.7% non-Hispanic White, 1% non-Hispanic Black, 3.9% Asian, and 2.4% mixed race. The number of males (50.7%) and females (49.3%) was similar. Only 22 (10.7%) children had no identified cardiovascular risk factors. At least one modifiable risk factor was present in 179 (87.3%) children. Fifty-two (25.5%) children had a body mass index (BMI) > or = 85th percentile for gender and age; 44 (22.3%) had a systolic or diastolic BP over the 90th percentile for gender, age, and height; 128 (66.3%) had a dietary fat intake of > 30%; 77 (37.6%) watched TV or played video games more than 2 hr/day; and 48 (23.4%) were exposed to passive tobacco smoke. The identification of cardiovascular risk factors in almost 90% of presumably healthy preschoolers provides evidence to support testing of interventions that can improve health behaviors and reduce risks.

Green Settings for Children in Preschools

DEFF Research Database (Denmark)

Lerstrup, Inger Elisabeth

settings for preschools. The intent is to facilitate transfer of knowledge from preschools to planners and managers of green settings such as woodland, parks, green lots and playgrounds. The central concept applied is that of affordances, here defined as the meaningful action possibilities......This Danish study investigates the relationship between children in preschool (age range 3-6.5 years) and the outdoor environments they use. The main aim is to describe and analyse the outdoor features of significance for children’s activities and of importance for design and management of green...... between forest features and manufactured features, a detailed account of the affordances of ditches, and a description of the forest sites used by a Danish forest preschool. Children were attracted to features with changing and not fully explored action possibilities; forest features added variation...

An intervention to reduce television viewing by preschool children.

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Dennison, Barbara A; Russo, Theresa J; Burdick, Patrick A; Jenkins, Paul L

2004-02-01

Television viewing has been associated with increased violence in play and higher rates of obesity. Although there are interventions to reduce television viewing by school-aged children, there are none for younger children. To develop and evaluate an intervention to reduce television viewing by preschool children. Randomized controlled trial conducted in 16 preschool and/or day care centers in rural upstate New York. Children aged 2.6 through 5.5 years. Children attending intervention centers received a 7-session program designed to reduce television viewing as part of a health promotion curriculum, whereas children attending the control centers received a safety and injury prevention program. Change in parent-reported child television/video viewing and measured growth variables. Before the intervention, the intervention and control groups viewed 11.9 and 14.0 h/wk of television/videos, respectively. Afterward, children in the intervention group decreased their television/video viewing 3.1 h/wk, whereas children in the control group increased their viewing by 1.6 h/wk, for an adjusted difference between the groups of -4.7 h/wk (95% confidence interval, -8.4 to -1.0 h/wk; P =.02). The percentage of children watching television/videos more than 2 h/d also decreased significantly from 33% to 18% among the intervention group, compared with an increase of 41% to 47% among the control group, for a difference of -21.5% (95% confidence interval, -42.5% to -0.5%; P =.046). There were no statistically significant differences in children's growth between groups. This study is the first to show that a preschool-based intervention can lead to reductions in young children's television/video viewing. Further research is needed to determine the long-term effects associated with reductions in young children's television viewing.

Impact of the two different iron fortified cookies on treatment of anemia in preschool children in Brazil.

Science.gov (United States)

Landim, Liejy Agnes; Pessoa, Marcia Luiza Dos Santos Beserra; Brandão, Amanda de Castro Amorim Serpa; Morgano, Marcelo Antonio; Marcos Antônio de Mota Araújo, Marcos Antônio De Mota Araújo; Rocha, Maurisrael De Moura; Arêas, José Alfredo Gomes; Moreira-Araújo, Regilda Saraiva Dos Reis

2016-09-20

Nutritional intervention in pre-school children using cookies prepared with wheat flour enriched with iron and folic acid (CWFFeFA) and cookies prepared with cowpea (Vigna unguiculata (L.) Walp) flour fortified with iron and zinc and wheat flour enriched with iron and folic acid (CCFFeZn + WFFeFA). To assess the impact of the ingestion of CWFFeFA and CCFFeZn + WFFeFA by pre-school children, using the cowpea variety BRS-Xiquexique, to control iron-deficiency anaemia. Nutritional intervention was conducted in municipal day care centres selected at random (n = 262) involving pre-school children aged 2 to 5 years living in Teresina, state of Piauí, Brazil. To assess the socioeconomic data, BMI-for-age, haemoglobin levels before and after intervention, and dietary intake, the children were divided into group 1 (G1), which received CWFFeFA (30 g), and group 2 (G2), which received CCFFeZn + WFFeFA (30 g). Food acceptance was evaluated daily. The prevalence of anaemia in G1 and G2 before the nutritional intervention was 12.2% (n = 18) and 11.5% (n = 30), respectively. After intervention, the prevalence decreased to 1.4% in G1 (n = 2) and to 4.2% in G2 (n = 11). Food acceptance by pre-school children in G1 and G2 was 97.4% and 94.3%, respectively. The use of both types of cookie formulations decreased the prevalence of anaemia among pre-school children, and CCFFeZn + WFFeFA yielded the greatest decrease.

Dental pain and associated factors in Brazilian preschoolers

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João Gabriel Silva Souza

Full Text Available Abstract Objective: To describe the prevalence of dental pain in Brazilian preschoolers, as well as its associated factors, considering a representative sample of that population group in Brazil. Methods: Cross-sectional study that used the analytical data from national oral health survey (SB Brazil carried out in 2010. A representative sample of Brazilian preschoolers aged 5 years was considered. Interviews were carried out (answered by parents/tutors, as well as clinical examinations in children. Descriptive, bivariate and mutiple analyzes were performed, described in odds ratios and 95% confidence interval (OR/95%CI. Results: 7280 preschoolers were included. Of these, 1520 (21.1% had dental pain in the last 6 months. The chance of the occurrence of dental pain was higher among those who used dental services (1.51/1.02–2.23, with tooth decay (3.08/2.08–4.56, that self-perceveid the need for dental treatment (3.96/2.48–6.34, whose parents reported dissatisfaction by children with their teeth and mouth (1.47/1.04–2.10 and those who reported impact of oral problems on quality of life (5.76/3.90–8.49. Conclusions: The prevalence of dental pain among Brazilian preschool children was relatively high, being associated with the use of dental services and the normative and subjective oral health status.

Failure of siblings to thrive beyond 5 years of age

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Himanshu Jain

2013-01-01

Full Text Available We describe a family in which parents had consanguinity, being children of real sisters. They had given birth to five children. In their family, children remained healthy from birth to pre-school age and then started having symptoms around the age of 5 years and two of them succumbed to this illness. Polyglandular autoimmune syndrome Type-1 is a rare sporadic autosomal recessive disease. It is characterized by the existence of two or more endocrinal disorders. Patients may require lifelong hormone replacement therapy for survival.

Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss

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Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars

2017-01-01

Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we…

Aberrant behavior and cognitive ability in preschool children

Directory of Open Access Journals (Sweden)

Bala Gustav

2007-01-01

Full Text Available The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96 from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Bačka Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven’s progressive colored matrices. Based on factor analysis (promax method, four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.

When Does Preschool Matter?

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Yoshikawa, Hirokazu; Weiland, Christina; Brooks-Gunn, Jeanne

2016-01-01

We have many reasons to invest in preschool programs, including persistent gaps in school readiness between children from poorer and wealthier families, large increases in maternal employment over the past several decades, and the rapid brain development that preschool-age children experience. But what do we know about preschool education's…

Mastery of Fundamental Movement Skills among 6-Year-Old Flemish Pre-School Children

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Vandaele, Bart; Cools, Wouter; de Decker, Steve; de Martelaer, Kristine

2011-01-01

The purpose of this study was to assess mastery of Fundamental Movement Skills (FMS) in 6- to 6.5-year-old Flemish pre-school children. The subjects were 236 6-year-old children (138 boys, 98 girls; mean age 6 years 2.4 months, SD 2.4). Children were individually assessed with the Motoriktest fur Vier- bis Sechsjahrige Kinder (MOT 4-6) in four…

The developmental potential of art activities at the preschool age

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Večanski Vera D.

2017-01-01

Full Text Available In traditional approaches to the teaching of art and arts activities at the preschool age, art has been viewed mostly in terms of emotional self-expression and development. According to this view, art and arts activities foster the development of creativity, imagination and emotions, but little consideration is given to their link to cognitive processes and to their synthetic character. In general education, art and arts activities are often relegated to marginal status. This paper presents a theoretical examination of the potential of arts activities to enhance the development of a well-rounded personality in children. Through a theoretical analysis of the relevant literature, research and ideas in recent theory which emphasize the synthetic character of art, the potential of arts activities in all segments of development and creativity at the preschool age has been examined. However, in obtaining the full benefit of arts activities in practice, the manner in which arts activities with children at this age are carried out is extremely important. Of particular importance in this process is the influence and role of early childhood educators, who should act as mediators, partners and co-explorers, facilitating, supporting, enriching and participating in the process of free exploration and creativity. Giving primacy to these roles of a teacher would help bring about a change in the child's position in early childhood education and would also change and expand the child's range of activities.

[Parenting Stress in Mothers of Children with Down Syndrome in Preschool Age].

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Sarimski, Klaus

2017-11-01

Parenting Stress in Mothers of Children with Down Syndrome in Preschool Age Research suggests that parenting stress is elevated in parents of children with intellectual disabilities. However, data are inconsistent if this holds true for parents of children with Down syndrome. As part of the Heidelberg Down syndrome study, 52 mothers of children with Down syndrome (mean age: 5 years) completed the German adaptation of the Parenting Stress Index. These results show significantly elevated stress scores in scales measuring demanding and less acceptable behavior of the children (child characteristics). Scores in scales measuring parent characteristics do not differ significantly from the norms. Global stress scores are associated with the degree of behavioral problems (SDQ) and adaptive competence (VABS-II). A regression analysis points to optimism as a dispositional trait of the mother which makes a significant contribution to the prediction of parenting stress scores. The implications for early intervention are discussed.

Quantity of Group Child Care, Behavior Problems, and Prosocial Behaviors: A Study with Portuguese Preschoolers

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Torres, Nuno; Veríssimo, Manuela; Santos, António J.; Monteiro, Ligia; Figueiredo, Mafalda; Vaughn, Brian E.

2015-01-01

Research Findings: Data from a national sample of Portuguese preschool centers were used to examine the relationship between age of start and number of hours in child care and levels of externalizing and prosocial behaviors with peers. Participants were both parents and teachers of 543 children (mean age = 4.5 years, 50.6% girls). Children started…

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills with Executive Function and Social Behavior

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MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

2016-01-01

Purpose: The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Method: Ninety-two children aged 3 to 5 years old (M[subscript age] = 4.31 years) were…

The validity and reliability of a home environment preschool-age physical activity questionnaire (Pre-PAQ

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Peat Jennifer K

2011-08-01

Full Text Available Abstract Background There is a need for valid population level measures of physical activity in young children. The aim of this paper is to report the development, and the reliability and validity, of the Preschool-age Children's Physical Activity Questionnaire (Pre-PAQ which was designed to measure activity of preschool-age children in the home environment in population studies. Methods Pre-PAQ was completed by 103 families, and validated against accelerometry for 67 children (mean age 3.8 years, SD 0.74; males 53%. Pre-PAQ categorizes activity into five progressive levels (stationary no movement, stationary with limb or trunk movement, slow, medium, or fast-paced activity. Pre-PAQ Levels 1-2 (stationary activities were combined for analyses. Accelerometer data were categorized for stationary, sedentary (SED, non-sedentary (non-SED, light (LPA, moderate (MPA and vigorous (VPA physical activity using manufacturer's advice (stationary or the cut-points described by Sirard et al and Reilly et al. Bland-Altman methods were used to assess agreement between the questionnaire and the accelerometer measures for corresponding activity levels. Reliability of the Pre-PAQ over one week was determined using intraclass correlations (ICC or kappa (κ values and percentage of agreement of responses between the two questionnaire administrations. Results Pre-PAQ had good agreement with LPA (mean difference 1.9 mins.day-1 and VPA (mean difference -4.8 mins.day-1, was adequate for stationary activity (mean difference 7.6 mins.day-1 and poor for sedentary activity, whether defined using the cut-points of Sirard et al (mean difference -235.4 mins.day-1 or Reilly et al (mean difference -208.6 mins.day-1 cut-points. Mean difference between the measures for total activity (i.e. Reilly's non-sedentary or Sirard's LMVPA was 20.9 mins.day-1 and 45.2 mins.day-1. The limits of agreement were wide for all categories. The reliability of Pre-PAQ question responses ranged from

The validity and reliability of a home environment preschool-age physical activity questionnaire (Pre-PAQ).

Science.gov (United States)

Dwyer, Genevieve M; Hardy, Louise L; Peat, Jennifer K; Baur, Louise A

2011-08-04

There is a need for valid population level measures of physical activity in young children. The aim of this paper is to report the development, and the reliability and validity, of the Preschool-age Children's Physical Activity Questionnaire (Pre-PAQ) which was designed to measure activity of preschool-age children in the home environment in population studies. Pre-PAQ was completed by 103 families, and validated against accelerometry for 67 children (mean age 3.8 years, SD 0.74; males 53%). Pre-PAQ categorizes activity into five progressive levels (stationary no movement, stationary with limb or trunk movement, slow, medium, or fast-paced activity). Pre-PAQ Levels 1-2 (stationary activities) were combined for analyses. Accelerometer data were categorized for stationary, sedentary (SED), non-sedentary (non-SED), light (LPA), moderate (MPA) and vigorous (VPA) physical activity using manufacturer's advice (stationary) or the cut-points described by Sirard et al and Reilly et al. Bland-Altman methods were used to assess agreement between the questionnaire and the accelerometer measures for corresponding activity levels. Reliability of the Pre-PAQ over one week was determined using intraclass correlations (ICC) or kappa (κ) values and percentage of agreement of responses between the two questionnaire administrations. Pre-PAQ had good agreement with LPA (mean difference 1.9 mins.day⁻¹) and VPA (mean difference -4.8 mins.day⁻¹), was adequate for stationary activity (mean difference 7.6 mins.day⁻¹) and poor for sedentary activity, whether defined using the cut-points of Sirard et al (mean difference -235.4 mins.day⁻¹) or Reilly et al (mean difference -208.6 mins.day⁻¹) cut-points. Mean difference between the measures for total activity (i.e. Reilly's non-sedentary or Sirard's LMVPA) was 20.9 mins.day⁻¹ and 45.2 mins.day⁻¹. The limits of agreement were wide for all categories. The reliability of Pre-PAQ question responses ranged from 0.31-1.00 (ICC (2

Pedagogical and didactical rationale of phonemic stimulation process in pre-school age children

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López, Yudenia

2010-01-01

Full Text Available The paper describes the main results of a regional research problem dealing with education in pre-school age. It examines the effectiveness of the didactic conception of the process of phonemic stimulation in children from 3 to 5 years old. The pedagogical and didactic rationale of the process, viewed from the evolutionary, ontogeny, systemic perspective is explained. Likewise, possible scaffolding is illustrated. The suggested procedures focus the provision of support on a systematic and purposely practice which involve first the discrimination of non-verbal sounds and the discrimi-nation of verbal sound later, aiming to the creation of a phonological consciousness.

Efficacy and safety of praziquantel in preschool-aged children in an area co-endemic for Schistosoma mansoni and S. haematobium.

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Jean T Coulibaly

Full Text Available In sub-Saharan Africa the recommended strategy to control schistosomiasis is preventive chemotherapy. Emphasis is placed on school-aged children, but in high endemicity areas, preschool-aged children are also at risk, and hence might need treatment with praziquantel. Since a pediatric formulation (e.g., syrup is not available outside of Egypt, crushed praziquantel tablets are used, but the efficacy and safety of this treatment regimen is insufficiently studied.We assessed the efficacy and safety of crushed praziquantel tablets among preschool-aged children (<6 years in the Azaguié district, south Côte d'Ivoire, where Schistosoma mansoni and S. haematobium coexist. Using a cross-sectional design, children provided two stool and two urine samples before and 3 weeks after treatment. Crushed praziquantel tablets, mixed with water, were administered at a dose of 40 mg/kg. Adverse events were assessed and graded 4 and 24 hours posttreatment by interviewing mothers/guardians.Overall, 160 preschool-aged children had at least one stool and one urine sample examined with duplicate Kato-Katz thick smears and a point-of-care circulating cathodic antigen (POC-CCA cassette for S. mansoni, and urine filtration for S. haematobium diagnosis before and 3 weeks after praziquantel administration. According to the Kato-Katz and urine filtration results, we found high efficacy against S. mansoni (cure rate (CR, 88.6%; egg reduction rate (ERR, 96.7% and S. haematobium (CR, 88.9%; ERR, 98.0%. POC-CCA revealed considerably lower efficacy against S. mansoni (CR, 53.8%. Treatment was generally well tolerated, but moderately severe adverse events (i.e., body and face inflammation, were observed in four Schistosoma egg-negative children.Crushed praziquantel administered to preschool-aged children at a dose of 40 mg/kg is efficacious against S. mansoni and S. haematobium in a co-endemic setting of Côte d'Ivoire. Further research is required with highly sensitive

Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

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Koran, Nihan; Avci, Neslihan

2017-01-01

This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

Parental state anxiety correlates with preoperative anxiety in Chinese preschool children.

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Cui, Xulei; Zhu, Bo; Zhao, Jing; Huang, Yuguang; Luo, Ailun; Wei, Jing

2016-06-01

Preoperative anxiety in children is largely dependent on age and is influenced by anxiety level in parents. The current study compared the level of preoperative anxiety in preschool children versus school-aged children and its relationship with the state and trait anxiety of the parents. This study included 54 preschool children (2-5 years of age) and 48 school-age children (6-12 years) scheduled to receive ear, nose and throat, plastic or ophthalmologic surgeries. Preoperative anxiety of children was assessed in the holding area immediately prior to the surgery using a modified Yale Preoperative Anxiety Scale (m-YPAS). Compliance with anaesthesia induction was assessed using an Induction Compliance Checklist (ICC). The state and trait anxiety of the parent who accompanied the child was assessed using a State-Trait Anxiety Inventory (STAI) questionnaire. Both m-YPAS and ICC scores were higher in preschool children than in school-age children with significant correlation between the two measures. The STAI-S score of parents was higher in the preschool group than in the school-age group. No significant difference was found in STAI-T score between the two age groups. Children's m-YPAS score correlated with parental STAI-T score in both groups (rho = 0.297, P = 0.029 and rho = 0.338, P = 0.019, respectively) but only with STAI-S score in the preschool group (rho = 0.400, P = 0.003). Both preschool children and their parents are more anxious than school-age dyads prior to surgery. The anxiety level of the children correlates with state anxiety of the parents in preschool children but not in school-age children. © 2016 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

A review of early influences on physical activity and sedentary behaviors of preschool-age children in high-income countries.

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Lindsay, Ana Cristina; Greaney, Mary L; Wallington, Sherrie F; Mesa, Tatiana; Salas, Carlos F

2017-07-01

Promoting physical activity (PA) is a key component of preventing and controlling childhood obesity. Despite well-documented benefits of PA, globally, rates of PA among young children have declined over the past decades, and most children are not accruing sufficient PA daily. Helping children develop the foundation for PA habits early in life is critical for the promotion of health in childhood and prevention of chronic diseases later in life, and will ultimately promote longer and healthier lives for individuals and the general population. The purpose of this review is to provide a synthesis of current evidence on influences on PA and sedentary behaviors of preschool-age children in high-income countries. A systematic review of three databases was performed. Studies conducted in high-income countries and published from 2000 onward that addressed influences on PA and sedentary behaviors of preschool-age children were identified and reviewed. Additionally, reference lists of identified articles and relevant published reviews were reviewed. Studies that met the following inclusion criteria were considered: (a) sample included preschoolers (age ≤5 years); (b) PA and/or sedentary behaviors or factors associated with PA and/or sedentary behaviors was assessed; (c) published in English; (d) used either quantitative or qualitative methods; and (e) conducted in a high-income country. Data were extracted from selected studies to identify influences on PA and sedentary behaviors of preschool-age children and organized using the social-ecological model according to multiple levels of influence. Results from included studies identify multiple factors that influence PA and sedentary behaviors of young children in high-income countries at the various levels of the social-ecological model including intrapersonal, interpersonal, environmental, organizational, and policy. Given pediatric nurses' role as primary care providers, and their frequent and continued contact with parents

Lexical Categorization Modalities in Pre-School Children: Influence of Perceptual and Verbal Tasks

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Tallandini, Maria Anna; Roia, Anna

2005-01-01

This study investigates how categorical organization functions in pre-school children, focusing on the dichotomy between living and nonliving things. The variables of familiarity, frequency of word use and perceptual complexity were controlled. Sixty children aged between 4 years and 5 years 10 months were investigated. Three tasks were used: a…

A Study on Gross Motor Skills of Preschool Children

Science.gov (United States)

Wang, Joanne Hui-Tzu

2004-01-01

The purpose of this study was to investigate the effects of a creative movement program on gross motor skills of preschool children. Sixty children between the ages of 3 to 5 were drawn from the population of a preschool in Taichung, Taiwan. An experimental pretest-posttest control-group design was utilized. The children enrolled in the…

Attention Deficit Hyperactivity Disorder in Preschool-Age Children.

Science.gov (United States)

Tandon, Mini; Pergjika, Alba

2017-07-01

Attention deficit hyperactivity disorder is a neurodevelopmental disorder marked by age-inappropriate deficits in attention or hyperactivity/impulsivity that interfere with functioning or development. It is highly correlated with other disorders, such as oppositional defiant disorder, conduct disorder, and mood symptoms. The etiology is multifactorial, and neuroimaging findings are nonspecific. Although assessment tools exist, there is variability among them, and historically, parent-teacher agreement has not been consistent. Treatment algorithm for attention deficit hyperactivity disorder in preschoolers includes behavioral interventions first followed by psychopharmacologic treatment when behavioral therapies fail. Other nonpharmacologic and nonbehavioral interventions are discussed including the role of exercise and nutrition. Copyright © 2017 Elsevier Inc. All rights reserved.

Effects of tobacco smoking in pregnancy on offspring intelligence at the age of 5

DEFF Research Database (Denmark)

Eriksen, Hanne-Lise Falgreen; Kesmodel, Ulrik Schiøler; Wimberley, Theresa

2012-01-01

with the Wechsler Preschool and Primary Scale of Intelligence-Revised. Parental education, maternal IQ, maternal alcohol consumption in pregnancy, the sex and age of the child, and tester were considered core confounders, but the full model also controlled for prenatal paternal smoking, maternal age and Bodymass......The aim of the study was to examine the effects of tobacco smoking in pregnancy on children's IQ at the age of 5. A prospective follow-up study was conducted on 1,782 women, and their offspring were sampled from the Danish National Birth Cohort. At 5 years of age, the children were tested...

Effect of Emotional Closeness in Mother-Child Relationship on the Child’s Relationships with Peers at Preschool Age

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Bulygina M.V.

2018-01-01

Full Text Available The paper presents outcomes of an empirical study that aimed to explore the correlation between mother-child relationships and the child’s relationships with peers at preschool age. The hypothesis was that the character and degree of emotional closeness between the mother and the child affects the quality of the child’s interactions with peers. The study involved 166 subjects: 83 children aged 4—5 years from Moscow kindergartens and their mothers. As it was found, different types of emotional relationships between the mother and the child (distant, emotionally close, normal are associated with certain features of peer interactions. Interacting with peers was most problematic in the children whose mothers are emotionally distant from them. Those children who were in very close emotional relationships with their mothers had much more conflicts with peers as well. The mothers in this group were also less adequate and more permissive when evaluating their child’s proneness to conflict.

The Development of Preschoolers' Appreciation of Communicative Ambiguity

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Nilsen, Elizabeth S.; Graham, Susan A.

2012-01-01

Using a longitudinal design, preschoolers' appreciation of a listener's knowledge of the location of a hidden sticker after the listener was provided with an ambiguous or unambiguous description was assessed. Preschoolers (N = 34) were tested at 3 time points, each 6 months apart (4, 4 1/2, and 5 years). Eye gaze measures demonstrated that…

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

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Rittle-Johnson, Bethany; Fyfe, Emily R; Hofer, Kerry G; Farran, Dale C

2017-09-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

The microstructure of Mg–4Zn–2Al–0.5Ca aged alloy

International Nuclear Information System (INIS)

Lin Xiaoping; Dong Yun; Ye Jie; Song Boyang

2012-01-01

Highlights: ► The microstructure of Mg–4Zn–2Al–0.5Ca aged alloy was investigated by TEM. ► Edge dislocations, ordered zones and moiré fringes are found in alloy. ► Ca can improve the thermal stability of precipitates. - Abstract: In this study, we investigated the microstructure of a new Mg–4Zn–2Al–0.5Ca aged alloy with TEM and HRTEM. The age hardening process of Mg–4Zn–2Al–0.5Ca alloy aged at 120 °C or 160 °C follows a similar pattern: a period of fluctuation of hardness present before the alloy reaches its maximum hardness. The atomic arrangement is different in different areas of the microstructure possibly due to the difference of the segregated degree of the solute atoms in the alloy. The microstructure of alloy aged at 120 °C for 230 h consists of cellular textures, ordered zone, elongated precipitates and disc-like precipitates, while the microstructure of the alloy aged at 160 °C for 32 h consists of edge dislocations, ordered zones and moiré fringe. No MgZn precipitates are found in the peak aged microstructures of alloys aged at 120 °C and 160 °C. It is reasonable to believe that Ca is a particularly effective trace addition in improving the thermal stability of precipitation in Mg–4Zn–2Al alloy aged at 120 °C and 160 °C.

Suggestibility under Pressure: Theory of Mind, Executive Function, and Suggestibility in Preschoolers

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Karpinski, Aryn C.; Scullin, Matthew H.

2009-01-01

Eighty preschoolers, ages 3 to 5 years old, completed a 4-phase study in which they experienced a live event and received a pressured, suggestive interview about the event a week later. Children were also administered batteries of theory of mind and executive function tasks, as well as the Video Suggestibility Scale for Children (VSSC), which…

Assessment of symbolic function in Mexican preschool children

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N. R. Jiménez Barreto

2013-04-01

Full Text Available Development of symbolic function is an important psychological formation of pre-school age and reflects the possibility of the child to use signs and symbols in a conscious way. Assessment of symbolic function can be used as one of preparation for school indicators. The objective of the present study is to characterize the level of symbolic function development in Mexican pre-school children. 59 children were included in the study. The ages of the children were between 5 and 6 years and all of them belonged to sub-urban pre-school institution. All 59 children participated in this study for the first time. Our assessment consisted of specific tasks with symbolic means on materialized, perceptive and verbal levels. Each child was tested individually. Results showed an insufficient development of the symbolic function in all evaluated children. More than 78% of the children showed difficulties during performance in the tasks of assessment; their drawings were undifferentiated and had few essential characteristics. The obtained results show the necessity to implement developmental strategies in order to guarantee the formation of the ability of constant conscious sage of symbolic means at the end of pre-school age.

Parenting approaches and digital technology use of preschool age children in a Chinese community.

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Wu, Cynthia Sau Ting; Fowler, Cathrine; Lam, Winsome Yuk Yin; Wong, Ho Ting; Wong, Charmaine Hei Man; Yuen Loke, Alice

2014-05-07

Young children are using digital technology (DT) devices anytime and anywhere, especially with the invention of smart phones and the replacement of desktop computers with digital tablets. Although research has shown that parents play an important role in fostering and supporting preschoolers' developing maturity and decisions about DT use, and in protecting them from potential risk due to excessive DT exposure, there have been limited studies conducted in Hong Kong focusing on parent-child DT use. This study had three objectives: 1) to explore parental use of DTs with their preschool children; 2) to identify the DT content that associated with child behavioral problems; and 3) to investigate the relationships between approaches adopted by parents to control children's DT use and related preschooler behavioral problems. This exploratory quantitative study was conducted in Hong Kong with 202 parents or guardians of preschool children between the ages of 3 and 6 attending kindergarten. The questionnaire was focused on four aspects, including 1) participants' demographics; 2) pattern of DT use; 3) parenting approach to manage the child's DT use; and 4) child behavioral and health problems related to DT use. Multiple regression analysis was adopted as the main data analysis method for identifying the DT or parental approach-related predictors of the preschooler behavioral problems. In the multiple linear regression model, the 'restrictive approach score' was the only predictor among the three parental approaches (B:1.66, 95% CI: [0.21, 3.11], p children also significantly increased the tendency of children to have behavioral problem (B:3.84, 95% CI: [1.66, 6.02], p children's cognitive and functional abilities are still in the developmental stage, parents play a crucial role in fostering appropriate and safe DT use. It is suggested that parents practice a combination of restrictive, instructive and co-using approaches, rather than a predominately restrictive

A Randomized Controlled Trial of a Parent Training and Emotion Socialization Program for Families of Hyperactive Preschool-Aged Children

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Herbert, Sharonne D.; Harvey, Elizabeth A.; Roberts, Jasmin L.; Wichowski, Kayla; Lugo-Candelas, Claudia I.

2013-01-01

The present study evaluated the effectiveness of a parent training and emotion socialization program designed specifically for hyperactive preschoolers. Participants were 31 preschool-aged children whose parents were randomly assigned to a parent training (PT) or waitlist (WL) control group. PT parents took part in a 14-week parenting program that…

Anxiety disorders and behavioral inhibition in preschool children: a population-based study.

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Paulus, Frank W; Backes, Aline; Sander, Charlotte S; Weber, Monika; von Gontard, Alexander

2015-02-01

This study assessed the prevalence of anxiety disorders in preschool children and their associations with behavioral inhibition as a temperamental precursor. A representative sample of 1,342 children aged 4–7 years (M = 6;1, SD = 4.80) was examined with a standardized parental questionnaire, including items referring to anxiety disorders at the current age and behavioral inhibition at the age of 2 years. The total prevalence of anxiety disorders was 22.2 %. Separation anxiety (SAD) affected 7 %, social phobia (SOC) 10.7 %, specific phobia (PHOB) 9.8 % and depression/generalized anxiety (MDD/GAD) 3.4 % of children. The prevalence of most types of anxiety was higher in girls except for separation anxiety, which affected more boys. Behavioral inhibition in the second year of life was associated with all types of anxiety. Anxiety disorders are common but frequently overlooked in preschool children. Different subtypes can be differentiated and are often preceded by behavioral inhibition. Assessment, prevention and treatment of anxiety disorders are recommended in preschool children.

Dental pain and associated factors in Brazilian preschoolers.

Science.gov (United States)

Souza, João Gabriel Silva; Martins, Andrea Maria Eleutério de Barros Lima

2016-09-01

To describe the prevalence of dental pain in Brazilian preschoolers, as well as its associated factors, considering a representative sample of that population group in Brazil. Cross-sectional study that used the analytical data of the national oral health survey (SB Brazil) carried out in 2010. A representative sample of Brazilian preschoolers aged 5 years was considered. Interviews were carried out (answered by parents/tutors), as well as clinical examinations in children. Descriptive, bivariate and multivariate analyzes were performed, described in odds ratios and 95% confidence interval (OR/95%CI). 7,280 preschoolers were included. Of these, 1520 (21.1%) had had dental pain in the last 6 months. The chance of the occurrence of dental pain was higher among those who used dental services (1.51 / 1.02 to 2.23), with tooth decay (3.08 / 2.08 to 4.56), that realized the need for dental treatment (3.96 / 2.48 to 6.34), whose parents reported dissatisfaction by children with their teeth and mouth (1.47 / 1.04 to 2.10) and those who reported impact of oral problems on quality of life (5.76 / 3.90 to 8.49). The prevalence of dental pain among Brazilian preschool children was relatively high, being associated with the use of dental services and the normative and subjective oral health status. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

Science.gov (United States)

Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

2013-01-01

Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…

The influence of professional development on informal science educators' engagement of preschool-age audiences in science practices

Science.gov (United States)

Crowl, Michele

There is little research on professional development for informal science educators (ISEs). One particular area that ISEs need support in is how to engage preschool-age audiences in science practices. This study is part of a NSF-funded project, My Sky Tonight (MST), which looked at how to support ISEs in facilitating astronomy-themed activities with preschool-age audiences. This dissertation focuses on the influence of a six-week, online professional development workshop designed for ISEs working with preschool-age audiences. I used three primary sources of data: pre/post interviews and a video analysis task from data of 16 participants, as well as observations of implementation from a subset of seven participants who agreed to participate further. I developed and used the Phenomena-driven Practices of Science (PEPS) Framework as an analysis tool for identifying engagement in science practices. Findings from this study show that ISEs identified affective goals and rarely goals that reflect science practice engagement for their preschool-age audiences. They maintained these initial goals after the professional development workshop. ISEs describe the ways in which they engage children in science using primarily science practice-related words, but these descriptions did not show full use of science practices according to the PEPS framework. When observed implementing science activities with their preschool audiences, the ISEs demonstrated a variety of forms of science engagement, but only a few used science practices in ways consistent with the PEPS framework. Engagement in the professional development workshop did not result in a transition in the ways ISEs talk about and implement science with young children. While the write-ups for MST activities were not written in a way that supported engagement in science practices, a subset of MST activities were designed with it in mind. The professional development workshop included little time focusing on how ISEs could

Preschoolers Explore Interactive Storybook Apps: The Effect on Word Recognition and Story Comprehension

Science.gov (United States)

Zipke, Marcy

2017-01-01

Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4-5. In the first experiment, the students' word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable…

Intellectual development in preschool children with early treated congenital hypothyroidism

Directory of Open Access Journals (Sweden)

Min Kyoung Seo

2017-06-01

Full Text Available PurposeDelayed treatment of congenital hypothyroidism (CH is a common cause of mental retardation. The aim of the present study was to evaluate intellectual outcomes in preschool children with treated CH.MethodsWe retrospectively reviewed the clinical records of 43 children (age range: 13 to 60 days of life; 22 girls and 21 boys diagnosed with CH. Children aged 5 to 7 years were examined using the Korean Wechsler Intelligence Scale for Children or the Korean Wechsler Preschool and Primary Scale of Intelligence.ResultsThe patients started treatment between 13 and 60 days of age. The mean intelligence quotient (IQ of patients tested at age 5 to 7 years was 103.14±11.68 (IQ range: 76–126. None had intellectual disability (defined as an IQ <70. Twenty-one subjects were treated with a low dose (6.0–9.9 µg/kg/day and 22 with a high dose of levothyroxine (10.0–16.0 µg/kg/day. There was no significant difference in the mean full-scale IQ (FSIQ, verbal IQ (VIQ, and performance IQ (PIQ scores between the 2 groups. FSIQ, PIQ, and VIQ scores were not significantly correlated with initial dose of L-T4, initial fT4, age at treatment in multivariate analysis.ConclusionIQ scores of subjects with early treated CH diagnosed through a neonatal screening test were within normal range, regardless of etiology, thyroid function, initial dose of levothyroxine, and age at start of treatment.

Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

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Fyssa, Aristea; Vlachou, Anastasia

2015-01-01

The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive…

Disruptive behavior in preschool children: distinguishing normal misbehavior from markers of current and later childhood conduct disorder.

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Hong, Ji S; Tillman, Rebecca; Luby, Joan L

2015-03-01

To investigate which disruptive behaviors in preschool were normative and transient vs markers of conduct disorder, as well as which disruptive behaviors predicted the persistence of conduct disorder into school age. Data from a longitudinal study of preschool children were used to investigate disruptive behaviors. Caregivers of preschoolers ages 3.0-5.11 years (n = 273) were interviewed using the Preschool Age Psychiatric Assessment to derive the following diagnostic groups: conduct disorder, externalizing disorder without conduct disorder, internalizing disorder without externalizing disorder, and healthy. At school age, participants were again assessed via an age-appropriate diagnostic interview. Logistic and linear regression with pairwise group comparisons was used to investigate clinical markers of preschool conduct disorder and predictors of school age conduct disorder. Losing one's temper, low-intensity destruction of property, and low-intensity deceitfulness/stealing in the preschool period were found in both healthy and disordered groups. In contrast, high-intensity argument/defiant behavior, both low- and high-intensity aggression to people/animals, high-intensity destruction of property, high-intensity deceitfulness/stealing, and high-intensity peer problems were markers of preschool conduct disorder and predictors of school age conduct disorder. Inappropriate sexual behavior was not a marker for preschool conduct disorder but was a predictor of school age conduct disorder. These findings provide a guide for primary care clinicians to help identify preschoolers with clinical conduct disorder and those who are at risk for persistent conduct disorder in childhood. Preschoolers displaying these symptoms should be targeted for mental health assessment. Copyright © 2015 Elsevier Inc. All rights reserved.

Consonant acquisition in the Malay language: a cross-sectional study of preschool aged Malay children.

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Phoon, Hooi San; Abdullah, Anna Christina; Lee, Lay Wah; Murugaiah, Puvaneswary

2014-05-01

To date, there has been little research done on phonological acquisition in the Malay language of typically developing Malay-speaking children. This study serves to fill this gap by providing a systematic description of Malay consonant acquisition in a large cohort of preschool-aged children between 4- and 6-years-old. In the study, 326 Malay-dominant speaking children were assessed using a picture naming task that elicited 53 single words containing all the primary consonants in Malay. Two main analyses were conducted to study their consonant acquisition: (1) age of customary and mastery production of consonants; and (2) consonant accuracy. Results revealed that Malay children acquired all the syllable-initial and syllable-final consonants before 4;06-years-old, with the exception of syllable-final /s/, /h/ and /l/ which were acquired after 5;06-years-old. The development of Malay consonants increased gradually from 4- to 6 years old, with female children performing better than male children. The accuracy of consonants based on manner of articulation showed that glides, affricates, nasals, and stops were higher than fricatives and liquids. In general, syllable-initial consonants were more accurate than syllable-final consonants while consonants in monosyllabic and disyllabic words were more accurate than polysyllabic words. These findings will provide significant information for speech-language pathologists for assessing Malay-speaking children and designing treatment objectives that reflect the course of phonological development in Malay.

Mother-child reminiscing and autobiographical memory specificity among preschool-age children.

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Valentino, Kristin; Nuttall, Amy K; Comas, Michelle; McDonnell, Christina G; Piper, Brianna; Thomas, Taylor E; Fanuele, Suzanne

2014-04-01

Overgeneral memory (OGM) refers to difficulty in retrieving specific autobiographical memories. The tendency to be overgeneral in autobiographical memory recall is more commonly observed among individuals with emotional disorders compared with those without. Despite significant advances in theory and identification of mechanisms that underlie the etiology of OGM, there has been little integration between normative research on the development of autobiographical memory and research on OGM. Informed by a developmental psychopathology perspective and drawing on normative developmental research on the social construction of autobiographical memory, the current investigation examined whether the elaborative quantity and elaborative quality of maternal reminiscing are predictive of preschool-age children's autobiographical memory specificity. Additionally, this investigation tested whether children's positive self-representations may explain these hypothesized associations. Participants consisted of 95 mother-child dyads. Children's ages ranged between 3.5 and 6 years, and the sample was predominantly low income and of minority race/ethnicity. Dyads participated in a joint reminiscing task about 4 past events, and children participated in assessments of autobiographical memory specificity and self-representations. Results indicated that the elaborative quality, defined by maternal-sensitive guidance and emotional narrative coherence, but not the elaborative quantity, of maternal reminiscing style was significantly associated with children's autobiographical memory specificity. Additionally, there was support for an indirect pathway between maternal reminiscing quality and child memory specificity through children's positive self-representations. Directions for future research are discussed, and potential clinical implications are addressed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Effects of Public Preschool Expenditures on the Test Scores of 4 Graders: Evidence from TIMSS.

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Waldfogel, Jane; Zhai, Fuhua

2008-02-01

This study examines the effects of public preschool expenditures on the math and science scores of 4(th) graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in seven Organization for Economic Co-operation and Development (OECD) countries -- Australia, Japan, Netherlands, New Zealand, Norway, U.K., and U.S -- using data from the 1995 and 2003 Trends in International Mathematics and Science Study (TIMSS). Our results indicate that there are small but significant positive effects of public preschool expenditures on the math and science scores of 4(th) graders and preschool expenditures reduce the risk of children scoring at the low level of proficiency. We also find some evidence that children from low-resource homes and homes where the test language is not always spoken may tend to gain more from increased public preschool expenditures than other children,.

A Smartphone App for Families With Preschool-Aged Children in a Public Nutrition Program: Prototype Development and Beta-Testing

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Emerson, Janice S; Quirk, Meghan E; Canedo, Juan R; Jones, Jessica L; Vylegzhanina, Violetta; Schmidt, Douglas C; Mulvaney, Shelagh A; Beech, Bettina M; Briley, Chiquita; Harris, Calvin; Husaini, Baqar A

2017-01-01

Background The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States provides free supplemental food and nutrition education to low-income mothers and children under age 5 years. Childhood obesity prevalence is higher among preschool children in the WIC program compared to other children, and WIC improves dietary quality among low-income children. The Children Eating Well (CHEW) smartphone app was developed in English and Spanish for WIC-participating families with preschool-aged children as a home-based intervention to reinforce WIC nutrition education and help prevent childhood obesity. Objective This paper describes the development and beta-testing of the CHEW smartphone app. The objective of beta-testing was to test the CHEW app prototype with target users, focusing on usage, usability, and perceived barriers and benefits of the app. Methods The goals of the CHEW app were to make the WIC shopping experience easier, maximize WIC benefit redemption, and improve parent snack feeding practices. The CHEW app prototype consisted of WIC Shopping Tools, including a barcode scanner and calculator tools for the cash value voucher for purchasing fruits and vegetables, and nutrition education focused on healthy snacks and beverages, including a Yummy Snack Gallery and Healthy Snacking Tips. Mothers of 63 black and Hispanic WIC-participating children ages 2 to 4 years tested the CHEW app prototype for 3 months and completed follow-up interviews. Results Study participants testing the app for 3 months used the app on average once a week for approximately 4 and a half minutes per session, although substantial variation was observed. Usage of specific features averaged at 1 to 2 times per month for shopping-related activities and 2 to 4 times per month for the snack gallery. Mothers classified as users rated the app’s WIC Shopping Tools relatively high on usability and benefits, although variation in scores and qualitative

Estimation of physical and mental development of children of the senior pre-school age

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Pasichnyk V.M.

2012-08-01

Full Text Available In this work is conducted physical and mental development of children of the senior preschool age. In the experiment, 90 children took part in the fifth year of life, among which 55 boys and 35 girls. It is noted that the children surveyed rate the physical development of the index corresponds to level - above the average. It was determined that the parameters of the functional state of preschool age children meet the age norm. It is revealed that in determining physical performance among boys set a good level, and satisfactory in girls. It is established that the results of physical fitness of boys is slightly higher than in girls. It was found that the diagnosis of the level of mental development in children fifth year of life, the average productivity and stability of attention, visual and auditory memory, visual-imagery and visual-thinking, and perception of speech correspond to the average level, and cognitive processes such as switching and distribution attention, imagination - a low level.

Sleep and Cognition in Preschool Years: Specific Links to Executive Functioning

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Bernier, Annie; Beauchamp, Miriam H.; Bouvette-Turcot, Andrée-Anne; Carlson, Stephanie M.; Carrier, Julie

2013-01-01

This study investigated the prospective links between sleep in infancy and preschoolers' cognitive performance. Mothers of 65 infants completed a sleep diary when infants were aged 1 year, and children completed two subscales of the Wechsler Preschool and Primary Scale of Intelligence at 4 years, indexing general cognitive ability and complex…

Munch and Move: evaluation of a preschool healthy eating and movement skill program

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Farrell Louise

2010-11-01

Full Text Available Abstract Background Early childhood services have been identified as a key setting for promoting healthy eating and physical activity as a means of preventing overweight and obesity. However, there is limited evidence on effective nutrition and physical activity programs in this setting. The purpose of this study was to evaluate Munch and Move, a low-intensity, state-wide, professional development program designed to support early childhood professionals to promote healthy eating and physical activity among children in their care. Methods The evaluation involved 15 intervention and 14 control preschools (n = 430; mean age 4.4 years in Sydney, New South Wales, Australia and was based on a randomised-control design with pre and post evaluation of children's lunchbox contents, fundamental movement skills (FMS, preschool policies and practices and staff attitudes, knowledge and confidence related to physical activity, healthy eating and recreational screen time. Results At follow up, FMS scores for locomotor, object control and total FMS score significantly improved by 3.4, 2.1 and 5.5 points more (respectively in the intervention group compared with the control group (P Conclusion The findings suggest that a low intensity preschool healthy weight intervention program can improve certain weight related behaviours. The findings also suggest that change to food policies are difficult to initiate mid-year and potentially a longer implementation period may be required to determine the efficacy of food policies to influence the contents of preschoolers lunchboxes.

Validation of a questionnaire for asthma case identification in pre-schools in Latin America.

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Busi, Luciano E; Sly, Peter D; Llancaman, Lidia

2015-08-01

We recently developed and validated a screening questionnaire for determining which school-aged children may need further investigation to diagnose and manage asthma. In the present study we sought to extend this to pre-school aged children. Questions from the school-aged questionnaire and literature on pre-school asthma were used to inform a focus group of parents with pre-school-aged children with asthma to develop a screening questionnaire. Parents of children attending 6 randomly selected kindergartens in Trelew, Argentina (n = 639) were invited to respond to the questionnaire. A reliability test-retest was undertaken in 187 randomly selected parents who completed the same questionnaire twice within 2-5 weeks. Clinical assessment included a standardized history and physical examination, spirometry before and after a β-agonist inhaler, and chest X-ray. Asthma was diagnosed by the pulmonologist. Completed surveys were returned for 620 children, 607 of whom underwent clinical evaluation. The mean age was 4.21 years (range of 3.01-5.50) and included 82.5% white and 49.4% male children. Asthma was diagnosed in 103 (17.0%) children); 72 (69.9%) of these children did not have a previous diagnosis of asthma. The specificity, sensitivity, positive predictive value and negative predictive value of the questionnaire were 93.2%, 86.1%, 57.8% and 98.4%, respectively. We have demonstrated the utility of a screening questionnaire for identifying pre-school-aged children who may benefit from further assessment for asthma. © 2015 Asian Pacific Society of Respirology.

Sentinel surveillance of soil-transmitted helminthiasis in preschool-aged and school-aged children in selected local government units in the Philippines: follow-up assessment.

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Belizario, Vicente Y; Totañes, Francis Isidore G; de Leon, Winifreda U; Ciro, Raezelle Nadine T; Lumampao, Yvonne F

2015-03-01

This study was a follow-up to the baseline nationwide survey of soil-transmitted helminth (STH) infections in preschool-aged children in the Philippines and in school-aged children in selected sentinel sites to assess the Integrated Helminth Control Program of the Department of Health. The objective of the study was to describe the current prevalence and intensity of STH infections in preschool-aged and school-aged children in 6 sentinel provinces and to compare these data with baseline findings. A cross-sectional study design was used to determine the prevalence and intensity of STH infections. Parasitological assessment involved the examination of stool samples by the Kato-Katz method. Although parasitological parameters in the 2 age groups at follow-up showed significant reductions from the baseline, these parameters remained high despite 3 years of mass drug administration (MDA). Efforts toward achieving high MDA coverage rates, provision of clean water, environmental sanitation, and promotion of hygiene practices must be prioritized. © 2013 APJPH.

Phonological Awareness Program: A longitudinal study from Preschool to 4th Grade

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Ferraz Inês

2015-01-01

Full Text Available This study aims to evaluate the effect of phonological awareness training program in preschool performance of 256 children in Funchal, Portugal. This is a longitudinal study from preschool (2005 to 4th grade (2011. It has an experimental design. The sample includes an Experimental Group (132 children and a Control group (124 children. We pretend to answer the following research question: To what degree does training children in phonological awareness as early as preschool have short-term and long-term effects on the evolution of students' competencies and disciplinary knowledge? A first evaluation done in 2006 on the effects of this program at the end of preschool education revealed that the Experimental Group presented significant improvements when compared to the Control Group on the considered dimensions. In 2011, the Experimental Group presented Math National Test higher significant results when compared to the Control Group. The Experimental Group's Portuguese National Test presented better results than the Control Group one, but not significantly. This seems to indicate that Phonological Awareness Program can bring benefits and prevent long-term math school failure.

Differences in balance in preschool children aged 1 and 3 years

OpenAIRE

Petrič, Melita

2016-01-01

The main part of motor development happens in the preschool period. This means that this period provides the foundation for specialised movement later in life. However, children at that age are the most susceptible to various influences from the environment, which affect motor as well as other areas of development, hence the expression comprehensive development of the child. From the teacher's perspective, comprehensive development means comprehensive planning and a challenge of determining i...

Psychiatric disorders in Danish children aged 5-7 years

DEFF Research Database (Denmark)

Elberling, Hanne; Linneberg, Allan; Ulrikka Rask, Charlotte

2016-01-01

BACKGROUND: Knowledge about the presentation of psychopathology in preschool age and associated risk factors is fundamental to preventive intervention before schooling. AIMS: To investigate the full spectrum of psychiatric diagnoses in general population children at the period of transition from.......4-1.6), respectively. Emotional disorders were found in 2.9% (95%CI: 1.9-40). More boys were diagnosed with PDD, behavioural disorders and tics. No gender differences were found in hyperactivity disorders (HD) and emotional disorders. Co-morbidity was frequent, in particular between HD and PDD, but also between HD...

Analysis of the status and influence factors of vision development in preschool children

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Guang-Qiang Wu

2013-12-01

Full Text Available AIM:To investigate the visual acuity, refraction and influence factors of preschool children in some nurseries in Nanjing. METHODS: Children from 4 to 6 years old in Nanjing attended the visual acuity examination, and filled in factors questionnaire. The results were analyzed.RESULTS:Visual acuity at P5 was 0.4 of 4 years, 0.5 of 5 years, and 0.6 of 6 years. Refraction, gestational age, birth weight, closely using eyes, daily watching television time, daily outdoor activity time, picky eaters situation, chewing situation, parents diopter, home lighting status were associated with vision disorders. Factors score at P5 is 5.CONCLUSION: The visual acuity less than P5 at each ages was abnormal vision. Child whose factors score of less than 5 had high risk of abnormal vision, and need to pay close attention to visual conditions.

Preschool Weight and Body Mass Index in Relation to Central Obesity and Metabolic Syndrome in Adulthood

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Graversen, Lise; Sørensen, Thorkild I A; Petersen, Liselotte

2014-01-01

BACKGROUND: If preschool measures of body size routinely collected at preventive health examinations are associated with adult central obesity and metabolic syndrome, a focused use of these data for the identification of high risk children is possible. The aim of this study was to test the associ......BACKGROUND: If preschool measures of body size routinely collected at preventive health examinations are associated with adult central obesity and metabolic syndrome, a focused use of these data for the identification of high risk children is possible. The aim of this study was to test...... the associations between preschool weight and body mass index (BMI) and adult BMI, central obesity and metabolic alterations. METHODS: The Northern Finland Birth Cohort 1966 (NFBC1966) (N = 4111) is a population-based cohort. Preschool weight (age 5 months and 1 year) and BMI (age 2-5 years) were studied...... in relation to metabolic syndrome as well as BMI, waist circumference, lipoproteins, blood pressure, and fasting glucose at the age of 31 years. Linear regression models and generalized linear regression models with log link were used. RESULTS: Throughout preschool ages, weight and BMI were significantly...

Validation of the Intelligibility in Context Scale for Jamaican Creole-Speaking Preschoolers.

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Washington, Karla N; McDonald, Megan M; McLeod, Sharynne; Crowe, Kathryn; Devonish, Hubert

2017-08-15

To describe validation of the Intelligibility in Context Scale (ICS; McLeod, Harrison, & McCormack, 2012a) and ICS-Jamaican Creole (ICS-JC; McLeod, Harrison, & McCormack, 2012b) in a sample of typically developing 3- to 6-year-old Jamaicans. One-hundred and forty-five preschooler-parent dyads participated in the study. Parents completed the 7-item ICS (n = 145) and ICS-JC (n = 98) to rate children's speech intelligibility (5-point scale) across communication partners (parents, immediate family, extended family, friends, acquaintances, strangers). Preschoolers completed the Diagnostic Evaluation of Articulation and Phonology (DEAP; Dodd, Hua, Crosbie, Holm, & Ozanne, 2006) in English and Jamaican Creole to establish speech-sound competency. For this sample, we examined validity and reliability (interrater, test-rest, internal consistency) evidence using measures of speech-sound production: (a) percentage of consonants correct, (b) percentage of vowels correct, and (c) percentage of phonemes correct. ICS and ICS-JC ratings showed preschoolers were always (5) to usually (4) understood across communication partners (ICS, M = 4.43; ICS-JC, M = 4.50). Both tools demonstrated excellent internal consistency (α = .91), high interrater, and test-retest reliability. Significant correlations between the two tools and between each measure and language-specific percentage of consonants correct, percentage of vowels correct, and percentage of phonemes correct provided criterion-validity evidence. A positive correlation between the ICS and age further strengthened validity evidence for that measure. Both tools show promising evidence of reliability and validity in describing functional speech intelligibility for this group of typically developing Jamaican preschoolers.

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants: Longitudinal Study

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Guiberson, Mark M.; Barrett, Karen C.; Jancosek, Elizabeth G.; Itano, Christine Yoshinaga

2006-01-01

In this study, the authors plotted the Spanish language usage of 10 preschool-age children over the course of 3 years and assigned them to one of two groups: language maintenance and language loss. The authors then compared the groups' scores on structured tasks, language behaviors, and language usage/exposure variables. They found that children…

Analyzing Perspective Taking Skills of 5- to 6-Year-Old Preschool Children in Relation to Their Self-Perception and Gender

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Gülay Ogelman, Hülya; Seçer, Zarife; Önder, Alev

2013-01-01

The purpose of this study is to analyze the ability of preschool children to take on a perspective, based on their self-perception and gender. A relational survey method was used, with 124 children between ages 5 and 6 participating--74 girls (59.7%) and 50 boys (40.3%). The Self-Perception Scale for Children and Perspective-Taking Test was…

Physical Activity and Health in Preschool Children

DEFF Research Database (Denmark)

Christensen, Line Brinch

Physical activity is beneficial in relation to several life style diseases and the association between physical activity and early predictors of life style diseases seem to be present already in preschool age. Since physical activity and other health behaviours are established during childhood...... and track from childhood into adult life, it is relevant to address physical activity already in the preschool age. The research in preschool children’s physical activity is relatively new, and because of methodological inconsistencies, the associations between physical activity and health are less clear...... in this age group. The objective of this thesis was to contribute to the knowledge base regarding physical activity in preschoolers; How active are preschoolers? Are activity levels related to specific settings during a typical week? And are the activity levels related to a range of health outcomes...

Attention Deficit/Hyperactivity Disorder (ADHD) symptoms and cognitive skills of preschool children.

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Thomaidis, L; Choleva, A; Janikian, M; Bertou, G; Tsitsika, A; Giannakopoulos, G; Anagnostopoulos, D C

2017-01-01

Attention deficit/hyperactivity disorder (ADHD) constitutes a neurobehavioral disorder which may potentially adversely affect children's wellbeing and academic achievement. The onset of symptoms is present prior to 12 years of age, and often the symptoms are evident in the preschool years. In fact, it has been suggested that screening for ADHD symptoms may be initiated as early as four years of age. Preschool children with ADHD have been shown to present with poor pre-academic skills and might be at increased risk for numerous school-related problems, including functional impairment during elementary school years and persistent poor academic performance thereafter. Although preschool years are characterized by rapid cognitive growth, preschoolers with ADHD may present with poorer cognitive and neuropsychological functioning. Due to the early onset of ADHD symptoms, exploring the cognitive correlates of this condition among preschool children is thought to be of notable importance. The aim of the present study was to evaluate any association between ADHD symptoms and cognitive skills among preschool children. A cross-sectional study was conducted among a nationwide random sample of 4,480 preschool children. ADHD symptoms were assessed though interviews with parents and teachers based on DSM-IV-TR criteria. Cognitive skills were assessed through a standardized school readiness test (A' TEST). Among participants, the occurrence of ADHD symptoms was 4.6% (boys/girls: 3.4/1). The presence of ADHD symptoms among children was inversely associated with non-verbal and verbal cognitive skills; specifically, with abstract thinking (aOR 1.97, 95% CI 1.30-3.00), language (2.36, 1.55-3.59), critical reasoning (2.58, 1.84-3.62), visual perception (2.42, 1.38- 4.24), and visual motor skills (2.61, 1.91-3.55). Children with ADHD symptoms were five times as likely to have compromised organizational skills (4.92, 3.04-7.97). Abstract thinking was the least affected domain

Predictors of Intrusive Sexual Behaviors in Preschool-Aged Children.

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Smith, Tyler J; Lindsey, Rebecca A; Bohora, Som; Silovsky, Jane F

2018-04-10

Intrusive sexual behaviors (ISBs) are a specific type of problematic sexual behavior characterized by the invasive nature of the acts (e.g., touching others' private parts, attempting intercourse; Friedrich, 1997). The limited amount of research on ISBs has focused on sexual abuse history as the primary predictor. However, Friedrich, Davies, Feher, and Wright (2003) found that ISBs in children up to age 12 were related to four broad conceptual factors: (a) exposure to sexual content, (b) exposure to violent behavior, (c) family adversity, and (d) child vulnerabilities. The current study sought to replicate Friedrich's study using a clinical sample of 217 preschool-aged children (ages two to six). Results supported variables from within the child vulnerabilities construct (externalizing behaviors, β EXT  = 0.032, p = 0.001), post-traumatic stress disorder (PTSD) criteria met (β PTSD  = 0.177, p = 0.02), and an inverse relationship with age (β AGE  = -0.206, p = 0.024). These results highlight the importance of considering childhood behavioral patterns and reactivity to traumatic events as correlates of ISBs in young children.

The effect of fine motor skills on handwriting legibility in preschool age children.

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Seo, Sang-Min

2018-02-01

[Purpose] The purpose of this study was to examine the effect that fine motor skills have on handwriting legibility in children of preschool age. [Subjects and Methods] The subjects of this study were 52 children of normal growth and development. In order to ascertain handwriting legibility, a Korean alphabet writing assessment was used; to measure fine motor skills, fine motor precision and manual dexterity, sub-items of BOT-2 were measured. Furthermore, in order to measure in-hand manipulation skills, a Functional Dexterity Test was conducted. [Results] The results of the study showed a high level of correlation between fine motor skills and handwriting legibility. The study revealed that the accuracy of hand and in-hand manipulation skills is factors that have an effect on handwriting legibility. [Conclusion] Through the current research, occupational therapists can provide activities that aid the development of fine motor precision and in-hand manipulation skills for children during the instruction and treatment of handwriting to preschool age children, which helps to conduct better legibility in their handwriting.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study.

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Lillard, Angeline S; Heise, Megan J; Richey, Eve M; Tong, Xin; Hart, Alyssa; Bray, Paige M

2017-01-01

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3-6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

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Angeline S. Lillard

2017-10-01

Full Text Available Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3–6, on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children’s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori

Energy and nutrient intake in preschool and school age Mexican children: National Nutrition Survey 1999

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Barquera Simón

2003-01-01

Full Text Available OBJECTIVE: To estimate energy and nutrient intake and adequacy in preschool and school age Mexican children, using the National Nutrition Survey 1999 (NNS-1999. MATERIAL AND METHODS: Twenty four-h dietary recalls from pre-school (n=1 309 and school (n=2 611 children obtained from a representative sub-sample of the NNS-1999 were analyzed. Intakes and adequacies were estimated and compared across four regions, socio-economic strata, and between urban and rural areas, and indigenous vs. non-indigenous children. RESULTS: Median energy intake in pre-school children was 949 kcal and in school children 1 377 kcal, with adequacies 150% in both age groups. The North and Mexico City regions had the highest fat intake and the lowest fiber intake. Children in the South region, indigenous children, and those in the lowest socio-economic stratum had higher fiber and carbohydrate intakes and the lowest fat intake. These children also showed the highest risks of inadequacies for vitamin A, vitamin C, folate, iron, zinc and calcium. CONCLUSIONS: Mexico is experiencing a nutrition transition with internal inequalities across regions and socio-economic strata. Food policy must account for these differences in order to optimize resources directed at social programs.

Music Therapy for Preschool Cochlear Implant Recipients

Science.gov (United States)

Gfeller, Kate; Driscoll, Virginia; Kenworthy, Maura; Van Voorst, Tanya

2010-01-01

This paper provides research and clinical information relevant to music therapy for preschool children who use cochlear implants (CI). It consolidates information from various disciplinary sources regarding (a) cochlear implantation of young prelingually-deaf children (~age 2-5), (b) patterns of auditory and speech-language development, and (c) research regarding music perception of children with CIs. This information serves as a foundation for the final portion of the article, which describes typical music therapy goals and examples of interventions suitable for preschool children. PMID:23904691

The nature of adolescent competencies predicted by preschool delay of gratification.

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Mischel, W; Shoda, Y; Peake, P K

1988-04-01

Delay of gratification, assessed in a series of experiments when the subjects were in preschool, was related to parental personality ratings obtained a decade later for 95 of these children in adolescence. Clear and consistent patterns of correlations between self-imposed delay time in preschool and later ratings were found for both sexes over this time span. Delay behavior predicted a set of cognitive and social competencies and stress tolerance consistent with experimental analyses of the process underlying effective delay in the preschool delay situation. Specifically, children who were able to wait longer at age 4 or 5 became adolescents whose parents rated them as more academically and socially competent, verbally fluent, rational, attentive, planful, and able to deal well with frustration and stress. Comparisons with related longitudinal research using other delay situations help to clarify the important features of the situations and person variables involved in different aspects of delay of gratification.

Sensory Subtypes in Preschool Aged Children with Autism Spectrum Disorder.

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Tomchek, Scott D; Little, Lauren M; Myers, John; Dunn, Winnie

2018-06-01

Given the heterogeneity of autism spectrum disorder (ASD), research has investigated how sensory features elucidate subtypes that enhance our understanding of etiology and tailored treatment approaches. Previous studies, however, have not integrated core developmental behaviors with sensory features in investigations of subtypes in ASD. Therefore, we used latent profile analysis to examine subtypes in a preschool aged sample considering sensory processing patterns in combination with social-communication skill, motor performance, and adaptive behavior. Results showed four subtypes that differed by degree and quality of sensory features, age and differential presentation of developmental skills. Findings partially align with previous literature on sensory subtypes and extends our understanding of how sensory processing aligns with other developmental domains in young children with ASD.

Infant attachment disorganization and moderation pathways to level and change in externalizing behavior during preschool ages.

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Wang, Feihong; Willoughby, Michael; Mills-Koonce, Roger; Cox, Martha J

2016-12-01

This research examined the child, parent, and family conditions under which attachment disorganization was related to both level and change in externalizing behavior during preschool among a community sample. Using the ordinary least squares regression, we found that attachment disorganization at 12 months significantly predicted children's externalizing behavior at 36 months and this prediction was not contingent on any other factors tested. For predicting changes in externalizing behavior from 36 to 60 months, we found a significant main effect of family cumulative risk and an interaction effect between attachment disorganization at 12 months and maternal sensitivity at 24 months. Specifically, high disorganization was related to a significant decrease in externalizing behavior from 36 to 60 months when maternal sensitivity at 24 months was high. Our main-effect findings replicated the significant effect of attachment disorganization and cumulative risk on externalizing behavior with preschool-aged children. Our interaction finding provided support for understanding the parenting conditions under which infant attachment disorganization may be related to change in externalizing behavior during preschool ages. Implications of the findings were discussed.

Investigation of the refractive status of preschool children in Xiantao, Hubei Province

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Nian Guan

2014-12-01

Full Text Available AIM: To investigate the refractive status of the preschool children in Xiantao, Hubei Province in order to find out the abnormal refraction error beyond the physiological range. METHODS: In this cross-sectional study, we investigated preschool children in kindergartens and the scattered ones were 12 716(25 432 eyesranging from 6mo～6 years old. 1 581 children(3 162 eyeswere diagnosed ametropia by Suresight refractive screening instrument, which were confirmed again after mydriasis optometry. RESULTS: The incidence rate of ametropia in preschool children in Xiantao was 12.4%, and statistics showed no significant difference between boys and girls(P>0.05, but had differences of morbility rate among each age group(PCONCLUSION: The incidence rate of ametropia decreases with age increasing in the preschool children from 6mo～6 years old, which imply preschool children should have mydriasis optometry in order to find out amblyopia and other congenital eye disease.

Preschool attachment, self-esteem and the development of preadolescent anxiety and depressive symptoms.

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Lecompte, Vanessa; Moss, Ellen; Cyr, Chantal; Pascuzzo, Katherine

2014-01-01

This study examined the longitudinal association between preschool attachment patterns, the development of anxiety and depression at preadolescence and the mediational role of self-esteem. Child-mother attachment classifications of 68 children (33 girls) were assessed between 3-4 years of age (M = 3.7 years, SD = 4.4 months) using the Separation-Reunion Procedure. At age 11-12 (M = 11.7 years, SD = 4.3 months), anxiety and depressive symptoms (Dominic Interactive Questionnaire), and self-esteem (Self-Perception Profile for Children) were also evaluated. Preadolescents who had shown disorganized attachment at preschool age scored higher on both anxiety and depression and lower on self-esteem than those who had shown secure and insecure-organized attachment strategies. Self-esteem was a partial mediator of the association between preschool disorganization and symptoms of preadolescent depression, but the model was not supported for anxiety. These findings support the idea that early attachment and self-esteem should be central themes in prevention programs with young children.

Mapping area variability in social and behavioural difficulties among Glasgow pre-schoolers: linkage of a survey of pre-school staff with routine monitoring data.

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Barry, S J E; Marryat, L; Thompson, L; Ellaway, A; White, J; McClung, M; Wilson, P

2015-11-01

Social, emotional and behavioural development in early to middle childhood impact upon many outcomes in future life and are influenced by home, neighbourhood and school environments. We used linked data to investigate differences between areas in Glasgow City in level of difficulties in pre-school age children, after consideration of demographics, including area-level deprivation. Pre-school education staff completed Strengths and Difficulties Questionnaires (SDQ) on all children progressing to school from a local authority or partnership (local authority-funded private) pre-school in Glasgow City between 2010 and 2012. These data were linked to individual (age, gender) and area-level (deprivation) demographics from the City Council Education Services Department. Statistical models were fitted to the SDQ scores, adjusting for age, gender, area deprivation, year of school entry, pre-school establishment attended and electoral ward of residence. Correlation between neighbouring wards was incorporated to allow for clustering of scores. Boys and those living in more deprived areas had higher levels of difficulties. Children aged 5.0-5.5 years had fewest difficulties, while the oldest and youngest children had similar levels of difficulties. There were no significant secular trends by year of school entry. There remained differences among areas after adjusting for these variables, with children living in some areas having fewer difficulties than would be expected based on their socio-demographic characteristics. There remained differences in children's levels of difficulties between areas after adjusting for age, gender, area deprivation and year of school entry. Children in some very deprived areas had fewer difficulties than might be expected, while those in relatively affluent areas had more difficulties than expected based on their deprivation level. There may be other, unmeasured, individual- and area-level reasons for children's level of difficulties, and these

The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

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Jager Jerneja

2016-01-01

Full Text Available Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children’s rights, we note that nearly a quarter of children - among them (at least in the wider European area the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.

The curious relation between theory of mind and sharing in preschool age children.

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Cowell, Jason M; Samek, Anya; List, John; Decety, Jean

2015-01-01

Young children have long been known to act selfishly and gradually appear to become more generous across middle childhood. While this apparent change has been well documented, the underlying mechanisms supporting this remain unclear. The current study examined the role of early theory of mind and executive functioning in facilitating sharing in a large sample (N = 98) of preschoolers. Results reveal a curious relation between early false-belief understanding and sharing behavior. Contrary to many commonsense notions and predominant theories, competence in this ability is actually related to less sharing. Thus, the relation between developing theory of mind and sharing may not be as straightforward as it seems in preschool age children. It is precisely the children who can engage in theory of mind that decide to share less with others.

Comparison between hearing screening-detected cases and sporadic cases of delayed-onset hearing loss in preschool-age children.

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Lü, Jingrong; Huang, Zhiwu; Ma, Yan; Li, Yun; Mei, Ling; Yao, Guoyin; Wang, Yu; Shen, Xiaoming; Wu, Hao

2014-04-01

This study aimed to compare the diagnosis and ages of intervention for cases of delayed-onset hearing loss identified sporadically or via a preschool hearing screening program. Retrospective study with the comparative analysis of two groups of children. Cases identified from screening were selected from 34 321 preschool children who underwent screening for delayed-onset hearing loss between October 2009 and May 2011. Sporadic cases of delayed-onset hearing loss were selected from pediatric clinical records. Cases from the first group were excluded from the latter to avoid duplication. Two groups were given the same questionnaire to record risk indicators, diagnosis, and age at intervention. The average age of 26 children at the time of diagnosis in the screening group (52.81 ± 13.23 months) was significantly earlier than in the 33 cases identified in the sporadic group (62.03 ± 12.86 months; p children with bilateral moderate to severe hearing loss in the screening group (50.40 ± 10.76 months) was also earlier than in the sporadic group (62.73 ± 13.77 months; p hearing screening for preschool children with no significant symptoms of delayed-onset hearing loss.

Feeding practices and styles used by a diverse sample of low-income parents of preschool-age children.

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Ventura, Alison K; Gromis, Judy C; Lohse, Barbara

2010-01-01

To describe the feeding practices and styles used by a diverse sample of low-income parents of preschool-age children. Thirty- to 60-minute meetings involving a semistructured interview and 2 questionnaires administered by the interviewer. Low-income communities in Philadelphia, PA. Thirty-two parents of 2- to 6-year-old children. The feeding practices and styles of low-income parents of preschoolers. Qualitative interviews analyzed iteratively following a thematic approach; quantitative data analyzed using nonparametric and chi-square tests. Qualitative analyses revealed parents used a myriad of feeding practices to accomplish child-feeding goals. Racial/ethnic differences were seen; East Asian parents used more child-focused decision-making processes, whereas black parents used more parent-focused decision-making processes. Quantitative analyses substantiated racial/ethnic differences; black parents placed significantly higher demands on children for the amounts (H = 5.89, 2 df, P = .05; Kruskal-Wallis) and types (H = 8.39, 2 df, P = .01; Kruskal-Wallis) of food eaten compared to parents of other races/ethnicities. In contrast, significantly higher proportions of East Asian parents were classified as having an indulgent feeding style compared to black parents and parents of other races/ethnicities (chi(2)[4, n = 32] = 9.29, P < .05). Findings provide support for tailoring nutrition education programs to meet the diverse needs of this target audience. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

English Verb Accuracy of Bilingual Cantonese-English Preschoolers

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Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2017-01-01

Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…

Effects of Public Preschool Expenditures on the Test Scores of 4th Graders: Evidence from TIMSS

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Waldfogel, Jane; Zhai, Fuhua

2011-01-01

This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in seven Organization for Economic Co-operation and Development (OECD) countries -- Australia, Japan, Netherlands, New Zealand, Norway, U.K., and U.S -- using data from the 1995 and 2003 Trends in International Mathematics and Science Study (TIMSS). Our results indicate that there are small but significant positive effects of public preschool expenditures on the math and science scores of 4th graders and preschool expenditures reduce the risk of children scoring at the low level of proficiency. We also find some evidence that children from low-resource homes and homes where the test language is not always spoken may tend to gain more from increased public preschool expenditures than other children,. PMID:21442008

Impact of infant and preschool pertussis vaccinations on memory B-cell responses in children at 4 years of age.

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Hendrikx, Lotte H; de Rond, Lia G H; Oztürk, Kemal; Veenhoven, Reinier H; Sanders, Elisabeth A M; Berbers, Guy A M; Buisman, Anne-Marie

2011-08-05

Whooping cough, caused by Bordetella pertussis, is reemerging in the vaccinated population. Antibody levels to pertussis antigens wane rapidly after both whole-cell (wP) and acellular pertussis (aP) vaccination and protection may largely depend on long-term B- and T-cell immunity. We studied the effect of wP and aP infant priming at 2, 3, 4 and 11 months according to the Dutch immunization program on pertussis-specific memory B-cell responses before and after a booster vaccination with either a high- or low-pertussis dose vaccine at 4 years of age. Purified B-cells were characterized by FACS-analysis and after polyclonal stimulation, memory B-cells were detected by ELISPOT-assays specific for pertussis toxin, filamentous haemagglutinin and pertactin. Before and after the booster, higher memory B-cell responses were measured in aP primed children compared with wP primed children. In contrast with antibody levels, no dose-effect was observed on the numbers of memory B-cell responses. In aP primed children a fifth high-dose aP vaccination tended to induce even lower memory B-cell responses than a low-dose aP booster. In both wP and aP primed children, the number of memory B-cells increased after the booster and correlated with the pertussis-specific antibody concentrations and observed affinity maturation. This study indicates that aP vaccinations in the first year of life induce higher pertussis-specific memory B-cell responses in children 4 years of age compared with Dutch wP primary vaccinations. Since infant aP vaccinations have improved protection against whooping cough in children despite waning antibody levels, this suggests that an enhanced memory B-cell pool induction may have an important role in protection. However, the pertussis-dose of the preschool booster needs to be considered depending on the vaccine used for priming to optimize long-term protection against whooping cough. Copyright © 2011 Elsevier Ltd. All rights reserved.

Prevalence of malnutrition among pre-school children in South-east Nigeria.

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Manyike, Pius C; Chinawa, Josephat M; Ubesie, Agozie; Obu, Herbert A; Odetunde, Odutola I; Chinawa, Awoere T

2014-09-11

Malnutrition can be defined as a state of nutrition where the weight for age, height for age and weight for height indices are below -2 Z-score of the NCHS reference. It has posed a great economic burden to the developing world. The objective of this study is to assess the prevalence of malnutrition among pre-school children in Abakiliki in Ebonyi state of Nigeria. This is a cross-sectional studies that assess the prevalence of malnutrition and associated factors among children aged 1-5 years attending nursery and primary schools. Nutritional assessment was done using anthropometry and clinical examination. A total of 616 children aged one to 5 years were enrolled into this study. Three hundred and sixty-seven (59.6%) were males while 249 (40.4%) were females. Sixty of the 616 children (9.7%) had acute malnutrition based on WHZ-score. Moderate acute malnutrition (MAM) was present in 33 children (5.3%) while 27 (4.4%) had severe acute malnutrition. The prevalence of global and severe acute malnutrition using z-score is 9.7% and 4.4% respectively while that of stunting is 9.9% with a male preponderance.

Thought Disorder in Preschool Children with Attention Deficit/Hyperactivity Disorder (ADHD).

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Hutchison, Amanda K; Kelsay, Kimberly; Talmi, Ayelet; Noonan, Kate; Ross, Randal G

2016-08-01

Preschool identification of and intervention for psychiatric symptoms has the potential for lifelong benefits. However, preschool identification of thought disorder, a symptom associated with long term risk for social and cognitive dysfunction, has received little attention with previous work limited to examining preschoolers with severe emotional and behavioral dysregulation. Using story-stem methodology, 12 children with ADHD and 12 children without ADHD, ages 4.0-6.0 years were evaluated for thought disorder. Thought disorder was reliably assessed (Cronbach's alpha = .958). Children with ADHD were significantly more likely than children without ADHD to exhibit thought disorder (75 vs 25 %; Fischer's Exact Test = .0391). Thought disorder can be reliably assessed in preschool children and is present in preschool children with psychiatric illness including preschool children with ADHD. Thought disorder may be identifiable in preschool years across a broad range of psychiatric illnesses and thus may be an appropriate target of intervention.

Effect of mushy state rolling on age-hardening and tensile behavior of Al-4.5Cu alloy and in situ Al-4.5Cu-5TiB2 composite

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Siddhalingeshwar, I.G.; Herbert, M.A.; Chakraborty, M.; Mitra, R.

2011-01-01

Research highlights: → Mushy state rolling of composites reduces peak-aging times to ∼7.5-10% of that of as-cast alloy. → Uniform Cu atom distribution achieved in matrices by mushy state rolling enhances aging kinetics. → Uniform precipitate distribution obtained by mushy state rolling leads to higher microhardness. → Peak-age tensile strength and strain hardening rates are found to increase on mushy state rolling. - Abstract: The effect of mushy state rolling on aging kinetics of stir-cast Al-4.5Cu alloy and in situ Al-4.5Cu-5TiB 2 composite and their tensile behavior in solution-treated (495 deg. C) or differently aged (170 deg. C) conditions, has been investigated. As-cast or pre-hot rolled alloy and composite samples were subjected to single or multiple mushy state roll passes to 5% thickness reduction at temperatures for 20% liquid content. Peak-aging times of mushy state rolled composite matrices have been found as ∼7.5-10% of that of as-cast alloy. Such enhancement in aging kinetics is attributed to homogeneity in Cu atom distribution as well as increase in matrix dislocation density due to thermal expansion coefficient mismatch between Al and TiB 2 , matrix grain refinement and particle redistribution, achieved by mushy state rolling. Uniform precipitate distribution in mushy state rolled composite matrices leads to greater peak-age microhardness with higher yield and ultimate tensile strengths than those in as-cast alloy and composite.

Dental caries status of preschool children in Hong Kong.

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Chu, C H; Fung, D S; Lo, E C

1999-12-11

To describe the dental caries status of preschool children in Hong Kong and factors which affect their caries status. 658 preschool children aged 4 to 6 years from six randomly selected kindergartens in Hong Kong were surveyed in December 1997. A questionnaire to investigate possible explanatory variables for caries status was completed by their parents. Dental caries was diagnosed according to the criteria recommended by the World Health Organization (1997). Caries experience as measured by the mean number of decayed, missing and filled primary teeth (dmft) of the 4-, 5-, and 6-year-old children were found to be 0.9, 1.8, and 3.3 respectively. Overall, 61% of the children had a zero dmft score. Children born in Mainland China had a higher mean dmft score (4.6) than those born in Hong Kong (1.4). Statistically significant correlations were found between the children's dental caries status and their oral health practices as well as their socio-economic background. Parents' education level, dental knowledge and attitudes were also associated with the children's dental caries experience. In general, the caries status of Hong Kong Chinese preschool children was similar to that of children in industrialised countries and was better than that of children in the nearby areas. However, special dental programmes should be made available to children from lower socio-economic classes and new immigrants from Mainland China because they are the high risk groups for caries in Hong Kong.

[Language Competence and Behavioural Problems in Preschool].

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Rißling, J K; Melzer, J; Menke, B; Petermann, F; Daseking, M

2015-10-01

Children with language disorders are at increased risk of developing behavioural and emotional problems. The analysis focused on the question whether behavioural problems differ depending on the type of language deficit. The present study examines the behaviour of preschool children with different language impairments. The results of N=540 children aged between 4;0 and 5;11 years were analyzed. Language impairments were classified into phonetics/phonology (n=44), vocabulary (n=44), grammar (n=58), pragmatics (n=26) and multiple language impairments (n=171). In addition, a distinction was made between deficits in language production and comprehension. The children were compared with an unimpaired control group (n=197). The extent of emotional and behavioural problems were analyzed. The results indicate that emotional and behavioural problems differ depending on the type of language deficit already in preschoolers. Especially deficits in language comprehension, pragmatic impairments and multiple language impairments increase the risk of behavioural and emotional problems and hyperactivity. The relationship between language skills and emotional and behavioural problems should be emphasized in the developmental observation and documentation in preschool. In particular, the distinction between deficits in pragmatics and behavioural problems requires a differentiated examination to ensure an optimal intervention. © Georg Thieme Verlag KG Stuttgart · New York.

The influence of the program of prophylaxis of flat foot on the biomechanics characteristics of foot of children of pre-school age

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Bychuk I.O.

2011-02-01

Full Text Available In the article is defined linear and angular biomechanics descriptions of children's foot of senior preschool age. It is analysed the dynamics and increase of the explored indexes during realization of the program of prophylaxis of flat foot in the teaching process. In experiment took part teachers and instructors of physical culture; control and experimental group consist of 20 children at the age of 5-6 years old. Efficiency of the offered program of prophylaxis of flat foot is proved.

Effect and process evaluation of a kindergarten-based, family-involved intervention with a randomized cluster design on sedentary behaviour in 4- to 6- year old European preschool children: The ToyBox-study.

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Latomme, Julie; Cardon, Greet; De Bourdeaudhuij, Ilse; Iotova, Violeta; Koletzko, Berthold; Socha, Piotr; Moreno, Luis; Androutsos, Odysseas; Manios, Yannis; De Craemer, Marieke

2017-01-01

The aim of the present study evaluated the effect and process of the ToyBox-intervention on proxy-reported sedentary behaviours in 4- to 6-year-old preschoolers from six European countries. In total, 2434 preschoolers' parents/primary caregivers (mean age: 4.7±0.4 years, 52.2% boys) filled out a questionnaire, assessing preschoolers' sedentary behaviours (TV/DVD/video viewing, computer/video games use and quiet play) on weekdays and weekend days. Multilevel repeated measures analyses were conducted to measure the intervention effects. Additionally, process evaluation data were included to better understand the intervention effects. Positive intervention effects were found for computer/video games use. In the total sample, the intervention group showed a smaller increase in computer/video games use on weekdays (ß = -3.40, p = 0.06; intervention: +5.48 min/day, control: +8.89 min/day) and on weekend days (ß = -5.97, p = 0.05; intervention: +9.46 min/day, control: +15.43 min/day) from baseline to follow-up, compared to the control group. Country-specific analyses showed similar effects in Belgium and Bulgaria, while no significant intervention effects were found in the other countries. Process evaluation data showed relatively low teachers' and low parents' process evaluation scores for the sedentary behaviour component of the intervention (mean: 15.6/24, range: 2.5-23.5 and mean: 8.7/17, range: 0-17, respectively). Higher parents' process evaluation scores were related to a larger intervention effect, but higher teachers' process evaluation scores were not. The ToyBox-intervention had a small, positive effect on European preschoolers' computer/video games use on both weekdays and weekend days, but not on TV/DVD/video viewing or quiet play. The lack of larger effects can possibly be due to the fact that parents were only passively involved in the intervention and to the fact that the intervention was too demanding for the teachers. Future interventions targeting

Effect and process evaluation of a kindergarten-based, family-involved intervention with a randomized cluster design on sedentary behaviour in 4- to 6- year old European preschool children: The ToyBox-study.

Directory of Open Access Journals (Sweden)

Julie Latomme

Full Text Available The aim of the present study evaluated the effect and process of the ToyBox-intervention on proxy-reported sedentary behaviours in 4- to 6-year-old preschoolers from six European countries.In total, 2434 preschoolers' parents/primary caregivers (mean age: 4.7±0.4 years, 52.2% boys filled out a questionnaire, assessing preschoolers' sedentary behaviours (TV/DVD/video viewing, computer/video games use and quiet play on weekdays and weekend days. Multilevel repeated measures analyses were conducted to measure the intervention effects. Additionally, process evaluation data were included to better understand the intervention effects.Positive intervention effects were found for computer/video games use. In the total sample, the intervention group showed a smaller increase in computer/video games use on weekdays (ß = -3.40, p = 0.06; intervention: +5.48 min/day, control: +8.89 min/day and on weekend days (ß = -5.97, p = 0.05; intervention: +9.46 min/day, control: +15.43 min/day from baseline to follow-up, compared to the control group. Country-specific analyses showed similar effects in Belgium and Bulgaria, while no significant intervention effects were found in the other countries. Process evaluation data showed relatively low teachers' and low parents' process evaluation scores for the sedentary behaviour component of the intervention (mean: 15.6/24, range: 2.5-23.5 and mean: 8.7/17, range: 0-17, respectively. Higher parents' process evaluation scores were related to a larger intervention effect, but higher teachers' process evaluation scores were not.The ToyBox-intervention had a small, positive effect on European preschoolers' computer/video games use on both weekdays and weekend days, but not on TV/DVD/video viewing or quiet play. The lack of larger effects can possibly be due to the fact that parents were only passively involved in the intervention and to the fact that the intervention was too demanding for the teachers. Future interventions

Measurement Properties and Classification Accuracy of Two Spanish Parent Surveys of Language Development for Preschool-Age Children

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Guiberson, Mark; Rodriguez, Barbara L.

2010-01-01

Purpose: To describe the concurrent validity and classification accuracy of 2 Spanish parent surveys of language development, the Spanish Ages and Stages Questionnaire (ASQ; Squires, Potter, & Bricker, 1999) and the Pilot Inventario-III (Pilot INV-III; Guiberson, 2008a). Method: Forty-eight Spanish-speaking parents of preschool-age children…

The effect of medical clowns on performance of spirometry among preschool aged children.

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Nir, Vered; Schichter-Konfino, Vered; Kassem, Eias; Klein, Adi

2018-04-02

Medical clowns (MCs) are known to assist in reducing pain and alleviating anxiety. The objective of this study is to evaluate the ability of MCs to assist preschoolers in performing spirometry. A prospective, randomized controlled trial. Children aged 3-6 years participated. After a first spirometry, children were divided into two groups: the first performed a second spirometry with an MC. The second repeated spirometry with the technician. Primary outcome was second spirometry values compared between the groups. Secondary outcome were change in spirometry values within groups, and difference between the groups. A total of 140 children participated. The groups did not differ in age, sex, mother tongue, or weight. Nor in mean FVC (MC 89.2% ± 16.7, control 89.5% ± 16.3) mean FEV1 (MC 91.3% ± 15.6, control 94.2% ± 16.8), and expiratory time (MC 1.58 ± 0.43, control 1.7 ± 0.44) in first spirometry. In second spirometry the control group had a similar FVC, FEV1, and expiratory time. The MC group had a significant improvement in all parameters: FVC: MC 95.3% ± 15.5, control 89.3% ± 19.1, FEV1: MC 98.0% ± 15.6, control 91.8% ± 19.3, and expiratory time MC 1.96 ± 0.55, control 1.84 ± 0.52. The differences between the groups between first and second attempt were significant (P-value FVC 0.000, FEV1 0.000, expiratory time 0.003). MCs improved performance of spirometry among preschoolers. It is possible that laughter and relief of stress had a physiological effect. Further studies are required to better establish the ability of MCs to improve active participation and to better understand whether the mechanism of the improvement is better cooperation or true physiological change. © 2018 Wiley Periodicals, Inc.

Enhancing Allocentric Spatial Recall in Pre-schoolers through Navigational Training Programme

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Maddalena Boccia

2017-10-01

Full Text Available Unlike for other abilities, children do not receive systematic spatial orientation training at school, even though navigational training during adulthood improves spatial skills. We investigated whether navigational training programme (NTP improved spatial orientation skills in pre-schoolers. We administered 12-week NTP to seventeen 4- to 5-year-old children (training group, TG. The TG children and 17 age-matched children (control group, CG who underwent standard didactics were tested twice before (T0 and after (T1 the NTP using tasks that tap into landmark, route and survey representations. We determined that the TG participants significantly improved their performances in the most demanding navigational task, which is the task that taps into survey representation. This improvement was significantly higher than that observed in the CG, suggesting that NTP fostered the acquisition of survey representation. Such representation is typically achieved by age seven. This finding suggests that NTP improves performance on higher-level navigational tasks in pre-schoolers.

Speech Sound Disorders in Preschool Children: Correspondence between Clinical Diagnosis and Teacher and Parent Report

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Harrison, Linda J.; McLeod, Sharynne; McAllister, Lindy; McCormack, Jane

2017-01-01

This study sought to assess the level of correspondence between parent and teacher report of concern about young children's speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4-5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed…

The Impact of the "First Language First" Model on Vocabulary Development among Preschool Bilingual Children

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Schwartz, Mila

2014-01-01

The aim of this exploratory study was to examine the role of the "First Language First" model for preschool bilingual education in the development of vocabulary depth. The languages studied were Russian (L1) and Hebrew (L2) among bilingual children aged 4-5 years in Israel. According to this model, the children's first language of…

Ability to Categorize Food Predicts Hypothetical Food Choices in Head Start Preschoolers.

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Nicholson, Jody S; Barton, Jennifer M; Simons, Ali L

2018-03-01

To investigate whether preschoolers are able to identify and categorize foods, and whether their ability to classify food as healthy predicts their hypothetical food choice. Structured interviews and body measurements with preschoolers, and teacher reports of classroom performance. Six Head Start centers in a large southeastern region. A total of 235 preschoolers (mean age [SD], 4.73 [0.63] years; 45.4% girls). Teachers implemented a nutrition education intervention across the 2014-2015 school year in which children were taught to identify and categorize food as sometimes (ie, unhealthy) and anytime (ie, healthy). Preschooler responses to a hypothetical snack naming, classifying, and selection scenario. Hierarchical regression analyses to examine predictors of child hypothetical food selection. While controlling for child characteristics and cognitive functioning, preschoolers who were better at categorizing food as healthy or unhealthy were more likely to say they would choose the healthy food. Low-contrast food pairs in which food had to be classified based on multiple dimensions were outside the cognitive abilities of the preschoolers. Nutrition interventions may be more effective in helping children make healthy food choices if developmental limitations in preschoolers' abilities to categorize food is addressed in their curriculum. Classification of food into evaluative categories is challenging for this age group. Categorizing on multiple dimensions is difficult, and dichotomous labeling of food as good or bad is not always accurate in directing children toward making food choices. Future research could evaluate further preschoolers' developmental potential for food categorization and nutrition decision making and consider factors that influence healthy food choices at both snack and mealtime. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Motor performance of preschool children

OpenAIRE

Karina Słonka; Manuela Dyas; Tadeusz Słonka; Tomasz Szurmik

2017-01-01

Introduction: Pre‑school age is a period of intensive development when children shape their posture, habits and motor memory. Movement is child's physiological need.  Motive activity supports not only physical development, but also psychical, intellectual and social.   Aim: The aim of the study is to assess motor ability in preschool children from the city of Opole and District Dobrzeń Wielki. Materials and methods: The research involved 228 children, aged 5 and 6. The method used in...

Risperidone Versus Methylphenidate in Treatment of Preschool Children With Attention-Deficit Hyperactivity Disorder.

Science.gov (United States)

Arabgol, Fariba; Panaghi, Leily; Nikzad, Vahid

2015-02-01

Attention Deficit Hyperactivity Disorder (ADHD) is a common psychiatric diagnosis among preschool children. The aim of this study was to examine the Risperidone treatment compared to Methylphenidate (MPH) in preschool children with ADHD. Thirty three outpatient preschool children, aged 3-6 years, diagnosed with ADHD (The diagnosis of ADHD was established by two child and adolescent psychiatrists according to the DSM-IV-TR criteria), participated in a 6-week, double-blind clinical trial with risperidone (0.5-1.5 mg/d) and methylphenidate (5-20 mg/d), in two divided doses. Treatment outcomes were assessed using the Parent ADHD Rating Scale and Conners Rating Scale. Patients were assessed by a child psychiatrist at baseline, 2, 4 and 6 weeks after the medication started. Side effects were also rated by side effects questionnaire. There were no significant differences between the two protocols on the Parent ADHD Rating Scale scores (P > 0.05) and Parent Conners Rating Scale scores (P > 0.05). Both groups showed a significant improvement in ADHD symptoms over the 6 weeks of treatment for parent ADHD Rating Scale (P benefits and adverse effects in long term use and comorbid conditions.

Characteristics of Preschoolers with Lower Perceived Competence

Science.gov (United States)

Coplan, Robert J.; Findlay, Leanne C.; Nelson, Larry J.

2004-01-01

The goal of the present study was to identify preschool children with "age-inappropriate" less positive self-perceptions, and to explore their parental and peer relationships as compared to their classmates with "age normal" self-perceptions. Participants were n = 127 preschool children ([M.sub.age] = 54.98 mos., SD = 8.21). Data were collected…

Psychiatric disorders and symptoms severity in preschool children with atopic eczema.

Science.gov (United States)

Catal, F; Topal, E; Soylu, N; Ozel Ozcan, O; Celiksoy, M H; Babayiğit, A; Karakoç, H T E; Erge, D; Sancak, R

2016-01-01

To compare with a control group the frequency of psychiatric disorders and severity of psychiatric symptoms in preschool children with atopic eczema. The study included children between the ages of 3-5 who were diagnosed to have atopic eczema. The parents of the children with atopic eczema were interviewed in person and were asked to fill in "The Early Childhood Inventory-4" form. This form assesses the psychiatric disorders and symptoms severity in children between the ages of 3-5. The atopic eczema group included 80 patients (38 male, 42 female) with a mean age of 48.4 ± 15.7 months and the control group included 74 patients (41 male, 33 female) with a mean age of 49.9 ± 15.19 months. It was established that 68.8% of the group with atopic eczema received at least one psychiatric diagnosis. Between the psychiatric disorders, ADHD (Odds ratio: 2.57, 95% CI: 1.049-6.298, p=0.035), enuresis and encopresis (Odds ratio: 2.39, 95% CI: 1.121-5.097, p=0.022) and attachment disorder (Odds ratio: 2.03, 95% CI: 1.046-3.953, p=0.035) were found to be significantly higher when compared with the healthy control group. When the groups were compared in terms of psychiatric symptom severity scores calculated by using ECI-4, ADHD severity (p=0.043), conduct disorder severity (p=0.001), anxiety disorders severity (p<0.001), eating disorders severity (p=0.011) and tic disorder severity (p=0.01) were found to be higher in the atopic eczema group. Psychiatric illnesses are frequent in preschool children with atopic eczema. Copyright © 2015 SEICAP. Published by Elsevier Espana. All rights reserved.

Binocular iPad treatment for amblyopia in preschool children.

Science.gov (United States)

Birch, Eileen E; Li, Simone L; Jost, Reed M; Morale, Sarah E; De La Cruz, Angie; Stager, David; Dao, Lori; Stager, David R

2015-02-01

Recent experimental evidence supports a role for binocular visual experience in the treatment of amblyopia. The purpose of this study was to determine whether repeated binocular visual experience with dichoptic iPad games could effectively treat amblyopia in preschool children. A total of 50 consecutive amblyopic preschool children 3-6.9 years of age were assigned to play sham iPad games (first 5 children) or binocular iPad games (n = 45) for at least 4 hours per week for 4 weeks. Thirty (67%) children in the binocular iPad group and 4 (80%) in the sham iPad group were also treated with patching at a different time of day. Visual acuity and stereoacuity were assessed at baseline, at 4 weeks, and at 3 months after the cessation of game play. The sham iPad group had no significant improvement in visual acuity (t4 = 0.34, P = 0.75). In the binocular iPad group, mean visual acuity (plus or minus standard error) improved from 0.43 ± 0.03 at baseline to 0.34 ± 0.03 logMAR at 4 weeks (n = 45; paired t44 = 4.93; P iPad games for ≥8 hours (≥50% compliance) had significantly more visual acuity improvement than children who played 0-4 hours (t43 = 4.21, P = 0.0001). Repeated binocular experience, provided by dichoptic iPad game play, was more effective than sham iPad game play as a treatment for amblyopia in preschool children. Copyright © 2015 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

The Second-Language Vocabulary Trajectories of Turkish Immigrant Children in Norway from Ages Five to Ten: The Role of Preschool Talk Exposure, Maternal Education, and Coethnic Concentration in the Neighborhood

Science.gov (United States)

Rydland, Veslemoy; Grover, Vibeke; Lawrence, Joshua

2014-01-01

Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twenty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of…

When words lead to solutions: executive function deficits in preschool children with specific language impairment.

Science.gov (United States)

Roello, Mara; Ferretti, Maria Letizia; Colonnello, Valentina; Levi, Gabriel

2015-02-01

Several studies indicate that school-age children with specific language impairment (SLI) have difficulties with tasks that rely on executive functions. Whether executive function deficits in children with SLI emerge during preschool age remains unclear. Our aim was to fill this gap by investigating executive function performances in two age groups of preschoolers with and without SLI. Children with SLI (N=60; young: 53.6±5.3 months; old: 65.4±3.8 months) and age-matched control children (N=58) were tested for problem-representation ability, using the Flexible Item Selection Task (FIST), rule-use skills, using a Stroop-like Day-Night test (D/N), and planning skills, using the Tower of London test (TOL). Older children performed better than younger children did across tasks. Children with SLI had poorer performance, compared to typically developing children, on measures of problem representation, planning skills, and use of rules. Our results clearly indicate that executive function impairment is evident during the preschool period. Although old children with SLI performed better than young children with SLI, their performances were still poor, compared to those of control peers. These findings suggest that children with SLI have altered executive functioning at 53.6 months. Copyright © 2014. Published by Elsevier Ltd.

Corrected Age for Preemies

Science.gov (United States)

... Our Sponsors Ages & Stages Ages & Stages Ages and Stages Prenatal Baby (0-12 mos.) Toddler 1-3yrs. Preschool 3-5yrs Grade School 5-12yrs. Teen 12- ... the Word Shop AAP Find a Pediatrician Ages & Stages Prenatal Baby ... Gradeschool Teen Young Adult Healthy Children > Ages & Stages > ...

Support vector machines classifiers of physical activities in preschoolers

Science.gov (United States)

The goal of this study is to develop, test, and compare multinomial logistic regression (MLR) and support vector machines (SVM) in classifying preschool-aged children physical activity data acquired from an accelerometer. In this study, 69 children aged 3-5 years old were asked to participate in a s...

Preschools Under the Fair Labor Standards Act, July 1972.

Science.gov (United States)

Employment Standards Administration (DOL), Washington, DC. Wage and Hour Div.

This pamphlet provides general information concerning the application of the Fair Labor Standards Act to employees of preschool centers. Included is a discussion of: (1) Basic Monetary Requirements, including minimum wages and facilities furnished to the preschool employees, (2) Equal Pay Provisions, (3) Overtime, (4) Hours Worked, (5) Exemptions,…

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

Science.gov (United States)

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

2011-01-01

The purpose of this study was to examine which emergent literacy skills contribute to preschool children’s emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children’s letter-writing skills may be a better indicator of children’s emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

The Importance of Efficacy: Using the Extended Parallel Process Model to Examine Factors Related to Preschool-Age Children Enrolled in Medicaid Receiving Preventive Dental Visits

Science.gov (United States)

Askelson, Natoshia M.; Chi, Donald L.; Momany, Elizabeth T.; Kuthy, Raymond A.; Carter, Knute D.; Field, Kathryn; Damiano, Peter C.

2015-01-01

Early preventive dental visits are vital to the oral health of children. Yet many children, especially preschool-age children enrolled in Medicaid, do not receive early visits. This study attempts to uncover factors that can be used to encourage parents to seek preventive dental care for preschool-age children enrolled in Medicaid. The extended…

Perceptions of nursery staff and parent views of healthy eating promotion in preschool settings: an exploratory qualitative study.

Science.gov (United States)

McSweeney, Lorraine A; Rapley, Tim; Summerbell, Carolyn D; Haighton, Catherine A; Adamson, Ashley J

2016-08-19

In the UK just over a fifth of all children start school overweight or obese and overweight 2-5 year olds are at least 4 times more likely to become overweight adults. This can lead to serious future health problems. The WHO have recently highlighted the preschool years as a critical time for obesity prevention, and have recommended preschools as an ideal setting for intervention. However, existing evidence suggests that the preschool environment, including the knowledge, beliefs and practices of preschool staff and parents of young children attending nurseries can be a barrier to the successful implementation of healthy eating interventions in this setting. This study examined the perceptions of preschool centre staff and parents' of preschool children of healthy eating promotion within preschool settings. The participants were preschool staff working in private and local authority preschool centres in the North East of England, and parents of preschool children aged 3-4 years. Preschool staff participated in semi-structured interviews (n = 16 female, 1 male). Parents completed a mapping activity interview (n = 14 mothers, 1 father). Thematic analysis was applied to interpret the findings. Complex communication issues surrounding preschool centre dietary 'rules' were apparent. The staff were keen to promote healthy eating to families and felt that parents needed 'education' and 'help'. The staff emphasised that school policies prohibited providing children with sugary or fatty snacks such as crisps, cakes, sweets and 'fizzy' drinks, however, some preschool centres appeared to have difficulty enforcing such guidelines. Parents were open to the idea of healthy eating promotion in preschool settings but were wary of being 'told what to do' and being thought of as 'bad parents'. There is a need to further explore nursery staff members' personal perceptions of health and how food policies which promote healthier food in preschool settings can be embedded and

Do Illustrations Enhance Preschoolers' Memories for Stories? Age-Related Change in the Picture Facilitation Effect

Science.gov (United States)

Greenhoot, Andrea Follmer; Semb, Patricia A.

2008-01-01

This study investigated whether illustrations facilitate story recall in preschoolers (N = 58) 46 to 63 months of age. Each child was exposed to either a verbal story narrative with illustrations (Verbal and Picture condition), the narrative alone (Verbal Only condition), the narrative with uninformative illustrations (Verbal and Irrelevant…

Prevalence of dental caries and toothbrushing habits among preschool children in Khartoum State, Sudan.

Science.gov (United States)

Elidrissi, Sitana M; Naidoo, Sudeshni

2016-08-01

Dental caries in preschool children remains a major dental public health problem and affects significant numbers of children in developed and developing countries. The incidence is increasing in developing countries, such as Sudan, because of lifestyle changes, absence of oral health-preventive services and inadequate access to oral health care. This study assessed the prevalence of dental caries and toothbrushing habits among 3- to 5-year-old preschool children in Khartoum State, Sudan, and described the correlation between the mean decayed, missing and filled tooth (dmft) score for primary teeth with toothbrushing and sugar consumption. The subjects were 553 preschool children with their mothers/guardians, selected by random sampling from the kindergartens of the seven localities of Khartoum State, Sudan. Data were obtained through clinical examination using a modified World Health Organization (WHO) examination data-capture sheet and through structured administered interviews with mothers/guardians. The prevalence of dental caries was 52.4%, with a mean dmft score of 2.3. There was an increase in the dmft scores with increasing age. The frequency of children who brushed their teeth regularly at least once a day was high (83.4%), lower dmft scores were associated with starting toothbrushing earlier in life and with increased frequency of brushing per day. Eating sugar-containing food was significantly associated with dmft score. The prevalence of dental caries was found to be high among 3- to 5-year-old preschool children, and caries experience increased with age. This was mostly associated with sugar consumption and therefore calls for educational interventions to control sugar intake. The toothbrushing habit is well established in Khartoum State, Sudan, as a large number of children were found to be brushing their teeth regularly. No significant association was found between feeding habits and dmft score. © 2016 FDI World Dental Federation.

Psychiatric disorders and symptoms severity in pre-school children with cow's milk allergy.

Science.gov (United States)

Topal, E; Catal, F; Soylu, N; Ozcan, O O; Celiksoy, M H; Babayiğit, A; Erge, D; Karakoç, H T E; Sancak, R

2016-01-01

Psychiatric disorders are seen frequently in atopic diseases. The present study aims to evaluate the frequency of psychiatric disorders and the severity of psychiatric symptoms in pre-school children with cow's milk allergy. The parents of the pre-school children with cow's milk allergy were interviewed in person and asked to fill out the Early Childhood Inventory-4 form. The cow's milk allergy group included 40 children (27 male, 13 female) with mean age, 44.5±14.7 months, and the control group included 41 children (25 male, 16 female) with mean age, 47.6±15.2 months. It was established that 65% of the group with cow's milk allergy received at least one psychiatric diagnosis, while 36.6% of the control group received at least one psychiatric diagnosis, with a statistically significant difference (p=0.02). Within the psychiatric disorders, attention deficit hyperactivity disorders (odds ratio: 4.9, 95% CI: 1.472-16.856, p=0.006), oppositional defiant disorder (odds ratio: 5.6, 95% CI: 1.139-28.128, p=0.026), and attachment disorder (odds ratio: 4.8, 95% CI: 1.747-13.506, p=0.004) were found significantly higher compared with the healthy control group. When the groups were compared in terms of psychiatric symptom severity scores, calculated by using the Early Childhood Inventory-4 form, attention deficit hyperactivity disorders severity (p=0.006) and oppositional defiant disorder severity (p=0.037) were found to be higher in the cow's milk allergy group. Psychiatric disorders are frequent and severe in pre-school children with cow's milk allergy. Copyright © 2016 SEICAP. Published by Elsevier España, S.L.U. All rights reserved.

Helicobacter pylori among preschool children and their parents

DEFF Research Database (Denmark)

Rothenbacher, D; Bode, G; Berg, Gabriele

1999-01-01

and July 1997. Their H. pylori infection status was determined by 13C-urea breath test. Of 1522 eligible children, 1221 (80.2%) participated in the study. Crude prevalence of H. pylori infection in children was 11.3% (95% confidence interval [CI], 9.5-13.3) and 36.4% in their parents (95% CI, 33.......5-39.4). The crude odds ratio (OR) for H. pylori infection of children whose mothers were infected was 16.5 (95% CI, 8.9-30.8) and 7.9 after adjustment for potential confounders (95% CI, 4.0-15.7). The crude OR if the child's father was infected was 7.8 (95% CI, 2. 5-24.2) and 3.8 after adjustment for potential......This study assessed the role of parental infection status in the transmission of Helicobacter pylori infection in a large population-based sample of preschool-aged children. The subjects, who lived in Ulm, Germany, and in two nearby communities, were screened for school fitness between January...

Parenting practices as mediating variables between parents' psychopathology and oppositional defiant disorder in preschoolers

OpenAIRE

Trepat de Ancos, Esther

2014-01-01

Background: Oppositional defiant disorder (ODD) is very frequent in preschoolers. The severity and the long-term negative outcomes make the understanding of this disorder a priority. The goal in this study was to assess the mediating role of parenting practices in the relationship between parents’ psychopathology and ODD in preschoolers. Method: A community sample of 622 children was assessed longitudinally at age 3 and age 5. Parents reported on children’s psychopathology through a diagnosti...

Intimate partner violence and preschoolers' explicit memory functioning.

Science.gov (United States)

Jouriles, Ernest N; Brown, Alan S; McDonald, Renee; Rosenfield, David; Leahy, Matthew M; Silver, Cheryl

2008-06-01

This research examines whether parents' intimate partner physical violence (IPV) relates to their preschoolers' explicit memory functioning, whether children's symptoms of hyperarousal mediate this relation, and whether mothers' positive parenting moderates this relation. Participants were 69 mothers and their 4- or 5-year-old child (34 girls). Mothers completed measures of IPV, children's hyperarousal symptoms, parent-child aggression, and positive parenting. Measures of explicit memory functioning were administered to preschoolers. As expected, IPV correlated negatively with preschoolers' performance on explicit memory tasks, even after controlling for parent-child aggression and demographic variables related to preschoolers' memory functioning. Preschoolers' hyperarousal symptoms did not mediate the relation between IPV and explicit memory functioning, but mothers' positive parenting moderated this relation. Specifically, the negative relation between IPV and preschoolers' performance on 2 of the 3 explicit memory tasks was weaker when mothers engaged in higher levels of positive parenting. These findings extend research on IPV and children's adjustment difficulties to explicit memory functioning in preschoolers and suggest that mothers can ameliorate the influence of IPV on preschoolers' memory functioning via their parenting. (c) 2008 APA, all rights reserved

Frequency of foot deformity in preschool girls

Directory of Open Access Journals (Sweden)

Mihajlović Ilona

2010-01-01

Full Text Available Background/Aim. In order to determine the moment of creation of postural disorders, regardless of the causes of this problem, it is necessary to examine the moment of entry of children into a new environment, ie. in kindergarten or school. There is a weak evidence about the age period when foot deformity occurs, and the type of these deformities. The aim of this study was to establish the relationship between the occurrence of foot deformities and age characteristics of girls. Methods. The research was conducted in preschools 'Radosno detinjstvo' in the region of Novi Sad, using the method of random selection, on the sample of 272 girls, 4-7 years of age, classified into four strata according to the year of birth. To determine the foot deformities measurement technique using computerized digitized pedografy (CDP was applied. Results. In preschool population girls pes transversoplanus and calcanei valga deformities occurred in a very high percentage (over 90%. Disturbed longitudinal instep ie flat feet also appeared in a high percentage, but we noted the improvement of this deformity according to increasing age. Namely, there was a statistically significant correlation between the age and this deformity. As a child grows older, the deformity is lower. Conclusion. This study confirmed that the formation of foot arches probably does not end at the age of 3-4 years but lasts until school age.

Executive Functions after Age 5: Changes and Correlates

Science.gov (United States)

Best, John R.; Miller, Patricia H.; Jones, Lara L.

2009-01-01

Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The…

Comorbidities in preschool children at family risk of dyslexia

Science.gov (United States)

Gooch, Debbie; Hulme, Charles; Nash, Hannah M; Snowling, Margaret J

2015-01-01

Background Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children’s outcomes. Method The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3 ½ and 4 ½. The performance of these children was compared to the performance of children with language impairment and typically developing controls. Results Weaknesses in attention, executive function and motor skills were associated with language impairment rather than family risk status. Individual differences in language and executive function are strongly related in the preschool period and preschool motor skills predicted unique variance (4%) in early reading skills over and above children’s language ability. Conclusion Comorbidity between developmental disorders can be observed in the preschool years: children with language impairment have significant and persistent weaknesses in motor skills and executive function compared to those without language impairment. Children’s early language and motor skills are predictors of children’s later reading skills. PMID:24117483

Supporting parents of preschool children in adopting a healthy lifestyle.

Science.gov (United States)

Lemelin, Lucie; Gallagher, Frances; Haggerty, Jeannie

2012-08-01

Childhood obesity is a public health epidemic. In Canada 21.5% of children aged 2-5 are overweight, with psychological and physical consequences for the child and economic consequences for society. Parents often do not view their children as overweight. One way to prevent overweight is to adopt a healthy lifestyle (HL). Nurses with direct access to young families could assess overweight and support parents in adopting HL. But what is the best way to support them if they do not view their child as overweight? A better understanding of parents' representation of children's overweight might guide the development of solutions tailored to their needs. This study uses an action research design, a participatory approach mobilizing all stakeholders around a problem to be solved. The general objective is to identify, with nurses working with families, ways to promote HL among parents of preschoolers. Specific objectives are to: 1) describe the prevalence of overweight in preschoolers at vaccination time; 2) describe the representation of overweight and HL, as reported by preschoolers' parents; 3) explore the views of nurses working with young families regarding possible solutions that could become a clinical tool to promote HL; and 4) try to identify a direction concerning the proposed strategies that could be used by nurses working with this population. First, an epidemiological study will be conducted in vaccination clinics: 288 4-5-year-olds will be weighed and measured. Next, semi-structured interviews will be conducted with 20 parents to describe their representation of HL and their child's weight. Based on the results from these two steps, by means of a focus group nurses will identify possible strategies to the problem. Finally, focus groups of parents, then nurses and finally experts will give their opinions of these strategies in order to find a direction for these strategies. Descriptive and correlational statistical analyses will be done on the quantitative

Effects of Tobacco Smoking in Pregnancy on Offspring Intelligence at the Age of 5

Directory of Open Access Journals (Sweden)

Hanne-Lise Falgreen Eriksen

2012-01-01

Full Text Available The aim of the study was to examine the effects of tobacco smoking in pregnancy on children’s IQ at the age of 5. A prospective follow-up study was conducted on 1,782 women, and their offspring were sampled from the Danish National Birth Cohort. At 5 years of age, the children were tested with the Wechsler Preschool and Primary Scale of Intelligence-Revised. Parental education, maternal IQ, maternal alcohol consumption in pregnancy, the sex and age of the child, and tester were considered core confounders, but the full model also controlled for prenatal paternal smoking, maternal age and Bodymass Mass Index, parity, family/home environment, postnatal parental smoking, breast feeding, the child’s health status, and indicators for hearing and vision impairments. Unadjusted analyses showed a statistically significant decrement of 4 points on full-scale IQ (FSIQ associated with smoking 10+ cigarettes per day compared to nonsmoking. After adjustment for potential confounders, no significant effects of prenatal exposure to tobacco smoking were found. Considering the indisputable teratogenic effects of tobacco smoking, these findings should be interpreted with caution. Still, the results may indicate that previous studies that failed to control for important confounders, particularly maternal intelligence, may be subject to substantial residual confounding.

Healthy incentive scheme in the Irish full-day-care pre-school setting.

LENUS (Irish Health Repository)

Molloy, C Johnston

2013-12-16

A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h\\/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years\\' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.

Beyond Behavioral Modification: Benefits of Socio-Emotional/Self-Regulation Training for Preschoolers with Behavior Problems

Science.gov (United States)

Graziano, Paulo A.; Hart, Katie

2016-01-01

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…

Can music lessons increase the performance of preschool children in IQ tests?

Science.gov (United States)

Kaviani, Hossein; Mirbaha, Hilda; Pournaseh, Mehrangiz; Sagan, Olivia

2014-02-01

The impact of music on human cognition has a distinguished history as a research topic in psychology. The focus of the present study was on investigating the effects of music instruction on the cognitive development of preschool children. From a sample of 154 preschool children of Tehran kindergartens, 60 children aged between 5 and 6 were randomly assigned to two groups, one receiving music lessons and the other (matched for sex, age and mother's educational level) not taking part in any music classes. Children were tested before the start of the course of music lessons and at its end with 4 subtests of the Tehran-Stanford-Binet Intelligence Scale (TSB). The experimental group participated in twelve 75-min weekly music lessons. Statistical analysis showed significant IQ increase in participants receiving music lessons, specifically on the TSB verbal reasoning and short-term memory subtests. The numerical and visual/abstract reasoning abilities did not differ for the two groups after lessons. These data support studies that found similar skills enhancements in preschool children, despite vast differences in the setting in which the instruction occurred. These findings appear to be consistent with some neuroimaging and neurological observations which are discussed in the paper.

Parent-Reported Psychological and Sleep Problems in a Preschool-Aged Community Sample: Prevalence of Sleep Problems in Children with and without Emotional/Behavioural Problems

OpenAIRE

Salater, Julie; Røhr, Marthe

2010-01-01

Objective : To examine (a) the prevalence of sleep problems among 4-year-olds in the general population, (b) the prevalence of sleep problems among children with emotional and/or behavioural problems, and (c) whether specific sleep problems are associated with particular emotional/behavioural problems. Method: Using The Preschool Age Psychiatric Assessment (PAPA) , data about sleep and emotional/behavioural problems was obtained from 727 parents of 4-year-olds, recruited for a large...

Protocol of the PSYCHOTSH study: association between neonatal thyroid stimulating hormone concentration and intellectual, psychomotor and psychosocial development at 4-5 year of age: a retrospective cohort study.

Science.gov (United States)

Trumpff, Caroline; Vanderfaeillie, Johan; Vercruysse, Nathalie; De Schepper, Jean; Tafforeau, Jean; Van Oyen, Herman; Vandevijvere, Stefanie

2014-01-01

Several European countries, including Belgium, still suffer from mild iodine deficiency. Thyroid stimulating hormone (TSH) concentration in whole blood measured at birth has been proposed as an indicator of maternal iodine status during the last trimester of pregnancy. It has been shown that mild iodine deficiency during pregnancy may affect the neurodevelopment of the offspring. In several studies, elevated TSH levels at birth were associated with suboptimal cognitive and psychomotor outcomes among young children. This paper describes the protocol of the PSYCHOTSH study aiming to assess the association between neonatal TSH levels and intellectual, psychomotor and psychosocial development of 4-5 year old children. The results could lead to a reassessment of the recommended cut-off levels of 5 > mU/L used for monitoring iodine status of the population. In total, 380 Belgian 4-5 year old preschool children from Brussels and Wallonia with a neonatal blood spot TSH concentration between 0 and 15 mU/L are included in the study. For each sex and TSH-interval (0-1, 1-2, 2-3, 3-4, 4-5, 5-6, 6-7, 7-8, 8-9 and 9-15 mU/L), 19 newborns were randomly selected from all newborns screened by the neonatal screening centre in Brussels in 2008-2009. Infants with congenital hypothyroidism, low birth weight and prematurity were excluded from the study. Neonatal TSH concentration was measured by the Autodelphia method in dried blood spots, collected by heel stick on filter paper 3 to 5 days after birth. Cognitive abilities and psychomotor development are assessed using the Wechsler Preschool and Primary Scale of Intelligence - third edition - and the Charlop-Atwell Scale of Motor coordination. Psychosocial development is measured using the Child Behaviour Check List for age 1½ to 5 years old. In addition, several socioeconomic, parental and child confounding factors are assessed. This study aims to clarify the effect of mild iodine deficiency during pregnancy on the

Preschool children's response to behavioural parent training and parental predictors of outcome in routine clinical care

NARCIS (Netherlands)

van der Veen-Mulders, Lianne; Hoekstra, Pieter J; Nauta, Maaike H; van den Hoofdakker, Barbara J

OBJECTIVE: To investigate the effectiveness of behavioral parent training (BPT) for preschool children with disruptive behaviours and to explore parental predictors of response. METHODS: Parents of 68 preschool children, aged between 2.7 and 5.9 years, participated in BPT. We evaluated the changes

Visual impairment and amblyopia in Malaysian pre-school children - The SEGPAEDS study.

Science.gov (United States)

Chew, F L M; Thavaratnam, L K; Shukor, I N C; Ramasamy, S; Rahmat, J; Reidpath, D D; Allotey, P; Alagaratnam, J

2018-02-01

Little is known regarding the extent of visual impairment amongst pre-school children in Malaysia. To determine the prevalence of visual impairment and amblyopia in Malaysian preschool children. A cross-sectional, population-based study was conducted on children aged four to six years from 51 participating kindergartens in the district of Segamat, Johor, Malaysia from 20 March 2016 to 6 April 2016. All subjects had initial eye screening consisting of LogMar visual acuity, orthoptics examination and Spot vision screener assessment. Subjects who failed the initial eye screening were invited for a formal eye assessment consisting of cycloplegic refraction and a comprehensive ocular examination. Definitions of visual impairment and amblyopia were based on the Multi-Ethnic Pediatric Eye Disease Study criteria. A total of 1287 children were recruited. Mean subject age was 5.03 (SD:0.77) and males represented 52.3% of subjects. Subjects by ethnicity were Malay (54.8%), Chinese (27.7%), Indian (15.6%) and Orang Asli (1.9%). Formal eye assessment was required for 221 subjects and 88.8% required ophthalmic intervention. Refractive error, representing 95.4% of diagnosed ocular disorders, comprised of astigmatism (84%), myopia (9%) and hypermetropia (6.9%). With-the-rule astigmatism was present in 93.4% of the subjects with astigmatism. Visual impairment was present in 12.5% of our subjects, with 61% having bilateral visual impairment. Of the subjects with visual impairment, 59.1% had moderate visual impairment. The prevalence of amblyopia was 7.53%, and 66% of the amblyopic subjects had bilateral amblyopia. Our study highlights an urgent need for initiation of preschool vision screening in Malaysia.

Parenting, corpus callosum, and executive function in preschool children.

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Kok, Rianne; Lucassen, Nicole; Bakermans-Kranenburg, Marian J; van IJzendoorn, Marinus H; Ghassabian, Akhgar; Roza, Sabine J; Govaert, Paul; Jaddoe, Vincent W; Hofman, Albert; Verhulst, Frank C; Tiemeier, Henning

2014-01-01

In this longitudinal population-based study (N = 544), we investigated whether early parenting and corpus callosum length predict child executive function abilities at 4 years of age. The length of the corpus callosum in infancy was measured using postnatal cranial ultrasounds at 6 weeks of age. At 3 years, two aspects of parenting were observed: maternal sensitivity during a teaching task and maternal discipline style during a discipline task. Parents rated executive function problems at 4 years of age in five domains of inhibition, shifting, emotional control, working memory, and planning/organizing, using the Behavior Rating Inventory of Executive Function-Preschool Version. Maternal sensitivity predicted less executive function problems at preschool age. A significant interaction was found between corpus callosum length in infancy and maternal use of positive discipline to determine child inhibition problems: The association between a relatively shorter corpus callosum in infancy and child inhibition problems was reduced in children who experienced more positive discipline. Our results point to the buffering potential of positive parenting for children with biological vulnerability.

FUNDAMENTAL MOVEMENT SKILLS OF PRESCHOOL CHILDREN IN NORTHWEST ENGLAND.

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Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

2015-08-01

This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3-5 yr.) were included in the study. Twelve skills were assessed using the Children's Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.

Prevalence and incidence of overweight and obesity among Vietnamese preschool children: a longitudinal cohort study.

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Do, Loan Minh; Tran, Toan Khanh; Eriksson, Bo; Petzold, Max; Ascher, Henry

2017-06-19

A plateau in childhood overweight and obesity has been reported in some developed countries while in almost all developing countries this problem is on the rise. The aim of this paper is to describe the changes in prevalence of overweight and obesity within a cohort of preschool children followed for 3 years, and to estimate and compare the incidences in urban and rural children of Hanoi, Vietnam. A longitudinal study of a cohort of 2677 children aged 3 to 6 years old at the beginning of the study was conducted in urban DodaLab and rural FilaBavi, Hanoi, Vietnam. Overall, 2602 children, 1311 urban and 1291 rural, were followed for 3 years with identical measurements of weight and height in 2013, 2014 and 2016. Standard methods were used to estimate prevalence and incidence as well as confidence intervals. During the three-year follow-up, the overall estimated prevalence of overweight increased from 9.1% to 16.7%. For the urban children, the increase was considerably higher. The overall prevalence of obesity decreased from 6.4% to 4.5% with less decrease in the urban children. In the group of children who were overweight and obese at the start of the study, 41.4% and 30.7%, respectively, remained in the same state three years later. The incidence of overweight and obesity during the three years were 12.4% and 2.7%, respectively. Boys were more likely to develop obesity than girls. Already in preschool age, the prevalence of overweight is high and it continues to increase with age, especially in the urban area. Prevention and intervention programs need to start at early preschool age and actions in urban areas deserve priority.

Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children with Histories of Speech Sound Disorders

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Preston, Jonathan L.; Hull, Margaret; Edwards, Mary Louise

2013-01-01

Purpose: To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method: Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up…

Prevalence and factors related to dental caries among pre-school children of Saddar town, Karachi, Pakistan: a cross-sectional study.

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Dawani, Narendar; Nisar, Nighat; Khan, Nazeer; Syed, Shahbano; Tanweer, Navara

2012-12-27

Dental caries is highly prevalent and a significant public health problem among children throughout the world. Epidemiological data regarding prevalence of dental caries amongst Pakistani pre-school children is very limited. The objective of this study is to determine the frequency of dental caries among pre-school children of Saddar Town, Karachi, Pakistan and the factors related to caries. A cross-sectional study of 1000 preschool children was conducted in Saddar town, Karachi. Two-stage cluster sampling was used to select the sample. At first stage, eight clusters were selected randomly from total 11 clusters. In second stage, from the eight selected clusters, preschools were identified and children between 3- to 6-years age group were assessed for dental caries. Caries prevalence was 51% with a mean dmft score being 2.08 (±2.97) of which decayed teeth constituted 1.95. The mean dmft of males was 2.3 (±3.08) and of females was 1.90 (±2.90). The mean dmft of 3, 4, 5 and 6-year olds was 1.65, 2.11, 2.16 and 3.11 respectively. A significant association was found between dental caries and following variables: age group of 4-years (p-value dental plaque (p-value dental caries coupled with a high prevalence of unmet dental treatment needs. Association between caries experience and age of child, consumption of non-sweetened milk, dental plaque and poor oral hygiene had been established.

A Smartphone App for Families With Preschool-Aged Children in a Public Nutrition Program: Prototype Development and Beta-Testing.

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Hull, Pamela; Emerson, Janice S; Quirk, Meghan E; Canedo, Juan R; Jones, Jessica L; Vylegzhanina, Violetta; Schmidt, Douglas C; Mulvaney, Shelagh A; Beech, Bettina M; Briley, Chiquita; Harris, Calvin; Husaini, Baqar A

2017-08-02

The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States provides free supplemental food and nutrition education to low-income mothers and children under age 5 years. Childhood obesity prevalence is higher among preschool children in the WIC program compared to other children, and WIC improves dietary quality among low-income children. The Children Eating Well (CHEW) smartphone app was developed in English and Spanish for WIC-participating families with preschool-aged children as a home-based intervention to reinforce WIC nutrition education and help prevent childhood obesity. This paper describes the development and beta-testing of the CHEW smartphone app. The objective of beta-testing was to test the CHEW app prototype with target users, focusing on usage, usability, and perceived barriers and benefits of the app. The goals of the CHEW app were to make the WIC shopping experience easier, maximize WIC benefit redemption, and improve parent snack feeding practices. The CHEW app prototype consisted of WIC Shopping Tools, including a barcode scanner and calculator tools for the cash value voucher for purchasing fruits and vegetables, and nutrition education focused on healthy snacks and beverages, including a Yummy Snack Gallery and Healthy Snacking Tips. Mothers of 63 black and Hispanic WIC-participating children ages 2 to 4 years tested the CHEW app prototype for 3 months and completed follow-up interviews. Study participants testing the app for 3 months used the app on average once a week for approximately 4 and a half minutes per session, although substantial variation was observed. Usage of specific features averaged at 1 to 2 times per month for shopping-related activities and 2 to 4 times per month for the snack gallery. Mothers classified as users rated the app's WIC Shopping Tools relatively high on usability and benefits, although variation in scores and qualitative feedback highlighted several barriers that

Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills.

Science.gov (United States)

Stagnitti, Karen; Lewis, Fiona M

2015-04-01

This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.

Socioeconomic status, child enrichment factors, and cognitive performance among preschool-age children: results from the Follow-Up of Growth and Development Experiences study.

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Christensen, Deborah L; Schieve, Laura A; Devine, Owen; Drews-Botsch, Carolyn

2014-07-01

Lower cognitive performance is associated with poorer health and functioning throughout the lifespan and disproportionately affects children from lower socioeconomic status (SES) populations. Previous studies reporting positive associations between child home enrichment and cognitive performance generally had a limited distribution of SES. We evaluated the associations of SES and child enrichment with cognitive performance in a population with a wide range of SES, particularly whether enrichment attenuates associations with SES. Children were sampled from a case-control study of small-for-gestational-age (SGA) conducted in a public hospital serving a low SES population (final n=198) and a private hospital serving a middle-to-high SES population (final n=253). SES (maternal education and income) and perinatal factors (SGA, maternal smoking and drinking) were obtained from maternal birth interview. Five child home enrichment factors (e.g. books in home) and preschool attendance were obtained from follow-up interview at age 4.5 years. Cognitive performance was assessed with the Differential Ability Scales (DAS), a standardized psychometric test administered at follow-up. SES and enrichment scores were created by combining individual factors. Analyses were adjusted for perinatal factors. Children from the public birth hospital had a significantly lower mean DAS general cognitive ability (GCA) score than children born at the private birth hospital (adjusted mean difference -21.4, 95% CI: -24.0, -18.7); this was substantially attenuated by adjustment for individual SES, child enrichment factors, and preschool attendance (adjusted mean difference -5.1, 95% CI: -9.5, -0.7). Individual-level SES score was associated with DAS score, beyond the general SES effect associated with hospital of birth. Adjustment for preschool attendance and home enrichment score attenuated the association between individual SES score and adjusted mean DAS-GCA among children born at both of the

[Protocols Related to Food Allergies and Intolerances in Preschools in Reykjavik, Iceland].

Science.gov (United States)

Thrastardottir, Adalheidur Ran; Thordardottir, Frida Run; Torfadottir, Johanna

2018-01-01

The aim of the study was to explore prevalence of food allergies and intolerances among children in preschools in Reykjavik, Iceland. Also, to investigate how well preschools maintain a safe environment for children with food allergies. In 2014, a questionnaire designed specifically for this study, was sent to 65 preschools. Forty-nine participated (75%) representing a total of 4225 children. Prevalence of food allergy and intolerance was determined based on medical certificates from physi-cians delivered to the preschools. Descriptive statistics were used to assess whether there were protocols related to food allergy, and if there was a difference between schools based on staff's education and number of children. The prevalence of documented food allergies/intolerances in children aged 2-6 years was 5%, 1% had severe allergy and 1% had multiple food allergies. Lactose intolerance was most frequent (2%), then milk allergy (2%) and egg allergy (1%). Only 41% preschools had a protocol that was activated if food with an allergen was accidentally given. Moreover, only 55% of preschools with children with severe -allergy reported all of their staff to have knowledge of symptoms related to anaphylaxis and only 64% were trained to respond to an anaphylactic shock. The education of preschool principals, kitchen employees and number of children in preschool were not related to having an active protocol at site. Prevalence of food allergy and intolerance was 5% in preschools in Reykjavik. Strategy for an active protocol related to food allergy was lacking in 59% of pre-schools.

Age at introduction of ultra-processed food among preschool children attending day-care centers.

Science.gov (United States)

Longo-Silva, Giovana; Silveira, Jonas Augusto C; Menezes, Rísia Cristina Egito de; Toloni, Maysa Helena de Aguiar

To identify the age of introduction of ultra-processed food and its associated factors among preschool children. Cross-sectional study carried out from March to June 2014 with 359 preschool children aged 17 to 63 months attending day-care centers. Time until ultra-processed food introduction (outcome variable) was described by the Kaplan-Meier analysis, and the log-rank test was used to compare the survival functions of independent variables. Factors associated with ultra-processed food introduction were investigated using the multivariate Cox proportional hazards model. The results were shown as hazard ratios with their respective 95% confidence intervals. The median time until ultra-processed food introduction was six months. Between the 3rd and 6th months, there is a significant increase in the probability of introducing ultra-processed food in the children's diet; and while the probability in the 3rd month varies from 0.15 to 0.25, at six months the variation ranges from 0.6 to 1.0. The final Cox proportional hazards model showed that unplanned pregnancy (1.32 [1.05-1.65]), absence of prenatal care (2.50 [1.02-6.16]), and income >2 minimum wages (1, 50 [1.09-2.06]) were independent risk factors for the introduction of ultra-processed food. Up to the 6th month of life, approximately 75% of preschool children had received one or more ultra-processed food in their diet. In addition, it was observed that the poorest families, as well as unfavorable prenatal factors, were associated with early introduction of ultra-processed food. Copyright © 2017. Published by Elsevier Editora Ltda.

METHOD OF HISTORICAL RESEARCH OF PRESCHOOL EDUCATION IN RUSSIA

OpenAIRE

Y. S. Rubinchik

2015-01-01

The article suggests a methodology of historical research of preschool education. The analysis of theoretical and methodical provisions for the education of preschool children. Discusses the importance of the achievements of the Soviet system of preschool upbringing and education. Shows the principles, directions, methods and conditions for their implementation when working with children of preschool age. Discusses the state of childhood in modern Russia, problems of development of preschool ...

Factors Predisposing to Early Childhood Caries (ECC) in Children of Pre-School Age in the City of Zagreb, Croatia

OpenAIRE

Lulić-Dukić, O.; Jurić, H.; Dukić, W.; Glavina, D.

2001-01-01

The aim of this study was to investigate factors predisposing to early childhood caries (ECC) in pre-school children in the city of Zagreb, Croatia. The investigation was carried out on the sample of 145 children (77 boys and 68 girls) aged between 2 and 5 years, including clinical examination of dental status and survey on the habits among the parents. The overall prevalence of ECC was 30%: in girls it was 25%, and in boys 48%. The study on the risk factors was designed as a c...

Assessment and validation of bronchodilation using the interrupter technique in preschool children.

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Mele, Laura; Sly, Peter D; Calogero, Claudia; Bernardini, Roberto; Novembre, Elio; Azzari, Chiara; de Martino, Maurizio; Lombardi, Enrico

2010-07-01

To determine and validate a cut-off value for bronchodilation using the interrupter resistance (Rint) in preschool children. Rint was measured in 60 healthy children (age range 2.7-6.4 years) before and after salbutamol inhalation (200 microg). Four potential methods for assessing BDR were evaluated: percent change from baseline, percent change of predicted values, absolute change in Rint, and change in Z-score. These cut-off values, determined as the fifth percentile of the healthy group, were applied to children referred for the assessment of recurrent wheezing, classified on the basis of acute symptoms and/or abnormal chest examination into symptomatic (n = 60, age range 2.9-6.1 years) and asymptomatic (n = 60, age range 2.5-5.7 years) groups. The cut-off values for bronchodilation calculated in healthy children were: -32% baseline; -33% predicted; -0.26 kPa L(-1) sec; and -1.25 Z-scores. Assessing BDR in children with a history of wheezing by either a decrease in absolute Rint or a decrease in Z-score gave sensitivity, specificity, negative predictive value, and positive predictive value all >80% for detecting children with current respiratory symptoms. Both a decrease in Rint > or =0.26 kPa L(-1) sec and a decrease in Z-score of > or =1.25 are appropriate for assessing BDR in preschool children with a history of recurrent wheezing. As Z-score is a more general solution, we recommend using a change in Z-score to determine BDR in preschool children. Further longitudinal studies will be required to determine the clinical utility of measuring BDR in managing lung disease in such children.

A comparative study on Nutritional status of Preschool children in Kekirawa Divisional Secretariat area and Gampaha Divisional Secretariat area in Sri Lanka

International Nuclear Information System (INIS)

Perera, Kanattage Piumi Dananga Chamari; Weerasooriya, W.M.B.; Liyanage, Janitha A.

2014-01-01

Full text: Nutritional status is one of the most important indicators of the overall well being of population. According to Ayurveda Wellbeing of Physical, Mental & Spiritual status is known as health. This refers the definition of health defined by World Health Organization (WHO). Underweight, Stunting, Wasting and Overweight are important status of nutrition declared by the WHO. Height for age ≤ -2SD from the mean, Weight for height ≤ -2SD from the mean and Weight for age ≤ -2SD were defined as Stunting, Wasting and Underweight respectively. Results of a Survey carried out in 2007 in Sri Lanka were highlighted that, 21.1% are underweight, 14.7% were wasting and 17.3% were stunting among the under five year children. Under nutrition has been identified as a major problem among the preschool children in Sri Lanka. With this background, a preliminary survey was designed to identify the nutritional status of selected areas. Collecting Anthropometric measurements such as height & weight and evaluating the nutritional status of Preschool children were the objectives of the study. The study was carried out in the Kekirawa divisional secretariat division of the Anuradhapura district and Gampaha divisional secretariat division of the Gampaha district. Five preschools in Kekirawa division and two preschools in Gampaha division were randomly selected and 100 preschool children from each division were subjected to the survey. Under the permission of Preschool teachers, mothers of the Preschool children’s were instructed to meet Ayurveda Medical Officer in scheduled date with their children to take anthropometric measurements. Then heights and weight of children were measured using Stadiometer and scale with digital display. Recorded data were processed using WHO Anthro software - 2011. Age distribution of the sample was identified as 36-47 months and 48-60 months. Results of Prevalence of nutritional status revealed that 32.4% wasting, 24.5% stunting and 42

The relation between musical abilities and the phonological awareness in pre-school children

Directory of Open Access Journals (Sweden)

Anja Božič

2007-06-01

Full Text Available The pre-school period plays a very important role in the language development. One of the significant indicators of this development is the phonological awareness. Some of the previous studies reported the presence of the relation between the phonological awareness and musical abilities. Our main goal was to examine this relation with the Test of the phonological awareness and the Test of musical abilities on 67 Slovene preschool children, aged from 5 to 6. We also wanted to investigate the differences between boys (N = 36 and girls (N = 31 and the differences between two age groups (aged from 5 to 5.5 years, N = 32, and from 5.5 to 6 years, N = 35. The results confirmed the connection between musical abilities and the phonological awareness. They also indicated that the recognition of the first and the last phoneme is related to melodic awareness and that phoneme merging is mainly related to rhythm awareness. No significant differences were found between male and female children or between the groups of the children of different ages.

The Relationship between Listening Comprehension of Text and Sentences in Preschoolers: Specific or Mediated by Lower and Higher Level Components?

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Florit, Elena; Roch, Maja; Levorato, M. Chiara

2013-01-01

Two studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components…

The Emergence of the Teaching/Learning Process in Preschoolers: Theory of Mind and Age Effect

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Bensalah, Leila

2011-01-01

This study analysed the gradual emergence of the teaching/learning process by examining theory of mind (ToM) acquisition and age effects in the preschool period. We observed five dyads performing a jigsaw task drawn from a previous study. Three stages were identified. In the first one, the teacher focuses on the execution of her/his own task…

Factors associated with no dental treatment in preschoolers with toothache: a cross-sectional study in outpatient public emergency services.

Science.gov (United States)

Machado, Geovanna C M; Daher, Anelise; Costa, Luciane R

2014-08-08

Many parents rely on emergency services to deal with their children's dental problems, mostly pain and infection associated with dental caries. This cross-sectional study analyzed the factors associated with not doing an oral procedure in preschoolers with toothache attending public dental emergency services. Data were obtained from the clinical files of preschoolers treated at all nine dental emergency centers in Goiania, Brazil, in 2011. Data were children's age and sex, involved teeth, oral procedures, radiography request, medications prescribed and referrals. A total of 531 files of children under 6 years old with toothache out of 1,108 examined were selected. Children's mean age was 4.1 (SD 1.0) years (range 1-5 years) and 51.6% were girls. No oral procedures were performed in 49.2% of cases; in the other 50.8%, most of the oral procedures reported were endodontic intervention and temporary restorations. Primary molars were involved in 48.4% of cases. With the exception of "sex", the independent variables tested in the regression analysis significantly associated with non-performance of oral procedures: age (OR 0.7; 95% CI 0.5-0.8), radiography request (OR 3.8; 95% CI 1.7-8.2), medication prescribed (OR 7.5; 95% CI 4.9-11.5) and patient referred to another service (OR 5.7; 3.0-10.9). Many children with toothache received no oral procedure for pain relief.

Mother and preschool teacher as assessors of the child's language competence

Directory of Open Access Journals (Sweden)

Urška Fekonja Peklaj

2008-04-01

Full Text Available Many researchers include child's parents as assessors of his/her language development as the results of many studies suggest their assessments to be valid and reliable measures of child's language competence. In the longitudinal study, presented in this paper, we examined whether child's mother and his/her preschool teacher can provide a valid estimation of child's language development. The sample included 80 Slovenian children from different preschool institutions, aged 3;1 years at first and 4;1 years at second assessment. Children's language competence was assessed individually, directly by the testators using Language Development Scale and Storytelling Test and indirectly by mothers and preschool teachers using the Child's Language Competence Questionnaire for Parents and Preschool Teachers. The achieved results showed that the estimates given by mothers and preschool teachers represent valid measures of child's language competence but not stable in time. The estimations given by mothers and preschool teachers explain a small share in variability of children's achievements on the Language Development Scale and Storytelling Test.

The Effects of Color Cues on Typically Developing Preschoolers' Speed of Locating a Target Line Drawing: Implications for Augmentative and Alternative Communication Display Design

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Thistle, Jennifer J.; Wilkinson, Krista

2009-01-01

Purpose: This research examined how the presence of color in relation to a target within an augmentative and alternative communication array influenced the speed with which typically developing preschoolers located a target line drawing. Method: Fifteen children over the age of 4 years (from 4;2 [years;months] to 5;4) and 15 children under the age…

Perceptions of nursery staff and parent views of healthy eating promotion in preschool settings: an exploratory qualitative study

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Lorraine A. McSweeney

2016-08-01

Full Text Available Abstract Background In the UK just over a fifth of all children start school overweight or obese and overweight 2–5 year olds are at least 4 times more likely to become overweight adults. This can lead to serious future health problems. The WHO have recently highlighted the preschool years as a critical time for obesity prevention, and have recommended preschools as an ideal setting for intervention. However, existing evidence suggests that the preschool environment, including the knowledge, beliefs and practices of preschool staff and parents of young children attending nurseries can be a barrier to the successful implementation of healthy eating interventions in this setting. Methods This study examined the perceptions of preschool centre staff and parents’ of preschool children of healthy eating promotion within preschool settings. The participants were preschool staff working in private and local authority preschool centres in the North East of England, and parents of preschool children aged 3–4 years. Preschool staff participated in semi-structured interviews (n = 16 female, 1 male. Parents completed a mapping activity interview (n = 14 mothers, 1 father. Thematic analysis was applied to interpret the findings. Results Complex communication issues surrounding preschool centre dietary ‘rules’ were apparent. The staff were keen to promote healthy eating to families and felt that parents needed ‘education’ and ‘help’. The staff emphasised that school policies prohibited providing children with sugary or fatty snacks such as crisps, cakes, sweets and ‘fizzy’ drinks, however, some preschool centres appeared to have difficulty enforcing such guidelines. Parents were open to the idea of healthy eating promotion in preschool settings but were wary of being ‘told what to do’ and being thought of as ‘bad parents’. Conclusions There is a need to further explore nursery staff members’ personal perceptions of

Predictive value of general movements' quality in low-risk infants for minor neurological dysfunction and behavioural problems at preschool age.

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Bennema, Anne N; Schendelaar, Pamela; Seggers, Jorien; Haadsma, Maaike L; Heineman, Maas Jan; Hadders-Algra, Mijna

2016-03-01

General movement (GM) assessment is a well-established tool to predict cerebral palsy in high-risk infants. Little is known on the predictive value of GM assessment in low-risk populations. To assess the predictive value of GM quality in early infancy for the development of the clinically relevant form of minor neurological dysfunction (complex MND) and behavioral problems at preschool age. Prospective cohort study. A total of 216 members of the prospective Groningen Assisted Reproductive Techniques (ART) cohort study were included in this study. ART did not affect neurodevelopmental outcome of these relatively low-risk infants born to subfertile parents. GM quality was determined at 2 weeks and 3 months. At 18 months and 4 years, the Hempel neurological examination was used to assess MND. At 4 years, parents completed the Child Behavior Checklist; this resulted in the total problem score (TPS), internalizing problem score (IPS), and externalizing problem score (EPS). Predictive values of definitely (DA) and mildly (MA) abnormal GMs were calculated. DA GMs at 2 weeks were associated with complex MND at 18 months and atypical TPS and IPS at 4 years (all ppredictive value of DA GMs at 2 weeks were rather low (13%-60%); specificity and negative predictive value were excellent (92%-99%). DA GMs at 3 months occurred too infrequently to calculate prediction. MA GMs were not associated with outcome. GM quality as a single predictor for complex MND and behavioral problems at preschool age has limited clinical value in children at low risk for developmental disorders. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Concurrent and Longitudinal Associations Among Temperament, Parental Feeding Styles, and Selective Eating in a Preschool Sample.

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Kidwell, Katherine M; Kozikowski, Chelsea; Roth, Taylor; Lundahl, Alyssa; Nelson, Timothy D

2018-06-01

To examine the associations among negative/reactive temperament, feeding styles, and selective eating in a sample of preschoolers because preschool eating behaviors likely have lasting implications for children's health. A community sample of preschoolers aged 3-5 years (M = 4.49 years, 49.5% female, 75.7% European American) in the Midwest of the United States was recruited to participate in the study (N = 297). Parents completed measures of temperament and feeding styles at two time points 6 months apart. A series of regressions indicated that children who had temperaments high in negative affectivity were significantly more likely to experience instrumental and emotional feeding styles. They were also significantly more likely to be selective eaters. These associations were present when examined both concurrently and after 6 months. This study provides a novel investigation of child temperament and eating behaviors, allowing for a better understanding of how negative affectivity is associated with instrumental feeding, emotional feeding, and selective eating. These results inform interventions to improve child health.

Prevalence of risk factors for cardiovascular and kidney disease in Brazilian healthy preschool children.

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da Silva, Adriana Cândida; de Sousa Tavares, Marcelo; Penido, Maria Goretti Moreira Guimarães

2016-11-06

To investigate the prevalence of nutritional parameters of risk for cardiovascular disease (CVD) and kidney diseases in healthy preschool children. This is an observational cross-sectional study with 60 healthy children, of both genders, aged two to six years old and 56 mothers, in Belo Horizonte, Minas Gerais, Brazil. Preschool children and their families with regular activities at public schools were invited to paticipate in the study. The following characteristics were assessed: Socio-demographic condictions, clinical health, anthropometric, biochemical, lifestyle and data on food consumption. The 56 healthy children were divided into two groups, overweight (C1) and non-overweight (C2), as well as their mothers, respectively, in overweight (M1) and non-overweight (M2). Nutritional status was defined according to results obtained through the Anthro ® Software for nutritional analysis. Thirty-five children were male, with mean age of 4.44 ± 1.0 years old. Eighty-nine percent of them were eutrophic, 86.7% were sedentary and they had five meals a day. Body mass index (BMI) for age and total cholesterol (TC) was higher on C1 ( P = 0.0001) and high density lipoprotein cholesterol (HDL-c) was higher on C2. Mothers were 32.5 ± 7.1 years old, mostly married and employed. Eighty-six percent of them were sedentary and 62.5% were overweight with BMI = 26.38 ± 5.07 kg/m 2 . Eighteen percent of the overweight mothers had isolated total hypercholesterolemia (TC levels elevated) and 12.5% had low HDL-c levels. The present study showed an association between overweight and obesity during the preschool years and the correspondent mothers' nutritional status of overweight and obesity (OR = 4.96; 95%CI: 0.558-44.17). There was a positive correlation between the food risk associated with CVD by children and mothers when their consumption was 4 times/wk ( P = 0.049; r = 0.516) or daily ( P = 0.000008; r = 0.892). Analyzed children showed high rates of physical inactivity, high

The High/Scope Perry Preschool Program: Cost-Benefit Analysis Using Data from the Age-40 Followup

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Belfield, Clive R.; Nores, Milagros; Barnett, Steve; Schweinhart, Lawrence

2006-01-01

This paper presents an updated cost-benefit analysis of the High/Scope Perry preschool Program, using data on individuals aged 40. Children were randomly assigned to a treatment or control group. Program costs are compared against treatment impacts on educational resources, earnings, criminal activity, and welfare receipt. Net present values are…

A Preliminary Study of Low-Income African American Fathers' Play Interactions with Their Preschool-Age Children.

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Fagan, Jay

1996-01-01

Examined play interactions of 33 low-income African American fathers with their preschool-age children in relation to the fathers' psychological characteristics, love for the child's mother, employment status, education, and coresidence with the child. The fathers' self-esteem was the best predictor of play interactions. Coresidence with the child…

Language Delay and Externalizing Problems in Preschool Age: A Prospective Cohort Study.

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Wang, Mari Vaage; Aarø, Leif Edvard; Ystrom, Eivind

2018-01-10

This study sought to examine the direction of causation between language delay and two externalizing problems; inattention and aggression. Autoregressive fixed effects models were fitted to data from 25,474 children (age 1.5 to 5 years; 50.8% boys) in the population-based longitudinal Norwegian Mother and Child Cohort Study (MoBa), to model the direction of causality for language delay and inattention and aggression, respectively. The most parsimonious model for the relationship between language delay and inattention was one where both common factors and reciprocal causation were estimated. Adjusted for common factors, language delay was estimated to have a non-significant effect on inattention by b = 0.12 (p = 0.06), and inattention to have a significant effect on language delay by b = 0.19 (p = 0.03). The most parsimonious model for the direction of causality for language delay and aggression was one where the entire association could be explained by language delay having effect on aggression b = 0.12 (p language delay can best be conceptualized as an epiphenomenon of inattention partly related to both common factors and causal processes, aggression can best be conceptualized as caused by language delay. This illumination of the hypothetical causal links between two common problem domains in preschool-aged children has clear implications on where to implement interventions to prevent co-occurrence of language delay and externalizing problems.

Maternal breastfeeding, early introduction of non-breast milk, and excess weight in preschoolers.

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Nascimento, Viviane Gabriela; da Silva, Janaína Paula Costa; Ferreira, Patrícia Calesco; Bertoli, Ciro João; Leone, Claudio

2016-12-01

Investigate associations between excess weight in preschool children, breastfeeding duration and age of non-breast milk introduction. Cross-sectional study of a representative sample of 817 preschool children, aged 2 to 4 years, attending municipal day care centers in the city of Taubaté. The weight and height of children were measured in the day care centers in 2009, 2010 and 2011. The body mass index z-score (BMIz) was calculated and children were classified as risk of overweight (BMIz≥1 tolinear regression. The prevalence of risk of overweight was 18.9% and of excess weight (overweight or obesity) was 9.3%. The median duration of breastfeeding and age of introduction of non-breast milk was 6 months. The child's BMIz showed direct correlation with birth weight (r=0.154; pintroduction (r=-0.112; p=0.002). There was no correlation between the child's BMIz with birth length, duration of exclusive breastfeeding and mother's age. The earlier the introduction of non-breast milk, the higher the correlation with excess weight at preschool age. Copyright © 2016. Publicado por Elsevier Editora Ltda.

The screening of visual impairment among preschool children in an urban population in Malaysia; the Kuching pediatric eye study: a cross sectional study.

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Premsenthil, Mallika; Manju, Rose; Thanaraj, Asokumaran; Rahman, Syed Alwi Syed Abdul; Kah, Tan Aik

2013-04-19

To screen for visual impairment in Malaysian preschool children. Visual screening was conducted in 400 preschool children aged 4 to 6 years. The screening involved two basic procedures; the distant visual acuity test using the Sheridan Gardiner chart and the depth perception test using the Langs stereoacuity test. Criteria for referral were a visual acuity of 6/12 or less in the better eye or a fail in the depth perception test. The prevalence of visual impairment was 5% (95% confidence interval [CI] = 3.3, 7.6). Of the 400 preschool children screened, 20 of them failed the distant visual acuity test or the stereopsis test. Refractive errors were the most common cause of visual impairment (95%, 95% CI = 76.2, 98.8); myopic astigmatism was the commonest type of refractive error (63.2%, 95% CI = 40.8, 80.9). The study is a small but important step in the effort to understand the problem of visual impairment among our preschool children. Our study showed that it is feasible to measure distant visual acuity and stereopsis in this age group.

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Светлана Юрьевна Федорова

2013-05-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used:  the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing.The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps:  diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions.The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-31

Optics workshops designed to preschool children (age 3 to 6 years)

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Lopez, Charvel; Solano, Cristina

2016-09-01

Since 2005, it was decided in Mexico that children have to start their formal education at the age of 3 years, two years earlier that in many other countries. This change was done to increase activities that enhance the social interaction and stimulus (knowledge and skills) of the students to prepare them to the next academic level. The main drawback of the developed curriculum for the younger children is that it does not include enough scientific activities. The work presented here is the answer of a particular initiative of some teachers to implement scientific workshops in optics. We have found that preschoolers are attracted to scientific activities if the material is presented in the right way. While design any scientific activity it is important to remember that young children want to know about their world without changing it, they have to experience the principle without memorizing, therefore the language used to describe concepts, ideas or terms has to be carefully chosen to avoid confuse preschoolers that can lose track of the activity. The scientific information has to be very clear and limited to a single physical principle and the concepts have to be presented in a way to include games as a learning activity that allow them to experience with the results.

ATTITUDES OF HEALTHY CHILDREN PARENTS TOWARDS HANDICAPPED CHILDREN AT THE PRE-SCHOOL AGE

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Ruzica KERAMICIEVA

1997-03-01

Full Text Available Since the 1970-ties, in the USA and Western and Eastern Europe, the model of segregated education has been abandoned, and nowadays the handicapped children attend regular schools all together with other healthy pupils. This , so called Integrative Pedagogy, proceeds from the mental hygiene aspects according to which the restrictive environment in special schools has not been a favorable one for the development of those children.The integrational process of these children in preschool institutions and schools has rather been difficult due to a number of reasons. As one of them, already mentioned and found in literature , has been the negative attitude of non-handicapped children parents towards those handicapped in their development.The problem of this research is to check and test the attitude of healthy children parents towards handicapped children at preschool age. This research shall also tend to analyze the origin of the such attitudes i. e. , whether they have been a result of an insufficient information and ignorance of the obstacles during development, or been produced by imitation of the environment, or due to an empathy, or even because of the fear that “ such a thing better never enter their home”, etc.We sincerely believe that, revealing the above parents’ attitudes and their origin, would certainly bring finding ways of their successful socialization and making the integrational process of handicapped children with their normal mates in preschool institutions easier.

Alternative tense and agreement morpheme measures for assessing grammatical deficits during the preschool period.

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Gladfelter, Allison; Leonard, Laurence B

2013-04-01

P. A. Hadley and H. Short (2005) developed a set of measures designed to assess the emerging diversity and productivity of tense and agreement (T/A) morpheme use by 2-year-olds. The authors extended 2 of these measures to the preschool years to evaluate their utility in distinguishing children with specific language impairment (SLI) from their typically developing (TD) peers. Spontaneous speech samples from 55 children (25 with SLI, 30 TD) at 2 different age levels (4;0-4;6 [years;months] and 5;0-5;6) were analyzed, using a traditional T/A morphology composite that assessed accuracy, and the Hadley and Short measures of Tense Marker Total (assessing diversity of T/A morpheme use) and Productivity Score (assessing productivity of major T/A categories). All 3 measures showed acceptable levels of sensitivity and specificity. In addition, similar differences in levels of productivity across T/A categories were seen in the TD and SLI groups. The Tense Marker Total and Productivity Score measures seem to have considerable utility for preschool-age children, in that they provide information about specific T/A morphemes and major T/A categories that are not distinguished using the traditional composite measure. The findings are discussed within the framework of the gradual morphosyntactic learning account.

Dietary habits of Serbian preschool and schoolchildren with regard to food of animal origin

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Đorđević, V.; Šarčević, D.; Glišić, M.

2017-09-01

The goal of this study was to explore attitudes and habits of Serbian preschool and school children in consumption of meat products, milk and milk products, eggs and egg products and honey and bee products. The survey was conducted on a sample of 227 children, divided into three different age groups: preschool (ages 4-6), primary school I-IV grade (ages 7-11) and primary school V-VIII grade (ages 12-15). The results showed that all examined groups of children consumed meat products, milk and milk products, eggs and egg products, and honey and bee products. In all groups of children, the most frequently consumed food (among our food category choices) was dried ham (consumed by 19.64% of preschool children; 23.75% of schoolchildren from I-IV grade; 19.74% of schoolchildren from V-VIII grade). Fewer preschool children consumed sterilized milk compared to children of school age. The results showed that in all three groups of children, the most commonly consumed milk products were yoghurt (from 12.20 to 15.29% of children consumed these) and sour cream (from 11.57 to 12.74% of children consumed this), while kefir was the least-consumed product. In addition, there was no difference in consumption of boiled or fried eggs in the examined groups of children, while the consumption of egg products (mayonnaise) was higher in the group of preschool children than in the group of schoolchildren from V-VIII grade. Preschool children consumed honey 14.99% more often than schoolchildren from I-IV grade, and 14.49% more often than did schoolchildren from grade V-VIII.

Preschool Language Profiles of Children at Family Risk of Dyslexia: Continuities with Specific Language Impairment

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Nash, Hannah M.; Hulme, Charles; Gooch, Debbie; Snowling, Margaret J.

2013-01-01

Background: Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method: The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls.…

The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways

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Weiland, Christina; Barata, M. Clara; Yoshikawa, Hirokazu

2014-01-01

Despite consensus in the developmental literature regarding the role of executive function (EF) skills in supporting the development of language skills during the preschool years, we know relatively little about the associations between EF skills, including all EF components, and vocabulary skills among preschool-aged children. In this paper, we…

"No Silly Girls' Films!" Analysis of Estonian Preschool Children's Gender Specific Tastes in Media Favourites and Their Possible Implications for Preschool Learning Practices

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Siibak, Andra; Vinter, Kristi

2014-01-01

Although children often look for guidance on what is gender-appropriate behaviour from the media, children's media favourites are still an underused learning resource in preschools, especially in the context of engaging in gender and values education. Focus-group interviews were conducted with 61 children aged from 5.5 to 7 years from three…

Effect of long-term consumption of milk supplemented with probiotic lactobacilli and fluoride on dental caries and general health in preschool children: a cluster-randomized study

DEFF Research Database (Denmark)

Stecksén-Blicks, C; Sjöström, I; Twetman, S

2009-01-01

The aim of this study was to evaluate the effect of milk supplemented with probiotic bacteria and fluoride on caries development and general health in preschool children. Children 1-5 years of age (n = 248) attending 14 day care centres with 27 units in northern Sweden entered the study. The cent......The aim of this study was to evaluate the effect of milk supplemented with probiotic bacteria and fluoride on caries development and general health in preschool children. Children 1-5 years of age (n = 248) attending 14 day care centres with 27 units in northern Sweden entered the study...... for 21 months (weekdays) and data were collected through clinical examinations and questionnaires. The primary outcome was caries increment and secondary outcomes were measures of general health. The dropout rate was 25%. The mean baseline caries experience was 0.5 dmfs in the intervention units and 0.......05). In children who had participated during the whole 21-month intervention, fewer days with otitis media were reported (0.4 vs. 1.3 days, p caries in preschool...

Use of Different Vegetable Products to Increase Preschool-Aged Children's Preference for and Intake of a Target Vegetable

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Wild, de Victoire W.T.; Graaf, de Kees; Jager, Gerry

2017-01-01

Background: Children's low vegetable consumption requires effective strategies to enhance preference for and intake of vegetables. Objective: The study compared three preparation practices for a target vegetable (spinach) on their effectiveness in increasing preschool-aged children's preference

The Effect of TMPT Program on Pre-School Children's Social Problem Solving Skills

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Gur, Cagla; Kocak, Nurcan

2018-01-01

Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6…

[Spirometry interpretation feasibility among pre-school children according to the European Respiratory Society and American Thoracic Society Guidelines].

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Donaire, Roberto M; González, Scarlett A; Moya, Ana I; Fierro, Laura T; Brockmann, Pablo V; Caussade, Solange L

2015-01-01

Spirometry is the most used test to evaluate pulmonary function. Guidelines that defined acceptability and repeatability criteria for its implementation and interpretation among preschoolers were published in 2007. Our objective was to quantify the actual compliance with these criteria among pre-school patients. A review was performed on the baseline spirometry measured in patients aged 2 to 5 years in the Pediatric Respiratory Laboratory of the Pontificia Universidad Católica de Chile, who were admitted due to recurrent or persistent coughing or wheezing. Only those results obtained in patients who took the test for the first time were considered. They were analyzed by international standards. A total of 93 spirometry results (mean age 57.4 ± 8.6 months, 48 males) were obtained, of which 44 (47%) met all acceptable criteria, 87 (93%) obtained expiratory time of ≥ 0.5seconds, and 67 (72%) of the patients had an end-expiratory flow of ≤10% from peak flow. The variation in the measurement of forced vital capacity (FVC) and forced expiratory volume in one second (FEV1) was very low (intraclass correlation coefficient > 0.9). It was possible to meet the acceptability and repeatability criteria for spirometry among pre-school children in our Center, which was similar to previous reports. As in older children, this test is fully recommended for pre-school children who require lung function studies. Copyright © 2015. Publicado por Elsevier España, S.L.U.

Parental perceptions of participation of preschool children with and without mobility limitations : validity and reliability of the PART

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Kemps, R. J. J. K.; Siebes, R. C.; Gorter, J. W.; Ketelaar, M.; Jongmans, M. J.

2011-01-01

Purpose. This study provides information on the psychometric properties of a newly developed Dutch-language instrument for measuring parental perceptions of participation of preschool children (aged 2+ to 5+ years): the PART. Method. The PART was administered to parents of preschool children with (n

The Long Arm of Childhood: Preschool Associations with Adolescent Health

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Sabol, Terri J.; Hoyt, Lindsay Till

2017-01-01

The current study examines the extent to which participation in preschool at age 4 is associated with blood pressure, body mass index, and awakening cortisol at age 15. We capitalize on data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to examine differences in adolescent health…

Effect of Time-Dependent Selective Serotonin Reuptake Inhibitor Antidepressants During Pregnancy on Behavioral, Emotional, and Social Development in Preschool-Aged Children.