Оценка фактического питания детей дошкольного и начального школьного обучения

A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions.

The first year of primary school aims to be closely connected with early childhood education, yet this is often invisible in the curriculum of specific subjects. This paper sets out an approach that uses mathematical practices as a curriculum tool that reconceptualises school mathematics. Using the early childhood mathematics framework of Te Kākano, the strands of mathematical practices are important descriptors of mathematical activity for children. We describe examples of mathematical learning from both early childhood and the first year of school, and make a case for using mathematical practices as a conceptual tool for designing a mathematics curriculum in the first years of school.

BackgroundThe health and development of children during their first year of full time school is known to impact their social, emotional, and academic capabilities throughout and beyond early education. Physical health, motor development, social and emotional well-being, learning styles, language and communication, cognitive skills, and general knowledge are all considered to be important aspects of a child’s health and development. It is important for many organisations and governmental agencies to continually improve their understanding of the factors which determine or influence development vulnerabilities among children. This article studies the relationships between development vulnerabilities and educational factors among children in Queensland, Australia.MethodsSpatial statistical machine learning models are reviewed and compared in the context of a study of geographic variation in the association between development vulnerabilities and attendance at preschool among children in Queensland, Australia. A new spatial random forest (SRF) model is suggested that can explain more of the spatial variation in data than other approaches.ResultsIn the case study, spatial models were shown to provide a better fit compared to models that ignored the spatial variation in the data. The SRF model was shown to be the only model which can explain all of the spatial variation in each of the development vulnerabilities considered in the case study. The spatial analysis revealed that the attendance at preschool factor has a strong influence on the physical health domain vulnerability and emotional maturity vulnerability among children in their first year of school.ConclusionThis study confirmed that it is important to take into account the spatial nature of data when fitting statistical machine learning models. A new spatial random forest model was introduced and was shown to explain more of the spatial variation and provide a better model fit in the case study of development vulnerabilities among children in Queensland. At small-area population level, increased attendance at preschool was strongly associated with reduced physical and emotional development vulnerabilities among children in their first year of school.

Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment

As part of the Victorian Early Numeracy Research Project, over 1400 Victorian children in the first (Preparatory) year of school were assessed in mathematics by their classroom teachers. Using a task-based, one-to-one interview, administered during the first and last month of the school year, a picture emerged of the mathematical knowledge and understanding that young children bring to school, and the changes in this knowledge and understanding during the first year of school. A major feature of this research was that high quality, robust information on young children’s mathematical understanding was collected for so many children. An important finding was that much of what has traditionally formed the mathematics curriculum for the first year of school was already understood clearly by many children on arrival at school. In this article, data on children’s understanding are shared, and some implications for classroom practice are discussed.

Background: Childhood obesity is a serious public health issues worldwide in the 21st century and the prevalence has been increasing in all countries. Objectives: To estimate the prevalence of overweight and obesity among primary school students in AL-Nasiriya city and their correlation with the eating habits, socioeconomic and lifestyle factors. Methods: A cross-sectional study conducted on 357 (177 girls and 180 boys) sample of pupils aged 6-12 years selected randomly from students who attended public primary schools during the period from1st of December 2018 to the end of May 2019 in AL-Nasiriya city. The Body Mass Index (BMI) was measured and used as indicator for overweight/obesity. Results: The overall prevalence of obesity and overweight among primary school children in ALNasiriya city was 28% (17.9% were obese and 10.1% were overweight). A significant positive association between excessive body weight and snacks No./day (p-value=0.004, odd ratio=3.112), and fruits intake (p-value=0.014, odd ratio=2.767) was found in this study. While, there was a significant negative association of student's BMI with the physical activities (p-value=0.049, odd ratio=0.566). Conclusion: The prevalence of overweight and obesity is relatively high among primary school students in AL-Nasiriya city. Preventive approaches by the families and the schools should be considered. Keywords: Overweight,

The problem of forming a healthy posture of schoolchildren is in dire need of an effective solution over the past decades. So according to K.I. Khodatskaya, A.A. Kuts, 2020 and others, posture disorders in children of primary school age are 62.8%, and among adolescents 11-15 years old they reach 80-90% of the total number of students. Purpose: theoretically and experimentally substantiate the feasibility of finding and using pre-nosological markers of posture disorders of students 6-7 years old at the stage of adaptation of the musculoskeletal system for school educational loads. The methodological basis of the study was the component analysis of the second variant of the Romberg test, on the basis of which the indicators of stability coefficients of the equilibrium function (EMF) and asymmetry of the equilibrium function (EDF) were calculated. Research methods: theoretical analysis of scientific and methodological literature, dynamic pedagogical observation, Romberg functional test (second option), goniometry of the spine according to V. A. Hamburtsev, stating experiment, statistical methods. Contingent of subjects: the study involved 12 boys 6-7 years old, first grade students of secondary schools of the city, who were assigned to the main group for health reasons. Scientific novelty: for the first time developed a complex of pre-nosological markers of posture for students 6-7 years old, who start school load; A preventive approach to the formation of posture of students 6-7 years old at the stage of adaptation to educational loads is substantiated, criteria that determine the risk group regarding the predicted occurrence of certain functional deviations in the posture state are worked out. The effectiveness of the goniometry method for studying the dynamics of indicators of the morphofunctional state of the spine of students 6-7 years old during the first year of school has been confirmed. The practical significance of the results obtained is that primary school teachers and parents will receive a ready-made toolkit based on innovative technologies for carrying out specific health-saving work in the direction of forming the posture of children 6-7 years old during the first year of schooling and the entire period of schooling.

The Third School Nutrition Dietary Assessment Study: Summary and Implications

The treatment options for insulin-dependent (T1DM) and insulin-independent (T2DM) diabetes mellitus are significantly different, although they have a number of common goals (eliminating the symptoms of hyperglycemia, minimizing the risk of hypoglycemia, and preventing micro- and macroangiopathies). The main method for the correction of hyperglycemia in T2DM is the normalization of body weight (BW) with a low-calorie diet and increased physical activity. With T1DM, the genesis of which is associated not with excess BW, but with autoimmune death of p-cells and insulin deficiency, insulin replacement therapy is the main treatment method, and dietary restrictions for T1DM patients, according to modern views, are auxiliary and should be prescribed only to the extent in which their insulin therapy is different from the physiological secretion of insulin.
 The fundamental principles of traditional diet therapy for T1DM have been critically reviewed in recent years. The most important requirement of traditional dietetics is the so-called "calorie balance"; hence, with an excess BW, a hypocaloric diet is usually recommended, with a deficiency of BW, a diet with a high calorie content, and with normal BW, one that guarantees the maintenance of BW. However, it has recently been proven that with normal BW, the lowest rates of morbidity and mortality are by no means always observed. In contrast, the highest expected life expectancy was found in individuals with relatively small excess BW. Based on this, patients with T1DM are unlikely to strive at all costs for a true "ideal weight". A diet with a reduced number of calories compared to a healthy person with the same physical activity cannot provide a patient with T1DM with a normal weight of sufficient physical performance. A deficiency of carbohydrates leads to an insufficient supply of energy to the body. In adults, this is manifested by a decrease in working capacity, in children - by a lag in physical development. In addition, insufficient intake of carbohydrates is accompanied by the emptying of glycogen depots in the liver and an increased risk of hypoglycemia. With a deficiency of carbohydrates, endogenous fats begin to be consumed as an energy source, which leads to acetonuria.

These data show that breast feeding is continued upto two years of age in the urban slums of Hyderabad. The mothers were not aware of proper weaning practices. In general, the supplementary foods introduced to infants was not satisfactory in quantity and quality. The diet survey findings reveal that the diet of pre-school children were deficient in milk pulses, greens and vegetables. The children were below the standard weight than other antbropometric meaurements. Deficiency symptoms relating to calories, B complex vitamins and iron were prevalent in a large percentage of the children. Most of the mothers were unaware of the right type of feeding practices in infancy and the preschool age.

IntroductionThe first years of school are critical in establishing a foundation for positive long-term academic, social and well-being outcomes. Mindfulness-based interventions may help students transition well into school, but few...

This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound Fluency (LSF; Shinn & Shinn, 2002), with other early literacy and beginning reading skills assessed before and after progress monitoring. FSF and LSF growth trajectories were modeled separately. Multilevel modeling indicated improved performance; however, growth mixture modeling indicated 3 growth trajectories (i.e., latent classes; FSF and LSF, respectively): typical (77.6% of children, 65.7%), developing (10.8%, 14.6%), and limited progress (11.6%, 19.7%). Beginning of year screening was sometimes associated with latent class membership, whereas latent class membership differentiated mid- and year-end literacy skills. Results support progress monitoring of early literacy skills within the NZ context to aid earlier identification of children at-risk for difficulties with reading acquisition. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The purpose of this study was to investigate changes in anthropometrical characteristics during the last year (autumn-spring) in preschool and first year (autumn-spring) in school. Changes in anthropometrical characteristics during summer months were also studied (spring-autumn). The subjects were 130 boys and 122 girls, 6 years of age at the beginning of the investigation. The body height and mass were measured and the BMI (kg/m2) was calculated. In total, eight skinfolds, 10 girths and two bone widths were measured. In boys, the body height and mass were higher than in girls, while the skinfold thicknesses were thicker in girls. There were only very few significant differences between sexes in girth parameters. The width parameters were higher in boys. Our results indicated that there were more significant changes in skinfold thickness, girths and width parameters during winter in preschool in comparison with first year in school in boys, while there were only a very few significant changes during summer months in boys. In contrast, there were more significant changes in school in girls. The Spearman correlations between baseline and after 6, 12 and 18 months of study indicated that the tracking of body height was high in boys and girls. Body mass tracking was high in girls and moderate in boys, while BMI tracking was moderate in both groups. The tracking coefficients of skinfold thicknesses were relatively stable during the two years of study and mostly at the moderate level (r = 0.3-0.6). Tracking coefficients of girths measures were at moderate level, but lower in boys in comparison with girls. It was concluded that social changes and probably changes in the physical activity during transition from preschool to school slightly influenced the measured anthropometrical parameters.

Objectives: This study aimed to identify changes in the children’s happiness and in the paths from their academic performances, school adjustment after elementary school entrance, and the mediating effects of self-esteem and moderating effects of gender.Methods: Data from 400 children were used from the 8th to the 10th wave of the Panel Study on Korean Children. Children answered questions about their happiness and self-esteem, and their teachers rated academic performance and school adjustment. The latent growth model, path analysis, boot-strapping, and multi-group analysis were used with AMOS.Results: Children’s happiness showed the 2nd-year-change model. Gender was a significant predictor of their initial happiness values. Paths to children’s happiness were different based on grade. First-graders’ happiness was directly explained by school adjustment and indirectly explained by their academic performance through self-esteem. Second-graders’ happiness was affected only by their self-esteem; the school adjustment also showed significant direct effects on happiness in the third grade. The mediating effects of children’s self-esteem on academic performance and happiness were only evident in the first year of school. Finally, children’s gender didn’t have any significant Δχ<sup>2</sup> differences in the path of all the grades.Conclusion: Children’s happiness starts at different levels by gender and increase after the first year of elementary school. Children have different paths to happiness depending on the grade. Self-esteem fully mediates academic performance and children’s happiness in the first-year of school, and school adjustment directly affects children’s happiness. Paths to children’s happiness are similar between boys and girls.

Chapter objectives To examine major issues and problems experienced by young children and their parents during the transition to school. To identify specific strategies that you, the teacher (preschool or primary), can adopt to prepare and support children and parents as they face the many changes involved in the transition process. To provide a framework for the construction of the literacy program in the first year of schooling. This chapter examines how continuity from the early childhood setting to the primary school setting can be supported. It reviews research on the discontinuities that children can experience during transition to school and the research evidence on the most effective ways to avoid major mismatches in pedagogy and expectations. The issues of transition from early childhood education to primary school are explored and recommendations for the construction of the initial reading and writing program provided. The importance of the transition to primary school The transition from early childhood education, childcare and home settings to the primary school is a significant period in a child’s life and the experience can be very exciting and, at times, daunting for the child and his or her parents. This period of transition marks an important milestone and a new phase in a child’s life. Beginning school marks an era of growing independence for the child as he or she embarks upon the journey from preschool to primary.