Preschool Behavior Research Articles

Thai Preschoolers' movement behaviors outside kindergarten: prevalence of meeting individual and integrated movement guidelines.

This study aimed to investigate movement behaviors of Thai preschoolers (aged 3-6 years) occurring outside kindergarten in urban areas across Thailand. Surveillance of digital Media in eArLy chiLdhood Questionnaire® was used to collect data from 1051 parents recruited from 12 schools. Descriptive statistics and logistic regressions were applied for data analysis. Thai preschoolers engaged in physical activity (PA), sedentary screen time, and sleep on weekends significantly more than weekdays with no significant sex differences. Preschoolers met the sleep guidelines the most (62.3%), followed by PA guidelines (48.0%), and screen time (ST) guidelines the least (44.1%). Only 14.6% met the integrated movement guidelines, and 11% met none of the guidelines. Age was positively associated with meeting the PA guidelines, and negatively associated with meeting the sleep and integrated movement guidelines. The number of digital devices at home and geographical region influenced preschoolers in meeting the PA and ST guidelines. Thai preschoolers' time spent on all forms of activities outside kindergarten was significantly more on weekends than weekdays with no sex disparity. The prevalence of meeting the integrated movement guidelines was low, and needs to be addressed through comprehensive programs including all forms of activities concurrently. Thai preschoolers engaged in physical activity (PA), screen time (ST), and sleep on weekends significantly more than weekdays with no significant sex differences. Only 14.6% of preschoolers met the integrated movement guidelines. Age had a significant relationship with meeting the PA, sleep, and integrated movement guidelines. Meeting the PA and ST guidelines in preschoolers was positively associated with the number of digital devices at home. Despite some limitations, this study presented preschoolers' time engaged in the three movement behaviors concurrently, and provided important inputs for development of the national strategic plan to promote PA among Thai children and youth.

THE IMPLICATIONS OF CHILDREN USING ELECTRONIC MEDIA

Electronic media use by kids has been thoroughly investigated, and the results indicate that it has a substantial impact on their growth and welfare. Excessive exposure to electronic media, especially in preschoolers, has been linked to a number of detrimental effects, including problems with cognitive, social, and physical development. et al., Ibrahim (2022). Research has indicated the significance of comprehending the long-term relationships between media consumption and behavior in preschoolers, given that the use of electronic media has been connected to behavioral issues in kids (Poulain et al., 2018). Furthermore, studies have shown how electronic media influences kids' language and social abilities, highlighting the importance of taking into account how media usage impacts several facets of kids' development (Loquias, 2022). Additionally, children's usage of electronic media can affect their sleeping habits, which may result in shorter sleep duration and disturbed sleep patterns (Lund et al., 2021). Research has shown that children who are exposed to too much media may have trouble falling asleep and have poor quality sleep, which emphasizes the need of controlling and observing children's media consumption in order to encourage good sleep practices (Lund et al., 2021). It is imperative to acknowledge the detrimental impacts of electronic media on the welfare of children and implement measures to alleviate these consequences (Hinkley et al., 2014). In addition, study has examined the impact of electronic media on kids' social development, looking at the relationship between kids' communication outcomes and screen media usage (Ambrose et al., 2014). Given that parental media consumption might affect children's familiarity with and usage of electronic media, parental engagement in influencing their media consumption is important (Nikken, 2017).In addition, study has examined the impact of electronic media on kids' social development, looking at the relationship between kids' communication outcomes and screen media usage (Ambrose et al., 2014). Given that parental media consumption might affect children's familiarity with and usage of electronic media, parental engagement in influencing their media consumption is important (Nikken, 2017).

EE341 Cost-Utility Analysis of a Multi-Center, Parallel Group Randomized Controlled Trial of an Adapted Parenting Intervention (EPICC-ID) to Reduce Challenging Behavior in Pre-Schoolers with Moderate to Severe Intellectual Disability

EE341 Cost-Utility Analysis of a Multi-Center, Parallel Group Randomized Controlled Trial of an Adapted Parenting Intervention (EPICC-ID) to Reduce Challenging Behavior in Pre-Schoolers with Moderate to Severe Intellectual Disability

The impact of maternal work–family conflict on problem behaviors among preschoolers during the COVID-19 epidemic: a moderated mediation model of maternal anxiety and trait mindfulness

PurposeThe mediating effects of maternal anxiety and moderating effects of trait mindfulness on the relationship between Work–family conflict (WFC) and preschool children’s problem behaviors remain unclear during the COVID-19 epidemic. So, this study examined the association between mothers’ WFC and preschoolers’ problem behaviors and identified the roles of maternal anxiety as a mediator and trait mindfulness as a moderator during the COVID-19 epidemic.MethodsIn this cross-sectional study, a sample of 1,068 Chinese preschoolers and their mothers from coastal cities in southern China were investigated. Data were collected using demographic questionnaires, Carlson’s WFC scale, Ma’s Parenting Anxiety Scale, Goodman’s SDQ Scale, and Brown and Ryan’s Trait Mindfulness Scale, and were analyzed using SPSS 26.0 and Process 3.3.ResultsWFC had a positive and direct association with problem behaviors in preschoolers (β = 0.118, t = 3.880, p < 0.001). WFC also had a positive and direct association with maternal anxiety (β = 0.480, t = 18.034, p < 0.001). Maternal anxiety had a positive and direct association with preschoolers’ problem behaviors (β = 0.415, t = 13.584, p < 0.001). The mediating effect value of maternal anxiety between WFC and preschoolers’ problem behaviors was 0.199, and the moderating effect value of trait mindfulness between maternal anxiety and preschoolers’ problem behaviors was −0.078.ConclusionWFC was positively associated with preschoolers’ problem behaviors, and maternal anxiety was a mediator of this association. So, WFC could cause maternal anxiety and lead to more problematic behaviors in children. Besides, maternal anxiety was positively associated with preschoolers’ problem behaviors, and trait mindfulness was a moderator of this association.

Investigation of the relationship between screen usage habits, behavioral problems and self-regulation skills of children aged 4–6

PurposeAmidst the multifaceted changes taking place in our dynamic world, the study of screen usage habits and their impacts on children has emerged as a burgeoning area of research interest. The current research endeavors to investigate and establish the correlation that exists between screen usage patterns, behavioral challenges, and self-regulation capabilities within the demographic of children aged 4–6 years. Design and methodsIn the study, descriptive cross-sectional and relationship-seeking research model. The sample of the study consisted of 557 people with children between the ages of 4 and 6 years who voluntarily participated in the study between December 2022 and April 2023. The “Personal Information Form”,“Problematic Media Use Measure (PMUM)”, “Preschool Behavior Questionnaire” and “Instrument for Measuring Self-Regulation Skills” were used to collect data. ResultsIt was found that 53% of the children were girls, 87.4% lived in the city center. The rate of children with no siblings was 59.4%, 48.1% spent between 1 and 2 in front of a screen and 52.4% used mobile phones. Furthermore, there appears to be a reciprocal interaction among self-regulation skills, behavioral problems, and problematic internet usage. ConclusionIt can be asserted that as children's self-regulation skills increased, behavioral problems decreased and it can be asserted that as children's problematic internet use levels increased, behavioral problems also increased. Practice implicationsIn line with these results, pediatric and public health nurses have a great deal of work, parents should be made aware of these issues with large-scale trainings, and it should not be forgotten that these age groups are the most sensitive periods.

The Mediating Role of Negative Parenting and Children’s Mastery Motivation on Socioeconomic Status and Chinese Preschoolers’ Problem Behaviors

ABSTRACT This study examined the serial mediating effects of negative parenting and children’s mastery motivation on the relationship between family socioeconomic status (SES) and internalizing and externalizing problem behaviors in Chinese preschoolers. A sample of 669 Chinese children between 3 and 6 years (M age = 4.83, SD age = 0.87, 50.4% girls) was recruited from 12 public kindergartens in a coastal city in southeastern China based on a stratified random sampling procedure. Their parents completed the Multidimensional Assessment of Parenting Scale (MAPS), Dimensions of Mastery Questionnaire for Preschool Children (DMQ 18), and Children’s Problem Behaviors Scale (CPBS). Research Findings: (1) family SES was significantly related to reduced negative parenting and children’s problem behaviors as well as increased children’s mastery motivation; (2) family SES affected children’s problem behaviors indirectly through the single mediating path of negative parenting and the single mediating path of children’s mastery motivation; and (3) negative parenting and children’s mastery motivation were identified the serial mediators between family SES and children’s problem behaviors. Practice or Policy: This study has demonstrated how family SES would interact with negative parenting practices concerning early childhood development. The findings also indicated that strategies that assist parents in adopting positive parenting practices or facilitate the development of mastery motivation in children might reduce the occurrence of children’s problem behaviors.

Parenting Style and Child Aggressive Behavior from Preschool to Elementary School: The Mediating Effect of Emotion Dysregulation

AbstractParenting styles act as a risk or a protective factor for the development of aggressive behavior problems in children. Moreover, children with deficits in emotion regulation often show increased aggressive behaviors. Previous studies confirm that parenting style also contributes to the development of emotion dysregulation. The present longitudinal study aims to understand this complex interplay and analyzes emotion dysregulation as mediating variable for the relationship between parental warmth or strictness and aggressive behavior from preschool through elementary school. Additionally, parents’ educational level and their unity in parenting were considered as antecedent factors influencing parenting styles. The present path analyses are based on questionnaire data from 442 children and their families. The results show indirect effects for the associations between parenting style and aggressive behavior in preschool and elementary school via children’s emotion dysregulation. At the same time, a lower level of education and unity in parenting are more strongly associated with a strict parenting style. Children’s emotion dysregulation can be positively influenced by a warm and less strict parenting style, leading to a reduction in problems with aggressive behavior from preschool to elementary school.

The relationship between screen time before bedtime and behaviors of preschoolers with autism spectrum disorder and the mediating effects of sleep

BackgroundThere are overlapping effects of screen time and sleep on children’s behavior. The purpose of this study was to explore the relationship of screen time with behavior problems in children with autism spectrum disorder (ASD) and the probable mediating effects of sleep, in order to provide evidence for the need for clinical identification and intervention.MethodsA sample of 358 preschoolers with ASD were included. We investigated the children’s basic characteristics of sex and age, ASD symptoms (ABC, CARS, and ADOS-2), neurodevelopment (GDS-C), sleep habits (CSHQ), and behavior (CBCL). Pearson correlation tests were used to determine the direct correlations among children’s screen time, CBCL, and CSHQ. Linear regression analysis was used to explore whether screen time predicted total score of CBCL. Multi-step linear regression analysis was used to investigate the mediating effect of sleep on the relationship between screen time and total score of CBCL.ResultsScreen time before bedtime was correlated with CBCL and CSHQ, which indicated that screen time before bedtime was correlated with sleep and behavior in children with ASD. Screen time before bedtime was a predictor of CBCL total score (indicating children’s behavior), and CSHQ total score (indicating children’s sleep habits) played a partial mediating role between screen time before bedtime and children’s behavior.ConclusionClinicians should support and educate parents of children with ASD, which should focus on managing screen time, especially screen time before bedtime.

The Link Between Teacher Emotional Regulation and Maladaptive Behavior of Pre-School Student

Maladaptive behavior often appears in preschool-aged children as form of child adjustment to wider social environment. Maladaptive behavior that is not managed early on will have negative impact on child development. Intervention is needed so that maladaptive behavior is not attached to the child's character. Teachers are social agents who play an important role in changing children's behavior, high teacher emotional regulation is needed to weaken children's maladaptive behavior . This study aims to determine the link between teacher emotional regulation and maladaptive behavior of preschoolers. This research is correlational quantitative research. The data collection technique used questionnaire using Emotional Regulation Questionnare scale with reliability of 0.783 and Strength and Difficulty scale with reliability of 0.756. The subjects of this study were 200 ‘Aisyiyah Sidoarjo KB/TK teachers. The sampling technique uses quota sampling technique and data analysis uses Spearman Rho Correlation. The results of this study indicate the value of the correlation coefficient r = -0.54 with significance value of 0.001 (P <0.05). This shows that there is negative link between teacher emotional regulation and maladaptive behavior of pre-school in 'Aisyiyah Sidoarjo KB/TK students. The higher the teacher's emotional regulation, the lower the maladaptive behavior raised by 'Aisyiyah Sidoarjo KB/TK students.

Risk factors associated with higher scores in internalizing and externalizing behaviors in Chilean preschoolers.

Early detection of behavioral disorders in children is necessary for intervention. Available data show a high prevalence of child and adolescent psychiatric disorders in Chile (22.5%), but behavioral problems in younger children have not been evaluated. This work assesses behavioral disorders in preschoolers and their association with sociodemographic variables of the family and the child. The data was collected during the impact assessment of the Biopsychosocial Development Support Program "Chile Crece Contigo", using a multistage and representative random sample of 1377 preschoolers, aged between 30 and 48 months, who attended public health services. Homes were visited to apply a questionnaire and the Child Behavior Checklist (CBCL, 1.5-5 years). Results: Multivariable regression model for total raw scores shows that child's age, the number of chronic diseases in the child, and history of exposure to mother's alcohol consumption in pregnancy, remain significant when adjusted for all variables included (R2 of 17.8% and η2 of .19 (95% CI: .14-.22)). In externalizing and internalizing explanatory models, child's chronic diseases and a higher score of authoritarian beliefs about parenting show the two largest effect sizes. These results add to the evidence of urgent problems in preschool mental health.

Association of temperament with oral health behaviour and caries status in Thai preschool children.

Temperament associated with oral health behaviour and early childhood caries (ECC) in preschoolers remains inconclusive. This cross-sectional study investigated the association of temperament with oral health behaviour and ECC status. A total of 421 Thai preschoolers were recruited from elementary schools in Chonburi Province, Thailand. Their caregivers assessed three temperament dimensions (surgency, negative affectivity and effortful control) using the Thai version of the Children's Behaviour Questionnaire Very Short Form and reported oral health behaviours (brushing cooperation and cariogenic snack frequency). Three calibrated dentists assessed ECC status using the modified WHO dmft/dmfs (decayed, missing and filled teeth/surface) index that included noncavitated and cavitated carious lesions. Multiple regression analysis, after adjusting for child's and caregiver's characteristics, revealed that children with high negative affectivity or low effortful control were more likely to have uncooperative brushing behaviour. The temperament scores of children who consumed cariogenic snacks daily and those who did not were comparable. Children with low surgency, high negative affectivity or low effortful control were more likely to have high dmfs scores. Negative affectivity and effortful control were associated with brushing behaviour. Temperament was not associated with the frequency of cariogenic snack consumption. All temperamental dimensions, however, were associated with ECC.

The Effect of Bibliotherapy in Teeth-brushing Behavior to Prevent Dental Caries Among Pre-School Children

Background: Dental caries is a dental disease caused by the presence of food residue and bacteria for a long time, where the bacteria produce acid which can cause tooth decay. In order for preschool-aged children to prevent tooth decay, bibliotherapy is needed which can provide insight and change the behavior of preschoolers. Bibliotherapy is using a story to start a discussion about a problem and it should be used as an alternative to problem solving. Purpose: To determine the effect of bibliotherapy on tooth brushing behavior for the prevention of dental caries in preschool children at one of kindergarten in South Jakarta, Indonesia. Method: This study used quasi-experimental design with pre-test and post-test design, where the intervention group is measured or observed before and after the intervention. The research sample consisted of 30 respondents. The sampling technique uses total sampling. The research instrument is a tooth-brushing behavior questionnaire. Data analysis used the Wilcoxon test to determine the effect of bibliotherapy on tooth-brushing behavior. Results: The behavior of the respondents before the intervention showed that the behavioral variable with good category was 13.3% and after the intervention showed that the variable with good behavior increased to 96.7%. The results of the study obtained a p value of 0.000 <0.05 which indicates that bibliotherapy has an effect on tooth-brushing behavior. Conclusion: There is an effect of bibliotherapy on tooth-brushing behavior to prevent dental caries in preschool children in one of kindergarten in South Jakarta.

Associations between of maternal parenting styles and beliefs about children's emotions on preschoolers’ social skills and problem behaviours

ABSTRACT The purpose of this study is to investigate the predictive effects of maternal parenting styles and beliefs about emotions on the social skills and problem behaviours of preschoolers. The study involved 227 mothers of 3–6-year-old preschool children (Mage = 63 months). Two hierarchical regression analyses were conducted to determine to what extent the mothers’ parenting styles and beliefs about children's emotions predicted the social skills and problem behaviours of their children. The first model found that the authoritative parenting style and supportive beliefs about children's emotions explained 14% of the variance in social skills. The second model found that non-supportive beliefs about emotions, combined with authoritative and permissive parenting style predicted 18% of children's problem behaviours. The findings of the study suggest that parenting styles and emotional beliefs play a crucial role in predicting children's social skills and problem behaviours.

Developmental Feeding Stages and Their Impact on Child Feeding Behavior.

Previous research has shown that critical periods of feeding skills development exist and feeding problems can arise in children due to delays in attaining feeding developmental milestones. This study aims to delineate the transitional process of feeding development in healthy children and children with gastrointestinal diseases (GIDs) and to examine the relationship between feeding milestones and the appearance of later feeding problems. A cross-sectional case-control study among 711 healthy Greek children and 119 children with GID, aged 2-7 years. Parents completed the Greek version of the Behavioral Pediatrics Feeding Assessment Scale and "self-reported" questionnaires assessing child's feeding history. Differences in feeding behavior of preschoolers between the 2 groups were found concerning the time of introduction of complementary (pureed), lumpy, and table foods as well as finger feeding and regular cup-drinking. Age-specific milestones as proposed by guidelines were not reached. Late introduction of complementary and lumpy foods (>6 months and >9 months, respectively) as well as finger feeding (>9 months) were predictive of more problematic feeding behaviors later on. The trajectory of feeding development, including less studied feeding milestones, both in healthy children and children with GIDs, indicates that there are discrepancies between current feeding practices and infant feeding guidelines, and a tendency to delay the acquisition of all assessed feeding milestones.

A Training on Perspective Taking for Preschoolers with Typical Development and with High-Functioning Autism Spectrum Disorder

Perspective taking refers to the ability to understand others’ thoughts, feelings and perspectives. From previous studies, it emerges that children with a diagnosis of autism spectrum disorder show many difficulties in understanding the other’s point of view, especially in terms of thoughts and emotions. The aims of the present study were: (1) to verify the effectiveness of group training in promoting perspective taking in a small group of preschoolers including two children with diagnosis of high-functioning autism spectrum disorder; and (2) to verify whether the learning in the perspective taking skills could be transferred to everyday situations in terms of prosocial behaviors. Twelve children (mean age: 54.5 months), 10 with typical development and 2 with high-functioning autism spectrum disorder, participated in the study. The effectiveness of training was evaluated in a pre/post-test design both via experimental tests and direct observations. The results highlighted the effectiveness of the training in enhancing perspective taking ability and prosocial behaviors of preschoolers, including the two children with a diagnosis of high-functioning autism spectrum disorder. The use of non-clinical and educational methodologies can contribute to the development of children's perspective taking skills by means of daily educational activities in small group including children with high-functioning autism spectrum disorder. These results have great applicative relevance for early childhood education and care centers.

Affective empathy mediates the positive effect of prosocial video games on young children’s sharing behavior

This study investigated the effect of prosocial video game exposure on sharing behavior in Chinese preschoolers and tested the mediating role of empathy as well as the moderating roles of age and gender. A total of N = 120 children aged 4–6 years (50% girls, 50% boys; Mage = 5.0, SD = 0.82) from two Chinese kindergartens participated in this between-subjects design experiment. The results showed that the preschoolers who played prosocial video games exhibited more sharing behavior than those who played neutral video games. Empathy, especially affective empathy, was found to mediate the association between playing prosocial video games and sharing behavior. This suggests that empathy training programs, especially those that promote affective empathy, may be an effective means of promoting sharing behavior in children. The mediating effect was mainly observed for girls and older children. Girls and older children may therefore be the target group for sharing behavior education programs that aim to increase empathy in playing prosocial video games. Nevertheless, promoting sharing behavior in younger children and boys is equally important and deserves attention in future research.

Paths towards a healthier BMI among short and adequate sleepers: A pathway network analysis considering movement behaviors in low-income preschoolers.

Short sleep duration has been seen as a predictor of higher body mass index (BMI) in youth. Sleep duration varies substantially along early childhood, and the paths towards a healthier BMI, considering the other movement behaviors (physical activity-PA and screen time) are unexplored in preschoolers. To construct a sleep-BMI model to capture the direct and indirect paths to intervening towards a healthier BMI, according to low-income preschoolers' compliance with the other movement behaviors. Two hundred and seventy two preschoolers (4.5 ± 0.0; 138 boys) participated in the study. Sleep and screen time (ST) were assessed in a face-to-face interview with primary caregivers. PA was assessed using accelerometer (wGT3X-BT). Preschoolers were categorized as compliant or not with sleep, screen time, total and moderate to vigorous PA recommendations. BMIz-score was calculated according to preschoolers' sex and age. All the assessed variables, besides sex and age were included in a Network Pathway Analysis (NPA) according to age as nodes. At 3 years old, a direct and negative path between sleep-BMIz score was observed. At four and 5 years old, this relationship became positive. Further, girls were more compliant with sleep, ST and total PA recommendations. Total PA (TPA) showed the highest expected influence value in the general, 3 and 4 years old NPA. The NPA analysis showed different directions for the relationship between sleep and BMIz score, according to age. Intervention strategies to a healthier BMI among preschoolers compliant or not with sleep recommendations should focus in increasing TPA.

Social avoidance and social adjustment in Chinese preschool migrant children: the moderating role of teacher-child relationships.

This study aimed to explore the moderating role of teacher-child relationships in the relations between social avoidance and social adjustment (i.e., prosocial behavior, peer exclusion, and anxious-fearful behavior) in Chinese migrant preschoolers. Participants were 148 migrant children aged 4-6 years (82 boys, Mage = 62.32, SD = 6.67) attending kindergartens in Shanghai, People's Republic of China. Mothers reported children's social avoidance, and teachers rated teacher-child relationships and children's social adjustment. Results indicated that social avoidance was positively related to peer exclusion and negatively related to prosocial behavior. Teacher-child relationships moderated those associations. Specifically, teacher-child closeness buffered the relationship between social avoidance and peer exclusion, whereas teacher-child conflict exacerbated the relations between social avoidance and peer exclusion and anxious-fearful behavior. The current finding informs us of the importance of improving teacher-child closeness and reducing teacher-child conflict to buffer the negative adjustment among socially avoidant young children who migrated from rural-to-urban China. The findings also highlight the importance of considering the meaning and implication of social avoidance for migrant preschoolers in Chinese culture.

Defecation Habits in Preschoolers Are Associated with Physical Activity: A Cross-Sectional and Isotemporal Substitution Analysis.

There is a lack of research on the relationship between defecation habits (DF) and physical activity (PA) in preschoolers. This study aimed to clarify the relationship between sedentary behaviour (SB), PA time, and DF in preschoolers and to estimate the effect of DF replacement in an isotemporal substitution (IS) model. The participants included 166 children (aged 4-6 years) attending childcare facilities. PA was measured using an accelerometer to calculate the daily activity and wearing time for SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA). DF were classified based on defecation frequency and timing. A multinomial logistic regression analysis was used for the IS model. One-way analysis of variance detected significant differences in MVPA between the DF groups (F(2) = 3.12, p < 0.05). According to the analysis results of the IS model, replacing 5 min of SB with MVPA resulted in improved DF (odds ratio [OR], 0.89; 95% confidence interval [CI], 0.81-0.97). Conversely, replacing 5 min of MVPA with SB worsened DF (OR, 1.13; 95% CI, 1.03-1.23). The findings suggest that PA is associated with DF among preschoolers. It also indicates that replacing SB with MVPA could help improve DF in children.

Наглядная модель как культурное средство детей дошкольного возраста

&lt;p&gt;This study is aimed at testing the hypothesis of the relationship between visual modeling and the development of arbitrariness. The results of an empirical study conducted on a sample of 149 children (44,3% boys) aged 53 to 70 months (M=62,8; SD=3,53) are presented. The "Schematization" technique and subtests of the NEPSY II battery were used to diagnose executive functions. The results showed that schematized representations act as cultural means of regulating the behavior of preschoolers. A correlation was found between the results of the execution of the methodology for schematization by children of the senior kindergarten group and the results of diagnostics of the development of executive functions of preschoolers, both in the senior kindergarten group and in the preparatory group (longitudinal study). The results showed that in boys, the structuring of behavior control mechanisms is associated with the processes of schematization using signs. In girls &amp;ndash; with the processes of schematization with the help of directions. It is suggested that the development of the mechanism of regulation of behavior with schematized representations in preschoolers follows two lines: 1) along the line of strengthening the emerging links and 2) along the line of their differentiation.&lt;/p&gt;