Child Development Research Articles

Assessing the impact of antenatal care utilization on low birth weight: A hospital-based case-control study

Low birth weight (LBW) being important determinant of child survival and development, is a preventable public health problem. The antenatal care (ANC) as an instrument that can reduce LBW, especially, in developing world with unexpectedly high level. Present study evaluated the effect of utilization of ANC services on LBW. A hospital-based case-control study carried after the ethical approval at university hospital, Varanasi, India during October, 2019 to September, 2021 on mothers delivering singleton baby. The case and control mothers decided 86 and 129 in the ratio of 2:3 at a =5% and (1-b) = 90%. Data was collected on a pre-designed and pre-tested questionnaire. Bivariate and multivariable forward logistic regression was performed. The statistical significance was judged at a = 0.05.Utilization of ANC services, milk intake, tea and snacks intake and gestational age at birth emerged as the significant contributor to LBW.Likelihood of LBW babies was 2.83 times higher to mothers who hadn’t avail ANC services compared to those who had availed complete ANC services. Likelihood of LBW was also 3.73 and 3.16 times higher in mothers who hadn’t taken milk and had taken but occasionally compared to regular users. Mothers with tea and snacks frequency once or twice were 3.18 times more likely to birthing LBW babies than the mothers with frequency more than twice. The likelihood of LBW birth was as high as 7.61 times in pre-term birth as compared to full-term. Complete ANC services be ensured through the gross root health workers. Milk and tea & snacks intake if not possible in mothers of poverty pockets, these be advised to add one extra meal in their routine meal.

Взаимосвязь миокинов и саркопенического ожирения с неалкогольной жировой болезнью печени при конституционально-экзогенном ожирении у детей

Obesity in children is associated with high risk for development and progression of nonalcoholic fatty liver disease (NAFLD). NAFLD has common pathogenetic mechanisms with sarcopenic obesity (SO), in the development of which such myokines as fibroblast growth factor 21 (FGF-21) and irisin play an important role. The study of their secretion peculiarities is relevant to the prospects of using myokines as diagnostic markers or indicators for drug therapy and physical activity control as well as in the development of target therapy for NAFLD. The connection between NAFLD and SO and changes in myokine profile in children is an understudied issue. The purpose of this research was to determine differences between groups of pediatric patients with the presence v. those with the absence of NAFLD in constitutional-exogenous obesity in myokine and SO levels. Methods used: a single-stage comparative single-center uncontrolled study of 95 children aged 12 to 18 y/o with constitutional-exogenous obesity: body mass index (BMI) standard deviation score (SDS)≥+2.0. Results: NAFLD was detected in 48% (n=50/95) [95% CI (42; 63)] of whom steatohepatitis was detected in 40% (n=20/50) [95% CI (26; 55)]. SO was detected in 96% (n=48/50) [95% CI (86; 99)] with NAFLD including children with steatohepatitis (n=20). The combination of SO with elevated FRF-21 levels and decreased irisin was associated with NAFLD (AUC=0.761, [95% CI (0.65; 0.87)]). The SO frequency was statistically significantly higher in NAFLD than in the SO absence (p<0.001). The predictive ability of the SO presence in relation to the detection of NAFLD was found to be high (PCPR=96%, [95% CI (88; 99)]). FRF-21 values above 60 pg/mL (AUC=0.689, [95% CI (0.57; 0.81)]) and irisin values below 7.86 μg/mL (AUC=0.703, 95% CI (0.58; 0.82)]) were associated with the presence of NAFLD. When comparing operational characteristics, no differences were found for AUC value while the best performance was demonstrated by regression model and cut-off point of irisin equal to 7.86 μg/mL. Conclusion: SO combined with changes in myokine profile is associated with NAFLD. Identification of the main factors influencing the NAFLD development in childhood is crucial in preventing the progression of liver damage.

How should policymakers, funders, and research teams mobilize to build the evidence base on universal early years services?

Health visiting in England is a universal service that aims to promote the healthy development of children aged under five years and safeguard their welfare. We consulted stakeholders about their priorities for research into health visiting and also used these consultations and a literature review to generate a logic model. Parents wanted research to explore how health visiting teams can provide a caring, responsive, accessible service (the mechanisms of change). Policymakers, commissioners, and clinical service leads wanted descriptions and evaluations of currently implemented and 'gold standard' health visiting. The challenges to evaluating health visiting (data quality, defining the intervention, measuring appropriate outcomes, and estimating causal effects) mean that quasi-experimental studies that rely on administrative data will likely underestimate impact or even fail to detect impact where it exists. Prospective and experimental studies are needed to understand how health visiting influences infant-parent attachments, breastfeeding, childhood accidents, family nutrition, school readiness, and mental health and well-being.

Mapping the maze: A network analysis of social-emotional skills among children and adolescents with social-emotional difficulties.

Developing social-emotional skills is crucial for all children and adolescents, particularly those experiencing social and emotional difficulties. This study used network analysis to identify the central skills and network association of different social-emotional skills and investigated how these networks differ between childhood and adolescence. Data were obtained from the 2019 Survey on Social and Emotional Skills by the Organization for Economic Co-operation and Development. Our study focused on the bottom quartile of participants aged 10 and 15 years, including 7737 and 7439 individuals from each age group. Optimism and cooperation consistently emerged as the central skills of social-emotional competence across both age groups. When comparing network structures, there was a significant difference between children and adolescents. The connectivity of social-emotional networks was stronger among adolescents, indicating closer skill associations. Understanding these developmental differences is important for educators and practitioners to more effectively support the social-emotional development of children and adolescents experiencing social-emotional difficulties.

‘A two-person job’: the role of a supportive matrix for ‘good enough’ parenting

ABSTRACT This paper employs the psychoanalytic method of observation over 12 months to examine the development of an infant (Andrea) and her caregiving environment through weekly one-hour visits. Initially, the observations focused on interactions between Andrea and her mother, who was a single parent during pregnancy and Andrea’s early weeks. As the father became more involved, the focus broadened to include him, shifting the family dynamic from a dyadic to a triadic structure. This transition offers nuanced insights into the complexities of parental roles and the factors that enable ‘good enough’ parenting and healthy child development. The observations highlight that parenting, particularly caring for a newborn, is a challenging task requiring a collaborative family environment, with active parental involvement and broader support systems for both the caregiver and the child. This support helps ensure adequate parenting, which in turn fosters the infant’s emotional security and overall well-being. Drawing on psychoanalytic theories, these observations seem to show that while the primary caregiver-infant dyad is crucial, the effectiveness of caregiving and the child’s development are greatly enhanced by the larger support network. This underscores the need for stronger societal support systems to help caregivers and infants thrive, particularly in increasingly individualistic Western cultures.

Analysis of the Impact of Parenting Styles on Children

Children's growth and development are affected by many factors, especially the parenting style among family factors. The purpose of this paper is to analyze the problem of the influence of parenting styles on children and explore the factors that influence them. Based on the current literature and data investigation,the authors focused on the issue of the influence of parenting styles on children's behavior, academic performance, and emotional intelligence. The results of this study show that the influence of parenting styles on children is both positively and negatively correlated, depending on what type of parenting style the parents have. Positive parenting styles, such as authoritative parenting styles, are usually positively associated with children's development, while negative parenting styles, such as authoritarian parenting styles, are negatively related to the impact on children. This is an area of research that is useful for exploring how to improve parenting styles to promote healthy child development and motivate children to do things right.

Trajectories of language development, cognitive flexibility and phoneme awareness knowledge in early childhood.

Early childhood is a critical period of language development. Yet less is known about how language growth relates to the development of phoneme awareness and cognitive flexibility during this period. To examine the longitudinal associations between growth in phonological awareness and cognitive flexibility from 4 to 5 years in relation to three patterns of child language development: early, intermediate and late. A sample of 439 four-year-old children were recruited and underwent repeated language, phonological awareness and cognitive flexibility testing to age 5. Children were classified into three language development groups based on their listening comprehension: early, intermediate and late. Group-based trajectory modelling was then used to examine the relations between cognitive flexibility and phonological awareness over time in relation to language outcome. Early language developers were characterized by higher levels and greater improvement in language and phonological awareness skills between 4 and 5 years. Late language developers exhibited slower growth in expressive language development (in addition to lower receptive language at age 4). Intermediate and late language developers showed steeper growth in cognitive flexibility over the study. Findings affirm the interconnected nature of phoneme awareness, cognitive and language skill development in early childhood. Results suggest the importance of targeting skills across literacy and executive functioning/regulatory domains for children with language difficulties. What is already known on the subject It is already known that language skills are related to self-regulation and phoneme awareness skills. However, it is also important to examine how different patterns of language growth are related to the timing and level of growth in self-regulation and phoneme awareness. Further, it is important to examine the relationship between language development and cognitive flexibility (one component of self-regulation) to understand this relationship more fully. What this paper adds to the existing knowledge This study is novel in its examination of the trajectory of language development and other key foundational literacy variables along with modelling the timing of development across the constructs included in the study. The findings have implications for optimizing the content and timing of approaches designed to enhance literacy development in children with language difficulties. What are the potential or actual clinical implications of this work? The findings suggest that interprofessional approaches across speech-language therapy, education and psychology are important for enhancing literacy outcomes of children with language difficulties. Results also provide support for language intervention approaches to be developed and trialled that target language, cognitive flexibility and phonological awareness in an integrated manner.

PERAN ORANG TUA DALAM PENGEMBANGAN SOSIAL EMOSIONAL ANAK DI ERA SOCIETY 5.0

The Society 5.0 era is a concept of a human-centered and technology-based Society , where early childhood is also very close to technology, especially gadgets. This has more or less affected the social emotional development of early childhood. This study aims to determine the role of parents in the development of children's social emotional aspects in the Society 5.0 era and to determine the social emotional aspects of children in the Society 5.0 era using a qualitative descriptive approach to parents who have children aged 4-5 years. Data collection techniques with interviews and observations. The role of parents in the Society 5.0 era has a very influential role in children, differences in children's behavior were found when using technology and their social emotions in parents who play a direct role in children and parents who work and the social emotional aspects of children are currently influenced by the Society 5.0 era which makes children dependent on gadgets so that children are more comfortable alone with gadgets which has an impact on minimal interaction and socializing children with others. The role of parents is very influential in the social emotional development of early childhood, therefore the need for care and guidance for children.

The Impact of Dog-Assisted Therapy Among Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

Background and Objectives: Animal-assisted therapies have been utilized in various profiles to improve people’s quality of life. This systematic review aims to assess the impact of dog-assisted therapies (DAT) on children and adolescents with Autism Spectrum Disorder (ASD). The benefits provided, the feasibility of implementation, and potential limitations are analysed. Methods: An exhaustive search was carried out in the following databases: Web of Science (WoS), Scopus, ERIC, PubMed, PubPsych, CINAHL, PsycInfo and Dialnet. The procedure was preregistered on PROSPERO. Results: This review included 19 scientific articles. Of these, 84% suggest that DAT has a positive impact on communication and social interaction during the development of children and adolescents diagnosed with ASD. The dog is often perceived as a communication facilitator that serves as a reinforcer, capturing the individual’s attention. Emotional benefits have also been reported, including reducing stereotyped and self-harming behaviours. Additionally, an increase in smiling frequency and self-esteem levels was observed. Conclusions: These findings highlight the potential of DAT as a component of socio-educational intervention for children and adolescents diagnosed with ASD. However, further research is necessary due to the limited sample sizes in the studies reviewed.

METODE BERMAIN PERAN SEBAGAI STIMULASI ASPEK PERKEMBANGAN KOGNITIF ANAK AUTIS USIA 5-6 TAHUN

Cognitive development in autistic children aged 5-6 years does require the provision of appropriate stimuli, according to the stages of age and level of symptoms experienced by the child. One method that can be applied to children with autism to develop cognitive aspects of children is the method of role playing. Role playing activities can improve children's cognitive development. The purpose of this study was to determine the application of the role playing method as a stimulation of the cognitive development of autistic children aged 5-6 years. The research approach used is qualitative with the method of literature review or literature study relating to relevant theories, as well as supporting articles in the formulation of research problems. The results of the application of role playing performed on children with autism can stimulate aspects of cognitive development at the age of 5-6 years. In conclusion, the role playing method can affect children's cognitive development by providing a gradual stimulus and according to the child's needs.

Revisiting working memory 50 years after Baddeley and Hitch: A review of field-specific conceptualisations, use and misuse, and paths forward for studying children.

As trained educational and developmental psychologists who study the role of working memory in educational outcomes, we know the various assumptions made about definitions and measurements of this cognitive ability. Considering the popularity of the Baddeley and Hitch working memory model in these fields, we raise challenges related to measurement, overlap with executive function, and adopting working memory measurement approaches from adult models. We propose that researchers consider how working memory tasks might tap multiple other abilities. This is problematic in the context of child cognitive development and in understanding which factors explain educational outcomes in children. We recommend giving greater attention to the central executive, acknowledging the overlap between the central executive and executive function in study design, and investigating a developmental model in the context of the broader abilities evoked in measurement. These recommendations may provide a fuller understanding of working memory's mechanistic role in children's learning and development and assist in developing reasonable adjustments for specific aspects of working memory for children who struggle.

Empathy Development in Preschoolers With/Without Hearing Loss and Its Associations with Social-Emotional Functioning.

Empathy plays a crucial role in children's social-emotional development. There is an increasing trend in recent studies to recognize empathy as a multi-dimensional construct, consisting of three distinct hierarchical levels: emotion contagion, attention to others' feelings and prosocial behaviors (Hoffman, Motiv Emot, 14(2), 151-172, 1990). The present study is amongst the first to use a longitudinal approach to examine the development trajectories of the distinct empathic levels, based on a sample of Chinese preschoolers aged 2 to 6 years, half of the sample being deaf or hard-of-hearing (DHH). Our results showed that according to the parental observation, DHH preschoolers manifested similar extent of emotion contagion and attention to others' feelings as their TH (typically hearing) peers over preschool years. Yet, DHH preschoolers showed fewer prosocial behaviors, compared to their TH peers. As for the longitudinal associations over time, emotion contagion contributed to more internalizing and externalizing behaviors in both groups; whilst attention to others' feelings contributed to fewer internalizing behaviors in only DHH children. Prosocial behaviors contributed to better social competence, and fewer internalizing and externalizing behaviors in both DHH and TH children just as expected. These outcomes imply that the early intervention or special education may be useful to safeguard children's empathic development, shrinking the gaps between DHH and TH children; but meanwhile, cultural factors might cause latent effects on children's understandings of empathy and impact on how empathy "regulates" children's social-emotional functioning, in a Chinese cultural context.

Psikoedukasi Mengenal Gaya Belajar Anak Sebagai Upaya Mengoptimalkan Ilmu Parenting Siswa PAUD (Pendidikan Anak Usia Dini )

Early Childhood Education (PAUD) is an important stage in a child's development. Every child has a different learning style. Therefore, parents must know the types of learning styles so that they can optimize learning outcomes. Intelligence that is optimally developed through a good learning environment can lead children to become a generation of character, talent, and physical and mental health. The community service method used is a counseling approach to parents and teachers. The implementation of community service was carried out at POS PAUD Mawar 19 Sukatani, Tapos, Depok. Psychoeducational counseling to recognize learning styles in PAUD is very important to help children develop their potential optimally as well as being a source of information for teachers in determining the right learning method.

PENGENALAN DIVERSIFIKASI PRODUK HASIL PERIKANAN PADA IBU DAN BALITA SEBAGAI UPAYA PENINGKATAN GEMAR MAKAN IKAN UNTUK MENCEGAH STUNTING DI KB TK YAA BUNAYYA, SURABAYA

Early childhood is the golden age of children's development to obtain an educational process and is also fundamental and strategic education in the development of human resources, therefore we, the Faculty of Fisheries and Maritime Affairs, Airlangga University, collaborate with Day Care- KB-PAUD and YAA BUNAYYA Kindergarten to carry out activities community service related to the introduction of diversified fishery products among mothers and toddlers as an effort to increase their interest in eating fish to prevent stunting. Day Care-KB-PAUD and TK YAA BUNAYYA is an educational institution for early pre-school age in Surabaya City, East Java Province with a total of 130 students and 25 teachers. Indonesia is a developing country that is still facing serious problems regarding stunting and improving nutritional status is a top priority, therefore having a community service program related to the introduction of fishery product diversification is one solution to increase fish consumption as a high protein intake to prevent stunting. In this community service activity, we introduce from an early age the importance of eating fish, the nutritional content, and the benefits obtained from consuming fishery products. The activities carried out were demonstrations distributing fish food products, providing education for children, parents and teachers about the importance of eating fish. Finally, we also share modules related to several types of fisheries food diversification which can be easily practiced at school or by parents at home

Central mechanisms of muscle tone regulation: implications for pain and performance

Muscle tone represents a foundational property of the motor system with the potential to impact musculoskeletal pain and motor performance. Muscle tone is involuntary, dynamically adaptive, interconnected across the body, sensitive to postural demands, and distinct from voluntary control. Research has historically focused on pathological tone, peripheral regulation, and contributions from passive tissues, without consideration of the neural regulation of active tone and its consequences, particularly for neurologically healthy individuals. Indeed, simplistic models based on the stretch reflex, which neglect the central regulation of tone, are still perpetuated today. Recent advances regarding tone are dispersed across different literatures, including animal physiology, pain science, motor control, neurology, and child development. This paper brings together diverse areas of research to construct a conceptual model of the neuroscience underlying active muscle tone. It highlights how multiple tonic drive networks tune the excitability of complex spinal feedback circuits in concert with various sources of sensory feedback and in relation to postural demands, gravity, and arousal levels. The paper also reveals how tonic muscle activity and excitability are disrupted in people with musculoskeletal pain and how tone disorders can lead to marked pain and motor impairment. The paper presents evidence that integrative somatic methods address the central regulation of tone and discusses potential mechanisms and implications for tone rehabilitation to improve pain and performance.

A PREMATURIDADE ASSOCIADA A FATORES NEUROLÓGICOS: UMA REVISÃO INTEGRATIVA DE LITERATURA

The risk factors associated with prematurity include a series of significant neurological complications, including periventricular leukomalacia, encephalopathy of prematurity, seizures, intraventricular hemorrhage and cerebellar lesions. Periventricular leukomalacia is characterized by necrosis of the cerebral white matter near the lateral ventricles and is strongly associated with motor and cognitive deficits. Encephalopathy of prematurity refers to a variety of brain lesions resulting from the immaturity and vulnerability of the premature brain, impacting long-term neurological development. Seizures in premature newborns are often indicative of significant brain insults and can lead to permanent neurological damage. Intraventricular hemorrhage, a condition in which bleeding occurs within the ventricles of the brain, is associated with an increased risk of developing hydrocephalus and permanent brain damage. Finally, cerebellar lesions, which affect the cerebellum, impair motor coordination and balance, contributing to difficulties in motor and cognitive development. These risk factors highlight the need for early interventions and intensive care strategies to mitigate the adverse impacts of prematurity on children's neurological development. Therefore, the aim of this study is to condense and understand the neurological factors involved in prematurity in the Brazilian context.

The Impact of the Farming Gardening Project Method Through Moving Classes on the Social and Emotional Behaviour of Kindergarten Age Children

This research problem focuses on the low ability of kindergarten B children in terms of cooperation, helping, discipline, self-confidence, and self-control. So, to overcome this problem, this study aims to analyze the impact of the farming gardening project method through moving classes on improving the social and emotional behavior of kindergarten B children. This type of research is an experiment with a quasi-experimental design. The research subjects comprised 40 kindergarten B children divided into two groups: an experimental group of 20 children and a control group of 20 children. Data collection methods used observation, interviews, and documentation studies. The research instruments included social and emotional behavior observation sheets and interview guides. Data were analyzed using statistical techniques with the help of the SPSS 12.0 for Windows program. The results showed that children in the experimental group who applied the farming gardening project method through moving class significantly improved social and emotional behavior compared to the control group who used conventional learning methods. Statistically, the difference in children's social and emotional behavior between the experimental and control groups was significant for social and emotional behavior. The conclusion of this study shows that the farming gardening project method through moving classes is efficacious in improving the social and emotional behavior of kindergarten B children. The implication of this study is the importance of applying project-based methods in learning activities to stimulate children's social and emotional development holistically.

Inclusive Education: Enhancing Social Integration and Academic Achievement for Students With and Without Learning Disabilities Aged 5 to 14

Inclusive education is recognized as essential for fostering the holistic development of children, irrespective of their abilities or limitations. This paper examines the effects of inclusive education on students with learning disabilities (SWLD) and students without learning disabilities (SWOLD) in Southern Vietnam, focusing on its impact on social integration and academic achievement. The study employs a mixed-methods research design, combining qualitative interviews with educators and quantitative analysis of student performance data. There are 487 participants, consisting of 132 SWLD and 355 SWOLD. These participants were drawn from inclusive and non-inclusive schools across various educational levels in southern Vietnam. Results indicate that inclusive practices significantly enhance social integration, empathy, and understanding among students. For SWLD, inclusive education leads to improved academic outcomes, particularly in the early education stages, while SWOLD reports favourable or neutral effects on academic achievements. However, at the secondary education level, the impact tends to be neutral or adverse for SWOLD. The research also identifies challenges in Southern Vietnam, including insufficient funding, inadequate teacher training and limited policy support, which hinder the effective implementation of inclusive education. Addressing these barriers is crucial for creating an equitable learning environment for all students in Vietnam.

Creating a bully-free Sierra Leone: a comprehensive approach involving prevention, intervention, and support for victims and bullies by teachers, parents, and community leaders

Bullying poses a substantial challenge to the educational and social development of children in Sierra Leone. This conceptual analysis explores the critical roles of teachers, parents, community leaders, and other stakeholders in preventing and addressing this issue. It emphasizes the importance of a multi-faceted approach by examining the complexities of bullying within the Sierra Leonean context. The conceptual analysis differentiates between prevention, intervention, and postvention strategies, outlining specific actions aimed at both bullies and victims. Effective bullying prevention strategies include teacher training, parent involvement, and community collaboration, while intervention efforts focus on immediate support for victims and appropriate consequences for bullies. Additionally, postvention actions are discussed to support recovery and healing for those affected. It highlights the need for sustained efforts, data-driven approaches, and policy development to create a safer and more inclusive learning environment for all students in Sierra Leone.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.