Development Of School-age Children Research Articles

Early detection of children development: A pilot study

Introduction : School age children are children aged 6-12 years. The stages of development of school-age children are a very important time for the continuity of children's development, because school age is a period where children gain knowledge and experience that can bring them into adolescence. The role of parents as people closest to children also affects the process of child development, one of which is in providing stimulation to children in order to achieve optimal growth and development. One of the interventions carried out is to provide health education to increase stimulation in children. Objective : This study aims to describe early detection and stimulation of development in school-age children. Method : The method used in this research is a case study, with a sampling method that is purposive sampling. The sample used was a 9-year-old school-age child who experienced a lack of developmental stimulation in children. The research data was taken using participatory observation methods, unstructured interviews and documentation. Result : The results showed that the provision of health education can increase developmental stimulation in children. The results of the end of the early detection questionnaire show that 100% of the achievement of developmental tasks is fulfilled. Conclusion : The provision of health education is useful for increasing developmental stimulation in children, so that they can achieve optimal growth and development.

Influence of Vitamin D Supplementation on Growth, Body Composition, and Pubertal Development Among School-aged Children in an Area With a High Prevalence of Vitamin D Deficiency

Vitamin D deficiency (defined as 25-hydroxyvitamin D [25(OH)D] <20 ng/mL) is prevalent among children living in temperate climates and has been reported to associate independently with stunting, obesity, and early activation of the hypothalamic-pituitary-gonadal axis. Phase 3 randomized clinical trials to investigate the influence of long-term vitamin D replacement on growth, body composition, and pubertal development of school-aged children with vitamin D deficiency are lacking. To determine whether weekly oral vitamin D supplementation influences linear growth, body composition, or pubertal development in school-aged children living in a setting where vitamin D deficiency is highly prevalent. This secondary analysis of a double-blind, placebo-controlled randomized clinical trial was conducted from June 2016 to June 2019 at 18 grade schools in Ulaanbaatar, Mongolia. School-aged children (6 to 13 years at baseline) attending participating schools were included. Exclusion criteria included a positive QuantiFERON-TB Gold in-tube assay result, conditions or medications associated with altered vitamin D metabolism, use of vitamin D supplements, signs of rickets, or intention to move from Ulaanbaatar within 4 years. Of 11 475 children invited to participate in the study, 9814 underwent QFT testing, and 8851 with negative results were included in the study. All but 1 participant in the placebo group completed follow-up and were included in the present analysis. Data were analyzed from November 2021 to February 2022. Weekly oral doses of vitamin D3, 14 000 IU, (n = 4418), or placebo (n = 4433) for 3 years. Mean z scores for height for age, body mass index for age, and waist-to-height ratio; mean percentage body fat, fat mass, and fat-free mass; and mean Tanner scores for pubertal development. Of 8851 participants, 4366 (49.3%) were female, and 8165 (92.2%) were of Khalkh ethnicity; the mean (SD) age was 9.4 (1.6) years. A total of 8453 participants (95.5%) were vitamin D deficient at baseline, and mean end-of-study 25(OH)D concentrations among participants randomized to vitamin D vs placebo were 31.0 vs 10.7 ng/mL (mean difference, 20.3; 95% CI; 19.9-20.6). However, vitamin D supplementation did not influence mean height for age, body mass index for age, waist-to-height ratio, percentage body fat, fat mass, fat-free mass, or Tanner scores, either overall or within subgroups defined by baseline 25(OH)D concentration less than 10 ng/mL vs 10 ng/mL or greater, estimated calcium intake less than 500 mg/d vs 500 mg/d or greater, or male vs female sex. In school-aged children in this study with low baseline vitamin D status, oral vitamin D3 supplementation at a dose of 14 000 IU per week for 3 years was effective in elevating 25(OH)D concentrations but did not influence growth, body composition, or pubertal development. ClinicalTrials.gov Identifier: NCT02276755.

The school environment-related predictors of fights and bullying among School-Age Children in Serbia

Abstract Background The health and development of school-age children is a contemporary topic of various health policies and programs, which has become even more of a focus in critical situations such as the COVID-19 pandemic. The study aims to assess the prevalence of school-age children's participation in fights and bullying in Serbia, and to examine the relevance of students’ socio-demographic characteristics and perceptions of school and relations with other students and professors for participation in fights and bullying. Methods A secondary analysis of the original data of the 2017 HBSC study is performed on 3267 students in a nationally representative sample of primary and high schools in Serbia. Predictors of taking part in fights and taking part in bullying were examined by using univariate and multivariate logistic regression. Results The main results show that 50.8% of boys and 17.1% of girls have taken part in fights, while 17.7% boys and 10.4% of girls have taken part in bullying. Students who felt a large and very large burden of school obligations were 1.43 times more likely to participate in bullying at least once, while they were 1.38 and 2.12 times more likely to participate in multiple fights and 4.04, 1.24, and 2.78 times more likely to participate multiple times in bullying. Fights among school-age children are significantly positively associated with living with relatives/legal guardians and poor quality of life. Conclusions The prevalence of participating in at least one fight/bullying is higher than in multiple fights/bullying. These associations suggest a necessity to enhance the monitoring and control of peer behavior among school-age children. The findings of the study imply key enablers of protection, such as building relationships based on team spirit and work, friendly behavior, empathy, and help, which should be included in the value system of school and family activities in programs to combat fights and bullying in school-age children. Key messages • In Serbia, every second boy and every fifth girl participated in fights, while less than every fifth boy and every tenth girl participated in bullying. • Study results can inform school and healthcare actors’ efforts to improve school-age children’s development and health capacity for life.

Learning to read Chinese promotes two cortico-subcortical pathways: The development of thalamo-occipital and fronto-striatal circuits.

Learning to read may result in network reorganization in the developing brain. The thalamus and striatum are two important subcortical structures involved in learning to read. It remains unclear whether the thalamus and striatum may form two independent cortico-subcortical reading pathways during reading acquisition. In this prospective longitudinal study, we aimed to identify whether there may be two independent cortico-subcortical reading pathways involving the thalamus and striatum and to examine the longitudinal predictions between these two cortico-subcortical pathways and reading development in school-age children using cross-lagged panel modeling. A total of 334 children aged 6–12 years completed two reading assessments and resting functional imaging scans at approximately 12-month intervals. The results showed that there were two independent cortico-subcortical pathways, the thalamo-occipital and fronto-striatal circuits. The former may be part of a visual pathway and was predicted longitudinally by reading ability, and the prediction was stronger in children in lower grades and weaker in children in higher grades. The latter may be part of a cognitive pathway related to attention, memory, and reasoning, which was bidirectionally predicted with reading ability, and the predictive effect gradually increasing with reading development. These results extend previous findings on the relationship between functional connectivity and reading competence in children, highlighting the dynamic relationships between the thalamo-occipital and fronto-striatal circuits and reading acquisition.

HUBUNGAN ASUPAN MAKAN DAN AKTIVITAS FISIK TERHADAP STATUS GIZI SISWA SMKN 1 KOTA TEGAL

Humans need nutrients to live, grow, develop, move, and maintain health. Nutritional needs are not the same for everyone. The growth and development of school-age children, especially teenagers, depends on providing adequate and balanced nutrition. Teenagers have more a lot of activities that affect the amount of energy the body needs. If there is an imbalance between food intake and output of energy for a long time, it can also affect the value of a person's nutritional status. Nutritional status is one of the important elements in shaping health status. Nutritional status is a condition caused by a balance between food intake and nutritional needs. The purpose of this study was to determine the relationship between food intake, physical activity, and nutritional status in students of Vocation High School 1 Tegal City. The research design use analytic with a cross sectional design approach. The research instrument use a questionnaire and direct measurement. The number of samples in this study are 33 people. Sampling methode use simple random sampling. Statistical tests were carried out using the Somers’d test with a value of 0,05. If the p value is less than 0,05 then the results of the study are meaningful. From the results of the analysis, it finds that there is a relationship between food intake and nutritional status, and there was no relationship between physical activity and nutritional status.&#x0D;

THE EFFECT OF ONLINE INTERACTIVE GAME ON SOCIAL DEVELOPMENT OF SCHOOL AGE CHILDREN DURING SOCIAL DISTANCING

Coronavirus became outbreak that worsened day by day, it needed serious handling that had to be done by government to solve the problem soon, and every people had to implement social distancing to defeat this Covid-19 pandemic. The study aimed to analyze the effect of online interactive play on social development of school age children during social distancing. The population of this study was all students (146 students) in Gambiran Elementary School, Mojoagung sub-district. The sampling technique that used in this study was total sampling with 146 samples and analized by wilcoxon signed Rank test. The result showed that before the interactive game, social development of school age children were categorized less as many as 23 students (16.7%), categorized adequate 15 (10.2%), and good 108 (73.9%) students, the post-test results showed that all respondents got a good score. The result of the analysis was p 0.000 meant that there was an effect of interactive games on the social development of school age children. Interactive games helped children socialize with peers more optimally because they were more intensive and controlled.

Features of physical and sexual development in school-aged children with psychosomatic disorders

Background. Monitoring of physical and sexual development indicators using standards appropriate to age and sex, especially in children with chronic diseases is the most important element of management of children and adolescents with various pathologies because it allows managing the treatment process and improving it timely. Unfortunately, these issues have not been studied enough today. The purpose of the work is to determine the influence of somatic and mental diseases on the physical and sexual development impairments in school-age children. Materials and methods. Nine hundred and thirty-five patients aged 10–17 years (boys — 441, girls — 494) with the following pathology were examined: diabetes mellitus type 1, diffuse nontoxic goiter (DNG) with various menstrual disorders (girls with abnormal uterine bleeding), and girls with hypomenorrhea syndrome (HMS), mental disorders (functional and organic), systemic connective tissue dysplasia, secondary cardiomyopathy, juvenile idiopathic arthritis (JIA), systemic lupus erythematosus (SLE). The comparison group enrolled healthy children of the same age. Results. The presence of type 1 diabetes mellitus, diffuse nontoxic goiter were proved to negatively affect the somatosexual development of school-age children and contribute to the formation of disharmonious physical development (in 32.4 % of patients with diabetes mellitus 1 and 56.6 % of adolescents with DNG) and sexual maturation. It was established that 52.4 % of girls with gynecological pathology presented with harmonious physical development. Against the background of disharmony of physical development, girls are more likely to develop menstrual irregularities such as HMS. Harmonious physical development is registered in 50.8 % of patients with JIA. 67.25 % of people with JIA have normal growth rates. Exceedance of normal and lower values are observed in girls (p &lt; 0.05). At the stages of puberty, the most common deviations in growth and body weight were observed in early puberty (100 %), the least often — in late puberty (42.8 %). In 56.8 % of patients with SLE, harmonious physical development was registered. The most common were as follows: overweight (33.3 %), decreased growth rate (17.6 %), and weight deficit (11.7 %). Based on the frequency of SLE, it was determined that the most vulnerable were puberty (91.0 %) and prepuberty (87.5 %). The onset of SLE in late puberty occurred in 26.3 % of cases. In patients with secondary cardiomyopathies and systemic connective tissue dysplasia, no significant statistical differences in age-related parameters were found. Most patients with mental disorders had a harmonious physical development (93.6 %). Among the violations of the latter, the deficit of body weight was most often determined (19.5 %).

Mothers’ perceptions regarding the development of school-age children with severe congenital heart disease

Mothers’ perceptions regarding the development of school-age children with severe congenital heart disease

The effect of emotional ventilation on the psychosocial development of school age children during the Covid-19 Pandemic

The World Health Organization has officially declared the coronavirus as a pandemic The impact of the pandemic is also experienced by children. Children experience major changes in their lives, one of which is child psychosocial. Psychosocial support needs for the children. This study aims to determine the effect of emotional ventilation on the psychosocial development of school-age children during the Covid-19 pandemic. This research design is a quasi-experiment with a one-group pretest and posttest design approach. Respondents were 43 school-age children. Psychosocial development was assessed using the Strengths and Difficulties Questionnaire (SDQ). Emotional ventilation is done once a week and twice a week. a week after the second intervention, a post-test was performed. The results showed that before the intervention prosocial behaviour, emotional problems and hyperactivity were mostly normal, behavioural problems and relationship problems with peers before the intervention showed mostly abnormal. After prosocial behaviour intervention, emotional problems, behavioural problems and hyperactivity were mostly normal and only peer relationship problems were still mostly abnormal. There are differences between emotional problems, behavioural problems, hyperactivity before and after emotional ventilation with a p-value ≤ 0.05.

Association between Exposure to Particulate Matter during Pregnancy and Multidimensional Development in School-Age Children: A Cross-Sectional Study in Italy.

Air pollutants can potentially affect the development of children. However, data on the effect of exposure to air pollution during pregnancy and developmental outcomes in school children are rare. We investigated the link between prenatal exposure to particulate matters smaller than 10 microns (PM10) and the development of school-age children in multiple domains. Cross-sectional data were collected in Italy between 2013 and 2014. Children aged between 5 and 8 years (n = 1187) were assessed on cognitive, communication, socio-emotional, adaptive, and motor developmental domains using the Developmental Profile 3 questionnaire. The monthly average concentration of PM10 during the entire fetal period was linked to the municipality of residence of the children. The increase in the prenatal PM10 was associated with a decrease in the cognitive score during the second (+13.2 µg/m3 PM10 increase: −0.30 points; 95%CI: −0.12–−0.48) and third trimesters of pregnancy (−0.31 points; 95%CI: −0.11–−0.50). The communicative domain was also negatively influenced by PM10 increases in the second trimester. The development of cognitive and communicative abilities of children was negatively associated with the exposure to PM10 during the period of fetal development, confirming that exposure to air pollution during pregnancy can potentially hinder the development of the brain.

Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception.

This research surveyed the characteristics of the developmental traits of impulse control behavior in children through parent-report questionnaires. After matching for gender and attention behavior, as well as controlling for variables (motor and perception) which might confound impulse control, 710 participants (355 girls and 355 boys; grade, 1–5; age, 7–12 years) were recruited from a database of 1763 children. Results demonstrated that there was a significant difference between grade 1 and grade 5 in impulse control. Conversely, no significant differences were found when comparing other grades. The present findings indicate that a striking development of impulse control occurs from grade 4 to 5. Moreover, the plateau of impulse control development from grade 1 to 4 implies that a long transition period is needed to prepare children to develop future impulse control. In conclusion, the age-dependent maturation associated with stage-wise development is a critical characteristic of impulse control development in school age children. Further discussions are made regarding this characteristic, such as from the perspective of frontal lobe development.

Фізичний розвиток юних спортсменів — вихованців училища фізичної культури

Актуальність. Особливості фізичного розвитку юних спортсменів — вихованців училищ фізичної культури залишаються недостатньо вивченими. Мета. Порівняльна оцінка фізичного розвитку юних спортсменів і школярів України залежно від статі та віку. Матеріали та методи. Вивчені та порівняні з «Критеріями оцінки фізичного розвитку дітей шкільного віку» України антропометричні показники фізичного розвитку 1188 учнів училища фізичної культури (777 хлопців і 411 дівчат) віком 12–17 років. Результати. Показники фізичного розвитку спортсменів-хлопців вищі, ніж у школярів, практично тотожні у спортсменок і школярок і у спортсменів-хлопців на відміну від дівчат, тотально зростають з віком. Висновки. Юні спортсмени характеризуються домінуванням середнього та вищих градацій зросту, 12-, 15-, 17-річні хлопці та 17-річні дівчата — більшою частотою гармонійного розвитку, старші за віком — схильністю до надмірного, молодші — до недостатнього фізичного розвитку.

Enhancing the application of therapeutic group therapy (TKT) for school-age children in Delima, Pekanbaru

Children are highly prone to certain psychological challenges, particularly at elementary level. These problems are predominantly influenced by environmental and academic conditions. Therefore, this research aims to stimulate the growth and development of school-age children from various perspectives. This activity was conducted at Al-Qur'an Education Park, Baitul Arsy Mosque, Hamlet 008, Delima village, Tampan sub-district, Pekanbaru, between September-December 2020. Additionally, the class II-VI students were selected as the participants during the seven TKT sessions. The research implementation incorporated description, modeling, role-playing, feedback and transfer techniques. Session 1 comprised of a comprehensive analysis on the growth and developmental characteristics of the school-age children. Meanwhile, sessions 2, 3, 4, 5 and 6 involved the stimulations of motor, cognitive and language, emotional and personality, moral and spiritual as well as the psycho-social perspectives. However, session 7 encompassed the overall stimulation from 1-6. The students are more knowledgeable about self-responsibility and psychological changes. This phenomenon tends to boost confidence as well as the ability to establish friendships and improve academic learning.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers.

Children with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language-the ability to discuss others' perspectives such as their thoughts, feelings, and intentions-represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver-child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

The development of brain rhythms at rest and its impact on vocabulary acquisition.

A long-standing question in developmental science is how the neurodevelopment of the brain influences cognitive functions. Here, we examined the developmental change of resting EEG power and its links to vocabulary acquisition in school-age children. We further explored what mechanisms may mediate the relation between brain rhythm maturation and vocabulary knowledge. Eyes-opened resting-state EEG data were recorded from 53 typically-developing Chinese children every 2 years between the ages of 7 and 11. Our results showed first that delta, theta, and gamma power decreased over time, whereas alpha and beta power increased over time. Second, after controlling for general cognitive abilities, age, home literacy environment, and phonological skills, theta decreases explained 6.9% and 14.4% of unique variance in expressive vocabulary at ages 9 and 11, respectively. We also found that beta increase from age 7 to 9 significantly predicted receptive vocabulary at age 11. Finally, theta decrease predicted expressive vocabulary through the effects of phoneme deletion at age 9 and tone discrimination at age 11. These results substantiate the important role of brain oscillations at rest, especially theta rhythm, in language development. The developmental change of brain rhythms could serve as sensitive biomarkers for vocabulary development in school-age children, which would be of great value in identifying children at risk of language impairment.

The Role of Quantitative Electroencephalogram in the Diagnosis and Subgrouping of Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) leads to functional decline in academic performance, interpersonal relationships, and development in school-aged children. Early diagnosis and appropriate intervention can significantly reduce the functional decline caused by ADHD. Currently, there is no established biological marker for ADHD. Some studies have suggested that various indicators from the quantitative electroencephalogram (QEEG) may be useful biological markers for the diagnosis of ADHD. Until the 2010s, theta/beta ratio (TBR) was a biomarker candidate for ADHD that consistently showed high diagnostic value. However, limitations of TBR have recently been reported. Studies have demonstrated that phase-amplitude coupling, especially theta phase-gamma amplitude coupling, are related to cognitive dysfunction and may assist in the diagnosis of ADHD. As yet, the underlying mechanism is not clearly established, and the clinical efficacy of these biomarkers needs to be proven through well-controlled studies. Based on the heterogeneous characteristics of ADHD, subgrouping through QEEG plays a key role in diagnosis and treatment planning. Sophisticated, well-designed studies and meta-analyses are necessary to confirm these findings.

The impact of summer holidays on the physical development of school-age children

The aim of the work was to investigate how gender, age and type of activity in summer affects the indicators of physical development (PD) of children. 1054 students (493 boys and 561 girls) aged 7-16 years took part in the study. The PD of children was studied by assessing somatometric and physiometric indi­cators. To assess the impact of the type of activity, a thematic questionnaire "Summer" was used. It was found that the gender and age of children had a significant effect on PD indicators in the summer. The most intense increase in body length oc­curred at the age of 7-12 years, body weight - in 10-14-year-olds, and up to 16 years grouth of two parameters gradually slo­wed down. From the age of 10, children showed a positive increase in lung capacity (LC). In 15-year-old adolescents, a de­c­rease in both indicators (ChC and LC) was found. It was found that 62% of children carried out educational activities in the summer, 24% of those were engaged in business activities, almost 40% of students were participants in hiking trips and 23% of children attended a children's health camp. The chosen type of activity in the summer influenced the indicators of the pu­pils' PD as follows: educational activities were accompanied by a decrease in body length and strength of the left arm, busi­ness activity, hiking trips and staying in a health camp were accompanied by an increased weight gain and an increase in LC.

Influences of persistent overweight on perceptual-motor proficiency of primary school children: the North-West CHILD longitudinal study

BackgroundOverweight can be a precursor of poor motor execution, negatively impacting the overall development of school-aged children on various levels. This study determined the long-term influences of overweight on perceptual-motor proficiency (PMP) of primary school children in the North-West Province of South Africa.MethodsThe study, which included 381 participants, formed part of the NW-CHILD longitudinal study from Grade 1 (6.86 years, ± 0.39) in 2010 to Grade 7 (12.9 years, ± 0.38) in 2016. Socioeconomic categories, called quintiles, were used to compare high and low socioeconomic status groups. Overweight was identified when BMI values fell above the 85th percentile, using age- and gender-specific cut-off points. The group was categorised into 4 BMI groups (never overweight, persistent overweight, overweight-to-normal and normal-to-overweight). The Bruininks Oseretsky Test of Motor Proficiency-2 (BOT-2) Short Form and selected composites measuring strength, balance, and running speed and agility were used to assess PMP.ResultsA repeated measures ANOVA analysis indicated specific PMP differences between different BMI groups, but not total motor proficiency (BOT-2 Short Form total) differences. Practical significant group differences (Cohen’s d-values) were found in running speed and agility, strength, balance and the BOT-2 total, over seven primary school years. The persistent overweight group showed the poorest performance over time, but also showed deteriorating skills and a gradual widening in perceptual-motor skills performance, compared to the other groups. BMI-related differences in perceptual-motor coordination were also more pronounced in older age groups.ConclusionsPersistent overweight negatively impacts specific motor-proficiency components, while improving weight status can counter these effects, which highlights the importance of timeous intervention to combat obesity at a young age.

Effect of sleep-disturbed breathing on maxillofacial growth and development in school-aged children

ABSTRACT Purpose : In children, snoring and apnoea cause impairments in growth, cognitive function, attention, and school performance. In this study, we aimed to identify the association between craniofacial disharmony and paediatric sleep-disordered breathing. Materials and Methods : Forty-one patients with malocclusion (19 boys; 22 girls; mean age, 10.0 ± 2.1 years) were selected from our hospital. The relationship between maxillofacial morphology, pharyngeal airway form, and nasal respiratory function was examined using cephalometric analysis and skeletal patterns. All patients underwent portable monitoring with an overnight out-of-centre sleep testing protocol that could be performed at home using a portable computerized monitoring system. Results : The respiratory disturbance index was significantly greater in patients with mandibular retrusion than those with malocclusion. Arterial oxygen saturation and nasopharyngeal area were significantly smaller in participants with Class II malocclusion than in those with other types of malocclusion. Moreover, dental cast model analyses confirmed that patients with reduced transverse maxillary dimensions had a higher obstructive sleep apnoea syndrome (OSAS) risk than those with malocclusion. Therefore, patients with mandibular retrusion have a higher OSAS risk than those with other types of malocclusion. Conclusion : Childhood maxillofacial morphology may influence adult OSAS, and early treatment for children with OSAS may help prevent adult OSAS.

RESEARCH WORK ON THE DIAGNOSIS OF LEADERSHIP ABILITIES IN PARTICIPANTS OF THE CHILDREN’S CAMP PROGRAM BY MEANS OF PASSING THE TEST OF E. ZHARIKOV, E. KRUSHELNITSKY

This article discusses the issue of leadership development in school-age children undergoing training under the educational program of the international children’s center «Artek». As a scientific substantiation of this topic, a study is also given based on the test of E. Zharikov, E. Krushelnitsky on the dynamics of the development of leadership qualities of the respondents, their communication and social skills in the short period of the camp shift — 21 days. Particular attention is paid to the age characteristics of the children participating in this study and their ability to navigate in an unfamiliar environment, adaptation and socialization in non-standard conditions of stay. In the course of this work, the results of the dynamics of leadership qualities in the process of educational activities with children are presented by the teaching staff of the camp.