Development Of Preschool Children Research Articles

Sex-Specific Associations between Maternal Thyroid Peroxidase Antibodies and Cognitive Development in Preschool Children: A Prospective Cohort Study.

Background: An association between maternal thyroid dysfunction throughout pregnancy and the subsequent risk of neurodevelopmental abnormalities in offspring has been demonstrated. However, the potential effects of maternal thyroid autoimmunity on neurodevelopment in the absence of maternal hypothyroidism remain unclear. Therefore, in this study, we explored the association between maternal thyroid peroxidase antibody (TPOAb) positivity and cognitive development in preschool children. Methods: A total of 1849 mother-child pairs were recruited from the Ma'anshan Birth Cohort (MABC) Study. During the follow-up period, an electrochemiluminescence immunoassay was used to retrospectively measure serum TPOAb levels in pregnant women. The cognitive development of preschool children was evaluated by using the Chinese version of the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV). A growth mixture model was used to fit the trajectory of TPOAb. Multiple linear regression and logistic regression models were used to explore the associations between the developmental trajectory of TPOAb-positivity at different gestational periods and the cognitive development of preschool children by sex. Results: A total of 1849 mother-child pairs (mean [SD] age: 26.7 [3.6] years) were enrolled in the final study. Maternal TPOAb positivity in the first trimester was associated with a risk of below-average processing speed index in girls (OR: 2.07; 95% CI 1.06 to 4.01) and below-average full-scale intelligence quotient (FSIQ) in boys (OR: 2.36; 95% CI: 1.10 to 5.05). Maternal TPOAb positivity in the third trimester (T3) was associated with below-average working memory index (WMI) (OR: 2.51; 95% CI: 1.02 to 6.20) in girls. In girls, the WMI (β = -3.17, 95% CI: -5.82 to -0.52), fluid reasoning index (FRI) (β = -4.49, 95% CI: -7.18 to -1.80), and FSIQ score (β = -2.43, 95% CI: -4.77 to -0.08) decreased, whereas in mothers, the level of log-transformed thyroid peroxidase antibody (lgTPOAb) increased during pregnancy. Conclusions: Positive maternal TPOAb levels during pregnancy may be associated with poorer cognitive development in preschool children. These findings require independent confirmation in other populations.

Socioeconomic Status and Its Impact on Language Development in Preschool Children in South Sudan

Purpose: The aim of the study was to analyze the socioeconomic status and its impact on language development in preschool children. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Socioeconomic status significantly influences language development in preschool children, with higher SES linked to better language skills. Disadvantaged backgrounds often correlate with delayed language acquisition and poorer linguistic abilities. Factors like access to resources and parental education impact language outcomes. Unique Contribution to Theory, Practice and Policy: Social interactionist theory, the theory of cultural capital & the ecological systems theory may be used to anchor future studies on socioeconomic status and its impact on language development in preschool children. Provide professional development opportunities for educators and caregivers to enhance their understanding of the impact of socioeconomic factors on language development and equip them with effective strategies for addressing language disparities in diverse preschool settings. Advocate for policies that prioritize equitable access to high-quality early childhood education and childcare services, including targeted funding initiatives aimed at improving resources and staffing ratios in preschools serving low-income communities.

Investigating the Relationship of Serum CD163, YKL40 and VILIP-1 Levels with Autism Severity and Language-cognitive Development in Preschool Children with Autism

Investigating the Relationship of Serum CD163, YKL40 and VILIP-1 Levels with Autism Severity and Language-cognitive Development in Preschool Children with Autism

Longitudinal changes of refractive error in preschool children with congenital ectopia lentis.

Congenital ectopia lentis (CEL) is a hereditary eye disease which severely impacts preschool children's visual function and development. This study aimed to evaluate the longitudinal changes in spherical equivalent (SE) refractive error in preschool children with CEL. A retrospective cohort study was conducted at Zhongshan Ophthalmic Center, Guangzhou, China. Medical records of CEL patients under 6-year-old who were diagnosed with Marfan syndrome at the initial visit from January 2014 to March 2022 were collected and were divided into surgery and non-surgery groups. Mean change rate of SE in the two groups was evaluated, and the potential associated factors of SE change rate were investigated by mixed-effect regression model. A total of 94 preschool patients from 14 provinces of China were included. Among the 42 children of the surgery group, the mean age with standard deviation (SD) was 5.02 ± 0.81years and patients experienced a myopic shift of -0.05 ± 0.09D/month in average. The mean age with SD of the 52 children of the non-surgery group was 4.34 ± 1.02years, and the mean myopic shift was -0.09 ± 0.14D/month. The mixed-effect regression model identified that higher degree of myopia at baseline was associated with slower myopic shift both in surgery (β = 0.901, 95% CI: 0.822 ~ 0.980, P < 0.001) and in non-surgery group (β = 1.006, 95% CI: 0.977 ~ 1.034, P < 0.001) in CEL patients. Surgical treatment (β = 2.635, 95% CI: 1.376 ~ 3.894, P < 0.001) was associated with slower myopic shift in all participants CEL patients. Myopic progression was slower in the surgery group than in the non-surgery group of CEL. Preschool CEL patients who met the surgical indication are suggested being performed with timely surgery to slow down the myopic progression.

Pre-school children's literacy development in the Kazakh home learning environment

The home environment and experiences before a child enters formal schooling have a significant impact on their educational progress and results. Most research in this area has been conducted in Western countries and may differ across different countries and cultures. The purpose of this study is to investigate how literacy skills are developed in Kazakh homes and the kinds of social interactions that take place between parents and children to foster this development. An ethnographic case study design through participant observations and interviews was used to further understand the relationship between the Kazakh home learning environment (HLE) and literacy development in four affluent and highly educated families. The findings of this study suggest that parent-child social interactions play an important role in the development of literacy skills in Kazakh families. The parents purposefully used play, joint book reading and storytelling to focus on oral language development and to establish skills in one language first despite the fact that Kazakhstan is a bilingual country that is gradually moving towards a trilingual policy (Kazakh, Russian and English). The study highlights the types of regular and high-quality literacy-related social interactions parents engage in to help their children succeed educationally in school and beyond. The findings of this study suggest that children would benefit from regular parent-child interactions and policymakers and other stakeholders responsible for early years learning and development should encourage parents to be actively involved in their children's learning and literacy development in the home environment.

Cultivation Approaches of Personality Development in Preschool Children through Family Education

The personality development of preschool children constitutes a crucial task in the realm of family education. Simultaneously, family education plays an indispensable role in shaping the personality of preschool children. This paper delves into an in-depth exploration of methodologies to effectively facilitate the personality development of preschool children. It focuses on providing a stable family environment, establishing positive parent-child relationships, nurturing proactive emotional expression abilities, fostering the development of social skills, cultivating self-control capabilities, and encouraging autonomy and creativity in preschool children. Through these approaches, family education can effectively stimulate the personality development of preschool children, thereby laying a solid foundation for their future growth.

Parental and Teacher Factors Associated with Cognitive Development of Preschool Children

Early years are the foundational stages for children's cognitive development. This study aimed at analyzing the parental and teacher characteristics associated with preschool children's cognitive development. A cross-sectional design based on quantitative data was adopted in the study. A standard checklist was used to test the cognitive skills of 280 preschool children sampled through multi-stage cum stratified method equally from community and institutional schools in Birendranagar Municipality of Surkhet district in Nepal. The 280 parents and 32 teachers of these children were interviewed for their background characteristics. Many parental and teacher characteristics had significant association with children's cognitive development. The mothers with secondary level and higher education and employing non-labour occupation were associated with their children's higher cognitive outcomes. Similarly, teachers with secondary level and higher degree, preschool experiences below ten years, and high-paid salaries had significant positive association with children's cognitive development. Additionally, parental interaction and engagement with children and their teachers were beneficial for better cognitive skills of the children. So, the educational plans, policies, and programmes should give equal priority to the parental programmes to sensitize and empower the parents, especially the mothers, for their active roles in caring their children and interacting with the teachers. At the same time, the government and all the educational institutions should minimize the gap on teacher's pay between preschool and higher levels.

The Relationship between Parenting Patterns and Gross Motor Development in Pre-School Children

Development is psychological change as a result of the process of maturation of psychological and physical functions in children, which is supported by environmental factors and the learning process over a certain period of time towards maturity. The purpose of this study was to determine the relationship between parenting patterns and gross motor development in pre-school children at TKIT Bina Insani, Mojoroto District, Kediri. The design of this research is correlation analytic. The population in this study were all parents and pre-school children at Bina Insani Islamic Kindergarten. In accordance with predetermined research criteria, In accordance with predetermined research criteria, a sample of 48 respondents was obtained. The results of data analysis using the Fisher's Exact Test show that p-value = 0.000 at α = 0.05, because p-value &lt; α then H0 is rejected and H1 is accepted, which means there is a relationship between sharpening patterns and gross motor development in pre-school children in TKIT Bina Insani, Mojoroto District, Kediri. It is hoped that we can develop outreach to parents so that parents can develop honing patterns that suit the child's needs so that the child's gross motor development can run well.

Pretend Play and Project-Based Learning as Factors in the Development of Preschool Children

In psychology, playing is traditionally considered the most developing form of preschool children’s activity. Nowadays, despite the large amount of research demonstrating the significant impact of pretend play on the psychological development of the preschoolers, project-based learning is widespread in kindergartens. Therefore, the purpose of this work is to determine whether it is enough for the successful development of the preschool children to include them in pretend play or whether it is important to use other educational technologies as well. According to the cultural-historical and activity-based approaches in the educational psychology, the key features of play and project-based learning are identified as fundamental for the development of the preschoolers. Based on the identified key features, the authors conduct a comparative analysis of play and project-based learning in order to determine their fundamental differences. The results of the analysis show that these types of activities have their own developmental tools: an imaginary situation (in play) and a space for children’s realization (for project-based activity). It is also demonstrated that inclusion in pretend play involves a process orientation caused by the underdevelopment of the operational sphere in the preschoolers, while project-based learning is result-oriented activity aimed at creating a socially significant product. Finally, an essential point in play and project-based activity is associated with the role of the adult. In play, the child is independent, being the subject of play activity. In project activities, the child is the author of an idea, with the adult being the child’s interpreter. The research shows the fundamental differences between pretend play and project-based activity for the development of the preschoolers, which should be taken into account when working with children of this age.

Effectiveness of Providing Brain Gym on Gross Motor Development in Preschool Children

Effectiveness of Providing Brain Gym on Gross Motor Development in Preschool Children

PERAN ORANG TUA PADA TUMBUH KEMBANG ANAK PRASEKOLAH DENGAN PENGGUNAAN GADGET DI BANDA ACEH

Introducing the gadget to children at an early age can affect their social interaction skills since they tend to be engrossed in their world by focusing on it. Furthermore, they tend to be less aware of their environment to ignore someone who greets or invites them to talk to them. Adversely, their obsession with games can reduce their interest and learning achievement. In addition, the eagerness to browse the internet to access such videos can preoccupy them so that they much less socialize with their peers or even their parents. The purpose of this study was to observe the role of parents on the growth of preschool children with the use of gadgets at TK AsyiahSukaRamai in Banda Aceh. The research design used in this study was descriptive and correlative. The sample was 40 respondents. The data were collected from 3rd to 6th December 2022 through the use of questionnaires. The data were analyzed using the Chi-Square test. The results showed that there is a relationship between the role of parents to preschool children with the use of gadgets as a guide with the value of p = 0.020, as an educator with p = 0.020, and as a supervisor with p = 0.001. In addition, there is a relationship between the role of parents as a motivator for preschool children with the influence of gadgets with a value of p = 0.021. It is expected that the result of this research can provide valuable insight to parents in guiding, educating, supervising, and motivating their preschool children's development in this digital era, especially in terms of the negative influence of gadgets.

O064 Screen Time, Sleep, and Behavioural Development in Preschool Children: Relationships Caregiver Rules and Perceptions of Screen Time

Abstract Sleep is highly important for children’s behaviour (Touchette et al., 2007). However, screen time is associated with poorer sleep (Janssen et al., 2020), and greater behavioural difficulties (Hinkley et al., 2018), but they are rarely investigated together. Caregivers’ rules and perceptions about screen time are also associated with children’s engagement with screens. Caregivers of preschoolers completed online questionnaires about children’s screen time, sleep-related behaviours (Child Sleep-Wake Scale), behaviour (Child Behavior Checklist (CBCL, 1.5-5)), person-social development (Ages and Stages Questionnaire-3 (ASQ-3)), and questions about their rules and perceptions of screen time. Greater screen times predicted lower personal-social scores, and better sleep-related behaviours predicted lower internalising scores. Greater screen times were predicted by caregivers’ tendency to disagree about limits on screen time and a greater inclination to think limits cause conflict. Lower child personal-social scores predicted caregivers’ tendency to disagree about screen time limits. Greater child externalising behaviours predicted caregivers’ belief that screen time helps calm their child and that time limits cause conflicts. Poorer child sleep also predicted caregivers’ tendency to think screen time limits cause conflict. Therefore, caregivers’ rules and perceptions are associated with children’s screen times, but also children’s behaviours are associated with caregivers’ rules and perceptions about screen time. This is concerning as screen time predicted poorer personal-social behaviours in children. Providing caregivers with alternative ways to manage behaviours and conflicts surrounding time limits could also help in managing children’s screen times. This could have long-term implications for healthy sleep, social, and behavioural development in children.

Using Nvivo to Analyze the Impact of Computer Simulation of Parent-Child Cooperative Art Activities on the Growth of Preschool Children.

Psychology originally defined parent-child conflict in terms of interpersonal relationships, where parent-child conflict is a process of inconsistent attitudes between parents and children that occurs in a family setting. For this end, we aims to investigate the influence of parental awareness on preschoolers' perception of parent-child conflict and the mediating role of preschoolers' self-esteem. This paper proposes a dynamic parent-child relationship discovery algorithm based on the impact of parent-child cooperation activities on preschool children's development. We applied SPSS and Mplus statistical software for data processing and analysis, and Nvivo 11.0 qualitative software for validation and analysis. The reliability of preschool children's perceived parent-child conflict and sub-dimensions were: 0.901, 0.799, 0.791, 0.811, 0.729; the total scale and the retest reliability of each dimension were: 0.914, 0.837, 0.836, 0.792, 0.711. Validated factor analysis using Mplus: RMSEA = 0.075, TLI = 0.856, CFI = 0.876, SRMR = 0.064.

Analysis of the Impact of Stunting on Psychosocial Development in Pre-School Children in the Working Area Seberang Padang Community Health Center

Aims: This study aimed to determine the impact of stunting on psychosocial development in preschool children in terms of motoric, cognitive, affective, language, personality, moral spiritual, social the working area of the Seberang Padang Health Center in 2022. Method: Research’s type is quantitative with a descriptive research design. The sample population in this study were Children age 3-6 years who experienced stunting in the previous year in the Seberang Padang Health Center Work Area, totaling sample is 32 people. Sampling using the proportional random sampling method The instrument used is the evaluation of psychosocial development. Data analysis is univariate. Result: This research was conducted on preschool children (3-6 years), where there were 13 girls and 19 boys. This study shows that less than half of the respondents (46.7%) analyze the impact of stunting at risk on psychosocial development with the following details: more than half (53.1%) the impact of stunting is at risk on psychosocial (motor) development, less than half (46.7%) the impact of stunting has a risk on psychosocial (cognitive) development, less than half (31.2%) the impact of stunting has a risk on psychosocial (affective) development, and more than half (53.1%) the impact of a risk on psychosocial (language) development. at risk for psychosocial (social) development. Conclusion: addressing stunting and ensuring proper nutrition during pregnancy and early childhood is crucial for optimal child development and long-term well-being. Discussion: the leadership of the opposite Padang health center should provide education to mothers regarding nutritious food and psychosocial monitoring of preschool children at least once a month.

The effect of fetal alcohol syndrome on the mental and physical development of a preschool child: a clinical case

The article describes a clinical case demonstrating the effect of fetal alcohol syndrome on a preschool child's development, demonstrating the challenging diagnosis of this disorder, often leading to irreversible congenital mental and physical defects. The challenging diagnosis is because doctors are unaware of the mother's alcohol consumption during pregnancy. Doctors may suspect that the child has Fetal alcohol syndrome, according to the presence of facial dysmorphism and the state of health of the mother (pronounced signs of alcohol dependence). The clinical manifestations of the adverse effects of alcohol on the development of the child described in the article indicate the need to organize early diagnosis and comprehensive habilitation.

Play and learning materials in university model preschool: Exploring the availability and utilization

This study explored the availability and utilization of play and learning materials in the Haromaya University Model Preschool, Ethiopia. In doing so, a qualitative case study design was employed. Data were generated from five chosen teaching staff of the model preschools purposively traced by the researchers. Interview protocol and observation checklist were utilized as a data-gathering tool. To comprehend the phenomenon, the researcher used thematic analysis. The study's findings were illustrated with 3 major themes and 8 sub-themes. There are average materials available for play and education in the model preschool. Teachers utilize play and learning materials to introduce new concepts, reinforce learning, promote socio-emotional development, and promote creativity. Several factors determine the usage of play materials for learning: economy, perception, and attitude of teachers, and educational qualification of teacher topping the list. In conclusion, play and learning materials are essential for preschool children's development. They help children learn engagingly, promote creativity and problem-solving skills, and provide opportunities to explore, learn, and grow. However, the level of play and learning materials is different than expected. It can create a disparity in the quality of education that children receive. To address this issue, increased funding for preschool programs, provision of training for preschool teachers on using play and learning materials effectively, and awareness creation about the importance of play and learning materials should be in place.

Changing the dynamics of preschool children's social play with technology: evaluation of technology-based supports for tools of the mind style play

ABSTRACT In the context of a pandemic that has had wide-ranging negative impacts on preschool children's socioemotional development it is important to consider uses of technology to support children re-engaging socially with peers. In this article, we review the landscape of systems to support children's face-to-face collaboration and identify an underexplored approach that could be well suited for the current context: using technology in a peripheral role to support activities where the focus is on other children and non-electronic objects and where children are free to engage with the physical space around them with the support of adults. We then present a pre-pandemic evaluation of StoryCarnival, a system with these underexplored characteristics, designed to support preschool children's sociodramatic play, for which there is evidence of numerous benefits that can positively impact children's socioemotional development. The results of the evaluation comparing sociodramatic play with and without StoryCarnival's support suggest that while not being the focus of the activity, StoryCarnival's components changed the dynamics of play for the children in the study during our observations, such that children displayed more mature play characteristics. Our discussion includes implications for child-computer interaction and considerations for the pandemic context.

Global hotspots and trends in research on preschool children's motor development from 2012 to 2022: a bibliometric analysis.

Motor development plays an important role in human development throughout the lifespans, from conception to death, and has received increasing scholarly attention in recent years. However, valuable comprehensive reviews and literature analysis on this topic are still lacking. Here, this bibliometric study aimed to identify global motor development research hotspots and trends on preschool children's motor development from 2012 to 2022. CiteSpace 6.1.R4 was used to visualize and analyze general bibliometric characteristics, research hotspots, and trends through a review of 2,583 articles on the motor development of preschool children, which were published from 2012 to 2022 and included in the Web of Science Core Collection. Research on motor development in preschool children has been carried out into a phase of rapid development. The top five frequently occurring keywords were physical activity (n = 489), performance (n = 319), intervention (n = 222), health (n = 196), and executive function (n = 165); The top five keywords in terms of centrality are academic achievement (0.22), low birth weight (0.16), association (0.14), brain (0.13), and cerebral palsy (0.13). Thirteen keyword clusters were produced from the log-likelihood ratio (Q = 0.74, S = 0.88), and five research topics has been received focused attention in recent years. The keywords with the strongest citation bursts in the last 5 years are developing country (S = 5.92), school-aged children (S = 5.86), middle-income country (S = 3.46), efficacy (S = 5.41), readiness (S = 3.21), motor proficiency (S = 3.6), and screen time (S = 3.3), indicating newly emerging research trends. The results indicated that interventions involving fundamental movement skills, cognitive function, 24-h movement behaviors, neurodevelopmental disorders, and health-related fitness were hot topics in the field of motor development over the last decade. Emerging research trends generally center on school readiness, socioeconomic status, motor proficiency, and screen time.

The Effect of Puzzle Educational Game Tools on Fine Motor Development in Pre-school Children at Al-Wahdah Kindergarten Bandung City

Fine motor development is a movement that uses smooth muscles or certain parts of the body that are influenced by learning and practicing opportunities. Delayed fine motor development results in children's development being inappropriate for their age. Overcoming this, need stimulation to improve fine motor skills such as playing a puzzle. The purpose of this study was to determine the effect of Educational Games Tools puzzle on fine motor development in children. This type of research is pre-experimental research with one group pre-test post-test design. The sample of this study was children aged 5-6 years in TK Al-Wahdah totaling 45 samples. The instrument of this research used a modified sheet of KPSP fine motor. Analysis of univariate data before being treated to playing puzzles, found that there were 33 children in the appropriate category (73.3%) and 12 people in the unsuitable category (26.7%). After being given therapy playing puzzle children in the appropriate category were 45 people (100.0%). Based on the results of calculations using the Mc Nemar test, a p-value of 0.000 &lt; (0.05) was obtained, and X counted 14.08 &gt;X table 3.841. It can be concluded that there is an effect of puzzle educational game tools on fine motor development in pre-school age children at TK Al-Wahdah Bandung City. For teachers and health centers it is recommended to be able to redevelop puzzle games by stimulating children to use puzzles that are more varied and harmless, and can pay more attention to fine motor development in children in the future.

The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5-6 years of age.

Children in need of special support often display delays in time processing ability, affecting everyday functioning. MyTime is an intervention programme for systematic training of time processing ability. To support preschool children's development of time processing ability and everyday functioning, it is necessary to include their perspectives of the MyTime intervention programme. A previous study shows that MyTime is feasible with children in the preschool setting and shows positive effects on time processing ability for older children in special schools. Yet, there is a lack of knowledge regarding how preschool children experience the intervention programme and how they understand its meaning. The aim of this study was to explore the experiences and the meaning of using MyTime from the perspective of children with informal needs of special support (INS) 5-6 years of age in the preschool context. To explore the children's perspectives, video-recorded interviews with 21 children were analysed hermeneutically. To facilitate the interview situation with the children in need of special support, the Talking Mats© was used. Both body and spoken languages were analysed. The results reveal children as active participants, willing to share their experiences of using the MyTime intervention in the preschool context. The conceptualization of the children's experiences and expressions uncovers their meaning of using the MyTime intervention as to know and to understand time by doing. When children are given the opportunity to use concrete tools to understand and measure time, they experience themselves as active participants involved and engaged in the intervention. They reveal meaningful experiences to be able to manage time that facilitate their everyday functioning and participation in the preschool context.