Development Of School-age Children Research Articles

Analysis of the Effect of Zinc Consumption on the Growth and Development of School Age Children

Zinc is an essential mineral for the health of school-age children even though the body requires only a small amount of it. Children are among those at high risk of zinc deficiency. The aim of this study is to find out the impact of zinc consumption on the growth of school-age children. This research method uses a literature review design by searching for some articles that are relevant to the topic taken to obtain information, then analyzed and presented in a narrative form. The results show that parents who lack knowledge about the importance of zinc for health and are less attentive to this, then children may be deficient in zinc intake. As a result, it affects the child's height, weight, and brain development. When children consume zinc on a regular basis, it can support their growth, effectively deal with stunting, prevent adverse effects on their temperament, maintain the immune system, and synergistically lower blood sugar levels in obese children. In conclusion, there is a positive influence that supports the growth of the child if the need for zinc is met from food as well as supplements and a negative influence when the child consumes less zinc.

THE CORRELATION OF PARENTS' COMMUNICATION ABILITY TO THE SOCIAL EMOTIONAL DEVELOPMENT OF SCHOOL AGE CHILDREN 6-8 YEARS IN KERTASARI VILLAGE IN 2022

The pattern of communication that is applied in the family, especially the attitude of parents in educating and caring for their children is very influential on the emotional development of children. In this case, parents become values ​​for children. The values ​​instilled by parents will be more digested and adopted by children. The first treatment of parents, will be recorded by the child and affect emotional development and will gradually shape his personality. Research Objectives: This study aims to determine the relationship of parental communication skills to the social emotional development of school age children 6-8 years in paperari village in 2022. Research Methods: The research method used is quantitative with cross-sectional analytic research. The population in this study was the community of Kertasari Village in 2022 totaling 114 respondents. Data collection techniques using purposive sampling type. The results of the study: It was found that there was a significant level of 95% or a value of 5% (0.05). Chi Square test results obtained p value of (0.000) < value of (0.05). There is a Relationship between Parental Communication on Social Emotional Development of School Age Children 6-8 Years Old in Kertasari Village in 2022. Conclusion: There is a Relationship between Parental Communication on Social Emotional Development of School Age Children 6-8 Years Old in Kertasari Village in 2022.

Balanced Nutrition Optimizes the Growth and Development of School Age Children

Background : Schools, as sites of teaching and learning, are intended to evolve into Health Promotion Schools. Objective : This activity aim to provide balanced nutrition health education which can optimize growth and development in school-aged children. Methods : The method of activity is community empowerment, which is accomplished through a series of health promotion. Result : This activity is useful for increasing students' knowledge, attitudes and behavior who can implement my food plate with a balanced nutritional pattern. Health promotion also plays a vital part in shaping food environments and access to healthy options. Through initiatives like school meal programs, community gardens, and partnerships with local businesses, health promotion efforts can ensure nutritious foods are available and affordable for all children, regardless of socioeconomic status. Conclusion : The nurse in charge of the UKS should carry out regular health promotions.

Relationship between exercise habits and physical function in children aged 9-12 years.

Exercise improves physical health and positively impacts physical functions in children. Additionally, the habitual exercise established during childhood often continues into adulthood. Therefore, childhood is an important period for establishing healthy habits. Investigating the relationship between the presence or absence of daily exercise and physical functions may provide important information to confirm poor physical function in children with poor exercise habits. Therefore, this study examined the relationship between exercise habits as defined by the Japanese Ministry of Health, Labor, and Welfare and physical function in children aged 9-12 years. Approximately 239 children were included in this study. Participants answered a questionnaire about their exercise habits. We evaluated the skeletal muscle mass index, grip strength, standing broad jump, one-leg standing time, and gait deviation index. Logistic regression analyses were performed to assess exercise habit association with skeletal muscle mass index, physical function, and gait deviation index after adjusting for sex. Of the 239 children, 75.5% (n = 178) had exercise habits. A significant association was noted between exercise habits and skeletal muscle mass index and standing broad jump (skeletal muscle mass index: OR, 1.84; 95% CI, 1.01-3.36 and p<0.05; standing long jump: OR, 1.02; 95% CI, 1.00-1.04 and p<0.05). In conclusion, exercise regardless of exercise level for at least 30 min per day, 2 days per week, for at least 1 year is important for skeletal muscle mass and instantaneous lower limb muscular strength development in school-aged children.

VIDEO ANIMASI DAN PPT DAPAT MENINGKATKAN PENGETAHUAN TENTANG KONSUMSI SAYUR DAN BUAH PADA SISWA SEKOLAH DASAR

Good nutritional intake is very important to support the growth and development of school-aged children. However, consumption of vegetables and fruit among school-aged children is very low. Therefore, educational media is needed to influence knowledge, attitudes and behavior in consuming vegetables and fruit. This research aimed to determine the effect of nutrition education using video on knowledge, attitudes and consumption of vegetables and fruit. This research was an experimental research with a quasi experimental design with pre test - post test with a sample of 62 grade 4 students at Pasirkaliki 156 Elementary School Bandung. Analysis of mean differences before and after intervention used Wilcoxon Test (data is not normally distributed). Mann Whitney test was used to see the difference between control and treatment groups (P&lt;0.05 and CI 95%). There was a significant difference in students' knowledge scores between before and after being given nutrition education in the two groups. In this study, there was an increase in the average knowledge score of 2.94 points in the treatment group and 2.35 points in the control group. Attitude score average was increase 3.29 points in treatment group and 3.29 points in control group. However, changes in the average consumption of vegetables and fruit in the treatment group were lower than the control group. The research showed that animated video and power point media can be used to increase elementary school students' knowledge regarding vegetable and fruit consumption.

Pengukuran dan Penilaian Status Gizi Anak Sekolah Dasar Negeri 100 Kendari Menggunakan Indeks Massa Tubuh Menurut Umur

&lt;p&gt;&lt;em&gt;The growth and development of school-age children are linked to their nutritional status. It is necessary to monitor the nutritional well-being of these children, as issues during this crucial period can have lasting effects on their future and impact the overall quality of human resources. This research was performed to measure and assess the nutritional status of elementary school children at State Elementary School 100 Kendari based on the Body Mass Index for Age (BMI/A). The participants were pre-adolescents aged between 10-12 years old at the fourth, fifth, and sixth grade totaling to 63 students. The anthropometric measurements of weight and height was used as the primary method for assessment. Nutritional status was determined through the BMI/A. The results indicate that in the fourth grade, 12 students (57%) were classified as underweight, 8 students (38%) as normal, and 1 student (5%) as overweight. Similarly, in the fifth grade, 10 students (48%) were under weight, 8 students (38%) were normal, and 3 students (14%) were overweight. In the sixth grade, 9 students (43%) were under weight, 9 students (43%) had a normal nutritional status, and 3 students (14%) were overweight. Regular monitoring of nutritional status is emphasized as a preventive measure against nutritional problems in school-age children. &lt;/em&gt;&lt;/p&gt;

Importance of physical education in the development of school-age children

Physical inactivity poses a significant challenge in our contemporary society, emerging as one of the primary risk factors for mortality on a global scale. This issue is exacerbated by various elements, including dietary habits and attitudes toward adopting a healthy and active lifestyle. The need to address each of these factors becomes imperative to comprehend the benefits and drawbacks that can impact our health and physical well-being. The central objective of this research is to determine whether the level of physical activity these young individuals engage in regularly aligns with the recommended standards for their specific age group. Childhood and preadolescence are crucial stages in physical and mental development, and a lack of appropriate physical activity during this period can have long-term consequences for health.

Is Mindful Parenting Associated with School-Aged Children's Meta-Mood? Exploring the Role of Children's Mindfulness.

Previous studies have shown that mindful parenting is associated with children's emotional development. The current study explored the association between mindful parenting and school-aged children's meta-mood, with children's mindfulness as a potential mediator. A total of 375 valid parent-child pairs were recruited from two primary schools in China. Parents' mindful parenting and children's meta-mood were measured at baseline. Five months later, children completed measures of mindfulness and meta-mood. The results indicated that mindful parenting directly and indirectly predicted school-aged children's meta-mood, with the latter mediated by children's mindfulness. This study contributes to the field of emotional development in school-aged children. The results of this study imply that intervention in mindful parenting may foster school-aged children's healthy emotional development through children's mindfulness.

Influence of psychiatric symptom profiles of parents on sleep bruxism intensity of their children

Objective The objective of this study was to evaluate the effects of parental anxiety, depression levels and psychiatric symptom profiles of parents on the occurrence of sleep bruxism in children. Material & Methods This cross-sectional study was carried out with a sample of 94 children aged 6 to 12 years, divided into two groups: with sleep bruxism (bruxism group-BG) and without sleep bruxism (control group-CG). Beck Depression Inventory (BDI), Symptom Checklist (SCL-90-R), Symptom Checklist and Screen for Child Anxiety Related Emotional Disorders-Parent (SCARED-P) scale were used to assess anxiety and depression levels of parents. All questionnaires were filled out by parents of children. Intraoral and extraoral examinations were carried out of children in the clinic and sleep bruxism was determined. All stress conditions were investigated by logistic regression analysis. In the comparison of the qualitative data, chi-square and Fisher exact tests were used. Results The data revealed that participants whose mothers had high anxiety and interpersonal sensitivity scores, and participants whose fathers had a medium level of obsessive-compulsive disorder were more likely to have an SB problem (p < 0.05). According to the results of BDI, the fathers’ results between the BG and the CG were not statistically significant (p > 0.05). However, the mothers’ results between the BG and the CG were statistically significant (p < 0.05) When all subscales of SCARED-P were evaluated, the separation anxiety disorder subscore was statistically significant in the bruxism group. Conclusion The psychological status of parents is a significant risk factor associated with SB development in school-age children.

1H-MRS neurometabolite profiles and motor development in school-aged children who are HIV-exposed uninfected: a birth cohort study.

Alterations in regional neurometabolite levels as well as impaired neurodevelopmental outcomes have previously been observed in children who are HIV-exposed uninfected (CHEU). However, little is known about how neurometabolite profiles may relate to their developmental impairment. This study aimed to compare neurometabolite concentrations in school-aged CHEU and children who are HIV-unexposed (CHU) and to explore associations of neurometabolite profiles with functional neurodevelopment in the context of perinatal HIV exposure. We used 3 T single voxel proton magnetic resonance spectroscopy (1H-MRS) to quantify absolute and relative neurometabolites in the parietal gray and parietal white matter in school-aged CHEU and aged- and community-matched CHU. Functional neurodevelopmental outcomes were assessed using the early learning outcome measure (ELOM) tool at 6 years of age. Our study included 152 school-aged children (50% males), 110 CHEU and 42 CHU, with an average age of 74 months at the neuroimaging visit. In an adjusted multiple linear regression analysis, significantly lower glutamate (Glu) concentrations were found in CHEU as compared to CHU in the parietal gray matter (absolute Glu, p = 0.046; Glu/total creatine (Cr+PCr) ratios, p = 0.035) and lower total choline to creatine ratios (GPC+PCh/Cr+PCr) in the parietal white matter (p = 0.039). Using factor analysis and adjusted logistic regression analysis, a parietal gray matter Glu and myo-inositol (Ins) dominated factor was associated with HIV exposure status in both unadjusted (OR 0.55, 95% CI 0.17-0.45, p = 0.013) and adjusted analyses (OR 0.59, 95% CI 0.35-0.94, p = 0.031). With Ins as one of the dominating metabolites, this neurometabolic factor was similar to that found at the age of two years. Furthermore, this factor was also found to be correlated with ELOM scores of gross motor development in CHEU (Pearson's r = -0.48, p = 0.044). In addition, in CHEU, there was a significant association between Ins/Cr+PCr ratios in the parietal white matter and ELOM scores of fine motor coordination and visual motor integration in CHEU (Pearson's r = 0.51, p = 0.032). Reduced Glu concentrations in the parietal gray matter may suggest regional alterations in excitatory glutamatergic transmission pathways in the context of perinatal HIV and/or antiretroviral therapy (ART) exposure, while reduced Cho ratios in the parietal white matter suggest regional myelin loss. Identified associations between neurometabolite profiles and gross and fine motor developmental outcomes in CHEU are suggestive of a neurometabolic mechanism that may underlie impaired motor neurodevelopmental outcomes observed in CHEU.

Development of Biscuits Made from Maggot Flour and Whey Protein Isolate as a High-Protein Snack for School-Age Children

Intake of nutrients has an important role in the growth and development of school-age children; one of them is protein. A sufficient protein intake can support brain development and intelligence so that they can learn well. In general, making biscuits using only wheat flour, which only contains macronutrients and contains few other nutrients, Through the addition of maggot flour and whey protein isolate, it is expected to increase the nutritional value of biscuits, especially protein. The method used in this study was experimental. The organoleptic test using the VAS (Visual Analog Scale) method was performed by 25 semi-trained panelists. The results showed that the addition of different maggot flour and whey protein isolates had a significant effect (p≤0,05) on the quality and content of the biscuits. Treatment with the addition of 70 gr maggot flour and 50 gr whey protein isolate resulted in the highest protein value of 19,28%. While the results of the acceptance test of biscuits treated with the addition of 50 gr maggot flour and 70 gr whey protein isolate were the most preferred biscuits overall, The more maggot flour added to the biscuit dough, the higher the protein value.

Saliva contact during infancy and allergy development in school-age children.

Parent-child saliva contact during infancy might stimulate the child's immune system for effective allergy prevention. However, few studies have investigated its relation to allergy development in school-age children. We sought to investigate the relationship between parent-child saliva contact during infancy and allergy development at school age. We performed a large multicenter cross-sectional study involving Japanese school children and their parents. The self-administered questionnaires including questions from the International Study of Asthma and Allergies in Childhood were distributed to 3570 elementary and junior high school children in 2 local cities. Data were analyzed for the relationship between saliva contact during infancy (age <12 months) and the risk of allergy development, specifically eczema, allergic rhinitis, and asthma. For detailed Methods, please see the Methods section in this article's Online Repository at www.jacionline.org. The valid response rate was 94.7%. The mean and median age of children was 10.8± 2.7 and 11 (interquartile range, 9-13) years, respectively. Saliva contact via sharing eating utensils during infancy was significantly associated with a lower risk of eczema (odds ratio, 0.53; 95% CI, 0.34-0.83) at school age. Saliva contact via parental sucking of pacifiers was significantly associated with a lower risk of eczema (odds ratio, 0.24; 95% CI, 0.10-0.60) and allergic rhinitis (odds ratio, 0.33; 95% CI, 0.15-0.73), and had a borderline association with the risk of asthma in school-age children. Saliva contact during infancy may reduce the risk of developing eczema and allergic rhinitis in school-age children.

Association of gut microbiota, plasma and fecal metabolite profiles with intellectual development in school-age children.

Little is known about how the gut microbiota and metabolic profiles are related to cognitive outcomes in young children until now. It was hypothesized that the gut microbiota, the plasma and fecal metabolites significantly correlated with intelligence quotient (IQ) in school-age children in current study. This cross-sectional study enrolled 452 children aged 6-9 years old. IQ was measured using the Wechsler Intelligence Scale for Children-Fourth Edition. Fecal microbiota, plasma and fecal metabolites were analyzed using 16S rRNA amplicon sequencing and targeted metabolomic technologies, respectively. Restricted maximum likelihood (REML) analyses showed that microbiota composition and fecal metabolites were associated with neither subscale nor full-scale IQ (P: 0.059-0.500). However, plasma metabolites were significantly correlated with the processing speed (P=0.008). In multiple regression analysis after adjusting for confounders and multiple test correction, benzoic acid, azelaic acid, adipic acid, suberic acid and malonic acid selected by the multivariate methods with unbiased variable selection were positively associated with processing speed index (PSI) [Pfalse discovery rate (FDR): 0.006-0.024], whereas pyruvic acid was negatively associated with the PSI and full-scale IQ (PFDR: 0.014-0.030). In normal school-age children, certain plasma metabolites concentrations but not the gut microbiota composition nor fecal metabolites are correlated with intelligence.

The Relationship Between Parental Verbal Abuse Behavior and Psychosocial Development of School-Age Children

Background: One of the problem phenomena that still occurs in school-age children is verbal abuse, violence that harms children physically and verbally. Children who get verbal abuse will generally imitate the same things they receive from their parents. This research aimed to analyze the correlation between parental verbal abuse behavior and psychosocial development in school-age children. Method: This research used a correlational design with a cross-sectional approach. The research population was 40 school-age children (11-12 years) at MI Miftahul Huda Jatisari, with a sample of 36 respondents obtained from a purposive sampling technique. Data collection of independent variable Korean Verbal Abuse Questionnaire (K-VAQ) modification and dependent variables of children's psychosocial development used questionnaires. Results: almost (69.4%) received severe verbal abuse, and most (63.9%) had poor psychosocial development. The statistical test results used Spearman Rho obtained a p-value of 0.013 (p-value &lt; α), then H1 was accepted with R = 0.408, which means the strength of the relations. The correlation coefficient was positive, including a direct correlation, meaning that the more severe verbal abuse parents increasingly lacked psychosocial development of children. Conclusion: Psychosocial development of children is influenced by factors from parents' behavior in educating children. Parents' mistakes in responding to mistakes by scolding/blaming children can cause children to feel ashamed and worthless. It is hoped that parents should not verbally abuse children because it will lead children to behavior that inhibits or harms the child themselves.

Effects of iron supplementation on cognitive development in school-age children: Systematic review and meta-analysis.

Iron deficiency is negatively associated with children's cognitive development. Evidence showed that iron supplementation improves cognitive development. Nearly 50% of anemia is caused by iron deficiency. Anemia affects more school-age children, at an age where their brain development continues. The aim of this systematic review and meta-analysis is to review the evidence from published randomized controlled trials to evaluate the effects of iron supplementation on cognitive development and function among school-age children. Five databases including MEDLINE, EMBASE, Scopus, Web of Science and CENTRAL were used to search for articles on April 20th, 2021. The search was reconducted on October 13th, 2022 to retrieve new records. Studies were eligible if they included school children 6-12 years of age, were randomized controlled trials, and if they tested iron supplementation and measured cognitive development. Thirteen articles were included in the systematic review. Overall, iron supplementation significantly improved intelligence (standardized mean difference, 95% confidence interval) (SMD 0.46, 95%CI: 0.19, 0.73, P<0.001), attention and concentration (SMD 0.44, 95%CI: 0.07, 0.81, P = 0.02) and memory (SMD 0.44, 95%CI: 0.21, 0.67, P <0.001) of school-age children. There was no significant effect of iron supplementation on school achievement of school-age children (SMD 0.06, 95%CI: -0.15, 0.26, P = 0.56). In a subgroup analysis, iron-supplemented children who were anemic at baseline had had better outcomes of intelligence (SMD 0.79, 95%CI: 0.41, 1.16, P = 0.001) and memory (SMD 0.47, 95%CI: 0.13, 0.81; P = 0.006). Iron supplementation has a significant positive effect on the intelligence, attention and concentration, and the memory of school-age children but there was no evidence on the effect of iron supplementation on their school achievement.

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children.

Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven's Colored Progressive Matrices; abbreviated as RCPM), speed of visual-verbal processing in the Rapid Automatic Naming (RAN) test, Eye-Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5-6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status.

Relationships of the gut microbiome with cognitive development among healthy school-age children.

The gut microbiome might play a role in neurodevelopment, however, evidence remains elusive. We aimed to examine the relationship between the intestinal microbiome and cognitive development of school-age children. This cross-sectional study included healthy Israeli Arab children from different socioeconomic status (SES). The microbiome was characterized in fecal samples by implementing 16S rRNA gene sequencing. Cognitive function was measured using Stanford-Binet test, yielding full-scale Intelligence Quotient (FSIQ) score. Sociodemographics and anthropometric and hemoglobin measurements were obtained. Multivariate models were implemented to assess adjusted associations between the gut microbiome and FSIQ score, while controlling for age, sex, SES, physical growth, and hemoglobin levels. Overall, 165 children (41.2% females) aged 6-9 years were enrolled. SES score was strongly related to both FSIQ score and the gut microbiome. Measures of α-diversity were significantly associated with FSIQ score, demonstrating a more diverse, even, and rich microbiome with increased FSIQ score. Significant differences in fecal bacterial composition were found; FSIQ score explained the highest variance in bacterial β-diversity, followed by SES score. Several taxonomic differences were significantly associated with FSIQ score, including Prevotella, Dialister, Sutterella, Ruminococcus callidus, and Bacteroides uniformis. We demonstrated significant independent associations between the gut microbiome and cognitive development in school-age children.

Factors Associated With Symptoms of Anxiety and Depression in Children Who Stutter.

Children and adolescents who stutter may be at risk of elevated anxiety and depression symptoms, although studies have indicated variability in reported internalizing symptoms in this population. This study considers the association between anxiety and depression symptoms and stuttering, as well as child, family, and contextual factors that may affect this association. Thirty-five school-age children who stutter completed the Revised Children's Anxiety and Depression Scale-Short Version. We fitted regression models to examine the association between anxiety and depression symptoms with bullying, stuttering severity, family history of adverse mental health, and age in children who stutter. Family history of adverse mental health was found to significantly predict anxiety and depression scores. Age also predicted depression scores, with older children reporting higher scores. Family history of adverse mental health is associated with higher self-reported internalizing symptoms in children who stutter. The interaction between child, family, and contextual factors may change with age, and this requires further exploration in larger, longitudinal studies. The association between bullying and anxiety scores indicates the importance of anti-bullying initiatives in promoting psychosocial development in school-age children who stutter. This study also highlights the contribution of known risk factors for mental health, such as family history, to variability in symptom reporting.

Understanding the Emotional Development of School-aged Children: A Critical Review

This article explores the features of emotional development of school-aged children and discusses the significance to understand the characters and influential factors of their development in emotional competences. First, this paper explores three aspects of emotional development in school-aged children: emotional awareness, emotional expression, and emotional regulation, and emphasizes the significance of these three emotional development competences for children's mental health, academic success, and social development. In addition, three factors influencing emotional development: sociocultural background, family background, and gender are discussed. Understanding the development of school-aged children can help parents, educators, and other caregivers in comprehending the behavior of school-aged children and provide them theoretical guidance for making educational decisions. Besides, this paper highlights gaps in the literature on emotions in school-aged children, such as the insufficient research on school-age children and the lack of clear standards for the design of emotional development measurement tools. This paper gives advice for researchers interested in the emotional growth of children.

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.