Development Of School-age Children Research Articles

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.

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.

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;