Disorders In Preschool Children Research Articles

The Relationship Between Picky Eater and The Nutrional Status of Preschool Children at Gotong Royong Kindergarden in Surabaya, Indonesia

One of the eating behavior disorders in preschool children is picky eater, a behavior that is picky about food so that children experience limited consumption of a variety of foods. This impacts the nutritional status of children, which can affect their health. Therefore, this study aims to determine the relationship between children's eating behavior disorders (picky eaters) and the nutritional status of preschool children at Kindergarten Gotong Royong Surabaya, Indonesia. This was an observational analytical research with a cross-sectional research design. The sampling method used purposive sampling technique. Data were collected by filling out the CEBQ (Child Eating Behavior Questionnaire) questionnaire and anthropometric measurements of body weight and height, as well as measuring nutritional status using the indicators BB/TB (0-6 months) and BMI/U (>60 months). All data were processed using IBM SPSS v25.0 software with the Spearman rank correlation test. The results of the study showed that 53.6% of preschool children at KB-TK Gotong Royong Surabaya had eating behavior disorders (picky eaters), 46.4% of the children were non-picky eaters, 41.0% had poor nutritional status, and 43.6% had normal nutrition who were mostly non-picky eaters. The bivariate analysis results of the correlation test obtained a p-value of 0.001 (α>0.05). These data showed a relationship between picky eating disorders and the nutritional status of preschool children at Kindergarten Gotong Royong Surabaya.

Hubungan Penggunaan Gadget Terhadap Potensi Gangguan Pemusatan Perhatian Dan Hiperaktivitas Pada Anak Prasekolah Dipaud Bougenville Cawang

This study examines the relationship between gadget use and the potential for Attention Deficit and Hyperactivity Disorders (GPPH) in preschool children. The American Academy of Pediatrics recommends gadget use for preschoolers for no more than 1 hour per day. Gadget addiction can affect a child's brain development because excessive production of the hormone dopamine disrupts the maturity of the prefrontal cortex function, namely controlling emotions, self-control, responsibility, decision making and other moral values. Excessive use of gadgets can also cause problems such as ADHD. The intensity of gadget use was measured using a gadget usage habits questionnaire and GPPH using the Abbreviated Conners Rating Scale (ACRS). This study used a cross-sectional design with 27 respondents in PAUD Bougenville, Cawang with a percentage of 100%, and as many as 29.6% had normal results with a total of 8 children and as many as 70.4% had potential ADHD results with a total of 19 people. Based on the Kendall Tau test, the p-value was 0.005 < 0.05. The results of the correlation test between the gadget intensity variable and the potential for GPPH show that between the variables there is a correlation coefficient (R) of 1,000. This can mean that there is a perfect correlation between the two variables with a strong and significant level of relationship because of the sig value. less than 0.05. It is concluded that there is a significant relationship between gadget use and the risk of attention deficit hyperactivity disorder in preschool children

European Respiratory Society statement on preschool wheezing disorders: updated definitions, knowledge gaps and proposed future research directions.

Since the publication of the European Respiratory Society (ERS) task force reports on the management of preschool wheezing in 2008 and 2014, a large body of evidence has accumulated suggesting that the clinical phenotypes that were proposed (episodic (viral) wheezing and multiple-trigger wheezing) do not relate to underlying airway pathology and may not help determine response to treatment. Specifically, using clinical phenotypes alone may no longer be appropriate, and new approaches that can be used to inform clinical care are needed for future research. This ERS task force reviewed the literature published after 2008 related to preschool wheezing and has suggested that the criteria used to define wheezing disorders in preschool children should include age of diagnosis (0 to <6 years), confirmation of wheezing on at least one occasion, and more than one episode of wheezing ever. Furthermore, diagnosis and management may be improved by identifying treatable traits, including inflammatory biomarkers (blood eosinophils, aeroallergen sensitisation) associated with type-2 immunity and differential response to inhaled corticosteroids, lung function parameters and airway infection. However, more comprehensive use of biomarkers/treatable traits in predicting the response to treatment requires prospective validation. There is evidence that specific genetic traits may help guide management, but these must be adequately tested. In addition, the task force identified an absence of caregiver-reported outcomes, caregiver/self-management options and features that should prompt specialist referral for this age group. Priorities for future research include a focus on identifying 1) mechanisms driving preschool wheezing; 2) biomarkers of treatable traits and efficacy of interventions in those without allergic sensitisation/eosinophilia; 3) the need to include both objective outcomes and caregiver-reported outcomes in clinical trials; 4) the need for a suitable action plan for children with preschool wheezing; and 5) a definition of severe/difficult-to-treat preschool wheezing.

Behavioral Disorders in Preschool Children in Groups of Preschool Educational Institutions: Causes and Ways to Overcome Them

The article presents the results of empirical studies of children with negative behavior in a kindergarten group, studying the causes of behavior disorders and testing the effectiveness of methods for overcoming these violations. Various approaches have been used to shape socially acceptable behavior in children. The results of the study showed that a positive attitude towards others is primary in the development of social skills. Awareness of one’s emotional state and verbalization of states, motives, and motivations for actions is possible after the child has formed a full-fledged emotional experience. Empirical data on the characteristics of the formation of a socially acceptable model of child behavior, including the experience of a positive attitude towards peers, are generalized. Experience in using social-emotional learning in a preschool education program, including learning to name emotions, states of others, etc. (cognitive component of socio-emotional development), shows the need to clarify the content and methods of working with preschool children.

A case report of attention deficit hyperactivity disorder in preschool children treated with individualised, constitutional homoeopathic medicine

A case report of attention deficit hyperactivity disorder in preschool children treated with individualised, constitutional homoeopathic medicine

Mental health disorder in preschool children: Do we have the best tools possible to detect it?

ObjectiveThe quality of the very early emotional experiences in a child's life are recognized today as foundational in the mental health of becoming an adult. Unsurprisingly, clinicians and health authorities agree on the importance of early detection and treatment of any mental health issues experienced by the preschool child. This is even more important and challenging as young children do not yet have the language skills necessary to express their distress. But do the caregivers in charge of these populations have the best tools at their disposal to carry out that important mission in an efficient and scientifically robust manner reflecting the latest research findings and scientific literature? This is the question we try to answer in this paper. MethodWe revisited the theoretical underpinnings behind the concept of mentalization as playing a key role in the ability to understand the other's inner reality. We then carried out an extensive review of scientific papers written over the past 30 years on the subject. We examined mental representations of the adult on the child and analyzed those mentalizations as key inputs. We focused on extracting cross analyses of the mentalizations of one child by several adults with different functions in the life of the child. In this process, we used the PRISMA methodology applied to large international medical databases. ResultsWe found that the qualitative approach, usually associated with a lengthy process, has been overwhelmingly used in trying to assess patients’ mental states and to analyze the mentalizations on the patient, adult or child. Furthermore, cross analyses of mentalizations from more than one adult on a given child were almost nonexistent, despite having high epistemic and clinical potential. ConclusionsThere is a dearth of reliable quantitative tools, able to capture and analyze the mentalizations on a patient, that are scientifically robust, transposable, and easy to implement in a clinical setting. The absence of such tools for medical professionals in charge of assessing preschool children contributes, in our view, the low detection and poor treatment of mental disorders in that particularly vulnerable population. We believe there is here an urgent unmet need and that such tools should be designed, validated, and deployed into the target populations as early as possible.

A cross-sectional survey and analysis of influencing factors on the occurrence of post-burn psychological stress disorder in preschool children

Objective: To explore the occurrence and influencing factors of post-burn psychological stress disorder in preschool children. Methods: This study was a multi-center cross-sectional survey. From January 2022 to February 2023, 85 preschool children (aged 1 to 6 years) with burns admitted to the Affiliated Hospital of North Sichuan Medical College, Nanchong Central Hospital, Suining Central Hospital, Guang'an People's Hospital, and Guangyuan Central Hospital who met the inclusion criteria were selected as respondents. A self-made general information questionnaire was used to investigate the children's general data including gender, age group, residential area, main caregiver and their education level, and family type, as well as the injury condition including cause of injury and burn severity. The Child Stress Disorders Checklist was used to investigate the occurrence of psychological stress disorder in children at 3 days to 1 month after injury, and the incidence rate was calculated. The children were classified according to their general data and injury condition, and the occurrence of psychological stress disorder in children at 3 days to 1 month after injury was recorded, and the influencing factors for post-burn psychological stress disorder in preschool children were screened. Results: A total of 85 questionnaires were distributed and 85 valid questionnaires were recovered, with an effective recovery rate of 100%. Among the children, there were 45 boys and 40 girls, with most children aged 1 to 3 years. There were slightly more children in rural areas than in cities. About half of the children were mainly cared for by their parents and grandparents, respectively, and the education level of the main caregivers was mainly high school/technical secondary school. The family type was mainly core family and extended family. The main cause of injury was hydrothermal scald, and the severity of burns was mainly moderate. The incidence rate of psychological stress disorder in this group of children at 3 days to 1 month after injury was 34.12% (29/85). There were statistically significant differences in the occurrence of psychological stress disorder in children with different age groups, causes of injuries, and burn severity at 3 days to 1 month after injury (with χ2 values​​of 9.18, 7.80, and 25.47, respectively, P<0.05); there were no statistically significant differences in the occurrence of psychological stress disorder in children with different genders, residential area, main caregivers, main caregivers' education levels, or family types at 3 days to 1 month after injury (P>0.05). Multivariate logistic regression analysis showed that age group and burn severity were independent influencing factors for the occurrence of psychological stress disorder in preschool children after burns (with odds ratios of 8.21 and 33.99, respectively, and 95% confidence intervals of 1.57-43.04 and 5.55-207.93, respectively, P<0.05), the older the child and the more severe the burn, the higher the possibility of the occurrence of psychological stress disorder. Conclusions: The incidence rate of psychological stress disorder is high in preschool children after burns. Age group and burn severity are independent influencing factors for the occurrence of post-burn psychological stress disorder in this type of children.

Exploring the Effects of Repetitive Transcranial Magnetic Stimulation on Comorbid Sleep Disorders in Preschool Children with Attention-Deficit Hyperactivity Disorder.

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurological developmental disorders in children, and sleep disorders (SDs) are a common comorbidity in children with ADHD. There are currently no pharmacological treatment options for SD in children with ADHD of preschool age (4-6 years). Repetitive transcranial magnetic stimulation (rTMS) is a novel, non-invasive neuromodulation technique. This study explores the effectiveness of rTMS for comorbid SDs in preschool-aged children with ADHD. Thirty-five children of preschool age with ADHD and comorbid SDs were recruited for this study. The children were divided into a parent behavior management training (PBMT) group (n = 19) and a repetitive transcranial magnetic stimulation combined with parent behavior management training group (n = 16). Both groups underwent 8 weeks of treatment. The children's SD scores were assessed using the Chinese Children's Sleep Habits Questionnaire, were measured before the start, at the end, and 4 weeks after the end of the intervention, and were used to measure the effects. Within-group differences were compared using a repeated-measures analysis of variance, and between-group differences were compared using an independent samples t-test and Mann-Whitney U-test. Both the PBMT group and the rTMS combined with the PBMT group significantly improved the SDs of preschool-aged children with ADHD (P < .001), but the effect of the intervention was more pronounced in the rTMS combined with the PBMT group (P < .001) and lasted longer than the PBMT group (P = .004). Repetitive transcranial magnetic stimulation is a promising non-pharmacological therapy to improve SD in preschool-aged children with ADHD.

TYPES OF MUSIC ACTIVITIES IN SCHOOL EDUCATION AND THEIR ROLE IN CORRECTIVE WORK WITH CHILDREN WITH SEVERE SPEECH DEFECTS

The article discusses the problems devoted to the importance of musical activity in kindergarten as a means of corrective work with children with severe speech impairments. The author identifies the main types of musical activity and explores their influence on the process of correction of speech disorders in preschool children.

Artificial Intelligence Applications (Fluency SIS, Articulation Station Pro, and Apraxia Farm) in the Psycholinguistic Development of Preschool Children with Speech Disorders

Speech disorders in preschool children have farreaching consequences, affecting their communication abilities, social interaction, and overall development. This study aims to analyze the impact of artificial intelligence-based interventions on the psycholinguistic development of preschool children with speech disorders. To achieve this goal, the research included an experimental study conducted for five months. It rested on the intervention of AI tools and an assessment of progress. Participants were offered a program aimed at improving speech skills. The program included sessions with speech therapists and classes based on AI-based applications (Fluency SIS, Articulation Station Pro, and Apraxia Farm). Additional methods were semi-structured interviews in focus groups with parents and speech therapists, as well as statistical analysis of the obtained data. The study participants were 170 children aged 3−5 years with diagnosed speech disorders, as well as 20 parents and 6 independent speech therapists. The Shapiro-Wilk test measured the normality of the data obtained in the study. The result of this test was 0.97 (p = 0.23), which indicates a normal distribution of data. The moderate effect size (0.47) indicates a moderate difference between the scores of the two groups after the intervention. This result confirms the assumption that AI-based interventions contribute to significant improvement. The findings can become the basis for scientifically sound recommendations regarding the inclusion of AI interventions in preschool speech therapy practice. The study can aid in the development and revision of artificial intelligence applications according to the specific needs of this age group.

The mediation effect of vitamin A and vitamin D supplement in the association between serum vitamin K levels and musculoskeletal disorders in preschool children.

Vitamin K deficiency may elevate the incidence of musculoskeletal disorders (MSD), whereas it lacks validation for pediatric populations and has uncertain dose recommendations. In this context, we hypothesized that serum vitamin K levels are associated with MSD in preschool children, and the widely used vitamin A and vitamin D supplements may mediate these associations based on potential mechanisms, which expects to provide guidance for future practice. A cross-sectional study was conducted in Sichuan province in southwestern China, from January 2021 to May 2022. Serum levels of vitamin K1/K2 and 25(OH)D were determined using the high-performance liquid chromatography method, and the diagnosis of MSD was executed by clinicians. Overall and stratified logistic regression analysis based on categorized 25(OH)D levels were conducted to assess association between serum vitamin K levels and MSD prevalence after adjusting for confounders. Mediation analysis was further performed and vitamin A and D supplementation was regressed as the mediator. A total of 6,368 children aged 0-6 years old were enrolled. MSD was identified in 1179 (18.51%) of the children, while 5,189 (81.49%) of them did not present such disorder. After adjusting confounders, a significant difference was found in serum vitamin K1 level between children in MSD and Non-MSD group (OR = 0.802, 95%CI 0.745-0.864). No significant difference was found in serum vitamin K2 level between the two groups (OR = 0.975, 95%CI 0.753-1.261). The association between vitamin K1 level and MSD prevalence was partly (36.8%) mediated by vitamin A and D supplementation. A low serum vitamin K1 level is connected with an increased risk of MSD among children, highlighting that vitamin A and D supplementation is a helpful intervention to prevent MSD in children with vitamin K deficiency.

Speech Development of Children with ASD: A Neuropsychological Approach

Effective identification, support, and development of children’s abilities is a priority task of the education system in Russia. This demands deeper research based on the use of modern diagnostic technologies and neuropsychological tools, especially in what concerns children with impaired development, such as autism spectrum disorders (ASD). Neuropsychological rehabilitation of children with ASD remains a poorly understood yet critical problem. Here, we explore common neuropsychological tools employed in Russia for diagnostics and therapy of ASD in childhood. The prospects of these methods to study the speech characteristics of such children were substantiated. The study is based on a survey of 20 parents of 20 children aged 4–6 years who attend the “WE ARE TOGETHER” Special Kindergarten for Children with Autism Spectrum Disorders at Kazan Federal University (Russia). The speech characteristics of the children, starting from an early age, were thoroughly investigated during the experiment with the help of neuropsychological tools. The latter included game tasks to test social, cognitive, motor, neurodynamic, and regulatory skills, as well as the analysis of the transcripts of the interviews with both children and their parents. The results obtained facilitate the introduction of the neuropsychological approach to diagnose speech disorders in preschool children with ASD, and it can be further improved by experts in the rehabilitation and education of children exhibiting ASD symptoms.

Effect of neonatal intensive care unit hospitalization on incidence of attention deficit hyperactivity disorder in preschool children

Effect of neonatal intensive care unit hospitalization on incidence of attention deficit hyperactivity disorder in preschool children

Relationship types of parenting styles in providing smartphone with the risk of attention deficit and hyperactivity disorder in preschool children

Attention deficit and hyperactivity disorder (ADHD) is a childhood disorder characterized by inattention, hyperactivity, and impulsivity, particularly in children under seven years old. Addiction to electronic media, such as smartphones, is one of the causes. The way parents provide smartphones to their children can have an effect on the impact of smartphone use. The purpose of this study is to investigate the impact of parenting styles and the risk of attention deficit and hyperactivity disorder in preschool children. This study employs an observational analytic methodology with a cross-sectional approach. The data was analyzed using univariate and bivariate methods, as well as the chi-square test. Conforming to the results, democratic parenting was the most common kind of parenting in children who did not have ADHD, with 38 respondents (92.7%), and authoritarian parenting was the least common, with 17 respondents (89.5%). Meanwhile, for children at risk of ADHD democratic parenting is the most common parenting style, with 3 respondents (7.3%), while authoritarian parenting is the least common, with 2 respondents (10.5%). The chi-square correlation test revealed no connection between the styles of parenting in providing smartphones and the risk of attention deficit and hyperactivity disorder in preschool children (p-value 0.676 &gt; 0.05). The appropriate parenting style in handing smartphones to children from both parents and the closest people is very significant because it is related to the bad influence that children gain from using smartphones.

Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

ПРИМЕНЕНИЕ ТЕХНОЛОГИИ «БИОЭНЕРГОПЛАСТИКА» В КОРРЕКЦИИ РЕЧЕВЫХ НАРУШЕНИЙ ДЛЯ ДЕТЕЙ С ТЯЖЕЛЫМИ НАРУШЕНИЯМИ РЕЧИ «ДРУЖАТ ВМЕСТЕ РУКА И ЯЗЫК»

The article discusses a non-standard method of performing articulatory gymnastics — bioenergoplasty. The term “bioenergoplasty”, the principle of operation, stages, advantages and effectiveness of overcoming sound pronunciation disorders in preschool children with severe speech impairments are revealed. Also offered are original articulation poems and a fairy tale, which will help maintain interest in the classes. This article will be useful to speech therapists, educators and parents.

The gut-brain axis — clinical study results

The aim of the study was to investigate the intestinal microbiome in children with autism spectrum disorders (ASD). The study was observational, cohort, comparative. All the patients included in it were divided into 2 groups. The first (comparison group main) group (n=43) consisted of children preschool aged of 1 and 2 health groups; the second (n=38, main group) children with an established diagnosis of ASD. It was stated that children with ASD are characterized by the most frequent (p=0.001) detection of intestinal dysbiosis; the detection of significant disorders in the form of intestinal dysbiosis of 3-4 degrees (p=0.001); a significant decrease in the total bacterial mass of the intestinal microbiota (γ=0.29, p=0.006); a decrease in the representation of the main representatives of the philometabolic nucleus of the microbiota: Lactobacillus (p&lt;0.05); Bifidobacterium (p&lt;0.05); Bacteroides (p&lt;0.05) and a number of individual producers of polyunsaturated fatty acids (0.001&lt;p≤0.050). A negative relationship was found between the integral indicator of autism severity and the representation of typical E.coli (R=0.57; F=4.17; p&lt;0.045). In that way Autism spectrum disorders in preschool children are associated with changes in intestinal biocenosis. The structure of microbiome differed significantly from that typical for healthy children. There is a relationship between the severity of dysbiotic disorders and the severity of cognitive disorders in absent-minded.

Prevalence and influencing factors of sleep disorders among preschool children in Urumqi city: a cross-sectional survey

BackgroundSleep disorders refer to physiological and psychological states that cause adverse consequences due to the inability to fall asleep or poor sleep quality. The prevalence of sleep disorders varies greatly in different countries and regions due to different causes. This study aimed to investigate the prevalence and influencing factors of sleep disorders among preschool children in Urumqi city, China.MethodsA cross-sectional study was conducted with stratified random cluster sampling. Children aged 3–6 years old in one kindergarten randomly selected from each of the 8 districts of Urumqi from March to July 2022, and their parents were surveyed with a sleep quality questionnaire.ResultsThe prevalence of sleep disorders among preschool children in Urumqi was 14.29% (191/1336), and the prevalence of different symptoms was 42.81% for limb movements, 19.61% for snoring, 18.11% for bruxism, 16.39% for sleep talking, 12.57% for sweating, 11.60% for nocturnal awakening, 8.46% for nightmares, 6.89% for bed wetting, 3.74% for apnea, and 3.29% for sleepwalking. The prevalence of body movements, snoring, sweating, night-wake, nightmares, bed-wetting, apnea, and sleepwalking among different ethnicities were significantly different (P < 0.05). Multivariate analysis revealed that the major risk factors of sleep disorders were difficulty adapting to new environments, unwillingness to express emotions, inconsistent attitudes of the family toward children’s education, running before bedtime, strict family education methods, etc.ConclusionThe prevalence of sleep disorders in preschool children in Urumqi is lower than the average level reported in other studies. Many factors affect the prevalence of sleep disorders in preschool children, but it is necessary to focus on the ability to adapt to new environments, psychological problems, and the impact of family education on sleep disorders. Further studies on the prevention and treatment of sleep disorders are needed for different ethnicities.

The Relationship between Mother Pregnancy at a Young Age and the Emotional Development of Children Aged 3-5 Years

The prevalence of emotional and behavioral disorders in preschool children is relatively high. One factor influencing children's emotional development is the mother's age during pregnancy. This study aimed to determine the relationship between maternal pregnancy at a young age and the emotional development of children aged 3-5 years. This study used a cross-sectional survey approach. The research subjects were all pregnant women and comprised 64 respondents, taken by simple random sampling. The independent variable is the emotional development of children aged 3-5 years as measured using the SDQ questionnaire. The dependent variable, namely the mother's age, was measured using a questionnaire. Data collection included coding, editing, data entry, and tabulation, then analyzed using a computer with chi-square. Of the 64 respondents studied, 54 respondents (84.4%) were pregnant women aged &lt;20 years and experienced abnormal child emotional development, and 52 respondents (81.3%). The correlation test results between the mother's age during pregnancy and the child's emotional development obtained a coefficient of 0.565 with a significance value of 0.001. It can be concluded that a relationship exists between maternal pregnancy at a young age and the emotional development of children aged 3-5 years. Suggestions for adolescents, families, and health workers not to get married before the age of 20 so that there are no disturbances in the emotional development of children aged 3-5 years.

Нейропсихологический подход в коррекции речевой слуховой агнозии у детей дошкольного возраста

The study aims to substantiate the relevance of using a neuropsychological approach in the formation of auditory gnosis in preschool children with speech disorders in modern speech therapy practice. The paper summarises the results of Russian research in the field of neuroscience on the structure and functioning of brain systems that ensure the perception and implementation of speech activities; determines the goals, objectives, stages of a pedagogical experimental work to overcome speech auditory agnosia in preschool age. The authors analysed the ontogenesis and symptoms of auditory gnosis disorders in children, justified the need to overcome these disorders in preschool age in game activities. The scientific novelty of the study lies in the fact that the relationship between auditory disorders and the main modern causes of systemic speech disorders in preschool children has been determined, the use of a neuropsychological approach in auditory gnosis formation has been tested, which is reflected in the authors’ complex of special speech therapy games. The multifunctionality of the games of this complex is realised in the normalisation of auditory gnosis simultaneously with finger and articulatory praxis, which increases the effectiveness of corrective action. The results of the experimental work convincingly prove the effectiveness of a neuropsychological approach in the correction of speech auditory agnosia in preschool children.