Milestones In Children Research Articles

Exploring Early Number Abilities With Multimodal Transformers.

Early number skills represent critical milestones in children's cognitive development and are shaped over years of interacting with quantities and numerals in various contexts. Several connectionist computational models have attempted to emulate how certain number concepts may be learned, represented, and processed in the brain. However, these models mainly used highly simplified inputs and focused on limited tasks. We expand on previous work in two directions: First, we train a model end-to-end on video demonstrations in a synthetic environment with multimodal visual and language inputs. Second, we use a more holistic dataset of 35 tasks, covering enumeration, set comparisons, symbolic digits, and seriation. The order in which the model acquires tasks reflects input length and variability, and the resulting trajectories mostly fit with findings from educational psychology. The trained model also displays symbolic and non-symbolic size and distance effects. Using techniques from interpretability research, we investigate how our attention-based model integrates cross-modal representations and binds them into context-specific associative networks to solve different tasks. We compare models trained with and without symbolic inputs and find that the purely non-symbolic model employs more processing-intensive strategies to determine setsize.

Setting a research agenda for examining early risk for elevated cognitive disengagement syndrome symptoms using data from the ABCD cohort.

Little research has examined early life risk for symptoms of cognitive disengagement syndrome (CDS) despite a well-established literature regarding co-occurring outcomes (e.g., attention-deficit/hyperactivity disorder). The current study estimated bivariate associations between early life risk factors and CDS in a large and representative sample of U.S. children. We conducted secondary analyses of baseline data from the Adolescent Brain Cognitive Development (ABCD) study (N = 8,096 children, 9-10 years old). Birthing parents reported early life risk factors on a developmental history questionnaire, including parental, prenatal, delivery and birth, and developmental milestone information. They also completed the Child Behavior Checklist, which includes a CDS subscale that was dichotomized to estimate the odds of elevated CDS symptoms (i.e., T-score > 70) in children related to risk indices. We observed significantly elevated odds of CDS related to parental risk factors (i.e., unplanned pregnancy, pregnancy awareness after 6 weeks, teenage parenthood), birthing parent illnesses in pregnancy (i.e., severe nausea, proteinuria, pre-eclampsia/toxemia, severe anemia, urinary tract infection), pregnancy complications (i.e., bleeding), prenatal substance exposures (i.e., prescription medication, tobacco, illicit drugs), delivery and birth risk factors (i.e., child blue at delivery, child not breathing, jaundice, incubation after delivery), and late motor and speech milestones in children. Several early-life risk factors were associated with elevated odds of CDS at ages 9-10 years; study design prevents the determination of causality. Further investigation is warranted regarding early life origins of CDS with priority given to risk indices that have upstream commonalities (i.e., that restrict fetal growth, nutrients, and oxygen).

Age-related T1 mapping, fat fraction, diffusion and perfusion parameters of the lumbar vertebrae in healthy children under 3.0 T MRI

Compare the T1 mapping, fat fraction, diffusion and perfusion parameters of the lumbar vertebrae of different age groups to establish normal values for healthy children and observe the trends in these parameters with age. A total of 146 healthy children (0-14 years) were included in this prospective study and underwent 3.0 T lumbar MRI examination. The study cohort was divided into five age groups (Group A∼E) according to development milestones in children. T1 mapping, Dixon and IVIM (intravoxel incoherent motion)sequence images were used to measure the parameters of lumbar vertebrae 2-4. The normal values of each parameter were measured and compared across different age groups. The T1 value was negatively correlated with age (r=-0.619, p<0.001). The fat fraction (FF%) was positively correlated with age (r=0.635, p<0.001). There was a negative correlation between the D value and age (r=-0.406, p<0.001). The D∗ value was positively correlated with age (r=0.54, p<0.001). The f value was positively correlated with age (r=0.775, p<0.001). The inflexion points of the T1 value and FF% curves were at approximately 3 years old (36 months).The inflexion points of the IVIM-related parameter curves were approximately 5 years old (60 months). The age-dependent differences in the vertebral body parameters of this pediatric cohort suggest changes in the bone marrow composition and cellular structure of the vertebral body during physiological growth in children. The establishment of normal values of children's lumbar spine can facilitate the clinical study of diseases.

Shaking Up Our Approach: The Need for Characterization and Optimization of Pre-clinical Models of Infant Abusive Head Trauma.

Traumatic brain injuries (TBIs) are a large societal and individual burden. In the first year of life, the vast majority of these injuries are the result of inflicted abusive events by a trusted caregiver. Abusive head trauma (AHT) in infants, formerly known as shaken baby syndrome, is the leading cause of inflicted mortality and morbidity in this population. In this review we address clinical diagnosis, symptoms, prognosis, and neuropathology of AHT, emphasizing the burden of repetitive AHT. Next, we consider existing animal models of AHT, and we evaluate key features of an ideal model, highlighting important developmental milestones in children most vulnerable to AHT. We draw on insights from other injury models, such as repetitive, mild TBIs (RmTBIs), post-traumatic epilepsy (PTE), hypoxic-ischemic injuries, and maternal neglect, to speculate on key knowledge gaps and underline important new opportunities in pre-clinical AHT research. Finally, potential treatment options to facilitate healthy development in children following an AHT are considered. Together, this review aims to drive the field toward optimized, well-characterized animal models of AHT, which will allow for greater insight into the underlying neuropathological and neurobehavioral consequences of AHT.

Early childhood neurodevelopmental milestones in children with allergic diseases: the Japan Environment and Children’s Study (JECS)

This study investigated the potential link between early childhood allergic diseases and neurodevelopmental milestone attainment during the first 3 years of life. Utilizing data from a large-scale prospective birth cohort study in Japan, encompassing 87,986 children, we examined physician-diagnosed and caregiver-reported allergic conditions, including atopic dermatitis (AD), asthma, and food allergy (FA). Neurodevelopmental milestones were assessed using the Ages and Stages Questionnaires at 1, 1.5, 2, 2.5, and 3 years of age. Stabilized inverse probability-weighted generalized estimating equation models were employed to estimate odds ratios (ORs). Our analysis revealed no significant association of AD and asthma with delay in communication, gross motor, fine motor, problem-solving, and personal-social skills during the initial 3 years of life. However, children with FA showed an increased likelihood of experiencing gross motor delay compared with that shown by those without FA (weighted adjusted OR: 1.14). Despite this, no significant association of FA with other developmental domains was observed. Early childhood allergies may not influence neurodevelopmental delays. However, there is a potential association between FA and delays, specifically in gross motor skills, that warrants routine developmental monitoring and additional investigations.

Pediatric post COVID-19 condition: an umbrella review of the most common symptoms and associated factors.

Although the long-term consequences of the Coronavirus Disease-2019 (COVID-19) pandemic are yet to be fully comprehended, a syndrome symptomatically akin to the COVID-19 disease has been defined, for children and adolescents, in February 2023 by the World Health Organization (WHO) as 'post COVID-19 condition' (PCC). Potential consequences of COVID-19 that affect developmental milestones in children and adolescents should be comprehended in their magnitude and duration. The aim is to investigate the most common symptoms and predictors or risk factors for pediatric PCC. In this umbrella review, the population of interest was defined as children and adolescents from 0 to 19 years old presenting PCC symptoms as defined by the WHO in the International Classification of Diseases. The intervention considered was general follow-up activity to monitor the patients' recovery status. No comparator was chosen, and the outcomes were symptoms of PCC and predictors or risk factors of developing PCC. Methodological quality, risk of bias and the level of overlap between studies were assessed. A random-effects meta-analytic synthesis of respective estimates with inverse variance study weighting was carried out, for the primary studies included by the reviews retrieved, regarding predictors or risk factors reported. We identified six eligible systematic reviews, five with meta-analyses, from three databases. The most common symptoms reported were fatigue and respiratory difficulties; female sex and older age were the most reported factors associated with the development of pediatric PCC. A deeper understanding of pediatric PCC requires well-designed and clearly defined prospective studies, symptom differentiation, and adequate follow-up.

Intersecting Identities and Adjustment to the Primary-Secondary School Transition: An Integrative Review

The primary-to-secondary school transition is a milestone for children because of the multiple changes they must navigate. Although most adjust successfully, approximately 30% of children have difficulties during this transition. Intersecting identities are also likely to influence how children navigate the adjustment of the school transfer, but there have been no syntheses of existing evidence relating to the impacts of intersectionality. We conducted an integrative review using eight databases (Education database, ERIC, ProQuest Education, PsychInfo, Scopus, SocIndex, Sociology Database, and Web of Science) and searched for quantitative or qualitative studies that examined how intersecting identities impact children’s self-concept, mental health, and adjustment of the primary-to-secondary school transition. We initially identified a total of 3,193 studies through database searches, with 1,790 remaining after deduplication. After we screened the titles and abstracts, 83 studies were included for full-text screening, of which eight met the review criteria. The studies included in the review were published between 2000 and 2018; no studies were found after 2018. Syntheses of the included studies (three quantitative studies, four qualitative studies, and one mixed methods study) revealed three themes: (1) academic and social discord; (2) defining and constructing negative identities; and (3) the female body. Our findings from the review highlighted how children with minority intersecting identities are faced with additional challenges during the transition to secondary school and how these can have negative ramifications for their self-concept, mental health, and adjustment to the transition. Future research needs to be directed away from prioritizing identities, such as gender and ethnicity, to include intersectional identities.

Early development and adaptive functioning in children with Bardet-Biedl syndrome.

This study had two aims. Aim one investigated achievement of 10 developmental milestones in children with Bardet-Biedl syndrome (BBS). Aim one data were derived from retrospective responses by caregivers of individuals with BBS who are enrolled in the Clinical Registry Investigating Bardet-Biedl syndrome (CRIBBS). CRIBBS is a natural history registry acquiring serial observations. Aim two investigated early adaptive skills using the Adaptive Behavior Assessment System (ABAS-II 0-5) completed by caregivers of children with BBS aged from 0 to 5. There were 652 individuals with milestone information (with some variability based on availability of information for specific milestones), and 101 individuals (including 95 among the 652) with ABAS-II information. Results revealed wide-ranging delays in adaptive skills, particularly in the domain of Self-Care. Expressive language appears to be the most frequently delayed developmental milestone. We found a difference by BBS genotype wherein individuals with BBS1 had higher adaptive/developmental scores than individuals with BBS10. Age also carried a significant association with adaptive skills diverging farther from a normative trajectory as children with BBS progress through early childhood.

Capitalizing on Early Literacy Standards in Play

Children’s play is a primary vehicle for learning in early childhood classrooms. In order for teachers to effectively support learning, they must become attuned to how children are demonstrating progress towards important educational goals, such as those described in states’ Early Learning and Development Standards (ELDS). In the research study which this article is based on, we investigated preschool teachers’ ability to identify evidence of early literacy developmental milestones in children’s play, connect these milestones to ELDS, and plan reasonable learning-rich extensions that built on children’s developmental readiness. We found that teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions that would support children’s learning. This was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications and recommendations for teachers and professional development are provided.

Bigger Than a Cupcake: Reimagining Birthday Celebrations Through an Equity and Inclusion

This article shares the story of a preschool teacher who courageously embarked on a yearlong journey of re-envisioning how an important milestone in children’s lives—their birthdays—were celebrated in the classroom. She accepted the preschool leadership’s invitation to align birthday practices with the center’s identity influenced by the Reggio Emilia Approach. What resulted was the teacher co-constructing a new set of rituals with the children that contributed to more equitable spaces that celebrated children’s individuality and fostered agency within an inclusive child-centered, children-driven learning environment.

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.

Children's processing of written irony: An eye-tracking study

Ironic language is challenging for many people to understand, and particularly for children. Comprehending irony is considered a major milestone in children's development, as it requires inferring the intentions of the person who is being ironic. However, the theories of irony comprehension generally do not address developmental changes, and there are limited data on children's processing of verbal irony. In the present pre-registered study, we examined, for the first time, how children process and comprehend written irony in comparison to adults. Seventy participants took part in the study (35 10-year-old children and 35 adults). In the experiment, participants read ironic and literal sentences embedded in story contexts while their eye movements were recorded. They also responded to a text memory question and an inference question after each story, and children's levels of reading skills were measured. Results showed that for both children and adults comprehending written irony was more difficult than for literal texts (the “irony effect”) and was more challenging for children than for adults. Moreover, although children showed longer overall reading times than adults, processing of ironic stories was largely similar between children and adults. One group difference was that for children, more accurate irony comprehension was qualified by faster reading times whereas for adults more accurate irony comprehension involved slower reading times. Interestingly, both age groups were able to adapt to task context and improve their irony processing across trials. These results provide new insights about the costs of irony and development of the ability to overcome them.

Quality of child development scales. A systematic review

Developmental scales for children aged 0-6 years are a particularly valuable resource for assessing developmental milestones in children. Most scales are developed based on a broad conceptual framework, and their metric validation is insufficient and of low quality. The aim of this systematic review is to analyse the psychometric quality of these tests and identify aspects in need of improvement. To this end, the PRISMA methodology and the WOS and ProQuest databases were used to search for articles addressing this topic. A total of 680 articles were identified, of which 72 were selected using the established inclusion and exclusion criteria. The results indicate a scarcity of independent studies on the statistical measurement of the scales. The selected articles are very heterogeneous and validate these tests using adaptations of common metrics. Most perform cross-cultural, concurrent, and prognostic validations of the tests. We conclude that the quality of the scale metrics and other common aspects of these tests need to be improved, particularly sample sparsity and heterogeneity, as well as cultural biases. We underline the importance of applying for advances in metrics for the construction of developmental scales and recommend the use of computerised versions to improve their ease of use and efficiency.

Emergence Time and Sequence of Primary Teeth in a Sample of Nepalese Children

Background Primary teeth emergence is an important milestone in children and timing of emergence varies among populations.&#x0D; Objective To determine the emergence time and sequence of primary teeth in a sample of Nepalese children visiting Dhulikhel Hospital.&#x0D; Method A descriptive cross-sectional study was conducted in children of 5 months to 4 years visiting Dhulikhel Hospital. The emergence of incisal tip to incisal margin for incisors and canines, cusp tip to occlusal margin of molars visible were recorded along with age in months and gender. Descriptive statistics was done to calculate the mean age of emergence of each tooth with standard deviation. Unpaired t-test was used to assess the difference between the mean age of emergence of teeth between right and left sides and between boys and girls.&#x0D; Result The first teeth to emerge was mandibular central incisor at the age of 9.37 ± 1.42 months and the last one was maxillary second molar at the age of 32.91 ± 6.39 months. There was no significant difference in the mean emergence time between the maxillary and mandibular jaws, between right and left sides of jaws and between boys and girls except for primary maxillary right central incisor and mandibular right second molar which was found to be emerged early in girls.&#x0D; Conclusion The emergence time and sequence of primary teeth observed in the present study can be used as a baseline data for the children of Kavre district.

Impact of Neonatal Body (Dis)Proportionality Determined by the Cephalization Index (CI) on Gross Motor Development in Children with Down Syndrome: A Prospective Cohort Study.

Children with Down syndrome (DS) lag behind typical children in the acquisition of developmental milestones, which could differ depending on body proportionality. We aimed to determine the difference in the acquisition of developmental milestones in children with DS with a disproportionate cephalization index (CI) compared to a proportionate CI. We created a motor development model that predicted milestone acquisition times. In this 20-year prospective cohort study, 47 children with DS aged 3 months to 5 years, followed up to 2020, were grouped according to the ratio of head circumference to birth weight (HC/BW) or CI into proportionate (CI &lt; 1.1) and disproportionate (CI ≥ 1.1). We used a modified Munich Functional Developmental Diagnostic Scale that was assessed for reliability and content validity (Levene's test and discriminant analysis) to determine 28 motor milestones. Linear regression was used to predict time to milestone acquisition, controlling for sex, maternal age, and birth weight. Compared to proportionate CI, children with disproportionate CI were delayed in the milestone acquisition of a prone position by 2.81 months, standing before walking by 1.29 months, and a supine position by 1.61 months. Both groups required more time to reach standing after the acquisition of independent walking, but children with disproportionate CI reached those milestones later (4.50 vs. 4.09 months, p &lt; 0.001). Children with disproportionate CI acquired milestones in a predictable order but slower than those with a proportionate CI. Our findings support the need to classify the degree of motor developmental delay in children with DS into unique functional groups rather than rely on clinicians' arbitrary descriptions of the timing of developmental delays in children with DS.

Developmental Language Differences in Children with Autism Spectrum Disorders and Possible Sex Difference.

Developmental difference is a common characteristic of autism spectrum disorder (ASD) with unclear sex differences. The current study included 610 children with ASD, aged between 2 and 7years, with completed language profiles. We used a nonparametric item response theory model called Mokken scale analysis to examine the order of acquisition of developmental language milestones in children with ASD. Our results demonstrated the developmental language differences in the expressive and receptive language dimensions in children with ASD compared with typical developmental sequences. Furthermore, The acquisition of gestures and pragmatics was more impaired in the female subgroup than in the male subgroup. The identified developmental language sequence could help provide a more comprehensive ASD developmental profile.

The design of growth and development children's monitoring application: a user-centered approach

Background: Due to pandemic COVID-19, intergrated health services post (Posyandu) was disrupted affecting child growth monitoring. A minimum monitoring approach for the health of children is required. The objective of this study was to design a growth and development children's monitoring application. Methods: We applied research and development methods to define and design the app. The Focus Group Discussion (FGD) was conducted to identify user need, including storyboards, content, features, flow, and performance of android application. We also collaborate with technology information expertise to design an app. The research was carried out in Yogyakarta from May to June 2021.Results: The result showed that users needed a comprehensive app based on Android with a minimum data storage space including growth and child development monitoring, considering storyboard design, menu interface, nutritional and developmental children's milestones, interpretation, and recommendation. The growth monitoring interface includes identity, a child’s health history, and anthropometry, while the development monitoring interface contains stimulation and the child’s developmental achievement. We also provide interpretation and recommendations according to children's health. Conclusions: As a conclusion, we indicate that by following the proposed user-centered framework, we successfully design android applications to monitor growth and development in children, namely DEPA 2.1, abbreviation of design and development of anthropometry and development children's applications.

Knowledge of mothers regarding developmental milestones of infants: A Descriptive Cross-sectional study

Developmental milestones in children or infants are a certain set of skills or age-specific tasks. Missed or delayed milestones in infancy can be symptoms of serious medical conditions. If parents understand their children’s development, they can tailor their expectations and provide stimulation. This study was conducted to assess the level of knowledge regarding the development milestones of infants among mothers. A descriptive study was conducted on 100 mothers of neonates visiting pediatric OPD and gynecological unit (Postnatal Ward).A convenience sampling technique was used to collect data. More than half of mother’s i.e. 60% had an average level of knowledge, 22% of mothers had a poor level of knowledge and 18% of mothers had a good level of knowledge. Mothers had the highest (75.25%) mean knowledge percentage in general information followed by 53.33%, in developmental delay and least (37.50%) mean knowledge percentage in language development. The overall mean knowledge score is 10.240±2.40 and there is no association (p&gt;0.05) between the knowledge level of mothers with selected demographic variables. It is concluded that the majority of the mothers of neonates had average knowledge regarding developmental milestones.

Analisis tingkat kecemasan ibu terhadap milestone pada anak

The purpose of this study was to determine the anxiety level analysis of a mother on child milestone at Posyandu. The research method used in collecting information is the qualitative method, in the form of real information and what it is when the research is carried out. The informants of this research were the members of the Posyandu, in determining the number of research informants, the author uses the Purposive Sampling technique, with a total of five members of the Posyandu. The instruments used are observation guidelines, interviews, and documentation studies. Observation intended for observing the condition of mothers and children in their neighborhood, interviews are addressed to mothers of Posyandu members. The data analysis technique is done by reducing the data according to the informant’s answers when conducting interviews, next step is to display the data, which is to briefly describe the results of the interview, then make conclusions from each interview and observation results. The conclusions and results of the study indicate that the level of anxiety of a mother against milestones in children is in the medium category.

Distinctions between moral and conventional judgments from early to middle childhood: A meta-analysis of social domain theory research.

Understanding distinctions between morality and conventions is an important milestone in children's moral development. The current meta-analysis integrated decades of social domain theory research (Smetana, 2006; Turiel, 1983) on moral and conventional judgments from early to middle childhood. We examined 95 effect sizes from 18 studies (2,707 children; Mage = 7.30 years; 51% females; 42% Whites). Along with these, effects from additional 28 studies were estimated with imputed correlations in a secondary analysis of 248 effect sizes from 46 studies (4,469 children; Mage = 7.34 years; 46% females; 32% Whites). Across all judgments, moral/conventional distinction effects were significant, positive, and moderate. Consistent with social domain theory definitions of morality, children evaluated moral transgressions as more wrong independent of authorities' commands or rules than conventional transgressions and moral rules as more generalizable and inalterable than conventional rules. Moral transgressions also were seen as more unacceptable and more deserving of punishment than conventional transgressions. The aggregated effects were also significant for each type of judgment. However, effects were stronger for criteria considered definitional of the domains than for acceptability or punishment judgments, which are not considered criteria. Moreover, children made greater domain distinctions with age across all types of judgments. When examined separately, age moderated effects only for criterion judgments, not for acceptability or punishment judgments. Effects for distinctions also were moderated by the types of moral and conventional rules assessed. Thus, moral/conventional distinctions were found across early and middle childhood, but there was variability in children's developing understanding. (PsycInfo Database Record (c) 2022 APA, all rights reserved).