Parents Of Preschool-aged Children Research Articles

Parental Perceptions of Priorities and Features for a Mobile App to Promote Healthy Lifestyle Behaviors in Preschool Children: Mixed Methods Evaluation.

Parents of preschool-aged children are a key focus for interventions to shape healthy lifestyle behaviors and support risk reduction for obesity from an early age. In light of limited existing evidence on the use of mobile technology to promote healthy lifestyle behaviors among young children, we sought to gather parental priorities regarding a mobile app focused on guided goal setting across the domains of diet, physical activity, media use, and sleep. The purpose of this study was to explore the priorities and needs of parents of 2- to 5-year-old children to guide developing the content and features of a mobile app aimed at promoting healthy lifestyle behaviors using a novel convergent mixed methods approach. From November to December 2021, we invited parents or guardians in Kentucky to complete a series of web-based concept mapping activities and semistructured interviews (total N=30). Using 2 lists of items focused on (1) parental priorities (content areas) and (2) application features, we asked participants to conduct concept mapping procedures for each list: a web-based sorting activity, where participants grouped items together into thematic piles that made sense to them, and a rating activity, where participants rated each item on a 5-point Likert-type scale. The qualitative interviews were transcribed verbatim, coded, and then analyzed by constant comparative analysis to identify themes. We used the quantitative findings from the concept mapping process to triangulate the resulting themes from the qualitative interviews and generate possible app content areas and features. The concept mapping results resulted in two 3-cluster concept maps. For parental priorities, participants identified the clusters Creating Healthy Eating Habits, Forming Boundaries, and Building Good Relationships; for app features, participant clusters included Eating Healthy, Using the App, and Setting Goals. The interview themes also represented those 2 domains. Overall, the participants indicated that the top priorities were general health and wellbeing, routine and setting boundaries, and food and healthy eating when it comes to building healthy behaviors among their preschool-aged children. Parents indicated that quick, easy, and child-friendly recipes, goal tracking, and the use of tips and notifications were the features they valued most. This study contributes to the understanding of what parents or caregivers of young children want from mobile apps, in both content and features, to support building healthy behaviors and routines. The findings can inform future research on the development and evaluation of existing or new mobile apps. Specific app features identified to meet family needs should be designed closely with a diverse set of families and tested using rigorous designs to identify the mechanisms of action that mobile apps may use for efficacious healthy parenting outcomes.

Physical and Mental Health of Caregivers and Educators of Preschool-Aged Children: Identifying Benefits and Barriers to Outdoor Time, How Outdoor Time Can Make a Difference for Health Equity, and Why Income Matters.

Outdoor time is positively associated with improved physical and mental health in adults. Little is known about the specific effects of outdoor time on health outcomes for parents and educators of preschool-aged children. Early childhood is a critical window for growth and development, as parental and educator stress negatively impacts young children; thus, it is of paramount importance to systematically support parents and educators during these developmental years. The objectives of this research were to use a cross-sectional natural experiment to (1) evaluate the association between outdoor time and physical and mental health in caregivers and educators who engage with preschool-aged children; (2) evaluate the association between income and physical and mental health in caregivers and educators who engage with preschool-aged children; and (3) identify benefits and barriers of outdoor time and the importance, availability, and accessibility of community resources for outdoor time. Participants were recruited from three stakeholder groups: preschool educators, parents of children attending an outdoor preschool, and parents of preschool-aged children in the local community. Participants completed a health needs assessment (n = 46) to assess demographics, mental and physical health outcomes, and benefits, barriers, and resources for outdoor time. Caregivers and educators in the higher income group (≥USD 70,000) were 41% (95% CI: 12%, 70%) more likely to report very good or excellent self-reported health. Mean anxiety, depression, and perceived stress were lower in the higher-income group. Caregivers and educators in the higher outdoor time group had lower body mass index (-5.5 kg/m2; 95% CI: -11.6, 0.7), and outdoor time appeared to be protective for general health independent of income. Thus, outdoor time may be a critical protective factor to enhance biological resilience for caregivers and educators, especially for those facing financial adversity.

Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups.

Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups.

Public Education on Stunting Prevention as an Effort to Produce Healthy Generation in Singkawang

Health problems related to nutritional status in children are still a global challenge, especially in developing countries, including Indonesia. Stunting is a condition where children under five experience malnutrition, which can be fatal to children's health, especially in the early days of life. West Kalimantan is one of the 12 provinces with the highest stunting cases in Indonesia in 2022, with the stunting prevalence rate at 27.8 percent. An educational activity was carried out to improve knowledge and understanding as well as community participation in stunting prevention and early detection programs in toddlers which are expected to directly motivate the community to participate in paying attention to the growth and development of their children so that their growth and development can be optimal. The target of this educational activity is parents of pre-school aged children. This service activity goes through three stages, namely the preparation stage, the implementation stage and the evaluation stage. In the preparation stage, the issue of public awareness of stunting was raised as a theme, targeting parents in Singkawang City. At the implementation stage, the service team collaborates with the Anugrah Clinic to provide socialization regarding stunting prevention to participants. At the evaluation stage, a post test was carried out to find out the extent to which the activity left impact. As a result of this service activity, it can be concluded that stunting is still an important issue or problem experienced by the people of West Kalimantan, including Singkawang. This is shown by the high prevalence of stunting and the low awareness and knowledge of the community, especially parents, about the dangers, causes and ways to prevent stunting early.

Assessing Attitudes towards Vaccination: Demographic Influences among Parents of Preschool-Aged Children

Introduction: The attitudes towards vaccination of parents with preschool-aged children hold great significance for public health due to their critical impact on child health. Aim: This study aimed to determine the attitudes towards vaccination of parents with preschool-aged children and the key demographic factors influencing these attitudes. Method: The cross-sectional study was conducted with 223 parents reached through snowball sampling between March-May 2022. Data were collected using an Introductory Information Form and the Vaccination Attitudes Examination (VAX-TR) Scale. Analysis included Mann-Whitney U, Kruskal-Wallis H tests, and regression analyses. Results: Parents exhibited a moderately high negative attitude towards childhood vaccinations (2.94±0.99) and a high number of worries over unforeseen future effects (3.80±1.31). Parents who believed that vaccines are unnecessary, lacked sufficient information, were concerned about side effects, and did not adhere to mandatory vaccinations had significantly more negative attitudes towards childhood vaccinations(p

The Correlation of Self-Experience with Sex Education in Parents of Preschool-Aged Children In Paud Al-Irsyad Sumedang Regency

Background: Sex education for preschool is appropriate to prevent sexual violence. Teachers and parents can work together. But, one phenomenon from parents is taboo for given sex education to early childhood. Several factors that influence of implemented is perceptions of behavioral control. One thing that influences that is self-experience.Objective: The purpose of this study was to analysis correlation of self-experience and sex education in parents of preschool-aged children.Methods: The design of this study was observational analytic with a cross sectional approach. The population is 30 parents who have children aged 3-6 years in PAUD Al-Irsyad through total sampling. The research instrument used a primary data collection questionnaire. Data analysis was performed univariate and bivariate using the chi-square test. Results: The results showed that 56,7 %had provided sex education. The chi-square test showed p value 1,000 > α= 0,050.Conclusion: There is no relationship between parents’ self-experience and the implementation of sex education in preschool. This can encourage further studies of other factors, so that dominant factors can be found that encourage parents to carry our early sex education.

Co-design and content validity of the movement measurement in the early years (MoveMEY) tool for assessing movement behaviour of pre-school aged children

BackgroundMovement behaviours (physical activity, sedentary behaviour, and sleep) are important for pre-school children’s health and development. Currently, no tools with appropriate content validity exist that concurrently capture these movement behaviours in young children. The aim of this study was to co-design and assess the content validity of a novel tool to concurrently measure movement behaviours in pre-school aged children (aged 3–4 years).MethodsWe followed four distinct steps to develop and assess the content validity of Movement Measurement in the Early Years (MoveMEY): (1) We conducted an extensive literature search, to identify pre-existing proxy measurement tools (questionnaires and diaries) to inform the design of a novel tool, which aimed to effectively capture movement behaviour guidelines of pre-school aged children. (2) We facilitated focus group discussions with parents and carers of pre-school aged children (n = 11) and (3) a qualitative survey with free text responses was completed by topic relevant researchers (n = 6), to co-design the measurement tool. (4) We assessed the content validity of the developed tool, MoveMEY, through interviews with parents of pre-school aged children (n = 12) following piloting of the tool.ResultsWe developed an initial version of MoveMEY based on the format of an existing questionnaire and by mapping the content of questions to the guidelines. Co-design of MoveMEY resulted in changes to the format (e.g. short questionnaire to a seven-day diary) and content (e.g. inclusion of ‘general information’ questions on illness, disabilities and sleep disturbances; question on screen time before bed). Content validity assessment demonstrated that the items of MoveMEY were relevant and comprehensive for the assessment of children’s movement behaviours. MoveMEY was felt to be comprehensible, however, parental suggestions were implemented to finalise and improve MoveMEY (e.g. adding examples to questions aiming to detect moderate to vigorous physical activity).ConclusionMoveMEY is the first co-designed measurement tool that has relevance for assessing the movement behaviour guidelines of pre-school aged children. Parent/carer and topic relevant researcher involvement throughout the development process resulted in a seven-day daily reported activity diary that is comprehensive of children’s movement behaviours and comprehensible to parents and carers.

Модель формирования педагогической готовности родителей дошкольников к участию в инклюзивном образовательном процессе школы

The study aims to substantiate the necessity and potential of forming the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children. The paper presents a model for the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children; describes the blocks of the model – methodological, organizational and content-related, performance-evaluative; presents empirical data confirming the effectiveness of the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children in accordance with the proposed model. The scientific novelty of the study is determined by the enrichment of the theory of inclusive education by substantiating and developing the model for the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children as a theoretical guideline for building interaction with parents of preschoolers in the context of their pedagogical readiness formation considered in this study as an integral personal parameter; by recording facts proving the possibility of increasing the level of formation of this readiness based on the developed scientific and methodological support in the form of the author’s program and its components – the constituents of the model. As a result, the author comes to the conclusion that the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children is possible, but cannot be limited to the parents’ mastery of only the procedural side of the activity. Purposeful work is needed to develop their personal qualities and positive parental attitudes related to the acceptance of the value of inclusion and the child in it, changing the parental mentality.

COVID-19 pandemic impact on primary immunization uptake.

Pediatricians across the world are seeing a steep drop in the number of children coming in for appointments due to COVID-19 pandemic. To prevent outbreaks of serious diseases that pose an even greater threat to children than COVID-19, it is important that children not skip their routine vaccines. The aim of this study was to determine the impact of COVID-19 pandemic on primary immunization activities in Saudi Arabia. Cross-sectional design. The study was conducted at a community pediatric clinic. All parents of preschool-age children who visited the community pediatric clinics were asked to complete a self-administrated questionnaire on primary immunization uptake during the pandemic. The Chi-square and Fisher's exact test were performed to examine the demographic differences between participants who missed vaccination during the pandemic and reasons for missing the vaccination. Three hundred study participants completed our questionnaire. In total, 90.6% of respondents were up to date with their vaccinations prior to the pandemic, and most respondents believed that children should be immunized at an appropriate age, it is essential for children to be fully immunized, vaccination is effective in preventing serious disease, and childhood immunization is essential during the pandemic (98.3%, 98.7%, 97.3%, and 93.7%, respectively). In total, 72.4% of respondents did not miss their vaccinations during the pandemic, while 26.6% missed vaccinations. The most common reason for missing vaccinations during the pandemic was transportation difficulty and curfew, followed by fear of contracting COVID-19 infection (40.9% and 35.5%, respectively). Those who did not believe that childhood immunization was necessary during the pandemic were more likely to miss vaccinations during the pandemic (P < 0.001). In addition, those who did not have a family member with COVID-19 infection were more likely not to miss the vaccine (P < 0.001). Moreover, those who thought taking vaccinations in a primary care setting or hospital is safe were more likely not to miss the vaccination during the pandemic (P < 0.027) and (P < 0.001). Significant portion of the population was affected and missed immunizations during the pandemic. The perceptions on the importance of immunization and having a family member affected with COVID-19 during the pandemic were important factors in missing immunizations. Moreover, transportation and fear of contracting COVID-19 during the curfew were also common reasons for missing immunizations during the pandemic.

A preliminary investigation of the mental health of parents of young children who stutter

A preliminary investigation of the mental health of parents of young children who stutter

Supplemental Material for Cognitive and Psychophysiological Predictors of Inductive and Physical Discipline Among Parents of Preschool-Aged Children

Supplemental Material for Cognitive and Psychophysiological Predictors of Inductive and Physical Discipline Among Parents of Preschool-Aged Children

Когнитивный компонент педагогической готовности родителей детей дошкольного возраста к участию в инклюзивном образовательном процессе школы

The aim of the study is to substantiate the necessity of developing the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. The paper considers the notions of “pedagogical competence of parents” and “pedagogical readiness of parents”, as well as the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. The work presents the results of a survey of parents and identifies the level of formation of the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. Scientific novelty lies in recording empirical data on the state of the cognitive component of parents’ readiness to participate in the inclusive educational process at school. As a result, it has been determined that parents’ knowledge in the field of inclusive education is not sufficiently developed; it is necessary to form the cognitive component of the pedagogical readiness among parents of preschool-aged children for their full participation in the inclusive educational process at school.

Food security and feeding behaviours in low-income, Latinx families with preschool-aged children.

To examine the association between food security and feeding practices in Latinx parents of pre-school-aged children and examine possible effect modification by parental self-efficacy. Cross-sectional assessment using the US Department of Agriculture screener for food insecurity as the exposure and sub-scales of the Comprehensive Feeding Practices Questionnaire as the outcome with the General Self-Efficacy Scale as an effect modifier. Non-parametric descriptive statistics were used to compare groups based on food security status. Two Latinx communities with low-socioeconomic status in Texas in 2017 and in Oregon in 2018-2019. Latinx parents of preschool aged children, English and Spanish speaking. Dyads were excluded if they had moderate-severe developmental disabilities, a seizure disorder with a restrictive diet or taking medications known to influence typical growth. Of the 168 families in Oregon, 65 (38 %) reported food insecurity, and 10 (21 %) of the 48 families in Texas reported food insecurity. Food security was associated with greater parental monitoring practices in both the Texas and Oregon samples. We observed no differences in creating a healthy home food environment by food security status in either sample. Parental general self-efficacy showed evidence of effect modification in Oregon - only parents with lower self-efficacy showed a significant association between food security and feeding practices. Latinx parents of preschool children experience high levels of food insecurity, which are associated with maladaptive parental feeding practices. Greater parental general self-efficacy moderates this association and could buffer the effects of food insecurity on children's health.

A descriptive assessment of a broad range of food-related parenting practices in a diverse cohort of parents of preschoolers using the novel Real-Time Parent Feeding Practices Survey

BackgroundMuch of the research to-date on food parenting has evaluated typical use of various parent feeding practices via questionnaire. The Real-Time Parent Feeding Practices Measurement survey was developed for use within an Ecological Momentary Assessment (EMA) protocol to capture momentary use of parent feeding practices in real-time.MethodsThis manuscript describes the development of the EMA-based Real-Time Parent Feeding Practices survey and highlights initial descriptive data on the real-time use of 22 individual parent feeding practices (e.g., pressure-to-eat, guided choices, etc.) as reported via EMA by parents of preschool-aged children (n = 116) over a 10-day data collection time period. A total of 3382 eating occasions were reported, with an average of 29.2 reported eating occasions per participant.ResultsResults revealed that most participants used a variety of food-related parenting practices day-to-day that span four higher-order domains: structure, autonomy support, coercive control and indulgence. Supportive feeding practices, defined as those from the structure and autonomy support domains, were reported most frequently, with one or more structure behavior (e.g., specific mealtime rules/routines) was used at 88.9% of reported eating occasions and one or more autonomy support behavior (e.g., involvement of the child in meal preparation) was used at 87.3% of eating occasions. While unsupportive feeding practices, defined as practices from within the coercive control (e.g., pressure-to-eat) and indulgent (e.g., anticipatory catering) feeding domains, were reported less frequently, one or more behaviors from each of these domains were still reported at over 25% of all eating occasions.ConclusionsResults of the current study take a next step towards deepening our understanding of the use of a broad range of food-related parenting practices in real-time. Findings revealed that the vast majority of practices used by parents fall within the structure and autonomy support domains. However, most parents did not exclusively use supportive or unsupportive practices, rather they used a combination of food-related parenting practices across all domains. Future research should continue to explore a broad range of food-related parenting practices and seek to understand how parent approaches to feeding are associated with long-term child outcomes, including dietary intake, food preferences, and eating patterns.

Feasibility of Using Facebook to Engage SNAP-Ed Eligible Parents and Provide Education on Eating Well on a Budget.

This study examined the use of Facebook to provide education on food resource management and healthy eating on a budget to parents of preschool aged children participating in Head Start. A convenience sample of 25 parents participated in a Facebook group based on Sesame Street’s Food for Thought: Eating Well on a Budget curriculum over a 3-week period. Parent engagement was assessed by examining views, likes, and comments on posts. Qualitative data were used to assess knowledge, attitudes, and barriers experienced related to healthy eating on a budget. The results suggest that parents were engaged throughout the intervention, as evidenced by views, likes, and comments on Facebook posts, as well as by study retention (90%). Interactions with the intervention materials varied by post content, with discussion questions having the highest level of interaction. Facebook was found to be a feasible platform for delivering the intervention, and the Facebook-adapted version of the Sesame Street curriculum was shown to engage Head Start parents living in rural areas. Further research should explore the use of social media platforms for delivering nutrition education interventions to rural populations that are otherwise difficult to reach.

Relative predictive utility of the original and Autism-Specific Five-Minute Speech Samples for child behaviour problems in autistic preschoolers: A preliminary study.

Parental Expressed Emotion refers to the intensity and nature of emotion shown when a parent talks about their child, and has been linked to child behaviour outcomes. Parental Expressed Emotion has typically been measured using the Five-Minute Speech Sample; however, the Autism-Specific Five-Minute Speech Sample was developed to better capture Expressed Emotion for parents of children on the autism spectrum. In each case, parents are asked to talk for 5 min about their child and how they get along with their child. Parents' statements are then coded for features such as number of positive and critical comments, or statements reflecting strong emotional involvement. While both the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample have been used with parents of autistic school-aged children, their relative usefulness for measuring Expressed Emotion in parents of preschool-aged children - including their links to child behaviour problems in this group - is unclear. We collected speech samples from 51 parents of newly diagnosed autistic preschoolers to investigate similarities and differences in results from the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample coding schemes. This included exploring the extent to which the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample, separately, or together, predicted current and future child behaviour problems. While the two measures were related, we found only the Autism-Specific Five-Minute Speech Sample - but not the Five-Minute Speech Sample - was related to child behavioural challenges. This adds support to the suggestion that the Autism-Specific Five-Minute Speech Sample may be a more useful measure of parental Expressed Emotion in this group, and provides a first step towards understanding how autistic children might be better supported by targeting parental Expressed Emotion.

Works of Fine Art as an Incentive for Artistic Expression of Children with Disabilities In Inclusive Education – a Case Study

In this paper we have explored the influence of sculptures and paintings by the author of this article as an incentive for motivation and artistic work of preschool-age and school-age children with disabilities in inclusive education through the application of the qualitative research method of observation in all three phases of the method of aesthetic transfer: perception, reception, and reaction. The research was carried out at CIERI (Centre for research, education, development, and training) at the Hercegovina University in Mostar on a sample of 15 children with disabilities in inclusive education, whereof 7 boys (2 preschool-age and 5school-age children) and 8 girls (3 preschool-age and 5 school-age children). In research by using free conversation, we have examined attitudes and opinions about the use of works of fine art as an incentive for motivation and artistic expression of children on a sample of three experts in education and rehabilitation and three parents of preschool-age children with disabilities in inclusive education. By applying the method of analysis and comparative analysis we have determined positive influences of use of works of fine art on the motivation and artistic creation of children with disabilities in inclusive education regardless of age: influence on increased motivation to work, choice of motives, more intensive use of colors and tonal painting, playful composition solutions and the making of complex art volumes. The research has determined that the boys prefer making three-dimensional shapes more than the girls. The research has shown positive attitudes and opinions of the educational and rehabilitation experts and parents towards the use of the mentioned works of art as an incentive for the artistic creation of children.

Exploration of Parental Advertising Literacy and Parental Mediation: Influencer Marketing of Media Character Toy and Merchandise

This study uncovers parents’ advertising literacy and their mediation strategies of influencers’ commercial videos that contain media character merchandise. Thirty-five semi-structured interviews were conducted with parents of preschool-aged children currently living in the United States. Few parents could articulate how influencer marketing works on social media in detail. For a majority of parents, influencer marketing was powerful and alluring but also inappropriate for young children. Popular media characters were limitedly discussed as a strategy to attract young children. While multiple mediation strategies were shared, parents with higher affective and moral advertising literacy tended to practice either restrictive mediation or active mediation. Practical implications for scholars and educators are discussed.

Social Media Accompanying Reading Together: A SMART Approach to Promote Literacy Engagement

Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was intended to determine whether social media is an appropriate platform through which to promote parent–child literacy behaviors in families of preschool-aged children, thus supporting future intervention development. We examined parents’ use of dialogic reading strategies following a social media–delivered training program, using an A-B single case research design. Seven parents of preschool-aged children received 27 one-minute videos delivered via Twitter over a 9-week treatment period. These videos provided instruction on dialogic reading strategies including asking comprehension questions, referencing print, and discussing vocabulary. Parents demonstrated increased use of dialogic reading strategies while reading consistent with instruction throughout the study. Children demonstrated gains on measures of comprehension and oral language from pretest to posttest, although gains on print awareness measures were less robust. Results support further development and evaluation of a social media parent training program. Social media is free, accessed by millions of people every day, and provides an adaptable avenue to reach families and promote engagement. Although further research is required, social media seems like a viable option to explore for changing parent behaviors.

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

Three parents of preschool-aged children with Down syndrome using mobile augmentative and alternative communication (AAC) technologies to communicate participated indirect, systematic communication-partner instruction. Intervention featured an adaptation of the ImPAACT Program (Improving Partner Applications of Augmentative Communication Techniques; Kent-Walsh, Binger, & Malani, 2010) that included six face-to-face and three telepractice sessions. Parents learned to use the evidence-based Read–Ask–Answer (RAA) instructional strategy (Kent-Walsh, Binger, & Hasham, 2010) during shared storybook reading with their children. A single-case, multiple-probe across participants design was used to assess parents’ accurate implementation of the instructional strategy and children’s multimodal communicative turns. All three parents increased their use of the RAA strategy and maintained strategy use over time, and all three children increased their frequency of communicative turns taken and maintained higher turn-taking rates. Results support the use of the ImPAACT Program with parents of children with complex communication needs, including the integration of hybrid learning as part of the instructional approach.