Potential In Young Children Research Articles

SEMILLA: Study of Environmental Exposure of Mothers and Infants Impacted by Large-Scale Agriculture

Introduction Toxic exposure, combined with poor working conditions, poor nutrition, poverty, maternal stress, and other key social and economic factors, contributes to the loss of developmental potential in young children. Although fungicide use is growing exponentially in the United States and globally, a significant gap exists in scientific knowledge about the neurodevelopmental toxicity of fungicides, and their interaction with critical social and structural determinants of health. Ethylenebisdithiocarbamates are commonly-used fungicides in floriculture and horticulture, which metabolizes ethylenethiourea (ETU). Research indicates that prenatal ETU exposure may cause maternal and neonatal thyroid dysfunction, potentially leading to adverse pregnancy outcomes and impaired neurodevelopment. This presentation will describe the SEMILLA study, a community-engaged cohort study, building on years of previous work, which assesses environmental and occupational toxic exposures among women workers in a major flower-growing region of Ecuador. Methods SEMILLA follows pregnant workers and their infants up to 18 months of age, incorporating prenatal measures of ETU exposure. Methods include obtaining monthly prenatal urine samples and maternal and neonatal blood samples to assess thyroid hormone levels. At each visit throughout the study, we collect detailed data on key social and structural factors including working conditions, environmental exposures in home and work environments, stress, social support, maternal health and lifestyle, socio-economic and demographic factors. We will administer highly sensitive tests to assess neurodevelopment and visual function as well as growth and nutritional status in enrolled infants. Results and Discussion SEMILLA will contribute key data to inform our understanding of how toxic exposure, combined with key social and structural factors, impact child development; data which is critical for developing and initiating appropriate and sustainable interventions in affected communities that promote optimal child health and development, reduce environmentally-associated community exposures, and improve worker health policies. We will discuss important strengths and challenges in the implementation of SEMILLA.

Mobile-based intervention intended to stop obesity in preschool-aged children: the MINISTOP randomized controlled trial ,

Background: Traditional obesity prevention programs are time- and cost-intensive. Mobile phone technology has been successful in changing behaviors and managing weight; however, to our knowledge, its potential in young children has yet to be examined.Objective: We assessed the effectiveness of a mobile health (mHealth) obesity prevention program on body fat, dietary habits, and physical activity in healthy Swedish children aged 4.5 y.Design: From 2014 to 2015, 315 children were randomly assigned to an intervention or control group. Parents in the intervention group received a 6-mo mHealth program. The primary outcome was fat mass index (FMI), whereas the secondary outcomes were intakes of fruits, vegetables, candy, and sweetened beverages and time spent sedentary and in moderate-to-vigorous physical activity. Composite scores for the primary and secondary outcomes were computed.Results: No statistically significant intervention effect was observed for FMI between the intervention and control group (mean ± SD: -0.23 ± 0.56 compared with -0.20 ± 0.49 kg/m2). However, the intervention group increased their mean composite score from baseline to follow-up, whereas the control group did not (+0.36 ± 1.47 compared with -0.06 ± 1.33 units; P = 0.021). This improvement was more pronounced among the children with an FMI above the median (4.11 kg/m2) (P = 0.019). The odds of increasing the composite score for the 6 dietary and physical activity behaviors were 99% higher for the intervention group than the control group (P = 0.008).Conclusions: This mHealth obesity prevention study in preschool-aged children found no difference between the intervention and control group for FMI. However, the intervention group showed a considerably higher postintervention composite score (a secondary outcome) than the control group, especially in children with a higher FMI. Further studies targeting specific obesity classes within preschool-aged children are warranted. This trial was registered at clinicaltrials.gov as NCT02021786.

Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families

Kern and Humpal have coedited an excellent resource for music therapy clinicians who provide services for young children with autism spectrum disorders (ASD). Petra Kern is a scholar from the University of North Caroline Chapel Hill who has taught at several leading music therapy programs. She is the Past President of the World Federation of Music Therapy and current owner of a music therapy consulting firm and coeditor of imagine. Marcia Humpal is a long time clinician whose work has focused on early intervention, autism spectrum disorders, and inclusive music opportunities. She co-chairs the American Music Therapy Association’s Strategic Priority on Music Therapy and ASD Workgroup and serves on the editorial board for imagine. The book is organized into five sections: Introduction and Research, Assessment and Goals, Treatment Approaches, Collaboration and Consultation, and Selected Resources. Each section includes chapters written by experts in the field and the co-editors. The chapters begin with a quote and picture to prime the reader. The chapters end with a section of learning questions that could be used to promote discussion, reader reflection, or student review of the content. Each chapter also includes a full reference list.

Book Review: Early Childhood Music Therapy and Autism Spectrum Disorder: Developing Potential in Young Children and their Families

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Book Review: Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and Their Families

Book Review: Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and Their Families

No Association Between ACTN3 R577X Polymorphism and Elite Judo Athletic Status

The authors compared ACTN3 R577X genotype and allele frequencies in the majority of all-time-best Spanish judo male athletes (n = 108) and 343 ethnically matched nonathletic men. No between-groups differences were found in allele (P = .077) or genotype distributions (P = .178). Thus, the R577X polymorphism was not significantly associated with the status of being an elite judo athlete, at least in the Spanish population. The contribution of genetics to sports-related phenotype traits is undeniable with some genotypes, of which ACTN3 R577X is currently the leading candidate, partly distinguishing individuals predisposed to either endurance or power sports. However, few athletic events can be categorized as purely power or endurance based. Although genetic testing (ie, for ACTN3 R577X) is already being marketed to predict sports talent and potential of young children, its usefulness is still questionable, at least in competitive judo.

Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families

Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families Get access Kern P. Humpal M. (Eds.) ( 2012). Early childhood music therapy and autism spectrum disorders: Developing potential in young children and their families. London, UK & Philadelphia, PA: Jessica Kingsley Publishers. 304 pages. ISBN 9781849052412 (paper) $39.95. ISBN 9780857004857 (electronic). Abigail Peace, MA, MT-BC Abigail Peace, MA, MT-BC Owner In-Tune Mental Health Search for other works by this author on: Oxford Academic PubMed Google Scholar Music Therapy Perspectives, Volume 31, Issue 2, 2013, Pages 197–199, https://doi.org/10.1093/mtp/31.2.197 Published: 01 January 2013

Resources Within Reason

Resources Within Reason

Molecular epidemiology of KI and WU polyomaviruses in infants with acute respiratory disease and in adult hematopoietic stem cell transplant recipients.

Polyomaviruses KI (KIPyV) and WU (WUPyV) were described recently in children with acute respiratory disease. The pathogenic potential of these human viruses has not been determined completely, but a correlation between immunosuppression and virus reactivation has been suggested. In the present study, the association between KI/WUPyV infection and immunosuppression was investigated using sequential nasopharyngeal aspirates from asymptomatic adult hematopoietic stem cell transplant recipients. In parallel, an investigation on the WU/KIPyV prevalence in children with acute respiratory disease was also carried out. Two of the 126 samples obtained from the 31 hematopoietic transplant recipients were positive for KIPyV (1 sample, 0.79%) and WUPyV (1 sample, 0.79%). Both samples were obtained 15 days after allogeneic transplantation and virus persistence was not observed in subsequent samples. In symptomatic children, 7 of the 486 nasopharyngeal aspirates were positive for WUPyV (1.4%) and 1 for KIPyV (0.2%). Single polyomavirus infection was detected in four patients, whereas the remaining patients were co‐infected with respiratory syncityal virus (three patients) or adenovirus (one patient). The results suggest that WU/KIPyVs have a limited circulation in Italy and a low pathogenic potential in young children. Brief and asymptomatic infection can occur in hematopoietic transplant recipients. J. Med. Virol. 82:153–156, 2010. © 2009 Wiley‐Liss, Inc.

Traumatic transepiphyseal separation of the upper femoral epiphysis following seizures in a 5-month-old child: a case report

Traumatic transepiphyseal separation of the upper femoral epiphysis is a rare lesion of the hip in children. We report a case of conservative treatment of transepiphyseal separation of the upper femoral epiphysis following tonic/clonic seizures in a 5-month-old child. Magnetic resonance imaging confirmed the diagnosis The fracture was maintained with hip spica cast for 6 weeks. At the age of 2, complete healing of the lesion including femoral neck remodeling was noted on frontal and lateral radiographs. There was no radiological evidence of AVN or premature closure of the physis. He continues to be followed up. Because of the remodeling potential in young children, we assume not to perform additional reduction procedures in such traumatic lesions.

Schematising activities as a means for encouraging young children to think abstractly

One of the missions of education is to prepare children for complex tasks that occur in their cultural environment. By means of abstracting, the effects of this complexity can be reduced. Recent research and theoretical development show us that young children already seem to be able to think abstractly. The acknowledgement of this potential in young children may provide a vehicle for the promotion of more mathematical thinking. In this article, we describe an approach to abstraction that focuses on schematising activities. On the basis of our research, we conclude that young children are able to improve the quality of their abstract mathematical thinking by these means.

Developing an understanding of young children's learning through play: the place of observation, interaction and reflection

Pupil observation and educator—pupil discourse have recognised relevance within early years practitioners' repertoires, with long traditions of practice in England and elsewhere. Observation is now enshrined within the Foundation Stage Curriculum for 3–5 year‐olds (England) (soon to become part of the Early Years Foundation Stage for Birth‐5) and is advocated in fulfilling the Foundation Stage Profiling (assessment) requirements for individual children. This article begins by drawing on research by the author and on related research and theory to illustrate some complexities in learning processes in young children. The research has led to the development of an observation‐interpretation tool—the Social Play Continuum. The Continuum, a tool to support the formative dimensions of observation, details progression in learning whilst the broader research has illustrated factors impacting on progression. An example of researcher—pupil dialogue is then analysed to consider the related dilemmas and potential of discourse within formative assessment. The article considers whether current policy development and documentation sufficiently recognise and encompass learning complexities and learner potential in young children.

Phases and Stages in Early Music Learning. A longitudinal study on the development of young children's musical potential

During the last decade, a great deal of music education research has focused on studies with infants and young children. The concept of a 'competent infant' has changed paradigms for understanding the developmental growth and music potential of young children. This study reports on a longitudinal study that was designed to examine the phases and stages in children's early music learning. A group of 12 children (six male; six female) aged 1-2 years (M = 1 year 7 months, range 8 months to 2 years 3 months) was recruited from an urban, upper middle class area in Freiburg (Germany) and observed with respect to their musical behaviour in a stimulating musical setting for 15 months. This group was compared with a control group (N = 9; three male, six female; age M = 1 year 11 months; range 1 year 7 months to 2 years 3 months) from a local nursery school. All children were videotaped and then evaluated by two independent judges using a criterion-based observation form with ratings for the categories attention, movement and vocalisation (imitation, improvisation, audiation). Children in both the experimental and control group displayed a similar developmental level at the commencement of the study. However, differences between the two groups became evident throughout the observation period. The control group, which was exposed to no particular music except the songs of the daycare programme, developed body movement and vocal performance at a significantly lower level than their counterparts. The most significant effect within the experimental group was a strong interaction between movement (flow of movement, motor co-ordination) and voice production (vocalisation of tonal and rhythm patterns). This result does not infer a general transfer effect for music. However, results indicate a significant interaction within different areas of fine motor control that effects intonation and pitch accuracy on the base of a process similar to what is known as phonological loop in language acquisition.

Storytelling: The Seeds of Children's Creativity

Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.

Gifted Potential and Emerg-Ing Abilities in Young Children: As Influenced by Diverse Backgrounds

Identification of exceptional potential in young children, especially those from culturally diverse and economically disadvantaged backgrounds, must become a better informed process if we are to provide necessary and appropriate schooling to develop that potential. A case for idiographic assessment to complement nomothetic information is proposed. The purpose of this study has been to extend knowledge about the many ways emerging giftedness in young children from diverse backgrounds may be observed in home and school settings, and in the particular setting of a specialized summer program for bright 3 and 4-year-olds. Emergence of intelligence and extraordinary competence are documented in children's content and symbol system preferences, modality consistencies in information gathering, exploration pace, play preferences, and peer and adult interactions. Observed behaviors are described, illustrated by examples in context, categorized as to epistemological orientation, and related to Gibson's human behavior hallmarks.

Developmental study of the effect of dimensionality and presentation mode on original thinking of children.

A sample of 188 children in three age groups, preschool, first and third grades, were administered the Patterns Task of Multidimensional Stimulus Fluency Measure in four test conditions. The conditions systematically varied dimension (three or two) and presentation mode (handling or nonhandling). The fluency measure assessed ideational fluency, popular and original responses, as a measure of creative potential in young children. Analysis showed that dimensionality does not play a major role in the generation of original responses for any grade. However, handling 3-dimensional or 2-dimensional stimuli did appear to facilitate original thinking in preschool children. The use of 2-dimensional photographs which depict dimensionality appeared to compensate for the need to have 3-dimensional stimuli.

The case for developing a cognitive environmental psychology that does not underestimate the abilities of young children

Both developmental and environmental psychology, where influenced by the work of Piaget, tend to have underestimated the environmental skills and potential of young children. This paper argues that what is needed is a cognitive environmental psychology which derives from observations of young children's real-life behaviour in their everyday environment, as well as from the laboratory-based studies which predominate in the field. Much of the present evidence on young children's capabilities in cognitive mapping and other locational skills comes from studies by geographers and educationalists; whereas psychologists have concentrated in their small-scale laboratory studies upon the processes whereby the child learns and uses information about the physical environment. Combining findings from both laboratory and large-scale settings, it is now possible to describe a developmental sequence; although many more naturalistic as well as experimental studies are needed.