Preschool Age Research Articles

Blood serum TGF-β1 content in children with new coronavirus infection

Impaired serum TGF-β1 production is one of the proposed mechanisms for coronavirus disease 2019 (COVID-19).Study objective: to study blood serum TGF-β1 content in children with new coronavirus infection.Materials and methods: a one-stage study was conducted in 119 patients with COVID-19 and compared with 118 healthy children of the same age and sex as a control group. The age range in both groups was 11.0 years. Preschoolers (0–6 years old) and schoolchildren (7–17 years old) in the group with COVID-19 were 21 (18%) and 98 (82%), respectively. Children with COVID-19 were divided into asymptomatic (n=23), mild (n=61), and moderate (n=35) subgroups. Serum samples for TGF-β1 concentration analysis were taken from all patients and tested by flow fluorimetry. The data were processed using the IBM SPSS Statistics Version 25.0 software package (International Business Machines Corporation, license No Z125-3301-14, USA).Results: median serum TGF-β1 levels of children 0–17 years old with COVID-19 regardless of the form of severity were significantly higher than in the control group. The serum concentration of TGF-β1 in children with COVID-19 of preschool age was increased comparing to schoolchildren. Children 0-6 years old with a moderate form of coronavirus infection had high serum TGF-β1 values when compared with school-age patients.Conclusion: elevated serum TGF-β1 levels were found in children both without clinical manifestations and with symptoms of coronavirus infection, reaching maximum values in the moderate form in children 0–6 years old.

Correction of Grammatical Structure Disorders in Older Preschoolers with Severe Speech Disorders Using Children’s Fiction

Introduction. Currently, one of the most urgent problems of special education is the development of effective approaches to the correction of violations of grammatical structure of speech in older preschool children with severe speech disorders. The leading activity of this age period is play. It allows the formation of all important mental neo-formations. Thisnecessitates the use of game methods in the process of corrective-developmental activities for older preschool children. Objective. To select a set of correctional techniques, including the use of reading children’s fiction, for the correction of grammatical structure disorders in older preschoolers with severe speech disorders. Materials and Methods. To assess the formation of grammatical skills in older preschoolers, we used an adapted “Methodology of Psycholinguistic Research of Oral Speech Disorders in Children” by R. I. Lalaeva and “Comprehensive Educational Program of Preschool Education for Children with Severe Speech Disorders” by N. V. Nishcheva. Results. The experimental study was conducted with the involvement of 10 children (6 boys and 4 girls) of preschool age with the speech therapy conclusion “erased dysarthria” at the age of 5.5 to 6 years, attending kindergarten No. 52 in Taganrog. The results of the study showed that the use of the developed methods and techniques of speech therapy allowed to develop concentration of attention, diligence in classes and to correct the revealed violations of the grammatical structure of speech, which were manifested at the beginning of the work. Discussion. It was revealed that the use of a large number of visual teaching aids, taking into account individual and age-specific features of older preschool children with severe speech disorders allowed to bring the level of development of children’s speech skills closer to the age norm: they built their answers consistently and logically, and also learned to operate independent speech.

Cognitive screening for children: Piloting a new battery of interactive games in 4- to 8-year-old children

Cognitive screening at the preschool age can be helpful in the early detection of possible difficulties before the start of school attendance as problems during schooling can have profound consequences. While interactive tools are still limited for the Czech population, tools used for cognitive screening at a younger age often consist of traditional pen-and-paper methods. Such examinations can be very demanding and time-consuming. This pilot study therefore focuses on the usability testing of a newly developed battery of interactive games used for the screening of selected cognitive functions in children aged four to eight in a less demanding and more attractive way. The battery consists of three interactive games testing (1) attention (selective attention), (2) executive functions (inhibitory control), (3) memory (episodic-like memory). The study sample included 24 participants of preschool or younger school age, ranging from 4 to 8 years old, girls = 12 (50%). The analyses also concentrated on the comparison of the newly designed screening tool with selected traditional test methods. The results suggest that the newly developed battery is feasible, and for children, it is entertaining and attractive. The designed cognitive battery is a promising tool for the screening of cognitive functions in younger school-age children.

New Opportunities of Dupilumab in Achieving Disease Control in Preschool Age Patients with Atopic Dermatitis: Clinical Case

Background. Atopic dermatitis (AD) is one of the most common chronic inflammatory skin diseases in children. It manifests during the first year of life in majority of cases. Early AD manifestation is a risk factor for the development of other atopic spectrum diseases in the future. Nowadays, the ability of the dupilumab, as a genetically engineered biologic drug (GEBD), to modify the disease course, to reduce the frequency of AD persistence and the possibility of multimorbid atopic phenotype development is widely discussed. Thus, dupilumab management in young children with early onset and severe course arouses specific interest. Clinical case description. This article demonstrates the experience of effective administration of GEBD dupilumab in 4-year old patient with severe AD and comorbid food allergies. Continuous therapy for 12 weeks allowed to recover disease’s skin manifestations. No adverse events were reported. Conclusion. Long-term continuous dupilumab administration in children aged from 6 months to 5 years has proven its efficacy and acceptable safety profile. The potential disease-modifying effect of dupilumab is especially significant for young and preschool children due to the high risk atopic multimorbidity developing during this period.

Changes in Autism and Co-Occurring Conditions from Preschool to Adolescence: Considerations for Precision Monitoring and Treatment Planning.

To describe retention of an autism spectrum disorder (ASD) diagnosis from preschool to adolescence and the most common co-occurring diagnoses among children with ASD in preschool and adolescence. A second objective was to identify co-occurring diagnoses more likely to emerge between preschool and adolescence among children with ASD vs. another developmental or mental health diagnosis in preschool. Children completed a case-control study when they were between 2 and 5 years of age. Caregivers reported their child's diagnoses of ASD and attention deficit hyperactivity disorder (ADHD), any developmental delay (DD), epilepsy/seizure disorder, obsessive-compulsive disorder, sensory integration disorder, and speech/language disorder when the child was preschool age and, separately, during adolescence. Any anxiety and depression/mood disorder, intellectual disability (ID), and learning disability (LD) were considered only in adolescence. 85.5% of preschool children retained their ASD diagnosis in adolescence. DD, sensory integration disorder, and speech-language disorder co-occurred in over 20% of preschool age children with ASD. These same conditions, along with anxiety disorders, ADHD, ID, and LD, co-occurred in over 20% of adolescents with ASD. Significantly more children with ASD vs. another developmental or mental health diagnosis in preschool gained diagnoses of ADHD, DD, sensory integration disorder, and speech-language disorder by adolescence. ASD is a highly stable diagnosis and co-occurring conditions are common. The prevalence of co-occurring diagnoses may depend on age, with some persisting from preschool to adolescence and others emerging over time. Health and education providers can use these findings to inform precision monitoring and treatment planning.

The Effectiveness of Online Dental Health Education to Changes Mother's Behavior on Preventing Dental Caries in Preschool Age Children

Background and purpose: Dental health education for mothers is very important in maintaining the dental health of preschool children. During the Covid-19 pandemic, there were limitations in the direct education process, so it is very important to conduct online dental health education. Purpose: This study purpose to compare the effectiveness of dental health education with audiovisual media, modules, and posters given online through Whatsapp media in improving the behavior (knowledge, attitudes and actions) of mothers in preventing dental caries in preschool children. Methods: Research subjects were determined by consecutive sampling according to those who met the inclusion and exclusion criteria. Total 73 subject of this study divided into three group intervention, 21 subjects in poster group, 23 subjects in modules group and 29 subjects in audiovisual group. The intervention was carried out by providing posters, modules, and videos of children's dental health education through online discussions in the Whatsapp group. Questionnaires were given before the intervention (pre-test), two weeks (post-test 1) and four weeks after the intervention (post-test 2). Results: Online dental health education with posters, modules and audiovisuals is effective in improving mother’s behavior in preventing dental caries in preschool children. Audiovisual and module method are more effective than poster to improve mother’s behavior in preventing dental caries in preschool children (p<0,001). Conclusion: Dental health education online with audiovisual media has the best effectiveness in improving maternal behavior in preventing dental caries in preschool children.

Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.

Longitudinal Magnetic Resonance Imaging of Changes in Lung Morphology and Perfusion in Children with Cystic Fibrosis From Infancy through Adolescence.

The progression of lung changes in cystic fibrosis (CF) from infancy through adolescence remains poorly understood due to limited longitudinal imaging data. To assess changes in lung morphology and perfusion in children with CF through the pediatric age range by longitudinal chest magnetic resonance imaging (MRI). 1112 annual chest MRI were performed in 226 patients with CF aged 0-18yr. MRI was assessed using a validated MRI scoring system. The MRI global score continuously increased from 5.5±4.6 at infancy (0yr) to 17.9±8.4 at adolescence (range 12-18yr), and the MRI morphology score from 5.0±3.9 to 12.4±6.0 (P<0.001). Bronchiectasis/wall thickening prevalence increased from 89.1% at infancy to approx. 100% from preschool age (1-5yr), and the subscore increased from 3.1±1.9 at infancy to 6.6±2.1 at adolescence (P<0.001). Mucus plugging prevalence increased from 55.4% at infancy to 83.5% at adolescence, and the subscore increased from 1.2±1.6 to 3.7±2.5 in the same period (P<0.001). Perfusion abnormalities were found in 44.4% at infancy, and increased to approx. 90% from preschool age (P<0.001). The MRI perfusion score increased from 1.1±1.6 at infancy to 5.6±3.0 at adolescence (P<0.001). Chronic Pseudomonas aeruginosa infection was associated with higher MRI scores from school age (6-11yr, P<0.05-0.001). This is the first study assessing longitudinal changes in lung morphology and perfusion in CF throughout the pediatric age range, providing percentiles as age-specific reference for lung disease severity. Our data may facilitate the use of MRI as an endpoint in clinical trials in children with CF.

Infant sensitivity to social contingency moderates the predictive link between early maternal reciprocity and infants' emerging social behavior.

The scientific study of love underscores the importance of dyadic reciprocity in laying the foundation for infants' social development. While research establishes links between early reciprocity and children's social capacities, some infants appear to benefit from reciprocity more than others. A central feature of reciprocity is its contingent structure, that is, the extent to which maternal behaviors are temporally associated with and contingent upon infants' dynamically changing cues. As such, infants' sensitivity to social contingencies may define the extent to which an infant benefits from maternal reciprocity. The current study examined the role of infants' sensitivity to social contingency (SC) in moderating associations between early maternal reciprocity and subsequent infants' social behavior. The study followed 157 children (47% females), across the first year of life (4, 10, and 12 months) and at preschool age (48 months). Infants' SC at 4 and 10 months moderated the link between early maternal reciprocity and infants' prosocial behavior observed at 12 months. SC at 10 months moderated the link between early reciprocity and reported peer problems at 48 months. Maternal reciprocity predicted more helping behavior in infancy and fewer peer problems at preschool, but only for infants who displayed high SC. Findings highlight the contingent nature of reciprocal mother-infant interactions revealing that an infant's sensitivity to breaks in social-contingency moderates the developmental benefit of reciprocity. Future research is necessary to directly test the underlying mechanisms of these processes and better understand the individual characteristics of infants' sensitivity to social contingency and its' role in typical and atypical development. RESEARCH HIGHLIGHTS: Individual differences in infants' sensitivity to breaks in social contingencies may moderate the extent to which infants benefit from contingent reciprocal maternal behavior (i.e., maternal reciprocity). Maternal reciprocity predicted more helping behavior in infancy and fewer peer problems at preschool, but only for infants who displayed high sensitivity to breaks in social contingency. Findings highlight the contingent nature of reciprocal mother-infant interactions revealing that infants' sensitivity to breaks in social-contingency moderates the developmental benefit of reciprocity. Findings emphasize the need to develop measurement methods and direct empirical attention to the important yet understudied individual characteristic of infants' sensitivity to social contingency and its role in shaping social development.

Methodological Principles and Approaches for the Formation of Creative Self-Expression Skills in Older Preschool Children in the Process of Artistic and Aesthetic Activity

Introduction. The article is devoted to the substantiation of the theoretical and methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, which allow to identify patterns and principles, as well as prospects for the development of the studied direction in the pedagogy of preschool childhood. Methodology. The article provides an analysis of the content of key methodological provisions based on the analysis of scientific sources on the problem of research, as well as general scientific methods of analysis, generalization and synthesis. Results. The article analyzes the “mechanisms” of the formation of creative self-expression skills in children of preschool and primary school age in the process of artistic and aesthetic activity; a detailed justification of the three selected approaches (systemic, culturological, subject-activity) and principles (cultural conformity, dialogic, integrative artistic and aesthetic development of reality, emotional openness, value-semantic orientation of artistic and aesthetic activity, empathic interaction, polysubjectivity), which form the methodological basis of the study, is presented. Conclusions. For the first time, the paper reveals the initial methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, making a significant contribution to the expansion of scientific ideas about the creative self-disclosure of a child by means of artistic and creative activity. The expediency of using systemic, culturological, subject-activity approaches as a methodological basis for the formation of creative self-expression skills in older preschool children in the process of artistic and aesthetic activity is substantiated. It is shown how the general ideas of these approaches are implemented through the holistic implementation of a number of provisions and principles.

Генезис и современное состояние содержания совместной деятельности в условиях образования

&lt;p&gt;In the article we carried out a historical and psychological analysis of psychological and pedagogical research of joint activities (its genesis) from the 60s of the XX century to the present time. Research reference points have been identified/ The first one is the beginning of the 60s of the XX century with a primary study of the genesis of the subject of joint activity in groups of children of preschool and primary school age. The secon is the end of the 80s of the XX, early XXI centuries within the framework of the development of the theory of developmental education (V.V. Davydov, V.V. Rubtsov, D.B. Elkonin, etc.) based on the positions of cultural-historical psychology L.S. Vygotsky, who emphasizes joint activity as the most important sociocultural mechanism of development. The third point takes place in the second decade - the beginning of the third decade of the XXI century, it&amp;rsquo;s the study of the issues of promoting the ideas of sociogenesis in the traditions of cultural-historical psychology and activity theory, and an attempt to look differently at the key problems of joint activities in a modern school environment. The space of possibilities for modern children is analyzed. Current research shows that educational organizations today form and develop not only the abilities of students, but also their activities (from joint games, educational activities, to role-playing experimentation and project activities).&lt;/p&gt;

Methodological aspects of developing motor skills in children of different ages during football club activities

The aim of the study is to examine methodological aspects of developing motor skills in children of different ages during football club activities. The article thoroughly explores training approaches for various age groups: preschool age (4-6 years), primary school age (7-10 years), middle school age (11-14 years), and adolescence (15-18 years). It is determined that each age group requires an individualized approach, taking into account anatomical and physiological characteristics and sensitive periods of children's development. The development of motor skills is achieved through various game exercises, comprehensive physical training, tactical preparation, and innovative technologies. The article also emphasizes the importance of psychological support and individualized training programs for older age groups.

Parenting strategies and child behavior at preschool age in families using assisted reproductive technologies

Introduction. Certain parenting strategies have a significant impact on the appearance of behavioral problems in children. Due to the continuous increase in the number of children conceived with the help of assisted reproductive technologies (ART), and the availability of limited, disparate and contradictory data on the development of such children and influencing family factors, the purpose of this study is to identify the characteristics and relationship of maternal and paternal parenting strategies and child behavior in preschool age in families with ART. Materials and methods. The sample consisted of 90 families who used ART and 155 families with natural conception. To identify the features of the child's parenting strategies, the "Interaction with the child" questionnaire was used, and the "Behavior of your child" questionnaire was used to assess the child's behavior. Nonparametric Mann–Whitney U test. Results. The general trends (regardless of the type of conception) are the dominance of manifestations of sensitivity to the child, emotionality, responsiveness, positive constructive regulation of discipline on the part of both parents, but with a predominance of severity in mothers compared with fathers (p≤0.05). There is no specificity associated with the type of conception (p&gt;0.05) in the characteristics of a child's behavior at the age of 5 years. On the one hand, the stronger emotionality towards the child on the part of both parents is specific for families who have used ART (3684.5 &lt; U &lt; 5154.0; p≤0.05), but on the other hand, there are trends towards less consistency and the risk of contradictions in the upbringing of a child compared with families with natural conception of a child, the lack of direct links between paternal strategies and child behavior indicators (p&gt;0.05), stronger interrelations of different manifestations of dysfunctional behavior in a child. The types of ART families with different types of severity and relationship of parental parenting strategies and behavioral characteristics of children (p≤0.05) are identified. Conclusion. The results of the study show the need to develop and conduct personalized training programs for parents and build individual trajectories of psychological support for families who have used ART at the age stages of child development.

Characteristics of childhood anaphylaxis in different age groups.

Anaphylaxis is a severe systemic hypersensitivity reaction that usually has a rapid onset and can be fatal. Presentations of childhood anaphylaxis vary widely in accordance with the triggers and the patient's age, geographical region and dietary and lifestyle habits. The medical records of 177 paediatric patients diagnosed with anaphylaxis between January 2021 and January 2024, whose disease progression was monitored at a single tertiary care centre, were reviewed retrospectively. The study included 177 patients diagnosed with anaphylaxis (107 males and 70 females with a median age of 48 months). The most common allergen responsible was food (53.7%). Egg allergy was the most common source of anaphylaxis, afflicting 35 patients (19.3%), while beta-lactam provoked the most common drug allergy, affecting 24 patients (13.6%). The most common organ involved was the skin (92.7%). When the patients were analysed by age group, there were more males in the infancy, preschool and school age groups, while there were more females in the adolescent group (p = 0.44). Food-induced anaphylaxis became less common with increasing age, whereas the rate of drug-induced anaphylaxis increased (p = 0.01 and p = 0.01, respectively). Cardiovascular system findings were observed more frequently in adolescents compared to other age groups (p = 0.003). Most cases stemming from a food allergy were mild, whereas most drug-induced cases were moderate or severe (p < 0.05). When severity was analysed by age group, mild cases in infants were more common than moderate to severe cases. The aetiological and clinical manifestations of childhood anaphylaxis vary among different age groups.

Socioeconomic position during pregnancy and pre-school exposome in children from eight European birth cohort studies

Distribution of environmental hazards and vulnerability to their effects vary across socioeconomic groups. Our objective was to analyse the relationship between child socioeconomic position (SEP) at birth and the external exposome at pre-school age (0–4 years).This study included more than 60,000 children from eight cohorts in eleven European cities (Oslo, Copenhagen, Bristol, Bradford, Rotterdam, Nancy, Poitiers, Gipuzkoa, Sabadell, Valencia and Turin). SEP was measured through maternal education and a standardised indicator of household income. Three child exposome domains were investigated: behavioral, diet and urban environment. We fitted separate logistic regression model for each exposome variable - dichotomised using the city-specific median - on SEP (medium/low vs high) adjusting for maternal age, country of birth and parity. Analyses were carried out separately in each study-area.Low-SEP children had, consistently across study-areas, lower Odds Ratios (ORs) of breastfeeding, consumption of eggs, fish, fruit, vegetables and higher ORs of TV screen time, pet ownership, exposure to second-hand smoke, consumption of dairy, potatoes, sweet beverages, savory biscuits and crisps, fats and carbohydrates. For example, maternal education-breastfeeding OR (95% Confidence Interval (CI)) ranged from 0.18 (0.14–0.24) in Bristol to 0.73 (0.58–0.90) in Oslo. SEP was also strongly associated with the urban environment with marked between-city heterogeneity. For example, income-PM2.5 OR (95%CI) ranged from 0.69 (0.47–1.02) in Sabadell to 2.44 (2.16–2.72) in Oslo.Already at pre-school age, children with lower SEP have consistently poorer diets and behaviours, which might influence their future health and wellbeing. SEP-urban environment relationships are strongly context-dependent.

TECHNOLOGIES OF ORGANIZING AND IMPLEMENTING MEDIA EDUCATIONAL LESSONS IN PRESCHOOL EDUCATIONAL EQUIPMENT

Media is the most popular and accessible means of getting information, learning, communicating with each other, and entertainment. We live in the conditions of a rapidly spreading media culture, from which even children are not spared. We consider the role of adults to be primary in this process. In the era of development of information technologies, there is a need for purposeful use of media-educational technologies from preschool age. The technology of organizing media education classes, as a necessary component of the preschooler’s digital and media ability, is aimed at forming a culture of information study, perception and analysis, orientation in media diversity, mastering the skills of working with various information with the help of an adult, where the knowledge acquired in the educational process of the child is demonstrated. The purpose of the article is to justify the effectiveness of the use of technologies for the organization and implementation of media education classes in kindergartens. The object of study of the research is the process of organization and implementation of media education classes in kindergartens. The scientific novelty of the article lies in the fact that modern accents of the effectiveness of using media technologies corresponding to the level of sectoral development of senior preschoolers in the process of organizing and implementing digital and media opportunities enshrined in the state educational standard of preschool education in Armenia were considered and analyzed, taking into account the goals of media education in kindergarten and ways to reasonably solve problems that arise in the way of achieving these goals:

A qualitative content analysis based on an extended parallel process model study of daycare center teacher behaviors concerning the eye health of preschool children

Purpose: This study is to explore the antecedent factors of daycare teacher behaviors concerning the eye health of preschool children by applying an extended parallel process model.Methods: Focus group interviews were conducted with ten daycare center teachers on September 4 and 14, 2023. A data analysis was performed according to the content analysis method by clustering the data into the four categories: the two threat factors of severity and susceptibility and the two efficacy factors of self-efficacy and response-efficacy.Results: Daycare center teachers’ perception of the severity of eye health problems in preschool children was high in relation to eye trauma, but it was recognized that viewing the electronic devices were of a less severe because symptoms were not noticed in a short period of time. They also showed low susceptibility because they were not sufficiently interested in the eye health hazard behaviors of preschool children. The self-efficacy of daycare center teachers was low because this was a lack of knowledge about symptoms of eye problems. However, they recognized that eye health activities performed in the preschool age could prevent negative eye health outcomes, thus showing a high response efficacy.Conclusion: In the future, it is necessary to increase the sensitivity and engagement of daycare center teachers concerning with the eye health of preschool children and to increase their self-efficacy. It will also be necessary to develop various interventions to improve eye health for preschool children that can be implemented by daycare center teachers.

EFFECTIVE PEDAGOGICAL APPROACHES TO DEVELOPING SENIOR PRESCHOOLERS’ COMMUNICATIVE ABILITIES

The problem of developing communicative abilities is paramount in the processes of socialization of preschoolers, the formation of interpersonal relationships, orientation in various situations and the search for an appropriate solution. We have analyzed the scientific and theoretical studies of communicative abilities, clarified the purpose, methodology of the problem and identified the problems that were justified by the research work and summarized the results obtained. The article considers communication and joint activity as the most important components of a preschooler’s daily life. It is during communication that the child learns about the world, learns to react to the environment, builds relationships and acquires social experience and abilities. The most important structural element of a child’s activity is the need to communicate with adults and peers. It is scientifically proven that communicative abilities with peers become a guarantee of a child’s social and personal development and determine the success and effectiveness of further development. The desire to cooperate with peers, to become a member of a social group of peers pushes a preschooler to certain actions that, when working together, are compared with the actions of a partner. Comparing classes enriches a child’s social experience. The impact of the pedagogical ways proposed by us, aimed at developing the communicative abilities of older preschool children, will contribute to the social and personal development of the child, the construction of interpersonal relationships. Formation and development of communicative abilities in the senior preschool age is a specially organized pedagogical process. It involves work planning, selection, planning, a sequence of effective means and forms to ensure the continuous development of communication abilities of preschoolers.

Longitudinal Relationships of Physical Activity, Sedentary Time, Cardiorespiratory Fitness, and Muscular Fitness with Body Fatness in Preschoolers.

There is still insufficient knowledge about the potential benefits of physical activity and fitness or the adverse impact of sedentary behaviours on body composition at preschool age. Therefore, we aimed to study the relationships of moderate-to-vigorous physical activity (MVPA), sedentary time (ST), cardiorespiratory fitness (CRF), and muscular fitness (MF) with body fat percentage (BF%) in boys and girls. Participants were investigated twice: in the final year of kindergarten, when the boys' median age was 7 years and the girls' median age was 6 years (p = 0.240), and again in the first grade of school. MVPA and ST were measured with an accelerometer, BF% was derived from skinfold thicknesses, CRF was measured with a 20 m shuttle run test, and MF was represented by the mean z-scores from standing long jump and relative upper-limb strength. In girls, higher ST (β = 0.587, p = 0.021) and lower MF (β = -0.231, p = 0.009) at preschool age were related to higher BF% in the first grade of school after adjustment for confounders. MVPA and CRF in preschool children were unrelated to BF% in school among boys and girls. In conclusion, sitting less and having greater muscular fitness at preschool age appear to be beneficial for lower body fatness in the first grade among girls, but not in boys. MVPA and CRF at preschool age are unrelated to body fatness at school age in boys and girls. Our results indicate that girls may especially benefit from decreasing sedentary behaviours and increasing upper- and lower-limb muscular strength at preschool age for a healthy weight profile in the first grade of school.

Parental and healthcare provider attitudes towards the Healthy Child Programme in England: a qualitative analysis

BackgroundThe Healthy Child Programme (HCP) in England, delivered by Health Visitors (HV) and Nursery Nurses (NN), aims to assess growth and development in pre-school age children. This qualitative analysis aimed to evaluate the perceptions and experiences of HCP providers and parents located in a London borough.MethodsThis qualitative analysis is part of a larger study piloting an automated growth screening algorithm in a London borough. We conducted three focus group discussions; two with parents of pre-school children participating in the pilot study, one in English (n = 6) and one in Sylheti (n = 5), and one with HVs and NNs (n = 11). Sampling was purposeful, and written informed consent was obtained. Groups were facilitated by the same bilingual researcher using semi-structured topic guides. Data were analysed using reflexive thematic analysis and assessed for intercoder reliability.ResultsThree broad themes were identified in the data: (1) lack of clarity around the role of the HV and NN; (2) a lack of resources; and (3) a desire for a preventative service. Underlying these themes was a sense of disempowerment shown by HVs/NNs and parents, as well as systemic issues in terms of the accessibility and practicality of the service. Nevertheless, parents and HVs/NNs all stressed the importance of the service in providing information, reassurance and advice.ConclusionsVarious challenges prevent the HCP from providing equitable and effective care to every child. However, the service was recognised as very valuable by users and providers despite systemic difficulties.