Preschool Children Research Articles

Mindfulness and mental health: the importance of a clinical intervention to prevent the effects of a traumatic event. A pilot study

Numerous research studies show that mindfulness can mitigate the negative impact of trauma on mental health by reducing symptoms of anxiety, mediating the relationship between trauma exposure and mental health, and treating symptoms resulting from traumatic events. During the COVID-19 pandemic, which was considered a traumatic event, the wellbeing of adults and children was severely compromised. Although children seem less vulnerable to the physical effects of the virus, this does not seem to be true for the psychological effects. Indeed, a prolonged period of loss of family activities and routines can have a negative impact on the mental health of children and adolescents. To investigate how mindfulness can help preschool children cope with the effects of COVID-19, a study was conducted on 46 children aged 4–5 years. The programme, based on the work of Jon Kabat-Zinn and adapted to the age of the participants, consisted of eight weekly 45-min sessions. Qualitative and quantitative results showed positive feedback, indicating that mindfulness helps children make sense of their experiences and achieve functional post-traumatic growth. This approach is seen as a challenge to guide children toward the restoration of psychological wellbeing, which is essential for good psychological balance.

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

Language barriers and mental health problems of preschool children born very preterm in Germany.

We assessed whether behavioural and emotional problems of 5- to 6-year-old preschool children born very preterm (<32 weeks' gestation) are associated with an immigrant background and linguistic distance of their first language to the host country's official language, German. This is an observational longitudinal cohort study. Data are from the national multicentre German Neonatal Network cohort, including all very preterm births from 2009 onwards. A total of 3220 (n = 1570 female) children were followed up at preschool age; 629 (n = 324 female) of these had an immigrant background. Behavioural and emotional problems were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ). Mixed-effects models showed that immigrant status alone was not associated with children's behavioural and emotional problems. However, a higher linguistic distance of the children's first language to German was associated with higher SDQ total problem scores (coefficient = 0.008, 95% confidence interval 0.002, 0.015), after adjusting for known confounders. Language barriers in the form of linguistic distance between the first language of children born very preterm and countries' official languages are associated with increased risk for behavioural and emotional problems. More research is needed on how language barriers affect long-term developmental outcomes of immigrant children born very preterm.

Behavioral, Social, and Emotional Development of Five-Year-Old Children Conceived by Assistive Reproductive Technologies (In-Vitro Fertilization)

Preschool children conceived through In-Vitro Fertilization (IVF) tend to demonstrate particular behavioral, social, and emotional patterns that correlate with their physical development. The authors used a number of techniques to assess the behavior and social and emotional development of five-year-old IVF children. Such questionnaires as Your Child’s Behavior and Child’s Relationship with Friends and Family cast light on the behavioral, social, and emotional status. To define the physical development, the authors used such questionnaires as Child Feeding Issues, Three-Month History of Infectious Diseases, History of Injuries and Accidents, and Chronic Disease History. The sample consisted of 81 IVF children and 153 naturally-conceived children (aged 5); it included subgroups of children with perinatal developmental risks. Most parents of the IVF children reported neither behavioral nor social issues. However, the IVF children demonstrated more severe emotional issues. The IVF children with perinatal developmental risks had more pronounced emotional and anxiety issues, which was not typical of naturally-conceived children with perinatal risks. Both groups included children with difficulties in social and emotional development. The study revealed four significant factors that defined the difficulties of the socio-emotional development in the IVF children: behavioral disorders, aggression, social issues, and emotional issues. The significant correlations of behavioral, social, and emotional development in the IVF group indicated some specificity against the control. The correlating indicators of mental and physical development proved that physical development might affect behavioral, social, and emotional development in IVF children.

Maternal Beliefs about Screen Device Use Predict Preschool Children’s Screen Time

Maternal Beliefs about Screen Device Use Predict Preschool Children’s Screen Time

Exploration of preschool hearing screening at primary healthcare centers in Riyadh, Saudi Arabia: A cross-sectional study

The hearing status of children should be examined throughout early childhood, even if they have passed the newborn hearing loss because hearing loss can occur at any time and may affect their ability to learn. Preschool hearing screening (PHS) is vital to continue screening throughout early childhood. The current practice of PHS in the primary healthcare centers (PHCs) in Saudi Arabia is unknown. The purpose of this study was to investigate PHS in the PHCs. This cross-sectional descriptive study used an in-person-administered questionnaire to collect data. A total of 106 out of 120 participants (male = 61; female = 45) representing the PHCs in Riyadh were interviewed. Most of the participants were aged 31–40 years and held a bachelor's degree as the highest academic qualification with limited years of experience. PHS was mostly performed through subjective measures by asking the parents (71.7%) and the child (65.1%). The audiometric evaluation was conducted for preschool children in only half of the PHCs. General practitioners and nurses usually perform PHS. Substantial gaps in the practice of PHS were identified. The lack of training and appropriate instruments and the need for audiological services were the main challenges. Incorporating robust and objective protocols for PHS into the educational system is a valuable strategy for identifying hearing loss early and reducing its impact through the establishment of effective intervention plans.

Parental Expectation, Attitudes, and Home Numeracy Environment in Korea and in the U.S.: Potential Sources of Asian Math Advantages

This present study examined relations among parental math attitudes, expectations, and practice, and preschool children’s math achievement (i.e., parental math practice as a mediator) that may differ between Korean and U.S. samples. We examined measurement invariance to minimize the bias and inaccurate estimates in scores in two samples, which is a common barrier in cross-cultural studies. The Korean sample comprised 232 children (mean age = 54.58 months) and their parents from large urban cities and two other provinces. The U.S. sample included 146 preschool children (mean age = 52.49 months) and their parents in an urban area. We utilized measurement invariance to investigate whether the parental math practice has the same meaning across the two samples, along with mediation group comparisons. U.S. parents tended to have more positive math attitudes and higher expectations, while Korean parents were likely to be more involved in math practice with children at home. Korean children scored significantly higher on math achievement than the U.S. children. Among the Korean sample, higher parental math expectations were associated with higher levels of parental math practice, which was, in turn, associated with higher levels of child math outcomes after controlling for child age and SES. On the contrary, parental math expectations were unrelated to their math practice or child math outcomes in the U.S. sample. Parent math attitudes were not associated with any variables in both samples. These findings explain Asian math advantages that emerge early and offer insights into cultural processes (i.e., the importance of parental math practice) that may play a different role in children’s math outcomes.

Associations between physical activity and development in preschool-aged children born

ObjectiveTo investigate the effect of physical activity (PA) on development (motor, cognitive, social-emotional) in children 4–5 years old born <30 weeks’ gestation, and to describe subgroups of children at risk...

The Acquisition of Passives by Thai Preschoolers

Abstract This study investigates how pre-school Thai children comprehend Thai short and long passives with adversative and non-adversative and action and psychological verbs. The results show that preschool children did not comprehend passives well, primarily because of the thematic role reversal in the subjects of passives and actives. Action verbs are acquired earlier and better than psychological verbs. Unlike previous studies of other languages, Thai children comprehend long passives better than short passives with most verb types.

Differences in eating behaviours and mothers attitudes between baby-led weaning vs. traditional spoon-feeding approaches in Türkiye.

This study was aimed to examine the differences in eating behaviours and mothers attitudes between baby-led vs. traditional spoon-feeding approaches and its effect on eating behaviours in preschool children. The study was conducted with 150 mothers of children aged 2-6, who applied to the Pediatrics Polyclinic of Başkent University Ankara Hospital, between December 2022 and February 2023. Sociodemographics, biochemical parameters were recorded to form. Maternal attitudes and eating behaviours of children were evaluated with Mother's Attitudes Towards the Feeding Process Scale (MATFP) and Early Childhood Adaptive Eating Behaviour Scale (ECAEB), respectively. The mean age of the children was 43.80±11.04 months and 51.3% of them were girls. A weak negative correlation was found between the ECAEB total scores and the child age (r=-0.196, p<0.05). A moderate positive correlation was found between the total scores of the MATFP and ECAEB (r=0.699, p<0.001). There wasn't significant difference between the MATFP total scores who chose baby-led weaning or traditional feeding (p>0.05). According to the ECAEB; aggression and reaction to main meal order subgroup scores of children who consumed pureed vegetables until the ninth month were higher than those who didn't consume them (p<0.05). Mothers who prefer the TSF offer their babies more blenderized and pureed foods, while those who prefer the BLW serve fork-mashed, steamed and sliced foods (p<0,05). As the mothers' subscale scores for negative affect during meals, attitudes about insufficient/unbalanced feeding, negative feeding strategies, forced feeding, reaction to viewpoint of others increase, so did their subscale scores for child reluctance, eating refusal associated with sensory causes, aggression, reaction to main meal order increase. Consequently, it's believed that maternal attitudes and actions should be taken into account while evaluating the eating habits of toddlers.

Blood Eosinophil Count: Lack of Stability and Association with Wheeze Attacks in Preschool Children.

Blood Eosinophil Count: Lack of Stability and Association with Wheeze Attacks in Preschool Children.

Do Chinese Preschool Children Love Their Motherland? Evidence from the Game-Based Assessment.

Patriotism is a topic of significant importance in many countries around the world. Preschool children play a crucial role in shaping the future, and their patriotism is closely linked to the future development of their nation. Currently, the game-based assessment has advantages over traditional evaluation methods and is more suitable for preschool children. This study employed a game-based assessment method to investigate patriotism among preschool children aged 3 to 6 years in China. The results indicated that their levels of patriotism were above average and tended to increase with age. Preschool children in the capital region scored higher on national cognitive mastery. However, preschool children's understanding of patriotism remains somewhat vague, and they often articulate and express their patriotism through concrete examples. Four types of patriotism among preschool children were identified: high-level patriotism, cognitive-based patriotism, emotional-based patriotism, and low-level patriotism. The findings of this study contribute to a more comprehensive understanding of patriotism in preschool children and provide an evidence-based reference for the development of patriotic education.

DENTAL'S AREA LEARNING MODEL AS AN EFFORT TO IMPROVE KNOWLEDGE AND TEETH BRUSHING SKILLS PRESCHOOL CHILDREN

Background: Preschool children have different characteristics from children of other ages, so that maximizing their cognitive, affective and psychomotor potential requires appropriate learning methods. Dental's Learning Area Model is a dental health education model that gives preschool children, especially the 3-4 year age group, the choice to choose the areas they want to learn about dental and oral health so that with this choice children are able to optimize learning according to their criteria and abilities. Objective: Develop a Dental's Area Learning Model as an effort to increase knowledge and skills in brushing teeth and reduce the Plaque Control Record (PCR) of preschool children. Method: Quasy Experiment Pretest And Posttest With Control Group Design, Research subjects were preschool children aged 3-4 years who were divided into 2 groups: 1. Dental's Area Learning Model intervention for 14 days through 4 stages of activities, namely training, simulation, brushing practice teeth and evaluation in children. 2. 14 day tooth brushing model as control. Dependent variable: knowledge and teeth brushing skills. Data were tested using Wilcoxon and Independent t-test. Results: Dental's Area Learning Model is effective in increasing students' knowledge of brushing teeth with a p-value of =0.000 and brushing skills with a p-value of 0.000 (&lt;0.05). Conclusion: Dental's Area Learning Model is effective in increasing knowledge and teeth brushing skills in preschool children

Exploring the effectiveness of the Pragmatic Intervention Programme (PICP) with children with autism spectrum disorder and developmental language disorder: A non-randomised controlled trial.

Children diagnosed with autism spectrum disorder (ASD) and developmental language disorder (DLD) often have difficulties using language in social contexts. An intervention programme for preschool-age children with pragmatic difficulties, called Pragmatic Intervention Programme (PICP), showed positive effects for these children. However, it was important to confirm these effects with a larger group and analyse them separately for each condition. In this study, the effectiveness of the PICP was analysed in preschool-age children with ASD or DLD with difficulties in using language in social contexts. The study was carried out with 36 children. Twenty-two were allocated to an experimental group to receive the PICP-based intervention first, and 14 children were assigned to a control group (waiting list). Each child attended 24 PICP-based intervention sessions provided by a speech and language therapist. Progress was measured using a Goal Attainment Scale (GAS) and other language assessment instruments. The results showed that all children in the experimental group made significant progress in their language competencies, compared to the control group after the intervention. This study confirms that the PICP is effective in improving language competencies in preschool-age children with ASD and DLD with difficulties in using language for social purposes, regardless of their condition. These results emphasise the importance of tailored interventions for these children and point to areas for further research.

Формирование элементарных математических представлений у детей с ограниченными возможностями здоровья (с нарушением зрения)

The aim of this study is to improve the math skills of preschool children (5-7 years old) with visual impairment. In this context, it is expected that the target behavior of children with visual impairment will be changed through the creation of a specialized educational space that promotes the formation of mathematical abilities, arithmetic skills, creativity, ability to plan and organize their activities. The research group consists of 48 preschool children (5-7 years old) with visual impairments. The study was conducted in the fall of the 2023-2024 school year. During the study, the preschoolers received eight weeks of training to improve math skills. The study found that numeracy and math skills in preschool children with visual impairments had a positive effect on cognitive development, fine motor skills, and motivation to learn.

Screen preference and extraversion: key factors in the link between mother phubbing and preschoolers’ problematic media use

ABSTRACT Problematic media use among preschoolers is a growing concern. This study investigates the relationship between mother phubbing and problematic media use in preschoolers, examining the mediating role of child screen preference and the moderating effect of extraversion. 772 mothers (Meanage = 34.13 years) with preschool-aged children from Shanghai completed an online survey. The study found a significant positive correlation between mother phubbing and child problematic media use, mediated by the child's screen preference. Extraversion moderated the link between mother phubbing and child screen preference, with the relationship weakening as the child's extraversion increased. These findings highlight the complex interplay between parental behaviour, child characteristics, and media use patterns in early childhood, emphasizing the need for tailored interventions considering both environmental and individual factors.

Selective screening for celiac disease in patients with gastrointestinal symptoms: a retrospective study

Background. Currently, the effectiveness of various screening programs for celiac disease remains a matter of debate. According to most researchers, selective screening among patients with characteristic symptoms or at-risk groups is most effective. Aim. To evaluate the effectiveness of selective screening for celiac disease in patients with gastrointestinal symptoms. Materials and methods. In an open retrospective clinical study, the rate of celiac disease among 1,482 children who were examined in the Bashlyaeva Children's City Clinical Hospital and the most significant symptoms of the disease depending on age were identified. Results. The mean rate of celiac disease was 8.26%: from 6 months to 3 years 7.25%, from 4 to 7 years 10.28%, from 8 to 14 years 9.33%, and in adolescents from 15 years and older 4.05%. The most significant symptoms of the disease in young children were abdominal distension/flatulence, asthenia, and weight loss; preschool children had stool disorders (constipation, diarrhea), abdominal distension/flatulence, and anemia. At the age of 8–14 years, only nausea was statistically significantly associated with celiac disease. We have not identified any significant symptoms in the older age group. Conclusion. Our study has shown the high effectiveness of selective screening for celiac disease. The selective screening program is most effective in children of early and preschool age, which defines this age category as a target for introducing screening programs in medical check-ups before enrollment to preschool institutions and schools.

Network analysis of parental burnout and its interaction with screen media use in preschool children

Network analysis of parental burnout and its interaction with screen media use in preschool children

Association between socioeconomic deprivation, ethnicity and health outcomes in preschool children with recurrent wheeze in England: a retrospective cohort study

BackgroundPreschool-aged children have among the highest burden of acute wheeze. We investigated differences in healthcare use, treatment and outcomes for recurrent wheeze/asthma in preschoolers from different ethno-socioeconomic backgrounds.MethodsRetrospective cohort study...

The Joint Media Engagement Scale (JMES): An instrument for measuring shared media use with children aged 1 to 5 years old.

The digital media landscape is rapidly shifting, and some children begin using digital media in infancy. As with book reading, young children need adult guidance to learn from digital media. Joint media engagement (JME) occurs when preschool children and their parents actively use digital media together. JME during early childhood is associated with increased learning from media. However, there are no validated scales of JME. In the present study, parents of 353 1-to-5-year olds answered a series of questions about their media use and behaviours. Exploratory factor analysis yielded two scales, one for viewing video content together and one for playing digital games together. Convergent validity was established by comparison to the widely used Television Mediation Scale. Together, these findings establish the JME instrument as a valid and reliable tool for measuring joint media engagement during early childhood.