Preschool Years Research Articles

Finding the Mole and Choosing the Apple: Executive Function Challenges in Children with Developmental Language Disorder (DLD)

Background: Children with a developmental language disorder (DLD) frequently experience deficits in cognitive skills such as working memory (WM) and sustained attention (SA), which are closely related to language development. Yet, these cognitive deficits remain underexplored in early childhood, particularly during the preschool years. Objective: This study explores WM and SA in Chilean preschoolers with a DLD compared to their typically developing (TD) peers, using the nonverbal tasks “Torpo the Clumsy Mole” for WM and the Continuous Performance Task (CPT) “Duno and the Worms” for SA, both from the Child Neuropsychological Evaluation Test (TENI in Spanish). Method: Thirty DLD and 30 TLD peers (aged 4 to 4 years 11 months) participated. Accuracy and reaction times in both tasks were assessed. Results: The children with a DLD demonstrated significant deficits in working memory accuracy and poorer sustained attention accuracy despite exhibiting shorter reaction times in the sustained attention task compared to TLD children. Conclusions: The findings highlight the multifaceted nature of a DLD, particularly in relation to cognitive dimensions beyond language, such as working memory and sustained attention. Early identification of these differences emphasizes the important role of executive functions in DLDs.

Empathy Development in Preschoolers With/Without Hearing Loss and Its Associations with Social-Emotional Functioning.

Empathy plays a crucial role in children's social-emotional development. There is an increasing trend in recent studies to recognize empathy as a multi-dimensional construct, consisting of three distinct hierarchical levels: emotion contagion, attention to others' feelings and prosocial behaviors (Hoffman, Motiv Emot, 14(2), 151-172, 1990). The present study is amongst the first to use a longitudinal approach to examine the development trajectories of the distinct empathic levels, based on a sample of Chinese preschoolers aged 2 to 6 years, half of the sample being deaf or hard-of-hearing (DHH). Our results showed that according to the parental observation, DHH preschoolers manifested similar extent of emotion contagion and attention to others' feelings as their TH (typically hearing) peers over preschool years. Yet, DHH preschoolers showed fewer prosocial behaviors, compared to their TH peers. As for the longitudinal associations over time, emotion contagion contributed to more internalizing and externalizing behaviors in both groups; whilst attention to others' feelings contributed to fewer internalizing behaviors in only DHH children. Prosocial behaviors contributed to better social competence, and fewer internalizing and externalizing behaviors in both DHH and TH children just as expected. These outcomes imply that the early intervention or special education may be useful to safeguard children's empathic development, shrinking the gaps between DHH and TH children; but meanwhile, cultural factors might cause latent effects on children's understandings of empathy and impact on how empathy "regulates" children's social-emotional functioning, in a Chinese cultural context.

Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.

Exploring Brazilian Immigrant Mothers’ Beliefs and Practices Regarding Their Preschool Children’s Oral Health: A Qualitative Study Conducted in the United States

Parents’ beliefs and practices significantly shape young children’s oral health (OH), particularly during preschool years when these habits are being established. Immigrant parents often face challenges in promoting OH due to cultural, financial, and logistical barriers. This qualitative study explored OH beliefs, practices, and barriers among Brazilian immigrant mothers in the United States (U.S.). Semi-structured interviews, guided by the Health Belief Model (HBM), were conducted with mothers of children aged 2–5 years. Thematic analysis, also guided by the HBM, revealed four key themes: (1) beliefs about children’s OH; (2) awareness of the parent’s role in fostering early OH behaviors; (3) identification of risk and protective factors affecting children’s OH; and (4) perceived barriers to maintaining children’s optimal OH. Mothers emphasized the importance of proper oral hygiene, regular dental check-ups, and balanced diets for promoting children’s OH. Despite recognizing their role in supporting oral hygiene routines and care, mothers noted barriers such as limited access to care, linguistic barriers, and difficulty adopting and maintaining healthy OH practices due to work and family demands. Notably, 96.6% (n = 28) of the mothers scored low on the SASH scale (SASH < 2.99), reflecting low acculturation levels, which may further contribute to these challenges. Study findings highlight the critical role of parental beliefs and practices in shaping early OH behaviors and the unique challenges faced by Brazilian immigrant mothers. Culturally relevant public health interventions, including tailored education and improved access to affordable dental care, are essential for enhancing OH outcomes in young children from these families.

Omics techniques reveal the pathogenesis of microbial communities in asthma

Abstract. The presence of airway hyperresponsiveness in asthma provides the basis for constriction in bronchus response to a variety of stimuli, leading to limited airflow, dyspnea, wheezing, and chest tightness, threatening patients lives. Statistics have shown that asthma is more prevalent in the adolescents and children than in the adults, suggesting that early ecological dysregulation of the gut and airway microbiome contributes to the occurrence of asthma, especially in the preschool years children. With the development of high-throughput sequence technologies such as genomics, it has become possible to study the association of pathophysiological processes of allergic reactions and ecological dysregulation using the multi-omics techniques. In this review, the author first briefly introduces the classification of asthma, summarizes the pathogenesis of microorganisms in asthma, providing a new direction and ideas for the research of the pathogenesis, diagnosis, and treatment of asthma.

Multi-Informant Universal Mental Health Screening for Preschool-Aged Children by Parents and Educators: A PRISMA Systematic Review.

Children develop rapidly in the preschool period, making accurate appraisals of mental health (MH) difficult. The preschool years are a key period for early identification of MH concerns and could benefit from multi-informant, universal MH screening (UMHS). This systematic review aimed to identify multi-informant UMHS measures for preschool-aged children, and to examine their clinical utility, effectiveness, and acceptability. Studies reporting the predictive and incremental validity, effectiveness or acceptability of parent and educator-report UMHS measures for children aged 3-5years were identified through CINAHL, Embase, ERIC, Medline, PsycINFO, Scopus and Web of Science. Studies were excluded if screening was not the primary focus, not universal, single informant, or primarily focussed on Autism Spectrum Disorder. A total of 11 studies using 10 measures was identified. Ten studies screened for broad MH difficulties. Three educator-report and one parent- and educator-report measures had acceptable predictive validity. One study reporting incremental validity found that adding educator-report to parent ratings significantly improved the identification of MH concerns. No studies reported on effectiveness. Three studies that explored acceptability reported strong support for either UMHS in general or specific measures. There are promising results that UMHS can accurately identify child MH concerns in the preschool period using parent and educator reports. However, with few of the examined measures reaching the benchmark standards for predictive validity and only one study examining incremental validity, further research is needed to establish clinical utility. UMHS with preschool populations appears to be acceptable; future studies should further examine multi-informant screening in preschool populations. This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO; https://www.crd.york.ac.uk/prospero ; registration number: CRD 42022383426).

Association between narrow palate and respiratory function in children: a literature review

Changes in the airways and dentoalveolar system are one of the most challenging aspects of modern practical and theoretical dentistry. Nasal breathing is essential for the normal development of the maxillofacial area. During a child’s growth, the respiratory tract and facial skull development are closely linked. The main stage of dentoalveolar system development occurs during preschool and elementary school years. Nasal breathing disorders are currently widespread in this age group. Dental professionals are frequently the first to detect these disorders. A dental professional can then inform parents on the potential causes and consequences of habitual mouth breathing, justify the need for treatment and prevention of this pathology, and refer a child to an ENT specialist. The review examines the association between narrow palate and respiratory function in children. Domestic and international studies addressing the association between dentoalveolar system pathologies and respiratory patterns and functional parameters were analyzed. The studies present a variety of opinions: some authors confirm the association between narrow palate and mouth breathing, while others refute it. Moreover, changes in respiratory function parameters following rapid palatal expansion have been analyzed, emphasizing the importance of timely orthodontic treatment to improve breathing.

Profiles of home language environment in Head Start classrooms: Patterns and associated developmental skills for Spanish-English dual language learners

This study utilized nationally representative data from Head Start programs (FACES 2014) to identify profiles of classrooms based on their practices and environments relevant to Spanish-English dual language learners (DLLs). We then compared DLLs’ development across the identified classroom profiles over the preschool year. Finally, we explored whether the potential effect of classroom profiles on early development varies by DLL status, distinguishing between Bilinguals and Emergent Bilinguals. Latent profile analysis identified three classroom profiles: (a) High home language support with a Spanish-speaking lead teacher (High HL, Spanish LT; 34.2%), (b) High home language support with a non-Spanish-speaking lead teacher (High HL, non-Spanish LT; 26.9%), and (c) Low home language support (Low HL; 38.9%). DLLs in High HL, Spanish LT classrooms presented higher teacher-reported social skills than those in Low HL classrooms. Moderation analyses revealed that Bilinguals in High HL, Spanish LT classrooms presented higher social skills and fewer behavioral problems than those in High HL, non-Spanish LT classrooms, and higher approaches to learning skills than those in Low HL classrooms, as reported by teachers. Children's language and math achievement over a preschool year did not differ across classroom profiles. These findings highlight the importance of strong home language support in classroom environments for enhancing DLLs' social-emotional skills and learning behaviors, particularly for Bilinguals.

Emotion dysregulation in autism: Severity and correlates in early childhood.

Emotion dysregulation (ED) is common and severe in older autistic youth, but is rarely the focus of early autism screening or intervention. Moreover, research characterizing ED in the preschool years (when autism is typically diagnosed) is limited. This study aimed to characterize ED in autistic children by examining (1) prevalence and severity of ED as compared to children without an autism diagnosis; and (2) correlates of ED in autistic children. A sample of 1864 parents (Mean child age = 4.21 years, SD = 1.16 years; 37% female) of 2-5 year-old children with (1) autism; (2) developmental concerns, but no autism; and (3) no developmental concerns or autism completed measures via an online questionnaire. ED was measured using the Emotion Dysregulation Inventory-Young Child, a parent report measure characterizing ED across two dimensions: Reactivity (fast, intense emotional reactions) and dysphoria (low positive affect, sadness, unease). Autistic preschoolers, compared to peers without developmental concerns, had more severe ED (+1.12 SD for reactivity; +0.60 SD for dysphoria) and were nearly four and three times more likely to have clinically significant reactivity and dysphoria, respectively. Autistic traits, sleep problems, speaking ability, and parent depression were the strongest correlates of ED in the autism sample. While more work is needed to establish the prevalence, severity, and correlates of ED in young autistic children, this study represents an important first step. Results highlight a critical need for more high-quality research in this area as well as the potential value of screening and intervention for ED in young autistic children.

The Impact of Turkish Cypriot Folktales on Middle School Students' Social Skills

Folktales, as products of oral culture, play a significant role in supporting children's language development during their preschool and primary school years. They facilitate children's adaptation to social and cultural environments and contribute significantly to their cultural and educational lives. Additionally, folktales enhance children's social skills, including critical thinking, communication, problem-solving, planning, analysis, and coping with stress. This study aims to investigate how Turkish Cypriot folktales influence the social skills of middle school students. This research highlights the potential of folktales in enhancing children's social skills. A mixed-methods research design was employed to measure the impact of Turkish Cypriot folktales on middle school students' social skills. The study group consists of 56 students attending a private school in the Northern Cyprus. The quantitative data collection tool used was the "Matson Evaluation of Social Skills in Children (MESSY)" scale, and two open-ended interview questions created by the researchers were administered. According to the quantitative data, the intervention of teaching social skills with Cyprus Turkish folktales did not statistically make a difference on the experimental group students. However, the qualitative data revealed that according to the expressions of the participating students, Cyprus Turkish folktales have increased their awareness of social skills such as problem-solving, planning, analysis, and coping with stress.

Hands-On Gardening in Childcare Centers to Advance Preschool-Age Children's Fruit and Vegetable Liking in Semi-Arid Climate Zone.

Hands-on gardening is linked with healthy eating behaviors, increased outdoor activities, and overall well-being, all contributing factors to preventing obesity. Although these positive associations are widely established for adults and school-aged children, little evidence can be found on how such relationships may extend to early childhood, especially in the preschool years (3-5 years). One recent study conducted in North Carolina (NC) showed that participating in hands-on gardening significantly increased preschoolers' accurate identification of fruits and vegetables (FV) and FV consumption compared to children who did not participate in hands-on gardening, but no association was found between participation in hands-on gardening and the children's liking (eating preferences) of FV. FV identification and liking during the early years may lead to lifelong healthy eating behaviors and preferences, making hands-on gardening a critical health intervention in early childhood environments, especially in childcare centers where a majority of the 13 million children in the United States between the ages of 0 and 5 spend most of their waking hours. This research aimed to investigate how hands-on gardening in childcare centers may impact preschoolers' (3-5 years old) FV knowledge (identification) and liking in a semi-arid climate zone with a high concentration of Hispanic families by conducting experimental research with eight childcare centers and one hundred forty-nine children (n = 149) in Lubbock County, located in West Texas. The findings showed changes in average liking scores are generally positive in the experimental group of children who participated in hands-on gardening (compared to the control non-gardening group), implying an improved liking. The findings indicate that the benefits of hands-on gardening in childcare centers for enhancing healthy eating preferences are evident even in a semi-arid climate zone, where high temperatures and limited rainfall present significant gardening challenges. This research underscores the importance of integrating hands-on gardening into childcare programs, highlighting its potential as an effective obesity prevention strategy not only within the US but also in other regions with similar environmental constraints.

Parents' Literacy Beliefs, Home Literacy Activities, and Children's Early Literacy Skills: Stability and Progress Approaching First Grade.

This study explores the stability and progress of parents' literacy beliefs and home literacy activities and their relationships with their children's early literacy skills in their last year of preschool. Participants were 50 preschool children (M = 61.44 months) and their parents. Data collection sessions occurred in the family home in the fall and spring, with six months between them. At each time point, parents completed questionnaires regarding their beliefs relating to children's literacy development, parents' role in supporting literacy development, and the frequency of home literacy activities. We also evaluated the children's early literacy skills (letter names, letter sounds, word writing, phonological awareness, and motivation for literacy activities). Results revealed overall stability in parents' beliefs between the two time points, an increase in home literacy activities, progress in children's early literacy skills, and greater motivation to engage in early literacy activities. We found a positive relationship between parents' beliefs and home literacy activities in the fall with their children's early literacy skills in the spring. Further, the progress in parents' literacy beliefs between the fall and the spring correlated with their children's progress in early literacy skills, controlling for parents' education and children's age. This study highlights the importance of promoting parents' literacy beliefs and home literacy activities.

Are early emotional and behavioral problems related to subsequent asthma in preschool children?

Abstract Background The most common mental health problems in preschool children are emotional and behavioral problems, and one of the most common chronic inflammatory diseases in children is asthma. Most research on the relationship between emotional and behavioral problems and asthma includes school-aged children. The current study aimed to explore the association between emotional and behavioral problems during preschool years and the risk of asthma in a Swedish context. Methods The study was a longitudinal cohort study, with 6954 children aged 3-5 years for which data on emotional and behavioral problems through the Strengths and Difficulties Questionnaire were collected in Uppsala Region, Sweden, between 2013 and 2017. The cohort was followed with data from the National Patient Register from 2013 to 2022. Asthma was defined as having at least three diagnoses (ICD-10 codes: J45-J46) during follow-up. Unadjusted and adjusted cox regression models were used to analyze data. Results A total of 269 children (3.9%) had diagnosed asthma during follow-up. Preliminary results show that children with emotional symptoms, rated separately by mothers (HR: 1.62, 95% CI: 1.20-2.20), fathers (HR: 1.49, 95% CI: 1.10-2.03), and preschool teachers (HR: 1.53, 95% CI: 1.08-2.16) had increased risk of being diagnosed with asthma according to unadjusted cox-regression models. In addition, children with total emotional and behavioural problems, rated by fathers (HR: 1.51 95% CI: 1.10-2.07) were also at higher risk of being diagnosed with asthma. These associations remained significant when adjusting for background and sociodemographic factors. Conclusions Our findings point to the significance of a clinical awareness of the relation between emotional and behavioral problems and asthma in young children. Our findings highlight the importance of also considering somatic problems, including asthma, in children with early signs of emotional and behavioral problems. Key messages • Emotional and behavioral problems in preschool children is related to being diagnosed with asthma. • Somatic problems, as asthma, needs to be considered in children with emotional and behavioral problems.

Beyond Monolingual Norms: Analyzing the Complexity of Greek-Turkish Bilingual Children’s Written Narratives

This research explores the written narratives of Greek-Turkish bilingual and Greek monolingual children, focusing on their retelling abilities. We analyze both the macrostructure and microstructure of their narratives, utilizing the story-grammar model for the macrostructure analysis and examining lexical diversity, syntactic complexity, spelling accuracy, connectives, and word stressing for the microstructure assessment. We also examine correlations with contextual factors, including home and schooling input. Thirty-six children, comprising an equal number of bilinguals and monolinguals, participate in a picture narrative task (retelling mode). Our findings indicate that while bilingual children exhibit proficiency in constructing the story-grammar comparable to their monolingual counterparts, notable differences emerge in the microstructure of their narratives. Specifically, bilingual children produce shorter narratives. They also demonstrate lower lexical and noun diversity, syntactic complexity, and spelling accuracy (in inflectional suffixes) compared to monolingual children. These observed differences in the microstructure imply a potential trade-off between establishing the core story schema and elaborating on narrative details in bilingual narratives. Additionally, our study identifies early literacy practices (i.e., print exposure in preschool years) and current literacy practices (literacy habits outside the school setting) as predicting differently aspects of the microstructure in each group, further enhancing our understanding of how bilingualism influences narrative development. This underscores the importance of examining both the macrostructure, microstructure, and contextual factors for a comprehensive understanding of narrative development in bilingual and monolingual children.

Longitudinal Associations Between Physical Activity and Sedentary Time and Cardiorespiratory and Muscular Fitness in Preschoolers.

Background/Objectives: The impact of physical activity (PA) and sedentary time (ST) during preschool years on the physical fitness (PF) levels of school-aged children remains unaddressed. This study aimed to investigate the associations of objectively measured vigorous physical activity (VPA), moderate-to-vigorous physical activity (MVPA), total physical activity (TPA), and ST in the last year of preschool (age of 6-7 years; n = 77; 51% boys) with cardiorespiratory fitness (CRF) and muscular fitness (MF) in the first grade of school among Estonian children. Methods: We assessed PA (accelerometers), CRF (20 m shuttle run), and MF (z-score of relative upper- and lower-limb muscular strength). Results: In the unadjusted analysis, higher VPA, MVPA, and TPA in preschool were associated with a higher MF in school among boys, while a higher VPA in preschool was related to a higher CRF in school among girls. However, VPA, MVPA, TPA, and ST in preschool were unrelated to CRF and MF among boys and girls after adjustment for baseline age, accelerometer wear time, the corresponding PF item, and parent's education. In addition, a higher PF level in preschool was frequently related to a higher corresponding PF item in school among both genders. Conclusions: Moderate-to-vigorous and vigorous type of activities during final year of preschool, as well the amount of TPA that preschoolers are involved in, are not sufficient to affect their CRF and MF longitudinally. In addition, ST in preschool did not impact the CRF and MF of boys and girls in the first grade.

A nationwide longitudinal survey of infantile injury and its recurrence in Japan.

Injury recurrence in young children is a significant public health concern, as it may indicate an unfavorable home environment. This study evaluates whether infantile injuries increase recurrence during preschool years, contributing to more effective prevention strategies for vulnerable families. The study included 20,191 children from "The Longitudinal Survey of Babies in the 21st Century," a representative sample of infants born in Japan between May 10 and 24, 2010. We conducted a logistic regression analysis to compare injury recurrence risk between children aged 18 months to seven years with and without infantile injury histories. The study revealed that infants with a history of injuries had a higher risk of subsequent hospital visits for injuries during preschool years (crude Odds Ratio (cOR) 1.52, 95% CI, 1.41-1.64, adjusted OR (aOR) 1.48, 95% CI 1.37-1.60). Specific injuries, such as falls (aOR 1.34, 95% CI, 1.26-1.43), pinches (aOR 1.22, 95% CI, 1.15-1.29), drowning (aOR 1.29, 95% CI, 1.19-1.40), ingestion (aOR 1.35, 95% CI, 1.17-1.55), and burns (aOR 1.47, 95% CI, 1.31-1.65), independently increased the risk of future injuries. Our findings highlight the necessity of universal safety measures in the home environment and targeted interventions for families with a history of high-risk injuries.

Outdoor playing during preschool was associated with a reduced risk of school-age obesity in Japan.

This study investigated the association between outdoor play habits during preschool and school-age obesity. We conducted a longitudinal cohort study of all children born in Japan during 2 weeks in January and July 2001. We defined outdoor play habits at age 2.5 years (third survey) as exposure, while parent-reported height and weight at age 7 years (seventh survey) were defined as overweight and obesity status using the WHO reference. Logistic regression models were used to estimate odds ratios (ORs) for associations between preschool outdoor play habits and school-age obesity, adjusting for parental and child factors. Of 53 575 children born, 42 812 had data on outdoor play habits at age 2.5 years, with 91% (38 970) having such habits. At age 7 years, 31 743/42 812 (74%) children had height and weight data, with 3249/31 743 (10%) classified as overweight or obesity (BMI SD score ≥1.0). Outdoor play habits were negatively associated with obesity (adjusted OR 0.85, 95% confidence interval (CI): 0.74-0.97). Outdoor play habits in early preschool years are associated with a reduced risk of school-age obesity. Parents and caregivers may consider encouraging their children to outdoor play habits at an early age to help prevent obesity later in life.

Field-based physical fitness assessment in preschool children in China

BackgroundPhysical fitness in the preschool years is considered a marker of current and future health. Therefore, understanding physical fitness levels of preschool children is necessary. Furthermore, the use of field-based methods to measure physical fitness is essential for assessing children in authentic venues such as schools. Hence, the main purpose of this study was to describe the physical fitness of Chinese preschool children across field-based methods considering a statement of confidence intervals for reference in physical fitness in each age and genders.MethodsA total of 619 children (296 boys and 323 girls) aged 3–6 years old from China participated in the present study. Physical fitness was measured using the Chinese National Physical Fitness Measurement (CNPFM-Pre) battery, which included the tennis ball throw (upper-limb muscular strength), standing long jump (lower-limb muscular strength), shuttle run test (speed-agility), double-leg timed hop (coordination), sit-and-reach (flexibility), and balance beam test (dynamic balance).ResultsThe results revealed significant differences in gender for standing long jump (SLJ; η2 = 0.012, p = 0.007), tennis ball throw (TT; η2 = 0.081, p < 0.001), sit-and-reach (SR; η2 = 0.114, p < 0.001), and one-legged stance test (OST; η2 = 0.037, p < 0.001). Age had positive effects on all physical fitness performance tests, as the shuttle run test (η2 = 0.672, p < 0.001), SLJ (η2 = 0.513, p < 0.001), TT (η2 = 0.394, p < 0.001), double-legged timed hop test (DTH; η2 = 0.445, p < 0.001), SR (η2 = 0.069, p < 0.001), balance beam test (BBT; η2 = 0.367, p < 0.001), and OST (η2 = 0.336, p < 0.001). Older preschool children performed better than their younger counterparts in all the tests. No significant interactions between age groups and gender were found.ConclusionsThis study provided age- and gender-specific physical fitness performance data in Chinese preschool children. Gender differences in physical fitness tests performance already exists at the preschool age. All physical fitness component results increased with age in this cohort. These findings can help healthcare, physical education, and pediatric professionals understand the physical fitness development of preschool children at different ages and help design sports tasks for preschool boys and girls.

Parental involvement in the inclusive transition to school: preschool teachers’ transition practices in a German context

ABSTRACT Parental involvement (PI) in the transition from preschool to primary school is an important prerequisite for children with disabilities to start school successfully. Therefore, the present study looks at PI practices that are conducted to support successful inclusive transition processes in Germany. The focus is on practices that take place in the institutional context of early childhood facilities. The data base consists of qualitative guideline-based interviews with n = 22 preschool teachers. The data analysis comprises two steps: 1) a qualitative content analysis and 2) a systematic comparison of teachers and their transition practices according to specific teacher characteristics, such as professional experience. The results show that communication formats between teachers and parents regarding a child’s development or general issues such as the course of the last preschool year are most widely established to involve parents in the transition process. Some teachers also claim to inform parents about additional support for their child and involve parents in preschool or school visits. Moreover, findings indicate that parental involvement hardly differs systematically between teachers with different backgrounds (e.g., different levels of professional experience).

Epidemiological Characteristics Associated with Astigmatism in a Population of 3- to 5-Year-Old Children in Los Angeles, CA

ABSTRACT Purpose To characterize the prevalence of astigmatism among the heretofore largest published sample of preschool children and to do so among different age, gender, and racial and ethnic subgroups. Methods This study included data from 79,330 preschoolers (49.0% female, 79.4% Latino, mean age 4.29 ± 0.66 years) who were screened using a Retinomax autorefractor between 2012 and 2017. Cylindrical power and astigmatism defined as 1.50 D or more of cylinder were the dependent variables. Children were stratified by age, race/ethnicity, and gender. T-test and chi-square analyses were performed. Results The average cylinder of the sample was found to be 0.65 ± 0.78 D and 11% of the children were astigmatic. Among all children, these values remain stable from age 3 (0.66 ± 0.76 D, 11.2%) to age 4 (0.66 ± 0.79 D, 11.4%, p = .53), but they decrease significantly from age 4 to age 5 (0.61 ± 0.80 D, 10.%, p < .01). Latinos have the highest average cylinder power and prevalence of astigmatism at 0.68 ± 0.82 D and 12.3%, and unlike most other race/ethnic subgroups, they do not experience an age-dependent decrease in astigmatism. While female and male students have equivalent cylindrical refractions broadly, Asian and African American females have higher levels of astigmatism than their male counterparts. Conclusion The data further demonstrate that Latino children in Los Angeles have significantly higher rates of astigmatism, which does not decrease during preschool years. These results emphasize the need for comprehensive school-based screening, especially among Latino enclaves in Los Angeles.