Preschool Children Research Articles

The Impact of Palivizumab for Respiratory Syncytial Virus Prophylaxis on Preschool Childhood Asthma

Background: The respiratory syncytial virus (RSV) is a leading cause of lower respiratory tract infections in infants and is associated with an increased risk of asthma development. Palivizumab, an RSV prophylactic, reduces RSV-related hospitalizations in high-risk infants, but its impact on long-term asthma outcomes remains unclear. This study compares asthma-related healthcare utilization in preschool children born prematurely between those who received Palivizumab (the Prophylaxis (+) group) and those who did not (the Prophylaxis (–) group). Methods: This nationwide, population-based retrospective cohort study utilized data from Clalit Healthcare Services in Israel. The study included children born between 32 + 6 and 34 + 6 weeks of gestational age from 2011 to 2018. Descriptive analysis, univariate analysis, and multivariate logistic regression were performed to compare the Prophylaxis (+) and the Prophylaxis (–) groups. Results: In total, 4503 children were included, with 3287 in the Prophylaxis (+) group and 1216 in the Prophylaxis (–) group. Palivizumab administration was associated with reduced hospitalizations for RSV bronchiolitis (1.8% vs. 3.3%, p = 0.003). However, no significant differences were observed in multivariate analysis for long-term asthma outcomes, including asthma diagnosis (OR = 1.04, CI = 0.84–1.30, p = 0.7) or emergency department visits for asthma (OR = 0.79, CI = 0.54–1.17, p = 0.2). Similarly, Palivizumab administration was not associated with the purchase of short-acting beta-agonists (OR = 1.14, 95% CI 0.98–1.32, p = 0.084), inhaled corticosteroids (OR = 1.1, CI = 0.93–1.32, p = 0.3), or oral corticosteroids (OR = 1.09, CI = 0.94–1.26, p = 0.3). Conclusions: While Palivizumab effectively reduces RSV acute bronchiolitis in preterm infants, it does not significantly impact long-term preschool asthma-related healthcare utilization.

ПРИОБЩАВАНЕ НА ДЕЦАТА КЪМ ОБЩОЧОВЕШКИТЕ НРАВСТВЕНИ ЦЕННОСТИ

Practice in kindergarten shows the expediency in the application of the situational approach in organizing the work for the perception of the art work. This approach creates rich opportunities for organizing the process of perception of the literary work as a communicative process, as an aesthetic activity. The variety of methodological techniques provokes children's creative initiative and creates conditions for the child's active attitude to the literary work both in the process of perception and in the moments of independent creativity. The child's imagination is unlocked, thinking activity is activated, resulting in a whole chain of associations and emotions. Fiction satisfies the pre-school child's need to act, to take part, albeit imaginatively, in interesting and appealing events, identifying his or her personality with the characters of the work.

Children's perspectives of learning through play in the majority world: Findings from Bangladesh, Colombia and Uganda

AbstractAs efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher‐directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and the ability to direct, participate in, and/or initiate play. Previous research has primarily focused on adult perceptions of LtP for preschool children in high‐resource contexts. We present the perspectives on LtP of children (3–12 years) in Bangladesh, Colombia and Uganda. We photographed learning activities in community centres and schools that incorporated play‐based practices. In group discussions, we used these photographs to elicit children's perspectives on the difference between play and learning in the classroom, the factors that influence their construction of play and learning, and the role that teachers play in these activities. Conceptualizations across the three research sites and ages were similar: Children associated learning with play if the activity was fun and social; distinctions between play and learning were defined by content, modality, materials and location; and teachers were seen as involved in play under limited conditions. We discuss the implications of our findings for the implementation of LtP in majority‐world contexts. By moving teachers from a primarily teacher‐directed approach to more guided‐play approaches, we are not only asking teachers to give up some control but are also asking children to think about adults in fundamentally different ways. This research highlights that we may need to couple professional development for teachers with approaches that support children to change their perceptions of agency and choice in the classroom.

Ambiguous pronoun resolution in Greek-speaking preschool children

ABSTRACT Research on the resolution of ambiguous null and overt subject pronouns in child speakers of null subject languages has found that school-aged children do not exhibit robust preference for either subject or object referents, further suggesting that the operations underlying anaphora processing are still in development and have not yet attained adult-like status even at age 11. In addition to school-aged children, sensitivity to the properties of null and overt subject pronouns in early childhood remains to a large extent underexplored. The current study has investigated ambiguous null and overt pronoun resolution preferences in a group of 38 Greek-speaking children aged 4;0 to 5;9 and a group of monolingual adults. The study used a picture verification task that examined participants’ preferences for subject, object, and extra-sentential referents of null and overt pronouns. The children’s lexical abilities were also assessed through an expressive vocabulary task. According to the results, children did not show a strong preference for either subject or object referents, which were preferred at equally low rates across both null and overt pronoun trials. However, there was strong preference for the extra-sentential referent that seemed to be attenuated with increase in the children’s chronological age and vocabulary skills. The current study contributes to the discussion regarding the instability in children’s pronoun processing system and the way it is affected by maturation and language ability. Our findings show that sensitivity to the discourse constraints regulating the comprehension of null and overt subject pronouns has not yet been attained in preschool-aged children.

The Experience of Denmark in Working with Preschool Children: What Can Ukraine Learn?

The Experience of Denmark in Working with Preschool Children: What Can Ukraine Learn?

Psychoeducation: Impact of Gadget Use on Early Childhood at PAUD TKM Al-Khoiriyah

This research aims to increase parents’ comprehension of the influence of gadget use on early development by providing psychoeducation to parents of TKM Al-Khoiriyah students. This study uses quantitative research methods with experimental techniques to view the differences in parental knowledge before and after psychoeducation is conducted. Data collection was done using a questionnaire of parents’ knowledge and efforts regarding the use of gadgets in preschool children. This instrument consists of five dimensions including 1) early childhood growth and development, 2) Screen time in children, 3) positive impact on gadget use, 4) negative impact of gadget use, 5) parental efforts in overcoming gadget use in children. Data analysis was carried out using Wilcoxon Signed Rank Tail. The results of the analysis stated that there were differences in knowledge among mothers after psychoeducation on the impact of gadget use on early childhood. The probability value shows that the p-value is 0.017 (p < 0.05). Keywords: psychoeducation, gadget, early childhood

Analysis on the Enlightenment Effect of Sesame Street on Children's Personality Exploration and Self-identity

Abstract: In recent years, with the progress of social economy and the development of education, children's mental health has increasingly become the focus of attention. As an important medium of children's education, TV programs are very popular with children, and have a profound significance in the shaping of children's health. American television program Sesame Street as a popular children's program, from the plot content, role setting, theme selection, present form, etc., conforms to the preschool childrens acceptance preferences, and successfully utilizes the medium for the key period of childrens mental development, accurately grasps the mental health characteristics of preschool childrens love of imitation. The program plays a good enlightening role in guiding children to discover their own personality and construct the self identity. The concept of "personality exploration and self-identity" is related to "self". In the pursuit of personality and self-positioning, children are guided to establish self-awareness, cultivate self-management ability and self-respect feelings. This paper mainly analyzes the enlightenment effect of Sesame Street on children's personality exploration and self-identity. The program promotes children to establish confidence, form self-identity, constitute the supporting conditions of mental health, for children to lay a solid foundation, and promote the formation of children's mental health and sound personality. At the same time, as a successful TV program that is deeply loved by children and has the significance of health education, it provides examples and references for creating more high-quality children's TV programs.

Association of family meals with sleep and quality of life in Japanese preschool and elementary school children: A cross-sectional study

ABSTRACT Sleep is crucial for children’s health and eating habits. The decline in family meals has raised concerns about its impact on children. Previous research indicated associations between family meals and psychological health and dietary habits, but their relationship with sleep behavior is less understood. This study examined the association between family meals (breakfast and dinner), sleep patterns, and quality of life among Japanese preschoolers and elementary school students (1st to 3rd grade). The cross-sectional study involved 6,177 children aged 3–8 years in Japan. Mothers completed an online survey on family meal habits, sleep patterns, and the KINDL-R questionnaire to assess quality of life. Results showed that family meals were associated with sleep behaviors and KINDL scores. Multiple regression analysis indicated that family breakfast was associated with earlier bedtime and wake-up time, shorter weekend sleep duration, reduced social jet lag, and a morning chronotype, as detected by the Munich ChronoType Questionnaire. Family dinners were linked to later sleep and wake-up times and an evening chronotype. Family breakfast and dinner were associated with higher KINDL scores, with dinner having a stronger positive impact. These findings underscore the significance of family meals in associating sleep patterns and quality of life among Japanese children.

TRANCE STEREOTYPIES IN HUMAN AND PRIMATE PANTOMIMICRY

The authors reviewed and analysed Russian and foreign experimental studies on pantomimic stereotypes. Initially, stereotypical behaviuor was negatively evaluated. Modern research considers adaptive functions and possibilities of self-stimulation as a way to harmonise emotional and mental state. A comparative analysis of circular, pendulum and diagonal movements in children and Old World monkeys was conducted using an ethological approach to the study of behavioural patterns. Human observations were conducted in the psychoneurological department of Silischeva Astrakhan Regional Children’s Clinical Hospital, 40 preschool children with mental dysontogenesis participated. Five laboratory macaques and a family of hamadryas baboons kept in an aviary with homologous kinesics were observed in Sukhumi nursery. According to the authors’ team, walking (running) in a circle and diagonally, swinging the body “right-to-leftˮ in the pantomimic production of children and monkeys are associated with self-stimulation of an altered state of consciousness. Trance stereotypes divert attention from external stressors and stimuli and harmonise mental homeostasis. The study may be of interest to anthropologists, primatologists, specialists in the study of the psyche and pathological behaviour of animals and Homo sapiens.

Comprehensive evaluation of skin exposure to PBDEs and PCBs in diverse South China populations via dermal wipe sampling.

This study analyzed skin wipe samples from the forehead, palm, forearm, and lower leg of 120 volunteers across different age groups-preschoolers, thresholders, middle-aged, and elderly-with each group comprising 30 individuals with a balanced sex ratio from a city in South China. The research aimed to assess the occurrence, concentration, and associated health risks of polybrominated diphenyl ethers (PBDEs) and polychlorinated biphenyls (PCBs) adsorbed onto human skin from environmental sources. We identified 13 PBDE congeners and 10 PCB congeners across all samples, with average detection frequencies of 48% for PBDEs and 16% for PCBs, with concentrations ranging from non-detectable (ND) to 4200 and ND to 2300ng/m2, respectively. Skin concentrations of both PBDEs and PCBs decreased in the order of face > hand > arm > shank (ANOVA, P < 0.001), suggesting higher exposure to uncovered skin areas than to those covered by clothing, regardless of age or sex. The daily average dose of dermal (DADderm) and oral (DADoral) for PBDEs spanned from 7.0 × 10-4-0.19ng/kg/d and ND-15 ng/kg/d, respectively, whereas the PCB exposure doses ranged from ND-7.8ng/kg/d (DADderm) and ND-2.0ng/kg/d (DADoral), respectively. Preschool children displayed notably higher DADoral levels than the other groups (P < 0.0001), which was attributed to their more frequent hand-to-mouth activity. Preschool boys exhibiting a higher DADderm (P < 0.05) and both preschool boys and university women showing elevated DADoral levels (P < 0.01 and P < 0.05, respectively). Health risk assessments concluded that the carcinogenic risks from BDE209 and PCBs were within acceptable limits (10-4) for all sampled populations.

The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children at Risk for Language Delays

The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children at Risk for Language Delays

No effect of napping on episodic foresight and prospective memory in kindergarten children.

Preschool children often have problems in remembering to carry out a planned behaviour. This study investigated the impact of napping on episodic foresight (planning for future events) and prospective memory (remembering to perform an action in the future) in 2-3-year-old children. In a quasi-experimental design, we compared children who napped (nap condition, n = 20) after receiving information about an upcoming problem (episodic foresight task) and a delayed intention (prospective memory task) with those who stayed awake (wake condition, n = 43). We hypothesised that napping would improve performance in the episodic foresight and the prospective memory tasks. Contrary to the hypothesis, napping did not significantly affect children's episodic foresight or prospective memory performance, even after controlling for the group difference in age. Task performance was primarily explained by memory effects and age. Further research that incorporates stricter controls and evaluates pre-nap memory strength is necessary fully to elucidate the complex interplay between napping, age, episodic foresight, and prospective memory performance in young children.

Factors Influencing Language Development in Preschool Children in Karanganyar Regency, Central Java

Factors Influencing Language Development in Preschool Children in Karanganyar Regency, Central Java

Gestational phthalate exposure and behavioral problems in preschool-aged children with increased likelihood of autism spectrum disorder

BackgroundExperimental studies have shown associations between gestational phthalate exposure and behavioral problems among offspring; however, epidemiological evidence is still mixed. This study aims to investigate whether gestational phthalate exposure is associated with behavioral problems in preschool-aged children. MethodsParticipants include 178 mother-child pairs from MARBLES (Markers of Autism Risk in Babies – Learning Early Signs), a cohort with high familial likelihood of autism spectrum disorder (ASD). We quantified 14 phthalate metabolites in multiple maternal urine samples collected during the 2nd and 3rd trimesters. Preschool behavior problems were assessed using the Child Behavioral Checklist (CBCL), a standardized instrument for evaluating behavior problems of children aged 1.5–5 years. To examine associations of CBCL scores with both individual phthalate biomarker concentrations and their mixture, we used negative binomial regression and weighted quantile sum regression. ResultsOverall, maternal phthalate biomarker concentrations were not associated with child behavior problems. Monoisobutyl phthalate (MiBP) concentrations were inversely associated with child anxious/depressed symptoms and somatic complaints. Mono-hydroxy-isobutyl phthalate (MHiBP) and monobenzyl phthalate (MBzP) were also inversely associated with somatic complaints. When assessing trimester-specific associations, more behavior problems were associated with the 2nd trimester biomarker concentrations: mono(3-carboxypropyl) phthalate (MCPP) and monocarboxyisononyl phthalate (MCNP) were positively associated with somatic complaints. All associations became non-significant after false discovery rate correction. No association between a mixture of phthalates and CBCL scores was found. ConclusionsOur study observed no clear evidence of gestational phthalate exposure on child behavior problems. However, our findings based on the biomonitoring assessment of multiple samples per participant could improve our understanding of gestational phthalate exposure in association with behavior problems in preschool-aged children.

Effect of Processing Methods on Amino Acid and Fatty Acid Composition of Parkia biglobosa Seeds

Parkia biglobosa (PB) is among the various underexploited nutritious plants. A comparative study was conducted on the effect processing PB has on the amino and fatty acid composition. Fermented (FPB), defatted (DPB), and protein isolates (PI) samples were prepared from Parkia biglobosa seeds using various processing methods, and evaluated using standard analytical protocols. The PI showed the highest significant total non-essential amino acids, essential amino acids, and conditionally essential amino acids when compared with FPB and DPB. In addition, the PI showed the highest significant (p &lt; 0.05) total neutral amino acids, basic amino acids, total aromatic amino acids, and the lowest percentage cystine ratio of total sulphur amino acids and total amino acids in comparison with FPB and DPB. The PI also showed a better-predicted protein efficient ratio, essential amino acid index, biological value, protein content, and nutritional index than FPB and DPB. Furthermore, PI amino acid composition was compared favourably with the reference scores for a whole hen’s egg, preschool child, and provisional scoring pattern. Arginine and histidine values of PI were higher than the recommended values. The FPB (42.29%) showed the highest polyunsaturated fatty acids compared with the DPB (41.94%) and PI (26.7%). The dominant saturated, monounsaturated, and polyunsaturated fatty acids were stearic acid (15.1 DPB), linoleic acid (42.29 DPB), and oleic acid (14.05 PI). The DPB (1.84) showed a better polyunsaturated to saturated (P:S) ratio than FPB (1.74) and PI (0.91). The results revealed that the processing methods improved the relative amino acid composition, whereas the fatty acid composition improved in DPB. Therefore, PI could serve as an alternative in the formulation of complementary foods.

Early onset and increasing disparities in neurodevelopmental delays from birth to age 6 in children from low socioeconomic backgrounds.

To analyze the complex relationship between socioeconomic status (SES) and neurodevelopmental achievements by investigating the temporal dynamics of these associations from birth to age 6. This retrospective cohort study was conducted over 6 years using population-based data from the National Health Insurance Service and integrated data from the National Health Screening Program for Infants and Children. Participants were children born between 2009 and 2011 in Korea without neurodevelopmental delays with potential developmental implications. We analyzed results from the Korean Developmental Screening Test, administered at age 6, which covered overall assessment and six domains of gross and fine motor function, cognition, language, sociality, and self-care. The secondary outcome was to determine when neurodevelopmental outcomes began after birth and how these differences changed over time. Of 276,167 individuals (49.2% males), 66,325, 138,980, and 60,862 had low, intermediate, and high SES, respectively. Neurodevelopmental delays observed across all developmental domains were more prevalent in the low-SES group than in the high-SES group. Disparities in neurodevelopment according to these statuses were apparent as early as age 2 and tended to increase over time (interaction, P < 0.001). The cognition and language domains exhibited the most substantial disparities between SES levels. These disparities persisted in subgroup analyses of sex, birthweight, head circumference, birth data, and breastfeeding variables. Low SES was significantly associated with an increased risk of adverse neurodevelopmental outcomes in preschool children, particularly those affecting cognitive and language domains. These differences manifested in early childhood and widened over time.

Clinical features and immune memory of breakthrough infection in children after age-appropriate 13-valent pneumococcal conjugate vaccination in Taiwan.

As certain vaccine serotypes are still circulating within the community during the PCV13 era, we aimed to delineate the clinical features and assess the immunity following breakthrough infections in children. 101 PCVs-vaccinated children < 18 years with culture confirmed PCV13 serotype breakthrough infection (25/101, invasive pneumococcal disease [IPD]) was identified in Taiwan in 2015-2019. Immunoglobulin G (IgG) antibody levels, IgM+ memory B cells (MBCs), and isotype-switched immunoglobulin (sIg+) MBC specific to serotypes 3, 14, 19A were assessed prior to and one month after an additional PCV13 booster in 9 patients. A cohort of 89 previously vaccinated, healthy children were enrolled as controls. The majority (88%) of the breakthrough infection occurred in children under 7 years old. Infection by serotypes 3 and 19A increased in children aged 5-17 years in 2018-2019. The pre-booster serotype 3- and 19A-specific IgG in both children with breakthrough infection and controls were lower than the IPD protective thresholds (2.83µg/mL for 3; 1.00µg/mL for 19A). Breakthrough infected children showed higher geometric mean ratio in serotype-specific IgG, IgM+ MBCs and sIg+ MBC after an additional PCV13 booster, compared to the controls. Most breakthrough infections occurred in previously healthy preschool-aged children, but such infections may still occur in school-aged children due to waning immunity. Breakthrough infections may also enhance the anamnestic response elicited by PCV13.

The effects of Covid-19 pandemic on Turkish children’s school readiness

ABSTRACT The aim of this study is to examine the primary school readiness of preschool children receiving hybrid education in Turkıye during the Covid-19 pandemic. In order to make a comprehensive evaluation parent and teacher opinions were reviewed in addition to the school readiness assessment. A triangulation design and convenience sampling method were used for the present study which has a mixed methods model. The results revealed that most of the participating children were ready for the primary school and that school readiness scores differed by child technology use, child attendance to distant education and child duration of preschool attendance.

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

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

Educational Innovations as Facilitating Factors for Learning of Children with Special Needs in Preschool Institutions

The objective of our study is to measure the impact of teaching innovations in facilitating the learning of preschool children (aged 3-6) with special needs. This study covers 5 municipalities of the Republic of Kosovo (Prishtina, Gjakova, Ferizaj, Gjilan, Kamenica). Data were collected through electronic questionnaires with 128 parents and 128 educators who have children with special needs. The questions were oriented around the impact of educational innovations in facilitating the learning of children with special needs. Based on the results of the present study, it is concluded that the impact of teaching innovations has shown a trend towards a positive future in facilitating learning for children with special needs. However, gradual improvements should be made to create a suitable and inclusive environment by providing innovative approaches according to the needs of children with special needs. In this study, it was understood from the respondents that educational innovations affect the facilitation of learning for children with special needs, which has also been statistically proven. According to statistics, we finally realized that parents are more principled, compared to educators. Parents are constantly looking for innovative changes, while educators are reluctant to do so, arguing that they do not have enough support from educational institutions. In quantitative terms, the phenomenon of educational innovations in facilitating the learning of children with special needs, especially in terms of the implementation of educational innovations, in terms of parents' perception, needs improvement, especially in the adaptation of educational innovations to children and completing preschool institutions with professional educators and assistants. Received: 22 August 2024 / Accepted: 29 October 2024 / Published: 05 November 2024