Preschool Children Research Articles

Hubungan Kemampuan Phonological Awareness dengan Kemampuan Bahasa Ekspresif pada anak Pra Sekolah Usia 5-6 Tahun di TK Pembina Karanganyar

Phonological awareness is the indispensable ability to find and organize spoken words. Phonological awareness is closely related to children’s language development, including expressive language. Children with phonological awareness problems may also have difficulties producing utterances, which can hinder their expressive language ability in verbal speech. This study aims to determine the relationship between phonological awareness ability and expressive language ability in preschool aged 5-6 years at TK Negeri Pembina Karanganyar. This research used a cross sectional research design. In this research, the population was 129 preschool children. The sampling technique used was purposive sampling with 56 respondents from preschool children aged 5-6 years at TK Negeri Pembina Karanganyar. The collected data were analyzed univariately and bivariately with the Spearman Rank test. The results of the analysis of the data obtained by the ability of phonological awareness in preschool children aged 5-6 years at TK Negeri Pembina Karanganyar get an average score of 44.7. Expressive language data on preschool children aged 5-6 years at TK Negeri Pembina Karanganyar get an average score of 34.4. The relationship between phonological awareness ability and expressive language ability is ρ = 0.000 and r = 0.879. There is a relationship between phonological awareness ability and expressive language ability in preschool children aged 5-6 years at TK Negeri Pembina Karanganyar.

Evaluating the impact of gut microbiota, circulating cytokines and plasma metabolites on febrile seizure risk in Mendelian randomization study

Febrile seizures (FS) is the most common type of convulsion in infants and preschool children. This study aimed to investigate the associations between gut microbiota abundance, plasma metabolites, circulating cytokines, and FS. Summary statistics of 211 gut microbiota traits, 1,400 plasma metabolite traits, 91 circulating cytokine traits, and FS were obtained from publicly available genome-wide association studies. Two-sample Mendelian randomization (MR) analysis and causality was inferred using Inverse variance-weighted (IVW), Weighted median, MR-Egger, simple mode-based estimate and weighted mode-based estimate 5 methods. Several sensitivity analyses were also used to ensure the robustness of the results. Furthermore, mediation analysis was used to determine the pathway from gut microbiota to FS mediated by plasma metabolites and circulating cytokines. MR revealed the associations of 1 gut microbiota (phylum Verrucomicrobia), 4 circulating cytokines and 50 plasma metabolites on FS. Based on the known pathogenic metabolites, we observed that the tryptophan, androgen, and sphingolipids pathways are associated with FS. Mediation analysis revealed 1 strongly documented plasma metabolite (Ascorbic acid 2-sulfate) as a mediator linking “gut microbiota to plasma metabolite to FS”. Sensitivity analysis was represented no heterogeneity or pleiotropy in this study.Our study provides some causal evidence concerning the effects of the gut microbiota, circulating cytokines, and plasma metabolites on FS, which needs to be verified in randomized controlled trials. These biomarkers provide new insights into the underlying mechanisms of FS and contribute to its prevention, diagnosis, and treatment.

Experiences and therapy expectations of parents of preschool children who stutter.

Experiences and therapy expectations of parents of preschool children who stutter.

Association of Prenatal Healthy and Unhealthy Plant-Based Diets with Behavioral Outcomes in Preschool Children

Association of Prenatal Healthy and Unhealthy Plant-Based Diets with Behavioral Outcomes in Preschool Children

Substantiation of additional diagnostic methods for mental and cognitive disorders in the structure of childhood absence epilepsy

Background. Childhood absence epilepsy (CAE) is a common form of epilepsy in preschool and primary school children, characterized by absences and pathognomonic electroencephalographic signs. The question regarding the characterization of intelligence remains relevant today – as available data are often contradictory.Aim. To analyse the data obtained during the study using age-matched questionnaires and tests, to assess the frequency of occurrence and clinical course of cognitive disorders and changes in the emotional-volitional sphere in patients with CAE.Materials and methods. A total 49 patients diagnosed with DAE were observed, divided into two groups according to age: 1) children 4–10 years old (n = 26); 2) children 11–17 years old (n = 23). 24 healthy children were included in the control group. The methods of assessment used were: test for preschoolers “Numbers”, Stroop test, graphic method of M.A. Panfilova “Cactus”, trail making test, WAM questionnaire (well-being, activity, mood), Eysenck questionnaire, and Achenbach questionnaire.Results. In group 1 of combined diagnostics compared to the control group there were statistically significant deviations in the study of short-term memory, flexibility of cognitive control and emotional sphere of the child. In group 2 of combined diagnostics higher levels of emotional instability, lower overall well-being, and reduced activity and mood scores were identified. The study of the peculiarities of behaviour deviating from the accepted social norm demonstrates that isolation, somatic problems, socialization disorders, attention problems and the index of internal problems are significantly higher in patients with CAE than in the healthy children.Conclusion. Children with CAE have a significant risk of developing psychopathologic manifestations compared to the general population. Children with CAE need timely additional diagnostics of higher mental functions, which in turn will improve adaptation to living conditions, education and quality of life.

The effect of Augmented Reality (AR) supported geometric shape learning on children’s visual perceptual development in early childhood education

ABSTRACT This study examined the impact of an Augmented Reality (AR)-based virtual application on preschool children's visual perception development in geometric shape learning. A quasi-experimental research design was employed. The study sample consisted of 26 preschool children, aged 5–6, from a public school in Türkiye. The children in the experimental group engaged with AR-supported materials, allowing them to explore geometric shapes interactively and listen to their properties in a virtual environment. Each child participated individually in the learning application for 50–60 minutes. The Frostig Visual Perception Test was administered as both a pre-test and post-test. Results indicated that the AR-based learning application had a statistically significant positive effect on preschool children's visual perception development.

Effectiveness of a social cognitive theory and family system theory-based intervention in improving eating behaviors in preschool children

BackgroundEating behaviors in early childhood are crucial for long-term health and weight management. Behavioral interventions grounded in social and family dynamics may play a pivotal role in improving these habits. This study evaluates the effectiveness of a Social Cognitive Theory (SCT) and Family System Theory (FST)-based intervention in modifying eating behaviors in preschool children.MethodsAn experimental study was conducted from September 2022 to July 2023 with 120 preschool children in Behbahan City, Iran. Participants were selected using a multi-stage random sampling method. The intervention was delivered to mothers over six educational sessions, focusing on parenting styles and behavior modification strategies. The Child Eating Behavior Questionnaire (CEBQ) was administered at baseline, three months, and six months post-intervention. Data analysis was performed using SPSS version 24.ResultsIn the intervention group, Satiety Responsiveness (SR) and Slowness in Eating (SE) scores increased by 0.60 and 0.14, respectively, while Desire to Drink (DD), Emotional Over-Eating (EOE), Enjoyment of Food (EF), and Food Responsiveness (FR) decreased by 2.20, 0.85, 0.22, and 0.56 points, respectively. Repeated-measures ANOVA revealed significant differences in SR, DD, and FR across time points (p < 0.05), suggesting a sustained effect of the intervention.ConclusionA family-focused intervention integrating SCT and FST can effectively improve eating behaviors in preschool children by empowering mothers with behavioral and parenting strategies. These findings support the importance of early, structured interventions in preventing childhood obesity.

Preschool teachers’ perceptions of a curriculum-integrated video-based yoga program

ABSTRACT The utilization of children’s yoga as a resource for improving children’s overall well-being has become a prevalent conversation among yoga, health, and early childhood settings. However, there is a deficiency in the literature regarding the impact of curriculum-integrated video-based yoga programs on preschool-aged children. Subsequently, this study examined a video-based yoga program aligned with state-adopted preschool curriculum. Implementation occurred in Pre-K4 classrooms across three Mississippi school districts in the United States. A qualitative approach was employed to collect data on teachers’ experiences with the yoga videos via a lesson feedback form, lesson observations, and teacher focus groups at the end of the academic year. Three themes emerged after data analysis: (a) interest builds engagement; (b) variety builds enjoyment and community; and (c) building new skills through yoga. These findings are novel in the literature on video-based yoga programs for preschool children and reveal the potential benefits of curriculum-integrated yoga videos.

Promoting motor skills in preschool age: a focus on balance regulation

Objective. This study examines the influence on balance regulation of a training program of targeted coordination exercises to improve balance skills in preschool children between the ages of 3 and 7 (in German 'Kindergarten'). On average, the children received targeted, age-appropriate training in basic coordination over a period of 3-4 years during their preschool years. The present results consider selected measurements of balance skills in 5- to 7-year-old children at the end or in the last third of the intervention period. It aims to determine if structured training programs can significantly improve postural control and serve as early interventions for enhancing motor skills.Approach. A cohort of 136 children participated in weekly two-hour coordination training over three years, focusing on foundational motor skills, including balance and spatial orientation. Postural control was measured using the Leonardo Mechanograph® GRFP LT force plate system, employing both linear and nonlinear analyses. The experimental group's performance was compared to a control group of 86 children who did not receive targeted training.Main Results. The experimental group exhibited significant improvements in balance regulation, reflected in steadier posture and reduced fluctuations (p< 0.01). Nonlinear analysis revealed increased stability and frequent occurrence of stationary balance phases. Linear discriminant analysis showed moderate separability (AUC = 0.69) between groups based on balance parameters. The findings underscore the role of intensive, targeted coordination training in enhancing neurophysiological modulation of postural control.Significance. The study highlights the potential of early, structured motor skill programs to address declining physical activity trends and improve holistic child development. These interventions could play a critical role in promoting health, preventing postural issues, and supporting cognitive and motor development in early childhood.

Mini-Percutaneous Cystolithotripsy (mPCCL) for Vesical Stone in Preschool children: Our Experience in SOMCH

Background: Pediatric bladder stone disease is common in certain regions Asia. Traditionally, pediatric bladder stones have been managing by open surgeries due to narrow caliber of the urethra. However a percutaneous suprapubic approach to the bladder circumvents the problem of urethral caliber in these situations. Aim: The aim of the study was to manage vesical calculus in children by mini-percutaneous cystolithotripsy (mPCCL). Patients and Methods: Twenty children presenting with bladder stones underwent mini-percutaneous suprapubic cystolithotripsy (mPCCL) between January 2020 and June. The age ranged from 2 to 5 years and all of them were male. The stone size ranged from 1 to 4 cm. The procedure was done under general anesthesia, and the equipment was the same as for upper tract endourology. The bladder was distended with saline and a suprapubic puncture made. The nephroscope was introduced after tract dilation and the stone removed, intact if small or after fragmentation if &gt;1 cm. A suprapubic catheter was left in for 48 hours and perurethral catheter for 5 days. Results: All patients had an uneventful recovery following stone removal. Complete clearance was achieved in all patients while the mean duration of surgery was 35.6 + 8.95 min with range of 20-60 min. The mean hospital stay was 1.5+ 0.65 days. Conclusion: Mini-percutaneous cystolitholapexy is a minimal invasive procedure that reduces morbidity and hospital stay and. It is suitable among children with high success rate and minimum complications like postoperative fever, hematuria, urinary leakage and pain. Bangladesh J. Urol. 2024; 27(2): 89-94

Have the Best Interests of the Child Been Ensured in a Natural Disaster? The Case of the February 6, 2023 Earthquake in Turkey

Abstract Adults such as child's parents, caregivers or child development specialists and teachers around the child will reduce the negative situations and the risk of maltreatment that the child will face. This study is aiming to reveal the experiences of preschool teachers and child development specialists who work voluntarily with children in the earthquake area, interacted with and supported children after the earthquake on February 6, 2023 about child rights and children’s welfare. This study is basic qualitative research and gathered data from four child developers and four preschool teachers. The findings of the study were categorized under the themes of “right to education", "right to shelter", "right to health" and "right to protection". Social systems, which are usually in place to protect children, collapse because of disasters, increasing the risk of rights violations, particularly when it comes to child abuse. It has also been observed that children's rights to participation, access to a suitable education, knowledge, housing, a nutritious diet, and water are at risk due to the vulnerability of children and infrastructure to natural catastrophes. Children need to be taught about natural disaster preparedness, mitigation, prevention, response, and recovery to reduce their vulnerability to disasters, both structural and non-structural safeguards must be put in place. Ensuring a child-centered, rights-based approach in disaster preparedness and response is crucial to safeguarding children's well-being and promoting their resilience in the face of future crises.

Autonomy in children and adolescents with visual impairment: Validation of the Visual Impairment Developmental Autonomy scale.

To validate the Visual Impairment Developmental Autonomy (VIDA) scale, a questionnaire to assess the autonomy level of children with visual impairment. The primary outcome measures included internal consistency, convergent validity, cross-informant concordance, and descriptive statistics of autonomy profiles across three age groups (age 3-5 years; age 6-10 years; age 11-18 years). Internal consistency was assessed using Cronbach's Alpha coefficient. Convergent validity was evaluated against established measures such as the TNO-AZL Children's Quality of Life questionnaire (TACQOL) and the TNO-AZL Preschool Children's Quality of Life questionnaire (TAPQOL) using bivariate Pearson's correlation indexes. Internal consistency coefficients ranged between 0.708 and 0.938 across all subscales and age versions of the instrument. The VIDA subscales showed consistent correlations with comparable dimensions of the TACQOL/TAPQOL (correlations index >0.3). The cross-informant concordance was significant with weak-to-moderate effect sizes. Descriptive statistics showed different profiles of autonomy in the three age groups: clothing and orientation/mobility emerged as areas of vulnerability for adolescents. Visual acuity was significantly correlated with many VIDA scale scores, whereas no significant associations emerged with the quality of life. The VIDA scale is effective and reliable in providing both insights on the actual needs of children and quantitative measures of the visual impairment impact on everyday life. Autonomy level affects quality of life, whereas visual impairment does not.

Daily supervised toothbrushing in kindergartens: second and third years of "Smiles" oral health promotion program among preschool children.

To describe the second and third years of "Smiles", with the objective of demonstrating feasible, practical, and realistic aspects of enhancement of daily tooth brushing skills and integration of a supportive environment of daily-supervised tooth brushing in kindergartens. Thirty-six out of 180 kindergartens (20%) across Israel, which participated at the first year of the program, took part at the second and third years of the program. Eighteen kindergartens served as study group with a supervised tooth-brushing routine, and 18 kindergartens served as controls without supervised tooth-brushing routine. Tooth-brushing skills recorded by Simmons index at base line among 3-year-old children, after one year and finally after two years among 5-year-old children. ECC (early childhood caries) evaluated by deft index among 5-year-old childrenat the end of the program. Statistical analysis included Chi-square test, Mann-Whitney test, and aGeneral Linear Model. One thousand and twenty eight (1,028) preschool children (503 of them in the daily toothbrushing kindergartens), their parents, and their educational staff took part in the program. The average number of brushing days per week at the daily-supervised tooth brushing kindergartens met the desired threshold of 3 days a week. The average daily percentage of preschool children brushing their teeth exceeded 80%. High levels of program cooperation and satisfaction (>80%) were recorded. Children in tooth brushing kindergartens demonstrated statistically significant three fold higher levels of tooth brushing skills improvement as compared to children in control kindergartens (33% as compared to 11%, p<0.001 respectively). Being in the Jewish sector and participation in daily tooth brushing program revealed as predictors of low dft scores among 5 year old children (OR=0.320, OR=0.552, p<0.001 respectively). The successful performance and positive atmosphere of "Smiles" in all its levels; the organization, the staff, the parents, and the children, made this endeavor an example of a large-scale demonstration program with practical and realistic enhancement of daily tooth brushing skills and integration of daily-supervised tooth brushing among preschool children in kindergartens. Following the introduction of "Smiles" program results to the Ministry of Health in 2017, this service has turn to a fait accompli as part of the dental health services for pupils in Israel in 2018.

Socioeconomic disparities in organized sports participation and physical activity among a population based sample of preschool children: a cross-sectional study

BackgroundEncouraging children to participate in organized sports could increase physical activity and may promote lifelong healthy habits. There are socioeconomic disparities in organized sports participation in school-aged children and adolescents. However, it is not known if these socioeconomic disparities exist among preschool-aged children.ObjectiveThe purpose of this study was to examine (i) the association between organized sports participation and physical activity (ii) differences in organized sports participation according to socioeconomic status among preschool children.MethodsThe study sample was a representative population-based sample of 2935 preschool-aged children (48.3% girls; age range 2–6 years) in Stockholm, Sweden. Physical activity was measured using GT3X + accelerometers for one week at the fall of 2020 or in the spring of 2021 and organized sports participation was parent-reported. Parental education and a Stockholm based socioeconomic index were used to examine socioeconomic disparities. Linear regression was used to estimate associations between organized sports participation and physical activity and multinomial logistic regression was used to estimate the differences in organized sports participation over parental education and neighborhood socioeconomic index.ResultsThe study population had a mean age of 4.5 years (SD = 0.9), consisted of 48.3% girls and spent in average 46.5 min (SD = 15.4) engaged in moderate to vigorous physical activity per day. Additionally, 1,658 children (56.5%) did not participate in organized sports. Participation in organized sports once a week or more was associated with a 2.8-min increase in average daily moderate to vigorous physical activity (95% CI; 1.56, 4.06), compared to not participating. Further, both living in a higher socioeconomic index area and higher parental education was associated with higher organized sports participation.ConclusionsParticipation in organized sports indicates a modest contribution to physical activity among preschool-aged children. However, participation in organized sports varies according to neighborhood socioeconomic index and parental education. These findings highlight the importance of targeting organized sport participation according to socioeconomic gradients, to moderate inequities in access and opportunity to organized sport.

Associations Between Young Children’s Flexible Attention to Numerical and Spatial Magnitudes and Early Math Skills

ABSTRACT Attending to numerical and spatial magnitude information is important for many math skills (e.g. measurement, proportional reasoning). The flexible attention to magnitudes (FAM) account proposes that preschool-aged children’s early ability to disentangle numerical and spatial magnitude information and flexibly shift attention between the two is a significant predictor of early math achievement. We recruited 226 children from diverse racial/ethnic and family income backgrounds in the Midwestern U.S. (51% female; Mage = 55 months; SDage = 8 months) to examine the associations between their FAM skill and math achievement. We first tested the hypothesis that children’s FAM skill is specific to their ability to flexibly shift between dimensions of both numerical and spatial magnitude. We did not find evidence that children were using a single-dimension strategy to complete the FAM task. We did find that children’s performance depended on which dimension they had previously attended to in prior trial levels, suggesting that the task indeed assesses children’s flexibly shifting between different dimensions of magnitudes. Second, we tested the association between FAM skill and math achievement while also taking into account proportional reasoning, number line estimation, subitizing, and nonsymbolic numerical magnitude comparison. We found that children’s FAM task performance was significantly related to their math achievement after controlling for demographic covariates, executive function (EF) skills, and specific math skills. Implications of these findings for understanding the development of early math skills for diverse preschool-aged children in the U.S. is discussed.

Overweight and obesity in preschoolers: Overview of current treatment options.

Overweight and obesity present a burgeoning global health concern affecting both children and adults. Of particular alarm is the escalating prevalence among preschool-aged children, associated with a five-fold increased risk of persistent obesity and its attendant comorbidities in adulthood. Urgent intervention is thus imperative. Nevertheless, knowledge concerning treatment options for preschoolers remains limited. This study aims to provide a narrative overview of extant and potential treatment modalities for early childhood obesity. A review of randomized controlled trials and clinical studies emphasizes the crucial role of parents in the treatment paradigm. Several studies have delved into parent-support treatment programs, revealing a statistically significant reduction in body mass index (BMI) compared to conventional interventions. Notably, implementing a digital support system offering personalized data and feedback for home-based therapy has yielded a statistically significant decrease in BMI among preschoolers, suggesting its efficacy in fostering sustained therapeutic outcomes.

Relationship between screen exposure behaviors and developmental risks in children aged 3-4 years

Objective: To investigate the current status of screen exposure among children aged 3-4 years in Shanghai and its relationship with children developmental risks. Methods: A cross-sectional study was conducted, and the stratified cluster random sampling method was used to select 22 102 children of 3-4 years of age across 16 districts in Shanghai in 2023, and their parents were surveyed online. The screen exposure behavior questionnaire (ScreenQ) was used to assess children's screen exposure behaviors. The Chinese edition early human capability index (eHCI) was used to evaluate whether children were at developmental risk, and the overall characteristics of newly enrolled 3-4 years of age children in Shanghai were calculated by using sampling weights. After controlling for confounding factors, a stepwise Logistic regression model was used to analyze the association between screen exposure behaviors and children's developmental status (whether at developmental risk). Results: A total of 21 454 children completed the survey, with an age of (3.8±0.3) years, including 11 275 boys (52.6%) and 10 179 girls (47.4%). After weighting, 38.4% of newly enrolled aged children 3-4 years in Shanghai had daily screen time ≥1 h; 55.3% had screen devices in their bedrooms; 40.8% and 62.5% used screens to assist with falling asleep and emotional regulation, respectively; 19.2% of children were frequently exposed to fast-paced screen content (e.g., content with rapid actions or scene changes); 10.4% of parents never discussed or asked questions about content during screen viewing; and 9.2% of parents never discussed screen content or reasons for preferences after screen use. After confirming no multicollinearity among screen exposure behaviors and controlling confounding factors, stepwise Logistic regression analysis revealed that daily screen time ≥1 h (standardized OR=1.98, P<0.001), using screens for emotional regulation (standardized OR=1.59, P<0.001), lack of parent-child interaction after screen use (standardized OR=1.38, P=0.002), presence of screen in children's bedrooms (standardized OR=1.27, P=0.012), and exposure to fast-paced screen media (standardized OR=1.23, P=0.010) were the top 5 influencing factors of children developmental risks. Conclusions: Screen exposure among preschool children is prevalent and significantly associated with developmental risks. Early screen exposure behaviors should be addressed, daily screen time should be strictly controlled, and healthy screen use habits should be established to mitigate their impact on child development.

Towards developing early intervention programmes supporting social skills for autistic children in early childhood: a systematic review

ABSTRACT The diverse developmental patterns of autism spectrum disorder can become noticeable from a very early age, sometimes accompanied by challenges in specific areas of functioning. Early interventions are widely considered beneficial for autistic children, as they can positively influence developmental progress, functioning and social skills. These interventions typically involve children’s caregivers, though their accessibility, intensity, and effectiveness can vary depending on factors such as available resources, support systems, and individual family needs, which may influence the overall outcomes. The present study aims to identify early educational interventions that may support the development of social skills in preschool and early school-age autistic children. A total of eight journal articles during the 2018–2024 period were identified after an exhaustive search in academic databases. The context and outcomes of these eight studies were coded and analysed. The results show that the social skills of autistic children in early childhood are positively affected by the implementation of early educational programmes.

Missed Early Intervention Opportunities for Children With Autism Spectrum Disorder.

Early intervention (EI) is essential for improving developmental outcomes in children with autism spectrum disorder (ASD). However, participation during the critical neurodevelopmental (0-3 years) period remains a challenge. To identify those factors associated with the participation of preschool children with ASD in EI before age 2, this study uses recent cross-sectional data from the 2021 to 2023 National Survey of Children's Health (NSCH). Binary logistical regression analysis was conducted to identify factors associated with EI receipt before age 2, including age of ASD diagnosis, socioeconomic status (SES), race, ASD severity, biological sex, birth weight, and diagnosis of early indicators of future developmental delay (DD). The findings revealed that only 15% of preschool children with ASD received EI before age 2. Significant predictors of timely participation in Part C EI included an ASD diagnosis before age 2, higher SES, and lower birth weight. Findings also revealed that 15.5% of children who did not receive timely EI had severe ASD symptoms, highlighting the critical need to improve EI participation for these children. Potential solutions discussed include expanding the definition of DD, increasing the number of states recognizing low birth weight as a Part C EI diagnosis, reducing barriers to Part C EI participation for disadvantaged families, and developing more effective tools to detect ASD and DD earlier in development.

Assessing the relative significance of key risk factors for child undernutrition in Punjab, Pakistan

BackgroundChild undernutrition remains a pressing global concern, with Pakistan among the most affected countries in South Asia. Despite recognition of its multifaceted causes, the relative importance of key risk factors remains insufficiently understood. This study investigates the relative significance of associated risk factors among preschool-age children in Punjab, Pakistan's most populous province.MethodsUsing data from the 2018 Punjab Multiple Indicator Cluster Survey (MICS), this study analyses 38,495 children aged 0–59 months. Binary logistic regression models were employed to estimate the effects of 25 risk factors on stunting, underweight, and wasting, selected through a review of literature. The analysis was conducted for the full sample (children aged 0–59 months) and two age sub-groups: infants aged 0–5 months and children aged 6–35 months, selected to reflect key developmental stages. Environmentally modifiable risk factors were ranked by effect size to identify high-priority intervention areas.ResultsFive key predictors were consistently associated with stunting and underweight: household poverty, low maternal education, short birth intervals, underage motherhood, and low birth weight (LBW). For wasting, significant determinants included LBW, low maternal education, incomplete vaccination, and recent fever. Among children aged 6–35 months, inadequate dietary diversity was a major contributor, while in infants (0–5 months), lack of exclusive breastfeeding and unassisted delivery were most influential. Box plot analysis revealed that older children face higher and more variable undernutrition risks, whereas infants benefit from protective factors such as breastfeeding and neonatal care—highlighting the importance of age-specific interventions.ConclusionsThe findings underscore the urgent need for integrated, age-adapted strategies that address both structural and behavioural determinants of child undernutrition. Effective interventions must combine poverty reduction, maternal education, and healthcare access with targeted nutrition programs for infants and toddlers. These insights offer a critical evidence base to inform policies aimed at improving child nutrition and health in Punjab and similar contexts.