Preschool Period Research Articles

Теоретични предпоставки и експериментален модел за развиване на диалогична компетентност при деца с алалия

In preschool period children learn first dialogue speech, which has one peculiarity, which occurs when using the verbal means, acceptable in conversational speech. The article presents experimental research with the aim to study the peculiarities of dialogue speech of preschool children with general under development of speech and realization of logopedic revalidation for forming dialogue competence by using the multisensor approach. The comparative analysis of the results reflects the positive dynamic about the level of forming dialogue competence of preschool children with alaly. It is totally corroborated the effectiveness of using the multisensor approach, whose nature allows purposefully including of dominant and subdominant levels of the sensor fundament.

Maternal suicide risk predicts preschooler emotional and behavioral problems

Maternal history of suicidal thoughts and behaviors (STBs) has been identified as a robust risk factor for offspring emotional and behavioral problems, including risk for offspring STBs. The impact of maternal history of STBs has been well-documented in adolescent and young adult samples, with emerging research highlighting the need to examine early clinical correlates of risk in young children, prior to the emergence of STBs. In an extension of prior work, the current study examined associations between maternal history of STBs and previously identified emotional and behavioral correlates of STBs (negative affect, internalizing problems, attention problems, aggressive behavior) in young children. These associations were examined in a mother-preschooler sample (n = 158, mean preschooler age=41.52 months) with approximately half of mothers endorsing a history of STBs and 20 % of the sample scoring at the threshold that indicates suicide risk. In multivariate models, maternal history of STBs was significantly associated with preschooler aggressive behavior, assessed via mother- (β=0.19) and teacher-report (β=0.21), as well as mother-reported negative affect (β=0.22). Results document a link between maternal history of STBs and increased risk for heightened negative affect and aggressive behavior at home and school during the sensitive preschool period. Findings are discussed within the context of enhancing models of intergenerational transmission suicide risk.

Association between Gross Motor Competence and Physical Fitness in Chilean Children Aged 4 to 6 Years.

The preschool period is considered critical for the development of motor competence, but as far as we know, no studies have investigated the association between motor competence and physical fitness in Chilean children. The aim of this study was to analyse the association between gross motor competence and physical fitness, controlling for possible confounding factors. A cross-sectional study was conducted with a sample of 144 preschool children (56.25% girls) with an average age of 5.3 years (4 to 6 years) from the Araucanía region, Chile. Motor competence was measured using the Children's Movement Assessment Battery, 2nd Edition (MABC-2). Regarding physical fitness, the components of cardiorespiratory fitness, lower body muscle strength and speed/agility were evaluated using the Battery to Assess FITness in PREschool (PREFIT). Partial correlation models and analysis of variance (ANCOVA) were used to assess differences in physical fitness between motor competence categories, controlling for age and body mass index. The mean fitness scores for cardiorespiratory fitness, lower body muscle strength and speed/agility components were significantly higher in children with higher gross motor competence. In terms of effect size, large values were found for the lower body strength component in model 1 for boys and in model 2 for the total samples of girls and boys. The results of this study suggest that good levels of gross motor competence are associated with better physical fitness levels.

Refraction and ocular biometric parameters in 3-to 6-year-old preschool children : a large-scale population-based study in Chengdu, China

PurposeTo understand the ocular biometric parameters characteristics and refractive errors in 3-to 6-year-old preschool children in Chengdu, China, and to investigate the prevalence of refractive errors.MethodA school-based cross-sectional study was conducted in Chengdu from 2020 to2022 with a total of 666 kindergartens. All children were measured by non-cycloplegic autorefraction and uncorrected visual acuity (UCVA) and ocular biometric parameters. Finally, univariate linear regression models were used to analyze the relationship between ocular biometric parameters and refraction.ResultsA total of 108,578 preschool children aged 3–6 underwent examinations, revealing a myopia prevalence of 6.1%. The mean axial length (AL), keratometry (K), corneal radius (CR), axial length/corneal radius (AL/CR) Ratio, central corneal thickness (CCT), anterior chamber depth (ACD), lens thickness (LT), and vitreous chamber depth (VCD) were 22.35 ± 0.69 mm, 43.35 ± 1.58 D, 7.80 ± 0.28 mm, 2.87 ± 0.08, 533.31 ± 32.51 μm, 2.70 ± 0.28 mm, 3.91 ± 0.27 mm, and 15.20 ± 0.68 mm, respectively. With increasing age, AL, CR, AL/CR ratio, CCT, ACD, LT, and VCD also increased. Regardless of age, males consistently exhibited longer AL, flatter corneal curvature, shallower ACD, thicker CCT, thinner LT, and longer VCD compared to females. AL, K, CR, LT, and VCD all showed significant linear relationships with SE (all P < 0.001) in univariate linear regression analysis after adjusting for gender and age.ConclusionThe prevalence of myopia among preschool children aged 3–6 in Chengdu is relatively low. Ocular biometric parameters affecting refractive errors include AL, K, CR, LT, and VCD. The preschool period serves as a critical phase for myopia prevention and control.

The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.

Augmented Reality in Early Childhood Education: The Effect of Quiver Application on Science Learning

The aim of this study is to investigate the effect of Quiver application on science learning in preschool period. The study was organized in an experimental design from the nice research type. The sample of the study consisted of a total of 40 children in two kindergartens in the same school determined by random assignment. Five different checklists determined by the researchers were used as data collection tools. Pre-test and post-test were conducted just before and just after the interventions with the pre-prepared checklists. The data were analyzed using the nonparametric Mann Whitney U test used in the analysis of quantitative data. As a general result of the research, it was concluded that the activity processes planned with augmented reality application created a significant difference compared to the activity processes planned with traditional methods and provided higher learning. Looking at the themes separately, there was a significant difference in favor of the experimental groups in the themes of the cycle of water and rain formation, the life cycle of plants and the food chain, while there was no significant difference between the knowledge levels of the experimental and control groups in the themes of the life cycle of the frog and sea creatures.

Predictability of the neurodevelopmental assessment based on the Kyoto Scale of Psychological Development 2001 at 18–24 months of corrected age and 3 years of age in identifying cognitive impairment at 6 years of age in very preterm infants: A retrospective study at a Japanese tertiary center

BackgroundIt is unknown how accurately the current Japanese classification system for neurodevelopmental delay based on the assessment with the Kyoto Scale of Psychological Development (KSPD) at toddlerhood and pre-school periods predicts cognitive impairment at school age. MethodsThis single-center retrospective cohort study enrolled infants born at 22–29 weeks of gestational age. At 18–24 months of corrected age and 3 years of age, the patients were categorized according to the current Japanese criteria for neurodevelopmental delay based on their overall developmental quotient calculated using the KSPD-2001. Cognitive impairment at 6 years of age was classified according to the calculated or estimated full-scale intelligence quotient. The predictability of the current Japanese classification of neurodevelopmental delay for cognitive impairment at 6 years of age was investigated. ResultsOf 566 eligible patients, 364 (64 %) completed the protocol. The current classification for the neurodevelopmental delay showed significant agreement with the severity of cognitive impairment at 6 years of age. The sensitivity and specificity of the KSPD-2001-based assessment for any cognitive impairment at 6 years of age were 0.64 and 0.74 at 18–24 months of corrected age and 0.83 and 0.70 at 3 years of age. The corresponding sensitivity and specificity for moderate/severe cognitive impairment were 0.51 and 0.96 at 18–24 months of corrected age and 0.68 and 0.95 at 3 years of age. ConclusionThe KSPD-2001 is a useful tool to predict the severity of cognitive impairment at school age.

The effect of background Turkish music on developing and supporting intrinsic motivation in preschool period

AbstractThis study aimed to examine the effect of Turkish Music, which is played in the background in preschool education environments, on the intrinsic motivation levels of children in the preschool period. The study used a “quasi-experimental pretest-posttest control group design with retention test”, one of the quantitative research models. The study group of the study consists of 21 children aged 48–72 months, who were selected by purposive sampling method, attending the kindergartens of primary schools affiliated to the Ministry of National Education in the city center of Tokat, Türkiye. The “Motivation Scale for Preschool Children (DMQ18)” was employed as a data collection tool to measure the motivation levels of children. In the study, while routine training activities were applied in the experimental group, Turkish Music pieces selected in accordance with each activity were played in the background. In the experimental group, background Turkish Music was played five days a week for four weeks. In the control group, the teacher practiced only daily activities. The study found a significant difference between the control and experimental group post-tests in favor of the experimental group. The study contributed to the literature as the first study to reveal that Turkish Music, which is played in the background during activities in preschool educational environments, makes a significant contribution to the intrinsic motivation levels of children.

Growth trajectories of children born preterm and full term with low birth weight to preschool ages: A nationwide study.

Preterm (PT) and full term with low birth weight (FT-LBW) children are at a high-risk of poor growth outcomes. To investigate the growth trajectories of PT and FT-LBW children from birth to preschool ages. This study included 1,150,508 infants (PT, 41,454; FT-LBW, 38,250) who underwent the first three rounds (4-6, 9-12, and 18-24 months) of the National Health Screening Program for Infants and Children (NHSPIC). Growth measurements were obtained from the NHSPIC database and converted into Z-scores. Growth data at 2, 4, and 6 years old were measured as outcome variables. The impact of being born small on poor growth outcomes was investigated using a generalized estimating equation and Cox proportional-hazards regression analysis. The median birth weights of the PT, FT-LBW, and full term (FT) groups were 2.3, 2.4, and 3.2 kg, respectively. The incidence of short stature (height Z-score < -2 standard deviation score [SDS]) and failure to thrive (FTT) (body mass index (BMI) Z-score < -2 SDS) was the highest in the FT-LBW group, followed by the PT and FT groups. At 4 years old, the incidence rates were 6.0% vs. 5.2% vs. 1.9% for short stature and 4.6% vs. 3.9% vs. 1.7% for FTT. The β estimate of height outcome was lower in both the PT (-0.326 SDS) and FT-LBW (-0.456 SDS) groups. The FT-LBW group was consistently shorter and lighter throughout the preschool period than the PT group, highlighting the significance of growth monitoring in high-risk populations.

Aggression among Preschool Children within the Framework of Temperament, Attachment and Parental Attitudes

Aggression is a common problem in preschool children. The relationship between aggressive behaviors in early ages and psychopathologies in later years has been shown in previous studies. Therefore, it is imperative to understand both the causes of childhood aggression and identify the sustaining factors. This review discusses aggression in the context of temperament, parental attitudes, and attachment factors. The concept of temperament was explained with the terminology of difficult and easy temperament, emotionality, activity, sociability, and impulsivity factors, especially from the perspectives of Thomas and Chess, Goldsmith and Plomin, and Cloninger, and associated with aggression in the preschool period. In addition, possible causes of aggression in children were assessed with attachment theory. Finally, the relationship between parents, their attitudes towards aggression, socioeconomic determinants in the family, and the possible relationship between aggression in children were discussed. This study examines the determinants of preschool children's aggression to solve aggression problems, focusing on family and temperamental characteristics. A more holistic assessment of aggression with child and parent characteristics is intended.

The association between music training and executive function in 6–7-year-old children

Executive function development is especially important in the last year of the preschool period because this period precedes the transition to school. Therefore, it is relevant to study extracurricular activities that can positively impact the development of executive function in 6–7-year-old children. According to earlier research, executive function development might be positively influenced by music training. The current cross-sectional study aimed to explore differences in executive function among 6–7-year-old preschoolers depending on participation in music training. In the current research, children were divided into two groups of 37 participants each: children who received music training for at least half a year and children who did not receive music training. Children in both groups did not participate in dance training because music is also actively used during dance training. Background variables such as participation in extracurricular activities, screen time, family singing activities, maternal education, and family income level did not differ between the groups. The study revealed that the children who received music training had a higher level of motor inhibitory control compared to the children who did not receive music or dance training. This study offers further support for the association between executive function and music training in preschoolers.

The Validity and Reliability of the Turkish Version of Preschool Hearing Environments and Reflection on Quality of Life Questionnaire.

The purpose of this study was to assess preschool children's hearing-related quality of life and to introduce the scale, originally titled "Preschool Hearing Environments and Reflections on Quality of Life Questionnaire" (Preschool HEAR-QL), to the literature through Turkish adaption, validity, and reliability analyses. Our study included 210 children aged 2-6 years: 110 with hearing loss (56 cochlear implant users and 54 hearing aid users) and 100 with normal hearing. Demographic data were collected and then the Preschool HEAR-QL, which was translated into Turkish, was administered twice at 15-day intervals. Confirmatory factor analysis was used to determine whether the factor structure found in the original scale development study was confirmed in our sample (construct validity). Cronbach's alpha, intraclass correlation scores, and the test-retest method were used to assess the scale's reliability as the findings were analyzed using paired samples t tests. The children with hearing loss had lower scores than their normal-hearing peers, and the difference was significant in the subdomains of behavior and attention, hearing environments, and communication. The subscale of the Preschool Period Listening Environments and their Reflections on Quality of Life Scale consists of 23 items, and Cronbach's alpha value was found as 0.922 in the first application and 0.926 in the second application (high reliability). In the model established for validity analysis, χ2/df = 2.156, root-mean-square error of approximation = 0.074, standard root-mean-square residual = 0.078, goodness-of-fit index = 0.830, adjusted goodness-of-fit index = 0.789, comparative fit index = 0.895, and Tucker-Lewis index = 0.881 (good model fit). In terms of test-retest reliability, the correlation between the two measurements was 0.837, and there was no statistical difference between the test-retest scores (p = .15). The Turkish version of the Preschool HEAR-QL scale was proven to be a valid and reliable scale for assessing the hearing-related quality of life of children aged 2-6 years. https://doi.org/10.23641/asha.25236949.

The effect of regular physical activities on neurological status, developmental parameters, and physical fitness in preschoolers

ABSTRACT The aim of this study is to compare the neurological status, developmental parameters and physical fitness of children who engage in regular physical activity in the preschool period versus those who do not. The study included 305 healthy children aged 4–6 years, consisting of 154 girls and 151 boys. In addition to evaluating the demographic characteristics of children; Touwen Neurological Examination, Denver Developmental Screening Test (DDST) II, and Preschool Physical Fitness (PREFIT) test battery were used to assess neurological status, developmental parameters, and physical fitness, respectively. A statistically significant difference was found between neurological status (p = 0.046), developmental parameters (p = 0.000) and physical fitness (Standing Long Jump (p = 0.008), handgrip (p = 0.006)) of preschool children who engaged in regular physical activity compared to those who did not. Preschool children who participated in regular physical activity had no neurological problems and exhibited better developmental parameters and physical fitness than their inactive peers.

The emergence of a coherent self-concept: A longitudinal study on the development of the moral self.

The moral self-concept (MSC) is an early indicator of how children view themselves as moral agents. It has been proposed that an important feature of an established self-concept (SC) is sufficient coherency in how one views oneself. Furthermore, the MSC is expected to develop into a multidimensional, hierarchical construct which is stable over time. Investigating these theoretical hypotheses, this study aims to take three aspects into account to get a deeper insight into when and how the MSC first emerges: emergence of coherency, stability, and a differentiated structure. Preschoolers were presented with a puppet-interview at two measurement points (T1: M = 4.21 years, T2: M = 5.43 years, N = 108-133; 51%-57% female, largely Caucasian). The interview comprises three moral (helping, sharing, comforting), a physical, and a verbal self-concept scale. To investigate whether children had an established SC and therefore answered coherently, we analyzed children's response patterns resulting in a coherency-score: The greater answers vary within scales, the lower children score. Coherency of the MSC rose significantly across preschool period: At age 5, children answered largely coherently. Coherency of children's MSC related to its stability, meaning that the MSC was mostly stable for children with high coherency at T1. Factor analysis confirmed a multidimensional structure of the MSC at age 5, but not at age 4. The results demonstrate that a coherent and differentiated MSC is acquired within the preschool period. This offers a new approach to investigate the emergence of the SC in early development by integrating the important aspect of coherency into the area of SC research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Are low-income preschoolers physically active at preschool settings? A cross-sectional study.

Preschools may provide opportunities for children to engage in physical activity (PA), to benefit their health, although little is known when concerning low-income preschoolers. This study aimed (1) to describe time spent in PA among low-income children during preschool hours and (2) to analyse how many children meet the PA recommendations during preschool hours. A total of 204 low-income preschoolers (4.51 ± 0.79 years) from João Pessoa/Brazil provided valid accelerometer (Actigraph, WGT3-X) data during the preschool period. Children were grouped in quartiles of PA in counts per minute, according to sex and age. The General Linear Model Univariate was used to examine the differences in PA intensities between the quartiles and the time spent in total PA (TPA) and moderate-to-vigorous PA (MVPA) by quartiles, according to age. An hour-by-hour description of children's PA was presented. TPA during preschool hours ranged from 68.33% to 113.89% of the recommended and from 28.34% to 81.68% of the MVPA recommendations. Among 5-year-old children, those in the highest quartile met the PA recommendations. All children were more active outdoors than indoors. For the less actives, preschool time corresponded to 30% of the recommended daily MVPA. The current results reinforce the importance of preschool settings for promoting preschoolers' PA and provide particularly important and useful information for tailoring preschool-based interventions focused on those who need it most. Strategies to increase children's MVPA should be prioritized during free-play time.

STEATOHEPATITIS IN OBESITY CHILDREN

Steatohepatitis is hepatic steatosis with inflammation and, in some cases, hepatocyte balloon degeneration and fibrosis [1]. Steatohepatitis is a form of non-alcoholic fatty liver disease (NAFLD), which includes a wide range of conditions: from non-alcoholic steatosis (NAS) -fat deposition in the liver of more than 5% of the parenchymal mass without signs of damage to hepatocytes to non-alcoholic steatohepatitis (NASH), which progresses with development fibrosis, cirrhosis and, in some patients, hepatocellular carcinoma [1]. The prevalence of steatohepatitis in the pediatric population, according to various sources, varies greatly. Thus, the recommendations of the North American Society of Pediatric Gastroenterologists, Hepatologists and Nutritionists (NASPGHAN) indicate that hypertransaminasemia occurs in 29-38% of obese children aged 2-4 years [1]. According to A. Sahota et al. [2], NASH was found in 12% of obese and overweight children. The joint recommendations for the diagnosis, treatment and preventionof obesity in children and adolescents of the Russian Association of Endocrinologists, the Russian Society for the Prevention of Non-Infectious Diseases, and the Association of Pediatric Cardiologists of Russia note that NASH is diagnosed in 12-26% of obese children and adolescents [3]. Obesity and overweight currently affect 25-30% of school-age children [4]. The situation is almost the same for preschool children. The COSI (Childhood Obesity Surveillance Initiative) study, conducted under the WHO programin Moscow in 2017-2018, summing up the dynamics of body weight for the entire preschool period, showed that among children aged 7 years, 27% of boys were overweight and 22% of girls, and obesity -in 10 and 6%, respectively [5]. Another Russian study assessing the physical development of children of middle and school age [6] also demonstrated a significant prevalence of obesity and overweight in this age group in Russian regions. Thus, at 11 years of age, obesity in boys was recorded in 18.6% of cases, ingirls -in 9.2%, and excess body weight -in 15.4 and 14.3%, respectively. At the age of 15, obesity was detected in 10% of cases among boys, in 3.6% of girls, and overweight in 11.5 and 10.5% of cases, respectively [6]. Based on these data, it can be assumed that the incidence of NASH in the pediatric population varies from 0.5 to 3%. It should be noted that the prevalence of obesity, and with it NAFLD, including NASH, is increasing throughout the world due to modern negative trends in the diet and physical activity of children [7].

Trends in the play of modern children and their connection with mental development: empirical study

Introduction. Role play is the leading activity of the preschool period, in which the key development takes place. However, the specifics of modern childhood leads to a decrease in the time for the implementation of free play. Therefore, the search for means to support role play is an important task for the scientific community and the education system. The purpose of this study was to identify current trends in the play behavior of preschoolers, as well as to study the relationship of the main indicators of children's mental development with the play behavior and attitudes of their parents to role play. Materials and methods. The study involved 596 children aged 5-6 years and their parents (from 23 years to 51 years). Sociometric status, understanding of emotions, executive functions and nonverbal intelligence were considered as indicators of children’s mental development. Data on children's play behavior and parents' attitudes towards play were obtained using a questionnaire containing three blocks of questions: socio-economic block, questions about the play behavior of preschoolers, questions about parents' attitude to free children's play. Results and discussion. The results of the study indicated a relatively low level of development of the play of modern preschoolers: according to the observations of parents, only every fifth child is deeply immersed in the game plot, about 15% of children do not seek to play at all. The data indicated that most parents do not consider it necessary to allocate enough time for free play. More than 40% of parents consider play as a "useless" activity, and more than 80% give priority to cognitive activities, for example, joint reading. At the same time, significant links of children's play behavior with the sociometric status of a child in a group, the ability to understand emotions, visual working memory, cognitive flexibility, information processing speed and nonverbal intelligence were recorded. Conclusion. The results of the study can be used to develop recommendations to support free play, as well as for scientific purposes to analyze the specifics of modern childhood.

Hubungan Peran Orang Tua, Penggunaan Gadget Dan Kebiasaan Jajan Terhadap Perkembangan Emosional Anak Usia Pra-sekolah Di Pondok Pesantren Walisongo

Introduction: The pre-school period is a time when physical and psychological growth grows rapidly. The rate of delay in growth and development of children in Indonesia is still quite high, namely around 5-10% experiencing general developmental delays so it requires serious attention. Two out of 1,000 babies experience motor development disorders and out of 100 children have less intelligence and speech delays. The population of children in Indonesia reaches around 33% of the total population which is around 83 million and every year the number of children continues to increase. (Vitrianingsih et al 2018). Family is an important factor in child development. In addition, pre-schoolers need the role of parents in regulating their eating habits. Not only eating habits but snack habits also need attention. Another factor that is no less important is the use of gadgets in children. Children's behavior in using gadgets has both positive and negative impacts. (Imron 2018) Methods: The research design used an analytic study with a cross-sectional approach. Results: The chi-square test results show the value of the role of parents with a p-value (0,056) less than 0,5; use of gadgets p-value (0,17) less than 0,5; snacking habits p-value (0.131) less than 0,5; so the decision taken is to accept Ha. This means that there is a relationship between the role of parents, the use of gadgets, and snack habits on the emotional development of pre-schoolers at Walisongo Islamic Boarding School in 2023. Discussion: It is recommended that schools hold parenting activities about the importance of controlling and supervising their children in the use of gadgets, providing counseling, and being able to involve student guardians to provide material or education regarding the consumption of balanced nutritious food.

Language brain responses and neurodevelopmental outcome in preschoolers with congenital heart disease: A fNIRS study

Neurodevelopmental disabilities affect up to 50% of survivors of congenital heart disease (CHD). Language difficulties are frequently identified during preschool period and can lead to academic, social, behavioral, and emotional difficulties. Structural brain alterations are associated with poorer neurodevelopmental outcomes in patients with CHD during infancy, childhood, and adolescence. However, evidence is lacking about the functional brain activity in children with CHD and its relationship with neurodevelopment. This study therefore aimed to characterize brain responses during a passive story-listening task in 3-year-old children with CHD, and to investigate the relationship between functional brain patterns of language processing and neurodevelopmental outcomes. To do so, we assessed hemodynamic concentration changes, using functional near-infrared spectroscopy (fNIRS), and neurodevelopmental outcomes, using the Wechsler Preschool and Primary Scale of Intelligence – 4th Edition (WPPSI-IV), in children with CHD (n = 19) and healthy controls (n = 23). Compared to their healthy peers, children with CHD had significantly lower scores on the Verbal comprehension index (VCI), the Vocabulary acquisition index (VAI), the General ability index (GAI), and the Information and the Picture Naming subtests of the WPPSI-IV. During the passive story-listening task, healthy controls showed significant hemodynamic brain responses in the temporal and the temporal posterior regions, with stronger activation in the temporal posterior than in the temporal regions. In contrast, children with CHD showed reduced activation in the temporal posterior regions compared to controls, with no difference of activation between regions. Reduced brain responses in the temporal posterior regions were also correlated with lower neurodevelopmental outcomes in both groups. This is the first study that reveals reduced brain functional responses in preschoolers with CHD during a receptive language task. It also suggests that the temporal posterior activation could be a potential brain marker of cognitive development. These findings provide support for the feasibility of identifying brain correlates of neurodevelopmental vulnerabilities in children with CHD.

Relationship Between Nutrition Status, Growth And Development For Children Aged 15 Years At Railaco Health Center, Ermera Municipality, Timor-Leste 2023

1-5 year children as an investiment for a nation, because they are the new generations for a nation. The quality of the nation in the hands of infants because the infants as a human resource that harm now implements with the systematic and continues to increase growth and development for infants in pre-school ages to be optimal through the state of nutrition with quality and certain (Judanwanto, 2019). This research wanted to identify a relationship between the nutrition state and the development growth for children in the preschool period in Health Center Railaco, Ermera municipality, Timor-Leste. To identify a relationship between nutritional state and growth and development for children in the pre-school period in Health Center Railaco, Ermera municipality, Timor-Leste. in this research they use the quantitative method in the approach with cross sectional approach in the techical use of non probability sampling with the type of accidental sampling. the result of research for 65,8% of children with moderate nutritional status and 34,2% good. And there is 59,1% moderate growth and 40,9% are good. And there is 63,8% moderate development and 36,2% are good. The result of the statistic using the Chi Square test between the nutritional status and the growth and development, it identifies p value= 0,000 0r p=&lt; 0,05