Sample Of Preschoolers Research Articles

Higher adherence to the Mediterranean Diet is associated with lower micronutrient inadequacy in children: the SENDO project.

To assess whether the Mediterranean Diet (MedDiet) is associated with lower micronutrients inadequacy in a sample of Spanish preschoolers. We conducted a cross-sectional study with 4-5-year-old children participating in the SENDO project. Information was gathered through an online questionnaire completed by parents. Dietary information was collected with a previously validated semi-quantitative FFQ. The estimated average requirements or adequate intake levels as proposed by the Institute of Medicine were used as cut-off point to define inadequate intake. Crude and multivariable adjusted estimates were calculated with generalised estimated equations to account for intra-cluster correlation between siblings. We used baseline information of 1153 participants enrolled in the SENDO project between January 2015 and June 2022. OR and 95 % CI of presenting an inadequate intake of ≥ 3 micronutrients associated with the MedDiet. The adjusted proportion of children with inadequate intake of ≥ 3 micronutrients was 27·2 %, 13·5 % and 8·1 % in the categories of low, medium and high adherence to the MedDiet, respectively. After adjusting for all potential confounders, children who had a low adherence to the MedDiet showed a significant lower odds of inadequate intake of ≥ 3 micronutrients compared to those with a high adherence (OR 9·85; 95 % CI 3·33, 29·09). Lower adherence to the MedDiet is associated with higher odds of nutritional inadequacy.

Phenotypic and Genetic Associations Between Preschool Fine Motor Skills and Later Neurodevelopment, Psychopathology, and Educational Achievement

BackgroundFine motor skills are heritable and comprise important milestones in development, and some evidence suggests that impairments in fine motor skills are associated with neurodevelopmental conditions, psychiatric disorders, and poor educational outcomes. MethodsIn a preregistered study of 9625 preschool children from TEDS (Twins Early Development Study), fine motor assessments (drawing, block building, folding, and questionnaires) were conducted at 2, 3, and 4 years of age. A cross-age fine motor score was derived using principal component analysis. Multivariate regression analysis was used to examine the relationships between the fine motor score and neurodevelopmental traits, psychopathology, and educational outcomes at 3 later ages (7–8, 12, and 16 years) and cross-age psychopathology composite scores. Polygenic scores (PGSs) were created for attention-deficit/hyperactivity disorder (ADHD), autism, schizophrenia, anxiety, major depressive disorder, obsessive-compulsive disorder, and years of education. We ran single-PGS models and a multi-PGS model. ResultsFine motor skills were negatively associated with neurodevelopmental traits and psychopathology across childhood and adolescence and positively associated with educational achievement in adolescence (β = 0.25, p < .001). Superior fine motor skills were associated with a higher years-of-education PGS (β = 0.07, p < .001), a lower ADHD PGS (β = −0.04, p = .011), and a higher anxiety PGS (β = 0.03, p = .040). Similarly, the multi-PGS model retained the PGSs for years of education (β = 0.07), ADHD (β = −0.03), and anxiety (β = 0.01). A non-preregistered analysis in an independent preschool sample replicated the ADHD PGS association, but not the years of education or anxiety PGS associations. ConclusionsFine motor skills are linked genetically and phenotypically to later neurodevelopment, psychopathology, and educational outcomes. Future work should investigate the mechanisms that underlie the role of fine motor development in later outcomes.

Longer breastfeeding duration is associated with lower consumption of ultra-processed foods in a sample of Spanish preschoolers: The SENDO project.

Breastfeeding has been linked to a higher consumption of fruit and vegetables at 4 to 5 years of age. More recently, it has been suggested that it may also be associated with lower ultra-processed food (UPF) consumption in childhood. The aim of this study was to assess whether breastfeeding duration was associated with consumption of UPF in a sample of Mediterranean preschoolers. This study involved a cross-sectional analysis of baseline information of children in the SENDO cohort. Children were enrolled at 4 to 5 years of age and information was gathered through an online questionnaire completed by parents. Dietary information was collected with a previously validated semi-quantitative food frequency questionnaire (FFQ) and foods were classified based on the degree of processing according to the NOVA classification. This study used baseline information for 806 participants enrolled in the SENDO cohort between January 2015 and June 2021 in Spain. Main study outcome measures were 1) Difference in g/day and in the percentage of total energy intake (TEI) from UPF consumption related to breastfeeding duration, and 2) Odds ratio (OR) that UPF represents a high percentage of TEI. Crude and multivariable adjusted estimates were calculated with generalized estimating equations to account for intra-cluster correlation between siblings. The prevalence of breastfeeding in the sample was 84%. After adjusting for potential confounders, children who were breastfed for some time reported significantly lower consumption of UPF than children who were not breastfed at all. The mean differences were -19.2 g. (95% CI: -44.2, 10.8) for children who were breastfed for <6 months, -42.5 g. (95% CI: -77.2, -7.80) for those who were breastfed for 6-12 months, and -43.6 g. (95% CI: -79.8, -7.48) for those who were breastfed for 12 months or more (p for trend=0.01). After adjusting for potential confounders, compared with children who were not breastfed, those who were breastfed for ≥12 months had consistently lower odds of UPF representing more than 25%, 30%, 35% and 40% of TEI. Breastfeeding is associated with lower consumption of UPF in Spanish preschoolers.

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n=1,826) from a large and diverse school district in the United States. Using latent profile analyses and multi-level modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2) the extent to which detected patterns predicted gains in academic and social-emotional skills, and 3) whether the quality of teacher–child interactions moderated the associations between profile membership and end of kindergarten outcomes. Based on a comparison of fit indices, a 4-profile solution best represented the data. Eighteen percent of children were in the “High Risk” profile, 34 % were in the “Ready” profile, 20 % percent of children were in the “Social-Emotional Risk” profile, and 28 % of children were in the “High Readiness” profile. For all outcomes, we found that profile membership predicted spring scores, after controlling for fall scores of each skill, suggesting that the constellation of kindergarten readiness skills matters more than any one skill. We also found that the quality of teacher–child interactions moderated associations between profile membership and changes in achievement and problem behavior for children within some groups. Results suggest that children enter kindergarten with unique profiles of skills and that supports for children may need to be individualized based on profiles to maximize social, emotional, and academic development. Results also suggest that high-quality teacher–child interactions may serve as an important protective and promotive factor for children with certain clusters of readiness skills at kindergarten entry.

Parents’ attitudes toward mathematics and Home Numeracy Experiences Questionnaire: evidence for factor structure, reliability, construct validity and measurement invariance in a sample of preschoolers with mild intellectual disabilities

This study aims to validate a parent rating questionnaire of Home Numeracy Experiences (HNE) for the assessment of the frequency of the literacy and numeracy activities that parents use with their children with disabilities. Additionally, this study aims to provide evidence for reliability and validity of the parental attitudes toward mathematics and reading scale (PATM) (LeFevre et al. 2009). The sample of Study 1 comprised 60 couples, while the sample of Study 2 comprised 127 couples. All of them had a child with disabilities aged between 4 to 7 years old we performed six exploratory factor analyses. In Study 2, we performed CFA to confirm the proposed factor structures for the above measures (benchmarks: 1-factor model: χ2=49.423, p = 0.313 > 0.05, x2/df = 1.24; GFI = 0.92; AGFI = 0.87; SRMR = 0.05; CFI = 0.96; RMSEA = 0.05 – direct literacy activities: 1-factor model: x2= 6.128, p = 0.412 > 0.05, x2/df = 0.34; GFI = 0.91; AGFI = 0.88; SRMR = 0.03; CFI = 0.97; RMSEA = 0.06 – fine motor skills: 2-factor model: x2=88.436, p = 0.117 > 0.05, x2/df =1.47; GFI = 0.92; AGFI = 0.89; SRMR = 0.02; CFI = 0.96; RMSEA = 0.05 – general skills: 2-factor model: x2=76.020, p = 0.432 > 0.05, x2/df = 1.81; GFI = 0.90; AGFI = 0.88; SRMR = 0.03; CFI = 0.97; RMSEA = 0.05 and numeracy-related activities: 4-factor model: x2=186.104, p = 0.516 > 0.05, x2/df = 1.55; GFI = 0.90; AGFI = 0.87; SRMR = 0.05; CFI = 0.98; RMSEA = 0.06 and parent’s/caregiver’s attitudes toward mathematics: 3-factor model: x2=74.250, p = 0.207 > 0.05, x2/df = 1.65; GFI = 0.93; AGFI = 0.89; SRMR = 0.06; CFI = 0.98; RMSEA = 0.03). No floor-ceiling effects were observed. Assessment of measurement invariance provided us with strong evidence that the proposed structure is both meaningful for mothers and fathers. A good fit of the data suggested the assessment of all nested invariance models. Results suggested that the Greek adaptation of the Parents’ Attitudes Toward Mathematics and Home Numeracy Experiences Questionnaire is a reliable and valid measure.

Predicting self-injurious behavior at age three among infant siblings of children with autism.

Existing research suggests that self-injurious behavior (SIB) is a relatively common interfering behavior that can occur across the lifespan of individuals with autism spectrum disorder (ASD). We previously reported that SIB or proto-injurious SIB at 12 months was related to increased risk of SIB at 24 months among a preschool sample of children with a high familial likelihood for ASD (Dimian et al., 2017). In the present study, we extend these findings, examine SIB occurrence, and associated potential risk factors at 36 months. The present sample included 149 infants with an older sibling with ASD (65.8% male) who completed assessments at ages 12, 24, and 36 months. Descriptive analyses and binary logistic regression models were utilized. SIB was more prevalent among those children who received a diagnosis of ASD. Logistic regression indicated that presence of SIB, stereotypy, hyper- and hypo- sensory responsivity, and lower intellectual functioning at age 12 months significantly predicted the occurrence of SIB at 36 months. These findings have implications for understanding developmental processes culminating in persistent SIB and may inform prevention programming.

The Mediating Role of Callous-Unemotional Traits in the Relationship between Parental Aggression and Behavioral Problems among Chinese Preschoolers.

It is well known that aggressive parenting is associated with behavioral problems among Western children in their early childhood, but this has rarely been examined among Chinese preschoolers. The purpose of this study is to explore the relationship between aggressive parenting, callous-unemotional traits (CU traits), and behavioral problems among a large Chinese preschool sample. Data were collected in Wuhu city, China, from 1879 preschoolers (54% of whom were male) with a mean age of 65.66 months (standard deviation = 9.41). Parents provided information about the frequency of aggressive parenting, children's behaviors, and demographic characteristics via an online questionnaire. Mediation models were applied to analyze the associations between aggressive parenting, CU traits, and behavioral problems. Preschoolers' age, gender, and family socioeconomic status were considered as covariates. The findings of our study revealed that higher frequencies of parental psychological and physical aggression were associated with high levels of CU traits, which were related to increased levels of preschoolers' behavioral problems. This study extends previous studies by revealing a positive relationship between aggressive parenting and behavioral problems among Chinese preschoolers via CU traits and highlights the risks of aggressive parenting. Interventions for improving parenting strategies and lessening callous-unemotional traits should be developed to help reduce behavioral problems.

Conceptualizing Callous-Unemotional Traits in Chinese Preschoolers: Factor Structure and Measurement Invariance.

With the increasing use of the Inventory of Callous Unemotional Traits (ICU) to examine callous-unemotional traits, few studies have explicitly tested the most appropriate ICU factor structures and measurement invariance in Chinese children at preschool age. This study was conducted with a large community sample of 2055 Chinese preschoolers (53.6% male, M age = 62.23 months, SD = 9.91) to test the most appropriate model of ICU and the measurement invariance across parent gender, child gender, as well as age. The confirmatory factor model suggested that the two-factor model with 11 items (ICU-11) is the best-fitting model for a Chinese preschool sample, which includes a callousness and an unemotional factor. The results from measurement invariance revealed that the factor structures were invariant across child gender, as well as child age and parental gender. The finding suggested that the ICU-11 may be a useful tool for evaluating CU traits in Chinese preschoolers.

Dietary exposure to food azo-colours in a sample of pre-school children from Southern Brazil

The dietary exposure of six food azo-colours was assessed in a sample of pre-schoolers from Guaratuba-Paraná, Brazil. Consumption data of 323 children aged 2 to 5 years was collected through 3-day food records. Dietary exposure, is expressed by milligrams of food colour by kilogram of body weight per day, as compared to the Acceptable Daily Intake (ADI). Three exposure scenarios were developed to account for uncertainties around consumption estimates. Intakes of Amaranth (INS 123) described in means, 50th and 95th percentiles exceeded ADI levels in the two most conservative scenarios, with the highest percentiles exceeding about four times the ADI. High intakes of Sunset Yellow FCF (INS 110) were also observed, of up to 85% of the ADI in the worst-case scenario. Findings suggest high exposure levels to azo-dyes in the survey population, with children likely exceeding the ADI for Amaranth (INS 123) and concerns for Sunset Yellow FCF (INS 110). Major food contributors were beverages (juice powders and soft drinks), dairy and sweets. Further studies on dietary exposure assessment are needed at the national level. The authors highlight the need of controlling the use of such additives through national policies that are aligned with the consumption patterns observed in the country.

Long-Lasting Effects of Changes in Daily Routine during the Pandemic-Related Lockdown on Preschoolers’ Language and Emotional–Behavioral Development: A Moderation Analysis

The quantity and quality of environmental stimuli and contexts are crucial for children's development. Following the outbreak of SARS-CoV-2 (COVID-19), restrictive measures have been implemented, constraining children's social lives and changing their daily routines. To date, there is a lack of research assessing the long-lasting impacts that these changes have had on children's language and emotional-behavioral development. In a large sample of preschoolers (N = 677), we investigated (a) the long-lasting effects of changes in family and social life and in daily activities over the first Italian nationwide COVID-19-pandemic-related lockdown upon children's linguistic and emotional-behavioral profiles and (b) how children's demographic variables and lifelong family characteristics moderated these associations within a multiple-moderator framework. Our findings showed a relationship between the time spent watching TV/playing video games and affective problems that was moderated by the number of siblings. Our findings showed that children who could be at high risk in more normal circumstances, such as only children, have been particularly harmed. Therefore, assessing the long-term effects of lockdown-related measures and how these could have been moderated by potential risk/protective factors added significant information to the existing literature.

Smartphone-based point-of-care anemia screening in rural Bihar in India

BackgroundThe high prevalence of anemia in resource-constrained settings calls for easy-to-use, inexpensive screening tools. The Sanguina Smartphone App, an innovative tool for non-invasive hemoglobin estimation via color-sensitive, algorithm-based analysis of fingernail bed images, was validated in the United States. This study evaluates the performance of the App in a population with different socio-economic, ethnic, demographic and cultural composition in rural Bihar, India.MethodsFor 272 mainly adult patients of a private health centre, hemoglobin measurement with the App is compared with the gold standard laboratory blood analysis. For a second sample of 179 children attending pre-schools, hemoglobin measurement with the App is compared to the results of the HemoCue Hb 301, a point-of-care device using a small blood sample, serving as the reference standard for field-based settings.ResultsThe App reaches ±4.43 g/dl accuracy and 0.38 g/dl bias of comparator values in the clinic-based sample, and ±3.54 g/dl and 1.30 g/dl, respectively in the pre-school sample. After retraining the algorithm with the collected data, the validity of the upgraded version is retested showing an improved performance (accuracy of ±2.25 g/dl, bias of 0.25 g/dl), corresponding to the results of the original validation study from the United States.ConclusionsThe initial version of the App does not achieve the accuracy needed for diagnosis or screening. After retraining the algorithm, it achieves an accuracy sufficient for screening. The improved version with the potential for further adaptions is a promising easy-to-use, inexpensive screening tool for anemia in resource-constrained point-of-care settings.

Toy stories: Children's use of gender stereotypes in making social judgments

Young children tend to categorize people and objects to understand their environments, but under certain circumstances, they can also appreciate individual differences. Three studies investigated how young children use categorical and individuating information to make social judgments. In Study 1, 3- to 5-year-old children (N = 33; 18 boys, 15 girls) predicted hypothetical peers' preferences for toys along a spectrum from highly stereotyped for girls to neutral to highly stereotyped for boys. Hypothetical peers were described by gender and as enjoying activities that were stereotypical, counter-stereotypical, or unrelated to gender. Children's choices were consistent with use of the provided individuating information rather than gender alone. In Studies 2 and 3, we retested these ideas with preschool samples from the United States (N = 44) and China (N = 21) respectively and also asked children about their toy, playmate, and activity preferences. For both samples, responses followed the same pattern as Study 1 for social judgments and were characterized by preferences for same-gender peers and neutral or gender-typed toys and activities, particularly in girls. While young children express preferences consistent with gender identity, they process and use individuating information in making social judgments, a capacity that could be targeted by interventions designed to reduce the development of gender-based bias.

Sleep disturbances and emotional dysregulation in young children with autism spectrum, intellectual disability, or global developmental delay

ObjectiveSleep disturbance and emotional dysregulation (ED) are common and often functionally impairing in young children with neurodevelopmental disorders (NDD). This study investigated the relationship between sleep disturbance and ED in a sample of preschoolers with ASD, intellectual disability, or global developmental delay, and examined possible predictors of their persistence over time. MethodsAll children under 6 years of age clinically referred between July 2018 and May 2022 to two neuropsychiatric specialized centers for NDD received a comprehensive diagnostic evaluation, including the Child Behavior Checklist 1.5–5 (CBCL), the Autism Diagnostic Observation Schedule-2 (ADOS-2), and standardized tests of cognitive and global development. Sleep disturbances were assessed with the CBCL-sleep score, and ED with the CBCL Attention, Aggression, and Anxious/Depressed scales (CBCL-AAA). A reassessment of sleep and ED was conducted after 6 months or longer, including the Child Sleep Habits Questionnaire (CSHQ). Multivariate analyses and mixed linear regression models were conducted. ResultsA total of 136 children, 75.7% male, median age 38.27 months, IQR 15.39, 41.2% with global developmental disorder (GDD) or intellectual disability (ID) participated in the study. Of them, 64.7% were diagnosed with autism spectrum disorder (ASD) and 35.3% with other NDD (w/o ASD). Sleep disturbances (CBCL-Sleep) and ED (CBCL-AAA) were positively correlated (p < 0.001), after accounting for age, ID/GDD and autism symptom severity, in both the entire sample and separately in each diagnostic group (ASD and NDD w/o ASD). Seventy-five children (55%) were reassessed a mean 17.2 months afterwards. There was persistence of the positive correlation between sleep problems and ED (p < 0.001) in both the entire sample and each diagnostic group. The longitudinal mixed linear model showed that ED at follow-up was predicted by baseline sleep problems (p = 0.008), ED (p < 0.001), and ASD severity (p = 0.015). ConclusionsSleep disturbances are significantly associated with ED in young children with NDD, either with or without ASD, both cross-sectionally and prospectively over time. Sleep problems represent an important comorbidity and a potential treatment target for improving emotional stability in NDD.

Ordinal models to analyze strategy sophistication: Evidence from a learning trajectory efficacy study

Investigators often rely on the proportion of correct responses in an assessment when describing the impact of early mathematics interventions on child outcomes. Here, we propose a shift in focus to the relative sophistication of problem-solving strategies and offer methodological guidance to researchers interested in working with strategies. We leverage data from a randomized teaching experiment with a kindergarten sample whose details are outlined in Clements et al. (2020). First, we describe our problem-solving strategy data, including how strategies were coded in ways that are amenable to analysis. Second, we explore what kinds of ordinal statistical models best fit the nature of arithmetic strategies, describe what each model implies about problem-solving behavior, and how to interpret model parameters. Third, we discuss the effect of “treatment”, operationalized as instruction aligned with an arithmetic Learning Trajectory (LT). We show that arithmetic strategy development is best described as a sequential stepwise process and that children who receive LT instruction use more sophisticated strategies at post-assessment, relative to their peers in a teach-to-target skill condition. We introduce latent strategy sophistication as an analogous metric to traditional Rasch factor scores and demonstrate a moderate correlation them (r = 0.58). Our work suggests strategy sophistication carries information that is unique from, but complimentary to traditional correctness-based Rasch scores, motivating its expanded use in intervention studies.

Singleton consonant onset acquisition in monolingual Granada Spanish-speaking preschoolers with typical versus protracted phonological development: Impacts of word structure and feature constraints.

While consonant acquisition clearly requires mastery of different articulatory configurations (segments), sub-segmental features and suprasegmental contexts influence both order of acquisition and mismatch (error) patterns (Bérubé, Bernhardt, Stemberger & Ciocca, 2020). Constraints-based nonlinear phonology provides a comprehensive framework for investigating the impact of sub- and suprasegmental impacts on acquisition (Bernhardt & Stemberger, 1998). The current study adopted such a framework in order to investigate these questions for Granada Spanish. Single-word samples of monolingual preschoolers in Granada (29 typically developing; 30 with protracted phonological development) were transcribed by native Spanish speakers in consultation with an international team. Beta regression analyses showed significant effects of age, developmental group, and word structure variables (word length, stress, position of consonants and syllables within the word); salience, markedness and/or frequency across the phonological hierarchy accounted for many patterns. The study further demonstrates the impacts of sub- and suprasegmental constraints of the phonological system on consonant acquisition.

The Verbal Behavior Development Assessment-Revised: Convergent and Divergent Validity in a Sample of Preschoolers with Autism Spectrum Disorder

The Verbal Behavior Development Assessment-Revised: Convergent and Divergent Validity in a Sample of Preschoolers with Autism Spectrum Disorder

The influence of using video media on basic movement skills in kindergarten

This study aimed to measure the effects of video media on kindergarten children basic movement skills. Educators use many strategies to assist their children in acquiring basic movement skills in kindergartens; The style of teaching encompasses the style of guided discovery, with a component and entire method approach supported by visual medias. This research used an experimental design with convenience sampling of 40 children from two classes in kindergarten. The experimental study is an investigation into the effects of video media in children’s and other supervised subjects on fundamental movement abilities. Twenty children assigned to an experimental treatment, in which the researchers studied findings on children development on basic movement skills. Other children (N = 20) were assigned to a control group. Instrumentation for the Research-based on observation to gather data, the observation made by a researcher to find items that are needed. Moreover, The Bruininks-Oseretsky Second Edition Motor Capability Test ((Bruiniks and Bruiniks, Bruininks-Oseretsky Test of Motor Proficiency> Second (Edition manual), Pearson Assessment, 2005)) and The Test of Gross Motor Development (TGMD) used in this research. Blinding teaching methods in kindergarten physical education using visual media showed increase the basic mobility skills of the kindergarten sample. Physical Education teachers using blinding methods in classroom provide their special children with more effective learning skills in the Basic Movement Skills in the kindergarten. In addition, video media tools showed improvement in basic movement skills of school lay-up children. The outcome of this research provided advice to practitioners and researchers on how to incorporate video in their teaching with a view to promoting the development of important motor skills in children.

APPLICATION OF EYE-TRACKING TECHNOLOGY DUAL EYE TRACKING (DUET) IN THE STUDY OF COOPERATION BETWEEN CHILDREN WITH ATYPICAL DEVELOPMENT AND ADULTS IN THE LEARNING PROCESS

A technological breakthrough in simultaneously tracking the visual behavior of two people with an eye tracker (DUET) allows you to explore how a child perceives the world and how an adult (teacher) infl uences it. It became possible to more objectively trace the transformation of a child’s perceptual processes under the infl uence of learning (Monroy, Chen, Houston, Yu, ). An analysis of the gaze movements allows us to model the learning process as the emergence and dynamic transformation of an intersubjective connection between the perception-action systems of a child and an adult (Shvarts, ). Synchronous registration of the dyad’s eye movements was carried out by two portable trackers in the form of Pupil Headset goggles. A comparative study was carried out on a sample of preschoolers - years old: typically developing children and children with hearing impairment after cochlear implantation (sensoneural hearing loss, ICD- class H). An analysis of the ways in which the gaze of the adult-child dyad moves makes it possible to model the learning process as the emergence and dynamic transformation of an intersubjective connection between the perception-action systems of a child and an adult. Comparison of gaze patterns showed that contrasting groups of children use different perceptual strategies in the learning process: the specifi city of eye movements of contrasting groups is manifested in the perceptual actions themselves and the pattern of eye movements relative to fi xations in relevant areas corresponding to the task. It was found that the oculomotor activity of an adult changes in the process of interaction with children of contrasting groups and is organized taking into account the specifi c features of the child’s perceptual activity. Differences are manifested in the degree of synchrony of fi xations and the similarity of the trajectories of gaze movements of an adult and a child. An important result of using the DUET technology on contrast samples is the fact that the process of teaching/ learning caused a mutual transformation of the perceptual strategies of both the adult and the child. The perceptual connection of the dyad is clearly manifested in tracking, identifying and controlling perceptual actions as a previous phase, the emergence of compatibility.

The specificity of forming strategies of the dyad adult-child with hearing impairment in the process of learning: eye tracking of double eye tracking technologies (duet)

The article is devoted to the application of dual eye tracking (DUET) eye tracking technology in the analysis of multimodal cooperation in the process of learning the child-adult dyad. The methodology is described and the double eye tracking (DUET) procedure was tested during the performance of a learning task in the adultchild dyad. Synchronous registration of the dyad's eye movements was carried out by two portable trackers in the form of Pupil Headset goggles. A comparative study of the synchrony of perceptual processes was carried out in a sample of preschoolers 4-6 years old: typically developing children and children with hearing impairment after cochlear implantation (with sensorineural hearing loss, ICD-10 class H90). An analysis of the ways in which the gaze of the adult-child dyad moves makes it possible to model the learning process as the emergence and dynamic transformation of an intersubjective connection between the perceptionaction systems of a child and an adult. Comparison of gaze patterns showed that contrasting groups of children use different perceptual strategies in the learning process: the specificity of eye movements of contrasting groups is manifested in the perceptual actions themselves and in the pattern of eye movements relative to fixations in relevant areas corresponding to the task. It was found that the oculomotor activity of an adult changes in the process of interaction with children of contrasting groups and is organized taking into account the specific features of the child's perceptual activity.

Teaching and Learning during the COVID-19 Pandemic: Attributes and Readiness of Thai Teachers

As a result of the COVID-19 pandemic, many schools have adopted distance learning and blended learning. However, research into remote teaching and learning has suggested several components that impact learning at distance. This study focused on identifying the attributes of remote teaching and learning; readiness and understanding of teachers - student - parents, instructional redesign using varied teaching pedagogy to avoid a didactic approach, facilitate student learning and provide a seamless structure, and understanding teachers’ perceptions regarding their readiness to support student learning in the unprecedented context of the COVID-19 pandemic. A sample of kindergarten, primary and secondary school teachers from six different regions of Thailand participated in this study. The proposed attributes are hoped to be useful for educators to improve teaching and learning during the COVID-19 pandemic to prevent long-lasting educational defects.