Socioemotional Domains Research Articles

Implementation of Project-Based Learning in Social and Human Sciences Course for First Year Students in Dentistry in Morocco

The purpose of this study was to report on the experience of using Project-based learning (PBL) in the human and social sciences course taught to first year students in dentistry at the Euro-Mediterranean University of Fez. The assessment method involved self-assessment using a questionnaire. The course plan used PBL methodology in face-to-face format as well as asynchronous meetings via Moodle®. The findings showed that students were satisfied while experimenting PBL which creates a dynamic learning environment. Based on the findings, we suggest an innovative neuropsychological framework of PBL encompassing socio-cognitive, socio-emotional and metacognitive domains. Such learning enhances students' understanding of human sciences applied to dentistry, develops critical thinking skills, promotes collaboration, and prepares them for clinical practice.

A longitudinal multi-centric cohort study assessing infant neurodevelopment delay among women with persistent postpartum depression in Nepal

BackgroundInfant neurodevelopment in the first years after birth is determined by multiple factors, including parental care and maternal mental wellbeing. In this study, we aim to assess the impact of persistent maternal depressive symptoms during the first 3 months postpartum on infant neurodevelopment at 6 months.MethodsUsing a longitudinal cohort design, 1253 mother-infant pairs were followed up at 7, 45, and 90 days to assess postpartum depressive symptoms using the Edinburgh Postnatal Depression Scale (EPDS); infants were followed up at 6 months to assess neuro-developmental status using the WHO’s Infant and Young Child Development (IYCD) tool. A generalized linear regression model was used to assess the association between persistent postpartum depressive symptoms and infant neurodevelopmental delay at 6 months. A generalized linear mixed model (GLMM) with a hospital as a random intercept was used to assess the persistent postpartum depressive symptoms with an IYCD score. Linear regression was used to compare the IYCD scores between exposure groups.ResultsIn the study population, 7.5% of mothers had persistent depressive symptoms, and 7.5% of infants had neurodevelopmental delay. Infants born to mothers with persistent depressive symptoms had a higher proportion of neurodevelopmental delay than infants born to women without persistent symptoms (48.6% vs 5.1%; p < 0.001). In the adjusted regression model, infants whose mothers had persistent depressive symptoms at 7, 45, and 90 days had a 5.21-fold increased risk of neurodevelopmental delay (aRR, 5.21; 95% CI, 3.17, 8.55). Mean scores in the motor domain (12.7 vs 15.2; p < 0.001) and language domain (6.4 vs 8.5; p < 0.001) were significant when a mother had persistent depression vs. no depression. Mean scores in the general behavioral domain (5.9 vs 10.4, p < 0.001) and the socio-emotional domain (15.4 vs 17.7; p < 0.001) were significantly different when a mother had persistent depression vs no persistent depression.ConclusionsOur results suggest that 6-month-old infants are at higher risk for neurodevelopment delays if their mother reports persistent symptoms of depression from 7 to 90 days postpartum. The neurodevelopmental delay can be observed in all functional domains. Preventive intervention to reduce maternal postpartum depression may reduce the impact on infant developmental delay.

Assessing conceptions of climate change: an exploratory study among Japanese early adolescents

In Japan where climate change education has yet to be recognised as a field of environmental education, understanding climate change conceptions possessed by potential learners is critical for more impactful design and implementation of CCE. This exploratory study aims to investigate climate change conceptions among Japanese early adolescents from the perspective of cognitive, affective, and behavioural learning dimensions, while exploring the complex interplay of those learning dimensions. Questionnaire surveys were conducted targeting 423 students aged 12–14 in three Japanese public junior high schools. Findings suggest that majority of Japanese early adolescents belong to groups that exhibit lower levels of cognitive, socio-emotional, and behavioural domain in relation to climate change conceptions. The relationships among those dimensions were found to be positive and bidirectional. Moreover, several misconceptions about climate change and effectiveness of its solutions were identified among the sample.

Current and preferred services of specialized professionals in childcare settings in Quebec, Canada: A descriptive survey of childcare administrators' perspectives.

Many challenges exist in promoting inclusion in childcare settings. Adequate support from specialized professionals is necessary to create inclusive childcare settings. Understanding which services are being delivered by specialized professionals in childcare contexts is an important first step. The aim of this study was to (1) describe the services currently being delivered by specialized professionals in childcare settings in Quebec (Canada) and (2) seek childcare administrators' perspectives on their preferred services. An online province-wide descriptive survey was conducted with childcare administrators (n = 344). Questions focused on 11 service delivery dimensions (e.g. professionals involved, children served). Descriptive statistics were calculated. Childcare settings received services from a median of two specialized professionals (IQR [1-4]). Most services were delivered by early childhood special educators (61.3%), speech-language pathologists (57.6%), psycho-educators (43.6%) and occupational therapists (43.3%). Childcare administrators identified these four services as being particularly supportive. Professionals delivered a median of 0.4h of service per week in each childcare setting (IQR [0.1-3.0]). A high percentage (91.2%) of administrators reported unmet needs for professional support in at least one developmental domain, with a high percentage (57.3%) of administrators identifying needs in the socio-emotional domain. Most (63.3%) expressed a desire to prioritize services for children without an established diagnosis but identified by early childhood educators as having needs for professional support. Most administrators (71.4%) also preferred in-context services. Childcare administrators perceive an important role for specialized professionals in supporting inclusion in their settings. Recommendations emerging are based on the four main professional service needs identified: (1) increasing the intensity and stability of services; (2) providing services for undiagnosed children identified by early childhood educators as having unmet needs; (3) ensuring that services encompassing all developmental domains with a focus on the socio-emotional domain; and (4) prioritizing of in-context services.

Maternal Investments in Children: The Role of Expected Effort and Returns

Abstract We investigate the importance of subjective expectations of returns to and effort costs of the two principal investments that mothers make in newborns: breastfeeding and stimulation. We find heterogeneity across mothers in rural Pakistan in expected effort costs and expected returns for outcomes in the cognitive, socio-emotional and health domains, and that this contributes to explaining heterogeneity in investments. We find no significant differences across women in preferences for child developmental outcomes. We simulate the impact of alternative policies on investments. Our findings highlight the relevance of interventions designed to address maternal depression and reduce perinatal fatigue alongside interventions that increase perceived returns to investments.

Relationship between sleep disturbance and developmental status in preschool-aged children with developmental disorder

BackgroundSleep has been known to affect childhood development. Sleep disturbance is likely more common in children with developmental delay (DD) than in typical development. There are few studies on the correlation between sleep disturbance and developmental features in children with DD. Therefore, this study aimed to evaluate the associations between the two in children with DD.MethodsA total of 45 children (age range 27.0 ± 11.1) with DD were recruited and evaluated using the Sleep Disturbance Scale for Children (SDSC) and Bayley Scales of Infant and Toddler Development (BSID-III). The outcomes are expressed as means and standard deviations. The correlation between SDSC and BSID-III was assessed using Spearman’s rank correlation test. Multiple regression analysis was performed to investigate the relationship between BSID-III domains and SDSC questionnaire subscales. Statistical significance was set at p < 0.05.ResultsBased on the correlation analysis and subsequent hierarchical regression analysis, cognition and socio-emotional domains of BSID-III were significantly associated with the DOES subscale of the SDSC questionnaire. In addition, the expressive language domain of the BSID-III was found to be associated with the DA subscale of the SDSC questionnaire. It seems that excessive daytime sleepiness might negatively affect emotional and behavioral problems and cognitive function. Also, arousal disorders seem to be related to memory consolidation process, which is thought to affect language expression.ConclusionThis study demonstrated that DA and DOES subscales of the SDSC questionnaire were correlated with developmental aspects in preschool-aged children with DD. Sleep problems in children with DD can negatively affect their development, thereby interfering with the effectiveness of rehabilitation. Identifying and properly managing the modifiable factors of sleep problems is also crucial as a part of comprehensive rehabilitation treatment. Therefore, we should pay more attention to sleep problems, even in preschool-aged children with DD.

Unlevel Playing Field: Socioeconomic Determinants of Early Childhood Development in Turkiye

We investigate the socioeconomic determinants of early childhood development (ECD) in Türkiye, focusing on maternal education and household wealth, using representative microdata from the 2018 Türkiye Demographic and Health Survey (TDHS), which collected data on the developmental status of young children aged 36–59 months for the first time. Using this data, we construct an ECD index based on four developmental domains (i.e., literacy-numeracy, physical development, learning readiness and socio-emotional). Our results suggest that 74 percent of children (70.3 percent of boys and 78 percent of girls) are developmentally on track. We find that while over 96 percent of children are developmentally on track in physical and learning readiness domains, only 14.5 percent and 73.6 percent are in the literacy-numeracy and socio-emotional development domains, respectively. The multivariate regression results suggest both maternal education and household wealth improve children’s ECD outcomes but the latter has a stronger effect. In fact, we find that mother’s schooling is only positively and statistically associated with ECD once mothers have at least a high school education. Kindergarten attendance, which stands at a meagre 11.3 percent, is only likely for children from well-to-do and educated households. As a result, we find large gaps in ECD and its components between children with low and high socioeconomic backgrounds. We conclude that leveling the playing field is only possible via a nationwide multisectoral initiative that can support and educate caregivers and children simultaneously.

Meta-thematic synthesis of research on early childhood coding education: A comprehensive review

AbstractThe growing significance of coding in 21st-century early childhood education extends beyond technical proficiency, encompassing cognitive development, problem-solving, and creativity. Coding is being integrated globally into educational curricula to prepare students for the digital era. This research examines coding’s potential impact on cognitive and socio-emotional development and emphasizes the need for evidence-based analysis. A meta-thematic analysis synthesizes qualitative data from various studies in a study on coding’s effects on preschool children’s cognitive and socio-emotional development. It focuses on two themes: cognitive contributions and socio-emotional contributions. Thirteen suitable studies were identified from 942 visualized using the PRISMA flow diagram. Coding education enhances cognitive and socio-emotional skills in preschoolers, with implications for curriculum integration. In summary, coding’s holistic benefits in early childhood education are explored, and a meta-thematic analysis investigates its influence on cognitive and socio-emotional domains in preschoolers, emphasizing the need for rigorous evidence-based research.

Working Memory and Language Relate to Report of Socio-Emotional Functioning in Children with Hearing Loss.

Background: Children with hearing loss have been found to have significantly more behavioral and emotional challenges than their typically hearing peers, though these outcomes are variable at the individual level. Working memory deficits have been found to relate to executive functioning and overall emotion regulation, leading to behavior challenges. Language development is essential for development of social relationships and communicating one's needs and this may lead to distress when children cannot communicate effectively. Based on prior findings in children with hearing loss and their typically hearing peers, working memory and language skills were hypothesized to be related to parent and teacher report of socio-emotional functioning. Methods: Participants were 35 children with hearing loss (66% female, M = 5.17 years old, SD = ±1.97) whose language, working memory, and socio-emotional functioning were evaluated during the course of treatment and educational planning. Results: Bivariate analyses indicated that working memory was related to a number of socio-emotional domains (e.g., functional communication, atypicality, withdrawal), as were language scores (e.g., social skills, inattention). The direction of these associations was such that stronger working memory and language skills were related to more regulated socio-emotional functioning. Conclusions: This study is limited in generalizability by size and the relative homogeneity of the sample. A call to action of the current study includes more education with regard to profiles and presentations of children with hearing loss, and an early focus on socio-emotional learning to foster the development of regulatory skills.

Maternal hsa-miR-423-5p associated with the cognitive development of babies in pregnant women without mental disorders.

MicroRNAs (miRNAs) are small non-coding RNAs capable of regulating gene expression post-transcriptionally. MiRNAs are recognized as key regulators of diverse biological and developmental processes. During the pregnancy-puerperal cycle, numerous changes occur in the female body for the formation, growth, and development of the baby. After birth, there is a critical period in child development, as rapid gains in the physical, cognitive, and socio-emotional domains constitute the "building blocks" of children's later growth. The aim of this study was to investigate the association between maternal expression of hsa-miR-423-5p during the first and second trimesters of pregnancy and neurocognitive development at 90 days of life in infants. Methods: This is a longitudinal study included in a population-based cohort study, carried out in a city in southern Brazil. The Bayley III was used to assess the babies' cognitive development. Blood samples from mothers were obtained for RNA extraction from serum and analysis of miRNA expression by qRT-PCR. In total, 87 dyads (mother-baby) were included. The average gestational age was 15.86 weeks (SD ± 5.55). An association of maternal miRNA with infant cognitive development was found; as maternal miR-423-5p increases, infants' cognitive development increases by 2.40 (95% CI 0.37; 4.43, p = 0.021) points at 3 months of age. In this context, it is suggested to use this miRNA as a biomarker of child neurocognitive development detectable in the prenatal period, thus allowing the planning of early interventions.

Exploring eye-tracking data as an indicator of situational awareness in nursing students during a cardiorespiratory arrest simulation

AimTo examine the components of visual attention that maintain situational awareness during simulation training in undergraduate nursing students with different instruction levels. BackgroundEye-tracking can provide deep insight into the nurses' attention during simulated practice. Knowing which gaze patterns promote situational awareness can significantly improve nurse instruction. DesignA comparative observational study investigated the role of visual attention on the performance quality, psychophysiological parameters (vital signs, anxiety and stress) and socioemotional competencies (cognitive workload, motivation and self-efficacy) of nursing students with various experience levels. MethodsThirty nursing students divided into two groups according to their academic level: first cycle (n=14) and second-cycle (n=16) faced a clinical simulation scenario to resolve a cardiorespiratory arrest event. Eye tracking-based analysis required the selection of six areas of interest. The monitorization of vital signs included measuring blood pressure, heart rate, respiratory rate and oxygen saturation before and after the simulation practice. Participants completed the socioemotional questionnaire (NASA-TLX). They answered the state subscale of the State-Trait Anxiety Inventory (STAI), the Visual Analogue Scale (VAS) of stress, the Situational Motivation Scale (SIMS) and the Baessler and Schwarzer General Self-Efficacy Scale. ResultsThe first-cycle group displayed higher vital sign scores than the second cycle, apart from the post-simulation respiratory rate. All physiological parameters increased in mean value after the clinical simulation, except oxygen saturation. Anxiety was the only parameter in the socioemotional domain to present a statistically significant difference between the groups. First-year nursing students showed greater anxiety, stress, mental workload, identified regulation and intrinsic motivation, while second-year students showed higher levels of amotivation, external regulation and perceived self-efficacy. Eye-tracking data (revisits, gaze and duration of fixations) exhibited statistically significant differences depending on the area of interest in both groups (p =. 05). The performance outcomes showed a negative and moderate association with gaze the total number of gazes in the second-cycle group (rho = −0.640, p = 0.010). ConclusionEye-tracking-based analysis can help to predict performance quality while maintaining situational awareness during nursing instruction.

Relationship between sensory processing patterns and gross motor function of children and adolescents with Down syndrome and typical development: a cross-sectional study.

Children and adolescents with Down syndrome (DS) may experience impairments in sensory and motor skills that can be interrelated. The purposes of this study were (i) to compare the sensory processing patterns and gross motor function between children and adolescents with DS and with typical development (TD) and (ii) to explore associations between these areas in both DS and TD groups. This cross-sectional study involved a sample size of 25 participants with DS (mean age 10.24±2.04years) and 25 participants with TD (mean age 10.04±2.82years). The sensory processing patterns were assessed using the Sensory Profile Second Version questionnaire, and the gross motor function was measured with the Gross Motor Function Measure (GMFM-88) dimensions (D) standing, and (E) walking, running, and jumping. Differences between groups were tested using the Mann-Whitney test, and the relationship between the variables was examined using Spearman's correlation tests, with a significance level set at 5%. Children with DS showed greater difficulties with sensory processing than TD children in Seeker (P<0.001), Avoider (P<0.001), Sensitivity (P<0.001), Registration (P<0.001), Auditory (P<0.001), Touch (P=0.001), Movements (P=0.001), Oral (P=0.028), Conduct (P=0.005), Socioemotional (P<0.001), and Attentional (P<0.001) domains. Additionally, children with DS presented lower gross motor function than TD in GMFM-88, standing (P<0.001) and walking, running, and jumping (P<0.001). Correlations were found between greater difficulties with sensory processing in Touch and lower gross motor function in walking, running, and jumping for the DS group. Our results suggest there are more difficulties in sensory processing patterns and gross motor function in children with DS than in TD. Also, there is a single association between more difficulties in sensory processing and less well-developed motor function in the DS group. Therefore, a comprehensive assessment of all these aspects should be performed in children and adolescents with DS, along with the provision of relevant interventions addressing specific needs.

Long-Term Developmental Assessment of Children Recovered from Hypernatremia

Purpose: Imbalances in sodium result in acute neurologic symptoms such as seizures and impaired mental status. Studies investigating the long-term consequences of hypernatremia on cognitive, motor, and language development in children are limited. The aim of this study was to assess the long-term impact of hypernatremia on children’s cognitive, motor, and language development. Methodology:It was an observational study conducted from March 2016 to March 2017 in Dhaka Hospital of icddr,b. In this study,211 children with acute watery diarrhea accompanied with hypernatremia (serum sodium level 150 mmol/L) who had already been enrolled in a previous observational study were prospectively followed for one year.The objective was to investigate if there are any long term neurologic and developmental consequences of hypernatremia in those children. Physical, cognitive, motor, and language development as well as expressive or receptive expression of the children were assessed using a standard tool at the time of discharge (Baseline) and 12 months after discharge (End line). We also assessed IQ in a subgroup of children &gt; 36 months (n=57) using the Wechsler Preschool and Primary Scale of Intelligence in parallel. Results: Among the 211 participants, developmental assessment on motor, cognitive, and language development test was done on 140 (66.3%) children. The mean age of the children at the time of discharge from the hospital (baseline) was 7.9±4.5 months. Compared to mild (serum Na 150 mmol/L to less than 160 mmol/L), and moderately (serum Na 160 mmol/L to 169 mmol/L) hypernatremia, children with severe hypernatremia (serum sodium &gt;170mmol/L) significantly had lower mean scores on the motor, fine motor, and language development score at baseline after adjusting age and weight for the age z score. Although there was an improvement in motor, language, and socioemotional scores, significant improvement was only observed with cognitive function at the end line (p=0.002). In Mmultiple regression after adjusting for potential confounders such as levels of hypernatremia, parents’ education, age of the child, and WAZ, these factors were showed significantly associated with the cognitive function of children. There was no difference in mean IQ level performed at the end-line among the children with different level of hypernatremia (mild, moderate or severe). Conclusion: Children with hypernatremia had poor developmental scores in cognitive, motor, language, and socio-emotional domains at the time of recovery from hypernatremia. However, other than cognitive score, there was no significant improvement in motor or language development at 12 months in children recovering from hypernatremia. Further studies are therefore warranted to reveal any association of motor or language deficit with neurological deficit in those children beyond 12 months. Bioresearch Commu. 10(1): 1386-1392, 2024 (January)

How parent-child brain-to-brain synchrony can inform the study of child development.

It is well established that parent-child dyadic synchrony (e.g., mutual emotions, behaviors) can support development across cognitive and socioemotional domains. The advent of simultaneous two-brain hyperscanning (i.e., neuroimaging techniques to measure the brain activity of two individuals at the same time) allows further insight into dyadic neural synchrony. In this article, we review 16 recent studies of naturalistic, parent-child brain-to-brain synchrony, finding relations with the nature of interactions (collaborative versus competitive, parent versus stranger), proximal social cues (gaze, affect, touch, reciprocity), child-level variables (irritability, self-regulation), and environmental factors (parental stress, family cohesion, adversity). We then discuss how neural synchrony may provide a biological mechanism for refining broader theories on developmental benefits of dyadic synchrony. We also highlight critical areas for future study, including examining synchrony trajectories longitudinally, including more diverse participants and interaction contexts, and studying caregivers beyond mothers (e.g., other family members, teachers). We conclude that neural synchrony is an exciting and important window into understanding how caregiver-child dyadic synchrony supports children's social and cognitive development.

Maternal stimulation and early child development in sub-saharan Africa: evidence from Kenya and Zambia

BackgroundDespite major improvements in child survival over the past decade, many children in low and middle-income countries (LMICs) remain at risk of not reaching their developmental potential due to malnutrition, poor health, and a lack of stimulation. Maternal engagement and stimulation have been identified as some of the most critical inputs for healthy development of children. However, relatively little evidence exists on the links between maternal stimulation and child development exists in sub-Saharan Africa (SSA). This current paper aims to identify the associations between maternal stimulation and child development in Kenya and Zambia, as well as the activities that are most predictive of developmental outcomes in these settings.MethodsWe conducted a descriptive study using data from a prospective study in Kenya and Zambia. The study included three rounds of data collection. Children were on average 10 months old in round one, 25 months old in round two, and 36 months old in round three. The primary exposure variable of interest was maternal stimulation activities, which we grouped into cognitive, language, motor, and socio-emotional activities. The outcome of interest was child development measured through the Third Edition of the Ages and Stages Questionnaire (ASQ-3). Linear regression models were used to estimate the associations between overall maternal stimulation and domain-specific maternal stimulation and child development across the three rounds of the survey.ResultsHigher maternal stimulation scores were associated with higher ASQ scores (effect size = 0.25; 95% CI: 0.19, 0.31) after adjusting for other confounders. For domain specific and child development (ASQ scores), the largest effect size (ES) was found for language stimulation (ES = 0.15) while weakest associations were found for socio-emotional domain activities (ES= -0.05). Overall maternal stimulation was most strongly associated with gross motor development (ES = 0.21) and the least associated with problem-solving (ES = 0.16).ConclusionOur study findings suggest a strong positive link between maternal stimulation activities and children’s developmental outcomes among communities in poor rural settings.Trial registrationNA (not a clinical trial).

CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design

In the context of the global climate change debate, the integration of Education for Sustainable Development (ESD) in higher education institutions (HEIs) has been identified as one of the top priorities. This paper presents the CoDesignS ESD Framework (hereafter “Framework”) focused on HEIs, though the Framework is applicable to other types of educational institutions. The Framework introduces transformative pedagogies and teaching methods that extend beyond typical ESD competencies, encompassing cognitive, socio-emotional, and behavioral domains for a holistic design and delivery. It was evaluated using a focus group and interviews among sustainability practitioners and academics, learning and curriculum designers, students, and government officials involved in ESD. The evaluation demonstrates key stakeholders’ engagement with the Framework and appreciation of its potential to integrate sustainability into university curricula across different disciplines. The findings suggest that the Framework is easy to use, making sustainability explicit in the curriculum and actively developing the competencies students require to bring about change beyond the classroom. The feedback received has helped the further development of the Framework, including the CoDesignS ESD Toolkit Planner and Dashboard, which provide a more effective way of integrating the learning design and ESD components embedded as part of the CoDesignS ESD pillars.

Assessing child development scores among minority and Indigenous language versus dominant language speakers: a cross-sectional analysis of national Multiple Indicator Cluster Surveys

Multiple studies have highlighted the inequities minority and Indigenous children face when accessing health care. Health and wellbeing are positively impacted when Indigenous children are educated and receive care in their maternal language. However, less is known about the association between minority or Indigenous language use and child development risks and outcomes. In this study, we provide global estimates of development risks and assess the associations between minority or Indigenous language status and early child development using the ten-item Early Child Development Index (ECDI), a tool widely used for global population assessments in children aged 3-4 years. We did a secondary analysis of cross-sectional data from 65 UNICEF Multiple Indicator Cluster Surveys (MICS) containing the ECDI from 2009-19 (waves 4-6). We included individual-level data for children aged 2-4 years (23-60 months) from datasets with ECDI modules, for surveys that captured the language of the respondent, interview, or head of household. The Expanded Graded Intergenerational Disruption Scale was used to classify household languages as dominant versus minority or Indigenous at the country level. Our primary outcome was on-track overall development, defined per UNICEF's guidelines as development being on track for at least three of the four ECDI domains (literacy-numeracy, learning, physical, and socioemotional). We performed logistic regression of pooled, weighted ECDI scores, aggregated by language status and adjusting for the covariables of child sex, child nutritional status (stunting), household wealth, maternal education, developmental support by an adult caregiver, and country-level early child education proportion. Regression analyses were done for all children aged 3-4 years with ECDI results, and separately for children with functional disabilities and ECDI results. 65 MICS datasets were included. 186 393 children aged 3-4 years had ECDI and language data, corresponding to an estimated represented population of 34 714 992 individuals. Estimated prevalence of on-track overall development as measured by ECDI scores was 65·7% (95% CI 64·2-67·2) for children from a minority or Indigenous language-speaking household, and 76·6% (75·7-77·4) for those from a dominant language-speaking household. After adjustment, dominant language status was associated with increased odds of on-track overall development (adjusted OR 1·54, 95% CI 1·40-1·71), which appeared to be largely driven by significantly increased odds of on-track development in the literacy-numeracy and socioemotional domains. For the represented population aged 2-4 years (n=11 465 601), the estimated prevalence of family-reported functional disability was 3·6% (95% CI 3·0-4·4). For the represented population aged 3-4 years with a functional disability (n=292 691), language status was not associated with on-track overall development (adjusted OR 1·02, 95% CI 0·43-2·45). In a global dataset, children speaking a minority or Indigenous language were less likely to have on-track ECDI scores than those speaking a dominant language. Given the strong positive benefits of speaking an Indigenous language on the health and development of Indigenous children, this disparity is likely to reflect the sociolinguistic marginalisation faced by speakers of minority or Indigenous languages as well as differences in the performance of ECDI in these languages. Global efforts should consider performance of measures and monitor developmental data disaggregated by language status to stimulate efforts to address this disparity. None. For the Spanish, Kaqchikel and K'iche' translations of the abstract see Supplementary Materials section.

Efficacy of a dialogic book-sharing intervention in a South African birth cohort: A randomized controlled trial

ObjectiveEvidence shows that dialogic book-sharing improves language development in young children in low-middle income countries (LMICs), particularly receptive and expressive language. It is unclear whether this intervention also boosts development of other neurocognitive and socio-emotional domains in children. Using a randomized controlled trial (RCT) nested in the Drakenstein Child Health Study (DCHS), a book-sharing intervention was implemented in caregivers of 3.5-year-old preschool children living in low-income South African communities. Methods122 Caregivers and their children (mean age 3.5 years) were randomly assigned to an intervention group (n = 61) or waitlist control group (n = 61). A neurocognitive battery determined baseline receptive and expressive language, executive function, theory of mind, and behavior scores. ResultsNo differences were observed between intervention and control groups on receptive and expressive language, or any of the neurocognitive or socio-emotional measures from baseline (3.5 years) to 4 months post-intervention administration (4 years). ConclusionThe benefits noted in prior literature of book-sharing in infants did not appear to be demonstrated at 4 months post-intervention, in children from 3.5 to 4 years of age. This suggests the importance of early intervention and emphasizes the need for further research on adaptation of book-sharing for older participants in a South African context.Trial registration: retrospectively registered on 03/04/2022 PACTR202204697674974.

Prenatal exposure to environmental air pollution and psychosocial stress jointly contribute to the epigenetic regulation of the serotonin transporter gene in newborns.

Antenatal exposures to maternal stress and to particulate matter with an aerodynamic diameter of less than 2.5 μm (PM2.5) have been independently associated with developmental outcomes in early infancy and beyond. Knowledge about their joint impact, biological mechanisms of their effects and timing-effects, is still limited. Both PM2.5 and maternal stress exposure during pregnancy might result in altered patterns of DNA methylation in specific stress-related genes, such as the serotonin transporter gene (SLC6A4 DNAm), that might, in turn, influence infant development across several domains, including bio-behavioral, cognitive and socio-emotional domains. Here, we investigated the independent and interactive influence of variations in antenatal exposures to maternal pandemic-related stress (PRS) and PM2.5 onSLC6A4 DNAmlevels in newborns. Mother-infant dyads (N = 307) were enrolled at delivery during the COVID-19 pandemic. Infants' methylation status was assessed in 13 CpG sites within the SLC6A4gene's region (chr17:28562750-28562958) in buccal cells at birth and women retrospectively report on PRS. PM2.5 exposure throughout the entire gestation and at each gestational trimester was estimated using a spatiotemporal model based on residential address. Among several potentially confounding socio-demographic and health-related factors, infant's sex was significantly associated with infants' SLC6A4 DNAm levels, thus hierarchical regression models were adjusted for infant's sex. Higher levels of SLC6A4 DNAm at 6 CpG sites werefound in newborns born to mothers reporting higherlevels of antenatal PRS and greater PM2.5exposureacross gestation, while adjusting for infant's sex. These effectswere especially evident when exposure toelevated PM2.5 occurred during the second trimester ofpregnancy. Several important brain processes (e.g., synaptogenesis and myelination) occur during mid-pregnancy, potentially making the second trimester a sensitive time window for the effects of stress-related exposures. Understanding the interplay between environmental and individual-level stressors has important implications for the improvement of mother-infant health during and after the pandemic.

Look me in the eyes! A preliminary study on eye-contact in adolescents with anorexia nervosa.

Anorexia nervosa (AN) is often associated with impairments in the socio-emotional domain. Avoidance of eye-contact may underlie some of these difficulties and has been found in adults with AN in several studies. This study aimed to clarify whether adolescents with AN also show reduced eye-contact when viewing social stimuli, that is, faces. In this cross-sectional study, girls aged 12-18years with AN (n=38) were compared with a clinical (girls with depression and/or anxiety disorders; n=30) and a healthy (n=36) control group. Eye-contact was operationalised as maintenance of visual attention to the eye-area of faces showing different emotional expressions (happy, angry, afraid, sad, neutral), recorded via eye-tracking. Contrary to our expectations, we did not find adolescents with AN to dwell less on the eye-area than control groups; instead, we found preliminary evidence for increased attention to the eye-area in the AN group compared to the healthy control group. The results suggest that reduced eye-contact found in adult AN samples is not (yet) present in adolescents with AN but may develop with the prolonged duration of the disorder. However, replication and longitudinal studies are needed to confirm this assumption.