Well-being Of Young Children Research Articles

The effects of parent and child participation in visual art activities on the attachment and well-being of young children: A mixed-methods systematic review.

The effects of parent and child participation in visual art activities on the attachment and well-being of young children: A mixed-methods systematic review.

Developmental trajectories of children's playfulness in two- to six-year-olds

Even though playfulness has been found to be highly relevant to the development and wellbeing of young children, hardly any longitudinal findings are available on stability and changes in children's playfulness. This study examined developmental trajectories of children's playfulness in two- to six-year-olds over a two-year period and analyzed whether individual and family characteristics and transition to primary school explain these trajectories. The sample included 839 children (47.3% girls, MAge = 4.87 years, SDAge = 1.39) from 38 childcare centers and 47 kindergartens in Switzerland. Children's playfulness was assessed at three measurement time points at one-year intervals using the multidimensional Children's Playfulness Scale to gather parent and teacher reports. Second-order linear growth curve models showed significant interindividual differences in children's playfulness at initial baseline. These differences correlated with effects for age, migrant background, and maternal education. The growth-related processes varied depending on children's age, and the individual dimension of children's playfulness whether an increase, stability, or decline was observed. In particular, social components of playfulness were found to change. On average, children's playfulness increased in early years but decreased from school age onwards. However, closeness in parent–child relationships proved to be supportive of children's playfulness at all time points. The results indicate the significance of positive parenting to children's playfulness, but they also draw attention to how playful qualities can be maintained and more highly valued in the school environment. In general, the study can contribute to a better understanding of the construct of playfulness in childhood.

Side-Lying and Cross-Cradle Breastfeeding Positions of Mothers Toward Good Health and Well-Being of Young Children

Early initiation of breastfeeding protects newborns from various infections and mortality. Despite its benefits, not all mothers practice this essential feeding method due to various factors. This study addressed breastfeeding concerns in consonance with the Philippine Republic Act. 10028, as it orders optimal breastfeeding practices and aligns with UN Sustainable Development Goal number 3 to ensure good health and well-being. This study aimed to assess the demographic profile of the respondents in terms of educational attainment and number of children; analyze mothers’ perceptions of breastfeeding positions; evaluate the relationship between side-lying and cross-cradle breastfeeding positions and the educational attainment and number of children; and based on the findings of the study, develop a breastfeeding health education program. In this study, a quantitative descriptive research method was employed. The survey questionnaire was validated by professional experts and administered in Barangay Narra, Francisco Homes, City of San Jose Del Monte, Bulacan, Philippines. Data analysis was conducted using a descriptive aspect of frequency, percentage, mean, standard deviation, and anova for a predictive aspect of the research results. The findings indicated a strong preference for the side-lying position for rest and relaxation (mean = 4.3), and a high recommendation for the cross-cradle position (mean = 4.7). It was proved in this study that there was no significant relationship between the cross-cradle position and educational attainment (p-value = 0.62), whereas the side-lying position and educational attainment showed a significant relationship (p-value = 0.047). Furthermore, the study revealed no significant relationship between the cross-cradle and side-lying position and the number of children (p-value = 0.60). It is recommended that lactating mothers have to practice early breastfeeding to attain good health and well-being of young children.

Optimizing health services for young children in poverty: enhanced collaboration between Early Head Start and pediatric health care.

Given the importance of health to educational outcomes, and education to concurrent and future health, cross-systems approaches, such as the Whole School, Whole Community, Whole Child (WSCC) framework, seek to enhance services typically in K-12 settings. A major gap exists in cross-systems links with early care and education serving children birth to age 5. Both pediatric health systems and early family and child support programs, such as Early Head Start (EHS) and Head Start (HS), seek to promote and optimize the health and wellbeing of infants, toddlers, preschoolers, and their families. Despite shared goals, both EHS/HS and pediatric health providers often experience challenges in reaching and serving the children most in need, and in addressing existing disparities and inequities in services. This paper focuses on infant/toddler services because high-quality services in the earliest years yield large and lasting developmental impacts. Stronger partnerships among pedicatric health systems and EHS programs serving infants and toddlers could better facilitate the health and wellbeing of young children and enhance family strengths and resilience through increased, more intentional collaboration. Specific strategies recommended include strengthening training and professional development across service platforms to increase shared knowledge and terminology, increasing access to screening and services, strengthening infrastructure and shared information, enhancing integration of services, acknowledging and disrupting racism, and accessing available funding and resources. Recommendations, including research-based examples, are offered to prompt innovations best fitting community needs and resources.

Parental mediation and children’s digital well-being in family life in Norway

ABSTRACT Because children are introduced to digital technology at an early age, their digital skills are influenced by digital learning and well-being in everyday life. This article examines how family values may influence children’s digital lives. The study is based on qualitative data from individual interviews with family members from ten different families and ten focus groups with children aged five to ten years. The analysis shows how values linked to parental mediation are important in determining how family members relate to digital technology. In the discussion, we examine how established values may affect parental mediation, and how children can participate in a digital culture. This work posits that the ability to communicate about digital lives is an important value regarding the well-being of young children.

The association between mode of childbirth delivery and early childhood caries: A comprehensive systematic review and meta-analysis.

Early childhood caries (ECC), also known as dental caries, poses a significant challenge to the oral health and overall well-being of young children. This study aims to investigate the potential relationship between the mode of delivery and the odds of ECC. We conducted a meticulous systematic review and meta-analysis, gathering studies from reputable databases, including Web of Science, Scopus, PubMed, Cochrane, Google Scholar, and Embase. The selected studies underwent rigorous evaluation for heterogeneity, utilizing statistical tests such as the Chi-square test, I2, meta-regression analysis, sensitivity analysis, and subgroup analysis. We assessed the presence of publication bias using Begg's and Egger's tests, while the quality of the articles was evaluated using the Newcastle-Ottawa Scale checklist. Our analysis included a robust dataset of 24 studies conducted between 1997 and 2024, involving a total of 71,732 participants. The meta-analysis revealed an odds ratio of 1.05 (95% CI: 0.86-1.30; P-value = 0.610) for dental caries in children born via cesarean section. Importantly, we found no evidence of publication bias, as indicated by non-significant results from Begg's test (P-value = 0.568) and Egger's test (P-value = 0.807). Meta-regression analysis did not identify any significant associations between the study variables and the observed heterogeneity (P > 0.10). Sensitivity analysis further confirmed the stability of the study results, with no significant changes detected. In conclusion, our comprehensive meta-analysis provides compelling evidence that there is no significant association between the mode of delivery and the odds of ECC. These findings enhance our understanding of this important topic and have implications for clinical practice and public health interventions.

Keyword Network Analysis through Big Data on Well-being of Young Children with Disabilities

Keyword Network Analysis through Big Data on Well-being of Young Children with Disabilities

Care of Young Children With Diabetes in the Childcare and Community Setting: A Statement of the American Diabetes Association.

Diabetes management in children extends from the home to other settings where children spend a significant portion of their waking hours. For young children (generally, aged <5 years) with diabetes, this includes childcare centers. Given their age and developmental stage, young children require a carefully thought-out, proactive diabetes care plan for the childcare setting, developed jointly by the health care provider and parents/guardians, and implemented by childcare staff. In the U.S., federal laws and some state laws protect the rights of children with diabetes in childcare and other settings to ensure they receive appropriate assistance with the diabetes management and care. This American Diabetes Association (ADA) Statement addresses the legal rights of children in the childcare setting, outlines the current best practices for diabetes care, and provides resources and responsibilities for parents/guardians, childcare providers, and health care providers. The ADA intends for these tools and information to support the health and well-being of young children with diabetes and offer helpful guidance to those caring for them.

Conceptual Definition and Analysis of the Quality of Working Environment for Kindergarten Teachers

In recent years, the focus on early childhood education has shifted from merely providing care to emphasizing high-quality nurturing. Consequently, there has been increased societal attention and demand for kindergarten teachers. Within the context of comprehensive enhancements in the quality of early childhood education, a paradox has arisen between the high expectations for kindergarten teachers and the prevailing issues of low compensation and limited foundation in their working environment. As direct participants in educational activities, kindergarten teachers working environment significantly influences not only the well-being of young children but also the overall quality of early childhood education. While many administrators and governmental bodies recognize the impact of environment on individuals, the current state of the working environment for kindergarten teachers in terms of external support, its scientific assessment, and how its specific components affect teachers professional well-being necessitates systematic discussion. Therefore, this study aims to examine the concept of the quality of working environment for kindergarten teachers within the context of Chinese culture and to critically analyze relevant concepts. This endeavor seeks to enrich theoretical frameworks and assist practical administrators in better regulating the constituent elements of the working environment to more accurately safeguard the external conditions of kindergarten teaching.

AI's empathy gap: The risks of conversational Artificial Intelligence for young children's well-being and key ethical considerations for early childhood education and care

Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the ‘empathy gap’ that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.

Parental perceptions of social and emotional well-being of young children from Australian military families.

Many Australian Defence Force (ADF) and Veteran families are affected by the stressors of Defence family life, including frequent and prolonged parental deployments, and frequent relocations. To address a gap in information about Defence and Veteran (hereafter Defence) parents' knowledge, confidence and resources to support their young children's well-being and build their resilience. This study used a mixed methods design to explore Defence parent's perceptions of their young children's (aged 2-8 years) social and emotional well-being and understanding of their children's responses to unique stressors as well as their confidence in providing support. Data from 41 parents were available. Overall, parents reported positive well-being evaluation of their children. However, just over a third of parents also reported that their children rarely cope well on two indicators combined (adapting to new situations and sharing negative emotions with others). Significantly, more than half of the parents (61%) were only partially confident in their ability to assist their children to cope with unique stressors in military families. Qualitative data provided further insights into children's struggle with relocations and parental absence and the challenges parents face in supporting them. Parents reported having limited access to effective age- and culturally appropriate resources to support their young children. In a first-of-its kind study, we found that Australian Defence parents reported their young children were coping on most of the key well-being indicators. However, awareness of currently available supports for children remains a barrier as well as access to contextualised, age- and culturally appropriate resources are lacking. There is a need for access to free, quality, online, research-based Australian resources to support young children from Defence families, especially for those living in regional and rural locations and are less likely to have access to mental health and other specialist supports.

Infant Saliva Microbiome Activity Modulates Nutritional Impacts on Neurodevelopment.

Neurodevelopment is influenced by complex interactions between environmental factors, including social determinants of health (SDOH), nutrition, and even the microbiome. This longitudinal cohort study of 142 infants tested the hypothesis that microbial activity modulates the effects of nutrition on neurodevelopment. Salivary microbiome activity was measured at 6 months using RNA sequencing. Infant nutrition was assessed longitudinally with the Infant Feeding Practices survey. The primary outcome was presence/absence of neurodevelopmental delay (NDD) at 18 months on the Survey of Wellbeing in Young Children. A logistic regression model employing two microbial factors, one nutritional factor, and two SDOH accounted for 33.3% of the variance between neurodevelopmental groups (p < 0.001, AIC = 77.7). NDD was associated with Hispanic ethnicity (OR 18.1, 2.36-139.3; p = 0.003), no fish consumption (OR 10.6, 2.0-54.1; p = 0.003), and increased Candidatus Gracilibacteria activity (OR 1.43, 1.00-2.07; p = 0.007). Home built after 1977 (OR 0.02, 0.001-0.53; p = 0.004) and Chlorobi activity (OR 0.76, 0.62-0.93, p = 0.001) were associated with reduced risk of NDD. Microbial alpha diversity modulated the effect of fish consumption on NDD (X2 = 5.7, p = 0.017). These data suggest the benefits of fish consumption for neurodevelopment may be mediated by microbial diversity. Confirmation in a larger, randomized trial is required.

CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on the wellbeing of young children are deep-reaching and long-lasting. The recent growth of bilingual education in early childhood has propelled Content and Integrated Learning (CLIL) to the forefront of teacher training, methodology, and research into the teaching and learning processes of young children in bilingual classrooms. However, there is a dearth of research investigating the development of SEL in early CLIL. In this context, this article reviews and brings together existing literature of SEL and CLIL and argues that the main tenets of both are highly compatible. Examination of research highlights the key role played by classroom climate for the effective implementation of SEL through CLIL, and the challenges faced through an absence of specific legislation and teacher training. Finally, this article proposes how pedagogical strategies might be successfully established within the lower and pre-primary CLIL classroom that are mutually beneficial to both the development of bilingual education and young children’s social and emotional wellbeing.

Implementing Integrated Early Childhood Mental Health Services in Primary Care: Relationships, Vision, and Sustainability

The Massachusetts Multi-City Young Children’s System of Care Project was a federally funded program to provide integrated early childhood mental health (ECMH) services in primary care for families of very young children (birth-six years old) with Serious Emotional Disturbances across three cities in Massachusetts, U.S.A. This study describes lessons learned from the implementation of this program and makes recommendations for best practices to improve the delivery and efficacy of ECMH services in primary care settings. Staff and leadership (n = 35) from 11 agencies (primary care practices, community service agencies, and local health departments) that co-implemented this program participated in focus groups and semi-structured key informant interviews. Thematic analysis was used to characterize specific facilitators and barriers to successfully implementing system-wide programming for ECMH. Four main themes were identified: (1) Strong multilevel working relationships are critical for integration, (2) Capacity-building activities can be leveraged to improve implementation, (3) Financial challenges are a primary barrier to building efficacious systems of care, and (4) Flexibility and resourcefulness can help overcome logistical challenges in integration. Implementation lessons learned may serve as guidance for other states and institutions in the U.S. seeking to improve the integration of ECMH services into primary care. They may also provide strategies to adapt and scale these interventions to improve the mental health and well-being of young children and their families.

ECME 2022–24: Looking ahead

The Early Childhood Music Education (ECME) commission of the International Society for Music Education (ISME) looks ahead to the future work of ECME, and specifically the pre-conference seminar to be held in Helsinki, July 2024, with the theme Enhancing a Sustainable Future with Music in Early Childhood. With planning for the seminar underway, the commissioners aim is for ECME to be a sustained rich space, where researchers and practitioners can meet together to support and advocate for the role of music in the lives and well-being of young children and those who care for them.

Subjective wellbeing of preschool children.

The aim of the present study was to evaluate the psychometric properties of the Autoquestionnaire Qualité de Vie Enfant Imagé (AUQEI) in pre-school children and estimate the influence of demographic characteristics on their subjective wellbeing. Construct validity was estimated using confirmatory analysis and the chi-square per degrees of freedom ratio (χ2/df), Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), and Root Mean Square Error of Approximation (RMSEA). Reliability was assessed by the ordinal alpha (α) and omega (ω) coefficients and the factorial invariance by the difference in CFI (ΔCFI). Mean scores for each AUQEI item and the general score were calculated. A total of 443 Preschool children enrolled in public education institutions participated. The original 4-factor AUQEI model showed collinearity between factors and a high correlation between two items. A single factor model was tested, presenting adequate fit to the data (χ2/df = 4.47; CFI = 0.98; TLI = 0.98; RMSEA = 0.08; α = 0.98; ω = 0.93; UniCo > 0.95, EVC > 0.85, and MIREAL < 0.30) and strict model invariance (ΔCFI < 0.01). The AUQEI model proved to be valid in relation to the external variables. Most children (76.7%) had positive subjective wellbeing. Higher scores were observed for items concerning recreation, holidays, and birthdays, and lower scores for those referring to hospitalization, medication, medical consultation, and being away from the family. The relationship between the demographic characteristics of the child or his/her mother and subjective wellbeing was not significant (p > 0.05). The assessment of subjective wellbeing with the single-factor AUQEI model provided valid, reliable, and invariant. Thus, being a relevant and interesting instrument to assess wellbeing in young children.

Pediatric clinicians' perspectives on assessing concerns about young children's social-emotional wellbeing in primary care.

We surveyed pediatric primary care clinicians working in Federally Qualified Health Centers about their perceptions of children's social-emotional wellbeing. We identified clinician's current methods for assessing social-emotional wellbeing in practices, perceived implementation barriers to providing behavioral health care, and interest in adopting a validated, low-burden developmentally sensitive parent-report instrument for screening for social-emotional wellbeing in young children. We surveyed 72 PCCs working in FQHCs from 9 US states. Analyses included examining central tendencies, correlations, analysis of variance, and group differences via t-tests. Average PCC perceptions of social-emotional wellbeing importance for overall health were statistically significantly higher than their confidence in providing care for common social-emotional wellbeing concerns (mean difference = 1.31, 95% CI = 1.13-1.49). PCCs expressed low satisfaction with currently available screening measures for identifying concerns in social-emotional wellbeing. Fewer than half of clinicians reported using any standardized parent-reported measure for identifying concerns in social-emotional wellbeing. Assessment methods and decision tools that improve clinician confidence concerning risk indications are needed, particularly at the critical early childhood period. Policymakers and payers ought to facilitate funding mechanisms that support pediatric PCCs in identifying early concerns in social-emotional wellbeing and providing referral guidance to evidence-based interventions to support parents and caregivers.

Infant Saliva Levels of microRNA miR-151a-3p Are Associated with Risk for Neurodevelopmental Delay.

Prompt recognition of neurodevelopmental delay is critical for optimizing developmental trajectories. Currently, this is achieved with caregiver questionnaires whose sensitivity and specificity can be limited by socioeconomic and cultural factors. This prospective study of 121 term infants tested the hypothesis that microRNA measurement could aid early recognition of infants at risk for neurodevelopmental delay. Levels of four salivary microRNAs implicated in childhood autism (miR-125a-5p, miR-148a-5p, miR-151a-3p, miR-28-3p) were measured at 6 months of age, and compared between infants who displayed risk for neurodevelopmental delay at 18 months (n = 20) and peers with typical development (n = 101), based on clinical evaluation aided by the Survey of Wellbeing in Young Children (SWYC). Accuracy of microRNAs for predicting neurodevelopmental concerns at 18 months was compared to the clinical standard (9-month SWYC). Infants with neurodevelopmental concerns at 18 months displayed higher levels of miR-125a-5p (d = 0.30, p = 0.018, adj p = 0.049), miR-151a-3p (d = 0.30, p = 0.017, adj p = 0.048), and miR-28-3p (d = 0.31, p = 0.014, adj p = 0.048). Levels of miR-151a-3p were associated with an 18-month SWYC score (R = -0.19, p = 0.021) and probability of neurodevelopmental delay at 18 months (OR = 1.91, 95% CI, 1.14-3.19). Salivary levels of miR-151a-3p enhanced predictive accuracy for future neurodevelopmental delay (p = 0.010, X2 = 6.71, AUC = 0.71) compared to the 9-month SWYC score alone (OR = 0.56, 95% CI, 0.20-1.58, AUC = 0.567). This pilot study provides evidence that miR-151a-3p may aid the identification of infants at risk for neurodevelopmental delay. External validation of these findings is necessary.

Improving the Learning in Life Education for Young Children Aged 3 to 6 Years: A Review on the Research Themes of Early Childhood Life Education in Taiwan

The National Digital Library of Theses and Dissertations and the NCL (National Central Library) Taiwan Periodical Literature database were used to analyze dissertations and journal articles on early childhood life education. The researcher explored the research themes of life education for young children aged 3 to 6 years in Taiwan and offered strategies for improving learning in early childhood life education. Eight categories of themes were examined. In addition, the curriculum development of learning in early childhood life education was identified: (1) life event core curriculum, (2) sympathy core curriculum, (3) example core curriculum, and (4) anima core curriculum. Several teaching approaches of learning in early childhood life education are proposed: (1) teaching through picture books, (2) learning through experience, (3) teaching through instructional media, (4) teaching through concept mapping, (5) teaching through stories, and (6) teaching through parent–teacher collaboration. Developing and implementing the strategies of learning in early childhood life education is crucial for cultivating psychological wellbeing in young children and improving the quality of Taiwan’s early childhood education system.

Adverse childhood experiences, stress, and resilience among early childhood teachers

Early childhood teachers play a critical role in supporting young children's cognitive, social, and emotional development. Unfortunately, teachers’ abilities to promote young children's well-being can be hindered by their own stress. Teachers can experience both workplace stressors as well as chronic stressors from adverse childhood experiences (ACEs). Very little is known about whether different sources of teacher's stress have independent effects on their functioning. The present study examines whether workplace stress and history of ACEs are unique or redundant predictors of teacher resilience and classroom behavior, including teacher-child interaction quality, child classroom misbehavior, and staff affect regulation. Data were collected from female teachers (N = 718) across 101 childcare centers. Teachers (Mage = 39.26, SD = 13.69) completed self-report assessments on their history of ACEs, workplace stress, and resilience. For a subsample of teachers (n = 58) classroom behavior was observationally coded in the classroom. Controlling for student-teacher ratio and center type, both a higher number of ACEs and workplace stress were associated with lower levels of resilience. Only a history of ACEs was associated with observed teacher-child interaction quality and child classroom misbehavior, not workplace stress. Although there are some limitations to the measurement of retrospective ACEs, the present study offers some promising findings regarding the impact of ACEs on teacher functioning. The present findings suggest that addressing trauma-specific stress is important for early childhood teacher interventions, beyond general relaxation and stress management strategies.