The present study, conducted during the first wave of the COVID-19 pandemic in Ontario, Canada, addressed the association between family responsibilities and mental health (depression and anxiety) ...among kindergarten educators. Participants comprised 1790 (97.9% female) kindergarten educators (73.6% kindergarten teachers; 26.4% early childhood educators) across Ontario. Results revealed that educators were more likely to report moderate levels of depressive symptoms if they had the responsibility of caring for their own children, and more likely to report moderate levels of depressive and anxious symptoms if they had the responsibility of caring for an older adult. Theoretical and practical implications are discussed.
The Anxiety Disorder diagnosis is a common comorbidity of Children with Autism Spectrum Disorder (ASD). The early detection of Anxiety is essential to increase the quality of life of children, ...especially in kindergarten children. Thus, the study aimed to investigate the differences between parents and teachers in reports of Anxiety in autistic children 3–5 years old. We used the Screen for Child Anxiety-Related Disorders (SCARED) parent version for parents and teachers of Ecuadorian children with ASD. The statistical analyses were performed on two evaluations of the same children. The sample size was 34 parents and 34 teachers. The binomial logistic regression model for the SCARED rating to the responses of teachers was statistically significant for age (odds OR, 0.16; 95% confidence interval CI 0.31-0.82) for 5-year-olds (p<0.028). The SCARED subscale for Panic Disorder, Generalized Anxiety Disorder, Separation Anxiety Disorder, and Social Anxiety Disorder is correlated with the anxiety disorder. The data are statistically significant based on teachers' responses (p <0.05). According to parents' responses, the SCARED rating did not find any relationship between the study variables and the anxiety disorder. Most children were classified with anxiety disorder when evaluated by teachers but not by parents. Identifying Anxiety in children with ASD in kindergarten can help adequately treat the disease and contribute to neurodevelopment and quality of life in childhood.
Keywords: Anxiety Disorder; Children; Autism; Kindergarten; Ecuador
Clinicians should test for parechovirus in young infants with fever, sepsis-like symptoms, or meningitis without another known cause, according to a July 12 CDC health advisory sparked by reports of ...the illness in several states. Most children have been exposed to parechovirus by kindergarten. Symptoms may vary depending on the strain and the age of the child. The currently circulating PeV-A3 strain usually causes upper respiratory tract infection, fever, and a rash in children aged 6 months to 5 years but may cause sepsis-like illness, seizures, and meningitis, especially among younger infants, according to the advisory.
In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. ...Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each year through the fall of their kindergarten year. The key hypothesis was that being fearful in situations that are relatively low in threat (i.e., are predictable and controllable and in which children have many coping resources) is an early precursor to risk for anxiety development as measured by parental and teacher reports of children's anxious behaviors in kindergarten. Results supported the prediction such that it is not how much fear is expressed but when and how the fear is expressed that is important for characterizing adaptive behavior. Implications are discussed for a model of risk that includes the regulation of fear, the role of eliciting context, social wariness, and the importance of examining developmental transitions, such as the start of formal schooling. These findings have implications for the methods used to identify fearful children who may be at risk for developing anxiety-related problems.
This study examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang's ...Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to which the ECERS-R ratings predict a kindergarten's placement on the KQRS. Results found two quality dimensions (Language-reasoning and Interaction) that did not distinguish the quality between any levels of kindergartens, whereas one dimension (Space and furnishing) successfully distinguished the quality between all levels of kindergartens. Activities and Programme structure only distinguished the quality differences between Level-2 and Level-3 kindergartens, whereas Personal care and Routines only distinguished the quality differences between Level-1 and Level-3 kindergartens. Findings based on item-level analysis provided further insights into underlying cultural and contextual reasons for differences found in the concepts of quality in the two evaluation systems.
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