Obesity has become a global health problem that strongly correlates with morbidity and mortality. Despite the importance of obesity, there remains a paucity of evidence on obesity among kindergarten ...children in Tonjouna, Central Sulawesi. Obesity in children is influenced by various factors, one of which is exclusive breastfeeding. This study aims to find the correlation between exclusive breastfeeding and obesity among children aged four to six years in three kindergartens in Una-Una. The study uses a cross-sectional design involving all children at this kindergarten. Anthropometric measurement was carried out in school before questionnaires were distributed to determine the number of breastfeeding given to the children. The data analysis revealed that 25% of children suffer from obesity. Five out of 68 children or 29.4% of those who get exclusive breast milk suffer from obesity. The statistical analysis using the Chi-square test shows a p-value of 0.002 (p<0.05), which means that exclusive breastfeeding correlates with obesity in children aged four to six years. This is rather disappointing that the percentage of obesity is relatively high. Hence, educating parents and schools about the causes, risks, and ways to prevent obesity is necessary.
Parent feeding practices influence a child's dietary intake. Many studies examining how parents react to children's fussy eating behaviours have been limited to questionnaire measures, which assess a ...limited number of feeding practices. There is a lack of research exploring the range of strategies parents use when their child is being fussy and/or refusing to eat. Therefore, the aims of this study are to describe the strategies used by mothers when their child is being fussy or refusing to eat, and to assess differences in the strategies depending on the child's trait fussiness levels. In 2018, 1504 mothers of children aged 2–5 years completed an online survey. Trait fussiness was assessed using the Children's Eating Behaviour Questionnaire. Mothers were also asked the open-ended question “What are the strategies you use when your child is being fussy or refusing to eat?“. Inductive thematic analysis was conducted using NVivo. Themes were compared by child trait fussiness levels. Seven main themes were identified: child-led feeding/trust in child's appetite, spectrum of pressure, home or family strategies, different types of food offerings, communication, avoid certain strategies, and never or rarely fussy. Mothers of children with severe trait fussiness levels reported more pressuring or persuasive strategies. This study provides novel information regarding the diverse range of feeding practices parents use in response to children's fussy eating behaviours. Mothers used more feeding strategies typically associated with unhealthy dietary intake for children of high levels of trait fussiness. It is important that future interventions tailor the information to provide support to parents of children with high levels of trait fussiness regarding the use of feeding practices recommended to support healthy dietary intake.
A good assessment of dietary methyl-group donor intake (folate, choline, betaine, methionine) is needed to investigate the effect of methyl-group donor intake on children’s health. The aim is to ...develop and validate a food-frequency questionnaire (FFQ) to estimate the daily intake of methyl-group donors in preschoolers. For the relative validity and reproducibility of the FFQ, a 7-day estimated dietary record (7d EDR) and repeated measurements 6 weeks apart (
n
= 77) were used respectively. For the validity (
n
= 75), a moderate ranking ability was obtained (de-attenuated Pearson correlation = 0.43–0.70; weighted
ƙ
0.10–0.40), but the FFQ tends to overestimate the real intake. Cross-classification analysis showed that 38% (choline) and 28% (betaine) of the subjects were misclassified. The FFQ shows a moderate to good reproducibility, intra-class correlation coefficients range between 0.67 (betaine) and 0.76 (choline) with a maximal misclassification of 6.5% for betaine (weighted ƙ 0.37–0.69) (
n
= 77).
Conclusion
: The FFQ is a tool with a moderate validity and reproducibility to estimate the consumption of dietary methyl-group donors in preschoolers. This tool might be used in future research epidemiological studies including preschoolers.
What is Known:
• Poor dietary habits during childhood have been associated with chronic disease in adulthood.
• Methyl-group donors are important for DNA methylation, which is the underlying mechanism of disease development.
What is New:
• For the first time, a food-frequency questionnaire that can assess the intake of methione, folate, choline, and betaine has been developed and validated for the use in preschoolers.
Feeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important ...for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance, and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child’s sensory preferences to support both the child and parent in managing mealtimes.
Lay abstract
Feeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child’s sensory preferences to support both the child and parent in managing mealtimes.
Studies suggest that mobile screen media can play a positive role in young children's language and literacy development. However, the role of mobile screen media in the home literacy environment of ...pre‐school aged children has not been widely explored. Currently, it is unclear whether the amount of time on mobile devices has any association with their language and literacy development. The present study therefore explored the frequency of mobile digital media use and its relationship to children's language and emergent literacy skills, and whether and how child and family characteristics may have mediated this relationship. The sample consisted of 881 children in Massachusetts (Mage = 5.16; 69% White, non‐Hispanic; 48% female) who completed language and literacy assessments on letter/word recognition, phonological awareness, vocabulary, syntax and language. Parents completed a survey on their child's literacy and technology activities at home. Results suggest that any associations between mobile screen media and language and literacy development may not be explained by quantity of use, but rather the nature of use. No robust statistically significant associations were found between the frequency of mobile media device use and children's language and literacy skills after controlling for key child and family background characteristics. Although rhyme awareness scores were significantly related to frequency of mobile device use, the association was weak. Thus, further research should explore types of activities, app features, and interactions that are important for children's development of language and literacy skills when using mobile media devices.
Practitioner notes
What is already known about this topic
Pre‐school aged children are spending an increasing amount of time with mobile screens.
Mobile screen media can play a positive role in young children's language and literacy development.
What this paper adds
This paper describes the frequency in which pre‐school children in one US state use mobile screen media.
The results of this paper provide suggest that there are no associations between mobile screen media and language and literacy development.
This paper discusses how several home environmental factors play a role in children's early development of language and literacy.
Implications for practice and/or policy
Practitioners and teachers working with families of pre‐school children can focus on supporting the quality of interactions children have with mobile media rather than focusing on limiting the amount of time children spend with mobile media.
Parents, practitioners and teachers should become familiar with educational media available and learn about effective ways to use it especially among children from low‐income household who engage with mobile media at higher rates.
Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents’ ...treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, a group-based social skills intervention for young autistic children with social challenges. Twenty-four parents reported on outcomes and participated in semi-structured interviews 1–5 years after program completion. Inductive thematic analysis was used to categorize parent responses across four domains: Parenting behaviors, Child Outcomes, Parent Perspectives, and Challenges within Treatment. Results demonstrated an overall positive impact of PEERS® for Preschoolers, with children displaying increased social competence in peer interactions and parents emphasizing greater positivity, new parenting strategies, increased understanding, and more robust community support. Mixed methods analyses revealed that parents who endorsed continued use of social coaching skills, in particular priming and preparing their child for social interactions, showed greater improvements in long-term child functioning and parenting stress. Findings validate the efficacy of PEERS® for Preschoolers, while emphasizing the value of providing strengths-based coaching and social supports to parents participating in social skills treatment for children on the autism spectrum.
Lay abstract
Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child’s progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1–5 years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent.
Purpose
To compare OXIS contacts by means of Replication using Sectional die Models (RSM) and Photographs of the Models (PM) with Direct Clinical Examination (DCE) in a sample of preschool children ...aged 3–4 years.
Methods
A retrospective cross-sectional study was performed using existing records of sectional die models and their photographs among 4257 contacts of 1104 caries-free pre-school children. Two calibrated examiners scored the contacts between the distal surface of the primary first molar and mesial surface of the primary second molar using OXIS criteria from the occlusal view using the RSM & PM methods. These were compared to the OXIS scores from DCE method which was available from previous records. Kappa agreement was used to compare results obtained RSM and PM methods with DCE.
Results
The kappa agreement between the RSM and DCE methods was 98.48%; and between the PM and DCE methods was 99.42%, both of which indicated perfect agreement.
Conclusion
The RSM and PM methods were found to have an excellent agreement in scoring OXIS contacts when compared to the DCE method. PM was found to be slightly more accurate than the RSM method for scoring OXIS contacts.
The aim was to compare the emotional status and problem behavior of pre-school children according to their mother's occupational status in two groups before the pandemic and during the pandemic ...period. Mothers were asked to fill out a survey form containing sociodemographic characteristics, the Emotion Regulation Checklist (ERC) and the Strengths and Difficulties Questionnaire (SDQ) . Total ERC and Emotion Regulation Subscale scores were significantly higher and Lability-Negativity Subscale scores, conduct problems, peer relationship problems, internalising scores and total SDQ scores were significantly lower in the pandemic period group than in the pre-pandemic group. The occupational status of mothers in the PanP and Pre-Pan groups did not significantly differ in ERC scores, peer relationship problems scores, and prosocial behavior, whereas, internalization was lower during PanP and was associated with the mother's occupational status.
The relationship between musical and linguistic skills has received particular attention in infants and school-aged children. However, very little is known about pre-schoolers. This leaves a gap in ...our understanding of the concurrent development of these skills during development. Moreover, attention has been focused on the effects of formal musical training, while neglecting the influence of informal musical activities at home. To address these gaps, in Study 1, 3- and 4-year-old children (
= 40) performed novel musical tasks (perception and production) adapted for young children in order to examine the link between musical skills and the development of key language capacities, namely grammar and phonological awareness. In Study 2, we investigated the influence of informal musical experience at home on musical and linguistic skills of young pre-schoolers, using the same evaluation tools. We found systematic associations between distinct musical and linguistic skills. Rhythm perception and production were the best predictors of phonological awareness, while melody perception was the best predictor of grammar acquisition, a novel association not previously observed in developmental research. These associations could not be explained by variability in general cognitive functioning, such as verbal memory and non-verbal abilities. Thus, selective music-related auditory and motor skills are likely to underpin different aspects of language development and can be dissociated in pre-schoolers. We also found that informal musical experience at home contributes to the development of grammar. An effect of musical skills on both phonological awareness and language grammar is mediated by home musical experience. These findings pave the way for the development of dedicated musical activities for pre-schoolers to support specific areas of language development.
Background & objectives: Research studies in the 1970s reported that in pre-school children, undernutrition increased the risk of infections and infections aggravated undernutrition. Over decades, ...there has been a reduction in prevalence of undernutrition and improvement in access to healthcare for treatment of infections. A mixed longitudinal study was undertaken to assess whether over time there were any changes from the earlier reported effect of undernutrition prior to infection on the risk of morbidity and effect of morbidity on nutritional status in pre-school children.
Methods: Pre-school (0-59 months of age) children from urban low- and middle-income families whose parents were willing to allow their participation in the study were enrolled. Information on sociodemographic profile of the families was collected at enrolment. Weight of all children and length in infants were recorded every month; length/height in children 12-59 months of age was recorded once in three months. Morbidity information was collected through fortnightly visits.
Results: 3888 pre-school children were followed up in 74636 home visits. Among these children, underweight and wasting were associated with a small increase in risk of infections. The odds ratio for risk of infection for underweight children was 1.09 (95% CI: 1.02 to 1.16) and for wasting was 1.18 (95% CI: 1.08 to 1.29). The deterioration in Z scores for weight-for-age and body mass index-for-age in children during illness and convalescence was small but significant (P<0.001).
Interpretation & conclusions: The increased risk of infections in undernourished children living in overcrowded tenements in areas with poor environmental hygiene was not significant, perhaps because the risk of infection in normally nourished children was also high. The deterioration in nutritional status following infection was small because of the ready access to and utilization of health and nutrition care.
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