Abstract
Background
It is unclear to familial screen time in early childhood is associated with the subsequent diagnosis of attention-deficit and hyperactivity disorder (ADHD). Our study is to ...evaluate the association between screen time during early childhood in families and the incidence of ADHD.
Methods
We conducted a population-based birth cohort study by using the Taiwan Birth Cohort Study, which recruited 24 200 mother–child pairs when children were 6 months old. Screen time exposure for children and parents were collected at the age of 18 and 36 months. Whether the child has ever been diagnosed with ADHD was determined at a follow-up interview at age 8. Factors including socioeconomic factors and screen time were analyzed using logistic regression to determine their association with the rate of ADHD.
Results
A total of 16 651 term singletons were included in the final analysis. Of them, 382 (2.3%) were diagnosed as having ADHD before the age of 8 years. No significant relationship between children’s or fathers’ screen time and ADHD was noted. When compared to children whose mothers spent less time on screens, those whose mothers spent more than 3 h a day on screens when the child was 3 years old exhibited a higher incidence of ADHD (adjusted OR aOR: 1.31, 95% CI: 1.03–1.66).
Conclusion
Higher maternal screen time when the child was 3 years old was associated with an increased incidence of ADHD in this population-based study. However, children’s screen time did not find related to ADHD. We found that it was the mother’s screen time, who typically serves as the primary caregiver in our study participants, not the child’s, that mattered. In addition to superficial screen use time, future research is needed to replicate the findings and clarify mechanisms underlying this association.
Data for this phenomenological study of preschoolers’ prejudices were collected through an interview protocol developed by the researchers. The participants, selected using purposeful sampling, were ...100 four- to six-year-old children from Van, Turkey. For data analysis, coders looked firstly at word or phrase repetition, and then at the connectors the children used. This revealed that the children had several distinct prejudices related to each of seven main themes drawn from the existing literature: (1) race, (2) age, (3) physical abilities, (4) physical characteristics, (5) economic class, (6) gender and (7) family composition. However, some of the children’s prejudices were nested and interrelated. For instance, when expressing prejudices related to age, they tended to exhibit their prejudices related to gender or physical characteristics.
The study aims to understand the story underlying parents' preference for forest schools in Turkey and determine the reasons for the choice. This study was conducted according to the narrative study ...model, one of the qualitative research designs. Within the context of this study, the opinions of parents of five children receiving their education in the forest school during their preschool period were elicited. As a result of the analysis of the interviews conducted, three super themes and seven different codes gathered under these themes were obtained. In conclusion, the reasons for the parents' choice of forest school instead of a formal education institution were found to be 'Inconsistency between the parents' expectations and what is offered by the education system, adverse effects of formal education on the child, family ideal, school experiences, educational philosophy, through recommendation and developmental reasons/concerns.
This research was carried out with the aim of revealing the relationship between preschool children's biophilia (BF: innate tendency to connect with nature) levels and psychological resilience (PR) ...in the context of age and gender variables. The sample of the study consists of 202 children aged between 48-72 months selected from preschool education institutions in the central districts of İstanbul through easy sampling. Of the children, 121 (59.9%) are boys and 81 (40.1%) are girls; 108 (53.5%) are between 48-60 months and 94 (46.5%) are between 60-72 months. A personal information form, a Social-Emotional Well-Being and Psychological Resilience Scale (PERIK), and a biophilia scale for children were used to collect data in the study. While testing the hypothesis, Bayesian analyses were used, benefiting from the JASP 0.16 programme. The results of the study revealed that the BF and PERIK scores of 48-72-month-old children do not differ significantly according to gender and age. When evaluated in the context of age and gender, no significant relationship was found between BF and PERIK scores, except for the relationship between self-control (SC) sub-dimensions of BF and PERIK. On the other hand, a significant relationship was found between BF and SC scores in girls in the 48-60-month group. The results of the study suggest that there is a need for new research with different methods investigating the relationship between BF and psychological consequences for the child.
This study was conducted to examine the predictor effect of parents' emotional literacy level on the emotion regulation and social problem-solving skills of children. The sample comprised 480 ...individuals, including 240 children aged 4-6 years, who attend independent kindergartens in Ankara province, and 240 parents. Data were collected using the General Information Form, the Emotion Regulation Checklist, the Wally Social Problem-Solving Detective Game Test and the Emotional Literacy Scale. The Pearson correlation coefficient and multiple regression analysis were used for data analysis. According to the results, there is a significant correlation between the emotion regulation skills of a child and the emotional literacy skills of the parent. Furthermore, the emotional literacy level of the parent predicts the emotion regulation skills of the child. However, there is no significant correlation between the parent's emotional literacy skills and the child's social problem-solving skills.
Aim: The aim of this study is to determine the sleep problems of preschoolers and the predictive power of children's sleep environment and daily routines on sleep problems. Method:The study, which is ...a cross-sectional survey study, was conducted on preschoolers in Turkey(n = 442). The data were collected based on the parents' reports about the child's sleep environment, daily routines and sleep problems. The binary logistic regression model was used to determine the risk factors which are thought to be effective in the emergence of sleep problems. Results and Conclusion: The study revealed that although different for each sleep problem, the place where the child sleeps, the person with whom the child sleeps, whether the child has a regular bedtime and wake-up time, duration of daily play time, duration of daily outdoors play time, and the time spent daily on digital technologies are effective on the risk of sleep problems.
INTRODUCTION|The aim of this study is to investigate the relationship of the behavioral problems seen in preschool children in relation to socio-demographic factors such as gender and parents' ...educational levels, and the cartoon watching behavior as well. ¤METHODS|The participants were a group of 133 children around 4-6 years of age and their mothers. Socio-demographic Data Form was applied to the mothers, while Child Information Form (CIF) and Strength and Difficulties Questionniare (SDQ) were applied to the children. CIF examined the weekly cartoon watching time of children and what type of cartoon they watched. The cartoon types were categorized into 3 groups; helpful cartoons, neutral cartoons and harmful cartoons. ¤RESULTS|According to the results of our study, the social behavior points evaluated with SDQ of girls were determined to be higher than those of the boys, while no significant difference between the SDQ points according to the parents' education levels and the weekly cartoon watching time were found. Compared to children who watch neutral or helpful cartoons, it has been determined that in children who watch harmful ones have considerably higher amounts of emotional symptoms, behavior problems, attention deficit, hyperactivity and problems with peers, while their social behavior levels have been determined to be lower. ¤DISCUSSION AND CONCLUSION|Longterm follow-up studies should be conducted in order to determine the causative and temporal corelations between cartoons and children's behavioral problems. ¤
Objective:
Placement disruptions have adverse effects on foster children. Identifying reliable predictors of placement disruptions might assist in the allocation of services to prevent disruptions. ...There were two objectives in this study: (a) to replicate a prior finding that the number of daily child problem behaviors at entry into a new foster home predicts subsequent placement disruptions in foster preschoolers and (b) to determine whether this association is mitigated by a treatment foster care intervention.
Method:
Problem behavior and placement disruptions were examined in 60 children in regular foster care (age range = 3.10-5.91 years
M
= 4.34,
SD
= 0.83, 58.3% male, 93.4% Caucasian) and 57 children in a treatment foster care program (age range = 3.01-6.78 years
M
= 4.54,
SD
= 0.86, 49.1% male, 82.5% Caucasian). Using the Parent Daily Report Checklist (
Chamberlain & Reid, 1987
), a brief telephone interview, foster caregivers reported problem behavior 6 times over 3 months. Placement disruptions were tracked over 12 months.
Results:
The regular foster care children with 5 or fewer problem behaviors were at low risk for disruption, but their risk increased 10% for each additional behavior (
p
= .013). The intervention appeared to mitigate this "threshold effect"; number of problem behaviors did not predict risk of placement disruption in the treatment foster care group (
p
= .63).
Conclusions:
These findings replicate previous evidence linking child problem behavior to placement disruptions and further highlight the need for early preventative interventions.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
A modern child from birth becomes a consumer of a variety of information coming from all sorts of sources. That is why children today are the most unprotected, unprepared for the use of various kinds ...of information. In this connection, the formation of the foundations of the information culture, beginning precisely from the preschool age, and continuing acquaintance with the surrounding world and phenomena with the gradual expansion of the horizons of knowledge becomes urgent. In the article, conclusions were drawn that social and cultural activity has unlimited possibilities for realizing the potential in the formation of the foundations of the information culture of children of the senior preschool age. It is able to provide continuous updating of the content, forms, methods and means of involving preschoolers in the world of culture.
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