The Association Between Birth Weight and Fat, Sugar, and Vegetable Consumption in a National Sample of U.S. Preschool Age Children

2021 ◽  
Author(s):  
Kacey Potis ◽  
Emily H. Youngers ◽  
Thomas K. Tandy ◽  
Erin Takemoto ◽  
Janne Boone-Heinonen
Keyword(s):  
Birth Weight ◽  
Vegetable Consumption ◽  
National Sample ◽  
Preschool Age ◽  
Preschool Age Children

Promoting Healthy Weight Among Children With Developmental Delays

2017 ◽  
Vol 39 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Ruby R. Natale ◽  
Stephanie T. Camejo ◽  
Lila Asfour ◽  
Susan B. Uhlhorn ◽  
Alan Delamater ◽  
...  
Keyword(s):  
Child Care ◽  
Food Consumption ◽  
Developmental Delays ◽  
Vegetable Consumption ◽  
Intervention Group ◽  
Preschool Age ◽  
Control Group ◽  
Junk Food ◽  
Healthy Weight ◽  
Preschool Age Children

An extensive body of research demonstrates a higher prevalence of obesity among children with developmental delays (DD) versus children without delays. This analysis examined the effectiveness of a randomized controlled trial to promote healthy weight in a subsample of preschool-age children with DD ( n = 71) on the adoption of quality nutrition and increased physical activity habits versus controls. Child care centers ( N = 28) randomized to the intervention group received a multilevel (parent, teacher, child) role modeling program and curriculum on obesity prevention. Results showed that children in the intervention group slightly decreased their junk food consumption while the control group increased their junk food consumption. In addition, among preschool-age children with DD, change in parent fruit and vegetable consumption significantly influenced change in their child’s consumption. Conversely, the greater the consumption of junk food by parents, the greater consumption by their children. Results imply that preschool-age children with DD may benefit from child care center–based healthy weight programs.

Vegetable Exposure and Education: Impact on Vegetable Consumption in Preschool-age Children

2010 ◽  
Vol 42 (4) ◽  
pp. S124
Author(s):  
Michelle King ◽  
Heidi Wengreen ◽  
Tamara Vitale ◽  
Janet Anderson
Keyword(s):  
Vegetable Consumption ◽  
Preschool Age ◽  
Preschool Age Children

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

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