scholarly journals Associations between maternal and paternal parenting behaviors, anxiety and its precursors in early childhood: A meta-analysis

2016 ◽  
Vol 45 ◽  
pp. 17-33 ◽  
Author(s):  
Eline L. Möller ◽  
Milica Nikolić ◽  
Mirjana Majdandžić ◽  
Susan M. Bögels
Keyword(s):  
Early Childhood ◽  
Meta Analysis ◽  
Parenting Behaviors ◽  
Paternal Parenting

Impact of early childhood caries on oral health‐related quality of life: a systematic review and meta‐analysis

2021 ◽  
Author(s):  
Carlos Zaror ◽  
Andrea Matamala‐Santander ◽  
Montse Ferrer ◽  
Fernando Rivera‐Mendoza ◽  
Gerardo Espinoza‐Espinoza ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Early Childhood ◽  
Oral Health ◽  
Early Childhood Caries ◽  
Meta Analysis ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research

2021 ◽  
pp. 027112142110327
Author(s):  
Esther R. Lindström ◽  
Jason C. Chow ◽  
Kathleen N. Zimmerman ◽  
Hongyang Zhao ◽  
Elise Settanni ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Engagement ◽  
Literature Search ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Data Sets ◽  
Systematic Literature Search ◽  
Random Effects Models ◽  
Unique Data ◽  
Early Childhood Research

Engagement in early childhood has been linked with later achievement, but the relation between these variables and how they are measured in early childhood requires examination. We estimated the overall association between academic engagement and achievement in children prior to kindergarten entry. Our systematic literature search yielded 13,521 reports for structured eligibility screening; from this pool of studies, we identified 21 unique data sets, with 199 effect sizes for analysis. We coded eligible studies, extracted effect sizes, accounted for effect size dependency, and used random-effects models to synthesize findings. The overall correlation between academic engagement and achievement was r = .24 (range: −.08 to −.71), and moderator analyses did not significantly predict the relation between the two constructs. This study aligns with previous research on this topic and examines issues related to these measures, their constraints, and applications as they pertain to early childhood research.

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

scholarly journals Transforming Obesity Prevention for CHILDren (TOPCHILD) Collaboration: protocol for a systematic review with individual participant data meta-analysis of behavioural interventions for the prevention of early childhood obesity

2020 ◽  
Author(s):  
Kylie E Hunter ◽  
Brittany J Johnson ◽  
Lisa Askie ◽  
Rebecca K Golley ◽  
Louise A Baur ◽  
...  
Keyword(s):  
Early Childhood ◽  
Childhood Obesity ◽  
Obesity Prevention ◽  
Meta Analysis ◽  
Individual Participant Data ◽  
Behavioural Interventions ◽  
Analysis Methodology ◽  
Individual Participant ◽  
Early Childhood Obesity ◽  
Overall Effectiveness

ABSTRACTIntroductionBehavioural interventions in early life appear to show some effect in reducing childhood overweight and obesity. However, uncertainty remains regarding their overall effectiveness, and whether effectiveness differs among key subgroups. These evidence gaps have prompted an increase in very early childhood obesity prevention trials worldwide. Combining the individual participant data (IPD) from these trials will enhance statistical power to determine overall effectiveness and enable examination of intervention-covariate interactions. We present a protocol for a systematic review with IPD meta-analysis to evaluate the effectiveness of obesity prevention interventions commencing antenatally or in the first year after birth, and to explore whether there are differential effects among key subgroups.Methods and analysisSystematic searches of Medline, Embase, CENTRAL, CINAHL, PsycInfo, and trial registries for all ongoing and completed randomised controlled trials evaluating behavioural interventions for the prevention of early childhood obesity have been completed up to March 2020 and will be updated annually to include additional trials. Eligible trialists will be asked to share their IPD; if unavailable, aggregate data will be used where possible. An IPD meta-analysis and a nested prospective meta-analysis (PMA) will be performed using methodologies recommended by the Cochrane Collaboration. The primary outcome will be body mass index (BMI) z-score at age 24 +/- 6 months using World Health Organisation Growth Standards, and effect differences will be explored among pre-specified individual and trial-level subgroups. Secondary outcomes include other child weight-related measures, infant feeding, dietary intake, physical activity, sedentary behaviours, sleep, parenting measures and adverse events.Ethics and disseminationApproved by The University of Sydney Human Research Ethics Committee (2020/273) and Flinders University Social and Behavioural Research Ethics Committee (project no. HREC CIA2133-1). Results will be relevant to clinicians, child health services, researchers, policy-makers and families, and will be disseminated via publications, presentations, and media releases.RegistrationProspectively registered on PROSPERO: CRD42020177408STRENGTHS AND LIMITATIONS OF THIS STUDYThis will be the largest individual participant data (IPD) meta-analysis evaluating behavioural interventions for the prevention of early childhood obesity to date, and will provide the most reliable and precise estimates of early intervention effects to inform future decision-making.IPD meta-analysis methodology will enable unprecedented exploration of important individual and trial-level characteristics that may be associated with childhood obesity or that may be effect modifiers.The proposed innovative methodologies are feasible and have been successfully piloted by members of our group.It may not be possible to obtain IPD from all eligible trials; in this instance, aggregate data will be used where available, and sensitivity analyses will be conducted to assess inclusion bias.Outcome measures may be collected and reported differently across included trials, potentially increasing imprecision; however, we will harmonise available data where possible, and encourage those planning or conducting ongoing trials to collect common core outcomes following prospective meta-analysis methodology.

scholarly journals Interventions to reduce sedentary behaviour in 0–5-year-olds: a systematic review and meta-analysis of randomised controlled trials

2016 ◽  
Vol 52 (5) ◽  
pp. 314-321 ◽  
Author(s):  
Katherine L Downing ◽  
Jill A Hnatiuk ◽  
Trina Hinkley ◽  
Jo Salmon ◽  
Kylie D Hesketh
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Sedentary Behaviour ◽  
Screen Time ◽  
Sedentary Time ◽  
Meta Analysis ◽  
Mean Difference ◽  
Intervention Effect ◽  
English Language Journal ◽  
Randomised Controlled

Aim or objectiveTo evaluate the effectiveness of behavioural interventions that report sedentary behaviour outcomes during early childhood.DesignSystematic review and meta-analysis.Data sourcesAcademic Search Complete, CINAHL Complete, Global Health, MEDLINE Complete, PsycINFO, SPORTDiscus with Full Text and EMBASE electronic databases were searched in March 2016.Eligibility criteria for selecting studiesInclusion criteria were: (1) published in a peer-reviewed English language journal; (2) sedentary behaviour outcomes reported; (3) randomised controlled trial (RCT) study design; and (4) participants were children with a mean age of ≤5.9 years and not yet attending primary/elementary school at postintervention.Results31 studies were included in the systematic review and 17 studies in the meta-analysis. The overall mean difference in screen time outcomes between groups was −17.12 (95% CI −28.82 to −5.42) min/day with a significant overall intervention effect (Z=2.87, p=0.004). The overall mean difference in sedentary time between groups was −18.91 (95% CI −33.31 to −4.51) min/day with a significant overall intervention effect (Z=2.57, p=0.01). Subgroup analyses suggest that for screen time, interventions of ≥6 months duration and those conducted in a community-based setting are most effective. For sedentary time, interventions targeting physical activity (and reporting changes in sedentary time) are more effective than those directly targeting sedentary time.Summary/conclusionsDespite heterogeneity in study methods and results, overall interventions to reduce sedentary behaviour in early childhood show significant reductions, suggesting that this may be an opportune time to intervene.Trial registration numberCRD42015017090.

Early Childhood Caries and Iron Deficiency Anaemia : A Systematic Review and Meta- Analysis

2021 ◽  
Author(s):  
Harshini Nivetha Easwaran ◽  
Anitha Annadurai ◽  
M.S. Muthu ◽  
Aruna Sharma ◽  
Sneha S. Patil ◽  
...  
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Iron Deficiency ◽  
Early Childhood Caries ◽  
Meta Analysis ◽  
Grey Literature ◽  
Deficiency Anemia ◽  
Evidence Based ◽  
Cross Sectional ◽  
Childhood Caries

Identification of the association between Early Childhood Caries (ECC) and Iron Deficiency Anemia (IDA) will aid pediatricians and pediatric dentists to enhance health promotion measures to reduce the related morbidity in children. This systematic review aims to determine an evidence based association between ECC and IDA. A systematic search was carried out from MEDLINE via PubMed, EMBASE, LILACS, Cochrane Oral Health Group’s Specialised Register, CINAHL via EBSCO, Web of Science and Scopus up to May 2020. Hand searching and grey literature screening were also conducted. Cross-sectional, case-control and cohort studies in English language which assessed the association was included. Two reviewers independently assessed the study quality and extracted the outcome data. A total of 1434 studies were identified. Fourteen studies qualified for qualitative review and seven of them for a meta-analysis. In comparison with children not affected by ECC, those affected had an increased likelihood of IDA (OR = 6.07 (3.61, 10.21). The meta- analysis showed no statistical difference when comparing blood parameters (Hb, MCV and Serum ferritin) in children with and without ECC. This systematic review demonstrates an association between ECC and increased odds of IDA rather than it being the cause for IDA. Further longitudinal studies with robust methodology are required to determine an evidence based association.

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