The construct of balance control in primary school-aged children: Unidimensional and task-specific

2021 ◽  
Vol 79 ◽  
pp. 102847
Author(s):  
Evi Verbecque ◽  
Katrijn Klingels ◽  
Eugène Rameckers ◽  
Gillian Ferguson ◽  
Bouwien Smits-Engelsman
Keyword(s):  
Primary School ◽  
Balance Control ◽  
School Aged Children ◽  
And Task

Child maltreatment as reported in a survey of the parents and teachers of primary school-aged children in Tonga

2020 ◽  
pp. 105679
Author(s):  
Fiona C. Langridge ◽  
Malakai 'Ofanoa ◽  
George 'Aho ◽  
'Ofa-Ki-Levuka Louise Guttenbeil-Likiliki ◽  
Toakase Fakakovikaetau ◽  
...  
Keyword(s):  
Child Maltreatment ◽  
Primary School ◽  
School Aged Children

Health Literacy of Parents and Carers in a Regional Community: A Cross-Sectional Study

2021 ◽  
pp. 0272684X2110225
Author(s):  
Matthew J. Leach ◽  
Sue Nichols ◽  
Sven Trenholm ◽  
Martin Jones
Keyword(s):  
Health Literacy ◽  
Primary School ◽  
Tertiary Education ◽  
Functional Health ◽  
Cross Sectional ◽  
Healthy Development ◽  
School Aged Children ◽  
Australian Community ◽  
Literacy Scores ◽  
The Impact

Background Supporting a child’s healthy development is determined, in part, by a parent’s ability to seek, access, interpret and effectively utilize health information. This aspect of parenting draws on a set of skills referred to as health literacy. Objective To assess the level of health literacy among parents/carers in a regional South Australian community. Methods Parents/carers of primary school-aged children, residing in Whyalla, South Australia, were invited to complete the 13-item All Aspects of Health Literacy Survey. Results 155 parents/carers completed the survey (79% mothers). Most participants were English-speaking (97%), employed (62%) and had 2–3 children (62%), with 52% completing tertiary education. Median total health literacy scores were mostly in the moderate-high range (median 27, IQR 26,27), as were critical health literacy scores (median 7, IQR 6,8). Higher scores were reported for functional health literacy (median 8, IQR 7,9), communicative health literacy (median 9, IQR 8,9) and empowerment health literacy (median 4, IQR 3,5). Conclusions Our findings reveal modest levels of health literacy among a sample of parents/carers of primary school-aged children in a regional South Australian community. Further work is needed to understand the differential effect of parental health literacy on child health outcomes, and the types of strategies that may mitigate the impact of these barriers on a child’s healthy development.

scholarly journals The Potential Nutrition-, Physical- and Health-Related Benefits of Cow’s Milk for Primary-School Aged Children

2021 ◽  
pp. 1-42
Author(s):  
Penny Rumbold ◽  
Nicola McCullogh ◽  
Ruth Boldon ◽  
Crystal Haskell-Ramsay ◽  
Lewis James ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Primary School ◽  
Bone Health ◽  
Cow’S Milk ◽  
Milk Consumption ◽  
Appetite Control ◽  
Cow's Milk ◽  
School Aged Children ◽  
Health Related ◽  
Physical Stature

Abstract Cow’s milk is a naturally nutrient-dense foodstuff. A significant source of many essential nutrients, its inclusion as a component of a healthy balanced diet has been long recommended. Beyond milk’s nutritional value, an increasing body of evidence illustrates cow’s milk may confer numerous benefits related to health. Evidence from adult populations suggests that cow’s milk may have a role in overall dietary quality, appetite control, hydration and cognitive function. Although evidence is limited compared to the adult literature, these benefits may be echoed in recent paediatric studies. This article, therefore, reviews the scientific literature to provide an evidence-based evaluation of the associated health benefits of cow’s milk consumption in primary-school aged children (4-11 years). We focus on seven key areas related to nutrition and health comprising nutritional status, hydration, dental and bone health, physical stature, cognitive function, and appetite control. The evidence consistently demonstrates cow’s milk (plain and flavoured) improves nutritional status in primary-school aged children. With some confidence, cow’s milk also appears beneficial for hydration, dental and bone health and beneficial to neutral concerning physical stature and appetite. Due to conflicting studies, reaching a conclusion has proven difficult concerning cow’s milk and cognitive function therefore a level of caution should be exercised when interpreting these results. All areas, however, would benefit from further robust investigation, especially in free-living school settings, to verify conclusions. Nonetheless, when the nutritional-, physical- and health-related impact of cow’s milk avoidance is considered, the evidence highlights the importance of increasing cow’s milk consumption.

Medium-term Results of Body Balance Trainings in Primary School-Aged Children with Generalized Joint Hypermobility and Symptomatic Mobile Flat Foot: Cohort Study

2021 ◽  
pp. 373-384
Author(s):  
Alena Yu. Dimitrieva ◽  
Vladimir M. Kenis
Keyword(s):  
Primary School ◽  
Balance Training ◽  
Joint Hypermobility ◽  
Control Group ◽  
Flat Foot ◽  
Body Balance ◽  
School Aged Children ◽  
Generalized Joint Hypermobility ◽  
Longitudinal Arch ◽  
Unstable Platform

Background. Mobile flat foot etiology and its correlations with postural imbalance remain topical issues for now, especially in children with generalized joint hypermobility. Additionally, it is poorly known that complaints prevail in children with mobile flat foot and joint hypermobility, and whether existing complaints are associated with foot deformation.Objective. The aim of the study is to estimate medium-term effects of body balance trainings on the height of longitudinal arch of the foot and on the complaints structure in primary school-aged children with generalized joint hypermobility.Methods. The study included 114 primary school-aged children (7–11 years old) with mobile symptomatic flat foot who were divided into four groups: I — control group of children who did not perform training; II — children who performed standard complex of rehabilitation exercises recommended for flat foot; III — children who performed a specially designed complex of exercises for body balance training; IV — children exercised on unstable platform. The foot examination included: clinical assessment of feet shape and position (FPI-6 scale), visual and manual mobility tests, computer scanning with calculation of anthropometric indices (basic anthropometric parameters were calculated from scanned foot images). Clinical evaluation of balance was carried out according to the BESS (Balance Error Scoring System) scale and computer pedobarometry. Assessment of complaints structure was carried out according to the Oxford Child Foot Condition Questionnaire.Results. Children of control group significantly increased the number of errors in performing tests compared to the baseline data (p = 0.034) according to the BESS scale. No statistically significant changes were obtained in children of the second group (p = 0.08). Total number of errors committed by children of third and fourth groups on unstable platform decreased by 2.9 times and 3.4 times, respectively (p = 0.022 and p = 0.044). Decrease in partial load on medial longitudinal arch of foot in step cycle in average by 2.0–3.5 times compared to baseline parameters was revealed in children of third and fourth groups. Moreover, children of third and fourth groups have shown improvement in parameters regarding the shape and position of the feet by average of 1.3–1.7 times higher compared to the parameters of the feet of children performing standard complex of rehabilitation exercises (p = 0.036).Conclusion. This study has shown the efficacy of body balance training in increasing the height of longitudinal arch of the foot and good dynamics in the structure of complaints in primary school-aged children with generalized joint hypermobility and symptomatic mobile flat foot.

Parental Separation and Divorce — Does it Affect the Academic Achievement of Primary School-Aged Children?

1990 ◽  
Vol 7 (2) ◽  
pp. 4-8 ◽  
Author(s):  
Liz Pike
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Parental Separation ◽  
Middle Years ◽  
Standardized Measures ◽  
Intact Group ◽  
School Aged Children ◽  
Analysis Of Results

ABSTRACTThe effect of parental separation and divorce on the academic achievement of young primary school-aged children was examined using standardized instruments. Children from non-intact backgrounds were matched with an intact group of peers at both the early and middle years of primary school.Analysis of results suggested that there were no significant differences in levels of achievement between the non-intact children and their intact peers either at the early or middle years of school across any of the variables measured. This finding is consistent with other studies using standardized measures of academic achievement.

scholarly journals Behavioral and EEG reactions in primary school-aged children to emotionally colored verbal stimuli with the condition of their own or forced choice

2017 ◽  
Vol 8 (4) ◽  
pp. 72-90 ◽  
Author(s):  
T.A. Aiusheeva ◽  
A.E. Saprygin ◽  
A.N. Savostyanov ◽  
V.V. Stеpanova
Keyword(s):  
Primary School ◽  
Positive Emotions ◽  
Alpha Rhythm ◽  
Spectral Power ◽  
Forced Choice ◽  
Choice Situation ◽  
Verbal Stimuli ◽  
School Aged Children ◽  
Theta Range

The aim of the study is to compare behavioral and EEG reactions of primary school-aged children during the recognition of syntactic errors in emotionally (positively or negatively) colored sentences that appeal to the choice of the child differently. 20 children (mean age 9,0±0,3 years, 12 boys, 8 girls) were examined. We found out that the children with a high quality of solving a linguistic task concentrate all their attention on finding an error in the sentences, and children with a low quality of solving a task demonstrate increased emotionality, possibly connected with their unsuccessfulness. The strongest EEG reactions in the ranges of alpha- and theta- rhythms were recorded in children with slow speed and bad quality of the solution of the task. The recognition of sentences with negative emotions took longer than sentences with positive emotions. The increase of emotions (synchronization in theta range) during the recognition of negative sentences was provoked by the expectation of failure and “identification” with it. The children found the mistake better in the sentences with their own choice than in the sentences that describes the forced-choice situation. Desynchronization (i.e. decrease in the spectral power) and synchronization (i.e. increase in spectral power) was detected on the EEG in the alpha-rhythm range. Desynchronization was associated with the recognition of sentences describing the children’s own choice; synchronization was recorded when recognizing sentences describing the forced-choice situation.

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