Household food insecurity and school readiness among preschool-aged children in the USA

2021 ◽  
Vol 24 (6) ◽  
pp. 1469-1477
Author(s):  
Dylan B Jackson ◽  
Alexander Testa ◽  
Daniel C Semenza
Keyword(s):  
Food Insecurity ◽  
School Readiness ◽  
Emotional Development ◽  
Self Regulation ◽  
Household Food Insecurity ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Household Food ◽  
The Usa ◽  
Preschool Aged Children

AbstractObjective:The present study examines the association between mild and moderate-to-severe household food insecurity and school readiness among a nationally representative sample of preschool-aged children.Design:Cross-sectional data pertaining to household food availability as well as four domains of school readiness – early learning skills, self-regulation, social-emotional development and physical health & motor development – were employed.Setting:The USA.Participants:15 402 children aged 3–5 years from the 2016–2018 National Survey of Children’s Health.Results:Both mild and moderate-to-severe food insecurity are associated with an increase in needing support or being at-risk in each of the four school readiness domains, particularly Self-Regulation (IRR = 4·31; CI 2·68, 6·95) and Social-Emotional Development (IRR = 3·43; CI 2·16, 5·45). Furthermore, while nearly half of the children in food-secure households are on-track across all four school readiness domains (47·49 %), only one in four children experiencing moderate-to-severe household food insecurity is on-track across all domains (25·26 %).Conclusions:Household food insecurity is associated with reductions in school readiness among preschool-aged children.

scholarly journals Relation of Food Insecurity and Hemoglobin Level in Preschool Aged Children

Anemia ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Élida Mara Braga Rocha ◽  
Luiz Carlos de Abreu ◽  
Amanda Forster Lopes ◽  
Claudio Leone ◽  
Patrícia Dore Vieira ◽  
...  
Keyword(s):  
Food Insecurity ◽  
Hemoglobin Level ◽  
Preschool Age ◽  
Measurement Scale ◽  
Deficiency Anemia ◽  
Household Food Insecurity ◽  
Anthropometric Indicators ◽  
Household Food ◽  
Prevalence Of Anemia ◽  
Preschool Aged Children

Background. The iron deficiency anemia is a worldwide public problem, especially in developing countries, related to increased body needs and inadequate supply of iron from the diet.Objective. To analyze the association of food insecurity with hemoglobin concentration and the prevalence of anemia in preschool aged children in the city of Taubaté, São Paulo, Brazil.Methods. A cross-sectional study was conducted with 306 children of preschool age. The nutritional status was assessed according to hemoglobin level and anthropometric indicators. Socioeconomic data and Brazilian Household Food Insecurity Measurement Scale (EBIA) results were obtained from interview with parents.Results. The prevalence of anemia was around 19% of preschool aged children and 41.2% families presented food insecurity. The anthropometric indicators were not associated with food insecurity and even though the bivariate analysis demonstrated that mild food insecurity affects the hemoglobin level, after adjusting the multivariate model this association lost significance (p>0.05).Conclusion. The prevalence of anemia of 19.2% and the household food insecurity was found among 42.2% of the population.

scholarly journals Socio-economic, behavioural and environmental factors predicted body weights and household food insecurity scores in the Early Childhood Longitudinal Study-Kindergarten

2008 ◽  
Vol 100 (2) ◽  
pp. 438-444 ◽  
Author(s):  
Alok Bhargava ◽  
Dean Jolliffe ◽  
Larry L. Howard
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Food Insecurity ◽  
Energy Requirements ◽  
Household Food Insecurity ◽  
Early Childhood Longitudinal Study ◽  
Household Food ◽  
Body Weights ◽  
The Usa

Recent increases in obesity prevalence among children in developed countries are of policy concern. While significant positive associations between households' food insecurity status and body weights have been reported for adults, it is known from the energy physiology literature that energy requirements depend on BMR, anthropometric measures and physical activity. It is therefore important to model the bi-directional relationships between body weights and households' food insecurity scores especially for children that have evolving nutrient and energy requirements. The present paper estimated dynamic random effects models for children's body weights and BMI, and households' food insecurity scores using longitudinal data on 7635 children in the USA enrolled in 1st, 3rd and 5th grades (1999–2003) of the Early Childhood Longitudinal Study-Kindergarten. The main findings were, first, physical exercise and numbers of siblings were significantly (P < 0·05) negatively associated with body weights, while households' food insecurity score was not a significant predictor. Moreover, children's body weights were significantly lower in households with higher parental education and incomes; time spent watching television and in non-parental care were positively associated with weights. Second, models for households' food insecurity scores showed that poverty and respondents' poor emotional and physical health significantly increased food insecurity. Moreover, households with children who were taller and heavier for their ages faced significantly higher food insecurity levels. Overall, the results showed that household food insecurity was unlikely to exacerbate child obesity in the USA and it is important that children receive balanced school meals and perform higher physical activity.

scholarly journals Interventions to address household food insecurity in high-income countries

2018 ◽  
Vol 77 (3) ◽  
pp. 270-281 ◽  
Author(s):  
Rachel Loopstra
Keyword(s):  
Food Insecurity ◽  
Social Protection ◽  
High Income ◽  
Health Concern ◽  
Household Food Insecurity ◽  
Food Banks ◽  
Household Food ◽  
The Usa ◽  
The Uk ◽  
Community Kitchens

Household food insecurity is a serious public health concern in high-income countries. Canada and the USA regularly monitor household food insecurity, while in other countries, such as the UK, it has been the rapid rise of food bank usage that has drawn increased attention to this longstanding, but largely overlooked, problem. This review evaluates evidence on interventions intended to reduce household food insecurity in high-income countries. Research on social protection interventions suggests both cash transfers and food subsidies (e.g. the US Supplement Nutrition and Assistance Programme) reduce household food insecurity. In contrast, research on community-level interventions, such as food banks and other food programmes, suggests limited impacts. Although food banks have become a common intervention for food insecurity in high-income countries, evidence suggests their reliance on donations of volunteer time and food make them inevitably limited in the assistance they are able to provide. The stigma people feel using food banks may also make them untenable. Alternatives to, or enhanced, food banks such as community shops or community kitchens, have become common, but evidence also suggests they may be limited in effectiveness if they do not reach people experiencing food insecurity. This review highlights the difficulty of trying to address household food insecurity with community-based food interventions when solutions likely lie upstream in social protection policies.

Food Insecurity: What Are Its Effects, Why, and What Can Policy Do About It?

2021 ◽  
pp. 237273222110322
Author(s):  
Caitlin T. Hines ◽  
Anna J. Markowitz ◽  
Anna D. Johnson
Keyword(s):  
United States ◽  
Child Health ◽  
Food Insecurity ◽  
Emotional Development ◽  
Healthy Lifestyle ◽  
Well Being ◽  
The United States ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Sufficient Food

Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then considers how food insecurity harms children and explores both direct pathways through child health and indirect pathways through parenting and parent well-being. Finally, after reviewing existing policy for reducing food insecurity, we provide suggestions for new policy and policy-targeted research.

scholarly journals Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review

2021 ◽  
Vol 18 (11) ◽  
pp. 6091
Author(s):  
Yaoyao Sun ◽  
Renee Lamoreau ◽  
Samantha O’Connell ◽  
Raquel Horlick ◽  
Alessandra N. Bazzano
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Emotional Functioning ◽  
Self Regulation ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Stage Of Development ◽  
Social Emotional Functioning ◽  
Early Childhood Settings ◽  
Preschool Aged Children

Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3–5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.

scholarly journals Hubungan Pola Asuh Ibu dan Perkembangan Sosial Emosional Anak Usia Prasekolah di Bogor

2020 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
Fitri Windiastri ◽  
Nani Nurhaeni
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Emotional Development ◽  
Design Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Chi Square ◽  
Cross Sectional ◽  
Positive Behaviors ◽  
Preschool Aged Children

ABSTRAKLatar Belakang: Pola asuh ibu merupakan faktor yang memengaruhi perkembangan anak, khususnya perkembangan sosial emosional anak. Perkembangan sosial emosional dapat mengidentifikasi kemampuan sosial, emosional, intelektual, dan perilaku positif lainnya pada anak usia prasekolah. Tujuan: Untuk mengetahui hubungan pola asuh ibu dan perkembangan sosial emosional anak usia prasekolah di PAUD Desa Parakan Jaya, Bogor. Metode: Desain penelitian menggunakan deskriptif analitik dengan pendekatan cross sectional pada 103 responden ibu. Pengumpulan data dilakukan dengan menggunakan kuesioner parenting styles and dimensions questionnaire (PSDQ) dan kuesioner perkembangan sosial emosional anak usia 4-5 tahun dan >5-6 tahun. Chi-square digunakan untuk analisa data bivariat. Hasil penelitian: tidak terdapat hubungan yang signifikan antara pola asuh ibu dengan perkembangan sosial emosional anak usia prasekolah 4-5 tahun (p=0,225) dan >5-6 tahun (p=0,108). Faktor lain seperti usia ibu, pendidikan ibu, pekerjaan ibu, dan jenis kelamin anak tidak menunjukkan hubungan yang bermakna dengan perkembangan sosial emosional anak. Namun demikian, pada penelitian ini ditemukan bahwa mayoritas perkembangan sosial emosional anak diklasifikasikan dalam perkembangan yang meragukan. Oleh karena itu, perlu dilakukan screening sejak dini untuk mendeteksi adanya penyimpangan perkembangan sosial emosional anak. Kesimpulan: tidak ada hubungan yang bermakna antara pola asuh dan perkembangan sosial emosional pada anak usia pra sekolah.Kata Kunci: Pola asuh ibu, perkembangan sosial emosional anak, anak usia prasekolahThe Correlation Between Mother’s Parenting Style and Social-Emotional Development of Preschool-aged Children in BogorABSTRACTBackground: Parenting style is a factor that influences a children’s development, especially for social-emotional development. Social-emotional development begun to identify social, emotional, intellectual, and other positive behaviors in preschoolers. Objective: to know the correlation between mother’s parenting style and social-emotional development of preschool-aged children (4-6 years old) in PAUD at Parakan Jaya Village of Bogor. Design research use analytic descriptive approach cross sectional at 103 respondents. Data collection is conducted by parenting styles and dimensions questionnaire (PSDQ) and social-emotional development questionnaire for 4-5 years old and >5-6 years old. Chi-square is used to analyze bivariate data. Results: there is a no relationship of the correlation between mother’s parenting style and social-emotional development of preschool-aged children 4-5 years old (p=0.225) and >5-6 years old (p=0.108). Other factors such as age, education, employment, and sex show there is a no relationship with the children’s social-emotional development. However, this research found that majority of the children’s social-emotional development is questionable. So, screening is necessary to identify the deviation of the children’s social-emotional development. Conclusion: there is no significant correlation between mother’s parenting style and social-emotional development of preschool-aged children.Keywords: Mother’s parenting styles, social-emotional development, preschool-aged children

Adverse childhood experiences and household food insecurity among children aged 0–5 years in the USA

2020 ◽  
pp. 1-9 ◽  
Author(s):  
Philip Baiden ◽  
Catherine A LaBrenz ◽  
Shawndaya Thrasher ◽  
Gladys Asiedua-Baiden ◽  
Boniface Harerimana
Keyword(s):  
Food Insecurity ◽  
Adverse Childhood Experiences ◽  
Multinomial Logistic Regression ◽  
Childhood Adversity ◽  
Outcome Variable ◽  
Household Food Insecurity ◽  
Childhood Experiences ◽  
Household Food ◽  
Adverse Childhood ◽  
The Usa

Abstract Objective: Although studies have examined the association between adverse childhood experiences (ACE) and health and mental health outcomes, few studies have investigated the association between ACE and household food insecurity among children aged 0–5 years in the USA. The objective of this study is to investigate the association between ACE and household food insecurity among children aged 0–5 years. Design: The data used in this study came from the 2016–2017 National Survey of Children’s Health. Data were analysed using multinomial logistic regression with household food insecurity as the outcome variable. Setting: United States. Participants: An analytic sample of 17 543 children aged 0–5 years (51·4% boys). Results: Of the 17 543 respondents, 83·7% experienced no childhood adversity. About one in twenty (4·8%) children experienced moderate-to-severe food insecurity. Controlling for other factors, children with one adverse childhood experience had 1·43 times the risk of mild food insecurity (95 % CI 1·25, 1·63) and 2·33 times the risk of moderate-to-severe food insecurity (95 % CI 1·84, 2·95). The risk of mild food insecurity among children with two or more ACE was 1·5 times higher (95 % CI 1·24, 1·81) and that of moderate-to-severe food insecurity was 3·96 times higher (95 % CI 3·01, 5·20), when compared with children with no childhood adversity. Conclusion: Given the critical period of development during the first few years of life, preventing ACE and food insecurity and early intervention in cases of adversity exposure is crucial to mitigate their negative impact on child development.

scholarly journals Promoting social emotional development during the paediatric well-child visit: a demonstration project

2021 ◽  
Vol 10 (2) ◽  
pp. e001392
Author(s):  
Meghan L Johnson ◽  
Sue Butts-Dion ◽  
Meera Menon ◽  
Kelly Edwards ◽  
Scott D Berns
Keyword(s):  
Learning Community ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Number Of Children ◽  
Child Relationship ◽  
The Usa ◽  
Age Appropriate ◽  
Well Child Visit ◽  
Child Visit

Supporting social emotional development, beginning at birth, can improve lifelong health. The American Academy of Paediatrics recommends 12 well-child visits between birth and age 3 years. Each well-child visit provides a unique opportunity to interact with and support families to promote social emotional development of children. Eighteen US paediatric practices joined a learning community to use improvement science to test and implement evidence-informed strategies that nurture parent–child relationships and promote the social emotional development of young children.Quality improvement methods were used to integrate 11 strategies into well-child visits between birth and age 3 years and measure the improvements with a set of outcome, process and balancing measures. Participation among the 18 paediatric practices was high with 72% of teams attending monthly webinars and 97% of teams attending the three learning sessions. Over 12 months, the percentage of children receiving age-appropriate social emotional development screens at participating practices’ well-child visits increased from a baseline median of 83% to 93%.Current paediatric practice in the USA focuses primarily on cognitive and physical development, and paediatric providers are less familiar with established practices to screen for social emotional development and promote the caregiver–child relationship. This project suggests that improvement methods show promise in increasing the number of children who receive age-appropriate social emotional development screens or assessments at well-child visits.

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