Nutritional risk in early childhood and parent-reported school concerns

2021 ◽  
pp. 1-9
Author(s):  
Jessica A Omand ◽  
Magdalena Janus ◽  
Jonathon L Maguire ◽  
Patricia C Parkin ◽  
Janis Randall Simpson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Motor Coordination ◽  
Eating Behaviour ◽  
Nutritional Risk ◽  
Research Network ◽  
Fine Motor ◽  
Nutritional Interventions ◽  
Logistic Regression Models ◽  
Individual School

Abstract Objective: To determine if nutritional risk in early childhood is associated with parent-reported school concerns. Design: A prospective cohort study conducted through the TARGet Kids! primary care research network (2011–2018). Nutritional risk was measured between 18 months and 5 years of age using validated parent-completed NutriSTEP® questionnaires with eating behaviour and dietary intake subscores (0 = lowest and 68 = highest total nutritional risk score). Parent-reported school concerns were measured at school age (4–10 years of age) and included: speech and language; learning; attention; behaviour; social relationships; physical coordination; fine motor coordination and self-help skills and independence. The primary outcome was any parent-reported school concerns, and individual school concerns were used as secondary outcomes. Multiple logistic regression models were conducted adjusting for clinically relevant confounders to assess the relationship between nutritional risk and school concerns. Setting: Toronto, Canada. Participants: Children aged 18 months to 10 years. Results: The study included 3655 children, 52 % were male, mean NutriSTEP® score was 14·4 (sd 6·4). Each 1 sd increase in NutriSTEP® total score was associated with a 1·18 times increased odds of school concerns (adj OR: 1·18, 95 % CI 1·07, 1·28, P = 0·0004), and high nutritional risk was associated with a 1·42 times increased odds of school concerns (adj OR: 1·42, 95 % CI 1·13, 1·78, P = 0·002). Conclusions: Nutritional risk in early childhood was associated with school concerns. Nutritional interventions in early childhood may reveal opportunities to enhance school outcomes.

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

Challenging the Link Between Early Childhood Television Exposure and Later Attention Problems: A Multiverse Approach

2021 ◽  
pp. 095679762097165
Author(s):  
Matthew T. McBee ◽  
Rebecca J. Brand ◽  
Wallace E. Dixon
Keyword(s):  
Early Childhood ◽  
Regression Models ◽  
Propensity Score Analysis ◽  
Harmful Effect ◽  
Attention Problems ◽  
Linear Regression Models ◽  
Data Set ◽  
Logistic Regression Models ◽  
Score Analysis ◽  
Television Exposure

In 2004, Christakis and colleagues published an article in which they claimed that early childhood television exposure causes later attention problems, a claim that continues to be frequently promoted by the popular media. Using the same National Longitudinal Survey of Youth 1979 data set ( N = 2,108), we conducted two multiverse analyses to examine whether the finding reported by Christakis and colleagues was robust to different analytic choices. We evaluated 848 models, including logistic regression models, linear regression models, and two forms of propensity-score analysis. If the claim were true, we would expect most of the justifiable analyses to produce significant results in the predicted direction. However, only 166 models (19.6%) yielded a statistically significant relationship, and most of these employed questionable analytic choices. We concluded that these data do not provide compelling evidence of a harmful effect of TV exposure on attention.

scholarly journals Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Patricia Eadie ◽  
Penny Levickis ◽  
Lisa Murray ◽  
Jane Page ◽  
Catriona Elek ◽  
...  
Keyword(s):  
Early Childhood ◽  
Lower Risk ◽  
Online Survey ◽  
Negative Impact ◽  
Linear Regression Analysis ◽  
Organizational Structures ◽  
Research Network ◽  
Student Teacher Relationship ◽  
Learning At Home ◽  
The Impact

AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.

scholarly journals Risk Behaviours Associated with Dating and Relationship Violence among 11–16 Year Olds in Wales: Results from the 2019 Student Health and Wellbeing Survey

2021 ◽  
Vol 18 (3) ◽  
pp. 1192
Author(s):  
Danielle V. R. Couturiaux ◽  
Honor Young ◽  
Rebecca E. Anthony ◽  
Nicholas Page ◽  
Emily Lowthian ◽  
...  
Keyword(s):  
Peer Relationships ◽  
School Health ◽  
Risk Behaviour ◽  
Self Report ◽  
Research Network ◽  
Student Health ◽  
Relationship Violence ◽  
Risk Behaviours ◽  
Cross Sectional ◽  
Logistic Regression Models

(1) Background: This study examines the associations between risk behaviours and adolescent emotional and physical dating and relationship violence (DRV) victimisation and perpetration, and how these vary by gender. The risk behaviours explored include bullying, cyberbullying, sexting, alcohol, and cannabis use; (2) Methods: Cross-sectional self-report data from the School Health Research Network (SHRN) 2019 Student Health Wellbeing (SHW) survey of 48,397 students aged 11–16 from 149 schools across Wales were analysed using single and multiple-behaviour logistic regression models to explore the associations between each risk behaviour and emotional and physical DRV victimisation and perpetration; (3) Results: Bivariate analyses revealed a statistically significant association between DRV and all risk behaviours. In multivariate analyses, students who reported bullying, cyberbullying, sexting, and substance use, compared to those that had not, had significantly higher odds of experiencing and perpetrating emotional and physical DRV; and (4) Conclusions: Future studies on DRV should consider a mixed-methods approach to explore the context in which DRV and risk behaviours interrelate. Results from this study indicate the possibility that prevention and intervention programmes in school settings that seek to develop healthy school environments and peer-to-peer relationships, could inadvertently reduce the occurrence of future DRV and associated risk behaviours.

scholarly journals Methods and Nutritional Interventions to Improve the Nutritional Status of Dialysis Patients in JAPAN—A Narrative Review

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1390
Author(s):  
Yoshihiko Kanno ◽  
Eiichiro Kanda ◽  
Akihiko Kato
Keyword(s):  
Medical Staff ◽  
Salt Intake ◽  
Risk Index ◽  
Nutritional Risk ◽  
Registered Dietitians ◽  
Dialysis Therapy ◽  
Protein Energy Wasting ◽  
Nutritional Interventions ◽  
Protein Energy ◽  
Nutritional Risk Index

Patients receiving dialysis therapy often have frailty, protein energy wasting, and sarcopenia. However, medical staff in Japan, except for registered dietitians, do not receive training in nutritional management at school or on the job. Moreover, registered dietitians work separately from patients and medical staff even inside a hospital, and there are many medical institutions that do not have registered dietitians. In such institutions, medical staff are required to manage patients’ nutritional disorders without assistance from a specialist. Recent studies have shown that salt intake should not be restricted under conditions of low nutrition in frail subjects or those undergoing dialysis, and protein consumption should be targeted at 0.9 to 1.2 g/kg/day. The Japanese Society of Dialysis Therapy suggests that the Nutritional Risk Index-Japanese Hemodialysis (NRI-JH) is a useful tool to screen for older patients with malnutrition.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

scholarly journals The concurrent and longitudinal associations of temperament and nutritional risk factors in early childhood

2016 ◽  
Vol 12 (6) ◽  
pp. 431-438 ◽  
Author(s):  
M. van den Heuvel ◽  
Y. Chen ◽  
K. Abdullah ◽  
J. L. Maguire ◽  
P. C. Parkin ◽  
...  
Keyword(s):  
Risk Factors ◽  
Early Childhood ◽  
Nutritional Risk ◽  
Longitudinal Associations

Self-regulation moderates the relationship between fine motor skills and writing in early childhood

2021 ◽  
Vol 57 ◽  
pp. 239-250
Author(s):  
Madison C. Chandler ◽  
Hope K. Gerde ◽  
Ryan P. Bowles ◽  
Kyla Z. McRoy ◽  
Matthew B. Pontifex ◽  
...  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Self Regulation ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship

Assessment of Growth and Development During Infancy and Early Childhood

1992 ◽  
Vol 13 (3) ◽  
pp. 88-96
Author(s):  
Victor C. Vaughan
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Skinfold Thickness ◽  
Fine Motor ◽  
Developmental Assessment ◽  
Physical Size ◽  
Infant And Young Child ◽  
Standard Values ◽  
Infancy And Early Childhood ◽  
And Function

A prime function of the pediatrician is to monitor the developmental status of his or her patients. Sensitive monitoring demands a broad knowledge of developmental processes and issues and the ability to assess the data made available from the clinical examination accurately and efficiently. Areas of Developmental Assessment Developmental assessment is made in four broad areas during early childhood: physical or physiologic, neurodevelopmental, cognitive, and psychosocial. PHYSICAL OR PHYSIOLOGIC DEVELOPMENT This area comprises the changes in physical size, shape, and function that come with age. Many of these changes can be measured, such as height, weight, skinfold thickness, head circumference, body surface area, blood counts, enzyme activities, and hormone levels. These measurements can be compared with standard values that indicate the range of normal findings. NEURODEVELOPMENTAL MATURATION This area comprises changes in behavior that evolve with the passage of time, particularly those changes that depend primarily upon maturation. They include some reflex activities and many gross and fine motor skills, including visuomotor and other intersensory functions. These behaviors are assessed primarily by observation, often informally, but sometimes (when more critical appraisal is required) in a carefully structured setting. COGNITIVE DEVELOPMENT Cognitive development and neurodevelopmental maturation are closely related, and it is sometimes difficult to distinguish between them in the infant and young child.

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