The interaction between child sex and temperament in predicting behavior problems of preschool‐age children in day care

1990 ◽  
Vol 59 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Jay Fagan
PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1021-1023
Author(s):  
Stephen L. Cochi ◽  
William L. Atkinson ◽  
Eugene F. Dini ◽  
William G. Adams ◽  
Anne A. Gershon

Recent advances in the development of new and improved vaccines have resulted in both the prospect of additions to the list of vaccine-preventable childhood diseases and opportunities to more effectively prevent diseases that are already vaccine-preventable.1 The recently revised schedule of routine vaccinations for all children as recommended by the Advisory Committee on Immunization Practices (ACIP) of the US Public Health Service is shown in the Table. The challenges of applying these new or improved vaccines, in light of our current understanding of the epidemiology of the diseases and a more efficient monitoring system for ensuring age-appropriate vaccination, is to more effectively control vaccine-preventable diseases in child day-care settings. BACKGROUND The nation experienced a marked increase in measles cases during 1989 and 1990. From 1980 to 1988, a median of 3124 measles cases was reported annually. During 1989 to 1991, a major resurgence of measles occurred, with a total of 55 622 cases reported during this period. The resurgence of measles was associated with a change in the epidemiology of reported cases. From 1980 to 1988, a median of 29% of cases occurred among children under 5 years of age.2 However, during 1989-1991, preschool-age children accounted for 37% to 49% of all reported cases.2,3 Many of these cases were reported from areas with large outbreaks of measles among predominantly unvaccinated black and Hispanic children living in large urban areas such as Los Angeles, New York City, Chicago, and Dallas. These cases among preschool-age children were associated with a large number of complications of measles.


PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 994-997
Author(s):  
Stephen L. Cochi

Vaccination policies for preschool-age children, including those in child day care, have undergone frequent changes within the past several years in response to the development of new vaccines (DTaP, Hib conjugate vaccines), the changing epidemiology of vaccine-preventable diseases (measles), and the establishment of new objectives for the control and elimination of vaccine-preventable diseases (Hib, hepatitis B). The acquisition and spread of vaccine-preventable diseases can be minimized in child day-care settings by vaccinating all children, establishing a continuing system by which all children remain fully vaccinated on schedule, providing educational materials to parents about the recommended schedule of routine Childhood vaccines, and implementing new recommendations for vaccine use.


1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht

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.


2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer

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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