How do you think she feels? Vulnerability in empathy and the role of attention in school-aged children born extremely preterm

2015 ◽  
Vol 33 (3) ◽  
pp. 312-323 ◽  
Author(s):  
Catherine Campbell ◽  
Chiara Horlin ◽  
Corinne Reid ◽  
Judy McMichael ◽  
Laura Forrest ◽  
...  
Keyword(s):  
School Aged Children ◽  
Extremely Preterm

The role of breakfast in the diets of school-aged children (5-12Y) in Ireland

2020 ◽  
Author(s):  
Ioana Rusu ◽  
Laura Kehoe ◽  
Maria Buffini ◽  
John M Kearney ◽  
Breige McNulty ◽  
...  
Keyword(s):  
School Aged Children

scholarly journals Early oxygen levels contribute to brain injury in extremely preterm infants

2021 ◽  
Author(s):  
Krista Rantakari ◽  
Olli-Pekka Rinta-Koski ◽  
Marjo Metsäranta ◽  
Jaakko Hollmén ◽  
Simo Särkkä ◽  
...  
Keyword(s):  
Preterm Infants ◽  
Brain Structures ◽  
High Oxygen ◽  
List Type ◽  
Neurodevelopmental Outcomes ◽  
Oxygen Levels ◽  
Arterial Blood ◽  
Extremely Preterm ◽  
Extremely Preterm Infants

Abstract Background Extremely low gestational age newborns (ELGANs) are at risk of neurodevelopmental impairments that may originate in early NICU care. We hypothesized that early oxygen saturations (SpO2), arterial pO2 levels, and supplemental oxygen (FiO2) would associate with later neuroanatomic changes. Methods SpO2, arterial blood gases, and FiO2 from 73 ELGANs (GA 26.4 ± 1.2; BW 867 ± 179 g) during the first 3 postnatal days were correlated with later white matter injury (WM, MRI, n = 69), secondary cortical somatosensory processing in magnetoencephalography (MEG-SII, n = 39), Hempel neurological examination (n = 66), and developmental quotients of Griffiths Mental Developmental Scales (GMDS, n = 58). Results The ELGANs with later WM abnormalities exhibited lower SpO2 and pO2 levels, and higher FiO2 need during the first 3 days than those with normal WM. They also had higher pCO2 values. The infants with abnormal MEG-SII showed opposite findings, i.e., displayed higher SpO2 and pO2 levels and lower FiO2 need, than those with better outcomes. Severe WM changes and abnormal MEG-SII were correlated with adverse neurodevelopment. Conclusions Low oxygen levels and high FiO2 need during the NICU care associate with WM abnormalities, whereas higher oxygen levels correlate with abnormal MEG-SII. The results may indicate certain brain structures being more vulnerable to hypoxia and others to hyperoxia, thus emphasizing the role of strict saturation targets. Impact This study indicates that both abnormally low and high oxygen levels during early NICU care are harmful for later neurodevelopmental outcomes in preterm neonates. Specific brain structures seem to be vulnerable to low and others to high oxygen levels. The findings may have clinical implications as oxygen is one of the most common therapies given in NICUs. The results emphasize the role of strict saturation targets during the early postnatal period in preterm infants.

Student–Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation

2018 ◽  
Vol 11 (2) ◽  
pp. 309-320
Author(s):  
Susanna Pallini ◽  
Giovanni Maria Vecchio ◽  
Roberto Baiocco ◽  
Barry H. Schneider ◽  
Fiorenzo Laghi
Keyword(s):  
Emotion Regulation ◽  
Student Teacher ◽  
Attention Problems ◽  
Mediating Role ◽  
School Aged Children ◽  
Teacher Relationships ◽  
Student Teacher Relationships

scholarly journals Compromised approximate number system acuity in extremely preterm school-aged children

2013 ◽  
Vol 55 (12) ◽  
pp. 1109-1114 ◽  
Author(s):  
Kerstin Hellgren ◽  
Justin Halberda ◽  
Lea Forsman ◽  
Ulrika Ådén ◽  
Melissa Libertus
Keyword(s):  
Number System ◽  
Approximate Number System ◽  
School Aged Children ◽  
Extremely Preterm

scholarly journals THE ROLE OF PARENTS IN BOLO VILLAGE IN SUPPORTING DISTANCE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 4 (2) ◽  
pp. 69-75
Author(s):  
Ida Mawaddah ◽  
Zulhafriliya Zulhafriliya ◽  
Sudarsono Sudarsono
Keyword(s):  
Distance Learning ◽  
Junior High School ◽  
Healthy Lifestyle ◽  
Family Values ◽  
Learning Approaches ◽  
School Aged Children ◽  
Distant Learning ◽  
Role Of Parents ◽  
The Impact

The Indonesian government was concerned about the impact of a wider spread of Covid-19, so it moved quickly to break the chain of transmission by urging people to live a healthy lifestyle, avoid crowds, and keep a safe distance. As a result, the circumstance has a significant impact on education and learning. The goal of this study is to learn more about the role of parents in promoting distant learning and to identify the characteristics that encourage and limit distance learning in Bolo Village during the Covid-19 outbreak. Students are forced to study from home due to government regulations. Teachers can ensure students' learning activities in a variety of ways, one of which is by involving parents as the primary companion of students when they are at home. The participants in this study were parents and their junior high school-aged children. The information was gathered through organized interviews utilizing the researcher's prepared questions. The data in this study was analyzed utilizing qualitative data analysis approaches such as the Miles and Huberman model, which features a cycle that includes data reduction, data presentation, verification, and conclusion drafting. According to the findings of this study, parents in Bolo Village played four roles in supporting learning from home during the Covid-19 pandemic: 1) accompanying children in learning, 2) intense communication with children, 3) providing supervision to children, and 4) educating and supporting children motivation. The supporting variables discovered are: 1) responsibility, 2) family values, and 3) availability to satisfy the needs of children. There are also barriers, such as 1) internet network issues, 2) too much workload, and 3) boring and less diversified learning approaches.

scholarly journals Music Participation Among School-Aged Children Who Are Hard of Hearing

2019 ◽  
Vol 28 (4) ◽  
pp. 908-926
Author(s):  
Erik J. Jorgensen ◽  
Elizabeth A. Walker
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Parent Participation ◽  
Music Listening ◽  
Music Participation ◽  
School Aged Children ◽  
Live Music ◽  
5Th Grade

Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.

The Black/White Skill Gap in Early Childhood: The Role of Parenting

2020 ◽  
Vol 63 (4) ◽  
pp. 525-551
Author(s):  
Benjamin G. Gibbs ◽  
Douglas B. Downey
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Cognitive Skill ◽  
Powerful Predictor ◽  
Related Factors ◽  
White Children ◽  
Black And White ◽  
School Aged Children ◽  
American Society

Researchers have sought to understand why cognitive skill disparities between black and white children persist in American society, but the most thorough examinations study school-aged children during a period when the black/white skill gap is already well established. Using the Early Childhood Longitudinal Study–Birth Cohort of 2001, we find trivial black/white differences in cognitive skills at 10 months of age but large disparities at 24 and 48 months, suggesting that the gap emerges in force between 10 months and age four. Although black/white differences in parenting are a powerful predictor, these variations are driven by socioeconomic and related factors that directly and indirectly shape cognitive development gaps between black and white children.

scholarly journals Role of beta-2-microglobulin as a biomarker in very preterm and extremely preterm infants with CNS inflammation

PLoS ONE ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. e0216498
Author(s):  
Albert Batista Muñoz ◽  
Stephanie Hadley ◽  
Marti Iriondo Sanz ◽  
Thais Agut Quijano ◽  
Marta Camprubí Camprubí
Keyword(s):  
Preterm Infants ◽  
Cns Inflammation ◽  
Very Preterm ◽  
Extremely Preterm ◽  
Extremely Preterm Infants ◽  
Beta 2 ◽  
Beta 2 Microglobulin
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