scholarly journals Play & Grow: prospective observational cohort of toddlers to inform obesity prevention, Columbus, Ohio, USA

BMJ Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. e055490
Author(s):  
Andria Parrott ◽  
Bharathi J Zvara ◽  
Sarah A Keim ◽  
Rebecca Andridge ◽  
Sarah E Anderson

PurposeObesity prevention is increasingly focused on early childhood, but toddlers have not been well-studied, and children born preterm are frequently excluded. The Play & Grow Cohort was established to investigate child growth in relation to parent-child interactions in mealtime and non-mealtime settings.ParticipantsBetween December 2017 and May 2019, 300 toddlers and primary caregivers were recruited from records of a large paediatric care provider in Columbus, Ohio, USA. This report describes recruitment of the cohort and outlines the data collection protocols for two toddler and two preschool-age visits. The first study visit coincided with enrolment and occurred when children (57% boys) were a mean (SD) calendar age of 18.2 (0.7) months.Findings to dateChildren in the cohort are diverse relative to gestational age at birth (16%, 28–31 completed weeks’ gestation; 21%, 32–36 weeks’ gestation; 63%, ≥37 weeks’ gestation) and race/ethnicity (8%, Hispanic; 35%, non-Hispanic black; 46%, non-Hispanic white). Caregivers enrolled in the cohort are primarily the child’s biological mother (93%) and are diverse in age (range 18–54 years), education (23%, high school or less; 20% graduate degree) and annual household income (27%, <US$20 000 24%, ≥US$90 000). Parent-child interactions were video-recorded during play in the laboratory at 18 months (n=299) and during play, reading and mealtime in the home (n=284) at 24 months. The preschool phase of the study was impacted by COVID-19. Parent-child interactions were video-recorded during play and mealtime at home at 36 months (n=141) and during a standardised buffet meal in the laboratory at 42 months (n=50). Caregivers unable to participate in face-to-face visits due to COVID-19 completed questionnaires.Future plansAssessment during middle childhood is being planned. Future visits will include anthropometric measurements and parent-child interactions at mealtime. School-based outcomes are additionally being considered.

2017 ◽  
Vol 8 ◽  
Author(s):  
David López Pérez ◽  
Giuseppe Leonardi ◽  
Alicja Niedźwiecka ◽  
Alicja Radkowska ◽  
Joanna Rączaszek-Leonardi ◽  
...  

2012 ◽  
Vol 182 (2) ◽  
pp. 153-174 ◽  
Author(s):  
Helen Skouteris ◽  
Marita McCabe ◽  
Lina A. Ricciardelli ◽  
Jeannette Milgrom ◽  
Louise A. Baur ◽  
...  

Parenting ◽  
2015 ◽  
Vol 15 (4) ◽  
pp. 295-320 ◽  
Author(s):  
Robert H. Bradley ◽  
Amy Pennar ◽  
Masumi Iida

Author(s):  
Gijs A. Holleman ◽  
Ignace T. C. Hooge ◽  
Jorg Huijding ◽  
Maja Deković ◽  
Chantal Kemner ◽  
...  

AbstractA primary mode of human social behavior is face-to-face interaction. In this study, we investigated the characteristics of gaze and its relation to speech behavior during video-mediated face-to-face interactions between parents and their preadolescent children. 81 parent–child dyads engaged in conversations about cooperative and conflictive family topics. We used a dual-eye tracking setup that is capable of concurrently recording eye movements, frontal video, and audio from two conversational partners. Our results show that children spoke more in the cooperation-scenario whereas parents spoke more in the conflict-scenario. Parents gazed slightly more at the eyes of their children in the conflict-scenario compared to the cooperation-scenario. Both parents and children looked more at the other's mouth region while listening compared to while speaking. Results are discussed in terms of the role that parents and children take during cooperative and conflictive interactions and how gaze behavior may support and coordinate such interactions.


2006 ◽  
Vol 5 (3) ◽  
pp. 266-287
Author(s):  
Girma Berhanu

The author presents and discusses typical (traditional) modalities of parent-child interaction based on proverbs, sayings and maxims, and on participant observation, informal talks, and personal experience working with Ethiopian Jews in Israel. Although the author’s assumptions are clear that there is no direct causal link between a single proverb/saying and the behavior associated with it, he also assumes that all the tens of sayings presented combined with the relevant ethnographic data may reveal some patterns of the psychological theories of the caretakers and something of their “native” theories of how children should be socialized in order to become ideal children. Some core values in child growth and development, learning, and parenting that may have great influence on children’s preparedness for formal schooling,, hence their success in scholastic achievement, are also suggested. The principal conclusion drawn from this study underscores the significance of cultural meaning systems and meta-communicative frameworks in which proverbs and sayings are embedded and highlights the largely unconscious effect they can have on socialization processes and various cognitive activities. This may also shed some light on problems related to group-based inequalities in scholastic achievement. Further, there is a need for heightened awareness of intercultural education in order to bridge the broad gap between the culture of the Ethiopian home and the Israeli school culture.


2017 ◽  
Vol 53 (8) ◽  
pp. 1428-1436 ◽  
Author(s):  
Jessa Reed ◽  
Kathy Hirsh-Pasek ◽  
Roberta Michnick Golinkoff

2013 ◽  
Author(s):  
Jessica L. Spigner ◽  
Stephen R. Boggs ◽  
Regina Bussing ◽  
Sheila M. Eyberg

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