The Influence Of The Birth Month On The Physical Test Scores Of Young Children

2011 ◽  
Vol 43 (Suppl 1) ◽  
pp. 892
Author(s):  
Takahiro Nakano ◽  
Kosho Kasuga ◽  
Kazuo Oguri
Keyword(s):  
Young Children ◽  
Test Scores ◽  
Physical Test ◽  
Birth Month

scholarly journals Epidemiology of laboratory-confirmed respiratory syncytial virus infection in young children in England, 2010–2014: the importance of birth month

2016 ◽  
Vol 144 (10) ◽  
pp. 2049-2056 ◽  
Author(s):  
R. M. REEVES ◽  
P. HARDELID ◽  
R. GILBERT ◽  
J. ELLIS ◽  
H. ZHAO ◽  
...  
Keyword(s):  
Respiratory Syncytial Virus ◽  
Young Children ◽  
Control Measures ◽  
Surveillance Systems ◽  
Logistic Regression Models ◽  
Birth Month ◽  
Laboratory Surveillance ◽  
Rsv Infection ◽  
Syncytial Virus ◽  
Positive Results

SUMMARYThe epidemiology of laboratory-confirmed respiratory syncytial virus (RSV) infections in young children has not recently been described in England, and is an essential step in identifying optimal target groups for future licensed RSV vaccines. We used two laboratory surveillance systems to examine the total number and number of positive RSV tests in children aged <5 years in England from 2010 to 2014. We derived odds ratios (ORs) with 95% confidence intervals (CIs) comparing children by birth month, using multivariable logistic regression models adjusted for age, season and sex. Forty-seven percent of RSV tests (29 851/63 827) and 57% (7405/13 034) of positive results in children aged <5 years were in infants aged <6 months. Moreover, 38% (4982/13 034) of positive results were in infants aged <3 months. Infants born in September, October and November had the highest odds of a positive RSV test during their first year of life compared to infants born in January (OR 2·1, 95% CI 1·7–2·7; OR 2·4, 95% CI 2·1–2·8; and OR 2·4, 95% CI 2·1–2·7, respectively). Our results highlight the importance of young age and birth month near the beginning of the RSV season to the risk of laboratory-confirmed RSV infection. Future control measures should consider protection for these groups.

Death Education: A Comparison of two Programs for Mothers of Young Children

1996 ◽  
Vol 34 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Frank J. Richardson ◽  
Kevin P. Weinfurt
Keyword(s):  
Young Children ◽  
Test Scores ◽  
State Anxiety ◽  
Control Group ◽  
Death Education ◽  
Education Programs ◽  
Treatment Groups ◽  
Post Test ◽  
Post Hoc ◽  
Future Plans

The study compared two death education programs for mothers ( N = 90) of young children. Pre- and post-test scores on the State-Anxiety Scale and researcher-designed instruments that included the Children's Questions About Death Scale (CQADS) and Future Plans Inventory (FPI) were compared. Mothers in both the Didactic and Didactic-Experiential programs scored significantly higher than the Control group in their level of effectiveness in responding to children's questions, but the two treatment groups did not significantly differ from each other. Neither the Didactic Death Education nor the Didactic-Experiential Death Education programs significantly affected mothers' anxiety before responding to children's questions about death. Post hoc analyses suggested trends relating subject characteristics to mother's level of effectiveness in responding to a child's questions about death.

scholarly journals Dyslexia Risk Screening System based Fuzzy Logic

2018 ◽  
Vol 7 (4.30) ◽  
pp. 165
Author(s):  
Nur Anida Jumadi ◽  
Ng Li Mun ◽  
Marlia Morsin ◽  
Saifuddin Mohtaram
Keyword(s):  
Fuzzy Logic ◽  
Young Children ◽  
Learning Disability ◽  
Test Scores ◽  
Fuzzy System ◽  
Screening Tool ◽  
Rapid Naming ◽  
Screening System ◽  
Risk Screening ◽  
Reading And Spelling

It is estimated that more than 314, 000 of Malaysian young children are dyslexic, which means having difficulty particularly in reading and spelling. Manual dyslexia screening test ages 6 to 10 years old (in Bahasa Malaysia) produced by Persatuan Dyslexia Malaysia contains 10 sets of tests including reading, rapid naming and pseudowords. However, confirmation of dyslexic status takes several days as the test scores are manually calculated. Therefore, a rapid computerized dyslexia risk screening tool based fuzzy logic has been proposed here. Using the scores obtain from four main tests namely as rapid naming, one-minute reading, two-minute spelling and pseudowords, the fuzzy system is able to determine dyslexic condition instantly. The main fuzzy inputs using pre-existed scores of 17 dyslexia subjects (3 girls and 14 boys) resulted promising system’s accuracy (94.1 %) when classifying dyslexic risk in young children. In the future, this research will include non-dyslexia as well as other learning disability subjects for accuracy clarification towards non-dyslexia classification.

Early Childcare and Child Development

2009 ◽  
Vol 38 (2) ◽  
pp. 211-239 ◽  
Author(s):  
KIRSTINE HANSEN ◽  
DENISE HAWKES
Keyword(s):  
Young Children ◽  
School Readiness ◽  
Test Scores ◽  
Cognitive Skills ◽  
Theoretical Perspective ◽  
Formal Group ◽  
Group Care ◽  
Behavioural Development ◽  
The Past ◽  
The Uk

AbstractNowadays many more young children experience non-maternal childcare than in the past. From a theoretical perspective, the effect this may have on their cognitive and behavioural development is unclear. This paper uses data from the UK for a sample of children in the Millennium Cohort Study, whose mothers were working when they were nine months old, to test how different forms of childcare at an early age play a role in the production of cognitive skills and the behavioural development of young children (measured at age three). The results show that formal group care is positively associated with school readiness test scores. But, unlike previous research, we find no association between formal group care and problem behaviour. Grandparent care, which has received negative attention in the past, is shown to be positively associated with vocabulary test scores, but also positively related to problem behavioural scores.

Connecting concrete objects and abstract symbols promotes children's mathematics learning

2019 ◽  
Author(s):  
Andrea Marquardt Donovan ◽  
Emily Fyfe
Keyword(s):  
Young Children ◽  
Test Scores ◽  
Transfer Test ◽  
Mathematics Learning ◽  
Place Value ◽  
Concrete Manipulatives ◽  
Concrete Objects

Young children often learn mathematics concepts with concrete manipulatives (e.g., blocks, counters); yet, the mere use of manipulatives does not ensure successful learning. The current study compared different ways of using manipulatives (i.e., base-ten blocks) in conjunction with written symbols. Children (N = 138, M age = 6.86) learned about place value in one of four conditions: Concrete Only, Direct Comparison, Two-Step Fading, and Three-Step Fading. Condition differences at posttest favored the fading conditions in which problem formats transitioned from concrete objects to written numerals. More robustly, children who learned the connections between the objects and symbols exhibited higher posttest and transfer test scores relative to children who did not, over and above general learning during the lesson.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Sign in / Sign up

Export Citation Format

Share Document