scholarly journals Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258287
Author(s):  
Dorthe Bleses ◽  
Philip S. Dale ◽  
Laura Justice ◽  
Anders Højen ◽  
Benedicte D. Vind ◽  
...  
Keyword(s):  
Early Childhood ◽  
Controlled Trial ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Second Grade ◽  
Language And Literacy ◽  
Long Term Effects ◽  
Intervention Effects

Predictive relations between language and literacy skills during the preschool years and children’s future reading achievement are well-documented, leading to development and evaluation of preschool interventions targeting early skill development. Although educational researchers have developed and found some positive short- and mid-term effects of language and literacy intervention supplements implemented in early childhood education (ECE) settings, fade-out is a concern. Most studies have targeted children experiencing risk, rather than a more representative sample. Additionally, there are very few studies of long-term intervention effects, and heterogeneity of long-term effects has not been well described. In the present study, we build on initial reports of one of the largest studies of a language and literacy intervention supplement, the SPELL randomized controlled trial implemented as part of the universal ECE system in Denmark. SPELL was delivered to an unselected sample of children at 3–5 years of age (n = 7,076). Results of the base intervention (SPELL) and two enhanced versions featuring extended professional development for teachers (SPELL+PD) or an add-on home-based program for parents (SPELL+HOME) showed short-term effects for literacy outcomes for all children for all SPELL conditions compared to business as usual (BAU). In this follow-up study, we utilized follow-up assessments of 2,700 SPELL 4-5-year-old participants with national reading tests in second grade. The main analyses based on the whole sample showed no significant differences in reading scores in second grade for those in any of the three SPELL conditions relative to the BAU condition. However, moderation analyses demonstrated heterogeneity in intervention effects with children whose mothers had low-mid education showing sustained and mostly large-sized effects. Other risk factors, including income and immigrant background, and condition interacted with at least one outcome variables. These findings suggest that at-risk children in some cases derive long-term benefits from early language and literacy intervention enhancing learning opportunities in ECE settings.

scholarly journals Long-term effects of the Dutch Schoolgruiten Project – promoting fruit and vegetable consumption among primary-school children

2009 ◽  
Vol 12 (8) ◽  
pp. 1213-1223 ◽  
Author(s):  
Nannah I Tak ◽  
Saskia J te Velde ◽  
Johannes Brug
Keyword(s):  
Primary School ◽  
Vegetable Consumption ◽  
Primary School Children ◽  
Secondary Outcome ◽  
Fruit Intake ◽  
Long Term Effects ◽  
Intervention Effects ◽  
Parent Reports

AbstractObjectivesTo evaluate the long-term effects of the Schoolgruiten Project, a Dutch primary school-based intervention providing free fruit and vegetables (F&V). In addition, we assessed whether children’s appreciation of the project mediated these intervention effects.Design and methodsParticipating schoolchildren (mean age 9·9 years at baseline) and their parents completed parallel questionnaires at baseline, at 1-year and at 2-year follow-up, including questions on usual F&V intake of the child, potential behavioural determinants, their appreciation of the project and general demographics. Primary outcomes were usual F&V intakes as assessed by parent and child self-reported food frequency measures. Secondary outcome measures were taste preference, knowledge of daily recommendations, availability and accessibility for fruit intake. Multilevel linear regression analyses were used to assess differences at second follow-up adjusted for baseline values between control and intervention groups.SubjectsReports were available for 346 intervention children (148 parents) and 425 control children (287 parents).ResultsBoth child and parent reports indicated that the intervention group had a significantly higher fruit intake at 2-year follow-up (difference, servings/d: 0·15; 95 % CI 0·004, 0·286 for child reports; 0·19; 95 % CI 0·030, 0·340 for parent reports). No significant effects on vegetable intake were observed. Significant positive intervention effects were also found for knowledge of fruit recommendations among boys. Some evidence was found for partial mediation analyses of the effects on fruit intake.ConclusionThe present study indicates that the Schoolgruiten scheme was effective in increasing children’s fruit intake and that appreciation of the project partially mediated this effect.

Writing letters to characters in bullying-themed stories: An approach to educating about bullying in early childhood

2020 ◽  
Vol 45 (3) ◽  
pp. 266-279
Author(s):  
Su-Jeong Wee ◽  
Youngmi Lee
Keyword(s):  
Early Childhood ◽  
Letter Writing ◽  
Long Term Effects ◽  
Early Childhood Classroom ◽  
Study Approach ◽  
Effects Of Bullying ◽  
Group Reading ◽  
Social Constructivist Theory

In spite of increasing international concern and the long-term effects of bullying on children’s development, bullying in early childhood has been overlooked and underestimated, with both children and adults having difficulties in recognizing and understanding it. This study explores how young children respond to bully-themed stories, what and how they expressed in writing letters to characters from the stories, and how their attitudes towards and understanding of bullying have changed through a series of reading, discussing and writing about bullying. Drawing from social-constructivist theory, this study was conducted in a classroom of 20 5-year-old children in a metropolitan city in Korea using a qualitative study approach. The children were involved in a large group reading about bullying and follow-up letter-writing activities led by their teacher. The findings show that the approach used in this study helped children clearly understand and recognize bullying. Specifically, the letter-writing activities after reading and discussing bully-themed stories enhanced their understanding of bullying and helped them empathize with the characters. The children also showed various ways of solving problems/issues and practised getting along with other children. Approaches to more meaningful and effective planning and implementing activities for bullying education in the early childhood classroom are discussed.

scholarly journals Effect of iron supplementation during pregnancy on the behaviour of children at early school age: long-term follow-up of a randomised controlled trial

2008 ◽  
Vol 99 (5) ◽  
pp. 1133-1139 ◽  
Author(s):  
Annie G. Parsons ◽  
Shao J. Zhou ◽  
Nicola J. Spurrier ◽  
Maria Makrides
Keyword(s):  
Placebo Group ◽  
Controlled Trial ◽  
Child Behaviour ◽  
School Age ◽  
Long Term Effects ◽  
Early School ◽  
Early School Age ◽  
In Pregnancy

Although routine Fe supplementation in pregnancy is a common practice, its clinical benefits or risks are uncertain. Children born to mothers in the Fe group in a trial of Fe supplementation in pregnancy have been found to have a significantly higher risk of abnormal behaviour at 4 years of age than those born to mothers in the placebo group. The objective of the present study therefore was to determine whether Fe supplementation in pregnancy influences child behaviour at early school age. The study was a follow-up of children at 6–8 years of age after women (n 430) were randomly allocated to receive a daily Fe supplement (20 mg) or placebo from 20 weeks gestation until delivery. The supplement reduced the incidence of Fe-deficiency anaemia at delivery from 9 % to 1 %. Child behaviour and temperament were assessed using the Strengths and Difficulties Questionnaire and the Short Temperament Scale for Children. Of the children, 264 (61 %) participated in the follow-up. Mean behaviour and temperament scores and the proportion of parent-rated and teacher-rated abnormal total difficulties scores did not differ between the Fe and placebo groups. However, the incidence of children with an abnormal teacher-rated peer problems subscale score was higher in the Fe group (eleven of 112 subjects; 8 %) than in the placebo group (three of 113 subjects; 2 %); the relative risk was 3·70 (95 % CI 1·06, 12·91; P = 0·026). We conclude that prenatal Fe supplementation had no consistent effect on child behaviour at early school age in this study population. Further investigation regarding the long-term effects of this common practice is warranted.

scholarly journals Effects of Maternal Fish Oil and/or 5-Methyl-Tetrahydrofolate Supplementation during Pregnancy on Offspring Brain Resting-State at 10 Years Old: A Follow-Up Study from the NUHEAL Randomized Controlled Trial

Nutrients ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 2701
Author(s):  
Hatim Azaryah ◽  
Juan Verdejo-Román ◽  
Cristina Martin-Pérez ◽  
José Antonio García-Santos ◽  
Cristina Martínez-Zaldívar ◽  
...  
Keyword(s):  
Fish Oil ◽  
Cognitive Processing ◽  
Resting State ◽  
Controlled Trial ◽  
Angular Gyrus ◽  
Long Term Effects ◽  
Maternal Supplementation ◽  
Methyl Tetrahydrofolate

Recent studies have shown that maternal supplementation with folate and long-chain polyunsaturated fatty acids (LC-PUFAs) during pregnancy may affect children’s brain development. We aimed at examining the potential long-term effect of maternal supplementation with fish oil (FO) and/or 5-methyl-tetrahydrofolate (5-MTHF) on the brain functionality of offspring at the age of 9.5–10 years. The current study was conducted as a follow-up of the Spanish participants belonging to the Nutraceuticals for a Healthier Life (NUHEAL) project; 57 children were divided into groups according to mother’s supplementation and assessed through functional magnetic resonance imaging (fMRI) scanning and neurodevelopment testing. Independent component analysis and double regression methods were implemented to investigate plausible associations. Children born to mothers supplemented with FO (FO and FO + 5-MTHF groups, n = 33) showed weaker functional connectivity in the default mode (DM) (angular gyrus), the sensorimotor (SM) (motor and somatosensory cortices) and the fronto-parietal (FP) (angular gyrus) networks compared to the No-FO group (placebo and 5-MTHF groups, n = 24) (PFWE < 0.05). Furthermore, no differences were found regarding the neuropsychological tests, except for a trend of better results in an object recall (memory) test. Considering the No-FO group, the aforementioned networks were associated negatively with attention and speed-processing functions. Mother’s FO supplementation during pregnancy seems to be able to shape resting-state network functioning in their children at school age and appears to produce long-term effects on children´s cognitive processing.

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