scholarly journals Salivary oxytocin after play with parents predicts behavioral problems in preschool children

2021 ◽  
Author(s):  
Nuno Torres ◽  
Daniel Martins ◽  
Ligia Monteiro ◽  
António J. Santos ◽  
Brian E. Vaughn ◽  
...  
Keyword(s):  
Preschool Children ◽  
Behavioral Problems ◽  
Preschool Age ◽  
Behavioural Problems ◽  
Daily Routine ◽  
Depression And Anxiety ◽  
Potential Biomarker ◽  
Before And After ◽  
Teacher Report Form

Abstract Background: Oxytocin (OXT) has attracted research interest for its potential involvement in many of the behavioural problems observed in childhood. Due to its logistical advantages, saliva is an attractive fluid to quantify neuropeptides in children. Salivary OXT has been suggested as a potential biomarker for psychopathology during childhood. However, several questions still remain about the extent to which, and under what conditions, concentrations of OXT in saliva can be reliably measured and are related to behavioural problems in preschool age children.Methods: Seven samples of saliva from 30 preschool children (17 girls) were collected in five different days at their homes. Three of the samples were collected by the children's parents at baseline daily routine conditions, and four of the samples were collected by researchers during two home-visits: before and after two 15-minute dyadic play sessions (one with mothers and one fathers) between each individual parent and the child. Oxytocin concentrations were quantified by Radioimmunoassay with prior extraction. Children's behavioural problems were assessed by the Caregiver-Teacher Report Form (C-TRF) questionnaire, completed by the child's’ preschool teacher.Results: Salivary OXT measured in baseline samples collected by the parents could not predict any of the behavioural problems measured by the C-TRF. However, when collected by the researchers, salivary OXT before playing with parents correlated negatively with the C-TRF depression and anxiety subscales. Additionally there was a richer and stronger pattern of negative correlations between the salivary OXT measured after playing with parents and the depression, opposition, externalization and total problem scales of the C-TRF. Furthermore, salivary OXT was unlikely to be reliably measured using single sampling, but acceptable reliabilities were achieved when averaging several samples. Finally, the salivary OXT evoked after an episode of play with parents showed better reliabilities than collected at baseline.Conclusion: measurements of OXT evoked after positive affect interactions with parents seem to capture aspects of the OXT system in young children that are relevant for understanding the role of this system in children’s social behaviour.

scholarly journals MiR-4668 as a Novel Potential Biomarker for Eosinophilic Esophagitis

2020 ◽  
Vol 11 ◽  
pp. 215265672095337
Author(s):  
Neeti Bhardwaj ◽  
Maria Sena ◽  
Gisoo Ghaffari ◽  
Faoud Ishmael
Keyword(s):  
Eosinophilic Esophagitis ◽  
Mirna Expression ◽  
Saliva Sample ◽  
Allergic Diseases ◽  
Response To Therapy ◽  
Response To Treatment ◽  
Potential Biomarker ◽  
Before And After ◽  
Interesting Candidate

Introduction Eosinophilic esophagitis (EoE) is a clinico-pathological diagnosis characterized by esophageal dysfunction and eosinophilic infiltration of the esophagus. Demonstration of esophageal eosinophilia (more than 15 eosinophils/hpf) in biopsy specimen obtained by esophagogastroduodenoscopy (EGD) continues to be the gold standard for diagnosis and monitoring of response to therapy. There is a growing necessity for non-invasive biomarkers that can accurately diagnose this condition and assess response to therapy. While microRNAs (miRNA) are being investigated in allergic diseases, including EoE, not many studies have explored the role of salivary miRNAs in EoE. MiR-4668-5p is a particularly interesting candidate, as it is predicted to regulate TGF-beta signaling and has not previously been identified as a target in any allergy disease. We sought to further investigate the role of miR-4668 as a biomarker to characterize and monitor response to treatment with swallowed topical glucocorticoids. Methods After IRB approval, twenty-two adult patients with EoE were randomly enrolled to provide a saliva sample before and after 2 months of swallowed fluticasone therapy. Differences of miRNA expression before and after treatment were analyzed by paired T-test. A significance cutoff of <0.05 was used for all analyses. Results Expression of miR-4668 was higher in EoE vs. non-EoE subjects. The level of miR-4668 decreased in all subjects except one, with a mean fold change 0.49 ± 0.25. There was an association between miRNA expression and number of positive aeroallergens. The miR-4668 high group had a higher number of positive aeroallergen tests, while the miR-4668 low group had a greater number of subjects with drug allergies. Conclusions In this study, we identified that salivary miRNAs may serve as biomarkers to characterize EoE and response to topical corticosteroids. We specifically identified miR-4668 as a novel potential biomarker, which was not previously discovered as a target in EoE or any other allergic disease.

scholarly journals Elevations in EEG Power Spectra During a Go/No-go Task Following Acute Psychosocial Stress in Preschool Children

2020 ◽  
Author(s):  
Ryan Jeffrey Giuliano ◽  
Chantal P Delaquis ◽  
Leslie E Roos
Keyword(s):  
Preschool Children ◽  
Psychosocial Stress ◽  
Acute Stress ◽  
Brain Activity ◽  
Power Spectra ◽  
Control Group ◽  
Before And After ◽  
Eeg Power ◽  
Acute Psychosocial Stress

Despite substantial research emphasizing the role of chronic stress on children’s brain function, remarkably little is known about the more immediate effects of acute stress on brain activity. Here, we analyzed changes in power spectra of the electroencephalogram (EEG) during a Go/No-go task collected both before and after a laboratory psychosocial stressor validated for preschool children. Significant increases in EEG power were observed broadly across bandwidths and electrode sites from pre- to post- manipulation measurements. Follow-up comparisons illustrate that pre- to post- increases in EEG power were more pronounced for the Stressor group than the Control group, particularly for the delta (1-3 Hz), high alpha (9-12 Hz) and beta (12-20 Hz) bandwidths. While exploratory, these results are amongst the first pieces of evidence documenting the effects of acute psychosocial stress on brain activity in young children.

scholarly journals ROLE OF ECE IN THE PROCESS OF PHYSICAL DEVELOPMENT OF CHILDREN OF PRESCHOOL AGE

2021 ◽  
Vol 7 (1(41)) ◽  
pp. 27-29
Author(s):  
Anzhelika Yurievna Afanasyeva
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
General System ◽  
Physical Development ◽  
The Body ◽  
Preschool Age ◽  
Educational Work ◽  
Harmonious Development ◽  
Physiological Functions

In the general system of educational work, the physical development of preschool children occupies a special place. It is in preschool age, as a result of purposeful pedagogical influence, that the child’s health is strengthened, the physiological functions of the body are trained, movements, motor skills and physical qualities necessary for the comprehensive harmonious development of the personality develop intensively.

Drawing Up Stories Based On Drawings As A Means Of Developing Coherent Speech In Children Aged 5-7 Years

2020 ◽  
Vol 02 (10) ◽  
pp. 269-273
Author(s):  
Gulnoza `Najmiddinova ◽  
Keyword(s):  
Preschool Children ◽  
School District ◽  
Preschool Age ◽  
High Quality ◽  
High Quality Result ◽  
The Right

This article discusses the role of organizing and conducting excursions and observations for the development of speech of preschool children in the conditions of modernization. About the ability of the teacher to plan and organize excursions and observations correctly for the development of coherent speech of children of senior preschool age and enrichment of their vocabulary. The use of various types and forms of excursions in training, allowing you to diversify its process. The more they are used by the teacher, the higher the interest of children. Only the right approach to the process of organizing and conducting excursions in the pre-school district will provide a high-quality result.

scholarly journals Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study

2021 ◽  
pp. 1-9
Author(s):  
Laura M. Hunnikin ◽  
Amy E. Wells ◽  
Daniel P. Ash ◽  
Stephanie H. M. van Goozen
Keyword(s):  
Emotion Recognition ◽  
Disruptive Behavior ◽  
Behavioral Problems ◽  
Intervention Program ◽  
Negative Emotion ◽  
Eye Gaze ◽  
Recognition Task ◽  
Supporting Evidence ◽  
Before And After

Abstract An impairment in recognizing distress is implicated in the development and severity of antisocial behavior. It has been hypothesized that a lack of attention to the eyes plays a role, but supporting evidence is limited. We developed a computerized training to improve emotion recognition in children and examined the role of eye gaze before and after training. Children referred into an intervention program to prevent antisocial outcomes completed an emotion recognition task with concurrent eye tracking. Those with emotion recognition impairments (n = 54, mean age: 8.72 years, 78% male) completed the training, while others (n = 38, mean age: 8.95 years, 84% male) continued with their usual interventions. Emotion recognition and eye gaze were reassessed in all children 8 weeks later. Impaired negative emotion recognition was significantly related to severity of behavioral problems at pretest. Children who completed the training significantly improved in emotion recognition; eye gaze did not contribute to impairment or improvement in emotion recognition. This study confirms the role of emotion recognition in severity of disruptive behavior and shows that a targeted intervention can quickly improve emotion impairments. The training works by improving children's ability to appraise emotional stimuli rather than by influencing their visual attention.

scholarly journals Ethno-cultural development of children of preschool age in the process of connection to decorative-applied art

2019 ◽  
pp. 268-281
Author(s):  
Chernobrovkin Vladimir Alexandrovich ◽  
Bianca Carvalho Ferola
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Cultural Development ◽  
Preschool Age ◽  
Educational Institutions ◽  
Arts And Crafts ◽  
Cultural Education ◽  
Applied Art ◽  
Additional Education

The article updates and substantiates the role of ethno-cultural education of Russian children of senior preschool age in the process of acquaintance with arts and crafts. The theoretical and methodological foundations of the ethno-cultural education of children of the senior preschool age are studied in the process of acquaintance with arts and crafts, the ethno-cultural education of preschool children as a social and psychological and pedagogical phenomenon is described, the state of program and methodical support for the realization of ethno-cultural education of preschool children in modern conditions of development of preschool education is analysed, the role of arts and crafts in ethno-cultural education of children of senior preschool age in Russia is defined.The article suggests a set of measures, including a special program "We are wizards", aimed at the ethno-cultural education of senior preschoolers, which can be recommended to the mass practice of teachers of pre-school general educational institutions and teachers of additional education for children. KEYWORDS: Ethno-culture. Ethno-cultural education. Folk culture. Arts and crafts. Ethno-cultural skill.

Frontal EEG asymmetry in response to emotional vignettes in preschool age children

2001 ◽  
Vol 25 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Jeffrey Pickens ◽  
Tiffany Field ◽  
Thomas Nawrocki
Keyword(s):  
Preschool Children ◽  
Negative Emotion ◽  
Emotional Responses ◽  
Preschool Age ◽  
Cortical Activation ◽  
Eeg Asymmetry ◽  
Frontal Eeg Asymmetry ◽  
Before And After ◽  
Eeg Recordings ◽  
Emotional Approach

EEG recordings were conducted with preschool children during presentations of videotaped vignettes depicting a fictional young child experiencing happy, sad, angry, and fearful events. Significant EEG asymmetry in the frontal region (left frontal activation) occurred during all types of emotional vignettes, but not during baseline periods (a neutral star-field image presented before and after each vignette). This pattern of left frontal cortical activation during each emotional vignette may represent a generally positive and low intensity emotional “approach” response even in the case of the negative emotion vignettes. These children displayed mostly neutral facial expressions during the vignettes, with some evidence of lip movements during the negative episodes (suggesting that the stories were eliciting some mild emotional responses or empathy). There was no evidence of more intense emotional responses that have been associated with right frontal cortical activation. These EEG patterns may reflect cortical mechanisms underlying mild emotional responses and affective displays in preschool children, as well as their developing ability to regulate their affective systems.

scholarly journals A MODEL FOR DEVELOPING THE CREATIVE ABILITIES OF PRESCHOOL CHILDREN BASED ON A PERSON-CENTERED APPROACH

2021 ◽  
Vol 01 (01) ◽  
pp. 10-14
Author(s):  
Mohira Juraqulovna Turdiyeva ◽  
◽  
Mukhayyo Isroil Qizi Islomova ◽  
Keyword(s):  
Preschool Children ◽  
Preschool Age ◽  
Technology In Education ◽  
Individual Opinion ◽  
Creative Abilities ◽  
Person Centered Approach

In this article, the development of creative abilities of children of preschool age person-oriented individual opinion about the role of technology in education. Here are some important principles for developing a person-centered approach.

scholarly journals Representations of kindergarten teachers of the conditions of creating an effective preschoolers’ joint action in the performance of productive tasks

2015 ◽  
Vol 7 (1) ◽  
pp. 89-96
Author(s):  
A.F. Schmidt
Keyword(s):  
Preschool Children ◽  
Joint Action ◽  
Effective Means ◽  
Preschool Education ◽  
Preschool Age ◽  
Self Organization ◽  
Joint Activity ◽  
Joint Activities ◽  
Joint Group

Inclusion of preschool children to work together allows to teach the child an effective means of addressing the productive tasks of varying complexity in cooperation with other children. The article presents the results of a study of representations of teachers of preschool education on creating conditions conducive to the formation of preschool children the skills of joint activities with peers. The paper highlights the aspects of pedagogical communication of caregivers, the formation and structure of the professional skills required for the development of effective joint activity of preschool children. Based on the study, conducted by focus groups and survey of teachers, we revealed teachers' representation of the means of self-organization of the joint group productive tasks solving in children and the role of educators in the development of joint activities for children of preschool age. We pay great attention to personal and professional qualities of the teacher in introducing preschoolers to work cooperatively with others.

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