Sex-specific effect of maternal thyroid hormone trajectories on preschoolers’ behavioral development: a birth cohort study

Context Maternal thyroid hormone trajectories are better predictor of offspring’s neurodevelopment than hormone levels in single trimester of pregnancy. Programming effect of uterine hormonal environment on offspring’s health is usually sex-specific. Objective To examine the sex-specific effect of thyroid hormone trajectories on preschoolers’ behavioral development. Design Based on Ma’ anshan Birth Cohort (MABC) in China, pregnant women were recruited at their first antenatal checkup from May 2013 to September 2014. Setting Ma’ anshan Maternal and Child Health Hospital in China. Patients or Other Participants 1860 mother-child pairs were included in the analysis. Children were followed up at age of 4. Main Outcome Measures Maternal thyroid hormones (TSH, FT4) and TPOAb in the first, second and third trimesters of pregnancy were retrospectively assayed. Preschoolers’ behavioral development was assessed by Achenbach Child Behavior Checklist (CBCL/1.5~5). Results Maternal TSH and FT4 levels were respectively fitted into high, moderate and low trajectories. In boys, maternal high TSH trajectory was related to withdrawn (OR = 2.01, 95% CI: 1.16, 3.50) and externalizing problems (OR = 2.69, 95% CI: 1.22, 5.92), and moderate TSH trajectory was associated with aggressive behavior (OR = 3.76, 95% CI: 1.16, 12.23). Maternal high FT4 trajectory was associated with anxious/depressed (OR = 2.22, 95% CI: 1.08, 4.56) and total problems (OR = 1.74, 95% CI: 1.13, 2.66), and low FT4 trajectory was associated with aggressive behavior (OR = 4.17, 95% CI: 1.22, 14.24). Conclusions Maternal thyroid hormone trajectories impact preschool boys’ behavioral development.

Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China

The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (aged 4–5) with ASD participated in the study. Using a multiple baseline design across three participants, results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.

Gender Based Comparison and Effects of Multi-Year Physical Exercise Program on Motor Skills in Preschool Children

The aim of this study was to determine gender differences in the level of motor skills and effects of a multi-year exercise program on the level of motor skills in 161 preschool children (5-6 yo). Patricipants were deployed into one control and three experimental groups. Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). To determine difference in scores for each BOT-2 tests between control and experimental groups, one-way ANOVA was used for girls and boys separately while two-way ANOVA was employed to determine difference between the gender in the overall BOT-2 score. The results indicates that one-year multilateral exercise program has a positive effect on the level of motor skills in preschool children. Interestingly, additional years of participation in exercise program yielded in maintenance of acquired motor skills level. Also, exercise program affected more girls than preschool boys considering both individual and composite BOT-2 scores. According to the findings of this study, presented exercise program could have potential benefits on multilateral development of the motor skills in preschool children which could facilitate balance of locomotor and manipulative skills. Therefore, integration of multilateral program intended for preschool children could be considered for implementation within the kindergarten curriculum.

Alterations of Regional Homogeneity in Preschool Boys With Autism Spectrum Disorders

ObjectivesThe study was aimed at investigating the alterations of local spontaneous brain activity in preschool boys with autism spectrum disorders (ASD).MethodsBased on regional homogeneity (ReHo), the acquired resting state functional magnetic resonance imaging (fMRI) data sets, which included 86 boys with ASD and 54 typically developing (TD) boys, were used to detect regional brain activity. Pearson correlation analysis was used to study the relationship between abnormal ReHo value and the Childhood Autism Rating Scale (CARS), Autism Behavior Checklist (ABC), developmental quotient, and age.ResultsIn the ASD group, we found increased ReHo in the right calcarine as well as decreased ReHo in the opercular part of the left inferior frontal gyrus, the left middle temporal gyrus, the left angular gyrus, and the right medial orbital frontal cortex (p < 0.05, false discovery rate correction). We did not find a correlation between the results of brain regions and the CARS, ABC, and age.ConclusionsOur study found spontaneous activity changes in multiple brain regions, especially the visual and language-related areas of ASD, that may help to further understand the clinical characteristics of boys with ASD.

Niveles de condición física en relación con el estado nutricional en preescolares chilenos (Physical fitness levels in relation to nutritional status in Chilean preschools)

El presente estudio tiene como objetivo describir, analizar y comparar los niveles de condición física y el estado nutricional en función del sexo en preescolares de la ciudad de Chillán (Chile). El estudio fue de corte transversal con una muestra de 134 niños preescolares en los niveles de Pre-Kinder y Kinder (4 y 5 años respectivamente). Se aplicó la batería de test PREFIT para la evaluación de la condición física en los niños preescolares, específicamente la composición corporal, capacidad músculo-esquelético, capacidad motora y cardiorrespiratoria. Los resultados muestran un índice de masa corporal de 17,70±3,41 kg/m2, la prevalencia de sobrepeso y obesidad fueron de 32,1% y 28,4%, respectivamente. Los niños obtuvieron mejores resultados que las niñas en las pruebas de capacidad músculo-esquelético y cardiorrespiratoria, por el contrario, en la capacidad motora. Las características antropométricas de los preescolares se correlacionaron con los test de condición física. Como conclusión se establece que existen diferencias entre el estado nutricional y la condición física en niños y niñas en etapa preescolar, sin embargo, el estado nutricional no influye de manera significativa en los diferentes test de condición física. Abstract. The aim of this study was to describe, analyze and compare the levels of physical fitness and nutritional status according to sex in preschool children in the city of Chillán (Chile). The study was a cross-sectional study with a sample of 134 preschool children in the Pre-Kindergarten and Kindergarten levels (4 and 5 years old, respectively). The PREFIT test battery was applied to evaluate the physical fitness of preschool children, specifically body composition, muscle-skeletal, motor and cardiorespiratory capacity. The results show a body mass index of 17.70±3.41 kg/m2, the prevalence of overweight and obesity were 32.1% and 28.4%, respectively. The boys obtained better results than the girls in the muscle-skeletal and cardiorespiratory capacity tests, on the contrary, in the motor capacity. The anthropometric characteristics of the preschoolers were correlated with the physical fitness tests. As a conclusion, it is established that there are differences between nutritional status and physical fitnees in preschool boys and girls; however, nutritional status does not have a significant influence on the different physical condition tests.

The Gross Motor Skill Differences Between Preschool Boys and Girl

Every stage in human development has different phase. Not only in every stage but also in gender, motor skill has their own characteristics. Moreover, there is a question of the validity and reliability of some tests used by the researcher. The study was conducted in Purworejo, Jawa Tengah, Indonesia. A total of 82 children enrolled in this study, including 12 children aged between 3-4 years, 36 children aged between 4 and 5 years, and 34 children aged between 5 and 6 years. The test of gross motor development-second (TGMD-2) edition was used to evaluate gross motor skill. Independent T-test was used to analyzed the final result. The findings of this study demonstrated that the boys have higher gross motor skills performance than the girls. The school can use this fact to plan curriculum that not based in gender. School must be a campaign system for gender equality

Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention

Purpose: Motor skill interventions are effective for improving young children’s fundamental motor skills, but less is known regarding if boys and girls equally benefit from these interventions. The purpose of this study was to compare changes in preschool-aged boys’ and girls’ fundamental motor skills across an intervention. Methods: Sixty-eight children (Mage = 4.4 years, SD = 0.44) participated in the study and completed the Test of Gross Motor Development 2nd Edition before and after a 600-minute Children’s Health Activity Motor Program (CHAMP) intervention. All girls’ (n = 27) and a random subsample of boys’ (n = 27) total, locomotor subtest, object control skill subtests, and individual skills were compared before (pre) and after (post) CHAMP. Potential sex differences in treatment effects were examined by sex by treatment interactions from repeated measures ANOVA, and potential sex differences in individual skills before, after, and across (change) were examined using MANOVAs. Results: Boys and girls had similar motor skills before and after the intervention. Boys and girls had higher scores at posttest, and CHAMP was equally effective for boys and girls. Boys outperformed girls on the run and kick (p < .05) at posttest. Conclusion: Findings support that CHAMP improves skills for both preschool boys and girls.

Differences in Preschool Boys’ and Girls’ Overhand Throwing Practice Behaviors During a Mastery Motivational Climate

The purpose of this study was to determine the extent to which preschool boys’ and girls’ gender and skill level relate to their throwing practice behaviors during a mastery motivational climate intervention. Fifty-four preschool children (24 boys, 30 girls) participated in a 7-week FMS intervention. Children’s practice behaviors (number of visits, total time, and total trials) at the overhand throwing station were video recorded during each session. A series of unpaired Welch assessments were run to determine if there were differences in practice behaviors across the intervention based on gender and initial skill level. Results indicated significant differences in practice time and trials based on gender and skill level, but no differences in the number of visits. It appears that throwing gender stereotypes perhaps may be related to practice behaviors for young children. Interventions should consider ways to make throwing more enticing for young girls and less skilled children to encourage practice and enhance learning.

EVALUATION OF EFFECTS OF CORRECTIVE EXERCISES ON PES PLANOVALGUS IN PRESCHOOL CHILDREN

Introduction: The foot forms the natural base of the human body bearing all its weight. Over the course of a person's life, the foot ensures the contact of the body with the terrain and creates the basic support during dynamic activities such as walking or running, especially on uneven terrain. (Véle, 2006) Objectives: The aim of the research was to verify the effects of targeted corrective exercises on healthy foot development in preschool children. Methods: The research was conducted from September 2018 to March 2019. The research sample consisted of 105 probands (59 preschool girls and 46 preschool boys), out of whom 7.62% had the physiological position of the arch on the right foot during baseline measurements. The average age of probands was 5 years. The measured parameters were the foot arch height without and with a load. Measurements were taken before and after rehabilitation intervention. Results: The statistical analysis of the results confirmed the positive effect of rehabilitation treatment in all monitored variables on statistically significant diference in terms of an elevation in the foot arch (p <0.005) and the influence of risk factors contributing to the development of researched foot deformities. The obtained data were processed into tables and graphs and subsequently evaluated. Conclusion: Our study has shown that the most effective is the active exercise strengthening. The affected muscles maintain the foot arch as well as the whole posture.