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Purpose: This study aims to investigate the impact of structured recreational games on the psychomotor skill development of children at Institution No. 329 in Huancavelica. Given the importance of early childhood development, this research seeks to identify effective strategies to enhance psychomotor abilities through play. Methods: A quasi-experimental design was employed, involving a sample of 60 children aged 5, divided into an experimental group and a control group. The experimental group participated in a series of structured recreational games designed to improve coordination, balance, and fine motor skills over eight weeks. Pre- and post-intervention assessments were conducted using standardized psychomotor skill evaluation tools. Data were analyzed using descriptive and inferential statistics to determine the significance of the findings. Results: The findings indicated a significant improvement in the psychomotor skills of the experimental group compared to the control group, with statistical analysis revealing a mean increase of 25% in overall psychomotor performance scores. Notable enhancements were observed in coordination, which improved by 30%, and balance, which increased by 28%, demonstrating the effectiveness of the structured recreational games in refining hand-eye coordination and stability. Additionally, fine motor skills exhibited an average increase of 22% in tasks requiring dexterity, such as grasping and manipulation. Qualitative observations revealed increased engagement and enthusiasm among children in the experimental group, with many displaying greater confidence in their physical abilities. Educators noted improved social interactions and teamwork as children collaborated during activities. Overall, these results demonstrate that structured recreational games effectively foster the development of critical psychomotor skills in early childhood, supporting the notion that play-based learning is a vital component of early educational strategies. Conclusion: The significant improvements observed suggest that incorporating these games into early childhood education can lead to enhanced motor skills, which are essential for children's overall development. Educators and policymakers are encouraged to implement structured recreational activities in early childhood curricula to facilitate holistic development and prepare children for future learning experiences. Further research is recommended to explore long-term effects and variations in implementation across different educational contexts. [ABSTRACT FROM AUTHOR]

Objective: Most research establishing the association between spanking and child development has used cross-sectional data and correlational methods in high-income countries, raising questions about the internal (i.e., causality) and external (e.g., generalizability) validity of this work. The main objective of this study is to use more internally valid methods to assess the links between spanking and developmental outcomes in four low- and- middle-income countries. Method: This study employs data from four longitudinal studies conducted in Bhutan, Cambodia, Ethiopia, and Rwanda, comprising 3,048 young children (Mage = 53.11 months, SD = 9.16 in the first round of data collection), which used comparable information on parent reports of spanking and direct assessments of children's development measured by the International Development and Early Learning Assessment. Results: Findings from random- and fixed-effects models that use both between- and within-child variation show that spanking relates to an array of negative cognitive, social–emotional, and motor outcomes. Yet, the results also demonstrate heterogeneity in estimates between sites, which warrants further investigation. Conclusions: These results, along with prior evidence, indicate that spanking might harm the early developmental skills that serve as children's foundation for lifelong well-being. Therefore, considering issues of human rights, existing evidence, and following a precautionary principle, policymakers, and practitioners should invest in strategies aimed at preventing and reducing spanking and other forms of violence against children across the world. [ABSTRACT FROM AUTHOR]

Early Childhood Development (ECD) has become a priority area of social work, in both developed and developing countries. In this article, the term ECD supervisors refers to the social workers working with ECD centres in the capacity of supervisor. These social workers can provide valuable insight into the unique management tasks and associated professional development areas uniquely required when working in the ECD sector. The goal of this conceptual article is to identify these professional development areas of management tasks required from social workers who supervise ECD centres. Ultimately, these management tasks are synthesised into three categories, namely tasks which require technical, relational and administrative skills respectively. This is an attempt to preserve the institutional memory of South African social workers, given the current shift of ECD governance functions from the Department of Social Development to the Department of Basic Education. [ABSTRACT FROM AUTHOR]

In the current digitization era, it is essential to develop interactive learning media that engage children. Also, a learning approach that includes both real and digital media can be made more exciting and less tedious. This can be achieved through fun learning while still valuing traditional and interactive approaches. Therefore, this study aims to develop media solutions for early childhood and kindergarten teachers to facilitate teaching and learning. The created media include Android applications that use Augmented Reality (AR) technology to make the experience more fun and book media based on the kindergarten curriculum. Parents and caregivers can use these media to teach their children about the living room, toilet, and other places. When the Android application scans a picture, it will show animated 3D objects through Augmented Reality. Also, the application has a free picture coloring option, and it needs to be supervised by parents or teachers through a process called digital parenting. The development and verification results showed this media is suitable for implementation in schools and kindergartens. [ABSTRACT FROM AUTHOR]

Teil 2 des Artikels greift den Aspekt der Sensibilisierung im Rahmen der Entwicklung einer lagerungsbedingten Plagiozephalie (LP) erneut auf und leitet zur Diskussion um die osteopathische Relevanz des Themas. Das vorgestellte Modell zeigt, dass eine periphere und zentrale Sensibilisierung die Ursache für eine gestörte Muskelfunktion und verstärkte Haltungsreflexe sein kann. Eine osteopathische Behandlung von Hals und Schädelbasis kann diese Sensibilisierung verringern und dadurch das Auftreten einer lagerungsbedingten Plagiozephalie verhindern. Part 2 of the article revisits the aspect of sensitization in the development of positional plagiocephaly (LP) and leads to the discussion of the osteopathic relevance of the topic. The model presented shows that peripheral and central sensitization can be the cause of impaired muscle function and increased postural reflexes. Osteopathic treatment of the neck and skull base can reduce this sensitization and thereby prevent the occurrence of positional plagiocephaly. [ABSTRACT FROM AUTHOR]

The study establishes the parents' perceptions of the Early Childhood Development Programme. The study was motivated by mixed reactions by various stakeholders on the ECD programme. A qualitative approach was adopted in the study because it enabled to get an in-depth information from the parents in their natural setting. A case study design was adopted drawing on one school which was purposively sampled to obtain rich data. Semi-structured interviews were used to generate data. The study comprised ten parents who were purposively sampled. Data were analysed using thematic content analysis. The findings reveal that parents have varied perceptions about the ECD programme. The parents' perceptions fell in three categories which are reasonably positive, negative and undecided. Findings further reveal challenges such as misconceptions on play pedagogies and difficulty in paying levies on the part of parents. Strategies such as engaging parents in the ECD projects such as the nutrition garden and involvement in meetings were identified. The study recommended the scheduling of meetings after working hours or having two similar meetings to cater for working parents who cannot attend during working hours. [ABSTRACT FROM AUTHOR]

Die lagerungsbedingte Plagiozephalie (LP) ist ein häufiges klinisches Erscheinungsbild. Es besteht kein Konsens über die Ätiologie, und es gibt keinen anerkannten dominanten Risikofaktor. Über die pathogenetischen Faktoren hingegen besteht weitgehend Konsens. In der Regel liegt bei der Geburt keine Schädeldeformität vor, die meisten Probleme scheinen im Alter von 2 Monaten aufzutreten. Dies deutet darauf hin, dass postnatale Faktoren das Auftreten einer LP beeinflussen. Eine lange Rückenlage in Kombination mit einer Bewegungseinschränkung im oberen Halsbereich gilt als wichtiger Faktor. Die Bewegungseinschränkung kann muskuläre und neurologische Ursachen haben. Ziel des vorliegenden Artikels ist es, ein Ätiologiemodell zu den neurologischen Aspekten vorzustellen, die eine Plagiozephalie verursachen können. Zudem soll im 2. Teil des Artikels im folgenden Heft gezeigt werden, wie eine osteopathische Behandlung die Plagiozephalie beeinflussen kann. Die intrauterine Lage, ein traumatischer Geburtsprozess oder anhaltender Druck auf bestimmte Bereiche des Schädels können eine Sensibilisierung des oberen Halses und des Hirnstamms verursachen. Diese Sensibilisierung erhöht die Empfindlichkeit der Berührung, Druck und Schmerz vermittelnden Nervenfasern sowie den Muskeltonus. Sie beeinträchtigt die Muskelfunktion und verstärkt die Haltungs- und frühkindlichen Überlebensreflexe. Die Haltungsreflexe spielen in Kombination mit der beeinträchtigten Muskelfunktion und der ausgedehnten Rückenlage des Säuglings eine entscheidende Rolle bei der Entwicklung der lagerungsbedingten Plagiozephalie (LP). Diese neurologischen Überlegungen sollten Osteopath*innen in die Analyse und Behandlung einer Plagiozephalie einbeziehen. Deformational Plagiocephaly (DP) is a common clinical presentation. There is no consensus as to the aetiology of DP, and there is no risk factor that is uniformly considered as dominant. The consensus about the pathogenetic factors that are important in the onset of DP is more robust. Most cases are presented with no skull deformity at birth and most problems seem to appear at the age of two months. This implies that postnatal factors have an influence on the onset of DP. Prolonged back-laying position in combination with a restriction in motion of the upper neck area are generally considered as important factors in the onset of DP. The restriction in motion can be caused by muscular and neurological reasons. The purpose of this article is to present an aetiology model as to the neurological aspects that may be causing plagiocephaly and how osteopathy may potentially influence the amelioration of plagiocephaly. Sensitization of the upper neck and brainstem may be caused by intrauterine positioning, traumatic birth processes or prolonged pressure on specific areas of the skull. This sensitization will increase sensitivity of touch-, pressure- and pain-fibers, muscle tone, impair muscle function and enhance postural and birth survival reflexes. The postural reflexes, in combination with impaired muscle function and the prolonged supine positioning of the infant, play a crucial role in the progress of some types of deformational plagiocephaly. These neurological considerations should be analyzed and treated by osteopaths and allied professions when faced with DP – an aspect which ist focused on in part 2 of the article in the next issue. [ABSTRACT FROM AUTHOR]

Objectives: To explore and describe caregivers' handwashing knowledge and practices in the context of underprivileged urban communities. Design: A qualitative descriptive and exploratory study was conducted during August and September 2017, through five focus-group discussions, with caregivers of children younger than five years attending ECD centres. Setting: Early childhood development (ECD) centres in various underprivileged communities in Ibhayi and Motherwell, Nelson Mandela Bay. Subjects: Thirty-five adults, aged between 24 and 60 years, functioning as primary or secondary caregivers to 105 children, participated. Results: Three themes emerged, of which the first entailed the knowledge of handwashing and compliance with water, sanitation and hygiene (WASH) recommendations. Practical challenges that may prevent compliance with recommendations were highlighted. Handwashing as a social norm emerged as the second theme, and reflection on strategies at primary health care level to increase awareness regarding handwashing in communities was the third theme. Conclusion and recommendations: Current handwashing counselling at primary health care sites may not be perceived as relevant in underprivileged communities. However, with adequate support ECD practitioners have influence to change the handwashing behaviour and knowledge of pre-school children and families. Furthermore, communication and dissemination of handwashing messages should be clear, practical and relevant to address inappropriateness of current poster images and should include suggestions on what to do when experiencing infrastructure challenges and in times of water restrictions. Health-promotion strategies should focus on optimising handwashing practices while caring for pre-school children. [ABSTRACT FROM AUTHOR]

Background: The occupation of education prepares children for adulthood. Each child has the right to education, which has the power to end intergenerational cycles of poverty and inequality. However, poor access to and quality of education at early childhood development (ECD) centres continue to prevail in marginalised communities in South Africa. Aim: This study aimed to identify the challenges experienced by ECD practitioners and coordinators regarding the quality of their ECD programme. Methods: A qualitative, descriptive enquiry was conducted with six purposively sampled participants from an ECD organisation in South Africa. Semi-structured interviews were conducted with practitioners from under-resourced ECD centres from Bloemfontein, rural towns, and the organisation's ECD coordinator Audio recordings of the interviews were transcribed verbatim. Deductive content analysis was used to analyse the data. Results: Four themes were identified from interview data: (i) teaching and learning; (ii) management and leadership; (iii) ECD environment; and (iv) ECD legislation and policies. Practitioners indicated that they wanted to improve their qualifications and have access to a contextually relevant programme with appropriate resources. Conclusion: If the expressed challenges were addressed on an inter-professional collaborative platform, the quality of this ECD service could be improved. [ABSTRACT FROM AUTHOR]

Copyright of Eastern Mediterranean Health Journal is the property of World Health Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To report vigilance attention outcomes from a cluster randomized controlled trial of early childhood development caregiver training for perinatally HIV-exposed/uninfected preschool-age children in rural Uganda. The Early Childhood Vigilance Test (ECVT) provides a webcam recording of proportion of time a child views an animation periodically moving across a computer screen.Study Design: Sixty mothers/caregivers received biweekly year-long training sessions of the Mediational Intervention for Sensitizing Caregivers (MISC), and 59 mothers received biweekly training about nutrition, hygiene, and health care. Children were tested for attention at baseline, 6 months, and 12 months with the ECVT, in terms of proportion of time spent viewing a 6-minute animation of animals greeting the child and moving across the computer monitor screen. Time viewing the animation were scored by trained observers using ProCoder program for webcam scoring of proportion of time the child faced the animation. Mixed-effects modeling was used to compare ECVT outcomes for the 2 intervention groups.Results: Unadjusted and adjusted (for age, sex, height, and ECVT at baseline) group differences on ECVT significantly favored the MISC arm at 6 months (P = .03; 95% CI (0.01, 0.11), effect size = 0.46) but not at 12 months. Both groups made significant gains in sustained attention across the year-long intervention (P = .021) with no significant interaction effects between time and treatment arms or sex.Conclusions: Caregiver early childhood development training enhanced attention in at-risk Ugandan children, which can be foundational to improved working memory and learning, and perhaps related to previous language benefits reported for this cohort.Trial Registration: Clinicaltrials.gov: NCT00889395. [ABSTRACT FROM AUTHOR]

Background: Community-based preschool meals can provide an effective platform for implementing integrated agriculture and nutrition programs. However, there is little evidence on the costs and cost-efficiency of implementing these types of multisectoral interventions.Objectives: Assess the economic costs and cost-efficiency of implementing an effective integrated nutrition-sensitive intervention through a preschool platform in Malawi, including community-level contributions.Methods: The Strengthening Economic Evaluation for Multisectoral Strategies for Nutrition (SEEMS-Nutrition) framework and methods were applied to assess financial and economic costs of the intervention. A mixed-methods approach was used to measure and allocate costs for program activities and inputs using financial expenditure data combined with micro-costing. All costs were allocated to input and expenditure categories using the SEEMS-Nutrition framework. To facilitate comparisons with existing school meals programs, activities were also mapped against a standardized school feeding supply chain framework.Results: The total annualized cost of the program was US$197 377, inclusive of both financial and economic costs. The annual economic cost of the program ranged from US$160 per preschool child to US$41 per beneficiary. The principal drivers of cost by program activity were training (46%), school meals provision (19%), monitoring and evaluation (12%), and establishing and running community groups (6.5%). Notably, community contributions accounted for 25% and were driven by food donations and volunteer labor.Conclusions: Cost per beneficiary estimates of implementing an integrated agriculture-nutrition intervention through an early childhood development platform compare favorably with similar interventions. Further research is needed that applies a standardized economic evaluation framework to such multisectoral interventions. [ABSTRACT FROM AUTHOR]

Introduction: Poor quality teacher training is one reason why children do not achieve school readiness. The Occupational Therapy Practice Framework (OTPF) includes teacher and day care provider training in teaching basic concepts to pre-schoolers, as an essential occupational therapy role. eLearning and mLearning are affordable, accessible, and usable formats for this training. This scoping review will provide a framework for improving the usability of eLearning and mLearning for teachers and day care providers of pre-schoolers. Methods and Analysis:This scoping review follows Arksey and O'Malley's (2005) framework and the PRISMA-ScR reporting guidelines using ERIC, CIHNAL, Africa Wide Information and Academic Search Premier databases, and a blind review process by two researchers. COVIDENCE software will be used to manage the review. Framework analysis using the nine usability criteria and WeftQDA will identify recommendations for eLearning and mLearning design. Ethics and dissemination: This protocol is published to improve transparency and avoid duplication of work, as recommended in the PRISMA-ScR guidelines. The findings of this scoping review will be published in a peer-reviewed journal in 2020 and presented at conferences. The results will also inform the design of an mLearning application for teachers and day care providers within the African context. [ABSTRACT FROM AUTHOR]

Copyright of Eastern Mediterranean Health Journal is the property of World Health Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: In South Africa, early childhood development (ECD) in rural areas is challenged by the lack of a centre-based programme and because the ECD practitioners are inadequately trained. The Crosstrainer Programme (CTP) may be a centre-based early childhood development programme that could address this challenge. Consequently, the aim of this study is not to prove, but to determine the level of efficacy of the CTP on the development of three to four year old children in the rural Mahikeng areas. Method: An experimental trial was conducted. The ECDC (Early Childhood Development Criteria) were used to test the children (49 from 17 ECD centres). Results: Both Section A: Cognitive SRRA (School Readiness Risk Areas) and Section B: Fine Motor Coordination were improved by the CTP. However, Section C: Gross Motor Coordination showed no improvement by the CTP. Conclusions: The CTP proved valuable in the improvement of the Cognitive SRRA and even more so on the fine motor development of the population group. It is recommended that activities directed at gross motor development should be increased and amplified in the programme. Further studies on the CTP regarding the development of the children and the occupational enablement of the ECD practitioners are recommended. [ABSTRACT FROM AUTHOR]

The White Paper on the Rights of Persons with Disabilities encapsulates the vision not only for persons with disabilities in South Africa, but for every member of a diverse society. This paper discusses the vision of inclusion and mainstreaming contained in the White Paper and critiques the specific provisions for early childhood development, exploring their implications for training and practice of occupational therapists. Recommendations are made as to how these can be strengthened in achieving the vision of an inclusive society in which young children with disabilities are able to realise their potential. [ABSTRACT FROM AUTHOR]

Promoting school readiness is a vital strategy to close the learning gaps and reach children's full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3–6 years in improving six developmental outcome domains. Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. • Early interventions may improve socio-communicational skills for pre-schoolers. • Early interventions may improve language skills for pre-schoolers. • The inconclusive evidence is largely due to heterogeneity and publication bias. • Social and language interventions might improve respective domains in follow-up. • Cross-sectoral partnerships and more research in low-resource settings are needed. [ABSTRACT FROM AUTHOR]

This analysis investigates the impact of parental absence on early childhood development in Thailand, using the Denver II screening tool, based on a study conducted in 2013–2014. Children aged 36 months and younger were included (n = 923). Results reveal that the crucial factor for delayed development in early childhood is the mother’s presence in the household. Children who were cared for by others were not at higher risk of delayed development as long as their mother was present, while the father’s absence did not make a difference. This study raises concern for the large number of children living separately from their mothers, and also raises questions about the long-term effects of parental migration for this generation of Thai children. [ABSTRACT FROM AUTHOR]

Copyright of Acta Medica Croatica is the property of Croatian Academy of Medical Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study provides evidence about how cognitive and non-cognitive skills are acquired during childhood in four developing countries (Ethiopia, India, Peru and Vietnam), highlighting the role of early nutrition as a determinant in this process. An increase of one standard deviation in height-for-age at the age of 1 is found to have a total effect on cognitive skills at age 8 by 5.4 percent in Ethiopia, 9.0 percent in India, 7.6 percent in Peru and 8.4 percent in Vietnam. The corresponding total effect on non-cognitive skills is 1.1 percent in Ethiopia, 3.4 percent in India, 2.6 percent in Peru and 1.7 percent in Vietnam. The evidence suggests the effect of early nutrition on non-cognitive skills is indirect, mediated by cognitive skills. The effect is also relatively small in magnitude. [ABSTRACT FROM AUTHOR]

In an effort to understand how loose parts in early learning environments benefit children's play and development, through observations of preschool children in a rural outdoor natural environment, this study examined behaviours that children exhibited as they used loose parts. Children exhibited a range of positive social behaviours, complex verbal and nonverbal behaviours, and various types of risk taking in their play. The findings suggest that children do not explicitly exhibit stereotypical gender or age-exclusion behaviours while using the loose parts. The results would suggest that increasing children's opportunities to use loose parts in an early years outdoor environment will support their various aspects of development in positive ways. [ABSTRACT FROM AUTHOR]

Zusammenfassung Frühkindliche Entwicklung, ihre Varianzen und insbesondere krankhafte Abweichungen sind zentraler Fokus der Frühdiagnostik, denn nur daraus lässt sich eine effektive individuelle Frühtherapie ableiten. Die etablierten Entwicklungstests verfolgen aus ihrer jeweiligen Historie heraus unterschiedliche Ansätze und führen entsprechend den untersuchten Testinhalten zu jeweils spezifischen Ergebnissen. Die Eigenschaften der Entwicklungstests sollten auch dem Therapeuten bekannt sein, ebenso auch der strukturierte Untersuchungsgang und die Interpretation der Ergebnisse. Early childhood development, its variances and especially the pathological deviations are focal point of early clinical diagnostics in infants and are prerequisite for an effective individual early therapy. A number of developmental tests are well-established. Because of their different history they have varying approaches and lead to different results. The specific characteristics of the developmental tests as well as the structured clinical examination and its exact interpretation should be well known by therapists. [ABSTRACT FROM AUTHOR]

The construct of social competence encompasses a set of discrete skills considered important for the formation of positive relationships with others (Raver & Zigler, 1997). Despite the importance of social competence, little is known about its developmental course through early childhood. In addition, little is known about the influence of preschool classroom-level peer characteristics on the developmental trajectory of social competence. In this study, we fit multilevel models of change to explore children's trajectories of social competence in early childhood. We investigated whether critical features of children's trajectories differed systematically by observed aggregate differences in the externalizing behaviors of their preschool peers--a salient aspect of one of the first social contexts in which children engage. We found that children's social competence grows over time in early childhood and has a statistically significant, positive relationship with the classroom level of externalizing behaviors. Evidence of this relationship disappears when the quality of the classroom relational climate is controlled for in the multilevel regression model. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this descriptive qualitative study was to gain understanding of perceptions of low-income pregnant women and mothers about parenting. Study Design and Methods: Participants were 65 low-income, primarily African American, women in their 20s and 30s who were recruited from a faith-based social service center in Memphis, Tennessee. Interviews were conducted by nursing, social work, and psychology students. The existential phenomenological method was used to analyze verbatim responses of participants to vignettes depicting parenting behaviors of hypothetical mothers. Results: Five global themes were identified: (a) Focus on baby's development: "Because I'm the Mother, I'm the First Teacher"; (b ) Focus on baby’s safety/security: "The Baby Could Be Hurt"; (c ) Focus on conveying love: “ She Just Wants the Baby to Feel Her Love"; (d) Focus on learning the rules of good childcare: "It's Important to Know the Do’s and Don'ts"; and (e) Focus on doing it differently (better) than parents did: “When You Know Better, You Do Better." Clinical Implications: Findings suggest that these mothers care deeply about providing a better life for their children than the life they have had, They desire to learn about being the best parents they can be. As nurses, we can help to provide educational opportunities for mothers through a variety of evidence-based interventions delivered across the childbearing years. [ABSTRACT FROM AUTHOR]

The many relationships and experiences in a child's early years exert an influence that may last a lifetime. A picture of child development is more complete with a perspective on the child's sense of identity. Child development can be described, measured, or put in context. It can be looked at in a quantitative fashion, through tests and numbers, and it can be narrated through a story. Ongoing dialogue within the Northwest Territories led to the construction and refinement of relevant and measurable indicators of young children's sense of identity as reflected in their northern and Aboriginal cultures and contexts. A sense of belonging, with relational connections to self, family, culture, community, and place contribute to the construction of northern children's identities. This article describes the emergence of those constructs and the relationship-based processes that gradually led to the construction of the Sense of Identity (SI) questionnaire. [ABSTRACT FROM AUTHOR]

The article presents a study which aimed to understand preschooler's evaluations and expectations about the physical environment in kindergartens in Bursa, Turkey. The study has assumed that the concept of the students on kindergarten design can help architects to gain knowledge on the children's requirements and achieve a healthy child development. It reveals that 5-year-old and 6-year-old group of children were able to state their physical environment by relating to their own experience.

This study investigated parents' perspectives regarding the necessity of a Professional Development programme for Early Childhood Development (ECD) teachers in Botswana. A quantitative survey research design was used. The sample size was 452 parents from various districts in Botswana. A questionnaire consisting of both closed and open-ended items was used to collect data which captured the parents' views on a Professional Development programme for ECD teachers. The data were analyzed using SPSS Version 17 and presented using tables, graphs, cross-tabulations, chi-square test and binomial test and descriptive. The findings of the study show that the parents suggested a Professional Development programme for the ECD teachers that inculcates child care and communication skills, creation of appropriate teaching/learning environment, classroom management, professionalism, curriculum development and evaluation. The study recommended that clear policy is needed regarding basic qualifications and competencies of ECD teachers. A professional development programme which embraces all the key skills needed by ECD teachers is also recommended. [ABSTRACT FROM AUTHOR]

Governments, Parents and teachers need to act as facilitators and mediators in the process of adoption and shaping of media culture rather than either acting as passive onlookers or active controllers Review of available observations and Assessment of impacts of ICTs on lives of young people in developing countries on the basis of experts views and relevant information. This study reviewed the situation and tried to explore the views and practices of young people belonging to a developing country through a small sample survey. This survey was conducted in Karachi, the most urbanized city of Pakistan. A questionnaire was used to explore the views and practices of young people belonging to a developing country through a small sample survey. Students from two colleges were randomly selected to fill the questionnaires. Most of the ICT resources were used more often by boys. Majority of respondents did not felt hat it had made significant impact on their work or family life. Most of them felt that it had made appositive impact on their lives this survey revealed that majority of college students were were satisfied with their use of ICT resources. [ABSTRACT FROM AUTHOR]

This article provides some key findings from a case study of the Aboriginal Head Start Urban and Northern Communities (AHSUNC) Program in Ontario. Some of the key findings were improved self-reported health status, commitment to cultural and linguistic revitalization, reduced tobacco use, improved knowledge of healthy living practices among Aboriginal children and their families. The number of off-reserve Aboriginal children that can experience AHSUNC is limited by funding and availability of space and human resources. The participants in this study have shown improved knowledge, interaction with their children, and increased understanding of their biculturedness within Ontario. Therefore it is important to increase this funding and continue to conduct research with AHSUNC projects across Ontario to document and highlight their successes as a model for other provinces/territories and early childhood programs. [ABSTRACT FROM AUTHOR]

This article outlines some of the challenges in rapidly expanding early childhood development (ECD) service delivery in a way that meets acceptable quality standards and that generates sustainable employment, based on findings from the "Scaling up ECD (0-4)" programme at the HSRC. It reviews the service delivery gap, outlines government's emerging ECD programme, links this to its potential contribution to job creation, and then identifies some of the challenges in linking sustained ECD service and employment expansion. ECD for children under the age of five is a major service delivery gap. Government has recently adopted targets to reach three million children by 2010. Since it is inherently labour intensive, the rapid scaling up of services will create large numbers of jobs, potentially up to 325 000. This can contribute substantially to reducing unemployment, especially for women, in a way that is geographically dispersed. However, to meet its service delivery targets, it will be necessary to generate more sustainable sources of income for ECD sites and expand commitment to human resource development. [ABSTRACT FROM AUTHOR]

Regulation has been implicated in the development of emotional and behavioral disorders in childhood. Indeed, emotion dysregulation is one of the most common reasons families seek psychological services and behavioral supports. Interventions to support children with regulatory difficulties may be enhanced if they are informed by basic psychological research on the topic. This paper includes a review of basic regulation research conducted over the last 20 years. This research base about the positive development of regulatory skills is then related to the treatment of emotion regulation deficits, emphasizing the role that school psychologists and school-based interventions may play in supporting appropriate regulatory strategies for young children. [ABSTRACT FROM AUTHOR]

Background: Wearable devices have been widely used in clinical studies to study daily activity patterns, but the analysis remains a major obstacle for researchers.Objective: This study proposes a novel method to characterize sleep-activity rhythms using actigraphy and further use it to describe early childhood daily rhythm formation and examine its association with physical development.Methods: We developed a machine learning-based Penalized Multiband Learning (PML) algorithm to sequentially infer dominant periodicities based on the Fast Fourier Transform (FFT) algorithm and further characterize daily rhythms. We implemented and applied the algorithm to Actiwatch data collected from a cohort of 262 healthy infants at ages 6, 12, 18, and 24 months, with 159, 101, 111, and 141 participants at each time point, respectively. Autocorrelation analysis and Fisher test in harmonic analysis with Bonferroni correction were applied for comparison with the PML. The association between activity rhythm features and early childhood motor development, assessed using the Peabody Developmental Motor Scales-Second Edition (PDMS-2), was studied through linear regression analysis.Results: The PML results showed that 1-day periodicity was most dominant at 6 and 12 months, whereas one-day, one-third-day, and half-day periodicities were most dominant at 18 and 24 months. These periodicities were all significant in the Fisher test, with one-fourth-day periodicity also significant at 12 months. Autocorrelation effectively detected 1-day periodicity but not the other periodicities. At 6 months, PDMS-2 was associated with the assessment seasons. At 12 months, PDMS-2 was associated with the assessment seasons and FFT signals at one-third-day periodicity (P<.001) and half-day periodicity (P=.04), respectively. In particular, the subcategories of stationary, locomotion, and gross motor were associated with the FFT signals at one-third-day periodicity (P<.001).Conclusions: The proposed PML algorithm can effectively conduct circadian rhythm analysis using time-series wearable device data. The application of the method effectively characterized sleep-wake rhythm development and identified the association between daily rhythm formation and motor development during early childhood. [ABSTRACT FROM AUTHOR]

Objective: To explore whether the associations between developmental delays in the first year of life and psychosocial outcomes in preschool children are affected by participation in organized sport.Study Design: Data were obtained from the infant cohort of the Growing Up in Ireland project. Parents reported on child development (Ages and Stages Questionnaire) at age 1 year, psychosocial characteristics (Strengths and Difficulties Questionnaire) at ages 3 and 5 years, and engagement in organized sport at age 5 years. Data were analyzed using mixed models.Results: At age 1 year, 15% of the cohort was classified as having developmental delays. These children exhibited more behavioral difficulties (0.55, ±0.27; mean difference, ±95% confidence limits [CL]) (P < .0001) and fewer prosocial behaviors (-0.54, ±0.11) (P < .0001) at age 3 years. For boys in this group, engagement in sport was associated with a significant decrease in behavioral difficulties between ages 3 and 5 years (-0.44, ±0.39) (P = .03). Compared with those classified as lacking regular engagement (ie, never engaging, or engaging <1 hour/week), the relative effect of sport on changes in behavioral difficulties for boys with developmental delays was statistically significant (0.70, ±0.59) (P = .02). Participation in sport was not associated with significant changes in behavioral difficulties for girls, or a significant change in prosocial behaviors for boys or girls.Conclusions: Regular participation in sport by boys could attenuate some of the behavioral difficulties associated with early development. Lack of opportunities for engaging in sport could negatively affect boys' behavioral regulation in the preschool period. [ABSTRACT FROM AUTHOR]

Related Article This is a corrected version. See correction statement in: https://www.researchprotocols.org/2021/2/e27711 Background: Past trauma and exposure to violence have been related to poor emotion regulation and household violence, which can have persistent mental health effects across generations. The Family Strengthening Intervention for Early Childhood Development (FSI-ECD/called Sugira Muryango in Rwanda) is an evidence-based behavioral home-visiting intervention to promote caregiver mental health, positive parenting practices, and early childhood development among families facing adversity. In Sierra Leone and other lower- and middle-income countries, mobile health (mHealth) technology has the potential to improve health care delivery and health outcomes. Objective: This study aims to (1) apply a user-centered design to develop and test mHealth tools to improve supervision and fidelity monitoring of community health workers (CHWs) delivering the FSI-ECD and (2) conduct a pilot randomized controlled trial of the FSI-ECD to assess feasibility, acceptability, and preliminary effects on caregiver mental health, emotion regulation, caregiving behaviors, and family violence in high-risk families with children aged 6-36 months in comparison with control families receiving standard care. Methods: We will recruit and enroll CHWs, supervisors, and families with a child aged 6-36 months from community health clinics in Sierra Leone. CHWs and supervisors will participate in 1 problem analysis focus group and 2 user interface/user experience cycles to provide feedback on mHealth tool prototypes. Families will be randomized to mHealth-supported FSI-ECD or standard maternal and child health services. We will collect quantitative data on caregiver mental health, emotion regulation, caregiving behaviors, and family functioning at baseline, postintervention, and 3-month follow up. We will use a mixed methods approach to explore feasibility and acceptability of mHealth tools and the FSI-ECD. Mixed effects linear modeling will assess FSI-ECD effects on caregiver outcomes. Cost-effectiveness analysis will estimate costs across FSI-ECD versus standard care. Results: Funding for this study was received from the National Institutes of Mental Health on August 17, 2020. Institutional Review Board approval was received on September 4, 2020. Data collection is projected to begin on December 15, 2020. Conclusions: This study will provide important data on the feasibility, acceptability, and preliminary efficacy of mHealth-supported delivery of an evidence-based family home-visiting intervention in a postconflict LMIC. Trial Registration: ClinicalTrials.gov NCT04481399; https://clinicaltrials.gov/ct2/show/NCT04481399. International Registered Report Identifier (IRRID): PRR1-10.2196/25443 JMIR Res Protoc 2021;10(2):e25443 doi:10.2196/25443 [ABSTRACT FROM AUTHOR]

Asia-Pacific Journal Subscription Drive July 2019 With tensions between the US and China at fever pitch in the era of Donald Trump, with mounting conflict between the US and Korea, between China and the nations of the South China Sea, and between Okinawa and the US-Japan, APJ is a vital resource. The media has treated the primary conflicts as economic and financial, but they are deeply intertwined with geopolitical conflicts that could easily lead to war including nuclear war. APJ has no corporate, foundation or university angel, so our ability to publish relies heavily on our core supporters. We come to you twice a year to request the financial support that allows us to provide APJ free to our 22,000 regular readers and thousands of others around the world who receive the journal as subscribers or via Facebook or Twitter. The journal is strong and growing. We need support to publish and to maintain it free to global readers. If you value the journal, please go to our homepage http://apjjf.org/Subscribe where you can both subscribe to our semi-monthly Newsletter and contribute (tax free) via Paypal or credit card. All contributions are welcome. But we need support in the range of $100-500-1,000 to maintain the site toward our annual goal of $12,000. We're $2,800 toward our goal. Thank you for your support. This drive will end in early August... but it's not too late to contribute. The Editors [ABSTRACT FROM AUTHOR]

Objectives: To evaluate the hypothesis that various maternal, socioeconomic, delivery, and infant nutritional characteristics are associated with early childhood development in young Tanzanian children.Study Design: We performed a prospective cohort study among 206 HIV-exposed, uninfected and 247 HIV-unexposed Tanzanian infants who had been enrolled in 2 separate micronutrient trials (NCT00197730 and NCT00421668). Trained nurses administered culturally modified Bayley Scales of Infant and Toddler Development, 3rd edition (BSID-III), to evaluate cognitive, motor, and language development at 15 months of age. This analysis explored predictors of BSID-III z-scores using multivariable linear regression.Results: Among maternal determinants, we found that low maternal height predicted all BSID-III domains in HIV-unexposed children; low maternal education predicted lower cognitive (standardized mean difference, -0.41; 95% CI, -0.74 to -0.08) and lower gross motor scores (standardized mean difference, -0.32; 95% CI, -0.61 to -0.04) in HIV-exposed children. Among delivery characteristics, facility delivery predicted higher cognitive scores (standardized mean difference, 1.36; 95% CI, 0.26-2.46); and oxytocin administration predicted lower fine motor scores (standardized mean difference, -0.48; 95% CI, -0.87 to -0.09) in HIV-exposed children. Higher length-for-age z-scores at 6 weeks of age predicted better cognitive (standardized mean difference, 0.15; 95% CI, 0.01-0.29) and expressive language scores (standardized mean difference, 0.16; 95% CI, 0.02-0.29) at 15 months in HIV-exposed infants.Conclusions: This hypothesis-generating study found significant associations between nutritional status and health of the mother and child, and maternal educational attainment, with direct measures of early childhood development at 15 months of age. In addition, several aspects of delivery (facility birth and oxytocin administration) were associated with early childhood development. Future intervention trials should focus on modifiable maternal, infant, and obstetric factors to strengthen the evidence base concerning early childhood development.Trial Registration: ClinicalTrials.gov: NCT00197730 and NCT00421668. [ABSTRACT FROM AUTHOR]