Search

Les conceptions de prise en charge des enfants TSA ont significativement évolué au cours de ces deux dernières décennies. Ces évolutions ont été possibles grâce à une identification plus précoce des particularités développementales des enfants, et par là-même à la mise au point de programmes d'intervention plus précoces, et à une meilleure considération des besoins familiaux. Ce présent travail a pour objectif de présenter l'évolution de ces pratiques de soins proposées aux enfants TSA et à leurs familles en France en l'illustrant avec l'exemple de la thérapie d'échange et de développement (TED) et sa déclinaison auprès des parents. Concepts of care for children with ASD have evolved significantly over the past two decades. These evolutions have been possible thanks not only to an earlier identification of the developmental particularities of children, but also by the development of earlier intervention programs and a better consideration of family needs. This present work aims to present the evolution of these care practices for children with ASD and their families in France, illustrating it with the example of exchange and development therapy and EDT through parent involvement. [ABSTRACT FROM AUTHOR]

Repeated joint bleeds are reported to decrease static balance in children with hemophilia (CwH). Is dynamic balance affected in CwH? Does dynamic balance affect the quality of life in these patients? This cross-sectional study included thirty male children aged 7–18 years diagnosed with hemophilia, along with thirty healthy male children as controls. Dynamic balance was evaluated using the limits of stability (LOS) test and a fall risk test, both conducted via the Biodex Balance System. The quality of life for the hemophilia group was measured using the Hemophilia-Specific Quality of Life Index (Haemo-QoL). The results of the LOS test were compared between the groups using Student's t-test, and the fall risk test was undertaken with the Mann-Whitney U test. Correlations between balance assessments and Haemo-QoL scores were determined using Spearman's correlation test. The median age was 13 years (interquartile range [IQR]=8) in the hemophilia group and 15 years (IQR=8) in the control group, with no significant age difference (p = 0.952). The hemophilia group scored significantly lower on LOS overall (p = 0.016), backward (p = 0.041), backward/right (p = 0.025), and backward/left (p = 0.005) measures. Fall risk scores were significantly higher in the hemophilia group (p = 0.024). LOS overall and fall risk scores had no correlation with Haemo-QoL scores (p = 0.583 and p = 0.805, respectively). CwH exhibit reduced dynamic balance and an increased risk of falls compared to their healthy peers. However, dynamic balance appears to have no significant effect on quality of life in this group. These findings may guide the planning of rehabilitation programs for CwH. • In children with hemophilia, dynamic balance decreases and the risk of falling increases. • There is no relationship between joint score and dynamic balance. • Low quality of life scores are obtained in family dimensions in children with hemophilia. • Balance has no effect on quality of life in children with hemophilia. [ABSTRACT FROM AUTHOR]

Children with cerebral palsy (CP) regularly fall over and this has negative effects on their physical and psychosocial wellbeing (e.g., reduced activity participation). However, the reasons for falls are not well understood. The way in which children negotiate challenging walking environments (e.g., uneven surfaces), may reveal more about how falls occur as these environments require gait modifications to maintain stability. Stability in challenging walking environments has been explored for children with CP; however, it remains unclear how these lead to falls. Do challenging walking environments that mimic those faced in the real-world, contribute to increased fall occurrence and fall risk in children with CP? Five databases were searched, and 1386 records screened to include ambulatory children with CP, aged 5–18 years old, investigating dynamic walking in challenging environments, with outcomes of fall occurrence or fall risk. The full protocol for this review was registered on PROSPERO (CRD42021290456). Sixteen studies met the inclusion criteria. One study reported occurrence of stumbles, two reported no falls. Fifteen studies identified gait alterations used by children with CP in challenging environments. Twenty-four gait characteristics were identified to be indicative of cautious walking strategies and seven gait characteristics identified to increase fall risk, suggesting a potential link. However, limited evidence exists as to whether this reflects falls faced in the real-world. Investigations into stability over challenging walking environments for children with CP are lacking any measures of fall occurrence. Investigations into the mechanisms that may contribute to high fall risk, or fall avoidance when negotiating obstacles, uneven surfaces, steep declines and stairs may reveal further causes of real-world falls, and in doing so inform future fall prevention techniques. Finally, understanding the multifaceted causes of falls in real-world challenging environments from the perspectives of children with CP is key for future research. • Thirteen of 16 studies did not measure fall occurrence in children with CP. • Any link between challenging environments and real-world falls is understudied. • Uncertainty remains regarding what factors contribute to real-world instability. • Obstacle crossing, uneven surfaces, declines and stairs warrant further research. • Further child-centered work may reveal multifaceted causes of daily falls. [ABSTRACT FROM AUTHOR]

Postural stability is a key factor in maintaining an upright standing position. Children with average height (CAH) have elaborate general postural stability up to the age of seven years. Children with achondroplasia (ACH) face body disproportions like shorter arms and legs, bowing of the legs as well as hyperlordosis and hypokyphosis in the spine. These misalignments might affect the postural stability of children with achondroplasia. Therefore, this study aims to investigate if there are differences between children with ACH and CAH in four different bipedal static balance tasks. 23 children (11 ACH & 12 CAH) participated in this study. Every subject performed four static balance tasks: bipedal standing on the ground (eyes open/closed) and bipedal standing on a foam pad (eyes open/closed). All trials were recorded on a force plate (AMTI) with 1000 Hz and a duration of 30 seconds for each condition. Parameters of interest are the length of CoP (mm), surface area 95 (mm2) as well as three defined ranges of frequency (low: 0.02 – 0.1 Hz, medium: 0.1 – 1 Hz, and high: 1 – 10 Hz) for anterior-posterior (AP) and mediolateral direction (ML). A Mann-Whitney U test was used to investigate the parameters length of CoP (AP & ML) and surface area 95 %. One-way ANOVA was used for the area under the curve parameter for each frequency range. Nonsignificant differences were found for all parameters. However, non-significant medium and strong effect sizes were detected for certain parameters of the frequency analysis. Understanding strategies to maintain postural stability for ACH and CAH during a bipedal stance at a deeper level using frequency analysis helps to detect in which way disturbances might occur and how both cohorts react to those. Knowing the challenges of maintaining postural stability can help to develop therapeutic interventions to reduce disturbances. • No significant differences in static balance between children with achondroplasia and an age-matched control group. • Children display a general great variance for sway parameters inside this age group. [ABSTRACT FROM AUTHOR]

The plantarflexor muscles are important during walking. However, walking is not the only task that is used during daily life, and not much is known about the role of the plantarflexor muscles during other dynamic tasks. Insight into the demand of the plantarflexor muscles during different dynamic tasks might help to establish training or functional assessment for patients who experience plantarflexor weakness. This study aimed to examine the role of the plantarflexor functioning during dynamic tasks in children of 5–9 years old, by identifying differences in ankle kinetics and plantarflexor muscle forces during dynamic tasks. In this observational cross-sectional study, 28 typically developing children from 5 to 9 years old were included. Three-dimensional movement analysis was performed to extract the peak ankle moment, power and plantarflexor muscle forces during the stance phase of walking, heel walking, toe walking, running and one-leg-hopping. To examine differences in peak ankle moment, ankle power and muscle forces, Friedman tests were used in combination with Wilcoxon signed-rank tests to determine differences in peak ankle moment, power and muscle forces of the various dynamic tasks compared to walking. Based on the differences in peak ankle moment, power and muscle forces compared to walking, heel walking was the least demanding dynamic task. Running and one-leg-hopping were the most demanding tasks. Dynamic tasks with a high demand on the plantarflexor muscles, such as running and one-leg-hopping could be used to quantify deficits in patient populations with plantarflexor weakness that are not visible during walking. Furthermore, these tasks could be used during functional evaluation or training in these patient populations. • Heel walking was the least demanding task for the plantarflexor muscles. • Running and one-leg-hopping were the most demanding tasks. • The soleus produced the highest peak muscle forces for all dynamic tasks. [ABSTRACT FROM AUTHOR]

Despite the pivotal role of the hypothalamus in regulating various physiological processes, our understanding of its developmental trajectory and subregional organization during childhood and adolescence remains limited, as well as how emotional and behavioral problems can impact hypothalamic development, potentially leading to neurodevelopmental disorders. This population-based longitudinal cohort study utilized data from a representative sample of 702 children, who were followed two to five times. Emotional and behavioral problems were assessed using the Strengths and Difficulties Questionnaire (SDQ). Linear mixed models were employed to delineate developmental trajectories and behavioral regulation. Using an automated segmentation technique, we quantified the volumes and asymmetries of the hypothalamus and its subregions in a large longitudinal sample of 702 subjects aged 6–15 years with 1371 MRI scans, and mapped their developmental trajectories. Our findings indicate that while the anterior and posterior regions of the hypothalamus exhibit a tendency toward decline, the tubular region demonstrates a linear increase which is influenced by lateralization, sex, and intracranial volume. Furthermore, emotional and behavioral problems - particularly emotional symptoms and peer relationship problems - accelerate development in superior tubular and anterior-superior regions. In this study, we initially delineated the developmental trajectories of the hypothalamus and its subregions from childhood to adolescence based on a longitudinal cohort study. Our findings revealed that the development of hypothalamus followed the pattern of "lateral early to medial late, and dorsomedial early to ventromedial late", and the emotional and behavioral problems accelerate hypothalamic development. This study provides preliminary evidence regarding the impact of emotional and behavioral problems on the dynamic development of the hypothalamus, offering a crucial foundation for future prevention and intervention strategies targeting cognitive and emotional behavioral problems. • The hypothalamic development pattern followed "lateral early to medial late, dorsomedial early to ventromedial late". • The lateralization, sex, and intracranial volume affected the development of hypothalamus. • The emotional and behavioral problems accelerated hypothalamic development. [ABSTRACT FROM AUTHOR]

Brain development during childhood involves significant structural, functional, and connectivity changes, reflecting the interplay between modularity, information interaction, and functional segregation. This study aims to understand the dynamic properties of brain connectivity and their impact on cognitive development, focusing on temporal co-occurrence diversity patterns. We recruited 481 children aged 6 to 12 years from the Healthy Brain Network database. Functional MRI data were used to construct dynamic functional connectivity matrices with a sliding window approach. Modular structures were identified using multilayer network community detection, and the Dagum Gini coefficient decomposition technique, which uniquely allows for multi-faceted exploration of modular temporal co-occurrence diversities, quantified these diversities. Mediation analysis assessed the impact on small-world properties. Temporal co-occurrence diversity in brain networks increased with age, especially in the default mode, frontoparietal, and salience networks. These changes were driven by disparities within and between communities. The small-world coefficient increased with age, indicating improved information processing efficiency. To validate the impact of changes in spatiotemporal interaction disparities during childhood on information transmission within brain networks, we used mediation analysis to verify its effect on alterations in small-world properties. This study highlights the critical developmental changes in brain modularity and spatiotemporal interaction patterns during childhood, emphasizing their role in cognitive maturation. These insights into neural mechanisms can inform the diagnosis and intervention of developmental disorders. • Used multilayer networks to construct dynamic functional connectivity matrices from fMRI. • Dagum Gini coefficient explored brain network disparities, showing age-related increases. • Spatiotemporal interaction disparities increased within and between communities with age. • Mediation analysis showed spatiotemporal interaction mediates age and small-world properties. [ABSTRACT FROM AUTHOR]

• Empirical evaluations of parenting programs include participants from WEIRD countries. • This meta-analysis focuses on MENA countries where parenting research is scarce. • A multilevel meta-analysis approach was used. • Effect sizes of parent (395) and child outcomes (190) were obtained from 29 studies. • Parenting programs had a positive effect on parent (g = 1.01) and child outcomes (g = 1.43). Parenting programs worldwide provide families with essential knowledge and skills to foster positive child development. Meta-analyses on the effectiveness of parenting programs for parent and child outcomes predominantly included families from so-called WEIRD (Western, Educated, Industrialized, Democratic) countries. Expanding upon existing meta-analyses, the current study focused solely on Middle East/North Africa (MENA) countries through a systematic search of the literature for records that evaluated the effectiveness of parenting programs delivered during early childhood (birth to eight years). A total of 395 effect sizes of parent outcomes and 190 effect sizes of child outcomes were obtained from 29 studies. Using multilevel meta-analytic models, the pooled effects suggested that parenting programs had a positive effect on parent (g = 1.01) and child outcomes (g = 1.43). An examination of publication bias suggested that the effects were robust. Moderator analyses showed trends suggesting that the overall effect may be influenced by program, study, and sample characteristics. Greater improvement of parent outcomes was not associated with greater improvement of child outcomes. Together, parenting programs may be promising support services for parents in MENA countries, with the potential of enhancing parenting and promoting psychosocial health and well-being for parents and children. Further implementation research is needed in MENA countries to increase knowledge about mechanisms and processes underlying effective parenting programs. [ABSTRACT FROM AUTHOR]

• Most caregivers reported effective coaching strategies, positive caregiver-provider relationships, and feeling empowered as facilitators to coaching. • Some caregivers reported a lack of an individualized coaching approach and their mixed feelings as barriers to coaching. • Most caregivers reported a systematic instructional approach, a high level of feasibility and usability, and positive behavioral change in caregivers and children as facilitators to intervention implementation. • Some caregivers reported a lack of an individualized intervention approach and the need for reminders/refreshers as barriers to intervention implementation. • Most caregivers appreciated the delivery of services at home, but some mentioned financial issues, emotional conditions, and other family-related issues as limitations or stressors about receiving home-based services. Although caregiver-implemented interventions are effective in promoting the development of young children with delays and/or disabilities, there has been limited understanding of how caregivers perceive caregiver-implemented intervention and coaching practices. This study aimed to explore caregivers' perceptions of their experiences as intervention agents for their young children with delays and/or disabilities receiving early intervention services. Semi-structured interviews were conducted with six caregivers. Qualitative data were analyzed using a thematic analysis approach. Using caregivers' reports, we identified facilitators and barriers to caregiver coaching, caregiver-implemented intervention, and other contextual factors. Findings indicated caregivers had positive perceptions of effective coaching strategies, strong caregiver-provider relationships, and a systematic instructional approach. The need for individualization was captured in both caregiver coaching and intervention practices. We discussed further findings and implications with recommendations for research and practice. [ABSTRACT FROM AUTHOR]

• Most mobile device time in early childhood is spent on program or video viewing • Mobile screen use patterns are highly stable in toddlers and preschoolers over one year • Interactive app use is associated with toddler externalizing behaviors longitudinally • Associations between types and social contexts of mobile screen use and early childhood behavior are limited With past research largely focusing on overall time spent using screen media (including televisions), little is known about how the type and context of mobile screen use in early childhood is associated with children's behavior. The current study aimed to examine how the proportions of time spent on types of engagement (program viewing vs. interactive app use) and social contexts (solo vs. co-use) of mobile screen use were associated with internalizing and externalizing behavior in early childhood, examined along with stability and change in patterns of use over a one-year period. Parents of young children (n = 536; 52% toddlers aged 1 to <3 and 48% preschoolers aged 3 to <6) completed measures of child mobile screen use (i.e., smartphone and tablet), traditional media use (e.g., television), and internalizing and externalizing behavior. A majority of early childhood mobile screen use was spent on program viewing, while interactive educational app use was the second most common activity. Over a one-year period, children were relatively stable in their type of engagement, and social contexts of use. There were no significant cross-sectional associations of behavior with types of engagement or social contexts of use. Nevertheless, contrary to the hypothesis, a lower proportion of program viewing (i.e., higher proportion of interactive engagement on games or apps) at baseline was associated with greater externalizing behavior at one-year follow-up in toddlers. The stability findings suggest that early childhood may be a crucial time within which persistent screen use patterns and habits are formed. The inconsistent associations of types and social contexts of mobile screen use with behavior show that other factors such as content, associated interactions and purpose of use may need to be considered to better understand how use of mobile technology may be implicated in early childhood psychosocial development. [ABSTRACT FROM AUTHOR]

• Subsidy payment rates are an important policy lever in state child care subsidy programs. • Higher subsidy payment rates can give families access to more child care providers. • Our quasi-experimental design yields causal estimates of the effect of higher payment rates. • Higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Participation instability has been recognized as a major challenge in state child care subsidy programs and may undermine the benefits of these programs to the children and families they are intended to support. Payment rates – the maximum amounts that state subsidy programs will pay for child care in a given period – directly determine which providers are affordable to subsidized consumers and what schedules of care they can afford. Payment rates also affect the resources available to providers and their incentive to accept subsidies. This study examines the effect of payment rate increases on the stability of participation in child care subsidies and the stability of subsidized care arrangements. We study the impact of a major update to payment rates for the Minnesota Child Care Assistance Program, using monthly child- and provider-level administrative data and a quasi-experimental design. We implement a regression discontinuity design built on the state's method of setting county rates. We find strong evidence that higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Thus, state-determined payment rates are a critical policy lever that affects access to care. [ABSTRACT FROM AUTHOR]

• Gender impacts early language development and academic outcomes in China. • Children in peri-urban communities have worse language outcomes than rural children. • Findings support a gender gap in language development in peri-urban China. In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (M age = 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed. [ABSTRACT FROM AUTHOR]

• Multidetermined nature of access was examined with a family-centered definition. • Children experienced 5 patterns of ECE arrangements in terms of access-related features. • Characteristics of latent classes inferred trade-offs were made during ECE selections. • Child and household characteristics and care type predicted classification into patterns of ECE. • Children's differential classification into patterns of ECE revealed nuanced access. Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional, family-centered definition and a nationally representative sample of families of preschoolers from the Early Childhood Longitudinal Study – Birth Cohort to examine (1) patterns of access-related features present in preschool-age children's ECE arrangements, and (2) child characteristics, household circumstances, and care setting type that may be related to patterns of access. Latent class analysis model enumeration revealed five latent classes of children's nonparental care arrangements along features of accessibility: High Across Most Access Features (26.4 %), Single, Long-Term Provider (30.1 %), Limited Across Most Access Features (11.6 %), Low Affordability, Multiple Providers (10.1 %), and High Affordability, Recent Transition (21.8 %). These results suggested many children were in ECE that met multiple dimensions of access, with others in care arrangements that reflected trade-offs. Children were also differentially classified into types of ECE arrangements in relation to care setting type, race/ethnicity, income, household urbanicity, and parental employment. The implications of investigating ECE access as a multidimensional construct, and recommendations for how ECE providers and policy can more closely align with family needs are discussed. [ABSTRACT FROM AUTHOR]

Le lexique mathématique prédit le développement des compétences mathématiques. Les objectifs étaient d'évaluer la validité de construit en lien avec les caractéristiques de l'individu de quatre épreuves évaluant la compréhension du lexique mathématique chez les enfants et de fournir des repères développementaux d'acquisition des mots. Un groupe de 535 enfants français de la moyenne section de maternelle (MSM) au cours moyen 2 (CM2) ont effectué une à quatre épreuves d'évaluation de la compréhension du lexique mathématique tirées des batteries Examath 5-8, Examath 8-15 et Exalang 8-11. Les résultats ont montré que les MSM comprenaient moins de mots ou locutions mathématiques que les GSM, qui comprenaient moins de mots ou locutions mathématiques que les CP, et ainsi de suite. De plus, certains mots ou locutions étaient compris dès la MSM (ex : premier, ajouter) alors que d'autres étaient encore en CM2 en cours d'acquisition (ex : autant) ou non-acquis (ex : dividende, produit). Ces repères sur l'acquisition de la compréhension du lexique mathématique chez les enfants francophones d'âge scolaire, disponibles pour les professionnel·le·s constitueront des appuis utiles pour l'évaluation et l'intervention en mathématiques chez les enfants au développement typique et chez ceux susceptibles de présenter des difficultés. Mathematical vocabulary predicts the development of mathematical skills. The aims were to evaluate the construct validity of four subtests assessing children's understanding of mathematical vocabulary and to provide developmental benchmarks of word acquisition. A group of 535 French children from preschool (4–5 years old) to the fifth grade completed from one to four tests of mathematical vocabulary comprehension from the Examath 5-8, Examath 8-15, and Exalang 8-11 tests. The results showed that preschoolers understood fewer mathematical words or expression than kindergarteners, who understood fewer mathematical words than first graders, and so on. Moreover, some words were already understood by the preschoolers (e.g.: first, add), while others were still being acquired by fifth graders (e.g.: as many) or not yet acquired (e.g.: dividend, product). These benchmarks on the acquisition of mathematical vocabulary in French-speaking schoolers, available for practitioners, will provide useful support for mathematical assessment and intervention in typically developing children and those at risk for difficulties. [ABSTRACT FROM AUTHOR]

According to the annual developmental screening tests in South Korea, an increasing number of infants require further evaluation for the early assessment and treatment of developmental disabilities. We developed the Home Visit-Based Baby Tailored Support Program (H-BTS) and explored its potential effectiveness on infants' cognitive, language, and motor development, as well as their mothers' knowledge of infant development, parenting anxiety, and parenting efficacy. We employed a non-equivalent control group pretest-posttest design with 49 infants and mothers in Seoul, Korea. The experimental group (n = 25) received 24H-BTS sessions at home, biweekly for three months, with a daily care diary for mothers. The control group (n = 24) underwent developmental assessments only. Both the groups underwent pre- and post-tests. We found significant differences in the motor and cognitive development indices between the experimental and control groups, but not in the language development index. The experimental group demonstrated significant improvements in mothers' knowledge of infants' development and parenting efficacy scores. Our results can serve as foundational data in community care, expanding infant care beyond disease nursing to include screening and preventive approaches, thereby supporting psychological development and enhancement of maternal confidence in caregiving. This study provides an opportunity to nurses to deliver care for infant development outside the hospital and within the community. Therefore, nurses can educate primary caregivers on effective developmental play methods, thereby fostering stronger relationships and enhancing maternal confidence in caregiving. • The brain undergoes active development from birth to two years of age. • We created and evaluated a Home Visit-Based Baby Tailored Support Program (H-BTS). • H-BTS is a preventive model designed to identify early developmental health and support growth potential in infants. • The program improved infants' development and enhanced mothers' parenting knowledge and efficacy. • Nurses play a vital role in promoting the healthy development of all infants in the community, not just those with illnesses. [ABSTRACT FROM AUTHOR]

Hearing is essential for language acquisition and understanding the environment. Understanding how children react to auditory and visual information is essential for appropriate management in case of hearing loss. Objective and subjective assessments can diagnose hearing loss, but do not measure natural perception in children. We developed a "sensory room" for complementary assessment of children's perceptions so as to assess behavioral responses to meaningful natural sounds and visual stimuli in an ecologic environment suited to children. Sixteen normal-hearing children and 10 with congenital hearing loss before cochlear implantation, aged 13 to 32 months, were included in this feasibility study. They perceived 18 environmental sounds and 9 visual stimuli, and their behavioral responses were coded accordingly as: stopping, looking, moving, pointing, language or emotional reactions. All children completed the task, demonstrating its feasibility in children. Percentage responses to auditory versus visual stimuli did not differ in normal-hearing children; those with congenital hearing loss responded like normal-hearing children to visual stimuli, but did not react to auditory stimuli. Progression in normal-hearing children's behavioral responses corresponded to cognitive and linguistic development according to age. The "sensory room" quantified children's responses to various auditory and visual stimuli, providing clinicians with measurable insight into the children's sensory perception and processing. [ABSTRACT FROM AUTHOR]

This study investigates the impact of different feeding methods (direct breastfeeding, expressed milk feeding, formula feeding) on the infant microbiota at 6 weeks of age. A total of 217 healthy infants stool samples were collected from Hong Kong between August 2018 and December 2019. Various microbial taxa, including the genera Enterobacter and Raoultella were identified in the expressed breast milk feeding group. The richness and composition of the major bacterial phyla showed similar abundance between direct breastfeeding and expressed breast milk. These findings suggests that these bacteria may have colonized the milk during expression or could be introduced from other external sources. The mode of breastfeeding did not significantly alter microbiota parameters in the infant gut at 6 weeks. [ABSTRACT FROM AUTHOR]

• Paternal and maternal parenting stress uniquely predict child externalizing behaviors. • Maternal parenting stress predicts child internalizing behaviors. • Paternal parenting stress predicts more child externalizing behaviors at low and average levels of maternal stress, but this association is no longer significant when maternal stress is high. This study examined the direct and interactive effects of mothers' and fathers' parenting stress in the prediction of child externalizing and internalizing behavior problems. Mothers and fathers (predominantly White and generally college-educated) of 157 children reported on their respective parenting stress when children were 18 months old. Both parents also reported on child behavior problems when children were 4 years old. Parent-reported infant temperamental difficultness at 15 months of age as well as child sex and family socioeconomic status were controlled for in the models. Path analyses suggested that both paternal and maternal parenting stress uniquely predicted child externalizing behaviors. A significant interaction between both parents' parenting stress was also found, such that higher paternal parenting stress predicted more child externalizing behaviors at low and average levels of maternal stress, but not at high levels. Only maternal stress predicted higher levels of internalizing problems. The results of this longitudinal study suggest that paternal parenting stress may be of salient importance in the development of child externalizing behavior problems. [ABSTRACT FROM AUTHOR]

• The 12-month eligibility period is associated with greater subsidy stability. • Subsidy stability is improved for all families using different types of childcare. • Families who use a FFN care show the largest increase after the policy change. • The policy change reduces the gap in subsidy spell duration by provider types. • Results suggest that the policy change promotes equitable access to childcare. The 2014 reauthorization of the Child Care Development Block Grant Act required that states and territories set their program eligibility period to be at least 12 months in length. This was designed to address premature program disruptions related to difficulties with the recertification process. Subsidy instability can undermine the multidimensional goal of providing equitable access to childcare. Using Illinois' longitudinal administrative payment records, this study examines whether a shift from a 6-month to a 12-month eligibility period contributes to lengthened periods on subsidy and whether this effect had particular benefits for home-based providers, especially license-exempt family, friend, and neighbor (FFN) caregivers. We find that median subsidy spell lengths were longer during a 12-month than a 6-month eligibility period. Cox proportional hazards models that account for observable differences before and after the policy change indicate that the policy change is associated with a lower risk of leaving the subsidy program even after 12-months on the program. We also find equity benefits to the change: families who use FFN caregivers benefited most from the extended eligibility period. Our finding suggests that a longer eligibility period established by the 2014 reauthorization increased subsidy duration and helped promote equity in sustained access to subsidies, with potential implications for fostering equitable access to childcare, family economic security, and children's healthy development. [ABSTRACT FROM AUTHOR]

• Early social, emotional and behavioral (SEB) problems in toddlerhood predict some aspects of later social and emotional development. • Competence delay at the age of 18 month was associated with less prosocial behaviour at the age of 8 • SEB problems predicted later social and emotional problems • Parental worry, especially about child language development, is an important indicator of later SEB problems. • Actions and interventions aiming to support children´s social and emotional development throughout childhood should take into consideration its differentiated form and associations. The present study examined associations between social, emotional, and behavior (SEB) problems in toddlerhood and social and emotional strengths and difficulties at eight years of age. In addition, we were interested in associations between parental worry about the child´s psychosocial and language development in toddlerhood and social and emotional strengths and difficulties at age eight years. Participants were 554 children (52.7% boys) and their parents, involved in a longitudinal study with annual assessments. Parents rated children´s social-emotional competence at eighteen months, using the Brief Infant-Toddler Social and Emotional Assessment (BITSEA), and again at eight years, using the Strengths and Difficulties Questionnaire (SDQ). Parental age, education, socio-economic status and income were applied as control variables. Sex effects were also investigated. Early SEB problems predict some, but not all, aspects of later SE development. While competence delay was associated with less prosocial behavior, SEB problems predicted only hyperactivity and conduct problems, not later peer problems or emotional symptoms. Parental worry, especially about child language development, was an important indicator of later SEB problems. Based on our study results, actions and interventions aiming to support children´s SE development throughout childhood should take into consideration its differentiated form and associations. Furthermore, parental worry about children´s language development should not be ignored when diagnosing SEB problems and competence delays. [ABSTRACT FROM AUTHOR]

• We examined child care decision-making using the access framework. • Black and Latinx families favored care that promoted learning and development. • Black and Latinx families tended to select care that met logistical needs. • Families with older children prioritized supporting child development. • Household subsidy receipt increased the likelihood of securing care. • Implications for subsidy policies to support low-income families are discussed. In the present study, we examine the extent to which demographic factors, including household subsidy receipt, predict child care access among families with low incomes. To operationalize access, we investigate parental decision-making factors that align with multiple dimensions of the family access framework (i.e., reasonable effort, affordability, support of child development, and meeting parent's needs; Thomson et al., 2020) during the search for a new child care arrangement. Data come from the 2019 National Survey of Early Care and Education and includes 779 low-income families (m annual income = $27,023.51, SD = $15,271.35) with children under the age of 5 who engaged in a child care search during the past two years. Results from logistic regression models revealed various patterns of access according to household race and ethnicity, the age of the child for whom the search was performed, degree of community urbanicity, and whether households received a child care subsidy in the past 12 months. Notably, families in households who received a subsidy had more than two times greater likelihood of finding child care during their search relative to families in households who did not receive a subsidy. Findings have implications for policies designed to expand access to underrepresented populations and in underserved areas. [ABSTRACT FROM AUTHOR]

· Inclusion of home visitors in developmental monitoring is valuable. · Supports for families to express developmental concerns is critical. · Developmental monitoring and screening together matter. · Relationships between community providers are important. · Technology supports enhance family involvement in developmental monitoring. · Cultural and linguistic diversity needs to be considered in screening tools. Developmental monitoring is an early identification practice essential to identifying a developmental disability in young children. Families play a critical role in developmental monitoring and report greater reliance on community-based programs than on their children's physician to support child development; however, little research has focused on the role of community-based home visitors. We sought to understand home visitors' experiences with families of young children specific to the recommended developmental monitoring components. Using a mixed methods approach, we surveyed 72 home visitors and interviewed 7 home visitors through focus groups. Results showed that home visitors used the recommended developmental monitoring components with several significant relationships, as well as the overall combined facilitating factors and combined use of the developmental monitoring components. Home visitors experienced varying facilitating factors and barriers, including the use of child development screening tools, cultural and linguistic diversity, and others. These findings indicate that the inclusion of home visitors in developmental monitoring is valuable to early identification practices. [ABSTRACT FROM AUTHOR]

The link between allergic diseases and deficits in children's neurodevelopment has been suggested, but it remains unclear regarding the allergy-related effects on social-emotional development in early life. Our study aimed to explore the association between allergic diseases and social-emotional development during infancy using a prospective study. 937 infants at 6 months were recruited from two community hospitals in Shanghai, of which 805 infants followed up at 12 months. The outcome was social-emotional concern, defined by Ages & Stages Questionnaire: Social-Emotional and personal social domain from Ages & Stages Questionnaire with established cutoffs. Allergic diseases were assessed using modified International Study of Asthma and Allergies in Childhood core questionnaire. Allergy patterns were classified based on time of onset and persistence as "Never", "Transient" (allergy at age of 0–6 months only or 7–12 months only), "Persistent" (allergy at age of 0–6 and 7–12 months). 8.45 % of 12-month infants exhibited social-emotional concerns. Infants had increased risk of social-emotional concerns at 12 months who suffered allergic diseases during 0–12 months (adjusted odd ratio [aOR], 2.22; 95 % confidence interval [CI], 1.33–3.70), 7–12 months (aOR[95%CI]: 2.07 [1.21, 3.57]) and 0–6 months (aOR[95%CI]: 1.90 [1.12, 3.21]). Additionally, infants with persistent allergy had a 161 % higher risk of social-emotional concern (aOR[95%CI]: 2.61 [1.29, 5.28], P = 0.008) compared to infants without allergy (P for trend = 0.001). Allergic infants were more likely to experience social-emotional concerns, particularly for those with persistent allergy. To optimize social-emotional development, we highlight regular monitoring of mental health and effective management of allergy during infancy. • Allergic diseases are associated with increased risk of children's neurodevelopmental problems. • Previous studies did not consider the effect of allergy onset timing and persistence on social-emotional development. • Infantile allergy contribute to the increased risk of social-emotional concerns, particularly persistent allergy. • We highlight regular monitoring of mental health and effective management of allergy during infancy. [ABSTRACT FROM AUTHOR]

The ability to reason about someone else's mental states, an ability known as theory of mind, is essential to help children navigate social life. However, not all children are socially skilled. Given socialisation is key for healthy development in children, finding what might exacerbate these difficulties is important. Emerging research suggests a potential link between anxiety and theory of mind abilities in children. This meta-analysis aims to characterise that link. Four electronic databases were systematically searched to identify relevant studies. Search terms included variations of terms for theory of mind, anxiety, and children. Studies were screened with inclusion and exclusion criteria for eligibility and identified papers were appraised on quality. The search returned 3674 papers of which 20 were included in the analysis. These included a total of 3110 participants, aged 4–19. Overall, it was found that anxiety had a negative relationship with theory of mind and this appeared to be more pronounced in theory of mind processes related to affective states. There were no differences in the negative relationship between subtypes of anxiety or between studies with autistic and neurotypical children. The findings suggest that anxious children may have difficulties using theory of mind abilities. Heterogeneity was substantial in the data, which limits the confidence in conclusions. Quality appraisal identified that the quality of theory of mind and anxiety measures varied between studies. • Anxiety disrupts both cognitive and affective Theory of Mind processes in children. • There was no significant difference of Theory of Mind performance between anxious neurotypical and anxious autistic children. • No differential effects between anxiety disorders on Theory of Mind performance were found. [ABSTRACT FROM AUTHOR]

We assessed the independent associations of lifetime child abuse and neglect indices with behavioural characteristics of children. A cross-sectional study was conducted in Albania in 2022. Participants consisted of a nationwide representative sample of 1877 schoolchildren aged 15 years (55 % girls; response: 96 %). Data on lifetime child abuse and neglect were collected, along with behavioural factors and sociodemographic characteristics. Binary logistic regression was used to assess the independent associations of child abuse and neglect with behavioural factors of schoolchildren. Irrespective of sociodemographic characteristics, lifetime physical abuse was positively related to lifetime smoking (OR = 1.8, 95%CI = 1.4–2.3), lifetime alcohol consumption (OR = 2.4, 95%CI = 1.9–2.9), and breakfast skipping (OR = 1.3, 95%CI = 1.0–1.6). Furthermore, positive independent factors associated with emotional abuse included lifetime alcohol intake (OR = 1.7, 95%CI = 1.3–2.1) and breakfast skipping (OR = 1.4, 95%CI = 1.0–1.8). Additionally, positive factors associated with lifetime emotional neglect consisted of lifetime smoking (OR = 2.2, 95%CI = 1.6–3.0) and alcohol intake (OR = 2.0, 95%CI = 1.5–2.6), and a lower fruit consumption (OR = 1.7, 95%CI = 1.3–2.3). Positive factors associated with lifetime sexual abuse included lifetime alcohol consumption (OR = 2.4, 95%CI = 1.4–4.1) and especially smoking (OR = 4.3, 95%CI = 2.6–7.3). Also, lifetime witnessing of family violence was positively related to lifetime smoking (OR = 2.7, 95%CI = 1.8–4.1) and alcohol intake (OR = 1.7, 95%CI = 1.2–2.6). We evidenced strong and consistent links between child maltreatment indices and unhealthy behavioural practices among 15-year-old children in Albania. These findings underscore the potential impact of early trauma on developmental trajectories. The association between child abuse and the adoption of detrimental behaviours highlights the urgent need for comprehensive support and intervention strategies to break the cycle of harm. [ABSTRACT FROM AUTHOR]

• 188 RCTs have been published evaluating prevention of preterm birth interventions. • Only 15 of these RCTs performed long-term child follow-up after hospital discharge. • 14 different standardized measurement tools are used to assess child outcomes. • Overall conclusion of the intervention changed in one third of the follow-up studies. Obstetric interventions can have unexpected long-term effects on child development. However, evaluation of these outcomes is not standard in current research. To give an overview of long-term follow-up studies after randomised controlled trials (RCTs) evaluating interventions to prevent preterm birth in asymptomatic pregnancies. Databases MEDLINE, Embase and Cochrane Central Library were searched for relevant RCTs. WebofScience was crosschecked for citations of these RCTs for publications on long-term child outcomes. RCTs evaluating interventions to prevent preterm birth in asymptomatic pregnant women. A long-term follow-up study was defined as such when child outcomes were assessed after discharge from hospital after birth. Proportion of RCTs with long-term child follow-up was calculated with 95% confidence intervals (CI). Data on child's age at follow-up, outcome domains evaluated and measurement instruments were extracted. We included 188 RCTs that evaluated interventions to prevent preterm birth. Only 15 of these RCTs assessed long-term child outcomes (8.0%; 95% CI 4.5 to 12.8) with 17 publications (two RCTs performed two follow-up studies). In 13 out of 17 (76.5%) follow-up publications, neurodevelopment was the primary outcome domain studied for which seven different standardized measurement tools were used. In total, 14 different standardized measurement tools were used to assess long-term outcomes. Overall conclusion regarding the effectiveness of the intervention changed in six studies (6/14 studies; 42.9%) based on long-term follow-up findings compared to the original RCT. Only a minority of the RCTs evaluating prevention of preterm birth interventions performed a long-term follow-up study to assess long-term outcomes on child development. However, the overall conclusions changed in one third of cases. Performance of follow-up studies should be standard in this population in order to counsel parents on potential childhood effects. Amsterdam Reproduction and Development. [ABSTRACT FROM AUTHOR]

What are young children trying to express when they cry at night? According to Sadeh, parental beliefs about why their child is crying may play a role in the development and persistence of their child's insomnia. The aim of this study was to create a scale that specifically assesses these parental interpretations in different dimensions. Children aged between 6 months and 3 years with either good sleep habits or behavioural insomnia were recruited. An initial, 20-item scale for the beliefs of why one's baby is crying at night was developed, with all items on a 7-point Likert span. The results of this scale from a large sample were then submitted to Exploratory (EFA) and confirmatory (CFA) factor analyses to converge on a final version and evaluate its psychometric properties and validity. Among the 1009 subjects included in the analyses (46.2 % female, mean age: 1.63 ± 0.73, good sleepers n = 425 and bad sleepers n = 584). After the factor analysis was performed, a 14-item scale with 4 subscales quantifying each interpretation type resulted: namely, "Need for attachment" (5 items), "Need to cry before falling asleep" (3 items), "Leaving a child to cry during the night is traumatizing for the child" (4 items) and "Is in pain" (2 items). The CFA further confirmed an appropriate fit. The most divergent subscale between groups was the "Need for attachment" subscale. This study proposes the first scale known to focus exclusively on parent interpretations of their child's night-time crying, without taking into account their nursing behaviours. It provides a clinical tool for more effectively discussing with parents, in order to address potential dysfunctional beliefs in the context of early childhood insomnia complaints, as well as a research tool for considering cognitive dimensions in the aetiology and treatment of behavioural insomnia. • The BBCN scale consists of 14 items divided into four interpretative dimensions. • First dimension: the baby is crying because it has a Need for attachment. • Second dimension: a natural Need to cry before falling asleep. • Third dimension: Leaving a child to cry during the night is traumatizing for the child. • Fourth dimension: crying to express or signal being in Pain. [ABSTRACT FROM AUTHOR]

Congenital lower limb differences are rare but can cause significant effects on the developing child. The term encompasses a broad spectrum of conditions, with varying degrees of severity. When evaluating these conditions, children should be managed on an individual basis due to the variety of presentations. This review provides the reader with an introduction to congenital limb differences of the lower limb, describing the common presentations, classifications and the orthopaedic management of these conditions. [ABSTRACT FROM AUTHOR]

The interconnected effects of maternal perinatal depression and the early mother-infant relational quality on children's executive function development are crucial yet understudied. This study addresses this gap, focusing on how perinatal depressive symptoms and emotional availability at 6 months predict child executive function performance at age four, with an emphasis on the moderating role of emotional availability. This study included 282 mother-infant pairs recruited from the Mercy Pregnancy and Emotional Wellbeing Study, utilising repeated Edinburgh Postnatal Depression Scale measurement over the perinatal period, Emotional Availability Scales, and child executive function assessments (Shape School, NEPSY-II, Preschool Age Psychiatric Assessment, Attention Deficit Hyperactivity scale, inattentive subscale). Latent growth curve analysis incorporated controls for socioeconomic status and maternal cognitive abilities, and moderation effects were examined through multiplicative interaction terms. We found that emotional availability influences children's executive function, specifically switching, motor inhibition, and inattentive symptoms, irrespective of maternal depressive symptom changes. This effect is further nuanced by emotional availability's moderating role in the association between depressive symptom change and switching. The study's limitations include a relatively small sample size for moderation analysis and the exclusion of paternal influences. This study is a significant step in understanding the profound influence of maternal emotional availability in infancy on child executive function development, offering new avenues for research and, if replicated, a foundation for innovative intervention approaches. • Maternal emotional availability is a key predictor of child executive function development • Changes in perinatal depressive symptoms significantly impacted child switching and inattentive symptoms • Less emotionally available mother-infant relationships increased vulnerability to the effect of increasing depressive symptoms • The postpartum environment plays a critical role in early executive function development [ABSTRACT FROM AUTHOR]

[Display omitted] This study aimed to investigate whether fetal growth trajectories (FGTs) could predict early childhood development, indicate intrauterine metabolic changes, and explore potential optimal and suboptimal FGTs. FGTs were developed by using an unsupervised machine-learning approach. Children's neurodevelopment, anthropometry, and respiratory outcomes in the first 6 years of life were assessed at different ages. In a subgroup of participants, we conducted a metabolomics analysis of cord blood to reveal the metabolic features of FGTs. We identified 6 FGTs: early decelerating, early decelerating with late catch-up growth, early accelerating, early accelerating with late medium growth, late decelerating, and late accelerating. The early accelerating with late medium growth pattern might be the optimal FGT due to its associations with better psychomotor development, mental development, intelligence quotient, and lung function and a lower risk of behaviour and respiratory problems. Compared with the optimal FGT, early decelerating and late decelerating FGTs were associated with poor neurodevelopment and lung function, while early accelerating FGT was associated with more severe autistic symptoms, poor lung function, and increased risks of overweight/obesity. Metabolic alterations were enriched in amino acid metabolism for early decelerating and late decelerating FGTs, whereas altered metabolites were enriched in lipid metabolism for early accelerating FGT. These findings suggest that FGTs are predictors of early life development and may indicate intrauterine adaptive metabolism. The discovery of optimal and suboptimal FGTs provides potential clues for the early identification and intervention of fetal origin dysplasia or disease, but further research on related mechanisms is still needed. [ABSTRACT FROM AUTHOR]

Our study examined the longitudinal relationship between parenting stress and screen time, outdoor play, and sleep routines in toddler to preschool-aged children. We conducted a descriptive quantitative analysis of a prospective observational cohort study of 300 families with an 18-month-old toddler who were followed for 2 years. Parenting stress was measured using a subscale of the Parenting Stress Index-4 Short Form at child age 18 months. Screen time, outdoor play, and sleep routines were parent-reported at child age 36 months. Multivariable regression estimated associations between parenting stress and screen time behaviors, outdoor play, and sleep routines. Data from 280 children (42.1% female) showed that 39.6% did not have rules around screen time and 82% of families reported frequently having the television on without anyone watching. In adjusted models, a 1-standard deviation increase in parenting stress at 18 months was associated with increased odds of having a television on without anyone watching (OR 1.26, 95% CI: 1.01, 1.57) and decreased odds of not having rules about the amount of screen time at 36 months (OR 0.75, 95% CI: 0.58, 0.96). Increased parenting stress in early childhood was associated with some suboptimal screen time behaviors and sleep routines when children were preschool-aged. [ABSTRACT FROM AUTHOR]

• Parenting intervention boosts preterm development and parental mental health. • Parental emotional support enhances child development interventions. • Parent-led strategies improve practical access to interventions. • Efforts needed to assess key parenting factors for premature development. Parenting interventions have the potential to become effective strategies for improving the developmental trajectories of infants and children born prematurely. However, the effectiveness of parenting interventions is not well understood. A literature search was conducted in five databases. A total of 24 studies involving 3,636 participants were included for review. The results showed a significant effect in cognition, language, motor development, and behavioral problems of children born prematurely. Parenting stress, anxiety, and interactive behaviors showed significant effect size. This review focuses on interventions that employ scaffolding parenting strategies to enhance the development of children born prematurely. Efforts should continue to empower parents through effective and sustainable parenting interventions to improve the quality of life of preterm children. [ABSTRACT FROM AUTHOR]

• There is very little research on the effects of environmental racism on early childhood development. • The concept of environmental racism emerged from the environmental justice movement, which originated as communities of color protested unequal siting of hazardous waste facilities. • Environmental racism is structural, intersectional, multiscalar. • Environmental justice is centered on the principle of indispensability, which here applies to the indispensability of young children of color. • Environmental racism includes exposure to environmental pollutants, which are especially harmful to young children given the specific properties of their developmental phase. • Environmental racism also includes the effects of climate change, which acts as a macro-stressor and is predicted to exacerbate existing racial inequalities that effect children during the early years. • Environmental racism has physical, cognitive, emotional, and other effects on children of color; these vary based on specific environmental conditions and other intersecting categories of differences, especially social class. • Communities of color have shown resilience in advocating for environmental justice on behalf of themselves and their children for the right to develop in nontoxic places. • Future research on environmental racism and early childhood development should build on environmental justice movement traditions and take direction from affected communities and leaders working in the field. What are the effects of environmental racism on early childhood development? This paper argues that this is a largely unanswered question that reflects more than a research gap, but a research vacuum. This paper reviews the available literature on the intersection of environmental racism and early childhood from a sociological perspective. I rely on Iruka et al.'s (2022) Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R3ISE) framework and the framework of critical environmental justice (Pellow, 2016; 2018) to summarize what is known about how environmental racism contributes to disparities in health, learning, and well-being through the early years of childhood development, as well as to point out gaps in our knowledge. Scholars have identified strong indicators that many converging environmental hazards affect young children, and that exposure to these hazards is strongly associated with race and racism. An emerging body of literature also links environmental racism to global climate change and global ecological degradation. This paper will provide a theoretical overview of environmental racism as it pertains to young children and consider in relation to early childhood and race: 1) disproportionate exposure to environmental pollutants and their effects; and 2) vulnerability to effects of climate change. It concludes with a discussion of implications, and suggestions for paths forward and future research. [ABSTRACT FROM AUTHOR]

• Black/Latino(a) & White Racial/Ethnic wealth gaps persist in the COVID-19 pandemic. • Substantial racial/ethnic disparities exist in family material hardship experiences. • Higher income did not equitably protect Black & Latino(a) families from hardship. • Addressing racial/ethnic wealth gaps is key to equitable early childhood development. The long-existing racial/ethnic wealth gaps in the U.S. persist during the COVID-19 pandemic due to income inequalities and other structural racism experiences, which may contribute to racial/ethnic disparities in material hardship experiences. This study examined material hardship disparities and factors that may contribute to racial/ethnic wealth gaps among U.S. families with young children during the pandemic. Using survey data collected from a large national study among parents of children under six years old between April 2020 and October 2022 (N = 6,903; 7.23 % Black, 12.33 % Hispanic/Latino[a]; 29.03 % below 200 % FPL), this study revealed factors that substantially contributed to racial/ethnic wealth gaps, including debt, home ownership, income changes, and discrimination experiences. Moreover, Black and Hispanic/Latino(a) households of middle-to-higher-income levels reported more material hardships than White households with similar income, suggesting that higher income levels could not fully compensate for the systemic, generationally accumulated wealth gaps or equitably protect families of color from hardships in the pandemic. Although not directly studying the total wealth amount, this study provided compelling evidence for racial/ethnic structural inequalities in the wealth accumulation processes and hardship experiences, highlighting the pervasive economic vulnerability among not only lower-income households, but also middle-to-higher-income Black and Hispanic/Latino(a) families with young children. [ABSTRACT FROM AUTHOR]

• Indigenous Knowledge can inform the field of early childhood development. • The study team used participatory and Indigenous methodological approaches. • The study team included Michigan-based researchers, administrators from Indigenous early childhood programs, and Indigenous community members. • Using PhotoVoice, the team documented that traditional practices and relationships in Michigan Indigenous families are often shared with children through land and food-based traditions. • Cultural activities support children to learn through observing and participating in community and family responsibilities. To explore the ways that Indigenous Knowledge can inform the field of early childhood development, the current study examines how cultural traditions and relationships support Indigenous children's well-being. Using a participatory approach and Indigenous methods, the study team, which included Michigan-based researchers, community partners from Indigenous early childhood programs, and Indigenous community members, used PhotoVoice to identify how traditional food- and land-based practices support children's development. Findings, which align with multi-disciplinary research conducted with other Indigenous communities, suggest that traditional practices and relationships are often shared with children through everyday activities. Moreover, these practices and relationships are often shared through food and land-based traditions. Much of what was documented regarding the cultural ways that Indigenous families in Michigan support children's development through culture involved children learning through observing and participating in community and family responsibilities. To learn through observation, translated in Anishinaabemowin as gikinawaabi in the Ojibwe dialect, is a foundational approach to learning in Michigan Indigenous communities. We are now building on this project by using the findings to develop early childhood education curricular components that are locally grounded. The findings are also being used to advocate for appropriate federal policy and legislation for tribal early childhood education programs. [ABSTRACT FROM AUTHOR]

• Idealized notions of the ECE experiences Black parents wanted diverged from their experiences. • Black parents face racialized administrative burdens to access quality childcare. • Free, universal childcare is an equitable policy solution desired by Black families. • Black families want their children to be safe, loved, and nurtured in childcare. • Parents and educators desire one connected system for enrollment. Racial disparities in early care education (ECE) utilization and quality continue to persist in the United States and have considerable implications throughout the life course. This study applied a population health framework and an antiracist lens to conduct peer-led qualitative interviews (n = 20) and facilitate community synthesis and design sessions (n = 6) with parents, ECE staff, and thought leaders. The goal was to better understand: (1) the barriers to enrollment faced by Black families seeking high-quality ECE experiences and (2) potential policy and system interventions to increase access and equity. Three key themes emerged: 1) idealized notions of what Black parents wanted for their children in ECE settings diverged from their actual experiences; 2) there were significant racialized administrative burdens or hoops to jump through to access ECE; and 3) participants cited positive and negative experiences with home-visiting programs to foster child development. Black participants expressed reservations about engaging with these programs based partly on previous discriminatory experiences and/or negative first- or second-hand experiences with state-mandated home visits from social services. The findings from this study make a significant contribution to the literature on barriers to high-quality ECE programs that Black families experience and community-identified policy solutions to address disparities. The system and policy solutions to these racial disparities in ECE enrollment cocreated by parents, ECE staff and the research team are discussed. [ABSTRACT FROM AUTHOR]

• There is a persistent need to address structural racism in developmental science. • Developmental researchers need more tools to operationalize structural racism. • Child exposures to neurotoxicants occur through structurally racist mechanisms. • System dynamics (SD) can illuminate complex social structures and their mechanisms. • This is an opportunity to integrate environmental health and developmental sciences. Current approaches to identifying the impacts of structural racism on human development focus on downstream consequences or developmental outcomes rather than the upstream processes that create and perpetuate those negative consequences. Yet, the hallmarks of complex problems like structural racism include feedback relationships linking factors, path dependence, dynamics, non-linear effects, time delays, counterintuitive, and policy resistance. Pollutant exposures and their resulting deleterious effects on child health and development are among the downstream effects of structural racism. System dynamics modeling, a branch of systems science, provides developmental and environmental researchers with approaches to analyze complexity and integrate evidence from multiple disciplines through a common language and visualization of systems of structural racism. In this commentary, we introduce core tenets of system dynamics modeling as means of delineating the institutional and structural processes of environmental racism from the measurable consequences to child development; highlight specific implications of system dynamics modeling for developmental sciences; use the ongoing environmental health crisis in Flint, MI as a case example of how system dynamics modeling can be used to examine the impacts of structural racism on child development. [ABSTRACT FROM AUTHOR]

Compare the T1 mapping, fat fraction, diffusion and perfusion parameters of the lumbar vertebrae of different age groups to establish normal values for healthy children and observe the trends in these parameters with age. A total of 146 healthy children (0–14 years) were included in this prospective study and underwent 3.0 T lumbar MRI examination. The study cohort was divided into five age groups (Group A ∼ E) according to development milestones in children. T1 mapping, Dixon and IVIM (intravoxel incoherent motion)sequence images were used to measure the parameters of lumbar vertebrae 2–4. The normal values of each parameter were measured and compared across different age groups. The T1 value was negatively correlated with age (r=-0.619, p<0.001). The fat fraction (FF%) was positively correlated with age (r=0.635, p<0.001). There was a negative correlation between the D value and age (r=-0.406, p<0.001). The D∗ value was positively correlated with age (r=0.54, p<0.001). The f value was positively correlated with age (r=0.775, p<0.001). The inflexion points of the T1 value and FF% curves were at approximately 3 years old (36 months).The inflexion points of the IVIM-related parameter curves were approximately 5 years old (60 months). The age-dependent differences in the vertebral body parameters of this pediatric cohort suggest changes in the bone marrow composition and cellular structure of the vertebral body during physiological growth in children. The establishment of normal values of children's lumbar spine can facilitate the clinical study of diseases. • The inflexion point of the T1 value and FF% curves are at 3 years old. • The inflexion points of the IVIM-related parameter curves are at 5 years old. • The normal values of the vertebral bone marrow for healthy children are established. [ABSTRACT FROM AUTHOR]

• First impact evaluation of phone parenting program for Syrians and Jordanians. • Parenting intervention decreased caregiver-reported depressive symptoms. • No impacts on parenting outcomes were detected. For refugee caregivers who may live in remote areas or be a highly mobile population, creating parenting programs that fit their needs and accommodate their mobility can be highly beneficial. In this article, we evaluate a 6-month, audio-only early childhood development (ECD) intervention delivered via phone (3 calls per month) to caregivers of Syrian and Jordanian backgrounds in Jordan. A sample of stipended community health volunteers (CHVs; N = 99) and their caseloads of caregivers (n = 2,298) was randomized to calls with health and nutritional content (control group) or calls with health, nutritional, and added parenting and caregiver-focused content (including content adapted from the Reach Up and Learn model). Hypothesized outcomes included reduced caregiver depressive and anxiety symptoms, parenting stress, and harsh discipline; increased parent-child learning activities and parenting self-efficacy. Exploratory outcomes (all caregiver-reported) included child development; and caregiver engagement in activities related to health and child learning following the calls. Exposure to the treatment condition resulted in a statistically significant reduction in caregivers' depressive symptoms (d=-0.11). No other statistically significant impacts were found. Implications of these findings for caregiver interventions are discussed. [ABSTRACT FROM AUTHOR]

• Executive functioning at preschool entry is positively related to school readiness skill gains. • Children's negative classroom engagement is negatively associated with school readiness gains. • Observed positive task engagement positively predicts teacher-reported learning approaches. • Negative classroom engagement may underlie executive functioning—school readiness linkage. This study investigated links of executive functioning to gains in school readiness skills and explored the mediating role of children's behavioral engagement in the PreK classroom. We collected direct assessments of executive functioning (EF) and observations of behavioral engagement for 767 children (mean age 52.63 months) from racially/ethnically diverse, low-income backgrounds three times over the PreK year. We also measured school readiness in the domains of language, literacy, and math using direct assessments and collected teacher-report measures of socialemotional-behavioral skills and approaches to learning. Our analyses addressed the following three research questions: 1) To what extent does children's EF predict school readiness skill gains during PreK? 2) To what extent does children's behavioral engagement in PreK classrooms predict school readiness skill gains? 3) To what extent does behavioral engagement mediate the relation of EF with school readiness skill gains? We observed that EF was positively related to gains in language, math, and approaches to learning. Regarding behavioral engagement, Negative Classroom Engagement was negatively related to gains in literacy, math, social-emotionalbehavioral skills, and approaches to learning while Positive Task Engagement was positively related to gains in approaches to learning. Negative Classroom Engagement significantly mediated the effects of EF on gains in the domains of literacy, socialemotional-behavioral skills, and approaches to learning. We describe implications of these findings for promoting children's ability to learn and thrive in PreK contexts with a focus on their engagement with teachers, peers, and learning activities. [ABSTRACT FROM AUTHOR]

To analyze trends in breastfeeding and complementary feeding indicators for infants and young children receiving primary health care (PHC) services in Brazil, considering the contextual aspects of local nurturing care (NC) environments. Ecological time-series study. Ten feeding indicators were extracted from 1,055,907 food intake records of children aged <2 years reported by PHC facilities from 2015 to 2019. Local NC environments were assessed with the Brazilian Early Childhood Friendly Municipal Index, calculating overall and stratified scores for the NC domains of adequate nutrition, good health, opportunities for early learning, and security and safety. Prais–Winsten regression was used to calculate annual percent changes (APC) by sex and the contrast in APC between the lower and upper quintiles of NC scores. Positive or negative APC with P -values <0.05 represented increasing or decreasing trends. No significant trends of exclusive and continued breastfeeding, food introduction, or minimum dietary diversity were observed, with 2019 prevalences of 54.5%, 45.2%, 92.5%, and 78.2%, respectively. Increasing trends were observed for mixed milk feeding (2019: 19.2%; APC, +2.42%) and minimum meal frequency (2019: 61.1%; APC, +2.56%), while decreasing trends were observed for sweet beverage consumption (2019: 31.9%; APC, −5.92%) and unhealthy foods (2019: 16.1%; APC, −4.69%). Indicator improvements were significantly stronger in environments more favorable for NC. Although the indicators did not meet global targets for infant feeding practices, the results suggest that the local NC environment encompasses facilitators that may be strategic in the design of early childhood programs and policies to improve nutrition. [ABSTRACT FROM AUTHOR]