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Little is known about the relationship between violence exposure and mental health in preschoolers living in low- and middle-income countries (LMICs). Multiple regression analyses investigated associations between violence exposure and mental health in the Drakenstein Child Health Study (N = 978), a South African birth cohort. Lifetime violence exposure was assessed at age 4.5 years using the parent-report Child Exposure to Community Violence Checklist (CECV). Mental health was assessed at age 5 years using the Child Behaviour Checklist (CBCL 1.5–5). Eighty-three percent of the children were exposed to some form of violence. Internalising and externalising behaviours were positively associated with overall violence exposure (β per one unit change in the overall score = 0.55 [0.16, 0.94] and β = 0.53 [0.23, 0.84], respectively), domestic victimisation (β per one unit change in the subscore = 1.28 [0.28, 2.27]; β = 1.14 [0.37, 1.90]) and witnessing community violence (β = 0.77 [0.15, 1.39]; β = 0.68 [0.19, 1.18]). There was a positive association between polyvictimisation and externalising (β = 1.02 [0.30, 1.73]) but not internalising (β = 0.87 [-0.06, 1.80]) behaviour problems. Evidence for an association of witnessing domestic violence with internalising (β = 0.63 [-0.97, 2.24]) or externalising (β = 1.23 [-0.04, 2.50]) behaviours was less robust. There was no association between community victimisation and internalising or externalising behaviours (β = 0.72 [-1.52, 2.97; β = 0.68 [ -1.06, 2.41]). Observations highlight the risk for mental health problems among preschoolers living in high-violence contexts and emphasize the need for early interventions. [ABSTRACT FROM AUTHOR]

Effective word-learning strategies are essential for the development of language skills, cognitive processes, and learning success in young children. This paper describes a study conducted to compare the effectiveness of three different methods of teaching words at preschool age. The study used the C-LWAT (Complex Test for Word Acquisition in Preschool Children) methodology. Three hundred children aged 4 to 6 years from preschool institutions in China took part in the study. The authors of the study randomly divided the children into three groups: a contextual learning group, a game approach group, and a multimedia approach group. Each group underwent the appropriate training methodology for 8 weeks. The results of the study strongly suggested that all three learning strategies contributed to improving vocabulary and speaking skills in children. The pre-test initial scores were comparable in all three groups. However, all groups progressed after the intermediate and final tests. Although the multimedia approach group and the game approach group achieved the highest scores, demonstrating a significant improvement compared to the contextual learning group. These results confirm the effectiveness of using multimedia materials and game approaches in an educational context for the development of vocabulary and speaking skills in children. The obtained results offer new ideas and contexts for the development of word-learning programs in preschool institutions. They are important for educational practices in China and can be used to improve the quality of education and develop speech skills in pre-schoolers from different countries. [ABSTRACT FROM AUTHOR]

Early childhood educator's emotional socialization may contribute crucially to young children's social–emotional competence. Here, we examined the contributions of self-reported reactions to children's emotions and beliefs about emotional socialization of 90 teachers to the social–emotional competence of 334 pre-schoolers. Teacher-reported emotion socialization, especially as moderated by classroom socioeconomic risk, often predicted pre-schoolers' end-of-year social–emotional behaviours, independent of child covariates, including children's beginning-of-year premeasures. Only three findings resembled the parent emotion socialization literature, however, and two appeared unique to the pre-school environment. Most were specific to classrooms where children experienced socioeconomic risk. The pattern of moderation findings highlights the importance of context in teachers' emotional socialization. Suggestions are given for expanded research on the topic and potential applications to assist teachers in their role as emotion socializers. [ABSTRACT FROM AUTHOR]

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach's alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures. [ABSTRACT FROM AUTHOR]

The importance of information and communication technology (ICT) in education has been increasingly acknowledged due to advancements in technology. Prior research has explored several perspectives on the "use of ICT in early childhood education (ECE) and has highlighted many obstacles to its implementation in the classroom setting". The synthesis of these research does not lean towards a singular perspective or definitive result, so allowing for further investigation of the issue at a more profound level. This systematic literature review seeks to enhance the current body of knowledge on teachers' attitudes toward the efficacy of using ICT in ECE classrooms. By using PRISMA procedures, a total of 12 studies were selected to investigate the perspectives of teachers about the use of ICT, the current methods employed, and the efficacy of teaching at ECE level. The study's findings indicate that, in general, teachers exhibit a significant propensity toward the use of ICT in ECE. However, the implementation of ICT in classrooms is constrained by several factors. [ABSTRACT FROM AUTHOR]

Abstract Background The COVID-19 pandemic and accompanying societal measures have impacted children and their families all over the world. Little is known about the factors associated with mental health outcomes in young children (i.e., 1 to 6 years old) during the pandemic. The current study aimed to examine associations with potential risk and protective factors, i.e., direct COVID-19 exposure factors as well as within-family characteristics. Methods Caregivers of children aged 1–6 years old were recruited in the Netherlands to participate in an ongoing longitudinal research project. In the current study, baseline data—collected during the 1st year of the pandemic—are reported. The final sample consisted of 2762 caregivers who answered questionnaires assessing negative and positive dimensions of their children’s mental health (i.e., anxiety, depressive symptoms, anger, sleep problems, positive affect, and self-regulation). Furthermore, caregivers provided information regarding: (1) Direct COVID-19 related factors, i.e., parental infection and death of a family member or close friend due to COVID-19, (2) Family related COVID-19 factors, i.e., parental perceived impact of the pandemic and COVID-19 related parent–child emotion regulation strategies (i.e., active, avoidant and information-focused strategies), (3) General caregiver’s distress, i.e., parental mental health, parental feelings of rejection towards their child. Regression analyses were used to examine associations with children’s mental health. Results Direct COVID-19 related factors were not associated with more mental health problems in the children, though parental COVID-19 infections were related with less anger in children. Family related COVID-19 factors and caregiver’s distress were related with children’s mental health. Higher parental perceived negative impact of the pandemic, lower parental perceived positive impact of the pandemic, more avoidant as well as more active and information-focused parent–child emotion regulation strategies, more caregiver’s mental health problems and more parental feelings of rejection towards their child were related with more mental health problems in the child. Conclusion Direct exposure to COVID-19 was not related with more mental health problems in the child. Family related COVID-19 factors and caregiver’s distress appear to play a more important role for young children’s mental health. Findings may inform prevention and intervention programs for potential future global crises as well as other stressful events.

The relationship between the change in the screen time of preschool children according to both parent–child characteristics and parental attitudes was investigated in an online study involving 403 mothers. Mothers completed a questionnaire on baseline characteristics and Parent Attitude Scale. Multiple logistic regression and generalized linear models revealed the associations. Change in screen time was grouped as "increase" and "no increase". 70% stated an increase in the screen time during the pandemic period. The overprotective score was low in the group with increased screen time after adjusting parental age, education, and working status, family type, number of the children, the enrolled child's age, gender, daily screen time before the pandemic, and caregiver of the child. The child having longer screen time also had higher risk for the history of an increase in screen time in the lockdown period. This situation shows a need for parental guidance for healthy screen use. [ABSTRACT FROM AUTHOR]

The article outlines the actual issue of development and approbation of the Ukrainian diagnostic visual measures examining social intelligence in pre-schoolers having intellectual difficulties of a mild degree and in preschoolers having normative development. Currently, special psychology needs tools examining socio-personal and emotional development of children with mild intellectual disabilities from the standpoint of the intersubjectivity principle. The article substantiates the emotional peculiarities in socially deprived pre-schoolers with such disabilities. The psychological diagnostic toolkit developed by the article authors is aimed at researching the intersubjective and intrasubjective bases of emotion recognition in the structure of emotional intelligence, which is considered as a component of a broader category - social intelligence. The article presents the examining measure, consisting of portrait pictures depicting certain social situations with corresponding emotions: 1) joy; 2) anger; 3) sadness; 4) fear; 5) surprise; 6) calmness (separate sets for boys and girls); 12 story pictures in which some characters express a certain emotional state (1 picture for each of the above emotional states); and 12 stories for the story pictures. The specifics of emotion recognition by pre-schoolers with mild intellectual disabilities and by children with normal, typical development were determined. Basing on performed theoretical justification, the prospects of further scientific studies will include the theoretical substantiation and development of diagnostic visual measures studying the moral-behavioural component of social intelligence in pre-schoolers with normative typical development and pre-schoolers with mild intellectual disabilities. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic and accompanying societal measures have impacted children and their families all over the world. Little is known about the factors associated with mental health outcomes in young children (i.e., 1 to 6 years old) during the pandemic. The current study aimed to examine associations with potential risk and protective factors, i.e., direct COVID-19 exposure factors as well as within-family characteristics. Methods: Caregivers of children aged 1–6 years old were recruited in the Netherlands to participate in an ongoing longitudinal research project. In the current study, baseline data—collected during the 1st year of the pandemic—are reported. The final sample consisted of 2762 caregivers who answered questionnaires assessing negative and positive dimensions of their children's mental health (i.e., anxiety, depressive symptoms, anger, sleep problems, positive affect, and self-regulation). Furthermore, caregivers provided information regarding: (1) Direct COVID-19 related factors, i.e., parental infection and death of a family member or close friend due to COVID-19, (2) Family related COVID-19 factors, i.e., parental perceived impact of the pandemic and COVID-19 related parent–child emotion regulation strategies (i.e., active, avoidant and information-focused strategies), (3) General caregiver's distress, i.e., parental mental health, parental feelings of rejection towards their child. Regression analyses were used to examine associations with children's mental health. Results: Direct COVID-19 related factors were not associated with more mental health problems in the children, though parental COVID-19 infections were related with less anger in children. Family related COVID-19 factors and caregiver's distress were related with children's mental health. Higher parental perceived negative impact of the pandemic, lower parental perceived positive impact of the pandemic, more avoidant as well as more active and information-focused parent–child emotion regulation strategies, more caregiver's mental health problems and more parental feelings of rejection towards their child were related with more mental health problems in the child. Conclusion: Direct exposure to COVID-19 was not related with more mental health problems in the child. Family related COVID-19 factors and caregiver's distress appear to play a more important role for young children's mental health. Findings may inform prevention and intervention programs for potential future global crises as well as other stressful events. [ABSTRACT FROM AUTHOR]

The use of tablets by young children is increasing and more research is needed to understand how to evaluate and map the emergence of digital writing. To explore this, children (aged 2–5 years; N = 48) were asked to write on an iPad using a drawing app (1×10-minute session/week over 9 weeks). Traditional frameworks for early writing development were used to map the types of marks young children created with their fingers on iPads. The types of digital writing children created ranged across 'scribble marks', 'invented marks', 'invented letters', 'conventional letters', and 'word writing'. In contrast to viewing children as having writing abilities at only a single level of writing development, individual children were observed to produce digital marks representative of different stages of writing development. Providing new ways of mapping the emergence of digital mark making will help early childhood educators better understand digital writing development. [ABSTRACT FROM AUTHOR]

Many sports programmes designed for children under five claim improvements in physical, social, and psychological outcomes. However, few have been subject to any form of inquiry. This paper reports an initial exploratory study of parental perceptions of an indoor bouldering programme designed for children younger than 6 when delivered in England. Six parents who accessed an average of four sessions took part in a telephone interview to gather initial perceptions, and to establish whether they felt that there had been changes in their children's and their own behaviour by attending the Rock Tots/Kids classes. Thematic analysis indicated that parents were generally positive about the programme, and could identify some changes in their children's intrapersonal, interpersonal, and climbing specific skills when participating in the sessions. Parents also reported changes in their own approaches to parenting. Suggestions for future research of sports programmes targeted at this age group are discussed. [ABSTRACT FROM AUTHOR]

The article describes the development problem of wrist (finger) praxis of senior preschool children with speech disorders. Apraxia is a kind of movement disorder where paralysis is not observed. It is accepted to distinguish three main types of apraxia: motor, visual-spatial and kinaesthetic. The neurophysiological connection between the motility of the wrist and the motility of the articulating apparatus (tongue, lips, lower jaw) has been clarified. Violation or underdevelopment of wrist praxis of junior and preschool age children can negatively affect the child's speech: both oral and written. The most effective directions for the formation of wrist praxis of pre-schoolers with speech development disorders have been singled out. The first direction concerns the physical development of children in the direction of the subject-manipulative activity (M. Yefymenko). The main directions of the wrist praxis development include: physical development of children; subject-centred and manipulative activities; subject-centred and practical activities; labour activity, artistic-aesthetic activity and modelling-constructing. The second direction concerns the use of significant opportunities of children's labour activity, in particular their instrumental manual actions with the use of carpentry and metalwork tools (V. Kantarzhy). Instrumental activities were classified as follows: 1) carpentry work exercises with a carpentry vice, with mallets, with files, on a grinding wheel, with saws, with a drill, with a rotary wheel, with keys, with screwdrivers, with the assembly of structures with the help of keys and/or a screwdriver; 2) locksmith work exercises with hammers, with locksmith vices, with files, with hacksaws, etc. With the optimal combination of these main directions, we see prospects for increasing the effectiveness of the wrist praxis development of pre-schoolers with speech development disorders.

Abstract Background Basic motor competencies (BMC) play a vital role in child development and are a primary focus of physical education. However, there is a lack of research on BMC in preschool-aged children, making this study particularly significant. The present study aims to examine the relationship between BMC and physical fitness components in Spanish preschool children. Methods This cross-sectional study was conducted on 101 children (n = 52 boys, average age of 4.80 years) living in Pamplona, North Spain. Components of physical fitness (handgrip strength, standing long jump, speed-agility, and cardiorespiratory fitness) were assessed using the PREFIT Battery. Overall physical fitness was computed from the four selected fitness components separately for boys and girls. Higher z-scores values in physical fitness indicate better fitness performance. To assess BMC, the MOBAK KG test battery was applied (subscales of object control and self-movement). Sex, age, and body mass index were used as main confounders. Results After adjustment for confounding factors, the BMC was positively associated with single (z-scores) components and overall physical fitness sum of z-scores (R 2 from 0.178 to 0.469, all P-values

Alteration of the microbiota–gut–brain axis has been recently recognized as a possible contributor to the physiopathology of autism spectrum disorder (ASD). In this context, microRNA (miRNAs) dysfunction, implicated both in several neuropathological conditions including ASD and in different gastrointestinal disorders (GIDs), could represent an important modulating factor. In this contextual framework, we studied the transcriptional profile of specific circulating miRNAs associated with both ASD (miR-197-5p, miR-424-5p, miR-500a-5p, miR-664a-5p) and GID (miR-21-5p, miR-320a-5p, miR-31-5p, miR-223-5p) in a group of pre-schoolers with ASD and in typically developing (TD) peers. In the ASD group, we also assessed the same miRNAs after a 6-month supplementation with probiotics and their correlation with plasma levels of zonulin and lactoferrin. At baseline, the expression of miRNAs involved in ASD were significantly reduced in ASD pre-schoolers vs. TD controls. Regarding the miRNAs involved in GID, the expression levels of miR-320-5p, miR-31-5p, and miR-223-5p were significantly higher in ASD than in TD subjects, whereas miR-21-5p showed significantly reduced expression in the ASD group vs. TD group. Supplementation with probiotics did not significantly change the expression of miRNAs in the ASD population. We found a significative negative correlation between zonulin and miR-197-5p and miR-21-5p at baseline, as well as between lactoferrin and miR-223-5p after 6 months of probiotic supplementation. Our study confirms the presence of an altered profile of the miRNAs investigated in ASD versus TD peers that was not modified by supplementation with probiotics. [ABSTRACT FROM AUTHOR]

The paper investigates the motivational drivers and engagement of preschoolers to learn in a friendly environment on the basis of the conducted research. Using the simulation method, a program based on cutting-edge technology was developed for one group of preschoolers, while the second group was taught under a traditional program. After training based on the methodology developed by Berhenke, the motivation of preschoolers to learn was described. The results of the experiment show that the strongest motivation to learn was observed among preschoolers who were taught under a program based on cutting-edge technology and in an interactive environment, which gives a stronger impetus to learn as compared to a conventional setting. According to the motivation scale developed on the basis of the research findings, preschoolers of the first group have high (45%) or medium (39%) levels, whereas medium (42%) or low (39%) levels prevailed among preschoolers of the second group. The practical value and prospects for further research are explained by the possibility of using the developed program based on cutting-edge technology in teaching preschoolers to improve their motivation for learning. The proposed methodology for measuring preschoolers' motivation can be also used in the study of motivation not only among preschoolers, but also among students of various years of study, in a comparative aspect. [ABSTRACT FROM AUTHOR]

Future-oriented cognition plays a manifold role for adults' mental health. The present study aimed to investigate the relationship between future-oriented cognition and mental health in N = 191 children aged between 3 and 7 years. Parents completed an online-questionnaire including children's future-oriented cognition (e.g., episodic foresight; Children Future Thinking Questionnaire; CFTQ), children's mental health problems (Strengths and Difficulties Questionnaire; SDQ), and wellbeing (Parent-rated Life Orientation Test of children; PLOT and Positive-Mental-Health Scale; PMH). More externalizing problems (especially hyperactivity) related to lower future-oriented cognition. For mental wellbeing, higher levels of optimism were associated with higher episodic foresight. Futureoriented cognition increased with age cross-sectionally. This increase was flatter at higher levels of wellbeing (indicated by lower pessimism). Results are discussed considering findings on the role of future-oriented cognition for mental health in adults and adolescents. Suggestions for future work are presented regarding the direction of the observed links and underlying mechanisms. [ABSTRACT FROM AUTHOR]

Future-oriented cognition plays a manifold role for adults’ mental health. The present study aimed to investigate the relationship between future-oriented cognition and mental health in N = 191 children aged between 3 and 7 years. Parents completed an online-questionnaire including children’s future-oriented cognition (e.g., episodic foresight; Children Future Thinking Questionnaire; CFTQ), children’s mental health problems (Strengths and Difficulties Questionnaire; SDQ), and wellbeing (Parent-rated Life Orientation Test of children; PLOT and Positive-Mental-Health Scale; PMH). More externalizing problems (especially hyperactivity) related to lower future-oriented cognition. For mental wellbeing, higher levels of optimism were associated with higher episodic foresight. Future-oriented cognition increased with age cross-sectionally. This increase was flatter at higher levels of wellbeing (indicated by lower pessimism). Results are discussed considering findings on the role of future-oriented cognition for mental health in adults and adolescents. Suggestions for future work are presented regarding the direction of the observed links and underlying mechanisms.

Background: Basic motor competencies (BMC) play a vital role in child development and are a primary focus of physical education. However, there is a lack of research on BMC in preschool-aged children, making this study particularly significant. The present study aims to examine the relationship between BMC and physical fitness components in Spanish preschool children. Methods: This cross-sectional study was conducted on 101 children (n = 52 boys, average age of 4.80 years) living in Pamplona, North Spain. Components of physical fitness (handgrip strength, standing long jump, speed-agility, and cardiorespiratory fitness) were assessed using the PREFIT Battery. Overall physical fitness was computed from the four selected fitness components separately for boys and girls. Higher z-scores values in physical fitness indicate better fitness performance. To assess BMC, the MOBAK KG test battery was applied (subscales of object control and self-movement). Sex, age, and body mass index were used as main confounders. Results: After adjustment for confounding factors, the BMC was positively associated with single (z-scores) components and overall physical fitness sum of z-scores (R2 from 0.178 to 0.469, all P-values < 0.05). Additional percentile scores weakened the associations, but they still remained significant (R2 from 0.146 to 0.337, all P-values < 0.05). Compared with participants in the lowest tertile, those in the highest tertile of the MOBAK KG sum score, and in both object movement and self-movement test subscales had significantly higher scores in single fitness component (z-scores or percentile) and overall physical fitness sum of z-scores (all P for trend < 0.001). Conclusions: Our results revealed that higher BMC is associated with better physical fitness in Spanish preschool children. The findings emphasize the crucial role that basic motor competence plays in promoting physical activity in preschool children. [ABSTRACT FROM AUTHOR]

Background: This study aimed to understand the parental stress, psychological distress, and parenting practices of parents of pre-schoolers during the COVID-19 pandemic. Methods and Materials: An online cross-sectional survey was conducted with the parents of preschool children aged 3–6 years. Researchers used the Parental Stress Scale, Self-Reporting Questionnaire, and Parent Practice Interview to collect data from parents in the Southern Indian city of Bengaluru. Results: A total of 60 responses were obtained from the online survey. Moderate to a high level of parental stress and mild to moderate levels of psychological distress were found among the parents. Around 21 (35%) of parents were found in need of mental health consultation. The study found no group differences in parental stress and psychological distress among various socio-demographic variables. The study found a significant association between parental stress and the parenting practices of participants. Higher mean scores were observed on mothers in setting clear expectations of pre-schoolers. Conclusion: Parenting young pre-schoolers is a difficult task. COVID-19 pandemic has made the parenting process challenging for parents. Parents must engage the children at home, and helping them cope with the new environment is a tightrope walk. Such uncertainties are supposed cause distress and lead to poor parenting parents among the parents, especially with pre-schoolers who are more demanding. There is a need to address parents' concerns and train them to deal with the situations effectively. [ABSTRACT FROM AUTHOR]

Objective: Early years of childhood form the basis of intelligence, personality, social behaviour, and capacity to learn and nurture oneself as an adult. Our objective was to find out the effects of screen time on behavior of pre-schoolers, which could provide scientific grounds to the control of digital screen time. Method: A cross sectional survey was conducted in four private preschools of Islamabad from June -November 2021. A sample size of 200 children ages three-five years were selected through multistage random sampling using a parental questionnaire. Children were grouped based on daily screen time of ≤60 minutes or >60 minutes. Analysis was made based on the Child behavior checklist for ages eighteen months-five years results. Cronbach's alpha coefficient was found to be 0.925. It was analyzed using SPSS version 22. Chi-square test, independent sample t-test and multi linear regression were applied to determine the association and significance levels between the variables. Results: Study results indicate increased screen time was statistically significant with child's age, education level and employment status of mothers. It was observed that pre-schoolers with screen time of > 60 minutes tend to suffer more from withdrawal syndrome (11.94±3.91, p = 0.014) sleep problems (10.97±3.20, p = 0.010) and Autism spectrum problems (17.66±5.89, p = 0.047) as compared to pre-schoolers with screen time ≤60 minutes. Strongest predictor of outcome variable was found to be mothers education level (ß = 21.53). Conclusion: Study findings revealed that excessive screen time has deleterious effect and is associated with behavioural problems of pre-schoolers. [ABSTRACT FROM AUTHOR]

Objective: To assess whether breastfeeding during the first months of life is associated with adherence to the Mediterranean dietary (MedDiet) pattern in preschool children. Design: The Seguimiento del Niño para un Desarrollo Óptimo (SENDO) project is an ongoing pediatric cohort with open recruitment, started in 2015 in Spain. Participants, recruited when they are 4 to 5 years old at their primary local health center or school, are followed annually through online questionnaires. For this study, 941 SENDO participants with full data on study variables were included. Breastfeeding history was collected retrospectively at baseline. Adherence to the Mediterranean diet was assessed with the KIDMED index (range −3 to 12). Results: After accounting for multiple sociodemographic and lifestyle confounders, including parental attitudes and knowledge about dietary recommendations for children, breastfeeding was independently associated with a higher adherence to the MedDiet. Compared with children who were never breastfed, children breastfed for ≥6 months had a one-point increase on their mean KIDMED score (Mean difference +0.93, 95%confidence interval [CI]. 0.52–1.34, p for trend <0.001). The odds ratio of high adherence to the MedDiet (KIDMED index ≥8) was 2.94 (95%CI 1.50–5.36) in children who were breastfed for at least 6 months, as compared to their peers who were never breastfeed. Children who were breastfed for less than 6 months exhibited intermediate levels of adherence (p for trend <0.01). Conclusion: Breastfeeding for 6 months or longer is associated with a higher adherence to the Mediterranean diet during the preschool years. [ABSTRACT FROM AUTHOR]

This study investigates the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers. There are few experimental studies on the precursors of reading and writing skills and those existing mainly focus on letter knowledge or logographic processing of words in pre-schoolers. This paper evaluates and compares 5-year-old children’s use of the logographic processing or the use of sound-sign processing to decode target words in original and modified versions. Furthermore, we verify whether pre-schoolers’ type of reading words (logographic versus sound-sign processing) vary in accordance with children’s socio-cultural differences (i.e., type of school and socio-cultural information from parents). This study tested 94 children (M-age = 5 years and 8 months) at the end of the last year of preschool. Six stimulus logos were used to evaluate children’s ability to decode words and the type of decoding (logographic or sound-sign processing). The Chi-square results confirm that the achievement of the correspondence between sound-sign at the base of reading and writing has already started in preschool. Our findings shed light on a significant proportion of pre-schoolers who can already read words via sound-sign processing or show the emergence of notational awareness, while the others still rely on logographic processing. Moreover, the results show that pre-schoolers’ notational awareness is related to socio-cultural characteristics pertaining to schools and families. These findings suggest that 5 years is an important age for the disentanglement between logographic and sound-sign correspondence in pre-schoolers and provide useful implications for theory and practice.

BackgroundEarly childhood caries (ECC) is a preventable chronic disease. Parents’ knowledge and attitudes toward oral healthcare have been associated with higher caries experience in their children. Mobile apps within the context of mHealth interventions are a potential tool for raising awareness and informing parents about their children's oral health.ObjectivesThe aim of this systematic review was to examine the effectiveness of mobile health apps, targeted at parents and caregivers, for the prevention of ECC.Data sourcesA systematic search was carried out in five scientific databases; Embase, CINAHL, MEDLINE, PsycINFO and Web of Science.Study selection and data extractionOriginal studies, delivering oral health interventions to parents of children

This study aimed to investigate paternal involvement, parenting practices, and working hours of parents of preschool children. A total of 171 fathers residing in southern Brazil participated in this study and answered the Sociodemographic Questionnaire, Father Engagement Questionnaire (QEP), Openness to the World Questionnaire (QOM), and Inventory of Parenting Practices (CRPR). Data were analyzed using descriptive and inferential statistics. There was a positive correlation between working hours and authoritarian parenting practices and a negative correlation between working hours and father involvement, emotional support, and direct and indirect care. Comparisons between groups of parents indicated that those who did not have a paid job were more involved with their children than those who worked long hours. In conclusion, it is highlighted that the fathers' workday affects the involvement with the children and the parental practices used, influencing the exercise of fatherhood in the contemporary scenario. [ABSTRACT FROM AUTHOR]

When children find the production of a speech sound difficult, they tend to substitute it with another easier one, a phenomenon described as Substitution Phonological Pattern (SPP). This study investigated SPP in Ghanaian preschoolers, who spoke their individual Ghanaian languages like Akan and Ga as their first languages (L1) but were learning to speak English as a second language, to understand and document how these children pronounced English speech sounds. Thirty preschoolers in a privately-owned basic school in Kumasi were selected and voice recorded as they mentioned twenty English lexical items from their textbooks after their teacher. Both the participants' and their teacher's productions of the stimulus words were transcribed according to the International Phonetic Alphabet. The data was analysed using both qualitative and quantitative research approaches and within the framework of Natural Phonology Theory. Findings indicated that the children exhibited Fronting, Backing, and Stopping. The participants' L1 and age among other factors were observed to be responsible for the processes identified: English sounds that were absent in the L1 of the children were difficult to produce for some of the children, while older children exhibited fewer cases of substitution. This study might serve as a documented material and a reference point for future researchers and Ministry of Education of the Republic of Ghana on Ghanaian children phonological experiences as regards the speaking of English.

The study explored if and extents to which peer-related interactions provide signs of global developmental delays and suggest the appropriate measures (if any). It involved six hundred and twelve 612 respondents among which five hundred and fifty-eight (n=558) were preschoolers randomly selected using the lottery method and fifty-four (n=54) teachers conveniently selected. Mixed approach with a cross-sectional design, using observation for preschoolers and interview for teachers, the analysis made using ANOVA and Chi-square, with a statistically significant p-value of p≤ .05 and confidence level of 0.95(CL of 95%) with the application of SPSS version 20 and thematic content analysis. Only 3.2% of preschoolers were in very serious delays in the cognitive domain on communication difficulties showing no significant difference in sex and their class level, 14.5% in physical delays with an inability to perform simple tasks significantly with their age and 1.4% showed behavioural delays as they always need reprimanded, restless and prolonged tantrums while 0.7% were unable to participate in discussions significantly with their age and sex. Above 50% of teachers suggested about Early Intervention (EI) to children with developmental delay signals. Interactions should start to children below school age for Early Stimulation (ES), additionally, parents and caregivers are to be provided with guidelines from experts as a way to identify and or resolve the problem, a longitudinal study can be done on developmental delay cues from the age of three to eight years can be conducted, but also large sample from the survey could be used for generalisation.

Many studies have reported that early interventions on language and early literacy skills are important for preventing later reading difficulties at primary school. The aim of the study is to assess the effectiveness of a 12-week intervention programme focused on enhancing pre-schoolers' language and early literacy skills. Two groups of children (ages 5-6) were involved in the study: the "Talk-group", who participated in the intervention programme, and the "Play-group", who followed the standard preschool curriculum. The children's early literacy skills were tested in two sessions six months apart, at the beginning and at the end of the last year of preschool. Data analysis showed that children achieved significantly higher scores in nonword repetition and lexical comprehension at the second assessment; however, only the children in the Talk-group produced significantly higher phonological awareness scores at the second session, i.e. after the intervention. Additional tests showed that the intervention programme was effective only in the case of more basic phonological awareness skills. The programme's potential for supporting early literacy development in preschool and for preventing long-term difficulties in reading are discussed. [ABSTRACT FROM AUTHOR]

The literature has shown that the COVID-19 pandemic has indelibly affected student performance. However, this deterioration is not the same for all students, with students of a lower socio-economic status (SES) being the most affected. The present study aims to understand if the pandemic lockdown in the last year of pre-school impacted the learning skills considered crucial for the transition to primary school, and whether this impact was moderated by SES or a quiet place to study (QPS). A total of 11,158 students belonging to 318 Portuguese schools underwent an assessment protocol composed of writing skills, maths, and motor-control tasks. A pandemic effect was observed for writing skills, especially during the first lockdown. Said effects were found to be potentiated by SES. Regarding maths, the fall in skills was only observed to be significant for less economically advantaged children. Motor tasks suffered; however, this was without any significant effect for SES or QPS. Thus, a detrimental effect of the pandemic lockdown was found on pre-school skills, particularly pre-literary abilities, and especially during the first lockdown. SES appeared to potentiate some inequalities. In other words, skills differences between individuals with higher and lower SES increased during the pandemic, particularly in the first lockdown, due to novelty, unpredictability, and the need for quick adaptation. [ABSTRACT FROM AUTHOR]

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Play is a universal code, which mirrors the all-round development of a child. Play development reflects the emergence of early cognitive skills in children. The current study profiles the developmental trends of different types of play during the free and structured play scenario in South India. The sample included 48 pre-school children, aged between 3.6 to 5.6 years. Children's play was recorded in two scenarios, which included free Play (spontaneous Play without any restrictions) and structured toy play (restriction of toy usage limited to the four types of toys provided by investigator), in the classroom settings. The data was analysed using the coding scheme that was adapted by combining two existing standardised play scales i.e. Play Observation Scale and Play in Early Childhood Evaluation System. In the coding scheme, play types were grouped under three domains which were Functional Play, Social Play, and Cognitive Play. Cognitive play was further divided into two domains that are Simple pretend play (SPP) and Complex pretend Play (CPP) which has the subtypes adapted from Play in Early Childhood Evaluation System. The results revealed that the occurrence of play type was higher in the free play scenario and reduced in the structured toy play scenario. A developmental trend was observed in free play over structured toy play among children. The findings would be helpful in planning playbased counselling/intervention strategies for children and create awareness to teachers about the various developmental patterns of play types. [ABSTRACT FROM AUTHOR]

Background: Early childhood dietary patterns have been identified as potential factors that can influence the development of asthma in children. The objective of the study was to determine the association between dietary patterns, identified through principal component analysis (PCA), and asthma in pre-schoolers., Methods: This unmatched case-control study used data from 3145 pre-schoolers participating in the parent population-based observational study conducted in a District Municipality, Province. The study consisted of 189 pre-schoolers (63 with asthma, 126 controls) between 1 and 8 years. We identified primary dietary patterns by conducting a PCA on reported food consumption data from the Quantitative Food Frequency Questionnaire (QFFQ). Multivariate logistic regression models determined the relationship between food patterns and asthma., Results: The results of our study identified four primary dietary patterns that defined the dietary preferences of the pre-schoolers: Meat general and dressings pattern, Healthy dietary pattern, Sugary and/or sweetened drinks pattern, and Mixed dietary pattern. The consumption of sugary and sweetened drinks (adjusted OR 7.0, 95% CI: 2.3-21.1-1; p = 0.00) as well as a Mixed dietary pattern (adjusted OR 4.0, 95% CI: 1.4-11.1; p = 0.03) were positively associated with a higher probability of developing asthma. A Healthy dietary pattern (adjusted OR 0.02, 95% CI: 0.00-0.09; p = 0.00) was negatively associated with an increased likelihood of presenting with asthma., Conclusions: In the current study, a Healthy dietary pattern was negatively associated with an increased likelihood of presenting with asthma. Diet modification may be a potential intervention to impact the increasing prevalence of this disease., Competing Interests: Declaration of competing interest The author(s) declare no potential conflicts of interest concerning this article's research, authorship, and/or publication., (Copyright © 2024. Published by Elsevier Ltd.)

Abstract Background Screen media exposure has been increasing in the preschool years. Risky aspects of screen exposure have many potential negative effects on children’s health. We aimed to evaluate problematic screen exposure in Turkish preschool children by using a unique tool called the “Seven-in-Seven Screen Exposure Questionnaire” and to investigate factors associated with problematic screen exposure. Methods A questionnaire form was designed including general descriptive questions in the first part. In the second part, a questionnaire we designed called the “Seven-in-Seven Screen Exposure Questionnaire” was conducted to evaluate problematic screen exposure characteristics. The questionnaire included seven items: daily screen time, viewing with parent(s), setting screen limits, screen exposure during meals and in the hour before bedtime, age of onset of screen exposure, and viewing low-quality content. The total problematic screen exposure score (range 0–13) was generated by summing scores from the seven items. Total scores are classified into two categories: low (

Abstract Background Studies on the association between surrounding greenspace and being overweight in childhood show inconsistent results, possibly because they differ widely in their definition and measurement of surrounding greenspace. Our aim was to evaluate whether the association of greenspace with being overweight depends on the measurement of greenspace in different data sources. Methods Based on data from the school entry examinations of 22,678 children in the city of Hannover, Germany, from 2010 to 14, the association between greenspace availability and overweight was examined. Three different sources of greenspace availability were derived for a set of 51 areas of the city: The Normalized Difference Vegetation Index (NDVI), the OpenStreetMap (OSM) dataset, and the European Urban Atlas (UA) dataset. Agreement between the indicators on the quantity of greenspace coverage was compared. The association with children's BMI z-score, including potential interaction terms, was assessed using multilevel regression analysis. Results Greenspace availability per district area derived by NDVI was on average 42%, by OSM 29% and UA 22%, with OSM and UA being strongly correlated. Only the greenspace availability derived by NDVI showed an association with children's BMI z-score: The higher the greenspace availability was, the lower the BMI. The trend of association was higher for boys and migrant children than for girls and non-migrants and was restricted to the highest levels of greenspace availability. Conclusions Associations of greenspace with children's weight status depend on the greenspace measurement chosen. Surrounding greenspace was measured more comprehensively by NDVI. Data sources based on land use categories such as UA and OSM may be less suitable to reflect surrounding greenspace relevant for health outcomes. Potential mechanisms warrant further analysis and investigation.

Objective: To assess whether breastfeeding during the first months of life is associated with adherence to the Mediterranean dietary (MedDiet) pattern in preschool children. Design: The Seguimiento del Niño para un Desarrollo Óptimo (SENDO) project is an ongoing pediatric cohort with open recruitment, started in 2015 in Spain. Participants, recruited when they are 4 to 5 years old at their primary local health center or school, are followed annually through online questionnaires. For this study, 941 SENDO participants with full data on study variables were included. Breastfeeding history was collected retrospectively at baseline. Adherence to the Mediterranean diet was assessed with the KIDMED index (range −3 to 12). Results: After accounting for multiple sociodemographic and lifestyle confounders, including parental attitudes and knowledge about dietary recommendations for children, breastfeeding was independently associated with a higher adherence to the MedDiet. Compared with children who were never breastfed, children breastfed for ≥6 months had a one-point increase on their mean KIDMED score (Mean difference +0.93, 95%confidence interval [CI]. 0.52–1.34, p for trend p for trend

The aim of the current research is to analyse the relationship between the socioeconomic status (SES) of parents and intellectual abilities (IQ) of preschool children of Serbian territory, and in particular how SES factors relate to preschool children's IQ measured with Raven's Coloured Progressive Matrices (CPM), in the different age groups. The research included 430 parents and 430 preschool children. A confirmatory factor analysis of the SES questionnaire revealed five factors: educational and professional status of father and mother, residential and educational status of the family, sport status of parents and comfort of family housing. No gender differences in IQ levels were found in children. Multiple linear regression at four age groups showed that the educational status of the parents and residential and educational status of the family was positively correlated with the IQ at the older groups of preschool children. Two groups of children with the lowest and highest Raven's CPM scores (1st and 4th quartiles) were used in the Logistic Regression, which determined the significant predictive value of SES factor in children with low Raven's CPM scores. The results of the current research are in line with other studies on the topic, emphasizing the critical role of social environment for cognitive abilities of children. [ABSTRACT FROM AUTHOR]

Educators recognize children's social competence as an indicator of school readiness. Children's social competence may be promoted prior to kindergarten through parents' discipline. We assessed parent discipline as a predictor of 37 low-income pre-schoolers' social skills over four months. Parents answered open-ended questions about how they would respond to child behaviours; children's preschool teachers rated their social skills. In a hierarchical regression controlling for children's age and initial social skills, parents' inductions significantly predicted children's later social skills. Although children's social skills were correlated with parents' pairing of consequences and inductions, this relation was no longer significant when controlling for age and initial social skills. Power assertive discipline and time-outs were not significantly correlated with children's social skills. The results suggest that parents' inductions may be beneficial for children's social skills by focusing the child's attention on the reasons the behaviour was inappropriate. [ABSTRACT FROM AUTHOR]

Sensory Processing Disorders (SPDs) define dysfunctions in modulating, organising, and using information from several sensory channels for regulating motor, behavioural, emotional and attention responses. Although SPD can be identified also as an isolated condition in young children, its presence in Autism Spectrum Disorder (ASD) population is really frequent. The study purpose is to explore the SPD clinical expression and the putative correlation with several behavioural aspects both in children with ASD and in those with isolated SPD. Therefore, 43 preschool-aged children (25 ASD vs. 18 SPD) were recruited, and their parents completed three questionnaires (Developmental Profile-3, Sensory Processing Measure–Preschool, Repetitive Behaviour Scale-Revised) to evaluate behavioural alterations and developmental levels. The main result is that both ASD and SPD groups had significantly sensory-related behavioural symptoms, although ASD children seem to be more impaired in all areas. Several significant correlations were found between sensory processing difficulties and repetitive behaviours, but in the SPD group a specific relationship between Body Awareness and Ritualistic/Sameness Behaviour was found. Conversely, in the ASD group, more diffuse interlinks between sensory processing difficulties and motor behaviours were significant. In conclusion, the present study confirms the key role of sensory–motor skills in early diagnosis and intervention among children at risk for neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental disabilities. Aim: The present study aimed to describe the developmental trends in pretend play skills across different age groups of pre-schoolers. The study also aimed to understand the differential patterns in pretend play observed across the Free Play and Structured Toy Play scenarios. Setting: This study was conducted on pre-schoolers in a classroom of the school. Method: The study followed a cross-sectional study design. Forty-eight participants were recruited for the study and were divided into four groups. A video recording of the child’s pretend play skills was recorded using a Sony-HDRCX405 camcorder in Free Play and Structured Toy Play scenarios. The recorded video was coded and analysed for the occurrence of pretend play skills using the Play in Early Childhood Evaluation System (PIECES) coding scheme. Results: The study results depict a developmental trend in the occurrences of pretend play skills in pre-schoolers. It also emphasises the importance of amalgamation of Structured Toy Play and Free Play scenarios for the child’s holistic development because of the unique benefits of each scenario. Conclusion: The study findings could help in the formulation of Individualised Education Programme objectives for typically developing children and children with developmental disabilities involving play, thus enabling these children experience normalised, contextually pertinent experiences like their peers.

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children's meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program. [ABSTRACT FROM AUTHOR]

Very preterm birth increases the risk of ADHD as well as other neurodevelopmental disorders. Deficits within the attentional system were previously signaled in preterm children; however, studies lacked in consideration of an intragroup differentiation. Thus, this study aimed to verify whether deficits in the attentional mechanisms are inter-individually differentiated among very prematurely born children and if so, which biomedical and non-biomedical factors are associated with the profile of deficits within the attentional system. We tested the efficiency of attentional processes among 5-year-old children with the Attention Network Task – Child Version. The results have indicated that 26% of very preterm children presented with the suboptimal functioning of the attentional system (more than 1 SD below mean score of full-term children in attentional alerting and orienting), whereas 74% were characterized by the normal efficiency of attention. The profile of attentional deficits observed among very preterm preschoolers was associated with significantly lower birth weight and decreased family living standard. Very prematurely born children are thus a relatively heterogeneous group in terms of the efficiency of attentional system and deficits apply to only some of those children. Early developmental support aimed at enhancing attentional functioning should be addressed to children with lower birth weight in the first place. [ABSTRACT FROM AUTHOR]

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione is the property of Edizioni Centro Studi Erickson SpA 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 examines the relationship between parents’ socio-economic status and cognitive development in pre-schoolers. Specifically, it explores the level of cognitive skills as demonstrated by pre-schoolers in a home environment, and the relationship between parents’ socio-economic status and pre-schoolers’ cognitive development. A total of 390 participants—including 195 children aged between 4 and 5 years and their parents (195)—from Msalala district in Shinyanga region completed a questionnaire with items on parents’ socio-economic status and cognitive skills of pre-schoolers. Findings indicated a significant positive relationship between parents’ level of education and both communication and problem-solving skills among pre-schoolers. There was a significant negative relationship between parents’ occupational status and problem-solving skills in pre-schoolers. No relationship was found between parents’ income and both communication and problem-solving skills in pre-schoolers. It is concluded that parents’ socio-economic status is significantly related to cognitive functioning of pre-schoolers. Based on the findings, the study, recommends that current efforts to improve the quality of pre-school and early childhood education should go hand in hand with the promotion of parents’ socio-economic status. [ABSTRACT FROM AUTHOR]

Abstract Background Dental caries in primary teeth is a serious oral health concern among children. It can lead to detrimental impacts on a child’s growth, development, and quality of life. Therefore, this cross-sectional study aimed to examine the prevalence of dental caries and its associations with nutritional status, sugar and second-hand smoke exposure among pre-schoolers. Methods A total of 26 pre-schools in Seremban, Malaysia were randomly selected using the probability proportional to size sampling. Dental examination was performed by a dentist to record the number of decayed teeth (dt). Weight and height of the pre-schoolers were measured. The mother-administered questionnaire was used to gather information pertaining to the sociodemographic characteristics and second-hand smoke exposure. Total sugar exposure was calculated from a 3-day food record. Results Among the 396 participating pre-schoolers, 63.4% of them had at least one untreated caries, with a mean ± SD dt score of 3.56 ± 4.57. Negative binomial regression analysis revealed that being a boy (adjusted mean ratio = 1.42, 95% CI = 0.005–0.698, p = 0.047), exposed to second-hand smoke (adjusted mean ratio = 1.67, 95% CI = 0.168–0.857, p = 0.004) and those who had more than 6 times of daily total sugar exposure (adjusted mean ratio = 1.93, 95% CI = 0.138–0.857, p = 0.013) were significantly associated with dental caries among pre-schoolers. Conclusion A high prevalence of dental caries was reported in this study. This study highlights the need to reduce exposure to second-hand smoke and practice healthy eating behaviours in reducing the risk of dental caries among pre-schoolers.

Disorders of the musculoskeletal system, where posture defects contribute to the appearance of multiple organ dysfunctions, are the leading symptom demonstrated by the children with psychomotor retardation. Scientific studies state different data regarding postural disorders in children of early and preschool age, which is caused by lack of a unified classification of postural disorders in the frontal plane. Therefore, the purpose of the study was to develop a new comprehensive classification of postural disorders in the frontal plane in infants and preschool children with psychomotor retardation depending on their causes, the classification being adapted to the possibilities of the correction-oriented physical training, by means of the analysis and classification methods. During our research, we have revealed the following: 1. The problem of postural disorders demonstrated by the children of early and preschool age occupies a leading position, but at the same time, the issues related to the diagnosing of the children suffering from psychomotor retardation alongside the determination of the etiology of disorders have not been sufficiently developed. 2. The main types of postural disorders in the children’s frontal plane are presented in the form of scoliosis, asymmetric posture being its precursor. 3. The reasons for postural disorders in children are of a diverse nature and depend on many factors; we have not revealed a unified approach to the identification of the etiology of postural disorders in the frontal plane in scholars’ studies. 4. A new complex classification is presented; it which includes five main etiological blocks of postural disorders in the frontal plane of children of early and preschool age who suffer from psychomotor retardation: biomechanical (anatomical), neurogenic-muscular, myofascial, psychosomatic and compensatory. The prospects for further research may lie in the mainstream of the search for a correlation between the cause-effect relationships of the etiology and pathogenesis of postural disorders in the frontal plane demonstrated by the children under focus according to the five above-mentioned blocks.

Background: The results of sedentary time (ST) and health-related physical fitness (HPF) are not completely consistent and the studies concentrated on pre-schoolers are very limited.Methods: We measured ST and ST patterns (ST Bouts time, ST Breaks times) by accelerometer. The health-related physical fitness T-score (HPFT) was calculated by five indexes: height-weight standard score, 20 m shuttle-run test, grip strength, standing long jump and 2 × 10 m shuttle-run test.Results: We included 375 pre-schoolers (211 boys, 164 girls) in the final analysis. The total ST and ST Bouts times negatively correlated with HPFT in pre-schoolers. HPFT reduced by 1.69 and 0.70 points per 10 min increased in total ST and ST Bouts times, respectively. HPFT of the highest quartile group reduced by 9.85 points in total ST, and 10.54 points in ST Bouts time compared with the lowest quartile group. However, the HPFT increased by 0.09 points per 10 times increased in ST Breaks times; the HPFT increased by 16.21 and 15.59 points when moderate to vigorous physical activity (MVPA) replaced total ST and ST Bouts time.Conclusions: HPF negatively correlated with the Total ST and ST Bouts times, but positively correlated with ST Breaks times; and HPF significantly improved when MVPA replaced ST in pre-schoolers.

Objective: To report the ADHD estimated prevalence in Spain, considering differences in sex, age, presentation, and severity. Method: This study has a two-phase design and forms part of the Neurodevelopmental Disorders Epidemiological Research Project (EPINED). The ADHD screening was conducted through parent (N = 3,727) and teacher (N = 6,894). To perform ADHD diagnosis (DSM-5), screen positive and a subsample of the screen negative children and their parents were assessed using neuropsychological tests and a semi-structured psychiatric interview. Results: The ADHD overall estimate prevalence was 5.5% (7.7% in school-age children; 3.0% in pre-schoolers) and 3.5% for subclinical conditions. The combined presentation and mild severity were the most common, while 18.2% were highly impaired. Previous diagnoses were found in 12% of pre-schoolers and 41% school-aged. Conclusion: The prevalence found in Spain is higher than other European reports. The low ratio of prior-diagnoses indicates a need to provide resources for assessment in school and clinical settings. [ABSTRACT FROM AUTHOR]

Background: Screen media exposure has been increasing in the preschool years. Risky aspects of screen exposure have many potential negative effects on children's health. We aimed to evaluate problematic screen exposure in Turkish preschool children by using a unique tool called the "Seven-in-Seven Screen Exposure Questionnaire" and to investigate factors associated with problematic screen exposure.Methods: A questionnaire form was designed including general descriptive questions in the first part. In the second part, a questionnaire we designed called the "Seven-in-Seven Screen Exposure Questionnaire" was conducted to evaluate problematic screen exposure characteristics. The questionnaire included seven items: daily screen time, viewing with parent(s), setting screen limits, screen exposure during meals and in the hour before bedtime, age of onset of screen exposure, and viewing low-quality content. The total problematic screen exposure score (range 0-13) was generated by summing scores from the seven items. Total scores are classified into two categories: low (< 7) and high (≥ 7). Logistic regression was performed to search for independent parameters associated with problematic screen exposure.Results: One thousand two hundred forty-five mother-child pairs participated in this study. The median age of the children was 3.9 (IQR: 2.9-4.7) years and 51% were males. Overall, 280 children (22.5%) had a problematic screen exposure score of ≥7 (high). The median problematic screen exposure score was 4 (IQR: 3-6). Maternal age of < 30 years; paternal age of ≥30 years; maternal educational level of ≤12 years; the age of 24-48 months; home-based daycare; postponing eating, toileting, or sleeping while using a screen; and using touchscreen devices were found to be associated with an increased risk of having a high problematic screen exposure score.Conclusion: Developing national scales to monitor problematic screen use in children would be more effective than monitoring screen time alone. All of the screen use characteristics not recommended in children would be evaluated using problematic screen exposure scales. The "Seven-in-Seven Screen Exposure Questionnaire" may serve as an example for further studies. [ABSTRACT FROM AUTHOR]