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Fatema, Kanij, Ismat Ara, Mohammad E. Haque, and Mohammad A. Rahman. "Nutritional status based on anthropometry among primary school children with and without school feeding program." International Journal of Contemporary Pediatrics 10, no. 2 (January 24, 2023): 134–41. http://dx.doi.org/10.18203/2349-3291.ijcp20230075.
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Background: Primary school period is a dynamic and growing period. So, school nutrition intervention promotes children’s nutritional status, thereby improving the overall health status of a country as they are the nation's biggest investment. The objective of this study is to compare the nutritional status based on anthropometry among primary school children with and without a school feeding program. Methods: A comparative cross-sectional study using simple random sampling to select 194 primary school children aged 6-13 years enrolled in two primary schools with (N=97) and without (N=97) school nutrition intervention in two upazilas in Rajbari district, Bangladesh. Data were collected from respondents with the assistance of guardians and teachers. Anthropometric data (height, weight, MUAC, body mass index for age Z score, height for age Z score, weight for age Z score,) were measured by anthro-plus software and overall data were analyzed by SPSS version 25. Results: Of the total 194 respondents, the prevalence of stunting 9.3%, underweight 20.8%, thinness 27.8%, overweight 8.2%, and obesity 1.5% were observed. The prevalence of stunting 5.2%, underweight 21%, thinness 33%, and overweight 2.1% were found among the SFP group whereas 13.4% stunting, 20.5% underweight, 22.7% thinness, 14.4% overweight, and 3.1% obesity were found among without SFP group. The mean BMI-for-age Z scores were significantly lower (p=0.001) in the SFP group than in without SFP group. Socio-demographic characteristics may overrule this effect. Conclusions: Findings suggest that determining the dietary pattern, and clinical signs and improving socio-demographic conditions may improve the nutritional status of the children with the school feeding program.
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Burzyńska, Małgorzata. "Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków." Neofilolog, no. 35 (June 15, 2010): 153–62. http://dx.doi.org/10.14746/n.2010.35.15.
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The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.
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Mann, Steven, Matthew Wade, Michelle Jones, Gavin Sandercock, Chris Beedie, and James Steele. "One-year surveillance of body mass index and cardiorespiratory fitness in UK primary school children in North West England and the impact of school deprivation level." Archives of Disease in Childhood 105, no. 10 (January 31, 2019): 999–1003. http://dx.doi.org/10.1136/archdischild-2018-315567.
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ObjectivesCardiorespiratory fitness (CRF) is independently associated with health and academic attainment in childhood and adolescence. Yet overweight/obesity remains the focus in public health policy. Surveillance of body mass index (BMI) and CRF considering school deprivation levels is limited. Therefore, we examined this in English primary schools.MethodsParticipants (n=409) were students (9–10 years) from 13 schools. BMI and CRF (20 m shuttle run) were measured at three time points across the academic year and a fourth after summer recess.ResultsBMI z-scores significantly decreased (p=0.015) from autumn (z=0.336 (95% CI 0.212 to 0.460)) to spring (z=0.252 (95% CI 0.132 to 0.371)), and then significantly increased (p=0.010) to summer (z=0.327 (95% CI 0.207 to 0.447)). CRF significantly increased (p<0.001) from autumn (z=0.091 (95% CI −0.014 to 0.196)) to spring (z=0.492 (95% CI 0.367 to 0.616)), no change (p=0.308) into summer (z=0.411 (95% CI 0.294 to 0.528)) and a significant decrease (p<0.001) into the following autumn term (z=0.125 (95% CI 0.021 to 0.230)). BMI was unaffected by deprivation; however, pupils from the most deprived areas saw significantly greater reductions in CRF compared with pupils from affluent areas. No time, or deprivation level, by sex interactions were found.ConclusionSignificant reductions in children’s CRF occurred over the summer recess and were greater among children from schools in the most deprived areas. This may help inform future research into interventions targeting physical activity of schoolchildren, particularly over the summer recess.
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Rybak, Olga. "CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL." Educological discourse 32, no. 1 (2021): 129–42. http://dx.doi.org/10.28925/2312-5829.2021.1.9.
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The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.
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Bartelink, Nina, Patricia van Assema, Maria Jansen, Hans Savelberg, and Stef Kremers. "The Moderating Role of the School Context on the Effects of the Healthy Primary School of the Future." International Journal of Environmental Research and Public Health 16, no. 13 (July 9, 2019): 2432. http://dx.doi.org/10.3390/ijerph16132432.
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Background: The current study investigated the moderating role of the school context on the effects of a Dutch health promoting school initiative on children’s health and health behaviors. Methods: The study used a mixed-methods design. The school context (n = 4) was assessed by the characteristics of the school population, teacher’s health-promoting (HP) practices, implementers’ perceived barriers, school’s HP elements, and dominating organizational issues. Outcomes included objectively assessed BMI z-scores and physical activity (PA), and parent and child-reported dietary intake. Analyses included linear mixed models (four intervention schools versus four control schools), and qualitative comparisons between intervention schools with similar HP changes. Results: Effects on outcomes varied considerably across schools (e.g., range in effect size on light PA of 0.01–0.26). Potentially moderating contextual aspects were the child’s socioeconomic background and baseline health behaviors; practices and perceived barriers of employees; and organizational issues at a school level. Conclusions: Similar HP changes lead to different outcomes across schools due to differences in the school context. The adoption of a complex adaptive systems perspective contributes to a better understanding of the variation in effects and it can provide insight on which contextual aspects to focus on or intervene in to optimize the effects of HP initiatives.
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Anzar, Wajiha, Ambrina Qureshi, Ashar Afaq, Hiba F. Kattan, Basil Almutairi, Khaled M. Alzahrani, Mustafa Naseem, Fahim Vohra, and Tariq Abduljabbar. "Association of Dental Caries and Anthropometric Measures among Primary School Children." Children 8, no. 3 (March 13, 2021): 223. http://dx.doi.org/10.3390/children8030223.
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Aim: This study aimed to investigate an association between dental caries status and anthropometric measures in primary school children. Methods and Materials: An analytical cross-sectional study (n = 376) was conducted among primary school children (age range = 6–9 years) registered in private schools. Non-clinical data was gathered from parents of participating children through a self-administered structured questionnaire as well as from the children through an interviewer-administered questionnaire. Clinical data included the examination of dental caries using dmft/DMFT index and anthropometric measures including calculated z-scores of height-for-age (HAZ), weight-for-age (WAZ), BMI-for-age (BAZ), and physical examination. Inferential statistics included Kruskal Wallis and linear regression for univariate and multivariate analysis respectively. Results: The proportion of dental caries in primary and secondary dentition was 67.6% and 8.2% respectively. A significant association was observed between dental caries status and HAZ, WAZ, and BAZ (p < 0.001). An inverse relation was found between low, medium, and high dental caries categories and anthropometric measures. Conclusions: In the primary dentition, dental caries were significantly and inversely related to weight-for-age, height-for-age, and BMI-for-age. Hence, it can be concluded that among the low-income population dental caries is associated with lower anthropometric outcomes in children and therefore caries management should be considered an approach impacting overall health and quality of life.
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Garden, Elizabeth Mairenn, Miranda Pallan, Joanne Clarke, Tania Griffin, Kiya Hurley, Emma Lancashire, Alice J. Sitch, Sandra Passmore, and Peymane Adab. "Relationship between primary school healthy eating and physical activity promoting environments and children’s dietary intake, physical activity and weight status: a longitudinal study in the West Midlands, UK." BMJ Open 10, no. 12 (December 2020): e040833. http://dx.doi.org/10.1136/bmjopen-2020-040833.
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ObjectiveWe aimed to examine the association between food and physical activity environments in primary schools and child anthropometric, healthy eating and physical activity measures.DesignObservational longitudinal study using data from a childhood obesity prevention trial.SettingState primary schools in the West Midlands region, UK.Participants1392 pupils who participated in the WAVES (West Midlands ActiVe lifestyle and healthy Eating in School children) childhood obesity prevention trial (2011–2015).Primary and secondary outcome measuresSchool environment (exposure) was categorised according to questionnaire responses indicating their support for healthy eating and/or physical activity. Child outcome measures, undertaken at three time points (ages 5–6, 7–8 and 8–9 years), included body mass index z-scores, dietary intake (using a 24-hour food ticklist) and physical activity (using an Actiheart monitor over 5 days). Associations between school food and physical activity environment categories and outcomes were explored through multilevel models.ResultsData were available for 1304 children (94% of the study sample). At age 8–9 years, children in 10 schools with healthy eating and physical activity-supportive environments had a higher physical activity energy expenditure than those in 22 schools with less supportive healthy eating/physical activity environments (mean difference=5.3 kJ/kg body weight/24 hours; p=0.05). Children in schools with supportive physical activity environments (n=8) had a lower body mass index z-score than those in schools with less supportive healthy eating/physical activity environments (n=22; mean difference=−0.17, p=0.02). School food and physical activity promoting environments were not significantly associated with dietary outcomes.ConclusionsSchool environments that support healthy food and physical activity behaviours may positively influence physical activity and childhood obesity.Trial registration numberISRCTN97000586.
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Adab, Peymane, Timothy Barrett, Raj Bhopal, Janet E. Cade, Alastair Canaway, Kar Keung Cheng, Joanne Clarke, et al. "The West Midlands ActiVe lifestyle and healthy Eating in School children (WAVES) study: a cluster randomised controlled trial testing the clinical effectiveness and cost-effectiveness of a multifaceted obesity prevention intervention programme targeted at children aged 6–7 years." Health Technology Assessment 22, no. 8 (February 2018): 1–608. http://dx.doi.org/10.3310/hta22080.
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BackgroundSystematic reviews suggest that school-based interventions can be effective in preventing childhood obesity, but better-designed trials are needed that consider costs, process, equity, potential harms and longer-term outcomes.ObjectiveTo assess the clinical effectiveness and cost-effectiveness of the WAVES (West Midlands ActiVe lifestyle and healthy Eating in School children) study intervention, compared with usual practice, in preventing obesity among primary school children.DesignA cluster randomised controlled trial, split across two groups, which were randomised using a blocked balancing algorithm. Schools/participants could not be blinded to trial arm. Measurement staff were blind to allocation arm as far as possible.SettingPrimary schools, West Midlands, UK.ParticipantsSchools within a 35-mile radius of the study centre and all year 1 pupils (aged 5–6 years) were eligible. Schools with a higher proportion of pupils from minority ethnic populations were oversampled to enable subgroup analyses.InterventionsThe 12-month intervention encouraged healthy eating/physical activity (PA) by (1) helping teachers to provide 30 minutes of additional daily PA, (2) promoting ‘Villa Vitality’ (interactive healthy lifestyles learning, in an inspirational setting), (3) running school-based healthy cooking skills/education workshops for parents and children and (4) highlighting information to families with regard to local PA opportunities.Main outcome measuresThe primary outcomes were the difference in body mass index z-scores (BMI-zs) between arms (adjusted for baseline body mass index) at 3 and 18 months post intervention (clinical outcome), and cost per quality-adjusted life-year (QALY) (cost-effectiveness outcome). The secondary outcomes were further anthropometric, dietary, PA and psychological measurements, and the difference in BMI-z between arms at 27 months post intervention in a subset of schools.ResultsTwo groups of schools were randomised: 27 in 2011 (n = 650 pupils) [group 1 (G1)] and another 27 in 2012 (n = 817 pupils) [group 2 (G2)]. Primary outcome data were available at first follow-up (n = 1249 pupils) and second follow-up (n = 1145 pupils) from 53 schools. The mean difference (MD) in BMI-z between the control and intervention arms was –0.075 [95% confidence interval (CI) –0.183 to 0.033] and –0.027 (95% CI –0.137 to 0.083) at 3 and 18 months post intervention, respectively. The main analyses showed no evidence of between-arm differences for any secondary outcomes. Third follow-up included data on 467 pupils from 27 G1 schools, and showed a statistically significant difference in BMI-z (MD –0.20, 95% CI –0.40 to –0.01). The mean cost of the intervention was £266.35 per consented child (£155.53 per child receiving the intervention). The incremental cost-effectiveness ratio associated with the base case was £46,083 per QALY (best case £26,804 per QALY), suggesting that the intervention was not cost-effective.LimitationsThe presence of baseline primary outcome imbalance between the arms, and interschool variation in fidelity of intervention delivery.ConclusionsThe primary analyses show no evidence of clinical effectiveness or cost-effectiveness of the WAVES study intervention. A post hoc analysis, driven by findings at third follow-up, suggests a possible intervention effect, which could have been attenuated by baseline imbalances. There was no evidence of an intervention effect on measures of diet or PA and no evidence of harm.Future workA realist evidence synthesis could provide insights into contextual factors and strategies for future interventions. School-based interventions need to be integrated within a wider societal framework and supported by upstream interventions.Trial registrationCurrent Controlled Trials ISRCTN97000586.FundingThis project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 22, No. 8. See the NIHR Journals Library website for further project information.
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Tanaka, Chiaki, Masayuki Okuda, Maki Tanaka, Shigeru Inoue, and Shigeho Tanaka. "Associations of Physical Activity and Sedentary Time in Primary School Children with Their Parental Behaviors and Supports." International Journal of Environmental Research and Public Health 15, no. 9 (September 13, 2018): 1995. http://dx.doi.org/10.3390/ijerph15091995.
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Background: The associations of objectively evaluated moderate-to-vigorous physical activity (MVPA) and sedentary time between primary school children and their fathers or mothers have not been fully understood. Therefore, we tested the associations in children. Methods: The participants were first to sixth grade boys (n = 166, 9.4 ± 1.6 years) and girls (n = 202, 9.4 ± 1.6 years) and their parents (fathers, n = 123 and mothers, n = 321). MVPA and sedentary time were measured using triaxial accelerometry. The relationship between parental support which was assessed by self-reported questionnaire and children’s MVPA was also examined. Results: MVPA in the children was positively correlated with maternal MVPA after adjustment for the children’s gender, grade, body mass index z-score, paternal or maternal age, and school (p < 0.001). However, paternal or maternal sedentary time and paternal MVPA showed no significant association with sedentary time or MVPA in children. On the other hand, the percentage of MVPA in children who spent more time with their mothers on weekends was significantly lower than those who spent less time (p = 0.034). Children whose mothers watched their sports events had a significantly higher percentage of MVPA than those whose mothers did not watch these events (p = 0.008). There were no associations between children’s MVPA and paternal support. Conclusions: The findings of this study demonstrate the significance of maternal MVPA and support.
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Wei, Xiaotong, Yanan Ma, Jiajin Hu, Wenjing Lin, Zhongyi Zhao, and Deliang Wen. "Predicting weight status in Chinese pre-school children: independent and interactive effects of caregiver types and feeding styles." Public Health Nutrition 21, no. 6 (December 6, 2017): 1123–30. http://dx.doi.org/10.1017/s1368980017003603.
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AbstractObjectiveTo investigate caregiver type as a potential moderating effect in the relationship between feeding style and weight status among Chinese pre-school children.DesignCross-sectional data collected with the Caregiver’s Feeding Style Questionnaire (CFSQ), anthropometric data, childcare and sociodemographic information.SettingShenyang, China.SubjectsCaregiver–child dyads (n 857).ResultsAfter controlling for confounders, authoritarian feeding style was associated with a 0·30 lower BMI Z-score. Fathers as primary caregivers were related to lower BMI Z-score (β=−0·66), while grandparents as main caregivers were associated with higher BMI Z-score (β=0·66) after adjusting for covariates. Mothers buffered the relationship between authoritarian (β=0·50, 95 % CI 0·04, 0·95) or indulgent (β=−0·60, 95 % CI −1·06, −0·14) feeding styles and BMI Z-score. Grandparents strengthened the trend that indulgent feeding style was related to higher BMI Z-score (β=0·54, 95 % CI 0·01, 1·08).ConclusionsThe results of independent and interactive effects of specific feeding styles and caregiver types had different influences on child BMI Z-scores. Longitudinal investigations are needed to evaluate the effect of fathers’ and grandparents’ feeding on their children’s nutrition and weight status.
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Jacobs, Jane, Nic Crooks, Steven Allender, Claudia Strugnell, Kathryn Backholer, and Melanie Nichols. "Is the physical activity environment surrounding primary schools associated with students’ weight status, physical activity or active transport, in regional areas of Victoria, Australia? A cross-sectional study." BMJ Open 11, no. 7 (July 2021): e045785. http://dx.doi.org/10.1136/bmjopen-2020-045785.
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ObjectivesTo explore whether the physical activity (PA) environment (walkability, greenspace and recreational facilities) surrounding regional primary schools is associated with children’s PA levels, active transport and weight status. Limited research on this topic has been conducted outside of major cities.DesignCross-sectional ecological study using baseline data from two large-scale obesity prevention interventions.SettingEighty (n=80) primary schools across two regional areas in Victoria, Australia.ParticipantsStudents aged 8–13 years (n=2144) attending participating primary schools.Outcome measuresMeasured weight status (body mass index z-score, proportion overweight/obese) and self-reported PA behaviours (meeting PA recommendations and active travel behaviour).ResultsWhen adjusted for student and school demographics, students had significantly increased odds of using active transport to or from school when the school neighbourhood was more walkable (OR 1.21 (95% CI 1.09 to 1.35), had a greater number of greenspaces (OR 1.35 (95% CI 1.20 to 1.53)) and a greater number of recreational facilities (OR 1.18 (95% CI 1.07 to 1.31)). A higher cumulative PA environment score was also associated with a higher proportion of children using active transport (OR 1.33 (95% CI 1.28 to 1.51)). There were no significant associations between the PA environment measures and either weight status or meeting the PA recommendations in adjusted models.ConclusionsThis study is the first of its kind exploring school neighbourhood environments and child weight status and PA in regional areas of Australia. It highlights the potential of the environment surrounding primary schools in contributing to students’ active travel to and from school. Further research with the use of objective PA measurement is warranted in regional areas that have been under-researched.Trial registration numberAustralian New Zealand Clinical Trials Registry (ANZCTR.org.au) identifier 12616000980437; Results.
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Li, Bai, Wei Jia Liu, Peymane Adab, Miranda Pallan, Karla Hemming, Emma Frew, Rong Lin, James Martin, Wei Liu, and Kar Keung Cheng. "Cluster-randomised controlled trial to assess the effectiveness and cost-effectiveness of an obesity prevention programme for Chinese primary school-aged children: the CHIRPY DRAGON study protocol." BMJ Open 7, no. 11 (November 2017): e018415. http://dx.doi.org/10.1136/bmjopen-2017-018415.
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IntroductionChildhood obesity in China has increased more rapidly and over a shorter time period than in other countries. However, there is a paucity of rigorously developed and evaluated prevention interventions. We aim to evaluate the clinical and cost-effectiveness as well as the implementation process of a complex multicomponent intervention developed using the UK Medical Research Council (MRC) framework. This study provides one of the first examples of rigorous development and evaluation of a childhood obesity prevention programme in a non-western population using the MRC methods.Methods and analysisA cluster-randomised controlled trial in 40 primary schools in Guangzhou, China, including children aged 6–7 years at baseline. Schools will be randomly allocated to either the usual practice (n=20) or intervention arm (n=20). The 12-month intervention consists of four components targeting diet and physical activity behaviours in and outside school, with family involvement. The primary objective is to compare the difference in mean body mass index (BMI) z-score between the intervention and control arms at the end of the intervention (starting March/April 2017). A sample size of 1640 pupils recruited from 40 schools is sufficient to detect a difference of 0.17 units in the mean BMI z-score with a power of 80% (ICC=0.01. ICC, intraclass correlation coefficient) and a significance level of 5%. Treatment effects will be tested using a mixed linear model in STATA adjusting for the child baseline BMI z-score and clustering by school. All analyses will be by intention to treat. Secondary analyses will additionally adjust for prespecified school-level and child-level covariates. The incremental cost-effectiveness ratio for the intervention versus usual practice will be ‘cost per quality-adjusted life year (QALY)’. Cost per change in BMI z-score will also be assessed. A range of methods will be used to evaluate intervention implementation, mechanisms of impact and contextual factors.Ethics and disseminationEthical approval was obtained from the Life and Health Sciences Ethical Review Committee at the University of Birmingham and the Ethical Committee of Guangzhou Centre for Disease Control and Prevention. The primary, secondary, process evaluation and economic evaluation results of the trial will be disseminated through relevant international peer-reviewed journals and conferences.Trial registration numberISRCTN11867516; Pre-results.
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Whati, Lindiwe, Marjanne Senekal, Nelia P. Steyn, Carl Lombard, and Johanna Nel. "Development of a performance-rating scale for a nutrition knowledge test developed for adolescents." Public Health Nutrition 12, no. 10 (October 2009): 1839–45. http://dx.doi.org/10.1017/s1368980008004679.
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AbstractObjectiveThe objectives of the present study were to (i) develop and validate a norm-referenced performance-rating scale to interpret a nutrition knowledge test developed for urban adolescents and (ii) develop a prototype for other researchers to follow when developing nutrition knowledge tests.DesignFor norm development the nutrition knowledge test (questionnaire) was administered to a sample representative of the questionnaire target group, referred to as the norm group. These included 512 adolescents in grades 8 (n 158), 10 (n 149) and 12 (n 205) at three randomly selected schools in Soweto and Johannesburg. The performance scores (in percentages) obtained by the norm group were transformed to Z-scores which were categorised into stanines using established Z-score cut-off points. For validation purposes the questionnaire was completed by 148 volunteers: sixty university dietetics students, nineteen non-nutrition university students and sixty-nine primary-school teachers.ResultsAs required of an ideal norm group, the Z-scores formed a normal distribution (a bell-shaped curve). To facilitate interpretation of the results, the Z-score cut-off points for these categories were transformed back to performance scores (percentages) so that the performance of a testee could be interpreted directly from his/her performance in percentage. As is recommended, the nine stanine categories were reduced to five: very poor, fair/below average, good/average, very good/above average and excellent. The discriminatory validity of the norms was substantiated by showing that groups with known nutrition knowledge levels were rated appropriately and that the performance ratings of these groups differed significantly, with university dietetics students scoring 98·3 %, primary-school teachers 20·3 % and non-nutrition university students 31·6 %.ConclusionsThe norm-referenced performance-rating scale can be used with confidence to interpret the performance score achieved by a testee on the nutrition knowledge test developed for urban adolescents in South Africa. The methodology used in the study serves as a prototype for other researchers who are developing knowledge tests.
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Marković, Lidija, Višnja Đorđić, Nebojša Trajković, Predrag Božić, Szabolcs Halaši, Dragan Cvejić, and Sergej M. Ostojić. "Childhood Obesity in Serbia on the Rise." Children 8, no. 5 (May 18, 2021): 409. http://dx.doi.org/10.3390/children8050409.
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The aim of the study was to examine changes in obesity prevalence among primary school children in Serbia between 2015 and 2019 rounds of the national WHO European Childhood Obesity Surveillance Initiative (COSI-Serbia). Cross-sectional studies were conducted in 2015 and 2019. The nationally representative samples of primary school children were measured for body height and weight, following the COSI protocol. Body Mass Index was calculated, and the IOTF and WHO definitions were used to classify children as overweight or obese. Participants were children of both sexes aged 7.00–8.99 years (n = 6105). Significant differences in overweight (obesity included) prevalence between two COSI rounds were identified regardless of definitions applied. According to the WHO definitions, prevalence of overweight and obesity combined increased in 7–9-year-old children in Serbia from 30.7% in 2015 to 34.8% in 2019 (z = −3.309, p < 0.05), and according to the IOTF standards, the increase from 22.8% to 30% was registered (z = −6.08, p = 0.00). The childhood overweight/obesity rate is increasing in Serbia, which places monitoring and surveillance of children’s nutritional status high on the public health agenda.
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Tanzer, Yaylac_, Üstdal, and Yönem. "Serum Zinc Level and Its Effect on Anthropometric Measurements in 7–11 Year-Old Children with Different Socioeconomic Backgrounds." International Journal for Vitamin and Nutrition Research 74, no. 1 (January 1, 2004): 52–56. http://dx.doi.org/10.1024/0300-9831.74.1.52.
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This study was performed in order to determine the serum zinc (Zn) level of primary school students, to show the effect of socioeconomic status (SES) on the zinc level, and finally to show the effect of zinc deficiency on the anthropometric parameters. Ten different primary schools were included in the study according to SES. Four-mL venous blood samples were obtained under fasting conditions using disposable plastic syringes. Four hundred thirty-two randomly chosen students between 7 and 11 years of age were investigated. All the children were living in Sivas, a city located in the middle eastern part of Turkey. Serum Zn level was measured by atomic absorption spectrophotometry (Hitachi 2-800). The weight and height of each child was recorded. The SES of children included in this study was as follows: 43.1% low (n = 186), 34.3% middle (n = 148), and 22.7% high (n = 98). Mean serum Zn levels of low and middle SES subjects were 56.3 ± 17.50 mug/dL and 86.6 ± 26.8 mug/dL respectively, while in children with high SES the mean serum Zn was 110.7 ± 24.50 mug/dL. The difference between the groups was found to be statistically significant (F = 19.545, p < 0.05). When height-for-age z-scores were calculated according to SES, 105 of 186 children (56.4%) with low SES were found to have a z-score of –2 or lower and 14 of 147 children with middle SES had a z-score of –2 or lower. None of the children in the high SES group had a z-score of –2 or lower.
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Ford, Katherine J., Barbara Hatzlhoffer Lourenço, Fernanda Cobayashi, and Marly Augusto Cardoso. "Health outcomes of the Bolsa Família program among Brazilian Amazonian children." Revista de Saúde Pública 54 (January 27, 2020): 2. http://dx.doi.org/10.11606/s1518-8787.2020054001519.
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OBJECTIVE: One of the primary objectives of Brazil’s conditional cash transfer program, Bolsa Família, is to break the intergenerational transmission of poverty by improving human capital via conditionalities. In this study, we hypothesized that health indicators of Bolsa Família participants would be comparable to those of other local children who were nonparticipants after two years of follow-up in the city of Acrelândia, Acre state, Western Brazilian Amazon. METHODS: Data from a population-based longitudinal study were analyzed to examine school enrollment, vaccination coverage, height and body mass index for age z-scores, and biomarkers of micronutrient deficiencies (iron and vitamin A) between Bolsa Família participants (n = 325) and nonparticipants (n = 738). RESULTS: Out of 1063 children 10 years and younger included in the 2007 baseline survey, 805 had anthropometric measurements and 402 had biochemical indicators in the 2009 follow-up survey. Prevalence rate ratio (PRR) for non-enrollment in school at 4 years of age was 0.58 (95%CI: 0.34–1.02) when comparing Bolsa Família participants with nonparticipants. No difference was found for vaccination coverage, which was insufficient for most vaccine-preventable diseases. Bolsa Família participants were less likely to show a positive change in body mass index for age z-scores compared with nonparticipants (PRR = 0.81, 95%CI: 0.70–0.95), while a positive change in height for age z-scores was similar in the groups. No differences in micronutrient deficiencies were found between groups after 2 years. CONCLUSIONS: Early school enrollment and consistent nutritional indicators between Bolsa Família participants and nonparticipants suggest Bolsa Família was facilitating similarities between groups over time.
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Duchin, Ofra, Mercedes Mora-Plazas, Constanza Marin, Carlos Mendes de Leon, Joyce M. Lee, Ana Baylin, and Eduardo Villamor. "BMI and sociodemographic correlates of body image perception and attitudes in school-aged children." Public Health Nutrition 17, no. 10 (September 4, 2013): 2216–25. http://dx.doi.org/10.1017/s1368980013002309.
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AbstractObjectiveThe aim of the present study was to identify correlates of body image perception and dissatisfaction among school-aged children from Colombia, a country undergoing the nutrition transition.DesignCross-sectional study. Using child-adapted Stunkard scales, children were asked to indicate the silhouette that most closely represented their current and desired body shapes. Body image dissatisfaction (BID) score was estimated as current minus desired silhouette. Height and weight were measured in all children. Sociodemographic data were collected through questionnaires completed by the children's mothers.SettingPublic primary schools in Bogotá, Colombia.SubjectsChildren aged 5–12 years (n 629) and their mothers.ResultsMean BID score was 0·1 (sd 1·7). The strongest predictor of BID was actual BMI-for-age Z-score (BAZ). Compared with children with BAZ ≥ −1 and <1, those with BAZ ≥ 2 had a 1·9 units higher BID score (P for trend <0·0001). BID tended to be higher in girls than boys at any level of BAZ. Other correlates of BID included child's height-for-age Z-score, maternal BMI and dissatisfaction with the child's body, and home ownership.ConclusionsAmong school-aged children from a country experiencing the nutrition transition, body image perception was associated with the child's weight and height, and with maternal BMI, dissatisfaction with the child's body and socio-economic level.
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Konokotin, A. V. "The Use of Computer Tools in Assessing the Development of Learning Interactions in Primary Schoolchildren." Психологическая наука и образование 26, no. 4 (2021): 5–19. http://dx.doi.org/10.17759/pse.2021260401.
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The article presents results of a study on the possibilities of using the ‘Scales’ research technique for assessing the effectiveness of learning interactions in primary school children. The study involved 90 students of primary school (N=90), grades 1 to 4. We discuss the issue of using computer tools in activity- based assessments. In our study, we have implemented the fundamental theoretical principle, according to which the very nature of participants’ activities determines the structure of the digital system construction. We show that evaluating the effectiveness of learning interactions in joint problem-solving tasks is possible in situations when the ‘digital shell’ of the students’ activities becomes a means to actualize the processes of communication, exchange of actions, mutual understanding and reflection, which determine the process of setting the learning task and finding the generalised way of solving it. It is noted that in the course of solving experimental problems, there is a qualitative change in these processes, which are an integral characteristic of the sense of community that arises between children and adults and, in turn, allows children to reach beyond the framework of the current subject problem and to move over to meaning-based interactions (Z=-3.651, Asympt.Sig.(2-tailed)<0.001, p=0.05).
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Vazquez, Christian E., Megan J. McBride, Katherine E. Hess, Catherine Cubbin, Sarah Kate Bearman, and Esther J. Calzada. "Examining School and Neighborhood Effects of Socioeconomic Status on Childhood Obesity in the U.S." International Journal of Environmental Research and Public Health 19, no. 10 (May 10, 2022): 5831. http://dx.doi.org/10.3390/ijerph19105831.
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Obesity amongst Kindergartners in Texas is above the national average, particularly among Hispanic students. Research on the impact of school and neighborhood-level SES on obesity in childhood using multilevel models is lacking. Survey data were collected from Hispanic caregivers of pre-kindergarten students in Fall 2019 (n = 237). Students were clustered in thirty-two neighborhoods and twelve schools. The dependent variable was the child’s body mass index z-score (BMIz). Covariates included the child’s sex, primary caregiver’s marital status, education level, relationship to the child, and family income. Level-two variables included neighborhood poverty and school SES. CTableross-classified multilevel linear regression models were conducted to examine the unique associations of neighborhood poverty and school SES with individual student BMIz, and how they interact. Twenty-four percent of students were classified as overweight, and five percent were classified as obese. The models resulted in a significant association between school SES and BMIz (B = −0.13; SE = 0.06; p < 0.05) and between neighborhood poverty and BMIz (B = −1.41; SE = 0.49; p < 0.01). Individual students’ BMIz decreased as school SES increased and decreased as neighborhood poverty increased. Neighborhood poverty and school SES appear to play a role in the development of obesity in childhood, although in differing directions.
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Sarnat-Ciastko, Adrianna, and Katarzyna Nowak. "Resilience levels of learners participating in the SPARK Resilience (ISKRA Odporności) pilot prevention programme." Edukacyjna Analiza Transakcyjna 11 (2022): 101–17. http://dx.doi.org/10.16926/eat.2022.11.06.
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This article draws attention and describes the importance of resilience as a protective factor in both mental and social maturing processes. The topic was inspired by the SPARK Resilience (ISKRA Odporności) pilot prevention programme, whose aim is to support emotional immunity defined as the ability to control reactions to events and to cope with stress. This article presents the programme’s assumptions and the conclusions from the first part of the research that serve to evaluate it. A group of 433 students from 13 schools in Poland from the 5th to 8th grades of primary school and the 1st grade of secondary school were surveyed in the selected procedure. The surveys conducted via the Internet used, among others, the SPP-18 scale developed by N. Ogińska-Bulikand Z. Juczyński. The research demonstrated the respondents’ level of resilience, which turned out to be significantly lower in the surveyed girls than in the boys.
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Kuru, Esma. "Digital Literacy Skill Levels of Teacher Candidates." International Journal of Education and Literacy Studies 10, no. 4 (October 31, 2022): 27–35. http://dx.doi.org/10.7575/aiac.ijels.v.10n.4p.27.
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Aşıcı, M. (2009). Literacy as a personal and social value. Journal of Values Education, 7(17), 9-26.Akgün, İ. H., Akgün, M. (2020). Analysis of digital literacy levels of social studies candidates. Journal of Ahi Evran University Kirsehir Education Faculty, 21(2), 1-19.Aksoy, N.C., Karabay, E. Aksoy, E. (2021). Analysis of digital literacy levels of classroom teachers. Selcuk University Journal of Communication, 14(2), 859-894. doi: 10.18094/JOSC.871290Altun, N., Alpan, G. B. (2021). Digital literacy in basic education programs. Journal of Education and Social Studies, 8(2), 280-294. DOI: 10.51725/etad.971177Arslan, S. (2019). Analysis of Digital Literacy Levels of Primary School and Middle-School Teachers in terms of Various Variables. Published master’s thesis. Sakarya University, Educational Sciences Institution.Aydemir, Z., Sakız, G., Doğan, M.C. (2019). Development of digital literacy skills rubric at the primary school level. National Education, 48(1), 617-638.Balay, R. (2004). Globalization, information society and education, Journal of Ankara University Faculty of Educational Sciences, 37(2), 61-82.Bay, D. N. (2021). Digital literacy levels of pre-school teacher candidates. Journal of Mustafa Kemal University Faculty of Education, 5(7), 72-187.Büyüköztürk, Ş. (2016). Scientific Research Techniques. Pegem Akademi Publications.Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş., Demirel, F. (2010). Scientific Research Techniques. Pegem Publications.Deye, S. (2015). Promoting digital literacy among students and educators. National Conference Of State Legislatures. Retrieved from https://www.ncsl.org/Portals/1/Documents/educ/digLiteracy_final.pdfDirekçi, B., Akbulut, S., Şimşek, S. (2019). Analysis of Turkish lesson curriculum (2018) and middle-school Turkish textbooks in terms of digital literacy skills. Eurasian Journal of International Studies, 7(16), 797-813.Doğan, D. (2020). The perceptions of university students of their own digital literacy. Journal of Technology Applications in Education, 1(1), 26-35. https://doi.org/10.29329/jtae.2020.283.2.Duggan, F. (2013). Why Universities Should Acquire And Teach Digital Literacy. The Guardian. https://www.theguardian.com/education/2013/apr/23/universities-should-teach-digital-literacy. Access date: 14/04/2022Duran, E., Ertan Özen N. (2018). Digital literacy in Turkish lessons. Turkish Journal of Education, 3(2), 31-46.Eshet, Y. (2004). Digital literacy: A conceptual frame work for survival skills in the Digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.Fraenkel, J. R., Wallen, N.E. (2006). How to design and evaluate research in education. McGraw-Hill International Edition.Göldağ, B. (2021). Analysis of the relationship between university students’ digital literacy levels and awareness levels of digital data security. E-international journal of educational research, 12(3), 82-100.Hamutoğlu, N. B., Canan Güngören, Ö., Kaya Uyanık, G., Gür Erdoğan, D. (2017). Digital literacy scale: Study on its adaptation to Turkish. Aegean Journal of Education, 18(1), 408- 429.Karabacak, Z. İ., Sezgin, A. A. (2019). Digital transformation and digital literacy in Turkey. Turkish Journal of Administration, 488, 319-343.Karasar, N. (2011). Scientific research methods. Nobel Publications.Kazu, İ. Y., Erten, P. (2014). Digital competency levels of teacher candidates. Bartın University Journal of Education Faculty, 3(2), 132-152.Korkmaz, M. (2020). Identification of the digital literacy levels of classroom teachers [Published master’s thesis]. Eskişehir Osmangazi University, Educational Sciences Institute.
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Ruvoletto, Samantha. "Literacy Acquisition: A Plus Factor in French Children’s Word Segmentation After 5 Years of Age." Language and Literacy 21, no. 4 (December 31, 2019): 93–116. http://dx.doi.org/10.20360/langandlit29444.
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Liaison (les[z]ours [le.zuʁs], ʽthe bears’) and enchaînement (une[n]autruche [y.no.tʁy], ʽan ostrich’) are two French phenomena of re-syllabification which entail children's errors in segmentation. Even though re-syllabified words are perceived blended, in writing they appear separated by graphic markers (ʽles ours’, ‘une autruche’). The current study aims to understand the frequency effect and the influence of literacy acquisition in word segmentation by a picture naming task and a writing task testing the same group of 37 children (in a primary school in France from 6:4 to 7:6) at three time periods (pre-readers, beginning readers and readers). Results revealed no frequency effects but a clear contribution of basic skills necessary to writing and reading activities in word segmentation.
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Valiulina, G. V. "Teacher readiness for the prevention and correction of emotional disturbance in primary school children with attention deficit hyperactivity disorder." Education and science journal 25, no. 8 (October 13, 2023): 186–219. http://dx.doi.org/10.17853/1994-5639-2023-8-186-219.
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Introduction. Psychological and pedagogical support for learners with attention deficit hyperactivity disorder (ADHD) has currently become crucial in the Russian and foreign systems of education. The problem has been caused by the increasing number of children suffering from this disorder and insufficient readiness of a modern teacher to implement preventive and corrective work with the specified category of school students in a comprehensive school. One of the most common complications of ADHD in primary school children, along with learning difficulties, are emotional disorders (inadequately underestimated or overestimated self-esteem, anxiety, depression, affective outbursts). The current situation in education actuates the necessity of modern teacher’s readiness to prevent complications of ADHD as well as to provide corrective help to children with this disorder.Aim. The present research aims to determine the structure of the future teacher’s readiness to prevent and correct emotional disorders in primary school children with ADHD in the comprehensive school environment.Methodology and research methods. As methodological basis of the research served the activity-based, systemic, and competency-based approaches. Two groups of methods were applied in the study: theoretical (analysis, synthesis, classification, and generalisation) and empirical (survey methods, documentation analysis). The research methodology included the author’s questionnaire “Identification of Theoretical, Methodological and Psychological Difficulties in Primary School Teachers to Prevent and Correct Emotional Disorders in Junior Schoolchildren with ADHD”, the techniques “Self-Assessment of Empathic Abilities” (Yu. M. Orlova, Yu. N. Emelyanova) and “The Psychological Portrait of a Teacher” (Z. V. Rezapkina, G. V. Rezapkina). In addition, the interviews were conducted.Results. The analysis of diagnostic results showed that the respondents had superficial theoretical and methodological knowledge about psychophysiological characteristics of children with ADHD, as well as about children’s education organisation in a comprehensive school. On average, less than half of the respondents gave correct answers to the questions of the theoretical block. In the methodological block, the lack of professional knowledge on the organisation of education and upbringing of children with ADHD in a comprehensive school was revealed.The study identified the following organisational and content problems related to the prevention and correction of emotional disturbance in primary school children with ADHD in a comprehensive school: the lack of psychological and pedagogical support for this category of school children; a low level of theoretical and methodological knowledge of school teachers in the field of psychological and pedagogical support for school students with ADHD; the shortage of teachers’ skills and abilities to prevent and correct emotional disorders; the deficit of special programmes for psychological and pedagogical support of students in a comprehensive school; teacher’s unwillingness to work with this category of students; indisposition of parents having children with ADHD to cooperate with the teacher regarding their child’s education and upbringing.Scientific novelty. The structure of the future teacher’s readiness to prevent and correct emotional disorders in younger students ADHD in a comprehensive school was determined on the basis of the described professional qualities of a modern teacher; it includes the following components: motivational, theoretical-methodological, psycho-pedagogical, and methodical. Qualitative characteristics of these structural components were given to determine the possibility of preventing and correcting emotional disorders in younger schoolchildren with ADHD.Practical significance. The research results can be applied in the process of primary school teachers training in the system of higher education, as well as in the system of additional professional education to implement teacher training programmes on key issues of modern education in general, and, in particular, on the problems of the prevention and correction of emotional disturbance in primary school children with ADHD in the comprehensive school.
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Yous, Fouzia, Salim Zaabar, Nawal Adjeroud-Abdellatif, Sara Guemouni, Nesrine Sana Kerrour, and Khodir Madani. "Study of the relationship between nutrition, physical activity, and overweight/obesity in children in a school context." North African Journal of Food and Nutrition Research 7, no. 15 (June 5, 2023): 84–98. http://dx.doi.org/10.51745/najfnr.7.15.84-98.
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Aim: This study aimed to describe the behavior, eating habits, and lifestyle of schoolchildren from different regions of Bejaia, and to evaluate their food consumption on the one hand and their Physical Activity Level (PAL) on the other hand. Methods: This study involved children (n = 240, B/G = 120/120), aged from 6 to 12, that are enrolled in different institutions (primary schools, colleges) in different regions of Bejaia. The children's body weight and height were measured (BMI), and their eating habits and level of physical activity were assessed using adapted questionnaires. Food consumption was estimated by the 24-hour recall method. Results: Results showed observable BMI rise including drastic changes in BMI Z-score as a function of age, height and mainly weight, BMI Z-score values were between 0 and +2 in overweight for obese girls and boys and less than +1 for normal-weight girls and boys. The PAL evaluation was low in overweight and obese children compared to normal-weight children. The correlation test showed a positive correlation between BMI and PAL in both sexes. According to the results of the dietary habits, the frequency of consumption of the different food groups distributed according to the fourth daily intakes (breakfast, lunch, dinner and snacking between meals) was very rich in carbohydrates and fats in overweight and obese children, compared to normal-weight children and according to the recommended threshold. Conclusion: This study shows that there is an increase in BMI values, high BMI Z-scores in overweight and obese children compared to normal-weight children. Children have bad eating habits (snacking between meals, consumption of fast food and sugary drinks). These habits may act as obesity promoting factors when associated with sedentary activities. Keywords: Children, overweight-obesity, normal-weight, BMI, Physical Activity Level, food habits, food consumption.
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Al-Daghri, Nasser M., Osama E. Amer, Malak N. K. Khattak, Syed D. Hussain, Ghadah Alkhaldi, Hanan A. Alfawaz, Mohamed A. Elsaid, and Shaun Sabico. "Attendance-Based Adherence and Outcomes of Obesity Management Program in Arab Adolescents." Children 10, no. 9 (August 25, 2023): 1449. http://dx.doi.org/10.3390/children10091449.
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Pediatric obesity has become a global pandemic in the last century, contributing to short and long-term medical conditions that heighten the risk of morbidity and mortality in children. The 12-month school-based obesity management educational program aims to assess the effect of adherence to the lifestyle educational program and target outcomes, obesity, and hypertension. A total of 363 (nonadherent, N = 179; adherent, N = 184) Saudi school adolescents aged 12–18 were recruited from 60 schools in Riyadh City, Saudi Arabia. Anthropometrics, lipid profile, and blood glucose were measured at baseline and post-intervention. The level of adherence was based on the number of attended educational sessions, and participants were grouped accordingly into two groups: adherent group (attended ≥ 3 sessions) and nonadherent group (attended 1–2 sessions) out of a total of five sessions. Results demonstrated that significantly more participants in the adherent group achieved the primary program goal of reducing obesity indices [body weight, body mass index (BMI), and BMI z-score] than the nonadherent group. Additionally, among adherent obese participants, BMI z-score significantly decreased after the 12-month intervention (post-intervention: 1.5 ± 0.7 vs. baseline: 1.7 ± 0.6, p < 0.05), while the trend in BMI z-score modestly increased in the nonadherent obese participants post-intervention (post-intervention: 1.8 ± 0.7 vs. baseline: 1.7 ± 0.6, p > 0.05). Moreover, there was a substantial reduction in hypertension prevalence only in the adherent group (p = 0.003) and among adherent obese participants in particular (p = 0.03). Furthermore, adherence to session attendance was higher in girls than boys, which led to better outcomes among girls than boys. For the secondary outcomes, lipid profile indices increased in both groups, while no changes were observed in the glycemic profile. In conclusion, greater adherence to educational sessions achieved modest but favorable weight changes and improved blood pressure among obese adolescents. Future intervention studies should take into consideration the need to improve attendance to enhance adherence to the program among adolescents at risk.
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Yamamoto, Ami, Emi Tsujimoto, Reiko Taketani, Noa Tsujii, Osamu Shirakawa, and Hisae Ono. "The Effect of Interpersonal Counseling for Subthreshold Depression in Undergraduates: An Exploratory Randomized Controlled Trial." Depression Research and Treatment 2018 (2018): 1–6. http://dx.doi.org/10.1155/2018/4201897.
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Background.Subthreshold depression and poor stress coping strategies are major public health problems among undergraduates. Interpersonal counseling (IPC) is a brief structured psychological intervention originally designed for use in primary care to treat depressive patients whose symptoms arose from current life stress.Objectives.This study examined the efficacy of IPC in treating subthreshold depression and coping strategies among undergraduates in school counseling.Materials and Methods.We carried out an exploratory randomized controlled trial comparing the efficacy of IPC with counseling as usual (CAU). Participants were 31 undergraduates exhibiting depression without a psychiatric diagnosis.Results.The Zung Self-Rating Depression Scale total score decreased significantly in the IPC group (n=15;Z=-2.675,p=.007), but not in the CAU group(n=16). The task-oriented coping score of the Coping Inventory for Stressful Situations showed a tendency towards a greater increase in the IPC group than in the CAU group (t=1.919,df=29,p=.065).Conclusions.The IPC might be more useful for student counseling because it can teach realistic coping methods and reduce depressive symptoms in a short period. Further studies using more participants are required.
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Tani, Yukako, Aya Isumi, Satomi Doi, and Takeo Fujiwara. "Associations of Caregiver Cooking Skills with Child Dietary Behaviors and Weight Status: Results from the A-CHILD Study." Nutrients 13, no. 12 (December 18, 2021): 4549. http://dx.doi.org/10.3390/nu13124549.
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We examined whether caregiver cooking skills were associated with frequency of home cooking, child dietary behaviors, and child body weight status in Japan. We used cross-sectional data from the 2018 Adachi Child Health Impact of Living Difficulty study, targeting primary and junior high school students aged 9–14 years in Adachi City, Tokyo, Japan (n = 5257). Caregiver cooking skills were assessed using a scale with good validity and reliability modified for use in Japan. Child heights and weights derived from school heath checkup data were used to calculate WHO standard body mass index z-scores. After adjusting for potential confounders, caregivers with low-level cooking skills were 4.31 (95% confidence interval (CI): 2.68–6.94) times more likely to have lower frequency of home cooking than those with high level of cooking skills. Children with low-level caregiver cooking skills were 2.81 (95% CI: 2.06–3.84) times more likely to have lower frequency of vegetable intake and 1.74 (95% CI: 1.08–2.82) times more likely to be obese. A low level of caregiver cooking skills was associated with infrequent home cooking, unhealthy child dietary behaviors, and child obesity.
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Liang, Yan, Patrick W. C. Lau, Yannan Jiang, and Ralph Maddison. "Getting Active with Active Video Games: A Quasi-Experimental Study." International Journal of Environmental Research and Public Health 17, no. 21 (October 30, 2020): 7984. http://dx.doi.org/10.3390/ijerph17217984.
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Given the cultural emphasis on academic achievement and environmental constraints to physical activity (PA), active video games (AVGs) may be used to decrease sedentary behavior and increase PA of Hong Kong children. This study explored the potential of a school-based AVG intervention on sedentary time, PA, body composition, and psychosocial factors among children. Eighty-seven children (intervention n = 30) were recruited from one primary school. Classes in Grades 4–6 were allocated to either the intervention group or the control group in a 2:1 ratio. The eight-week intervention involved children playing AVGs in an after-school class twice a week. Participants in the control group continued with their usual activities. Outcome included the change of participants in sedentary time, PA, percentage body fat, body mass index (BMI), and psychosocial variables (enjoyment, self-efficacy and social support), from baseline to eight weeks. No significant group differences were observed in sedentary time (−33.9 min/day, 95% CI −70.8 to 4.8; p = 0.07). The intervention group significantly increased total PA (53.7 counts/min, 95% CI 8.6 to 104.2; p = 0.04) compared with those in the control condition. No differences were found in body composition and psychosocial variables. However, significant treatment effects were found on BMI z score among boys (−0.1, 95% CI −0.2 to 0; p = 0.04). An eight-week school-based AVG intervention delivered during after-school hours was effective in increasing activity levels among Hong Kong children. The treatment effects of AVGs on sedentary behavior and body composition need to be further demonstrated in a more robust study, especially in boys.
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van Ekris, Evi, Emma Solomon-Moore, Mai Chinapaw, Russell Jago, and Teatske Altenburg. "Child- and Parent-Related Correlates of Total and Prolonged Sedentary Time in 5- to 6-Year-Old Children." International Journal of Environmental Research and Public Health 15, no. 9 (August 22, 2018): 1817. http://dx.doi.org/10.3390/ijerph15091817.
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The primary aim was to examine child- and parent-related correlates of accelerometer-assessed overall total and prolonged (i.e., accumulated in bouts of ≥10 consecutive minutes) sedentary time (SED) in 5- to 6-year-old children. Second, child- and parent-related correlates of total and prolonged SED during weekend days and the after school period were examined, as associations with parent-related correlates may be stronger during these periods. SED and moderate-to-vigorous-intensity physical activity (MVPA) were assessed by ActiGraph accelerometers in children (n = 836) and one of their parents/carers. Parents completed a questionnaire examining potential parent-related correlates. Multilevel models examined associations between potential correlates and children’s total and prolonged SED. Children’s MVPA was the only correlate that was consistently negatively associated with both total and prolonged SED across the different time periods (overall, after school, and weekend days). Higher total SED in parents was associated with higher overall total SED and weekend total SED in children. Higher body mass index z-scores of children were associated with lower overall total and prolonged SED. Girls had lower prolonged SED after school than boys. Older children had lower total SED during the weekend. In conclusion, few potential correlates were associated with young children’s total or prolonged SED and most associations differed by time period.
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Kennedy, Amber L., Beverley J. Vollenhoven, Richard J. Hiscock, Catharyn J. Stern, Susan P. Walker, Jeanie L. Y. Cheong, Jon L. Quach, et al. "School-age outcomes among IVF-conceived children: A population-wide cohort study." PLOS Medicine 20, no. 1 (January 24, 2023): e1004148. http://dx.doi.org/10.1371/journal.pmed.1004148.
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Background In vitro fertilisation (IVF) is a common mode of conception. Understanding the long-term implications for these children is important. The aim of this study was to determine the causal effect of IVF conception on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Methods and findings Causal inference methods were used to analyse observational data in a way that emulates a target randomised clinical trial. The study cohort comprised statewide linked maternal and childhood administrative data. Participants included singleton infants conceived spontaneously or via IVF, born in Victoria, Australia between 2005 and 2014 and who had school-age developmental and educational outcomes assessed. The exposure examined was conception via IVF, with spontaneous conception the control condition. Two outcome measures were assessed. The first, childhood developmental vulnerability at school entry (age 4 to 6), was assessed using the Australian Early Developmental Census (AEDC) (n = 173,200) and defined as scoring <10th percentile in ≥2/5 developmental domains (physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills, and general knowledge). The second, educational outcome at age 7 to 9, was assessed using National Assessment Program–Literacy and Numeracy (NAPLAN) data (n = 342,311) and defined by overall z-score across 5 domains (grammar and punctuation, reading, writing, spelling, and numeracy). Inverse probability weighting with regression adjustment was used to estimate population average causal effects. The study included 412,713 children across the 2 outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC, and 8,976 cases and 333,335 controls for NAPLAN. There was no causal effect of IVF-conception on the risk of developmental vulnerability at school-entry compared with spontaneously conceived children (AEDC metrics), with an adjusted risk difference of −0.3% (95% CI −3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7 to 9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, with an adjusted mean difference of 0.030 (95% CI −0.018 to 0.077) between IVF- and spontaneously conceived children. The models were adjusted for sex at birth, age at assessment, language background other than English, socioeconomic status, maternal age, parity, and education. Study limitations included the use of observational data, the potential for unmeasured confounding, the presence of missing data, and the necessary restriction of the cohort to children attending school. Conclusions In this analysis, under the given causal assumptions, the school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived children. These findings provide important reassurance for current and prospective parents and for clinicians.
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Koorts, Harriet, Anna Timperio, Chris Lonsdale, Nicola D. Ridgers, David R. Lubans, Jacqueline Della Gatta, Adrian Bauman, et al. "Scaling up a school-based intervention to increase physical activity and reduce sedentary behaviour in children: protocol for theTransformUshybrid effectiveness–implementation trial." BMJ Open 13, no. 10 (October 2023): e078410. http://dx.doi.org/10.1136/bmjopen-2023-078410.
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IntroductionEfficacious programmes require implementation at scale to maximise their public health impact.TransformUsis an efficacious behavioural and environmental intervention for increasing primary (elementary) school children’s (5–12 years) physical activity and reducing their sedentary behaviour within school and home settings. This paper describes the study protocol of a 5-year effectiveness–implementation trial to assess the scalability and effectiveness of theTransformUsprogramme.Methods and analysisA type II hybrid implementation–effectiveness trial,TransformUsis being disseminated to all primary schools in the state of Victoria, Australia (n=1786). Data are being collected using mixed methods at the system (state government, partner organisations), organisation (school) and individual (teacher, parent and child) levels. Evaluation is based on programme Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. RE-AIM domains are being measured using a quasi-experimental, pre/post, non-equivalent group design, at baseline, 12 and 24 months. Effectiveness will be determined in a subsample of 20 intervention schools (in Victoria) and 20 control schools (in New South Wales (NSW), Australia), at baseline, 12 and 24 months. Primary outcomes includeTransformUsReach, Adoption, Implementation and organisational Maintenance (implementation trial), and children’s physical activity and sedentary time assessed using accelerometers (effectiveness trial). Secondary outcomes include average sedentary time and moderate to vigorous-intensity physical activity on weekdays and during school hours, body mass index z-scores and waist circumference (effectiveness trial). Linear mixed-effects models will be fitted to compare outcomes between intervention and control participants accounting for clustering of children within schools, confounding and random effects.Ethics and disseminationThe trial was approved by the Deakin University Human Research Ethics Committee (HEAG-H 28_2017), Victorian Department of Education, the NSW Department of Education, Australian Catholic University (2017-145R), Melbourne Archdiocese Catholic Schools and Catholic Schools NSW. Partners, schools/teachers and parents will provide an informed signed consent form prior to participating. Parents will provide consent for their child to participate in the effectiveness trial. Findings will be disseminated via peer-reviewed publications, scientific conferences, summary reports to schools and our partner organisations, and will inform education policy and practice on effective and sustainable ways to promote physical activity and reduce sedentary behaviours population-wide.Trial registration numberAustralian Clinical Trials Registration Registry (ACTRN12617000204347).
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Nemček, Dagmar. "Children’s Attitudes towards Inclusion of Visually Impaired Students in Physical Education Classes: Gender Differences." Physical Education Theory and Methodology 22, no. 3 (August 31, 2022): 423–29. http://dx.doi.org/10.17309/tmfv.2022.3.18.
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Study purpose. The study purpose was to investigate gender differences in children’s attitudes toward the inclusion of a student with visual impairment in physical education classes.
Materials and methods. The study sample comprised 419 able-bodied primary school students in 6th to 9th grade (boys, n=204, mean age 13.23±1.17 years; girls, n=215, mean age 13.08±1.19 years). A modified version of the standardized attitudinal questionnaire CAIPE-R for the inclusion of visually impaired (VI) students was used as a research method. The internal reliability of CAIPE-R was measured using Cronbach’s α. The Shapiro-Wilk test was used to assess the normality of sample distribution. The non-parametric Mann-Whitney U-test was used to assess differences between boys and girls, and the Wilcoxon Signed-Rank test assessed differences between general and sport-specific attitudes.
Results. Boys presented rather neutral or indifferent (mean scores 3.19, 3.44 points) attitudes, and girls had slightly positive (mean scores 3.59, 3.74 points) attitudes toward inclusive physical education (PE). Girls, compared to boys, expressed more positive general (U=16786, p=0.000) as well as sport-specific (U=16586, p=0.003) attitudes towards the inclusion of the VI student in PE classes. Both groups of children declared more positive general attitudes than sport-specific attitudes towards the inclusion of VI students (boys, Z=-4.230, p=0.000; girls, Z=-3.015, p=0.003).
Conclusions. Girls expressed more positive general and sport-specific attitudes towards the inclusion of VI students in PE classes than boys. Boys’ attitudes were only neutral or indifferent, and girls’ attitudes were only moderately positive. Both genders declared more positive general attitudes towards the inclusion of VI students in PE classes compared to sport-specific attitudes. Taking into consideration the above, to find the most appropriate solutions as regards the inclusion of students with different kinds of disabilities in PE classes, it is necessary to learn more about the attitudes towards inclusion from students, teachers, and school management.
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Žakelj, Amalija, and Andreja Klančar. "Examining the Conceptual and Procedural Knowledge of Decimal Numbers in Sixth-Grade Elementary School Students." European Journal of Educational Research me-13-2024, me-13-issue-3-july-2024 (July 15, 2024): 1227–45. http://dx.doi.org/10.12973/eu-jer.13.3.1227.
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<p style="text-align:justify">In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.</p>
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Vasiljevic, Milica, Amelia St John Wallis, Saphsa Codling, Dominique-Laurent Couturier, Stephen Sutton, and Theresa M. Marteau. "E-cigarette adverts and children’s perceptions of tobacco smoking harms: an experimental study and meta-analysis." BMJ Open 8, no. 7 (July 2018): e020247. http://dx.doi.org/10.1136/bmjopen-2017-020247.
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ObjectivesChildren exposed to electronic cigarette (e-cigarette) adverts may perceive occasional tobacco smoking as less harmful than children not exposed to e-cigarette adverts. Given the potential cross-cueing effects of e-cigarette adverts on tobacco smoking, there is an urgent need to establish whether the effect found in prior research is robust and replicable using a larger sample and a stronger control condition.DesignA between-subjects experiment with one independent factor of two levels corresponding to the advertisements to which participants were exposed: glamorous adverts for e-cigarettes, or adverts for objects unrelated to smoking or vaping.ParticipantsEnglish school children aged 11–16 (n=1449).OutcomesPerceived harm of occasional smoking of one or two tobacco cigarettes was the primary outcome. Secondary outcomes included: perceived harm of regular tobacco smoking, susceptibility to tobacco smoking and perceived prevalence of tobacco smoking in young people. Perceptions of using e-cigarettes were gauged by adapting all the outcome measures used to assess perceptions of tobacco smoking.ResultsTobacco smokers and e-cigarette users were excluded from analyses (final sample n=1057). Children exposed to glamorous e-cigarette adverts perceived the harms of occasional smoking of one or two tobacco cigarettes to be lower than those in the control group (Z=−2.13, p=0.033). An updated meta-analysis comprising three studies with 1935 children confirmed that exposure to different types of e-cigarette adverts (glamorous, healthful, flavoured, non-flavoured) lowers the perceived harm of occasional smoking of one or two tobacco cigarettes (Z=3.21, p=0.001).ConclusionsThis study adds to existing evidence that exposure to e-cigarette adverts reduces children’s perceptions of the harm of occasional tobacco smoking.
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Lewis, Lucy Kate, Carol Maher, Kevin Belanger, Mark Tremblay, Jean-Philippe Chaput, and Tim Olds. "At the Mercy of the Gods: Associations Between Weather, Physical Activity, and Sedentary Time in Children." Pediatric Exercise Science 28, no. 1 (February 2016): 152–63. http://dx.doi.org/10.1123/pes.2015-0076.
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Objectives:This study investigated associations between weather conditions, physical activity, and sedentary time in primary school-aged children in Australia and Canada.Methods:Cross-sectional data on 9–11-year-old children from the Australian (n = 491) and Canadian (n = 524) sites of the International Study of Childhood Obesity, Lifestyle and the Environment were used. Minutes of daily moderate-to-vigorous-physical-activity (MVPA) and sedentary time were determined from 7-day, 24-h accelerometry (Actigraph GT3X+ triaxial accelerometer). Day-matched weather data (temperature, rainfall, snowfall, relative humidity, wind speed) were obtained from the closest weather station to participants’ schools. Covariates included parental highest education level, day type, sex, and BMI z-scores. Generalized mixed model analyses allowing for clustering of participants within schools were completed. Scatterplots with Loess curves were created for maximum temperature, MVPA, and sedentary time.Results:Daily maximum temperature was significantly associated with MVPA and sedentary time in Australia (MVPA p = .05, sedentary p = .01) and Canada (p < .001, p = .001). Rainfall was negatively associated with MVPA in Australia (p < .001) and positively associated with sedentary time in Canada (p = .02).Conclusions:MVPA and sedentary time appear to be optimal when the maximum temperature ranges between 20°C and 25°C in both countries. The findings have implications for study design and interpretation for surveillance and intervention studies.
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Corder, Kirsten L., Helen E. Brown, Caroline HD Croxson, Stephanie T. Jong, Stephen J. Sharp, Anna Vignoles, Paul O. Wilkinson, Edward CF Wilson, and Esther MF van Sluijs. "A school-based, peer-led programme to increase physical activity among 13- to 14-year-old adolescents: the GoActive cluster RCT." Public Health Research 9, no. 6 (April 2021): 1–134. http://dx.doi.org/10.3310/phr09060.
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Background Adolescent physical activity levels are low and are associated with rising disease risk and social disadvantage. The Get Others Active (GoActive) intervention was co-designed with adolescents and teachers to increase physical activity in adolescents. Objective To assess the effectiveness and cost-effectiveness of the school-based GoActive programme in increasing adolescents’ moderate-to-vigorous physical activity. Design A cluster randomised controlled trial with an embedded mixed-methods process evaluation. Setting Non-fee-paying schools in Cambridgeshire and Essex, UK (n = 16). Schools were computer randomised and stratified by socioeconomic position and county. Participants A total of 2862 Year 9 students (aged 13–14 years; 84% of eligible students). Intervention The iteratively developed feasibility-tested refined 12-week intervention trained older adolescents (mentors) and in-class peer leaders to encourage classes to undertake two new weekly activities. Mentors met with classes weekly. Students and classes gained points and rewards for activity in and out of school. Main outcome measures The primary outcome was average daily minutes of accelerometer-assessed moderate-to-vigorous physical activity at 10 months post intervention. Secondary outcomes included accelerometer-assessed activity during school, after school and at weekends; self-reported physical activity and psychosocial outcomes; cost-effectiveness; well-being and a mixed-methods process evaluation. Measurement staff were blinded to allocation. Results Of 2862 recruited participants, 2167 (76%) attended 10-month follow-up measurements and we analysed the primary outcome for 1874 (65.5%) participants. At 10 months, there was a mean decrease in moderate-to-vigorous physical activity of 8.3 (standard deviation 19.3) minutes in control participants and 10.4 (standard deviation 22.7) minutes in intervention participants (baseline-adjusted difference –1.91 minutes, 95% confidence interval –5.53 to 1.70 minutes; p = 0.316). The programme cost £13 per student compared with control. Therefore, it was not cost-effective. Non-significant indications of differential impacts suggested detrimental effects among boys (boys –3.44, 95% confidence interval –7.42 to 0.54; girls –0.20, 95% confidence interval –3.56 to 3.16), but favoured adolescents from lower socioeconomic backgrounds (medium/low 4.25, 95% confidence interval –0.66 to 9.16; high –2.72, 95% confidence interval –6.33 to 0.89). Mediation analysis did not support the use of any included intervention components to increase physical activity. Some may have potential for improving well-being. Students, teachers and mentors mostly reported enjoying the GoActive intervention (56%, 87% and 50%, respectively), but struggled to conceptualise their roles. Facilitators of implementation included school support, embedding a routine, and mentor and tutor support. Challenges to implementation included having limited school space for activities, time, and uncertainty of teacher and mentor roles. Limitations Retention on the primary outcome at 10-month follow-up was low (65.5%), but we achieved our intended sample size, with retention comparable to similar trials. Conclusions A rigorously developed school-based intervention (i.e. GoActive) was not effective in countering the age-related decline in adolescent physical activity. Overall, this mixed-methods evaluation provides transferable insights for future intervention development, implementation and evaluation. Future work Interdisciplinary research is required to understand educational setting-specific implementation challenges. School leaders and authorities should be realistic about expectations of the effect of school-based physical activity promotion strategies implemented at scale. Trial registration Current Controlled Trials ISRCTN31583496. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 6. See the NIHR Journals Library website for further project information. This work was additionally supported by the Medical Research Council (London, UK) (Unit Programme number MC_UU_12015/7) and undertaken under the auspices of the Centre for Diet and Activity Research (Cambridge, UK), a UK Clinical Research Collaboration Public Health Research Centre of Excellence. Funding from the British Heart Foundation (London, UK), Cancer Research UK (London, UK), Economic and Social Research Council (Swindon, UK), Medical Research Council, the National Institute for Health Research (Southampton, UK) and the Wellcome Trust (London, UK), under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged (087636/Z/08/Z; ES/G007462/1; MR/K023187/1). GoActive facilitator costs were borne by Essex and Cambridgeshire County Councils.
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de Bruijn, Marienke A. A. M., Femke K. Aarsen, Marielle P. van Oosterhout, Marieke M. van der Knoop, Coriene E. Catsman-Berrevoets, Marco W. J. Schreurs, Danielle E. M. Bastiaansen, Peter A. E. Sillevis Smitt, Rinze F. Neuteboom, and Maarten J. Titulaer. "Long-term neuropsychological outcome following pediatric anti-NMDAR encephalitis." Neurology 90, no. 22 (April 27, 2018): e1997-e2005. http://dx.doi.org/10.1212/wnl.0000000000005605.
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ObjectiveTo provide detailed long-term outcome data of children and adolescents following pediatric anti-N-methyl-d-aspartate receptor (anti-NMDAR) encephalitis, to identify neuropsychological impairments, and to evaluate the influence of these factors on quality of life (QoL).MethodsAll Dutch children diagnosed with anti-NMDAR encephalitis were identified. Patients currently aged 4 years or older were included in the follow-up study, consisting of a visit to our clinic for a detailed interview and a standardized neuropsychological assessment. The following domains were included: attention, memory, language, executive functioning, QoL, and fatigue. Primary outcome measures were z scores on sustained attention, long-term verbal memory, QoL, fatigue, and working memory.ResultsTwenty-eight patients were included. Median Pediatric Cerebral Performance Category at last visit was 1 (interquartile range 1–2, range 1–4), and 64% (18/28) of patients returned consistently to their previous school level. Twenty-two patients were included in the cross-sectional part of the long-term follow-up study. Median follow-up time was 31 months (interquartile range 15–49, range 5–91). There were problems with sustained attention (z = −2.10, 95% confidence interval = −2.71 to −1.46, p < 0.0001) and fatigue (z = −0.96, 95% confidence interval = −1.64 to −0.28, p = 0.008). Cognitive deficits were not correlated with QoL, while fatigue was strongly correlated with QoL (r = 0.82, p < 0.0001).ConclusionsAlthough follow-up is often reported as “good” following pediatric anti-NMDAR encephalitis, many patients have cognitive problems and fatigue, even up until adolescence, resulting in academic achievement problems and lower QoL. For physicians, it is essential to be aware of these problems, to provide valuable advice to patients and caregivers in the acute and follow-up phase, and to consider early neuropsychological counseling.
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Cox, Ashley, Robert J. Noonan, and Stuart J. Fairclough. "The Feasibility and Acceptability of an Online CPD Programme to Enhance PE Teachers’ Knowledge of Muscular Fitness Activity." International Journal of Environmental Research and Public Health 19, no. 19 (September 25, 2022): 12132. http://dx.doi.org/10.3390/ijerph191912132.
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Schools provide an opportunity to enhance muscular fitness of English youth during physical education (PE). Continued professional development (CPD) among teachers may improve muscular fitness activity delivery in schools. This study sought to assess the feasibility and acceptability of an online CPD programme to enhance PE teachers’ knowledge of muscular fitness activity. Methods: Co-production of an online CPD platform was undertaken with five secondary school PE teachers. A quasi-experimental pre-post control group design for the CPD was adopted (CPD group n = 76, control n = 32). Upon CPD completion feedback was solicited for qualitative analysis. Results: Pre-and-post CPD knowledge quiz data were available from 65 participants (55.4% male). The median knowledge quiz change score was significantly higher in the CPD group than in the wait list control group (CPD score vs. control score; U =37, z = −5.96, p < 0.01). Three primary themes reflecting factors associated with the acceptability and feasibility were (1) practical application, (2) support and resources, and (3) knowledge and confidence. Conclusions: Co-production of an online CPD programme can improve knowledge and affect practice. PE teachers that completed the CPD reported the online platform was beneficial to overcoming the limitations of face-to-face CPD such as time and financial constraints and suggested the content covered was beneficial and appropriate to their teaching. Future work is required to establish links between teachers’ learning following CPD, the translation into PE practice and student MF outcomes.
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Banjara, Santosh Kumar, Sai Ram Challa, Little Flower Augustine, Teena Dasi, Radhika Madhari, Sylvia Fernandez Rao, Ravindranadh Palika, et al. "Eggs for Improving Nutrition, cognitive development and reducing linear growth retardation among Infants and young Children (ENRICH): protocol of an egg supplementation trial among children aged 9–18 months in Hyderabad, India." BMJ Paediatrics Open 8, Suppl 1 (February 2024): e001892. http://dx.doi.org/10.1136/bmjpo-2023-001892.
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IntroductionEvidence on the impact of nutrient-rich animal source foods such as eggs for improving child growth and cognition is inconsistent. This study aims to examine the impact of an egg intervention in children, along with behaviour change communication (BCC) to the mother, on linear growth and cognition, and nutritional status in children aged 9–18 months.Methods and analysisA 9-month open-labelled randomised controlled trial will be conducted in three urban slums in Hyderabad, India, as a substudy of an observational cohort study (n=350) following pregnant women and their children until 18 months of age in a population at risk of stunting. The children born to women enrolled during the third trimester of pregnancy will be block randomised in a 1:4 ratio into the intervention (n=70) and control (n=280) groups. Children in the intervention group will be supplemented with one egg per day starting from 9 months until 18 months of age. BCC designed to enhance adherence to the intervention will be used. The control group will be a part of the observational cohort and will not receive any intervention from the study team. The primary outcome will be length-for-age z-scores, and the secondary outcomes will include cognition, blood biomarkers of nutritional status including fatty acid profile and epigenetic signatures linked with linear growth and cognition. Multivariate intention-to-treat analyses will be conducted to assess the effect of the intervention.Ethics and disseminationThe study is approved by the Institutional ethics committees of ICMR-National Institute of Nutrition, Hyderabad, India and London School of Hygiene and Tropical Medicine, UK. The results will be published in peer-reviewed journals and disseminated to policy-makers. Findings will also be shared with study participants and community leaders.Trial registration numberCTRI/2021/11/038208
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Adolphus, Katie, Alexa Hoyland, Jenny Walton, Frits Quadt, Clare L. Lawton, and Louise Dye. "Ready-to-eat cereal and milk for breakfast compared with no breakfast has a positive acute effect on cognitive function and subjective state in 11–13-year-olds: a school-based, randomised, controlled, parallel groups trial." European Journal of Nutrition 60, no. 6 (February 20, 2021): 3325–42. http://dx.doi.org/10.1007/s00394-021-02506-2.
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Abstract Purpose We tested the acute effect of breakfast (ready-to-eat-cereal [RTEC] and milk) versus (vs.) no breakfast on cognitive function and subjective state in adolescents. Methods Healthy adolescents (n = 234) aged 11–13 years were recruited to take part in this school-based, acute, randomised, controlled, parallel groups trial with two interventions; Breakfast or No Breakfast. The breakfast intervention consisted of ad libitum intake of RTEC (up to 70 g) with milk (up to 300 ml) administered in a naturalistic school breakfast programme environment. Cognitive function was assessed at baseline and + 70 and + 215 min post-intervention in a group-testing situation, similar to a school classroom context. The CANTAB test battery included: Simple Reaction Time (SRT), 5-Choice Reaction Time (5-CRT), Rapid Visual Information Processing (RVIP), and Paired Associates Learning (PAL; primary outcome). Data collection commenced January 2011 and ended May 2011. This trial was retrospectively registered at www.clinicaltrials.gov as NCT03979027 on 07/06/2019. Results A significant effect of the intervention (CMH[1] = 7.29, p < 0.01) was found for the number of levels achieved on the PAL task. A significant difference between interventions was found when baseline performance reached level 2 (JT, z = 2.58, p < 0.01), such that 100% of participants in the breakfast intervention reached the maximum level 4 but only 41.7% of those in the no breakfast intervention reached level 4. A significant baseline*intervention interaction (F[1,202] = 6.95, p < 0.01) was found for total errors made on the PAL task, indicating that participants who made above-average errors at baseline reduced the total number of errors made at subsequent test sessions following breakfast consumption whilst those in the no breakfast intervention did not. There was a positive effect of breakfast on reaction time and visual-sustained attention. The results also demonstrated interactions of intervention with baseline cognitive performance, such that breakfast conferred a greater advantage for performance when baseline performance was poorer. Conclusion Consuming breakfast has a positive acute effect on cognition in adolescents.
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Bryant, Maria, Wendy Burton, Michelle Collinson, Adam Martin, Bethan Copsey, Dawn Groves-Williams, Alexis Foster, Thomas A. Willis, Philip Garnett, and Alicia O'Cathain. "Effectiveness and cost-effectiveness of a sustainable obesity prevention programme for preschool children delivered at scale ‘HENRY’ (Health, Exercise, Nutrition for the Really Young): protocol for the HENRY III cluster randomised controlled trial." BMJ Open 14, no. 3 (March 2024): e081861. http://dx.doi.org/10.1136/bmjopen-2023-081861.
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IntroductionOne-fifth of children start school already overweight or living with obesity, with rates disproportionately impacting those living in the most deprived areas. Social, environmental and biological factors contribute to excess weight gain and programmes delivered in early years settings aim to support families to navigate these in order to prevent obesity. One of these programmes (Health, Exercise and Nutrition for the Really Young, HENRY) has been delivered in UK community venues (hereon named ‘centres’) in high deprivation areas since 2008 and aims to help families to provide a healthy start for their preschool children. We aim to establish the effectiveness and cost-effectiveness of HENRY, including its potential role from a wider systems perspective.Methods and analysisThis is a multicentre, open-labelled, two-group, prospective, cluster randomised controlled trial, with cost-effectiveness analysis, systems-based process evaluation and internal pilot. Primary analysis will compare body mass index (BMI) z-score at 12 months in children (n=984) whose parents have attended HENRY to those who have not attended. Secondary outcomes include parent and staff BMI and waist circumference, parenting efficacy, feeding, eating habits, quality of life, resource use and medium term (3 years) BMI z-scores (child and siblings). 82 centres in ~14 local authority areas will be randomised (1:1) to receive HENRY or continue with standard practice. Intention-to-treat analysis will compare outcomes using mixed effects linear regression. Economic evaluation will estimate a within-trial calculation of cost-per unit change in BMI z-score and longer-term trajectories to determine lifelong cost savings (long-term outcomes). A systems process evaluation will explore whether (and how) implementation of HENRY impacts (and is impacted by) the early years obesity system. An established parent advisory group will support delivery and dissemination.Ethics and disseminationEthical approval has been granted by the University of York, Health Sciences’ Research Governance Committee (HSRGC/2022/537/E). Dissemination includes policy reports, community resources, social media and academic outputs.Trial registration numberISRCTN16529380.
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Bratanoto, Virgilia Zephanya, Lita Latiana, Ali Forman, and Yuli Kurniawati Sugiyo Pranoto. "Bronfenbrenner's Bioecological Theory: School Readiness for Children in the Context of Distance Learning During the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 85–100. http://dx.doi.org/10.21009/jpud.161.06.
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School readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology.
Keywords: early childhood, school readiness; distance learning
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Oktaviani, Herlina, Asrumi Asrumi, and Agustina Dewi Setyari. "KEMAMPUAN PRODUKSI FONOLOGIS BAHASA INDONESIA ANAK PENYANDANG DOWN SYNDROME DI SDLB BANYUWANGI." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 20, no. 1 (February 27, 2019): 67. http://dx.doi.org/10.19184/semiotika.v20i1.9589.
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This study examines the ability of phonological production or the ability to produce language sounds, namely vowels and consonants in Indonesian with Down syndrome, a student of the Banyuwangi An-Moerty Extraordinary Primary School. Phonological sensitivity has an important role in communicating creativity, including for persons with disabilities. The purpose of this study is to describe phonological production capabilities, and to find out the causes of the inability to pronounce language sounds of persons with Down syndrome, Bagus Chandra. This research is a qualitative research. This research data in the form of words spoken by Bagus Candra collected by the method of observation or observation with note-taking techniques and data in the form of information from the people closest to home and school were collected by interview method with note-taking techniques. Language data that have been classified are analyzed by distributional methods or agih methods with basic BUL techniques and advanced techniques: skipping, replacing, inserting, and changing the meanings, while data in the form of information are analyzed by descriptive analytical methods. The results of this study indicate that Bagus Chandra's phonological production ability in producing vowel sounds and consonant sounds is mostly perfect, because all vowel sounds [a], [i], [u], [e], and [o], and consonant sounds which includes sounds [b], [c], [d], [g], [h], [j], [k], [l], [m], [n], [p], [q] , [s], [t], and [y] can be pronounced correctly without obstacles. In this case, only a small part of the consonant sound, namely: sounds [r], [f], [v], [w], [x], and, [z] cannot be pronounced perfectly. Physically, the inability is caused by abnormal growth of the tongue, which is the size of the tongue that is longer and wider, and often extended.
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Mora-Garcia, Gustavo, Vanessa Garcia-Larsen, and Antonio Trujillo. "Law No 1355 for the Prevention of Obesity in Colombia: Influence of School Food Environment Interventions on Children Body Weight and Diet Quality Trends Between 2005 and 2015." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1724. http://dx.doi.org/10.1093/cdn/nzaa064_014.
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Abstract Objectives To study the impact of the school food environment interventions motivated by the obesity prevention policy reform (Law No 1355, Colombia 2009) on body weight and diet quality trends of schoolchildren. Methods Schoolchildren from six provinces that had implemented the law (‘intervened schools’), and from 26 that had not, were studied using data from the National Nutrition Surveys (ENSIN). A total of 48,936 children aged 6–17y were included (2005, n = 16,193; 2010, n = 9,907; 2015, n = 22,836). Body mass index (log-transformed z-score; zBMI) and bodyweight excess (BWE; i.e., zBMI ≥ 1.0) were the primary outcomes. The Alternative Healthy-Eating Index (AHEI; log-transformed) was derived to measure diet quality, using data from single 24 h recall questionnaires administered in 2005 and 2015. A difference-in-difference analysis (diff-in-diff) was carried out using two waves of data before (ENSIN 2005 and 2010), and one wave 4 years after the policy implementation (ENSIN 2015). The identification strategy relies on variability across time and provinces. Results A total of 11,113 schoolchildren were in the intervened provinces (2005: 4,087; 2010: 2,861; 2015: 4,165). Overall, the percentage of children with BWE in 2005, 2010, and 2010 was 16.5%, 20.2%, and 25.0%, respectively. Between 2005 and 2015, the prevalence of BWE increased from 15.5% to 27.3% in the intervened schools, and from 16.9% to 24.4% in the non-intervened schools. The mean AHEI score was 46.2 ± 10.5 in 2005 and 43.7 ± 11.1 in 2015, with a decrease of 2.29 points in the sample of children from the intervened schools, and of 2.32 points in those from the non-intervened schools. The diff-in-diff analyses showed that the interventions were associated with a 4% increase in zBMI (P < 0.05), and a 2% increase in BWE prevalence (P < 0.001). The changes in diet quality were not statistically significant. Conclusions Diet quality and trends of overweight and obesity in schoolchildren did not improve in the schools that implemented Law No1355. The observed decline in diet quality in all children studied suggest that implementation of food policies to promote healthy eating should not be limited to efforts centered in the school environment. Funding Sources GMG was supported by COLCIENCIAS (Fondo para Investigación en Salud-FIS-).
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Cameron, Sharon, Nicky Chong-White, Kiri Mealings, Tim Beechey, Harvey Dillon, and Taegan Young. "The Phoneme Identification Test for Assessment of Spectral and Temporal Discrimination Skills in Children: Development, Normative Data, and Test–Retest Reliability Studies." Journal of the American Academy of Audiology 29, no. 02 (February 2018): 135–50. http://dx.doi.org/10.3766/jaaa.16145.
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AbstractPrevious research suggests that a proportion of children experiencing reading and listening difficulties may have an underlying primary deficit in the way that the central auditory nervous system analyses the perceptually important, rapidly varying, formant frequency components of speech.The Phoneme Identification Test (PIT) was developed to investigate the ability of children to use spectro-temporal cues to perceptually categorize speech sounds based on their rapidly changing formant frequencies. The PIT uses an adaptive two-alternative forced-choice procedure whereby the participant identifies a synthesized consonant-vowel (CV) (/ba/ or /da/) syllable. CV syllables differed only in the second formant (F2) frequency along an 11-step continuum (between 0% and 100%—representing an ideal /ba/ and /da/, respectively). The CV syllables were presented in either quiet (PIT Q) or noise at a 0 dB signal-to-noise ratio (PIT N).Development of the PIT stimuli and test protocols, and collection of normative and test–retest reliability data.Twelve adults (aged 23 yr 10 mo to 50 yr 9 mo, mean 32 yr 5 mo) and 137 typically developing, primary-school children (aged 6 yr 0 mo to 12 yr 4 mo, mean 9 yr 3 mo). There were 73 males and 76 females.Data were collected using a touchscreen computer. Psychometric functions were automatically fit to individual data by the PIT software. Performance was determined by the width of the continuum for which responses were neither clearly /ba/ nor /da/ (referred to as the uncertainty region [UR]). A shallower psychometric function slope reflected greater uncertainty. Age effects were determined based on raw scores. Z scores were calculated to account for the effect of age on performance. Outliers, and individual data for which the confidence interval of the UR exceeded a maximum allowable value, were removed. Nonparametric tests were used as the data were skewed toward negative performance.Across participants, the median value of the F2 range that resulted in uncertain responses was 33% in quiet and 40% in noise. There was a significant effect of age on the width of this UR (p < 0.00001) in both quiet and noise, with performance becoming adult like by age 9 on the PIT Q and age 10 on the PIT N. A skewed distribution toward negative performance occurred in both quiet (p = 0.01) and noise (p = 0.006). Median UR scores were significantly wider in noise than in quiet (T = 2041, p < 0.0000001). Performance (z scores) across the two tests was significantly correlated (r = 0.36, p = 0.000009). Test–retest z scores were significantly correlated in both quiet and noise (r = 0.4 and 0.37, respectively, p < 0.0001).The PIT normative data show that the ability to identify phonemes based on changes in formant transitions improves with age, and that some children in the general population have performance much worse than their age peers. In children, uncertainty increases when the stimuli are presented in noise. The test is suitable for use in planned studies in a clinical population.
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Anzeneder, Sofia, Valentin Benzing, and Mirko Schmidt. "Designed acute physical activity to benefit primary school children’s cognition: Effects of cognitive challenge, bout duration and positive affect." Current Issues in Sport Science (CISS) 8, no. 2 (February 14, 2023): 025. http://dx.doi.org/10.36950/2023.2ciss025.
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Introduction
Acute bouts of physical activity (PA) have the potential to transiently enhance children’s cognition (Ludyga et al., 2016). Although these positive results seem to be relatively consistent, there is considerable heterogeneity in the magnitude of effects (Lubans et al., 2022). Cognitive benefits are largely influenced by the interaction of quantitative and qualitative PA task characteristics (Lubans et al., 2022; Pesce, 2012), as well as by individual differences in responsiveness to PA bouts (Herold et al., 2021). Understanding the individual and joint effects of moderators is of great practical importance in the educational setting (Schmidt et al., 2021). This information could help to design and individualize PA breaks to enhance cognitive functions that are essential for learning and academic achievement, such as executive functions (EFs; responsible for self-regulation and goal-directed behavior) and attention (responsible for allocation of resources).
Among PA task characteristics, the level of cognitive challenge has attracted increasing interest; however, a low comparability of PA studies varying in both quantitative parameters and qualitative modality do not allow for definitive conclusions (Paschen et al., 2019; Schmidt et al., 2021). Moreover, preliminary evidence highlights that positive affect induced by the PA bout may mediate PA effects on cognition (Schmidt et al., 2016).
Thus, the aim of the research program was threefold: (1) shed light on which cognitive challenge level in acute PA may affect children’s EFs and attention (“cognitive challenge” study); (2) investigate which bout duration of the identified optimal cognitive challenge level is necessary to reap largest benefits (“bout duration” study); and (3) manipulate positive affect through supportive feedback (and music) to elucidate its influence on cognitive performance (“positive affect” study).
Methods
Three studies with within-subjects experimental design were conducted with 5th-6th graders (N = 110, N = 114, N = 102; determined by a-priori power analyses). Each study used an exergame (i.e., active video game that involves gross-motor PA) as intervention, performed at 65% maximum heart rate (HR). For the studies, the following experimental conditions were used:
“Cognitive challenge” study: three sessions (15-min) with different cognitive challenge levels (low, mid, high), continuously adapted to the individual ongoing performance by an ascending number of distracting stimuli and misleading cues.
“Bout duration” study: four sessions with the same, individually adapted cognitive challenge level (chosen according to “cognitive challenge” study) and different PA durations (5-, 10-, 15-, 20-min).
“Positive affect” study: three sessions with the same cognitive challenge level and duration of the PA bout (chosen according to “cognitive challenge” and “bout duration” studies) and different affect-inducing feedback (no feedback, music with sound effects, music with sound effects and verbal supportive feedback).
Each exergame session was performed individually during school hours (once a week). Children wore motion-based trackers and a HR sensor, while playing a virtual game that required performing different movements (e.g., jumps, squats, punches). During each session (every 5 minutes), perceived physical and cognitive challenge, as well as affective states were assessed. After the exergame, executive control (flanker effect), attentional alerting and orienting, and their interactive functioning were assessed by a child-adapted attention network test (ANT-R; Fan et al., 2009). Repeated measures ANOVAs were calculated to analyze intervention effects on reaction times (RTs) and accuracy data, with subsequent post-hoc Bonferroni-adjusted comparisons.
Results
“Cognitive challenge” study. A significant interaction for RTs between cognitive challenge and flanker conditions emerged [F(2, 100) = 4.16, p = .018, ƞ2p = .07], with no effects for accuracy. Post-hoc analyses of RT difference data (incongruent – congruent, i.e., flanker effect) revealed best performance after the high-challenge condition (ps < .045; ƞ2ps > .01). Regarding differential effects, adding sex to the model showed that it moderated the effect of cognitive challenge on the interactive functioning of executive control and attentional orienting [F(6, 96) = 2.33, p = .038, ƞ2p = .12].
“Bout duration” study. A significant effect of duration on overall RTs emerged [F(3, 101) = 4.04, p = .009, ƞ2p = .11], with no effects on accuracy. Post-hoc comparisons revealed significantly faster RTs after the 15-min compared to the 10-min condition (p = .019, ƞ2p = .09). Regarding differential effects, adding habitual PA level to the model showed that it moderated the effect of duration on the interactive functioning of executive control and attentional orienting [F(3, 100) = 4.81, p = .004, ƞ2p = .13].
“Positive affect” study. Ongoing – results will be presented at the SGS-meeting.
Discussion
The high-challenging bout benefited children’s executive control the most (“cognitive challenge” study), supporting the hypothesis that PA designed to generate cognitive engagement may facilitate performance in subsequent EF tasks (i.e., cognitive stimulation hypothesis; Pesce, 2012). However, attentional alerting and orienting were unaffected in the current study, which is in line with the absence of effects found for aerobic PA bouts (van den Berg et al., 2018).
The 15-min cognitively high-challenging bout benefited children’s overall information processing speed the most, with no duration-dependent differences for executive control, alerting or orienting (“bout duration” study). Results extend to acute cognitively challenging PA the duration-dependent effects that have been found for acute high-intensity or aerobic PA bouts on overall information processing, but neither on EFs (Hatch et al., 2021), nor on alerting and orienting (van den Berg et al., 2018).
Interestingly, in both “cognitive challenge” and “bout duration” studies an intriguing interplay between individual and tasks characteristics on the interactive functioning of executive control and orienting networks emerged. Indeed, the high-challenging bout benefited – for males only – also the efficiency of executive control under disadvantageous spatial attention conditions, consistent with previous adult studies without PA (Li et al., 2021). Whereas, the 15-min duration benefited the same interactive functioning for more active children only, which is in line with evidence that cognitively challenging PA bouts benefit EF efficiency more in children who are physically and cognitively better equipped to capitalize on it (Jäger et al., 2015).
The added value of the present studies within an inconsistent evidence base (Paschen et al., 2019; Schmidt et al., 2021) is threefold. The studies allowed to (1) disentangle cognitive from physical challenge effects, while individualizing cognitive challenge; (2) identify the optimal duration for learning contexts; and (3) further the understanding of the interplay between individual and task characteristics. The “positive affect” study will complement the investigation of individual- and task-level moderators with information on positive affect as potential mediator for the acute PA-cognition relation. Results of the research program may inform the design of acute and chronic PA studies implemented in the school context, to capitalize jointly on physical and cognitive benefits of PA.
References
Fan, J., Gu, X., Guise, K. G., Liu, X., Fossella, J., Wang, H., & Posner, M. I. (2009). Testing the behavioral interaction and integration of attentional networks. Brain and Cognition, 70(2), 209–220. https://doi.org/10.1016/j.bandc.2009.02.002
Hatch, L. M., Dring, K. J., Williams, R. A., Sunderland, C., Nevill, M. E., & Cooper, S. B. (2021). Effect of differing durations of high-intensity intermittent activity on cognitive function in adolescents. International Journal of Environmental Research and Public Health, 18(21), Article 11594. https://doi.org/10.3390/ijerph182111594
Herold, F., Törpel, A., Hamacher, D., Budde, H., Zou, L., Strobach, T., Müller, N. G., & Gronwald, T. (2021). Causes and consequences of interindividual response variability: A call to apply a more rigorous research design in acute exercise-cognition studies. Frontiers in Physiology, 12, Article 682891. https://doi.org/10.3389/fphys.2021.682891
Jäger, K., Schmidt, M., Conzelmann, A., & Roebers, C. M. (2015). The effects of qualitatively different acute physical activity interventions in real-world settings on executive functions in preadolescent children. Mental Health and Physical Activity, 9, 1–9. https://doi.org/10.1016/j.mhpa.2015.05.002
Li, Y., Wang, Y., Jin, X., Niu, D., Zhang, L., Jiang, S. Y., Ruan, H. D., & Ho, G. W. (2021). Sex differences in hemispheric lateralization of attentional networks. Psychological Research, 85(7), 2697–2709. https://doi.org/10.1007/s00426-020-01423-z
Lubans, D. R., Leahy, A. A., Mavilidi, M. F., & Valkenborghs, S. R. (2022). Physical activity, fitness, and executive functions in youth: Effects, moderators, and mechanisms. Current Topics in Behavioral Neurosciences, 53, 103–130. https://doi.org/10.1007/7854_2021_271
Ludyga, S., Gerber, M., Brand, S., Holsboer-Trachsler, E., & Pühse, U. (2016). Acute effects of moderate aerobic exercise on specific aspects of executive function in different age and fitness groups: A meta-analysis. Psychophysiology, 53(11), 1611–1626. https://doi.org/10.1111/psyp.12736
Paschen, L., Lehmann, T., Kehne, M., & Baumeister, J. (2019). Effects of acute physical exercise with low and high cognitive demands on executive functions in children: A systematic review. Pediatric Exercise Science, 31(3), 267–281. https://doi.org/10.1123/pes.2018-0215
Pesce, C. (2012). Shifting the focus from quantitative to qualitative exercise characteristics in exercise and cognition research. Journal of Sport & Exercise Psychology, 34(6), 766–786. https://doi.org/10.1123/jsep.34.6.766
Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-based physical activity breaks and children's attention: Cognitive engagement works! Frontiers in Psychology, 7, Article 1474. https://doi.org/10.3389/fpsyg.2016.01474
Schmidt, M., Egger, F., Anzeneder, S., & Benzing, V. (2021). Acute cognitively challenging physical activity to promote children’s cognition. In R. Bailey (Ed.), ICSSPE perspectives. Physical activity and sport during the first ten years of life: Multidisciplinary perspectives (pp. 141–155). Routledge.
van den Berg, V., Saliasi, E., Jolles, J., de Groot, R. H., Chinapaw, M. J. M., & Singh, A. S. (2018). Exercise of varying durations: No acute effects on cognitive performance in adolescents. Frontiers in Neuroscience, 12, Article 672. https://doi.org/10.3389/fnins.2018.00672
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Chernobrovkina, М. А., and О. А. Senkevich. "Physical and neuropsychological development of children aged 7–8 years residing in the Central and Northern parts of Khabarovsk region." Voprosy praktičeskoj pediatrii 17, no. 1 (2022): 62–70. http://dx.doi.org/10.20953/1817-7646-2022-1-62-70.
Full textAbstract:
Objective. To evaluate physical and neuropsychological development of children aged 7–8 years residing in different climatic and geographic zones of Khabarovsk region. Patients and methods. This cohort study aimed to analyze physical development of children aged 7–8 years from the Central (n = 266) and Northern (n = 70) parts of Khabarovsk region by calculating their Z-scores of weight, height, and BMI. Two groups of healthy children (30 in each group) who resided in these regions since birth were formed to assess cognitive skills (including memory, logical thinking, and motor skills) and the level of minerals using inductively coupled plasma mass spectrometry (ICP-MS) Results. The assessment of physical development of children living in Khabarovsk region (regardless of their exact place of residence) demonstrated that 5% of them had malnutrition, 18% were overweight, 9% were obese, and 4% had stunted growth. Children from the Northern part of the region were twice as likely to be overweight and 8.6 times more likely to have stunted growth than children from the Central part of the region. We identified specific characteristics of children belonging to indigenous ethnic groups of the North: stunted growth was three times more common in them compared to Russian children. These children also demonstrated lower cognitive skills, which can be attributed to deficiency of magnesium, calcium, copper and selenium (minerals critical for the development of the central nervous system) along with excessive levels of manganese. Conclusion. Children living in cold climates cannot fulfil their potential for linear growth. Both physical and intellectual development are presumably associated with adaptation of children to suboptimal environmental conditions and the deficiency and/or excess of minerals originating from the specificity of biogeochemical provinces. Key words: physical development, neuropsychological development, primary school children, Far North, minerals
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Wulan, Sri, and Lara Fridani. "Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 379–94. http://dx.doi.org/10.21009/jpud.152.10.
Full textAbstract:
Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education
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Widiyastuti, Nia, Slameto Slameto, and Elvira Hoesein Radia. "PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN SOFTWARE ADOBE FLASH MATERI BUMI DAN ALAM SEMESTA." Perspektif Ilmu Pendidikan 32, no. 1 (April 30, 2018): 77–84. http://dx.doi.org/10.21009/pip.321.9.
Full textAbstract:
The study aims to develop interactive learning media using Adobe Flash Professional CS6 software on Earth and Universe materials for third-grader students in primary school. The types of the study are research and development which carried out by using Borg and Gall's model development and modified into 7 development steps, which are (1) research and information collecting; (2) planning; (3) develop preliminary form of product; (4) preliminary field testing; (5) main product revision; (6) main field testing; and (7) operasional product revision. The study was conducted on April 2018 in two primary schools in Salatiga. The subjects of the study involved 10 third-grader students of primary school on preliminary field testing and 32 third-grader students of primary school on the main field testing. The results of validity test from the media expert obtained an average scores of 3,9 with a good category. The results of validity test from the material expert obtained average scores of 2.95 with good enough category. The result of students questionnaire on preliminary field testing showed the average scores of 4.5 and the result of the students questionnaire on main field testing showed the average scores of 4,6 with a very good category. Then, the result of teachers questionnaire showed an average of 5.0 on preliminary field testing and 4.8 on main field testing with a very excellent category. Based on the validation of material experts, media experts, the results of questionnaire responses of both students and teachers, interactive learning media that developed by adobe flash software of earth and the universe materials are suitable in learning for third grader of Primary School students and can enhance students’ interest in learning materials and build students’ learning motivation.
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Roboz, John, Shyamala C. Navada, Sool Yeon Cho, Michael E. Petrone, Steven M. Fruchtman, and Lewis R. Silverman. "Truncation Products of Stromal Cell Derived Factor-1 (CXCL12) Quantified By Mass Spectrometry in Patients with Myelodysplastic Syndrome (MDS) or Acute Myeloid Leukemia (AML) Treated with Rigosertib in a Phase I-II Study." Blood 132, Supplement 1 (November 29, 2018): 1357. http://dx.doi.org/10.1182/blood-2018-99-115169.
Full textAbstract:
Abstract Introduction: CXCL12 (stromal cell derived factor-1, SDF-1), an 8 kDa peptide chemokine, ligates chemokine receptor 4 (CXCR4) and activates migration of normal and leukemic stem cells from the bone marrow into the blood. Rigosertib is a synthetic benzyl styrene sulfone with evidence of activity in certain subsets of patients with MDS and AML (Garcia-Manero et al., Lancet Oncology 2016; 17; 496). Objective: To characterize and quantify intact CXCL12 and its protease-induced truncation products in plasma of MDS and AML patients before and after treatment with Rigosertib in Phase I/II dose escalation trials. Methods: Rigosertib was infused continuously for three days (dose: 650-1,700 mg/m2/d), and samples were obtained from patients with MDS (n=8) or AML (n=12). Plasma samples were taken at 0 and 72 h and centrifuged at 300 g for 10 min. After dilution with equal volume of water, plasma was ultrafiltered (30 kDa exclusion). Aliquots of the ultrafiltrates were analyzed by liquid chromatograph/mass spectrometry (LC/MS). LC: Tosoh C18 column (TSK gel, ODS-100V), gradient elution. MS: positive electrospray ionization (ESI) with selected ion monitoring, m/z 980 for intact CXCL12, m/z 952, 940, 929, and 914 for -2 amino acids (aa, KP removed), -3 aa (KPV removed), -4 aa (KPVS removed), and -5 aa (KPVSL removed) truncation products, respectively. The presence of truncates was confirmed using standards incubated with various proteases by determining molecular masses using ESI. Calibration curves for quantification were established using synthetic standards. Results & Discussion: In normal subjects (n=10), the concentration of intact CXCL12 was 16.6±9.4 ng/m, compared to 3.1± 3.2 ng/mL in MDS patients (n=8) and 2.4±1.7 ng/mL in AML patients (n=12) prior to therapy with Rigosertib. No truncation products (≤1.0 ng/mL) were detected in normal subjects, despite the relatively high concentration of intact CXCL12. In contrast, truncation products, corresponding to the removal of 2, 3, 4 and 5 amino acids, were detected in all patients prior to treatment: 2.5±1.6 ng/mL, 2.7±2.1 ng/mL, 2.4±1.7 ng/mL, 4.2± 3.6 ng/mL in MDS patients; 3.3±2.9 ng/mL, 2.4±1.7 ng/mL, 3.1±2.5 ng/mL, 2.2±1.7 ng/mL in AML patients. The total concentration of all truncation products was ~12 ng/mL in MDS patients and ~11ng/mL in AML patients. We have also reported CXCL12 truncation products in patients with primary myelofibrosis (~29 ng/mL) and polycythemia vera (~31 ng/mL) (SC, JR et al., Cancer Res. 70, 3402, 2010). Of the 20 AML and MDS patients treated with rigosertib, six attained partial or complete bone marrow remission, based on the International Working Group criteria. Among the responding patients, intact CXCL12 concentration increased from 3.4±3.6 ng/mL to 5.6±3.7 ng/mL. Among non-responders, intact CXCL12 underwent little change, from 2.7±2.2 to 2.9±2.3 ng/mL. Conclusion: Proteolytic degradation of CXCL12 may be characteristic of the pathobiology of homing and release from the marrow niche in patients with myeloid malignancies and this process changes in response to treatment. Our findings suggest that CXCL12 may be a biomarker for patients with MDS or AML who respond to rigosertib on clinical trials. Further investigation of the potential role of intact CXCL12 and its truncation products in plasma as a biomarker in these diseases is warranted. Disclosures Roboz: Onconova Therapeutics: Consultancy, Honoraria; Mount Sinai School Medicine: Employment. Navada:Onconova: Research Funding. Petrone:Onconova Terapeutics Inc.: Employment, Equity Ownership. Fruchtman:Onconova Therapeutic Inc: Employment, Equity Ownership. Silverman:Mount Sinai School of Medicine: Employment; Medimmune: Research Funding; Onconova Therapeutics Inc.: Patents & Royalties, Research Funding; Celgene: Research Funding; Johnson and Johnson: Research Funding; Bayer: Research Funding.