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Preschool Years (preschool + year)
Selected AbstractsLinks Between Systems of Inhibition From Infancy to Preschool YearsCHILD DEVELOPMENT, Issue 5 2004Nazan Aksan Links between early and late emerging inhibitory characteristics of young children are poorly understood. Based on existing evidence, this study proposed an indirect link between reactive inhibition to novelty (fearfulness) and later emerging effortful inhibition of prepotent response tendencies. A model was tested that posits that fearful children have opportunistic advantages in developing a nonimpulsive approach style in contexts that are not imbued with salient novelty cues. That nonimpulsive approach style, in turn, facilitates future effortful inhibition. Longitudinal panel data, all based on observational measures, at 9, 14, 22, 33, and 45 months were used to support the proposed indirect link. The implications for understanding regulatory influences of fearful behavior and developmental complexity in child characteristics are discussed. [source] The neurobiological profile of girls with ADHDDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 4 2008E. Mark Mahone Abstract Since boys are more commonly diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) than girls, the majority of theories and published research studies of ADHD have been based on samples comprised primarily (or exclusively) of boys. While psychosocial impairment in girls with ADHD is well established, the neuropsychological and neurobiological basis of these deficits is less consistently observed. There is growing evidence that boys' and girls' brains develop and mature at different rates, suggesting that the trajectory of early anomalous brain development in ADHD may also be sex-specific. It remains unclear, however, whether earlier brain maturation observed in girls with ADHD is protective. In this review, we outline the current theory and research findings that seek to establish a unique neurobiological profile of girls with ADHD, highlighting sex differences in typical brain development and among children with ADHD. The review highlights findings from neurological, neurocognitive, and behavioral studies. Future research directions are suggested, including the need for longitudinal neuroimaging and neurobehavioral investigation beginning as early as the preschool years, and continuing through adolescence and adulthood, with consideration of identified sex differences in the development of ADHD. © 2008 Wiley-Liss, Inc. Dev Disabil Res Rev 2008;14:276,284. [source] Long-term follow-up of children with obstetric brachial plexus palsy I: functional aspectsDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 3 2007Christina Strömbeck MD The aims of this study were to describe the development of sequelae in obstetric brachial plexus palsy (OBPP) and to identify possible differences in functional outcome from 5 years of age to follow-up, 2 to 15 years later. A cohort of 70 participants (35 males, 35 females; age range 7-20y, mean 13y 6mo [SD 4y 3mo], median 13y) with OBPP of varying degrees of severity were monitored. Differences in status between 5 years of age and follow-up were studied. Active joint motion in the shoulder and hand function, especially grip strength, generally remained unchanged or improved, whereas a slight but significant deterioration occurred in elbow function. Shoulder surgery resulted in considerable improvement of shoulder function. Participants with nerve reconstruction had a similar profile of change as the non-operated group. It was concluded that ongoing follow-up of children with OBPP, beyond the preschool years, is required due to decreases in elbow function, a commonly occurring restriction in external rotation of the shoulder, together with individual variations in long-term outcomes. In a related article (part II: neurophysiological aspects) long-term neurophysiological and sensory aspects of OBPP are reported. [source] Age-related differences in neural correlates of face recognition during the toddler and preschool yearsDEVELOPMENTAL PSYCHOBIOLOGY, Issue 2 2003Leslie J. Carver Abstract Research on the development of face recognition in infancy has shown that infants respond to faces as if they are special and recognize familiar faces early in development. Infants also show recognition and differential attachment to familiar people very early in development. We tested the hypothesis that infants' responses to familiar and unfamiliar faces differ at different ages. Specifically, we present data showing age-related changes in infants' brain responses to mother's face versus a stranger's face in children between 18 and 54 months of age. We propose that these changes are based on age-related differences in the perceived salience of the face of the primary caregiver versus strangers. © 2003 Wiley Periodicals, Inc. Dev Psychobiol 42: 148,159, 2003 [source] When infants grow up in multiperson relationship systemsINFANT MENTAL HEALTH JOURNAL, Issue 4 2007James P. Mchale Despite prompts from the field of family therapy since its inception, contemporary infant mental health theory and practice remain firmly rooted in and guided by dyadic-based models. Over the past 10 years, a groundswell of new empirical studies of triadic and family group dynamics during infancy have substantiated that which family theory has contended for decades: looking beyond mother-infant or father-infant dyads reveals a myriad of critically important socialization influences and dynamics that are missed altogether when relying on informant reports or dyad-based interactions. Such family-level dynamics emerge within months after infants are born, show coherence through time, and influence the social and emotional adjustment of children as early as the toddler and preschool years. This report summarizes key findings from the past decade of empirical family studies, highlights several areas in need of further conceptual development and empirical study by those who work with infants and their families, and outlines important implications of this body of work for all practicing infant mental health professionals. [source] Brain and behavior interface: Stress and the developing brainINFANT MENTAL HEALTH JOURNAL, Issue 3 2003Megan R. Gunnar Animal studies have shown that mother,infant interactions can have long-term impacts on areas of the brain that regulate fearful behavior and the physiology of stress. Here, the research on human infants and children is reviewed with an eye to whether early experiences have similar effects in our species. Research shows that during the first year, sensitive and responsive caregiving becomes a powerful regulator of emotional behavior and neuroendocrine stress hormone activity in young children. Indeed, quality-of-care effects can be detected for children throughout the preschool years. Reviewed research suggests that temperament affects the likelihood that children will show increases in stress hormones as the quality of their care decreases. Finally, we review the literature on stress hormone activity in children who have been maltreated early in life, and explore the critical question of whether enhancing care later in development can reverse the effects on behavior and neurobiology of early adverse experiences. ©2003 Michigan Association for Infant Mental Health. [source] Gender and parents' reactions to children's emotion during the preschool yearsNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 128 2010Amy Kennedy Root In this chapter, the authors examine the differences between mothers and fathers in the socialization of specific emotions in preschool-aged boys and girls. They argue that mothers and fathers play both distinct and complementary roles in the development of children's emotional competence; these roles are influenced both by parents' own gender, as well as the child's gender and the type of emotion being socialized. Through analyses of descriptive data, it appears that mothers and fathers respond to their children's emotions differently. The authors provide a discussion of the potential underlying reasons and potential implications for distinct emotion socialization by mothers and fathers. © Wiley Periodicals, Inc. [source] Anti-inflammatory pharmacotherapy for wheezing in preschool childrenPEDIATRIC PULMONOLOGY, Issue 5 2007Athanasios G. Kaditis MD Abstract Accumulating evidence indicates that there are at least two phenotypes of wheezing in preschool years with distinct natural history. Frequent wheezing in the first 3 years of life with risk factors for asthma (e.g., eczema, maternal asthma) predicts symptoms in older age, while infrequent viral-associated wheezing without risk factors for asthma has a benign prognosis. This systematic review summarizes evidence on the use of anti-inflammatory medications in preschool children with wheezing. Literature search was performed using Medline and the Cochrane Library. Retrieved articles were critically appraised. Episodic use of high-dose inhaled corticosteroids (>1,600 mcg/day of beclomethasone) may ameliorate severity of intermittent viral-associated wheezing. Maintenance inhaled corticosteroids can control symptoms in children with frequent wheezing associated with risk factors for asthma. Inhaled corticosteroids do not alter the natural history of wheezing even when started early in life and could have a negative impact on linear growth rate. Short courses of oral corticosteroids have been proposed as an effective measure to control exacerbations of symptoms although there is little evidence supporting their use. Some studies support the administration of non-steroidal anti-inflammatory medications (leukotriene pathway modifiers, cromones, methylxanthines) for mild frequent wheezing. Maintenance inhaled corticosteroids is the most effective measure for controlling frequent wheezing in preschool children, especially when accompanied by risk factors for asthma. This treatment does not affect the natural history of wheezing, although deceleration of linear growth rate is the most commonly recognized systemic adverse effect. Pediatr Pulmonol. 2007; 42:407,420. © 2007 Wiley-Liss, Inc. [source] Parenting perceptions: Comparing parents of typical and special needs preschoolersPSYCHOLOGY IN THE SCHOOLS, Issue 6 2006Shoshana Sperling Using the Parent Development Theory (PDT; B.A. Mowder, 2005) as the conceptual framework, this research explored parenting related to preschoolers' special needs status. Parents of special needs children rated general welfare and protection as well as sensitivity as the most important parenting characteristics during the preschool years. By comparison, parents of typically developing preschoolers deemed education the most important parent characteristic. Implications of this research are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 695,700, 2006. [source] Assessment of Psychoeducational Outcomes After Pediatric Liver TransplantAMERICAN JOURNAL OF TRANSPLANTATION, Issue 2 2009S. Gilmour Outcomes research in pediatric liver transplant (LT) has focused on mortality and morbidity but there is a need to also evaluate functional outcomes. Standardized cognitive testing was administered to a cohort of children with infantile chronic liver disease who were transplanted at the University of Alberta during their preschool years. Thirty children had comprehensive assessments with the Bayley Scales of Infant Development or Wechsler testing. Patient variables potentially associated with cognitive delay were analyzed with multiple regression analysis. The mean DQ/IQ score (developmental quotient/intelligence quotient) was 81 ± 17. Delay (DQ/IQ score < 70), and borderline delay (DQ/IQ 70,84) were each present in 27% of the cohort, with only 46% demonstrating normal cognition. Regression analysis demonstrated that the decreased IQ was associated with pretransplant growth retardation and elevated calcineurin inhibitor levels. Performance IQ had strong correlation with pretransplant growth retardation and elevated serum ammonia, R2= 45%, compared to verbal IQ that was associated was elevated calcineurin inhibitor levels, R2= 23%. Children post-LT are at high risk for cognitive delay or borderline delay. This is the first study to demonstrate the association calcineurin inhibitors with impaired IQ and also the unique finding of different variables predictive of impaired verbal intelligence quotient (VIQ) versus performance intelligence quotient (PIQ). [source] A prospective study on the persistence of infant crying, sleeping and feeding problems and preschool behaviourACTA PAEDIATRICA, Issue 2 2010G Schmid Abstract Aim:, To determine the persistence of regulatory problems (RP), i.e. excessive crying (>3 months of age), feeding and sleeping difficulties from infancy to preschool age, and to evaluate whether RP at 5 months are predictive of preschool adaptive behaviour and social skills. Method:, A prospective population study of newborns admitted to neonatal care. RP at 5, 20 and 56 months of age were obtained via parent interviews and neurological examination and preschool adaptive behaviour and social skills by parent ratings. Logistic and linear regression analyses were conducted and controlled for psychosocial and neurological factors. Results:, More than half of the sample had RP at least at one measurement point. In about 8% of infants, RP persisted across the preschool years. Multiple RP and feeding problems increased the odds of eating problems at 20 and 56 months. Persistent RP and feeding problems were predictive of deficits in preschool adaptive behaviour and social skills. In addition, sex differences were found. Conclusions:, Multiple RP and feeding problems had the highest stability. Persistent RP were predictive of adverse social and adaptive behaviour. Understanding of the aetiology may help to prevent persistent RP [source] Developmental Trajectories of Sex-Typed Behavior in Boys and Girls: A Longitudinal General Population Study of Children Aged 2.5,8 YearsCHILD DEVELOPMENT, Issue 5 2008Susan Golombok The stability of sex-typed behavior from the preschool to the middle school years was examined. The Preschool Activities Inventory, a measure of within-sex variation in sex-typed behavior, was completed by the primary caregiver when the child was 2.5, 3.5, and 5 years, and a modified version, the Child Activities Inventory, was completed by the child at age 8. The investigation involved a general population sample of 2,726 boys and 2,775 girls. Sex-typed behavior increased through the preschool years, and those children who were the most sex typed at age 2.5 were still the most sex typed at age 5, with those children who showed the highest levels of sex-typed behavior during the preschool years continuing to do so at age 8. [source] | |||||||||||||