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Preschool-aged Children (preschool-aged + child)
Selected AbstractsAssessment of motor development and function in preschool childrenDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 3 2005Beth L. Tieman Abstract The process of identification of children with delays or disorders in motor development includes developmental screening, examination, and reexamination. Throughout this process, various types of measures are used, including discriminative and evaluative measures. Discriminative and evaluative measures of motor development and function that are commonly used for preschool-aged children include the Bayley Scales of Infant Development II, Peabody Developmental Motor Scales, 2nd edition, Toddler and Infant Motor Evaluation, Pediatric Evaluation of Disability Inventory, and Gross Motor Function Measure. Selecting an appropriate measure is a crucial part of the examination process and should be geared toward the purpose of testing and characteristics of the child. Evidence of reliability and validity are important considerations for selection of a measure. © 2005 Wiley-Liss, Inc. MRDD Research Reviews 2005;11:189,196. [source] Assessment of executive function in preschool-aged childrenDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 3 2005Peter K. Isquith Abstract Assessment of the overarching self-regulatory mechanisms, or executive functions, in any age group is challenging, in part due to the complexity of this domain, in part due to their dynamic essence, and in part due to the inextricable links between these central processes and the associated domain-specific processes, such as language, motor function, and attention, over which they preside. While much progress has been made in clinical assessment approaches for measuring executive functions in adults and to some extent in adolescents and school-aged children, the toolkit for the preschool evaluator remains sparse. The past decade, however, has seen a substantial increase in attention to executive functions in very young children from a developmental neuropsychological perspective. With this has come a necessity for better, more specific, and more internally valid performance measures, many of which are now described in the experimental literature. Few such tasks, however, have adequately demonstrated psychometric properties for clinical application. We present two performance tasks designed to tap selective aspects of executive function in preschoolers that are emerging from the experimental laboratory and hold promise of appropriate reliability and validity for the clinical laboratory. Performance tests alone, however, are insufficient to develop a comprehensive picture of a child's executive functioning. Thus, we present a rating scale of preschoolers' executive function in the everyday context, and advocate a model of executive function assessment that incorporates both controlled performance tasks that target specific aspects of executive function and parent/teacher ratings that target more global aspects of self-regulation in the everyday context. © 2005 Wiley-Liss, Inc. MRDD Research Reviews 2005;11:209,215. [source] Holistic processing for faces and cars in preschool-aged children and adults: evidence from the composite effectDEVELOPMENTAL SCIENCE, Issue 2 2009Viola Macchi Cassia The current study compared the development of holistic processing for faces and non-face visual objects by testing for the composite effect for faces and frontal images of cars in 3- to 5-year-old children and adults in a series of four experiments using a two-alternative forced-choice recognition task. Results showed that a composite effect for faces was present as early as years, and none of the age groups tested showed signs of a composite effect for cars. These findings provide the first demonstration that holistic processing is already selective for faces in early childhood, and confirm existing evidence that sensitivity to holistic information in faces does not increase from 4 years to adulthood. [source] Learning to sleep through the night: Solution or strain for mothers and young children?INFANT MENTAL HEALTH JOURNAL, Issue 3 2009Gary R. Germo Is the process of helping infants and young children learn to sleep through the night a solution to family sleep problems or does it exacerbate matters for mother and child? Retrospective and current accounts from a nonclinical, convenience sample of 102 mothers of preschool-aged children provided information on sleep issues from early infancy through preschool age. Child, mother, and parenting characteristics, along with family sleep arrangements, were differentially related to the age at which children learned to sleep through the night and to the extent of difficulty that characterized this experience. Mothers who indicated more difficulty as their children learned to sleep through the night also reported more depressive symptoms and more strain in the mother,child relationship. Later age at sleeping through the night was more common among early bedsharers, but timing of sleeping through the night was not associated with preschool children's reported independence in several nonsleep domains. Sleep arrangements and the importance placed on sleeping through the night were the strongest contributors to variance explained in whether children learned to sleep through the night during infancy or toddlerhood. When advising parents about sleep interventions, practitioners should seek to understand whether families' parenting values fit their nighttime sleep practices. [source] Predictors of care-giver stress in families of preschool-aged children with developmental disabilitiesJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 2 2007K. M. Plant Abstract Background This study examined the predictors, mediators and moderators of parent stress in families of preschool-aged children with developmental disability. Method One hundred and five mothers of preschool-aged children with developmental disability completed assessment measures addressing the key variables. Results Analyses demonstrated that the difficulty parents experienced in completing specific care- giving tasks, behaviour problems during these care-giving tasks, and level of child disability, respectively, were significant predictors of level of parent stress. In addition, parents' cognitive appraisal of care-giving responsibilities had a mediating effect on the relationship between the child's level of disability and parent stress. Mothers' level of social support had a moderating effect on the relationship between key independent variables and level of parent stress. Conclusions Difficulty of care-giving tasks, difficult child behaviour during care-giving tasks, and level of child disability are the primary factors which contribute to parent stress. Implications of these findings for future research and clinical practice are outlined. [source] Early childhood caries: Current evidence for aetiology and preventionJOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 1-2 2006Mark G Gussy Background: Despite the fact that it is largely preventable, dental caries (decay) remains one of the most common chronic diseases of early childhood. Dental decay in young children frequently leads to pain and infection necessitating hospitalization for dental extractions under general anaesthesia. Dental problems in early childhood have been shown to be predictive of not only future dental problems but also on growth and cognitive development by interfering with comfort nutrition, concentration and school participation. Objective: To review the current evidence base in relation to the aetiology and prevention of dental caries in preschool-aged children. Methods: A search of MEDLINE, CINALH and Cochrane electronic databases was conducted using a search strategy which restricted the search to randomized controlled trials, meta-analyses, clinical trials, systematic reviews and other quasi-experimental designs. The retrieved studies were then limited to articles including children aged 5 years and under and published in English. The evidence of effectiveness was then summarized by the authors. Conclusions: The review highlighted the complex aetiology of early childhood caries (ECC). Contemporary evidence suggests that potentially effective interventions should occur in the first 2 years of a child's life. Dental attendance before the age of 2 years is uncommon; however, contact with other health professionals is high. Primary care providers who have contact with children well before the age of the first dental visit may be well placed to offer anticipatory advice to reduce the incidence of ECC. [source] Lung function testing in preschool-aged children with cystic fibrosis in the clinical settingPEDIATRIC PULMONOLOGY, Issue 5 2010Catherine L. Gangell BSc(hons) Abstract In cystic fibrosis (CF) lung function testing is a means of monitoring progression of lung disease. The preschool years have often been referred to as the "silent years" due to the previous lack suitable measures of lung function testing in this age group. This review outlines the various techniques of lung function testing in preschool children with CF in the clinical setting. This includes measures requiring tidal breathing including the forced oscillation technique, the interrupter technique, plethysmography, and multiple breath washout, as well as spirometry that requires respiratory maneuvers. We describe the feasibility and variability of different lung function methods used in preschoolers and report measurements made during tidal breathing have greater feasibility, although greater variability compared to spirometry. We also report associations with lung function and markers of CF lung disease. In the preschool age group measurements made during tidal breathing may be more appropriate in the clinic setting than those that require a higher degree of cooperation and specific respiratory maneuvers.maneuvers. Pediatr Pulmonol. 2010; 45:419,433. © 2010 Wiley-Liss, Inc. [source] Opening up Australian preschoolers' lunchboxesAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 3 2010Bridget Kelly Abstract Objective: Early childhood services have been identified as key settings for promoting healthy eating and obesity prevention. However, little is known about the obesity-related behaviours of preschool-aged children or food-related policies in these settings. The purpose of this study was to describe the contents of preschoolers' lunchboxes to inform future interventions. Methods: Cross-sectional survey of 259 children attending preschools in the Sydney West and Sydney South West regions of New South Wales in 2008. Lunchbox data were collected using a purpose-designed audit tool. Food and beverages were classified as fruit, vegetables, dairy, breads and cereals, ,extra' (energy-dense) foods, ,extra' drinks or water. Results: Sandwiches and home-cooked meals were the most frequently identified food item, found in 92% of children's lunchboxes, followed by fresh fruit. However, 60% of lunchboxes contained more than one serve of extra food or drink. Conclusion: While nutrition guidelines allow one to two serves of extra foods per day for preschool-aged children, the majority of children appear to consume most of this allocation during their school day, potentially contributing to over-consumption of extra foods and excess kilojoule intake. Implications: Preschool food policies may help to guide the content of children's lunchboxes, however this study emphasises the need for better communication and enforcement of these policies, as well as broader public policy changes. [source] ,Motor Magic': Evaluation of a community capacity-building approach to supporting the development of preschool childrenAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 3 2006Naomi Priest Background and Aims:,There is a lack of literature on the evaluation of programmes addressing the motor and sensory development of preschool children. This paper presents and discusses an exploratory evaluation study of the ,Motor Magic' programme run in Adelaide, South Australia. The purpose of this study was to identify outcomes for children, parents and kindergarten staff, as well as develop hypotheses about how these outcomes occurred and in what contexts. Methods:,Using a realist approach, two focus groups were conducted, one with parents and one with kindergarten staff, to develop and refine key hypotheses. Results and Conclusion:,Evaluation results for participating children and parents suggested that this programme provided a model of best practice for supporting the development of preschool-aged children, with or at risk of, developmental delay, within their family and social environments. [source] Mind What Mother Says: Narrative Input and Theory of Mind in Typical Children and Those on the Autism SpectrumCHILD DEVELOPMENT, Issue 3 2007Virginia Slaughter In 2 studies mothers read wordless storybooks to their preschool-aged children; narratives were analyzed for mental state language. Children's theory-of-mind understanding (ToM) was concurrently assessed. In Study 1, children's (N=30; M age 3 years 9 months) ToM task performance was significantly correlated with mothers' explanatory, causal, and contrastive talk about cognition, but not with mothers' simple mentions of cognition. In Study 2, the same pattern was found in an older sample of typically developing children (N=24; M age 4 years 7 months), whereas for children on the autism spectrum (N=24; M age 6 years 7.5 months), ToM task performance was uniquely correlated with mothers' explanatory, causal, and contrastive talk about emotions. [source] Emotions and the Development of Childhood Depression: Bridging the GapCHILD DEVELOPMENT PERSPECTIVES, Issue 3 2008Pamela M. Cole ABSTRACT,There is a gap between scientific knowledge about typical and atypical emotional development and efforts to identify and serve children's mental health needs. The gap can be bridged with research that integrates clinical perspectives into the study of emotional development. This is illustrated in the current study by discussing typical emotional development in early childhood and how it differs from the atypical features of emotion seen among preschool-aged children with depression. New research directions are suggested that integrate the study of typical emotional development with clinical evidence of risk for and presence of affective disorders in young children. [source] | ||||||||||||||||