Search Results (500)

Background/Objectives: Vertical jump is considered a reliable and valid method of assessing the level of muscular power and coordination across one’s lifespan. The main aim of the present study was to establish sex- and age-normative data for vertical jump outcomes in pre-school children. Methods: We recruited 411 boys and girls aged 3−6 years from four major cities in Croatia and Slovenia. Vertical jump was assessed with two tests: countermovement jump (CMJ) without and with arm swing using a reliable and valid Optojump measuring platform. Data were presented for the 5th, 15th, 25th, 50th (median), 75th, 90th, and 95th percentile. Results: No significant differences were observed in multiple vertical jump outcomes between boys and girls. The mean values for CMJ without and with arm swing between boys and girls were as follows: contact time (1.4 vs. 1.4 s/1.8 vs. 1.7 s), flight time (0.32 vs. 0.31 s/0.33 vs. 0.32), height (12.3 vs. 12.2 cm/13.0 vs. 12.5 cm), power (9.4 vs. 9.5 W/kg/9.3 vs. 9.1 W/kg), pace (0.7 vs. 0.7 steps/s/0.6 vs. 0.6 steps/s), reactive strength index (RSI; 0.10 vs. 0.09 m/s/0.08 vs. 0.08 m/s), and verticality (2.5 vs. 2.3/1.9 vs. 1.9). A gradual increase in all measures according to ‘age’ was observed (p for trend < 0.05). No significant ‘sex*age’ interaction was observed (p > 0.05). Conclusions: This is one of the first studies to provide sex- and age-normative data for complete vertical jump outcomes in pre-school children. These data will serve as an avenue for monitoring and tracking motor development in this sensitive period. Full article

Objectives: This study assessed the effectiveness of a cognitive behavioral therapy (CBT)-based fine dust education program, grounded in the Health Belief Model (HBM), on elementary students’ fine dust knowledge, related behaviors, and mental health (depression, anxiety, stress, sleep quality). Methods: From September to November 2024, 95 students (grades 4–6) living near a coal-fired power plant in midwestern South Korea were assigned to either an intervention group (n = 44) or a control group (n = 51). The intervention group completed a three-session CBT-based education program; the control group received stress management education. Assessments were conducted at weeks 1, 2, 4, and 8 using standardized mental health and behavior scales (PHQ: Patient Health Questionnaire, GAD: Generalized Anxiety Disorder Assessment, PSS: Perceived Stress Scale, ISI: Insomnia Severity Index). Results: A chi-square test was conducted to compare pre- and post-test changes in knowledge and behavior related to PM2.5. The intervention group showed significant improvements in seven fine dust-related knowledge and behavior items (e.g., PM2.5 awareness rose from 33.3% to 75.0%; p < 0.05). The control group showed limited gains. Regarding mental health, based on a mixed-design ANCOVA, anxiety scores significantly declined over time in the intervention group, with group and interaction effects also significant (p < 0.05). Depression scores showed time effects, but group and interaction effects were not significant. No significant changes were observed for stress, sleep, or group × PM2.5 interactions. Conclusions: The CBT-based education program effectively enhanced fine dust knowledge, health behaviors, and reduced anxiety among students. It presents a promising, evidence-based strategy to promote environmental and mental health in school-aged children. Full article

Background/Objectives. Social and Emotional Education (SEE) interventions during early childhood have shown considerable promise in enhancing children’s emotion understanding, social competence, and behavioural adjustments. However, few studies have examined their long-term impact, especially across the preschool-to-primary school transition. This study evaluated the effectiveness of a manualized SEE program, Timmy’s Trip to Planet Earth, in promoting emotional, behavioural, and social functioning over time. Methods. A quasi-experimental longitudinal design was adopted with pre- and post-test assessments conducted approximately 18 months apart. Participants were 89 typically developing children (aged 59–71 months), assigned to an experimental group (n = 45) or a waiting-list group (n = 44). The program combined teacher training, classroom-based lessons, home activities, and teachers’ ongoing implementation support. The effectiveness of the program was measured via the Test of Emotion Comprehension (TEC), the Strengths and Difficulties Questionnaire (SDQ), and the Social Competence and Behavior Evaluation (SCBE-30). Results. Significant Time × Group interactions were observed for the TEC External and Mental components, indicating greater improvements in emotion recognition and mental state understanding in the intervention group. The SDQ revealed significant reductions in conduct problems and increased prosocial behaviours. In the SCBE-30, a significant interaction effect was found for social competence, with the intervention group showing greater improvement over time compared to the control group. Conclusions. The findings suggest that SEE programs can produce meaningful and lasting improvements in children’s emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program’s sustained impact. Full article

Background/Objective: A growing body of international research continues to show evidence of worsening youth mental health since the beginning of the COVID-19 global pandemic, yet very little research in this area has included young children under 6 years. Given the potential impact of early life stress during this critical period of development, it is crucial to better understand the effects on this age group. The objective of this study was to better understand the impact of the COVID-19 pandemic on the emotional health of very young children. Methods: This study utilized retrospective chart review of primary care records to compare the prevalence of markers of stress in two cohorts of children under the age of 6 years, comparing children presenting for care prior to the pandemic (1 April 2019–31 March 2020; control period) with those presenting for care during the first year of the pandemic (1 April 2020–31 March 2021; study period) in a large pediatric primary care clinic in Washington, DC, USA. Based on power calculations, charts of 200 patients from each cohort were reviewed and prevalence of stress markers were summarized using counts and percentages and compared between groups using chi-squared tests. Multivariable logistic regression models were also conducted for each domain adjusting for age, gender, and insurance type. Results: Overall, sleep difficulties were significantly more prevalent during the pandemic period compared to the control period (14% vs. 6.5%, p = 0.013). In addition, signs of stress presented differently across age groups. For example, during the pandemic period toddlers (13–35 months) were 13 times more likely (OR = 13, 95% CI [2.82, 60.4], p < 0.001) and preschool-aged children (36–71 months) were 18.5 times more likely (OR = 18.5, 95% CI [4.0, 86], p < 0.001) than infants to present with behavior problems, indicating substantially higher risk of externalizing symptoms in older children compared to infants. Toddlers were less likely than infants to present with mood changes (e.g., fussiness or crying) (OR = 0.15, 95% CI [0.03, 0.65], p = 0.011). In addition, toddlers (OR = 0.55, 95% CI [0.31, 0.97], p = 0.038) and preschool-aged children (OR = 0.15, 95% CI [0.06, 0.4], p < 0.001) were also less likely to present with feeding difficulties compared to infants. Conclusions: One of the very few studies of young children under 6 years (including infants) during the COVID-19 pandemic, this study found that even very young children experienced stress during the pandemic. Signs of emotional stress were identified in a primary care office during routine care, highlighting an important opportunity for early intervention and/or prevention, such as counseling and resources for caregivers, in settings where young children are already presenting for routine care. Full article

Background: Considering the critical role of physical activity (PA) beginning in early childhood education and the demonstrated validity and reliability of contemporary technological measurement tools, this paper aimed to systematically review and analyze studies comparing PA levels in preschool-aged children during weekdays versus weekend days, using objective technological devices, and highlight what factors correlate with children’s PA. Methods: The search strategy was designed based on the PICOS framework. A systematic review was conducted using two databases (PubMed and Web of Science) to identify studies that included preschool children doing PA during weekdays, measured through technological devices, and compared to PA during weekend days. Study quality was evaluated using the MINORS scale. Results: From 1959 articles, 30 documents met the inclusion criteria, encompassing 32,251 preschool children. Conclusions: The results suggest that preschoolers were generally more active on weekdays than weekends, although it could depend more on contextual or individual factors than on the day of the week. In this sense, parental/maternal behavior (sedentary behavior, shared activities during weekend days, parents’ educational level, and parental/maternal screen time) influences children’s PA level, as well as other factors such as gender, morphology, motor competence level, the type of activity (indoor vs. outdoor), age, meeting PA guidelines, and the community transportation environment. Considering these factors, professionals working in preschools or kindergartens, as well as parents/mothers, should consider these factors to foster children’s PA level from early childhood, which could influence children’s lifespan. Full article

Traditional playground settings are often less effective in fostering STEAM (Science, Technology, Engineering, Arts, and Mathematics)-related activities, as fixed play structures tend to restrict the diversity of play behaviors and inhibit children’s ability to engage in self-directed, imaginative exploration. Using a research-through-design methodology, this study investigated how playground design (temporary landscape interventions) influences children’s engagement in informal STEAM learning activities and enhances the STEAM learning affordances of the playground. Conducted at an early learning center in Lubbock, Texas, the research involved GIS-based Environment–Behavior Mapping (E-B Mapping) and video analysis of 21 preschool-age children to compare pre- and post-intervention STEAM learning behaviors. The intervention incorporated fourteen nature-based landscape elements—such as sand and water play areas, sensory gardens, loose parts, art areas, etc.—to enhance affordances for informal STEAM activities. The results showed a marked decrease in passive behaviors and a notable rise in constructive play; collaborative interactions; and STEAM-related activities such as building, hypothesizing, observing, and experimenting. Engagement shifted away from fixed play structures to more diverse and naturalized play settings. The findings underscore the critical role of integrating diverse landscape settings and elements into playgrounds in enriching STEAM learning experiences for young children. Full article

Background/Objectives: Physical activity (PA) during preschool is vital for supporting physiological development, enhancing cognitive abilities and fostering socio-emotional growth. However, consistent disparities in meeting PA guidelines have been observed. This systematic review aims to identify studies that compared preschoolers’ PA, as measured by technological devices, with recommended PA guidelines. Specifically, it examines (i) factors associated with meeting PA guidelines and (ii) the outcomes observed when children meet these guidelines. Methods: The search strategy was designed based on the PICOS framework. Then, a systematic review was conducted using four databases to identify studies that included children from 0 to 6 years old participating in PA sessions recorded through technological devices. PA is compared with guidelines, and correlations were reported. Results: Of the 52 studies reviewed, most found that meeting PA guidelines in preschool-aged children was linked to favourable outcomes across multiple domains. Children who met the guidelines tended to show better motor competence, emotional regulation and cognitive skills, particularly in areas like working memory and social understanding. However, the relationship with body composition and body mass index was inconsistent, suggesting that the benefits of PA in early childhood extend beyond weight-related measures. Conclusions: Meeting PA guidelines in early childhood is strongly associated with cognitive development, emotional regulation, motor skills and social behaviours. However, adherence varies significantly due to a complex mix of individual, familial, socioeconomic and environmental factors. Full article

Although smart device use among children is increasing, most interventions overlook their cognitive and emotional development or rely too heavily on external control. Such approaches often overlook the developmental needs of children for emotional regulation and autonomy. Therefore, this study aims to propose a child-centred user experience (UX) framework to support digital self-regulation in preschool-aged children. The proposed system integrates multiple psychological theories—including Piaget’s concept of animistic thinking, executive function theory, Self-Determination Theory, and Acceptance and Commitment Therapy—to support cognitive and emotional regulation during screen use. Key features include persistent visual cues to enhance time awareness and behavioural anticipation, narrative-based character interactions to foster empathy and agency, and ritualised closure routines supported by multimodal and tangible interaction elements. Developed as a mobile prototype, the system was iteratively refined through two-stage consultations with child and adolescent psychiatrists and a developmental psychologist, including formative design feedback and follow-up expert review. Their feedback provided preliminary validation of the system’s developmental validity and emotional coherence. These findings suggest that affectively attuned UX design is a viable alternative to conventional control-based screen-time interventions in early childhood. Full article

Background/Objectives: Developmental disabilities substantially affect the daily lives of children and their families. Although interest in examining the developmental profiles of children with various disabilities has grown, few studies have systematically compared them. This study aimed to characterize the developmental profiles of preschool-aged children with different disabilities. It was hypothesized that developmental profiles would differ depending on the type of developmental disability. Methods: A cross-sectional study was conducted. Scores on the Battelle^® Developmental Inventory, 2nd Edition (BDI−2) were retrieved for a non-probabilistic convenience sample of 46 children diagnosed with Down syndrome (DS) (n = 22), global developmental delay (GDD) (n = 17), and developmental language disorder (DLD) (n = 7) upon completion of an early intervention program. Developmental quotients (DQs) for the overall BDI−2 and for each domain were determined. Results: The children’s mean age was 42.39 ± 5.23 months (range: 30–57). Significant differences were observed among groups with regard to global DQ and all domain-specific DQs (p ≤ 0.01). The GDD group demonstrated the highest DQs across all domains and globally, in comparison to the other groups. Conversely, children with DS had substantially lower DQs across all domains and globally compared to those with GDD, and in the motor and communication domains compared to children with DLD. Conclusions: These findings underscore the importance of early intervention strategies to improve communication in children with DS and highlight the need for regular assessments to monitor progress and identify potential limitations, particularly during the preschool-to-school transition. Additionally, specialists should advise parents of children with DLD to adopt specific behaviors that support the development of their children’s social, adaptive, and language skills. Full article

Background/Objectives: Digital technologies have become increasingly integrated into the daily lives of children and adolescents, largely because their interactive and visually engaging design is particularly suited to the younger users. The COVID-19 pandemic further accelerated this trend, significantly lowering the average age of access to the digital devices. However, scientific consensus remains divided regarding the developmental impact of digital media use—particularly its cognitive, motor, and emotional consequences—depending on whether the use is passive or active. This review aims to explore these effects across developmental stages, focusing on both behavioral and neurobiological dimensions, and to identify emerging risks and protective factors associated with digital engagement. Methods: A PRISMA review was conducted on the impact of digital media use among pre-school children and adolescents. Behavioral, psychosocial, and neurobiological aspects were examined, with specific attention to epigenetic changes, techno-stress, digital overstimulation, and immersive technologies (e.g., virtual and augmented reality). Results: The findings suggest that passive digital consumption is more often associated with negative outcomes, such as impaired attention and emotional regulation, especially in younger children. Active and guided use may offer cognitive benefits. Neurobiological research indicates that chronic exposure to digital stimuli may affect stress regulation and neural development, possibly via epigenetic mechanisms. Effects vary across developmental stages and individual vulnerabilities. Conclusions: A nuanced understanding of digital engagement is essential. While certain technologies can support development, excessive or unguided use may pose risks. This review provides age-specific recommendations to foster balanced and healthy technology use in children and adolescents. Full article

Background/Objectives: Oral health (OH) in early childhood is a key determinant of long-term well-being, shaped by parenting-related dietary and hygiene habits. While these influences are well-documented, they remain underexplored among Brazilian immigrant families in the United States (U.S.). Therefore, this study was designed to examine how Brazilian immigrant parents’ perceptions and practices regarding diet and oral hygiene affect their preschool-aged children’s OH. Methods: This qualitative study consisted of in-depth interviews with Brazilian immigrant parents of preschool-aged children (ages 2–5) living in the U.S. Individual, in-depth interviews were conducted via Zoom, recorded, and transcribed in Brazilian Portuguese. Two native Brazilian researchers experienced in qualitative methods conducted a thematic analysis of the transcripts in Brazilian Portuguese using MAXQDA, a qualitative data analysis software. The analysis focused on identifying key perceptions, parenting practices, and barriers related to children’s diet and OH. Results: Parents strongly associated sugary foods with poor OH, identifying sugar as a major contributor to dental issues. Both mothers and fathers reported limiting sugar intake and encouraging good oral hygiene practices. While parents prioritized educating their children on healthy habits, barriers such as time constraints, reliance on external childcare, and economic limitations affected the consistent implementation of strategies. Conclusions: Brazilian immigrant parents understand the importance of diet and oral hygiene in in supporting their children’s early OH but face barriers in broader social contexts, such as daycare, preschools, and communities. Interventions should aim to support parents in their caregiving roles while simultaneously addressing systemic and environmental obstacles. Public health efforts should account for cultural, economic, and contextual factors to more effectively support Brazilian immigrant families in promoting their children’s OH. Full article

This study explores the usability and interaction experience of preschool-aged children with the Artsteps platform, a web-based tool for creating and navigating virtual exhibitions. The goal is to assess the platform’s suitability for early childhood learners and to reflect on its potential educational value. Following a child-centered design methodology, the research involves the participation of 35 children aged 4–6 in classroom-based activities. Observational methods and an adapted version of the System Usability Scale (SUS) for young learners were used to collect quantitative and qualitative data. The analysis focuses on interaction patterns, the comprehension of basic functions, and emotional responses during the use of the platform. Findings offer exploratory insights into the affordances and limitations of the platform in preschool settings, offering insights into how such digital tools may support digital literacy and experiential learning in early childhood education. Full article

Highly effective modulator therapy (HEMT) has been available for adults and young adults aged 12 years and over with cystic fibrosis for approximately 5 years, with real-world evidence (RWE) emerging that confirms the significant impacts of these novel medications in older patient groups. As licensing has been extended to younger children (2 years and above in some jurisdictions), we summarize the clinical experience of these medications in pre-school and school-aged children and compare how changes in the objective markers of the disease can be elucidated in younger children. We also discuss the different incidences and severity of side effect profiles, the efforts to mediate these in younger children, and the particular challenges in introducing novel medications into pediatrics. We speculate on the use of HEMT in younger infants and its potential use in prenatal care. Full article

Background/Objectives: Childhood anemia remains a serious public health issue, negatively affecting cognitive and psychomotor development, with repercussions on school performance and adult productivity. This study aimed to characterize the profile of children aged 6 months to 5 years diagnosed with or at risk of anemia who attended a pediatric hospital in Lisbon, Portugal. Methods: A hospital-based, cross-sectional descriptive study was conducted from September 2023 to September 2024. Descriptive statistics, including frequency distributions and cross-tabulations, summarized participant characteristics and key variables. Results: We observed that 33.3% (74/222) of the children were either anemic or at risk of anemia. Among these, 93.2% (69/74) were confirmed anemic or at risk based on hemoglobin levels. Five children (6.8%) had normal hemoglobin but abnormal red-cell indices, with microcytic (60.0%; 3/5) or normocytic (40.0%; 2/5) patterns. Anemia rates were higher in males (55.1%), children aged 24–59 months, those residing in the Metropolitan Lisbon Area (82.6%), children whose caregivers had only basic or secondary education (58.0%), and those whose mothers were born in foreign countries (48.4%). Microcytic red-cell indices were observed in 63.1% of cases. Serum iron results indicated that 32.0% were pre-anemic and 40.0% anemic. Ferritin levels showed iron-deficiency anemia in 22.2% of tested cases. In addition, 33.3% carried the sickle cell trait, and 35.0% had elevated C-reactive protein, suggesting anemia of inflammation. Conclusions: Anemia is a moderate public health issue, mainly affecting children with less-educated caregivers and migrant mothers. Targeted public health actions, including systematic screening, caregiver education, and multiculturally sensitive interventions, are crucial to address anemia. Full article

Background: Fundamental movement skills (FMS)—including muscular strength, endurance, and mobility—are linked to better health-related quality of life and higher physical activity in children. Rural children often score lower on FMS tests than urban peers due to resource limitations rather than ability. Thus, increasing access to FMS activities in under-resourced rural areas is essential. The primary objective was to test the feasibility of Hoosier Strength in a rural middle school sample, and the secondary objective was to observe the preliminary changes in FMS-related outcomes pre- to post-intervention and at follow-up. The exploratory objective was to explore how participants responded to different coaches on the Hoosier Strength coaching team (i.e., gender, coaching style during activities). Methods: This study used a Hybrid Type 3 design to evaluate feasibility and FMS outcomes, integrating qualitative and quantitative data. The four-week intervention included a test group (n = 24; 14 females, 10 males; mean age: females 12.4 ± 0.5 years, males 12.7 ± 0.4 years) and a control group (n = 12; 8 females, 4 males; mean age: females 12.9 ± 0.3 years, males 12.7 ± 0.3 years). Data analysis included descriptive statistics for feasibility indicators (Acceptability of Intervention Measures [AIM], Intervention Appropriateness Measure [IAM], and Feasibility of Intervention Measure [FIM]), linear regression for mobility and muscular endurance changes, t-tests for psychological need satisfaction and frustration, and regression analysis for squat knowledge and post-intervention confidence. Results: (1) There was high feasibility across the 4-week Hoosier Strength intervention and at follow-up; (2) there were no statistically significant changes in squat performance; (3) participants’ confidence in their ability to squat at the end of the intervention was significantly predicted by their squat knowledge at baseline; and (4) participants prioritized leadership and team management over tactical analysis, highlighting a preference for coaches who foster teamwork. Conclusions: The findings offer a transparent approach for evaluating the feasibility and preliminary outcomes of the Hoosier Strength intervention in an under-resourced rural middle school, thereby encouraging further investigation into strength training interventions in rural schools. Full article