Search Results (964)

This article reports on a Swedish study investigating how children aged 2–3 years experience mathematical concepts through representations in play-responsive teaching. Drawing on the semiotic–cultural theory of learning, this study examines how representations, such as spoken language, bodily action, and artifacts, are mediated. Video-recorded teaching sessions are analyzed to identify semiotic means of objectification and semiotic nodes at which these representations converge. The analysis distinguishes between children encountering concepts expressed by others and expressing concepts themselves. The results indicate that play-responsive teaching creates varied opportunities for experiencing mathematical concepts, with distinct modes of sensuous cognition linked to whether a concept is encountered or expressed. This study underscores the role of teachers’ choices in shaping these experiences and highlights bodily action as a significant form of representation. These findings aim to inform the use of representations in teaching mathematics to the youngest children in preschool. Full article

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

Background/Objectives: According to Embodied Cognition theories, motor skills in early childhood are closely interconnected with various cognitive abilities, including working memory, cognitive flexibility, and theory of mind. These processes are integral components of the multicomponent model of narrative comprehension, which posits that higher-order cognitive functions support the construction of coherent mental representations of narrative meaning. This study aimed to examine whether motor skills directly contribute to narrative comprehension in preschool children or whether this relationship is mediated by cognitive skills. Methods: Seventy-four typically developing children aged 3 to 6 years (47.2% female) participated in this study. Motor skills were assessed using standardized measures, and cognitive abilities were evaluated through tasks targeting working memory, cognitive flexibility, and theory of mind. Narrative comprehension was measured with age-appropriate tasks requiring the understanding and retelling of stories. A structural equation model (SEM) was conducted to test the direct and indirect effects of motor skills on narrative comprehension via cognitive skills. Results: The SEM results indicated a significant direct effect of motor skills on cognitive skills and an indirect effect on narrative comprehension mediated by cognitive abilities. No evidence was found for a direct pathway from motor skills to narrative comprehension independent of cognitive processes. Conclusions: These findings underscore the complex interplay between motor, cognitive, and language development in early childhood. The results suggest that motor skills contribute to narrative comprehension indirectly by enhancing core cognitive abilities, offering novel insights into the developmental mechanisms that support language acquisition and understanding. 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/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

Background: Although the prevalence of dental caries in children has been decreasing in recent years, many patients still visit tertiary dental institutions with dental caries as their chief complaint. In addition, the COVID-19 pandemic that occurred around the world in 2020 may have affected the lifestyle and oral condition of children. Methods: We investigated the oral condition of new patients whose chief complaint was dental caries, and compared the results for 3 fiscal years: 2013, 2018, and 2023. The caries status was evaluated using the dmft/DMFT index. Results: The number of subjects was 129 in 2013, 163 in 2018, and 127 in 2023. The number of preschoolers in 2023 was lower than in the other years, whereas the number of elementary school students was higher, showing a statistically significant difference (p < 0.05). For the 3 years investigated, there was no change in the incidence of dental caries in primary teeth in elementary school children; however, the incidence in permanent teeth increased over time. Additionally, in the age group, the df and DMF scores were higher in 2023 than in the other years. Conclusions: At this tertiary dental institution, the number of elementary school patients, especially females, increased over the 10-year period, and the amount of dental caries in their permanent teeth also increased. It is important for dental professionals to understand this trend and focus on providing oral hygiene education to this age group. Full article

This study examines the impact of preschool teachers’ positive psychological capital on their digital education innovation behavior, focusing on the moderated moderation effects of digital education effort expectancy and behavioral intention on this relationship. Data were analyzed from 211 preschool teachers of children aged 3–5 years in South Korea. SPSS (version 25.0) was used to conduct descriptive and Pearson correlation analyses, and PROCESS Macro (version 4.3) was used to perform the moderation analysis. The results indicate that preschool teachers with higher positive psychological capital exhibited increased innovation behavior toward digital education, and this effect was further strengthened by higher effort expectancy. These research findings can provide useful foundational data for designing teacher training programs to promote preschool teachers’ digital education innovation behavior. Full article

Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; p = 0.032), while females scored higher in processing speed (112 vs. 106; p = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, p = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study. Full article

This study analyzes the current state and developmental characteristics of phonological awareness in hearing-impaired preschool children with cochlear implants aged 3 to 5 years in China. The phonological awareness development of hearing-impaired preschool children is assessed via a comparison with normal-hearing preschool children of the same age, utilizing a number of key metrics and statistical analyses to determine any differences in the developmental characteristics between the two groups. The results show that the phonological awareness development of Chinese-speaking hearing-impaired preschool children with cochlear implants follows, for the most part, the progression of their normal-hearing preschool counterparts, albeit at a lower level. Identifying phonological awareness profiles in children with cochlear implants helps improve the accuracy of assessment and supports the development of targeted intervention strategies. This study aims to provide a clearer understanding of their phonological processing abilities. Full article

Background: Several studies document the importance of communicative abilities for children’s development. Especially in recent years verbal communication in preschool children with developmental language disorder (DLD) has been studied, relying heavily on statistical analysis, outcome measures, or/and parents’ reports. Purpose: This explorative study investigates the effects of speech therapy on the development of language and verbal communication skills in preschool children with DLD within their peer group in a day-to-day setting using objective video-documentation. Hypothesis: Speech therapy leads to improvement of language, communication, and possibly to concurrent development of both language and verbal communication skills in preschool children. Methods: Preliminary prospective study to assess language and verbal communications skills of nine preschool children (seven boys, two girls, 4–6 y) with DLD in a speech therapy kindergarten using video recordings over a one-year therapy period. The communicative participation of the members of the peer group was assessed and included the verbal address (Av) and the ratio of “verbal address/verbal reaction” (Av/Rv). Results: The investigation results in evidence for two outcome groups: One group with suspected preferential verbal communication disorders (n = 4) was characterised by a high Av/Rv value, meaning they were scored to have a normal or high verbal address (Av) and a low verbal response (Rv) (predominantly interpersonal communication related disorder). This group showed minimal changes in the short term but demonstrated improvement after 5 years of schooling; thus, pedagogical activities seemed to be particularly effective for these children. The second group showed a balanced Av/Rv ratio (predominantly language related disorder) (n = 5); but after five years they demonstrated a partial need for special school support measures. This group may therefore particularly benefit from speech therapy. Conclusions: The present study clearly shows that even with speech-language therapy, the linguistic ability of DLD-disturbed children does not necessarily develop simultaneously with their communication ability. Rather, the investigations provide evidence for two groups of preschool children with DLD and communication disorder: One group demonstrated a predominantly verbal communication related disorder, where pedagogical intervention might be the more important treatment. The second group showed predominantly DLD, therefore making speech therapy the more effective intervention. In this study, all children expressed their desire to communicate with their peers. To the authors’ best knowledge, this is the first study determining the ability to communicate in a preschool cohort with DLD using characterisation with video documentation in a follow-up for 1 year. Full article

Pediatric delirium (PD) is an acute neuropsychiatric syndrome marked by fluctuating disturbances in attention and cognition, frequently observed in pediatric intensive care units (PICUs) and associated with increased morbidity, mortality, and long-term cognitive impairment. Despite its clinical significance, PD remains underdiagnosed due to challenges inherent in assessing consciousness and cognition in children at varying developmental stages. Several bedside tools have been developed and validated in recent years, including the Cornell Assessment of Pediatric Delirium (CAPD), PreSchool Confusion Assessment Method for the Intensive Care Unit (psCAM-ICU); Pediatric Confusion Assessment Method for the Intensive Care Unit (pCAM-ICU), and Sophia Observation Withdrawal Symptoms—Pediatric Delirium Scale (SOS-PD), enhancing early recognition and management of PD in critically ill children. This narrative review explores the historical background, epidemiology, risk factors, pathophysiology, clinical subtypes, diagnostic tools, and current prevention and treatment strategies for PD from newborns to 21 years old. The screening tools available and the integration of non-pharmacological interventions, such as environmental modifications and family-centered care, as well as cautious and selective pharmacological management, are emphasized in this review. Early identification and targeted interventions are essential to mitigate the adverse outcomes associated with PD. Full article

Background: Dental anxiety often poses a significant barrier to effective dental care in pediatric patients. This study evaluated the efficacy and safety of oral midazolam at two different doses for sedation and amnesia in preschool children undergoing dental procedures under 30 min, including primary teeth extraction, root canal treatment, dental filling, and stainless-steel crown. Methods: This prospective, double-blind, randomized controlled trial included 80 children aged 3–6 years with dental anxiety (Types 1 and 2 of the Frankl Behavior Rating Scale) at the National Hospital of Odonto-Stomatology, Hanoi. following the CONSORT guidelines. Participants were randomly assigned to receive oral midazolam at 0.3 mg/kg or 0.6 mg/kg. Sedation efficacy, onset time, procedure duration, cooperation level (Houpt Behavior Rating Scale), recovery time, and amnesia at 12 h, 24 h, and 1 week, as well as adverse events, were recorded and analyzed. Results: Both midazolam doses were effective for sedation (0.3 mg/kg: 95% vs. 0.6 mg/kg: 100%, p = 0.49). The higher dose (0.6 mg/kg) provided significantly longer effective procedural time (27.3 ± 4.1 min vs. 20.3 ± 4.0 min, p < 0.001) and better patient cooperation (95% vs. 78.9%, p = 0.045), but slightly prolonged recovery time (34.6 ± 4.6 min vs. 31.8 ± 4.4 min, p = 0.008). Both doses produced similar amnesic effects, with approximately 90% anterograde amnesia at 12 h post-procedure. Adverse events were minimal and mild. Conclusions: Both 0.3 mg/kg and 0.6 mg/kg doses of oral midazolam are safe and effective for sedation and amnesia in preschool children undergoing dental procedures. While the 0.6 mg/kg dose provides better procedural cooperation and prolonged sedation, it also requires a slightly longer recovery time. Full article

The research on teaching scaffolding for preschool children’s oral language development (OLD) has become an important topic in the academic world. However, there remains a lack of evidence-based research on the integration of scaffolding strategies integrated into creative art contexts to support children’s creative expression and language production. In this study, a qualitative case study was conducted to analyze the non-participatory observation and artwork analysis of five-year-old children’s drawing activities in a kindergarten in China based on socio-cultural and scaffolding theories. Three types of core scaffolding strategies were summarized. The findings reveal that the three strategies work together dynamically within the children’s Zone of Proximal Development (ZPD): (1) the visual prompt strategy enriches the vocabulary diversity of metaphors, adjectives, and ordinal words; (2) dialogic narrative co-construction effectively improves narrative coherence across exposition, rising action, climax, and resolution; and (3) emotional engagement strategies foster a safe expressive environment, promoting the integration of affective vocabulary with intrinsic motivation. Accordingly, a three-dimensional integrated “visual-linguistic-emotional” scaffolding model was constructed, emphasizing the practical guidelines of simultaneous scaffolding and gradual scaffolding withdrawal during the warm-up, creation, and sharing sessions of the drawing activity. This study expands the application of scaffolding theory in unstructured art contexts, and provides a systematic practical framework for the design of cross-contextual language support strategies and teacher training in preschool education. Full article

The quality of children’s early childhood education (ECE) experiences significantly impacts their long-term outcomes and wellbeing. While extensive research has explored quality from the perspectives of adult stakeholders, including educators and authorities, there remains a paucity of studies prioritizing the viewpoint of children, the main beneficiaries of ECE. This study sought to address this gap by investigating children’s preschool experiences at an Australian inner-city preschool center. Using child-friendly interview techniques, researchers engaged 32 children aged 3–4 years in discussions about their likes, dislikes, and desired changes in their preschool settings. Open-ended questions such as “What do you love about preschool?” and “What do you think makes a good preschool?” were used to encourage reflection and storytelling. To complement verbal responses, children were invited to illustrate their thoughts through drawings, offering a visual dimension to their perspectives. Deductive thematic analysis identified eight themes within the dimensions of structural and process quality. The findings highlight the unique and insightful ways young children interpret their experiences, shedding light on aspects of preschool life they value most. By amplifying children’s voices, this study highlights the importance of integrating their perspectives into the design and evaluation of ECE environments, promoting practices that better align with their needs and support their wellbeing. Full article

Recent research in the area of physical literacy has revealed that the early years are a period that has not been well studied. Our research team designed a deductive review with the aim of investigating how preschool children’s physical literacy manifests across affective, physical, cognitive and social domains. The review includes scientific publications from the last four years, which investigate the elements of physical literacy in preschool children: motivation, confidence, motor competence, knowledge, understanding and use of physical activity. The characteristics of the elements were systematised into four domains, affective, physical, cognitive and social, as engagement in physical activities. Results. The majority of the articles explained physical literacy behaviours in 4- to 5-year-old children. The physical domain was most frequently described, mainly including the three basic motor skills of postural stability, object control, and locomotion, as well as physical qualities of movement. The second most frequently described domain was the social domain of the application of physical activities in preschool stages, including the types and amounts of physical activity used in both organised and leisure time. Conclusions. Physical literacy of preschool children is a purposefully organised and guided process, during which a child is given the opportunity to try and apply age-appropriate movement skills, without being limited by the child’s gender, parental attitudes, sporting choices, or the traditions of sport culture. Full article