Search Results (2)

Background/Objectives: The prevalence of myopia is increasing globally, including in Spain. The early detection of ocular biometric parameters associated with myopia development is crucial for implementing control strategies. This study aims to describe the normative biometric values in a Spanish school-aged population and compare them with previously established reference data. Methods: A cross-sectional, observational, and analytical study was conducted on 558 students aged 6 to 12 years from the Educare Valdefuentes School in Madrid. Ocular biometric parameters, including axial length (AL), corneal curvature (CR), anterior chamber depth (ACD), crystalline lens thickness (LT), corneal thickness (CCT), and posterior vitreous depth (PVD), were measured using IOLMaster 700. The axial length/corneal radius (AL/CR) ratio was calculated. Percentile growth curves were generated, and the results were statistically analyzed using IBM SPSS 29. Results: AL significantly increased with age (p < 0.001), and boys had longer AL than girls. The AL/CR ratio showed a moderate correlation with myopia risk (ρ = 0.647, p < 0.001). Compared to previous European studies, no significant differences were found, except for minor variations in AL and CR. Conclusions: These percentile-based biometric values provide a useful reference for monitoring ocular growth and assessing myopia risk in Spanish children. The AL/CR ratio remains a strong predictor of myopia development, supporting its role in early detection strategies. Full article

The present study aimed to investigate and problematize an attractive school-age educare (SAEC) from the children’s perspectives. Which different aspects of quality appear in the children’s narratives about the SAEC activities? This was achieved by listening to children’s narratives and their voices. Forty-three children aged 6 to 10 participated in group conversations with the staff in their SAEC center. The study is theoretically based on a childhood sociological lens where children are recognized as active participants and agents for change and therefore important to listen to. The results show that an attractive School-Age Educare requires committed staff who inspire new discoveries, its own identity-specific premises with appropriate materials, the provision of planned and guided activities, the offering of unexpected and non-routine activities, and space for children’s agency to influence and to choose and to direct one’s own time. It is shown that free choices can both expand and limit children’s agency. In addition, the study illustrates how conversations with children can form a basic method for both developing quality and making the contextual factors for children’s agency visible. Full article