The effect of early child care attendance on childhood asthma and wheezing: A meta-analysis.

ObjectiveResearch evidence offers mixed results regarding the relationship between early child care attendance and childhood asthma and wheezing. A meta-analysis was conducted to synthesize the current research evidence of the association between early child care attendance and the risk of childhood asthma and wheezing.MethodPeer reviewed studies published from 1964-January 2017 were identified in MEDLINE, CINAL, and EMBASE using MeSH headings relevant to child care and asthma. Two investigators independently reviewed the selected articles from this search. All relevant articles that met our inclusion criteria were selected for further analysis. Data were extracted from studies that had sufficient data to analyze the odds of asthma or wheezing among children who attended child care.ResultsThe meta-analysis of 32 studies found that (1) early child care attendance is protective against asthma in children 3-5 years of age but not for children with asthma 6 years of age or older. (2) Early child care attendance increases the risk of wheezing among children 2 years of age or younger, but not the risk of wheezing for children over 2 years of age.ConclusionsThis meta-analysis shows that early child care attendance is not significantly associated with the risk of asthma or wheeze in children 6 years of age or older

The EPICure study : growth and blood pressure at 6 years of age following extremely preterm birth

Background: Preterm children are at risk for reduced growth in early childhood, which may predispose them to later changes in blood pressure. We studied growth and blood pressure (BP) in extremely preterm (EP) children at age 6 years. Methods: We evaluated children who were born at 25 completed weeks of gestation or less in the United Kingdom and Ireland in 1995 when they reached early school age. Children underwent standardized assessments, including auxology and sitting blood pressure. Results: Of 308 surviving children, 241 (78 percent) were assessed at a median age of 6 years 4 months; 160 full term classmates acted as a comparison group. Compared to classmates, EP children were 1.2 standard deviations (SD) lighter, 0.97SD shorter, BMI was 0.95SD lower and head circumference 1.3SD lower. Compared to 2.5 years of age, EP children showed catch up in terms of weight by 0.37SD, height by 0.42SD and head circumference by 0.13SD. Systolic and diastolic BP were lower by 2.3mmHg and 2.4mmHg respectively in EP children but these differences were accounted for by differences in height and BMI. Maternal smoking in pregnancy was associated with lower BP, children born before 24 weeks had higher systolic and children given postnatal steroids higher diastolic pressures. Conclusions: Poor postnatal growth seen after birth and at in the third year persists into school age. Catch up growth reduces some of the early deficit but is least for head growth. Despite serious postnatal growth restriction blood pressure appears similar in both EP and term classmates

The Effect Of Adobe Flash Based Educating Game On Cognitive Capability Of Early Age Children In Tk Aisyiyah I Gumpang

This research was intended to study whether Adobe Flash based education game can improve cognitive capability of early age children in TK Aisyiyah I Gumpang class B, particularly in simple number recognition subject. The research used true experiment method. Samples in this research were students of B2 class and students of B3 class TK Aisyiyah I Gumpang. Class B3 as much 25 students was experimental class obtaining learning treatment using adobe flash based education game, while class B2 as much 22 students is a control class obtaining conventional learning method. Research design used was posttest only control design. Posttest was conducted four times. Research instrument was education game for experimental class and essay test for control class. Data was analyzed using normality test and Mann-Whitney test to identify effect of adobe flash based education game on student learning result. The results indicated that (1) in posttest I there was no significant effect for using education game on cognitive capability of early age children. (sig.(p) 0.649>0.05); (2) in posttest II there is significant effect for using education game on cognitive capability of early age children (sig.(p) 0.039<0.05); (3) in posttest III there was significant effect for using education game on cognitive capability of early age children, sig. (p) 0.040<0.05); (4) in posttest IV there is significant effect for using education game on cognitive capability of early age children (sig. (p) 0.025<0.05). It indicated that use of Adobe Flash based education game give significant effect on Adobe Flash based education game simple number recognition subject. Keywords: education game, conventional, cognitiv

Childhood loneliness as a predictor of adolescent depressive symptoms: an 8-year longitudinal study

Childhood loneliness is characterised by children’s perceived dissatisfaction with aspects of their social relationships. This 8-year prospective study investigates whether loneliness in childhood predicts depressive symptoms in adolescence, controlling for early childhood indicators of emotional problems and a sociometric measure of peer social preference. 296 children were tested in the infant years of primary school (T1 5 years of age), in the upper primary school (T2 9 years of age) and in secondary school (T3 13 years of age). At T1, children completed the loneliness assessment and sociometric interview. Their teachers completed externalisation and internalisation rating scales for each child. At T2, children completed a loneliness assessment, a measure of depressive symptoms, and the sociometric interview. At T3, children completed the depressive symptom assessment. An SEM analysis showed that depressive symptoms in early adolescence (age 13) were predicted by reports of depressive symptoms at age 8, which were themselves predicted by internalisation in the infant school (5 years). The interactive effect of loneliness at 5 and 9, indicative of prolonged loneliness in childhood, also predicted depressive symptoms at age 13. Parent and peer-related loneliness at age 5 and 9, peer acceptance variables, and duration of parent loneliness did not predict depression. Our results suggest that enduring peer-related loneliness during childhood constitutes an interpersonal stressor that predisposes children to adolescent depressive symptoms. Possible mediators are discussed

Early Head Start Participants, Programs, Families, and Staff in 2005

This fact sheet reviews the 2005 Program Information Reports (PIR) data for the Early Head Start program, which serves children under age 3 and pregnant women. In 2005, Early Head Start continued to provide vital services to a diverse group of low-income children and families, most of which included at least one working parent. Most children received medical, dental, and disability screenings and follow-up services when necessary. Families also accessed services at high rates; 80 percent of families accessed at least one social service. However, just 2.5 percent of eligible children receive Early Head Start services

Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5

During the last two decades there have been growing interests on recommendations for children’s physical activity. The World Health Organization (WHO) launched the first global international recommendations for children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early years). An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed of current national physical activity practices. Also an international comparison of early years’ education settings were examined, specifically for those under the age of 5, to investigate current curricula, as well as the qualifications, knowledge and understanding of those supporting children’s learning in different cultural contexts. The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United Kingdom and United States of America) questioned whether the global daily physical activity recommendations (WHO, 2010) are costumed and used for to the early years’ age group on a national level or if they need to be adjusted. The analysis revealed that eight countries have developed their own national recommendations for children below the age of 5, while only two countries do not have any early years’ specific physical activity recommendations. National authorities seem to be the most common executive sources behind the recommendations. The content of physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity. The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains unsupported. The conclusions from the analysis of national recommendations, underlined the need to see the global recommendations be developed for the younger age group, to support all countries. It is proposed a need for universally new recommendations to go beyond just physical activity intensity levels and to consider how young children’s development can be supported in a versatile way by physically active play. Also age specific recommendations are offered for appropriate and purposeful physical activity to support early years and school aged children’s overall development. The findings also suggest educational recommendations for staff members of early childhood education and care settings to know appropriate and age specific recommendations to ensure they are able to support young children to reach the national and global recommendations. Research recommendations are also proposed

Age 5 cognitive development in England

Children’s development in the early years has been shown to be related to their success in later life in a range of areas including education, employment and crime. Determining why some children do better than others in the early years is a key issue for policy and is crucial in attempts to reduce inequalities. This research examines differences in early child development by examining the factors associated with the cognitive ability of children up to age 5 using cognitive assessments administered as part of the Millennium Cohort Study (MCS) and teacher reports of child ability. The results show that younger children, those with low birth weight, lower parental education, lower income and living in social housing is related both to lower achievement, on average. and the probability of being at the bottom of the distribution of cognitive scores at age 5

The Effects of Early Intervention on the Expressive Language Outcomes of Children with Autism Spectrum Disorder: A Systematic Review

Background: Autism Spectrum Disorder (ASD) is characterized by persistent challenges in social communication as well as restricted and repetitive behaviors and is often observable in early childhood. Expressive language delays are common in young children diagnosed with ASD. Expressive language includes any form of communicative output, such as verbal language, sign language, and the use of alternative and augmentative communication (AAC). Early intervention, for the purpose of this systematic review, is defined as speech and language services provided before a child is 5 years (60 months) of age. Evidence suggests that early intervention can lead to positive outcomes in the symptoms of children with ASD. Objective: To determine whether early intervention of ASD in children between 0-59 months of age has positive effects on expressive language development. Methods: A systematic search of the PsychINFO, PubMED, CINAHL, ERIC, and LLBA database was conducted, followed by a qualitative analysis of relevant articles. Studies included monolingual (i.e., English) children who were diagnosed with ASD. Studies were systematically graded and processed using inter-rater procedures. Results: Fourteen articles were included based upon inclusionary criteria. The overall quality of the studies was moderate. The most widely used early intervention techniques included the Early Start Denver Model (ESDM) and Pivotal Response Training (PRT). Conclusions: Consistent high-interval (i.e., 25 hours per week), behaviorally-based early intervention (i.e., before 40 months) may lead to positive outcomes in expressive language development. Clinicians working with young children with ASD should implement behaviorally-based, empirically-supported interventions, such as ESDM or PRT. Future research should prioritize high-quality study designs (e.g., randomized control trials) with larger sample sizes of children diagnosed with ASD, which is necessary to discern a direct relationship between behaviorally-based early intervention and expressive language outcomes for children with ASD.https://scholarworks.uvm.edu/csdms/1008/thumbnail.jp

Tracking of toddler fruit and vegetable preferences to intake and adiposity later in childhood

This study examined whether toddlers' liking for fruit and vegetables (FV) predicts intake of FV later in childhood, how both relate to childhood adiposity and how these were moderated by factors in infancy. Children in the Gateshead Millennium Study were recruited at birth in 1999–2000. Feeding data collected in the first year were linked to data from a parental questionnaire completed for 456 children at age 2.5 years (30 m) and to anthropometry, skinfolds and bioelectrical impedance and 4‐day food diary data collected for 293 of these children at age 7 years. Aged 30 months, 50% of children were reported to like eight different vegetables and three fruits, but at 7 years, children ate a median of only 1.3 (range 0–7) portions of vegetables and 1.0 portion of fruit (0–4). Early appetite, feeding problems and food neophobia showed significant univariate associations with liking for FV aged 30 m, but the number of vegetables toddlers liked was the only independent predictor of vegetable consumption at age 7 years (odds ratio (OR) 1.28 p &lt; 0.001). Liking for fruit aged 30 m also independently predicted fruit intake (OR = 1.31, p = 0.016), but these were also related to deprivation (OR = 2.69, p = 0.001) maternal education (OR = 1.28, p = 0.039) and female gender (OR = 1.8, p = 0.024). Children eating more FV at age 7 years had slightly lower body mass index and skinfolds. An early liking for FV predicted increased later intake, so increasing early exposure to FV could have long term beneficial consequences

Age at School Entry and Intergenerational Educational Mobility

We use Swiss data to test whether intergenerational educational mobility is affected by the age at which children first enter (primary) school. Early age at school entry significantly affects mobility and reduces the relative advantage of children of better educated parents.educational mobility, intergenerational transmission of education, age at entry