Chronic exposure to short chain fatty acids modulates transport and metabolism of microbiome-derived phenolics in human intestinal cells

Dietary fibre-derived short chain fatty acids (SCFA) and phenolics produced by the gut microbiome have multiple effects on health. We have tested the hypothesis that long term exposure to physiological concentrations of SCFA can affect the transport and metabolism of (poly)phenols by the intestinal epithelium using the Caco-2 cell model. Metabolites and conjugates of hesperetin (HT) and ferulic acid (FA), gut-derived from dietary hesperidin and chlorogenic acid respectively, were quantified by LC–MS with authentic standards following transport across differentiated cell monolayers. Changes in metabolite levels were correlated with effects on mRNA and protein expression of key enzymes and transporters. Propionate and butyrate increased both FA transport and rate of appearance of FA-glucuronide apically and basolaterally, linked to an induction of MCT1. Propionate was the only SCFA that augmented the rate of formation of basolateral FA-sulfate conjugates, possibly via basolateral transporter upregulation. In addition, propionate enhanced the formation of HT-glucuronide conjugates and increased HT-sulfate efflux towards the basolateral compartment. Acetate treatment amplified transepithelial transport of FA in the apical to basolateral direction, associated with lower levels of MCT1 protein expression. Metabolism and transport of both HT and FA were curtailed by the organic acid lactate owing to a reduction of UGT1A1 protein levels. Our data indicate a direct interaction between microbiota-derived metabolites of (poly)phenols and SCFA through modulation of transporters and conjugating enzymes, and increase our understanding of how dietary fibre, via the microbiome, may affect and enhance uptake of bioactive molecules

The quality of the teacher-child relationship: Antecedents and consequents for children's early school adjustment Doctoral

When children attempt to adjust to new school environments they face many challenges, one of them consisting of negotiating the complexities of interpersonal relationships with their teachers (Birch & Ladd, 1996). Those (early) teacher-child relationships can develop positively, being characterized by closeness or rather negatively, being characterized by conflict or (extreme) dependency of the child to the teacher (Pianta, Steinberg & Rollins, 1995). In the past decades, in several studies with young children, conflict and dependency were found to operate as a risk factor for children's early school adjustment, whereas closeness was found to support this adjustment. However, some important questions concerning this topic remain rather poorly investigated. First, only recently, research attention has gone to the quality of the teacher-child relationship as a source of resilience for children at risk for poorer school adjustment. Pianta, Hamre and Stuhlman (2003) concluded that there is still much to be learned about the degree to which child-teacher relationships can compensate for the negative effects of earlier experiences. Furthermore, the authors note that if teacher-child relationships are not positive or do not match with the developmental needs of the child, they can actually exacerbate the risk for early school adjustment difficulties. Research on the latter topic is lacking almost completely. Second, since teacher-child relationships have proven to be important in the prediction of early school adjustment, investigations into what determines the quality of those relationships are of great importance (Yoon, 2002). Quite some research has already been done on this topic, yet the focus has primarily been on child characteristics as possible antecedents of early teacher-child relationship quality. However, the class and particularly its teacher also can make a major contribution to the quality of the teacher-child relationship. As Pianta and his colleagues (2003) stated: Despite a general recognition that teacher characteristics and perceptions influence the practice of teaching, little is known about how [those features] impact the formation of their relationships with children (p. 207). Therefore, a call was made for further research to detect those individual characteristics and classroom practices of teachers, that can influence the quality of their relating to children (Meehan, Hughes, & Cavell, 2003). In our research, we will try to fill both gaps. First, we will evaluate the possible protective vs. vulnerability effect of the quality of teacher-child relationships on early school adjustment, more particularly for children at risk for early school adjustment difficulties, due to insecure attachment to parents or specific temperamental dispositions. Second, we will focus on the antecedents of early teacher-child relationships, not only attending child characteristics (i.e., the child’s attachment to parents and temperament), but also giving special attention to teacher practices as possible precursors of their relating to the children in their classroom. Additionally, special attention will go to the possible interactions between child and teacher features in the prediction of relationship quality. To address these questions, a total number of 239 children (in 36 classes) were followed during kindergarten. Three measurement occasions took place during the school year, with information of multiple informants (teachers, parents, children, peers and/or external observers) available on teacher-child relationship quality and school adjustment variables. Quality of attachment to the primary caregiver was assessed during home observations taking place before the school assessments. Temperament and teacher practices were both assessed using questionnaires and observational measurements. The data will be analyzed by means of multilevel or hierarchical linear modeling techniques, taking proper account of the structure of our data, with children embedded in classes. Moreover, multilevel models are especially designed to analyze variables from different levels simultaneously (Hox, 2002), as we want to do in our study, i.e., including variables from the child level (attachment and temperament) as well as the class level (teacher practices), in the prediction of teacher-child relationship quality.status: publishe

Welbevinden en betrokkenheid als toetsstenen voor kwaliteit in de kinderopvang. Implicaties voor het monitoren van kwaliteit

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Multimedia in preschool: An additional opportunity towards equal opportunities in education

The aim of this practice-based project is to investigate how multimedia literacy of young children (starting from 3 years old) can be stimulated and which influence this has on their exploration of the world and their evolution as a person. Our main purpose results in four concrete goals: firstly, we want to investigate how education can stimulate children’s multimedia literacy and can anticipate on the available multimedia skills of children ever since preschool. Secondly, we want to explore how multimedia literacy can help and support young children in their exploration of the world. Thirdly, we would like to investigate empirical the extra potential of multimedia in education for young children with extra needs. At least, we want to reduce the technological fear showed by the preschool teachers, students and docents by augmenting their understanding of multimedia literacy.status: publishe

Multimedia in preschool: An additional opportunity towards equal opportunities in education

The objectives of this practice-based project are threefold. Firstly, it investigates how multimedia literacy of preschool children (3 to 5 year olds) can be stimulated. Secondly, it aims at understanding the influence of multimedia literacy on their world exploration. Do children exhibit a higher level of wellbeing, involvement, active language skills, social competence, self-regulation, creativity and artistic expression while exploring the world? Thirdly, the potential of multimedia to support the children’s personal development is assessed, with particular emphasis on young children with extra needs. The results show that the creativity of children on average is growing when they have the possibility to explore the world using audio-visual materials. Furthermore, the research shows that children with externalizing problem behaviour benefit from audio-visual input. They demonstrate a higher wellbeing and involvement. On the other hand the wellbeing of children with internalizing problem behaviour will benefit from additional teacher support.status: publishe

Multimedia in preschool: an additional opportunity towards equal opportunities in preschool? First results

The objectives of this practice-based project are fourfold. Firstly, it investigates how multimedia literacy of preschool children (3 to 5 year olds) can be stimulated. Secondly, it aims at understanding the influence of multimedia literacy on their world exploration. Do children exhibit a higher level of wellbeing, involvement, active language skills, social competence, self-regulation, creativity, artistic expression and dealing with audiovisual materials while exploring the world? Thirdly, the potential of multimedia to support the children’s personal development is assessed, with particular emphasis on young children with extra needs. Finally, the project aims to reduce the technological fear experienced by preschool teachers, as well as students and lecturers in preschool teacher education, through increasing their understanding of multimedia literacy.status: publishe

Predicting children’s academic achievement after the transition to first grade

The transition from kindergarten to first grade has been described as a critical period for children's academic development. Furthermore, research indicates that peer status is connected with academic adjustment, yet the underlying processes remain unclear. By means of a two-year longitudinal study during kindergarten and first grade (N = 153), we aimed to shed light on the antecedents of achievement at the end of first grade. Based on the parallel processes mediation model (Buhs, 2005), a comprehensive predictive model was constructed and tested. Results showed that (a) the parallel processes mediation model is partially valid during the transition from kindergarten to first grade; and (b) there is more support for an effect of academic self-concept on achievement than vice versa. This comprehensive model increases our insight in the factors that enhance children's academic development during the transition to first grade.status: publishe

Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate

This longitudinal study evaluated the impact of dyadic and classroom-level teacher-child relationship quality in first grade on children’s psychosocial and academic adjustment in first (N = 3,784), second (N = 3,666) and third (N = 3,582) grade, controlling for several child features, namely child demographics and children’s initial levels of adjustment in kindergarten. Results of multilevel hierarchical regression analyses showed that first grade dyadic relationship variables (i.e., teacher-child conflict and closeness) as well as classroom relational climate variables (i.e., the average level of teacher-child conflict and closeness in the classroom) were associated with children’s psychosocial adjustment in the first years of primary school. Associations between first grade dyadic relationship quality and classroom relational climate, on the one hand, and academic achievement, on the other, were however negligible.status: publishe

Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of the classroom climate

Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research. (C) 2007 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.status: publishe