Quality Interactions in Early Childhood Education and Care Center Outdoor Environments

Quality interactions are crucial for children\u27s learning and development. Early Childhood Education and Care (ECEC) centers have the opportunity to support children\u27s learning and development, yet the quality of interactions and influences on the quality of interactions in outdoor environments is not known. Research findings: this study assessed the quality of educator interactions in outdoor environments using the CLASS Pre-K assessment tool. 11 ECEC centres participated in the study, which included 110 educators and 490 children. 87 observations were collected to measure the CLASS Pre-K domains (1-lowest to 7-highest). Mean domain scores were 6.02 (emotional support), 5.23 (Classroom Organization) and 4.46 (Instructional Support). Regression analyses show free routines had significant relationships with Teacher Sensitivity (p = 0.03) and Instructional Learning Formats (p = 0.03), and increased amounts of time spent outside had the most significant relationships with Teacher Sensitivity (p = 0.001) and Behavior Management (p = 0.001). Practice or Policy: The major recommendations that would serve to improve the quality of interactions in outdoor environments include providing a free routine and increasing the amount of time spent in outdoor environments. As these recommendations are modifiable practices, they are potentially the easiest to alter and therefore, with minimal change, could enhance the quality of interactions between educators and children

Thigh-length compression stockings and DVT after stroke

Controversy exists as to whether neoadjuvant chemotherapy improves survival in patients with invasive bladder cancer, despite randomised controlled trials of more than 3000 patients. We undertook a systematic review and meta-analysis to assess the effect of such treatment on survival in patients with this disease

Inequalities in the distribution of dental caries among 12-year-old Brazilian schoolchildren

We assessed the inequality in the distribution of dental caries and the association between indicators of socioeconomic status and caries experience in a representative sample of schoolchildren. This study followed a cross-sectional design, with a sample of 792 schoolchildren aged 12 years, representative of this age group in Santa Maria, RS, Brazil. Guardians answered questions on socioeconomic status and a dental examination provided information on the dental caries experience (DMF-T). Inequality in dental caries distribution was measured by the Gini coefficient and the Significant Caries Index (SiC). The assessment of association used Poisson regression models. Socioeconomic factors were associated with prevalence of dental caries for the whole sample and also for individuals with a high-caries level. Children from low-income households had the highest prevalence of dental caries. The Gini coefficient was 0.7 and the SiC Index 2.5. The percentage of caries prevalence was 39.3% (95% CI: 35.8%-42.8%) and the mean for DMF-T was 0.9 (± SD 1.5). Inequalities in the distribution of dental caries were observed and socioeconomic factors were found to be strong predictors of the prevalence of oral disease in children of this age group