Characteristics and Complications of Anogenital Infantile Hemangiomas: A Multicenter Retrospective Analysis

IMPORTANCE: Infantile hemangiomas (IHs) of the anogenital region remain poorly characterized. OBJECTIVE: To examine the distribution, ulceration rate, and associated congenital anomalies of anogenital IHs. METHODS: Retrospective study at 8 tertiary referral centers. RESULTS: A total of 435 infants with an IH of the anogenital region were enrolled (319 female, [73%]). Congenital anomalies were present in 6.4% (n=28) of infants with an anogenital IH. Segmental/partial segmental anogenital IHs ulcerated in 72% (n=99 of 138) of infants, while 45% (n=133 of 297) of focal anogenital IHs experienced ulceration (P= \u3c.001). In a multivariable logistic regression analysis, segmental/partial segmental morphology (adjusted odds ratio [aOR] 2.70, 95% confidence interval [CI] 1.60-4.64), mixed type (aOR 3.44, 95% CI 2.01-6.07), perianal (aOR 3.01, 95% CI 1.53-6.12) and buttocks location (aOR 2.08, 95% CI 1.17-3.76), had an increased odds of ulceration. Segmental/partial segmental IHs of the genitalia were confined to distinct anatomic territories and were predominantly distributed unilaterally with a linear demarcation at the perineal raphe. LIMITATIONS: Possible selection bias given recruitment at tertiary referral centers. CONCLUSIONS AND RELEVANCE: This study improves our understanding of high-risk features of anogenital IHs and demonstrates that genital segmental/partial segmental IHs develop within distinct anatomic territories

Mobile technologies and early childhood education

Few studies/reviews were conducted on mobile technologies and mobile learning for early childhood education, studies regarding young children aged up to 6 years old. This paper identifies and presents basic issues/topics regarding mobile technologies and early childhood education. It discusses theoretical issues and research results on the following areas: (a) mobile devices’ usage by young children (frequency of use, preferred device, popular activities), (b) mobile technologies and early learning (e.g., effects on young children’s learning of concepts, development of skills, motivation), (c) mobile educational applications that target preschool children (type of applications, design features, ease of use), (d) parents’ and early childhood teachers’ perceptions regarding mobile technologies and young children, and (e) ethical considerations in research with young children. Based on the findings, suggestions for future research are also given (e.g., teachers’ acceptance of mobile learning, pedagogical support, cooperation between parents and early childhood teachers). © Springer Nature Switzerland AG 2019