Prevention through Activity in Kindergarten Trial (PAKT): A cluster randomised controlled trial to assess the effects of an activity intervention in preschool children

BACKGROUND: Physical activity and motor skills acquisition are of high importance for health-related prevention and a normal development in childhood. However, few intervention studies exist in preschool children focussing on an increase in physical activity and motor skills. Proof of positive effects is available but not consistent. METHODS/DESIGN: The design, curriculum, and evaluation strategy of a cluster randomised intervention study in preschool children are described in this manuscript. In the Prevention through Activity in Kindergarten Trial (PAKT), 41 of 131 kindergartens of Wuerzburg and Kitzingen, Germany, were randomised into an intervention and a control group by a random number table stratified for the location of the kindergarten in an urban (more than 20,000 inhabitants) or rural area. The aims of the intervention were to increase physical activity and motor skills in the participating children, and to reduce health risk factors as well as media use. The intervention was designed to involve children, parents and teachers, and lasted one academic year. It contained daily 30-min sessions of physical education in kindergarten based on a holistic pedagogic approach termed the "early psychomotor education". The sessions were instructed by kindergarten teachers under regular supervision by the research team. Parents were actively involved by physical activity homework cards. The kindergarten teachers were trained in workshops and during the supervision. Assessments were performed at baseline, 3-5 months into the intervention, at the end of the intervention and 2-4 months after the intervention. The primary outcomes of the study are increases in physical activity (accelerometry) and in motor skills performance (composite score of obstacle course, standing long jump, balancing on one foot, jumping sidewise to and fro) between baseline and the two assessments during the intervention. Secondary outcomes include decreases in body adiposity (BMI, skin folds), media use (questionnaire), blood pressure, number of accidents and infections (questionnaire), increases in specific motor skills (throwing, balancing, complex motor performance, jumping) and in flexibility. DISCUSSION: If this trial proofs the effectiveness of the multilevel kindergarten based physical activity intervention on preschooler's activity levels and motor skills, the programme will be distributed nationwide in Germany

Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance

The Approximate Number System (ANS) is a primitive mental system of nonverbal representations that supports an intuitive sense of number in human adults, children, infants, and other animal species. The numerical approximations produced by the ANS are characteristically imprecise and, in humans, this precision gradually improves from infancy to adulthood. Throughout development, wide ranging individual differences in ANS precision are evident within age groups. These individual differences have been linked to formal mathematics outcomes, based on concurrent, retrospective, or short-term longitudinal correlations observed during the school age years. However, it remains unknown whether this approximate number sense actually serves as a foundation for these school mathematics abilities. Here we show that ANS precision measured at preschool, prior to formal instruction in mathematics, selectively predicts performance on school mathematics at 6 years of age. In contrast, ANS precision does not predict non-numerical cognitive abilities. To our knowledge, these results provide the first evidence for early ANS precision, measured before the onset of formal education, predicting later mathematical abilities

Overlapping phenotypes in autism spectrum disorder and developmental coordination disorder: A cross-syndrome comparison of motor and social skills

Motor and social difficulties are often found in children with an autism spectrum disorder (ASD) and with developmental coordination disorder (DCD), to varying degrees. This study investigated the extent of overlap of these problems in children aged 7-10 years who had a diagnosis of either ASD or DCD, compared to typically-developing controls. Children completed motor and face processing assessments. Parents completed questionnaires concerning their child’s early motor and current motor and social skills. There was considerable overlap between the ASD and DCD groups on the motor and social assessments, with both groups more impaired than controls. Furthermore, motor skill predicted social functioning for both groups. Future research should consider the relationships between core symptoms and their consequences in other domains

Review article : mirroring and the development of action understanding

The discovery of mirror neurons in the monkey motor cortex has inspired wide-ranging hypotheses about the potential relationship between action control and social cognition. In this paper, we consider the hypothesis that this relationship supports the early development of a critical aspect of social understanding, the ability to analyse others’ actions in terms of goals. Recent investigations of infant action understanding have revealed rich connections between motor development and the analysis of goals in others’ actions. In particular, infants’ own goal-directed actions influence their analysis of others’ goals. This evidence indicates that the cognitive systems that drive infants’ own actions contribute to their analysis of goals in others’ actions. These effects occur at a relatively abstract level of analysis both in terms of the structure infants perceive in others’ actions and relevant structure in infants’ own actions. Although the neural bases of these effects in infants are not yet well understood, current evidence indicates that connections between action production and action perception in infancy involve the interrelated neural systems at work in generating planned, intelligent action.PostprintPeer reviewe

Infant temperament and family socio-economic status in relation to the emergence of attention regulation

Attention regulation refers to the ability to control attention according to goals and intentions. Disengagement of attention is one of the first mechanisms of attention regulation that emerges in infancy, involving attention control and flexibility. Disengaging attention from emotional stimuli (such as threat-related cues) is of particular interest given its implication for self- regulation. A second mechanism of attention control is the ability to flexibly switch attention according to changing conditions. In our study, we investigated 9 to 12-month-olds' disengagement and flexibility of attention, and examined the contribution of both temperament and socioeconomic status (SES) to individual differences in the emergence of these attention regulation skills at the end of the first year of life. Our results show that both difficulty to disengage from fearful faces and poorer attention flexibility were associated with higher levels of temperamental Negative Affectivity (NA). Additionally, attention flexibility moderated the effect of NA on disengagement from fearful faces. Infants with higher NA and poorer attention flexibility showed the greatest difficulty to disengage. Low SES was also associated with poorer attention flexibility, association that was mediated by infants' NA. These results suggest that attention flexibility together with temperament and environmental factors are key to understand individual differences in attention regulation from threat-related stimuli as early as from infancy. Our findings also stress the importance of interactions between environmental and constitutional factors for understanding individual differences in the emergence of attention regulation.Spanish Ministry of Economy and Competitiveness (MINECO; Ref.: PSI2014-55833-P and PSI2017-82670-P)Ministry of Education and Science, Spain (Ref: AP2010-3525

An Evaluation-driven design approach to develop learning environments based on full-body interaction

The development of learning environments based on full-body interaction has become an increasingly important field of research in recent years. However, the design and evaluation strategies currently used present some significant limitations. Two major shortcomings are: the inadequate involvement of children in the design process and a lack of research into what meanings children construct within these learning environments. To tackle these shortcomings we present an evaluation-driven design approach, which aims at analyzing situated interpretations made by children. These interpretations are then used to guide and optimize design in an iterative process of design and assessment. This evaluation-driven design method was applied in the development of the EcoSystem Project, a full-body interaction learning environment for children aimed at supporting learning about environmental relationships. The application of this iterative approach proved to be highly effective both in facilitating continuous improvements in the proposed design and in reducing misconceptions by children using the environment. Moreover, experimental evaluation reported significant learning gains in children. This suggests both the potential of using full-body interaction to support learning and the effectiveness of our evaluation-driven approach in optimizing design solutions through the analysis of children’s interpretations.We thank the Spanish Ministry of Economy and Competitiveness (Grant TIN2014-60599-P) to support the project. We also thank all the participants from local schools for their time and motivation during the participatory design workshop. We are also very grateful for the valuable information and materials on environmental education provided by experts from Fàbrica del Sol, Ecoserveis, Aula Ambiental de la Sagrada Família, Societat Catalana d‘Educació Ambiental (SCED) and Centre de Suport a la Innovació i la Recerca Educativa (CESIRE)