‘‘Bursting’’ to Go and Other Experiences: Children’s Views on Using the Toilet in the First School Year

Children’s use of the toilet at school, although rarely explored, is an important facet of school experience with consequences for physical and psychological health. A mixed methods study investigated views of 25 children (4–5 years) regarding potential stressors in the first school year, including views of toileting, in Dublin, Ireland. Despite very positive responses to school, most responses to toileting (15 of 25) were mixed or negative. Although some liked to go, or noted the toilets were clean, most indicated delayed toilet use (‘‘bursting’’ to go) and ambivalent or negative experiences such as fear of not identifying the right toilet, fear of being alone, lack of privacy, and potential bullying. Many children did not expect to receive help from the teacher. As delaying toilet use can have lasting health consequences, teacher–nurse collaboration could be used to develop whole-school policies to support children’s early adjustment in this sensitive area of functioning

‘Look, I have my ears open’: Resilience and early school experiences among children in an economically deprived suburban area in Ireland

Children from economically disadvantaged communities frequently lack the socio- emotional, cognitive and behavioural skills needed for successful early school adjustment. Assessments of early school experience often rely on parent and teacher perspectives, yet children’s views are essential to design effective, resilience-promoting school ecologies. This mixed methods study explored children’s appraisals of potential stressors in the first school year with 25 children from a disadvantaged suburban community in Ireland. School scenarios were presented pictorially (Pictorial Measure of School Stress and Wellbeing, or PMSSW), to elicit children’s perspectives on social ecological factors that enable or constrain resilience. Salient positive factors included resource provision, such as food, toys and books; school activities and routines, including play; and relationships with teachers. Negative factors included bullying; difficulties engaging with peers; and using the toilet. Drawing on these factors, we indicate how school psychologists can develop resilience-fostering educational environments for children in vulnerable communitie

<i>It’s up to you if you want to take part</i>. Supporting young children’s informed choice about research participation with simple visual booklets

Formal consent for children’s research participation legally resides with adults, and guidelines typically recommend consulting children about their participation only from 7 years of age. How can researchers support younger children’s informed decision-making about their research participation, particularly in larger-scale studies without extended researcher-participant engagement? In this paper, we share our experience of four studies (270 children) using drawings, observations, interviews, and biological and anthropometric measures and the visual information booklets we devised to support young children’s informed agreement. Critically evaluating the notion that ‘evolving capacities’ necessarily increase with age, we consider young children’s contextualised decision-making capacity. Reflecting on process and outcomes, we conclude that simple visual information booklets benefit not only children but all actors in the research process, functioning as material artefacts that remind adults as well as children of young children’s right to choice about research participation

The CD4+ T cell methylome contributes to a distinct CD4+ T cell transcriptional signature in Mycobacterium bovis-infected cattle

peer-reviewedWe hypothesised that epigenetic regulation of CD4+ T lymphocytes contributes to a shift toward a dysfunctional T cell phenotype which may impact on their ability to clear mycobacterial infection. Combined RNA-seq transcriptomic profiling and Reduced Representation Bisulfite Sequencing identified 193 significantly differentially expressed genes and 760 differentially methylated regions (DMRs), between CD4+ T cells from M. bovis infected and healthy cattle. 196 DMRs were located within 10 kb of annotated genes, including GATA3 and RORC, both of which encode transcription factors that promote TH2 and TH17 T helper cell subsets respectively. Gene-specific DNA methylation and gene expression levels for the TNFRSF4 and Interferon-γ genes were significantly negatively correlated suggesting a regulatory relationship. Pathway analysis of DMRs identified enrichment of genes involved in the anti-proliferative TGF-β signaling pathway and TGFB1 expression was significantly increased in peripheral blood leukocytes from TB-infected cattle. This first analysis of the bovine CD4+ T cell methylome suggests that DNA methylation directly contributes to a distinct gene expression signature in CD4+ T cells from cattle infected with M. bovis. Specific methylation changes proximal to key inflammatory gene loci may be critical to the emergence of a non-protective CD4+ T cell response during mycobacterial infection in cattle

Maternal anxiety and depression and their associations with mother–child pretend play: a longitudinal observational study

Funder: National Institute for Health Research (NIHR) Biomedical Research Centre based at Imperial College Healthcare NHS Trust and Imperial College LondonFunder: LEGO FoundationAbstract: Background: Parental anxiety and depression have been associated with changes to parent–child interactions. Although play constitutes an important part of parent–child interactions and affords critical developmental opportunities, little is known regarding how parental anxiety and depression are related to parent–child play. This is an important knowledge gap because parents play a crucial role in children’s early play experience. The purpose of the current study was to examine whether levels of maternal anxiety and depression respectively predicted frequencies of pretend play in both mothers and their children, and whether mothers’ engagement in pretend play predicted child behaviour problems two years later. Methods: Pretend play in 60 mother-toddler dyads (Mage of child = 29.67 months, SD = 3.25, 41.7% girls) was assessed during home visits. Maternal anxiety and depression were assessed using self-report questionnaires. Children’s behaviour problems were rated by mothers at baseline and two years later. Hierarchical regression analyses examined concurrent associations between mother–child pretend play and maternal anxiety and depression at baseline, and longitudinal associations between baseline mother pretend play and child behavioural problems two years later. Results: Higher maternal anxiety predicted less pretend play in mothers and children (β = − .23, BCa 95% CI: [− .018, − .001]) and β = − .22, BCa 95% CI [− .014, − .001]). Higher maternal depression predicted less child pretend play (β = − .20, BCa 95% CI [− .012, − .001]). There was evidence (albeit weak) that more mother pretend play at baseline predicted fewer child behaviour problems two years later (β = − .18, BCa 95% CI [− 62.38, 11.69]), when baseline child behaviour problems and maternal anxiety were controlled for. Conclusions: Maternal anxiety and depression are associated with less pretend play during mother–child interaction. Mother’s pretend play might help reduce child behavioural problems risks, suggesting that play might be one mechanism by which maternal mental health influences children’s development

Does a video clip enhance recruitment into a parenting trial? Learnings from a study within a trial

Funder: NIHR Imperial Biomedical Research Centre; doi: http://dx.doi.org/10.13039/501100013342Abstract: Background: Reaching recruitment targets in randomised controlled trials is a challenge. Media tools are increasingly used to engage participants, yet there is a paucity of research into the use of video to optimise recruitment. We therefore tested whether adding a participant information video clip to a standard participant information sheet improved recruitment into a parenting trial. Methods: One hundred seven participants were randomised to receive either a participant information sheet (n = 51) or an informational video clip (n = 56) as part of an email contact following a screening phase. All participants went on to receive the information sheet as part of the existing consent procedure. Results: The video condition did not increase the odds of recruitment into the trial, such that those in the video condition were significantly less likely to participate in the main trial (OR = 0.253, CI = 0.104–0.618, p = 0.003). Conclusion: The introduction of a video clip into the recruitment stages of a parenting trial did not lead to an improvement in recruitment; however, the small sample size precludes definitive inferences. We offer reflections on challenges encountered in implementing the SWAT and suggestions for other researchers seeking to embed recruitment SWATs into similar trials. Trial registration: Current controlled trials ISRCTN 58327365. Registered on 19 March 2015. SWAT registration: SWAT 106; Effects of a video clip on recruitment into a randomised trial. Registered on 20 December 2016

Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis

This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta-analysis (Ntotal = 3893; Mchildage = 1–8 years; Mgirls 49.8%; Methnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies

Reconstructing readiness: Young children’s priorities for their early school adjustment

Young children in communities facing socioeconomic disadvantage are increasingly targeted by school readiness interventions. Interventions are stronger if they address stakeholders’ priorities, yet children’s priorities for early school adjustment are rarely accounted for in intervention design including selection of outcome measures. The Children’s Thoughts about School Study (CTSS) examined young children’s accounts of their early school experiences, and their descriptions of what a new school starter would need to know. Mixed-method interviews were conducted with 42 kindergarten children in a socioeconomically deprived suburb of Dublin, Ireland. First, inductive thematic analysis identified 25 priorities across four domains: feeling able and enthusiastic for school; navigating friendships and victimisation; supportive environments with opportunities to play; bridging school and family life. Second, deductive analysis compared children’s priorities at item level against a school readiness outcome battery. Children’s priorities were assigned to three groups: (1) assessed by outcome measures (core academic competencies, aspects of self regulation); (2) partially assessed (self-efficacy, social skills for friendship formation and avoiding victimisation, creative thinking, play); and (3) not assessed by outcome measures (school liking, school environment, family school involvement). This analysis derived from children’s own perspectives suggests that readiness interventions aiming to support early school adjustment would benefit from considering factors children consider salient. It offers recommendations for advancing conceptual frameworks, improving assessment, and identifying new targets for supporting children and schools. In doing so we provide a platform for children’s priorities to be integrated into the policies and practices that shape their early lives

Does a video clip enhance recruitment into a parenting trial? Learnings from a study within a trial

Funder: NIHR Imperial Biomedical Research Centre; doi: http://dx.doi.org/10.13039/501100013342Abstract: Background: Reaching recruitment targets in randomised controlled trials is a challenge. Media tools are increasingly used to engage participants, yet there is a paucity of research into the use of video to optimise recruitment. We therefore tested whether adding a participant information video clip to a standard participant information sheet improved recruitment into a parenting trial. Methods: One hundred seven participants were randomised to receive either a participant information sheet (n = 51) or an informational video clip (n = 56) as part of an email contact following a screening phase. All participants went on to receive the information sheet as part of the existing consent procedure. Results: The video condition did not increase the odds of recruitment into the trial, such that those in the video condition were significantly less likely to participate in the main trial (OR = 0.253, CI = 0.104–0.618, p = 0.003). Conclusion: The introduction of a video clip into the recruitment stages of a parenting trial did not lead to an improvement in recruitment; however, the small sample size precludes definitive inferences. We offer reflections on challenges encountered in implementing the SWAT and suggestions for other researchers seeking to embed recruitment SWATs into similar trials. Trial registration: Current controlled trials ISRCTN 58327365. Registered on 19 March 2015. SWAT registration: SWAT 106; Effects of a video clip on recruitment into a randomised trial. Registered on 20 December 2016

Maternal anxiety and depression and their associations with mother–child pretend play: a longitudinal observational study

Funder: National Institute for Health Research (NIHR) Biomedical Research Centre based at Imperial College Healthcare NHS Trust and Imperial College LondonFunder: LEGO FoundationAbstract: Background: Parental anxiety and depression have been associated with changes to parent–child interactions. Although play constitutes an important part of parent–child interactions and affords critical developmental opportunities, little is known regarding how parental anxiety and depression are related to parent–child play. This is an important knowledge gap because parents play a crucial role in children’s early play experience. The purpose of the current study was to examine whether levels of maternal anxiety and depression respectively predicted frequencies of pretend play in both mothers and their children, and whether mothers’ engagement in pretend play predicted child behaviour problems two years later. Methods: Pretend play in 60 mother-toddler dyads (Mage of child = 29.67 months, SD = 3.25, 41.7% girls) was assessed during home visits. Maternal anxiety and depression were assessed using self-report questionnaires. Children’s behaviour problems were rated by mothers at baseline and two years later. Hierarchical regression analyses examined concurrent associations between mother–child pretend play and maternal anxiety and depression at baseline, and longitudinal associations between baseline mother pretend play and child behavioural problems two years later. Results: Higher maternal anxiety predicted less pretend play in mothers and children (β = − .23, BCa 95% CI: [− .018, − .001]) and β = − .22, BCa 95% CI [− .014, − .001]). Higher maternal depression predicted less child pretend play (β = − .20, BCa 95% CI [− .012, − .001]). There was evidence (albeit weak) that more mother pretend play at baseline predicted fewer child behaviour problems two years later (β = − .18, BCa 95% CI [− 62.38, 11.69]), when baseline child behaviour problems and maternal anxiety were controlled for. Conclusions: Maternal anxiety and depression are associated with less pretend play during mother–child interaction. Mother’s pretend play might help reduce child behavioural problems risks, suggesting that play might be one mechanism by which maternal mental health influences children’s development