What are the kids doing? Exploring young children's activities at home and relations with externally cued executive function and child temperament

Young children spend a lot of time at home, yet there is little empirical research on how they spend that time and how it relates to developmental outcomes. Prior research suggests less-structured time—where children practice making choices and setting goals—may develop self-directed executive function in 6-year-olds. But less-structured time may be related to executive function for other reasons—for example, because it provides opportunities to acquire conceptual knowledge relevant to using executive function on tasks. We thus tested the possibility that less-structured time is also related to younger children's externally cued executive function. In this remote online study, caregivers of 93 3- to 5-year-olds indicated the amount of time their child was typically spending in various activities while at home during the early phase of the COVID-19 pandemic. Activities were categorized as structured (primarily lessons with specific goals defined by adults or an app), less-structured (wide range of activities permitting choice and interaction with caregiver), passive (e.g., watching TV or videos), and primarily physical (e.g., bike riding). Children's externally cued executive function was assessed via the Dimensional Change Card Sort (DCCS). Time and variety in less-structured activities were related to successful switching on the DCCS, controlling for age, family income, caregiver education, and verbal knowledge. Caregivers were more involved in less-structured versus structured activities. Caregiver ratings of children's temperament were related to how children's time was spent. These findings suggest several new avenues for studying young children's activities at home and their relations with developmental outcomes. A video abstract of this article can be viewed at https://youtu.be/3aGmpSnjuC

Association of folate receptor (FOLR1, FOLR2, FOLR3) and reduced folate carrier (SLC19A1) genes with meningomyelocele.

BACKGROUND: Meningomyelocele (MM) results from lack of closure of the neural tube during embryologic development. Periconceptional folic acid supplementation is a modifier of MM risk in humans, leading toan interest in the folate transport genes as potential candidates for association to MM. METHODS: This study used the SNPlex Genotyping (ABI, Foster City, CA) platform to genotype 20 single polymorphic variants across the folate receptor genes (FOLR1, FOLR2, FOLR3) and the folate carrier gene (SLC19A1) to assess their association to MM. The study population included 329 trio and 281 duo families. Only cases with MM were included. Genetic association was assessed using the transmission disequilibrium test in PLINK. RESULTS: A variant in the FOLR2 gene (rs13908), three linked variants in the FOLR3 gene (rs7925545, rs7926875, rs7926987), and two variants in the SLC19A1 gene (rs1888530 and rs3788200) were statistically significant for association to MM in our population. CONCLUSION: This study involved the analyses of selected single nucleotide polymorphisms across the folate receptor genes and the folate carrier gene in a large population sample. It provided evidence that the rare alleles of specific single nucleotide polymorphisms within these genes appear to be statistically significant for association to MM in the patient population that was tested

Getting ready to use control:Advances in the measurement of young children's use of proactive control

A key developmental transition in executive function is in the temporal dynamics of its engagement: children shift from reactively calling to mind task-relevant information as needed, to being able to proactively maintain information across time in anticipation of upcoming demands. This transition is important for understanding individual differences and developmental changes in executive function; however, methods targeting its assessment are limited. We tested the possibility that Track-It, a paradigm developed to measure selective sustained attention, also indexes proactive control. In this task children must track a target shape as it moves unpredictably among moving distractors, and identify where it disappears, which may require proactively maintaining information about the target or goal. In two experiments (5-6 year-olds, Ns = 33, 64), children's performance on Track-It predicted proactive control across two established paradigms. These findings suggest Track-It measures proactive control in children. Theoretical possibilities regarding how proactive control and selective sustained attention may be related are also discussed

What Are the Kids Doing? Exploring Young Children's Activities at Home and Relations with Externally Cued Executive Function and Child Temperament

Explored relation between children’s activities at home and externally cued executive function in 93 3- to 5-year-old children at home at the beginning of the COVID-19 pandemi

Kindchenschema and cuteness elicit interest in caring for and playing with young children, but less so when children are masked

Abstract Cuteness in the young has long been theorized to elicit care and protection. Most research on this topic has focused on human infants, despite theories suggesting that cuteness may elicit broader social interest that could support learning and development beyond infancy. In four experiments (N = 531 adults, 98 children), we tested whether ‘kindchenschema’—facial features associated with cuteness—and perceived cuteness elicit interest in playing with and caring for children, and whether masks disrupt these processes. Participants viewed images of children’s faces, masked or unmasked. Kindchenschema correlated with perceived cuteness and age, and these variables predicted adults’ interest in playing with and caring for children. Masks did not reduce cuteness ratings or interest in children, although they weakened relations between perceived cuteness and interest, and between perceived age and interest. Cuteness and related signals may guide adults’ interactions with children, fostering learning and development