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Willits, Lauren A. "Parent-training for parents of preschool- and school-age children with language deficits| A pilot study in enhancing children's vocabulary growth and parents' perceptions, strategies and knowledge." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571470.
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<p> The purpose of this study was to address two research questions: After parents participated in a brief, language-focused parent-training program: (1) To what extent does the parent-training influence children’s vocabulary development and (2) To what extent does the parent-training influence parents’ role as a language facilitator in regards to their perceptions, strategies and knowledge of language and literacy concepts.</p><p> Pre-and post-parent-training, assessment was conducted and used to measure growth within each participant group. A standardized vocabulary test was administered to the child participants and a parent questionnaire was administered to the parent participants. Data were collected and analyzed using descriptive statistics. The results from this study found that parent-training can increase children’s vocabulary and parent’s perceptions, knowledge and skills pertaining to their role as their child’s language facilitator.</p><p> </p>
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Liu, Youxue. "Growth faltering in early life : prevalence, risk factors and consequences /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136419.
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Sayer, Avan Aihie. "Aging and its relationship to early growth." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242108.
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Afanas'ev, S. M. "Vegetative state of early-school age children with posture violence." Thesis, Sumy State Yniversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48239.
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Sustainable growth of number of children with violence of system (MSS) functions, which leaves with out своєчасної correction, as a result becomes the factor of
development of spine structure alteration and the cause of workability decrease. Physical rehabilitation of children with functional disorder of MSS is an arduous, multidimensional task, due to the fact, that such kind of children has own distinctive features of physical, functional and psychological development. Especially, this relates to children of early-school age. The key basic destination in development of rehabilitation technology
remains formation of adaptation reaction in children with posture disorder.
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劉友學 and Youxue Liu. "Growth faltering in early life: prevalence, risk factors and consequences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31237460.
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Rudberg, Andrea, and Linnéa Granström. "Associations between gestational age, physical activity and cognitive functioning among children in early school age." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121874.
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The aim of this study was to examine differences and associations concerning physical activity and cognitive functioning among children born preterm in comparison to those born full term. The sample consisted of 130 children at early school age (mean = 7.8 years), born at a gestational age (GA) of 23 - 42 weeks, and categorized into three groups; children born full term (GA 39 - 42), moderately preterm (GA 34 – 36) and very preterm (GA 23 - 33). Physical activities were perceived from parents’ ratings by use of the Child behaviour checklist (CBCL), and cognitive functioning by WISC-IV. Results showed that children born moderately preterm performed comparable to children born full term, both regarding physical activity ratings and cognitive performance. Children born very preterm were found to have significantly poorer full scale IQ, lower physical performance, fewer sport activities, and were less lateralized, in comparison to both children born full term and those born moderately preterm. Conclusion: a very preterm birth seems to generate long-term effects on physical activities, sport performance and cognitive functioning. Thus, more focus should be paid to children born at a very low GA to identify early deviations and to provide interventions to improve cognitive functioning and enhance physical performance; also in contexts other than sport activities.<br>Syftet med denna studie var att undersöka skillnader och samband mellan fysisk aktivitet och kognitivt fungerande inom gruppen för tidigt födda barn och i jämförelse med fullgångna barn. Urvalet bestod av 130 barn i tidig skolålder (medel = 7.8 år), födda i gestationsålder (GA) mellan 23 – 42 veckor kategoriserade i tre grupper; fullgångna barn (GA 39 – 42), moderat förtidigt födda (GA 34 – 36) och mycket förtidigt födda (GA 23 – 33). Fysisk aktivitet undersöktes utifrån föräldrars skattning genom användande av Child behaviour checklist (CBCL) och kognitivt fungerande utifrån WISC-IV. Resultaten visade att de moderat för tidigt födda barnen presterade jämförbart med de fullgångna barnen både vad beträffar fysisk aktivitet och kognitivt fungerande. De mycket för tidigt födda barnen visade sig ha signifikant sämre fullskale-IQ, lägre sportsliga prestationer, färre antal sporter och var mindre lateraliserade, jämfört med både de fullgångna barnen och de moderat förtidigt födda. Slutsats: en mycket förtidig födsel tycks generera långvariga effekter på fysiska aktiviteter, sportsliga prestationer och kognitivt fungerande. Således bör större fokus läggas på barn födda med en mycket låg GA för att identifiera tidiga avvikelser och tillhandahålla interventioner för att förbättra kognitivt fungerande och stimulera/förhöja fysiska prestationer; även i andra kontexter än sportsliga aktiviteter.
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Clark, Caron. "Executive Function at Early School Age in Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/2468.
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Impairments in executive function have been posited to account for some of the poor cognitive and educational outcomes associated with very preterm birth. As part of a prospective, longitudinal study, this research examined executive function in a regionally representative sample of 103 children born very preterm and/or very low birth weight (<33 weeks GA / <1500g) and a comparison sample of 108 full term children at age 6 years (corrected for prematurity). The specific aims of the study were 1) to describe the performance of children born very preterm and full term on a range of executive function measures, 2) to identify the antecedent medical, neurological and socio-familial factors associated with executive function performance within the very preterm group, and 3) to examine linkages between children’s executive function performance and their academic achievement at age 6 years.
Children underwent a comprehensive developmental assessment, including standardised tests of IQ and academic achievement in mathematics, reading and receptive language. Additionally, they completed a number of executive function tasks selected to assess verbal working memory (Digit Span), spatial working memory (Corsi Blocks), planning and problem-solving (Tower of Hanoi), selective attention (Visual Search), shifting and inhibitory control (Detour Reaching Box) and sustained attention and inhibition (Kiddie-Conner’s Continuous Performance Task; K-CPT). Parents and teachers of these children also completed the Behavioural Rating Inventory of Executive Function and teachers rated children’s performance in reading, arithmetic and comprehension in relation to their classroom peers.
Results revealed a pervasive pattern of impairment across multiple measures of executive function in children born very preterm relative to their full term peers. Specifically, children born very preterm were less likely to be able to complete any backward Digit Span trials (p<0.05) and showed lower raw scores on this task (p<0.1) than children in the full term group. Children born very preterm showed lower spatial span scores on the Corsi Blocks Task (p<0.01). They also showed lower planning performance, as assessed by the Tower of Hanoi (p<0.05). Children born very preterm made more inhibitory control/shift errors on the Detour Reaching Box and demonstrated less accuracy in their Visual Search (p<0.001) than children born full term. Finally, they showed lower levels of sustained attention on the K-CPT (p<0.001). Parents, teachers and examiners rated these children as having greater difficulties across multiple areas of executive function. These differences remained significant after controlling for group differences in socioeconomic status and after exclusion of children with severe cognitive and motor impairments.
Within the very preterm group, antecedent predictors of poorer working memory and planning performance included male gender (p<0.001), intrauterine infection (p<0.05) and severity of cerebral white matter abnormality on term-equivalent MRI (p<0.05). Lower gestational age (p<0.05) and male gender (p<0.001) were related to poorer executive attention performance. Familial predictors of poorer executive performance included instability in parenting (p<0.05), higher levels of parental intrusiveness (p<0.1) and lower levels of interactional synchrony (p<0.05) between parent and child, recorded at earlier follow-up points. Finally, children’s executive function performance was highly correlated with school achievement in reading, arithmetic and language comprehension (p<0.001).
Findings suggest a global pattern of executive impairment amongst children born very preterm, with these difficulties placing children at risk for poor academic performance and learning difficulties. Findings also suggest that both neurological pathology and early parenting experiences are important mediators of the relationship between very preterm birth and poor executive function, highlighting the importance of these areas for early intervention.
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Harvey, Nicholas C. W. "Early life determinants of skeletal growth in children : a longitudinal study." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440621.
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Dixon, Wallace E. Jr, Natasha B. Gouge, Lauren P. Driggers-Jones, Chelsea L. Robertson, and Nicholas A. Fasanello. "Links Between Cumulative Risk Factors and Child Temperament in Early School Age Children." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4904.
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Developmental scientists have become increasingly interested in the relationship between cumulative demographic risk and developmental outcomes. Risk has been defined as “a process that serves to increase the chances of experiencing a negative outcome in one or several domains of functioning…” (Popp, Spinrad, & Smith, 2008). Cumulative risk models are often preferred over single risk models because individual risk factors such as poverty and single parenthood are so highly correlated. Although researchers have demonstrated strong associations between cumulative risk and a variety of child outcomes, to our knowledge only Popp et al. have investigated links with child temperament, with a specific focus on infancy. In the present study we investigate links between cumulative and single risk indices and child temperament in 4- to 6-year-olds. Unlike other studies, we also consider rural status as an possible risk indicator.
Data were collected in two types of setting: a university-affiliated child-care facility (N = 33, about 52% girls) and a group of rural, county-funded preschools and kindergartens (N = 21, about 62% girls). Mean age across the two samples was 4.57 years (SD = 1.11 years). A cumulative risk index was created by summing across eight risk indicators based on 1) income, 2) marital status, 3) ethnicity/race, 4) family size, 5) maternal education, 6) maternal age at birth, 7) maternal occupational status, and 8) rurality status. Risk factors were dichotomized (1 vs 0) based on whether the family met a specific risk criterion (Table 1). Temperament was measured via mother report using the Child Behavior Questionnaire, which produced three overarching temperament scores: surgency, negative affectivity, and effortful control.
In terms of cumulative risk scores, 16 (30%) of the mothers had zero risk indicators, 14 (26%) had one, 8 (15%) had two, 9 (17%) had three, 4 (8%) had four, and 2 (4%) had five. No cumulative risk score exceeded five. Mean cumulative risk was 1.64 (SD = 1.51). As shown in Table 2, greater cumulative risk was associated with higher scores on surgency and negative affectivity but not effortful control. The most strongly associated individual risk factors were household income and rurality status, which were also strongly related to one other [r(53) = .61, p = .000]. Regression analyses revealed that rurality accounted for unique variance over and above income in both surgency (R2 = .20, p = .000) and negative affect (R2 = .42, p = .000), but not vice versa.
These results support the contention that cumulative demographic risk is linked to at least two superdimensions of temperament in early school age, wherein a driving factor appears to be a child’s rurality status. Moreover, the valence of these associations is consistent with the notion that greater demographic risk may lead to negative temperament outcomes. Both negative affectivity and surgency (at least to the extent that surgency indexes activity level and impulsive behavior) are characteristics that many would regard as contributing to temperamental difficulty. This link is notable because many researchers regard temperamental difficulty as a risk indicator for negative developmental outcomes in its own right.
Fifty-six children (26 boys) visited the lab at M = 18.3 months (SD = 0.43 months). The Early Childhood Behavior Questionnaire (ECBQ; Putnam et al., 2006) superdimension of effortful control was used as a surrogate measure of early executive function. To measure child activity level, we used the mother-reported activity level subdimension from the ECBQ, and also coded mother-child free play periods to quantify children’s predilection to use physical activity in the service of social or cognitive objectives, such as grasping a spoon and extending the arm outwards to feed a baby doll, which we termed sociocognitive activity. To measure sociocognitive activity we used a modified version of Tamis-LeMonda and Bornstein’s (1990) play competence scale wherein each instance of sociocognitive activity was noted and summed for a total score of sociocognitive activity level (See Table 1). Finally, to gauge maternal encouragement, a modified version of the Dyadic Parent Child Interaction Coding System (DPICS; Eyeberg, Nelson, Duke, & Boggs, 2005) was used to identify maternal commands, praise, questions, physical involvement, talking, touching, and scaffolding behaviors during mother-child free play sessions.
Zero-order correlations revealed a significant negative relationship between mother-reported activity level and child executive function (r = -.42, p < 0.01), replicating previous findings. However, correlations between sociocognitive activity and executive function, while positive, was not significant. We conducted moderation analyses separately for each maternal encouragement variable, and found that a higher amount of maternal questioning during play corresponded to a positive association between sociocognitive activity and executive functioning (moderator = 1.00, p < 0.05). These findings partially support our hypotheses and suggest that the ways in which caregivers direct and train activity during play through questioning strategies may also direct and train cognitive functioning. However, further research is needed to support these claims. These results also point toward issues with the measurement of activity level, as our two measures of activity produced significantly different correlations with executive functioning (z = -3.4, p < 0.01). Future research in the area of motor development as it pertains to cognitive functioning should investigate and develop a standard measure of motor activity that is capable of capturing not only simple milestone achievement and intensity levels, but also the amount of sociocognitive engagement during physical activity.
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Hood, Kelly Marie. "Social Competence at Age 4 Years, of Children Born Very Preterm." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/3673.
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Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.
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Boom, Suzanna A. M. van den. "Feeding practices and growth of children under 20 months of age in Madrid." Thesis, University of Surrey, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241399.
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Edvardsson, Lotta, and Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.
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The aim of this study was to investigate the associations and differences regarding behaviour- and emotional problems and physical activity (PA) in early school-age children born preterm in comparison to children born full term. The sample consisted of 131 children at age 6-9 (mean age 7.8, including 54 % girls). The participants were divided into four groups depending on weeks of gestational age (GA): extremely preterm (EPT; 22-27 weeks), very preterm (VPT; 28-33 weeks), moderate preterm (MPT; 34-37 weeks) and the control group born at full term (FT; 38-42 weeks). The data were received from parent’s ratings on the questionnaire Child Behaviour Checklist (CBCL). The result showed that children born EPT were rated as having significantly more symptoms of depression, ADHD and conduct disorders, compared to the children born VPT, MPT and FT. The children born EPT also participated more in individual sports rather than team sports and in particular for those children with high ratings on ADHD Scale and Oppositional Defiant Scale. In conclusion, children born EPT seem to have more symptoms on behavioural and emotional problems and therefore more attention is needed to define appropriate interventions for this group to prevent and treat these problems. Even though PA didn’t manifestly decrease with lower GA in this sample it’s likely that bigger differences will show when the children grow older and more investigations are needed to examine the impact of PA among children born PT.<br>Syftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
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Conboy, Barbara Therese. "Patterns of language processing and growth in early English-Spanish bilingualism /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3071176.
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Wohlford, Christine A. "Identifying Risk Factors Associated with Early Childhood Caries in Children Under Three Years of Age." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274823503.
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John, Valescia Xenobia. "Factors Affecting Inadequate Growth During Early Childhood in Guyana, South America." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4456.
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Children under 5 years of age in Guyana are at an increased risk for inadequate growth. According to the United Nations Development Programme, 1 out of 3 children of preschool age are undernourished globally. This is a major public health concern as undernourishment in children under 5 years can lead to lifelong health complications. The study assessed the relationship between inadequate growth and urban classification in children under 5 years in Guyana, South America, after controlling for the following variables: mother's level of education, mother's age at birth of the child, household size, wealth, and marital status. The study framework combined the social ecological theory/model with concepts of malnutrition. The study used data from the 2009 Guyana Demographic and Health Survey, a quantitative, cross-sectional study. Logistic regression was used to test for a statistically significant association between inadequate growth and urban classification. There was a statistically significant bivariate relationship between inadequate growth and urban classification, which was no longer significant after controlling for sociodemographic covariates. Age, OR = 0.98; 95% CI = 0.96, 1.00; p =.033 was marginally significant and wealth, OR = 0.54; 95% CI = 0.37, 0.80; p = .005 were statistically significant, after controlling for sociodemographic covariates. There was a significant relationship between urban classification and mother's age at birth of child, mother's level of education, wealth quintile, and marital status. This study, which identified the need for targeted interventions, such as education, job placement, adequate housing, and appropriate nutrition, based on mother's age and wealth, will lead to positive social change in Guyana.
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Boddum, Megan R. "Plugged in| A focused look at parents' use of smartphones among children 2-5 years of age." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538383.
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<p> Personal handheld media use, in particular the smartphone has increased in the last few years. Research has highlighted the increase of smartphone use among elementary age children but there is little information about how younger children use this tool and how parents feel about using technology with preschoolers. The purpose of this study was to investigate how preschool age children use the smartphone and to further explore parents' perceptions of this popular form of technology. The current study surveyed 141 parents about their practices and beliefs regarding their preschooler's smartphone use. Results revealed that preschoolers' smartphone use is prevalent, that the smartphone is being used for various purposes, and that parents have positive as well as negative feelings about their children's use. These results support the need for future research on the role of technology in very young children's learning.</p><p> <i>Keywords:</i> Smartphone, digital media, mobile technology, preschool children</p>
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Blair, Kwang-Sun Cho 1958. "Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282277.
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A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.
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Vonmoss, Michael J. "A church growth project targeting elementary school age children in the First Baptist Church, Safety Harbor, Florida." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Odyssey, Rebecca Carlson Katharine L. Martinez Nicole. "Desire understanding and prosocial behavior the relationship between early development of theory of mind and the social processes of preschool-age children /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/738.
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Mohamed, Abdulahi, and N. K. Bogutska. "Comparative analysis of the atopic component of early and late onset bronchial asthma in school age children." Thesis, LXXI Международная научно-практическая конференция студентов и молодых учених «Актуальные проблемы современной медицины и фармации – 2017», 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/13189.
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Nwosu, Emmanual Chukwubuikem. "Brain morphometry of HIV-infected children on early antiretroviral therapy (ART) from age 5 to 9 years." Doctoral thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32309.
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As of 2017, 1.8 – 2.1 million children vertically infected with HIV were living in sub-Saharan Africa, of whom an estimated 320, 000 were in South Africa. Since implementation of the prevention of mother to child transmission (PMTCT) strategy, the infection rate has reduced substantially. More recently, the World Health Organisation's (WHO) recommendation of early antiretroviral therapy (ART) initiation for children with perinatal HIV infection has considerably decreased the immediate effects of perinatal HIV infection, including mortality and morbidity. Despite this, not much is known about the long-term outcome of continued ART on early-treated, perinatally HIV-infected children. Early HIV invasion of the developing brain is associated with neurodevelopmental delays and neurocognitive deficits including encephalopathy, slower processing speed, language impairment, lack of concentration and attentiveness, and psychomotor slowing. Alterations in the neurodevelopmental trajectories of brain morphology, including cortical thickness and folding (gyrification) and sub-cortical volumes may be related to the observed neurocognitive deficits during a critical period of brain development spanning from mid-childhood into early adolescence (age 5 -13 years). The effects may be studied using structural magnetic resonance imaging (MRI) and automated segmentation software. FreeSurfer (https://surfer.nmr.mgh.harvard.edu/) is a valuable tool for investigating brain morphology but was not originally designed for segmenting pediatric brains. In this study we therefore first validate the latest FreeSurfer version 6.0.0 against manual segmentation for the study of pediatric HIV. We then assessed the long-term effects of perinatal HIV infection, early ART initiation as well as clinically designed ART interruption, HIV-related encephalopathy, disease severity at ART initiation and immune health measures on the developmental trajectories of cortical thickness and folding (gyrification) over the period from 5-9 years. Study participants were 141 children (75 HIV+, 66 uninfected controls; 72 male) from the Cape Town arm of the children with HIV early antiretroviral therapy (CHER) clinical trial. HIV+ children were randomized at age 6 -12 weeks to receive either immediate limited ART for 40 or 96 weeks, to be restarted when clinical and/or immunological criteria were met, or to start ART only when they developed HIV symptoms or CD4 percentage dropped below 20% (25% in the first year) as per guidelines at the time. Uninfected controls comprised children born to HIV+ mothers (HIV-exposed uninfected (HEU)) or uninfected mothers (HIV-unexposed (HU)) and were recruited from an interlinking vaccine trial. MRI scans were performed at time points around their 5th, 7th and 9th birthdays, in accordance with protocols approved by the human research ethics committees of the Universities of Stellenbosch and Cape Town and voluntary informed consent was received from either participants or their guardians. Both automated and manual methods were used to segment brain regions from high-resolution structural MRI scans. In addition, FreeSurfer was used to examine cross-sectional differences in cortical thickness and gyrification over the cortical surface at age 5. Linear mixed-effects models were used in conjunction with FreeSurfer's longitudinal processing stream to calculate and compare the annual rate of change in cortical thickness and gyrification between ages 5 and 9 in HIV+ children and controls. Results showed that automated FreeSurfer segmentation tended to overestimate volumes of all structures relative to manual segmentation, except the left caudate nucleus. Consistency and agreement between methods were highest for the putamen (Consistency: right ICC=0.89, left ICC=0.90; agreement: right ICC=0.84, left ICC=0.83) and lowest for the corpus callosum (consistency ICC=0.64, agreement ICC=0.26). There were no subcortical volume differences between HIV+ children and controls, except the globus pallidus which was smaller in HIV+ children using both manual and automated segmentation. Subsequent cross-sectional FreeSurfer analyses showed widespread regional increases in cortical thickness and decreases in gyrification at age 5 years, related to the effects of perinatal HIV-infection and early ART initiation. Clinically designed interruption led to thicker cortex in the left rostral middle frontal and right insula regions and, lower left precuneus and right superior frontal, as well as higher lateral occipital gyrification compared to HIV- controls. There were significant regional differences due to HIV severity based on CDC classification and viral burden at enrolment both in cortical thickness and gyrification compared to controls. Cortical thickness was not associated with immune health parameters, while gyrification was negatively associated with immune health measures. However, the linear rate of change of cortical thickness and gyrification from age 5 to 9 in the HIV+ children was not different from that of uninfected controls, nor was it different between controls and children on interrupted or continuous ART. Children with HIV-related encephalopathy showed a decrease in gyrification with age during this period, in contrast to controls who showed stable gyrification except in frontal regions where gyrification increased with age. Children with perinatal HIV infection display alterations in cortical development due to ART interruption and disease severity at age 5 years, despite starting ART early in life. Our results suggest that cortical gyrification is more sensitive than cortical thickness to effects of perinatal HIV infection. ART interruption and disease severity at ART initiation affect cortical morphometry development at age 5 years in a perinatally infected, early-treated pediatric cohort. However, on continued ART the cortical developmental trajectory is no different from that of uninfected controls. Any structural defects resulting from ART interruption appear to normalise by age 9, except in children with HIV-related encephalopathy, who show an altered trajectory of gyrification development.
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Vilizzi, Lorenzo. "Age, growth and early life history of Carp (Cyprinus carpio L.) in the River Murray, South Australia /." Title page, table of contents and synopsis only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phv711.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Zoology, 1998?<br>Addendum and erratum pasted onto back fly leaf. Copy of author's previously published work inserted. Includes bibliographical references (p. 169-215).
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Zingwari, Jebson. "Prevalence of malnutrition in HIV positive infants (age<18months) attending a clinic in Windhoek, Namibia." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3482_1362394243.
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<p>Background-Namibia has a high HIV and malnutrition burden. HIV increases the risk of <br>malnutrition and malnutrition results in rapid progression of the disease and worsening malnutrition. Nutrition plays an important role in the management of an HIV positive child. Optimal nutrition delays disease progression, improves immune function and the effectiveness of antiretroviral drugs thereby improving the quality of life of the child. Early identification of children at risk of malnutrition is therefore essential to prevent malnutrition in HIV positive children. Methodology-The study sought to determine the prevalence and the risk factors for malnutrition in 88 HIV positive children less than 18 months attending Hospital Paediatric ARV Clinic (HPAC). The study used quantitative methods. A questionnaire was administered to the child&rsquo<br>s caregiver to assess infant, caregiver and socio-economic risk factors for malnutrition after written consent had been obtained. The history of the patient was extracted from the HIV patient care booklet. Nutritional status was assessed using WHO standard growth charts in children and body mass index (BMI) in adults. Results- The study showed that 56.8% of children were wasted (14.8% had severe wasting), 52.3% were stunted (18.2% had severe stunting) and 69.3% underweight (20.5% were severely underweight). This level of malnutrition is much higher than the rates of 8% wasting, 29% stunting and 17% underweight in the general paediatric population. Malnutrition in children was associated with fewer number of working adults per family, frequent illnesses in the child, low level of caregiver education, caregiver unemployment, low household income and lack of adequate food in the family. Children of malnourished caregiver were more likely to be underweight. Conclusions- The results showed a high prevalence of malnutrition (56.8%wasting, 52.3%stunting and 69.3% underweight) among HIV positive infants attending the HPAC. The study showed that poverty and food insecurity were strongly associated with malnutrition in children. This therefore <br>highlights the urgent need to address poverty to reduce malnutrition in the community. Although the study did not show any statistically significant association between feeding practices and malnutrition in children, health workers should encourage HIV positive mothers to breastfeed their infants as per the WHO and Namibian antiretroviral therapy guidelines (2010). Recommendations - There is need to train health workers to identify and manage malnourished children early. Linkages with social services must be improved and strengthened to help reduce poverty in the community.</p>
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Ravid, Rachel. "The placement process of children with ASD in early-age educational provisions in Israel from a phenomenological perspective." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604896.
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The placement of young children with autistic spectrum disorder (ASD) is portrayed in the literature as complex, mainly due to difficulties matching the setting type with the child’s condition. Most studies focus on placement’s outcome; however, this phenomenological study explores placement as a process evolving through social interactions between parents and professionals. Therefore, the process for young ASD children within the Israeli context is explored from the perspectives of both parents and kindergarten teachers. The findings are interpreted based on Schutz’s social phenomenology. Data include semi-structured interviews with five mothers and four teachers, visual tools, documents, emails, telephone conversations and home–school communication notebooks. A detailed analysis of each case study is followed by a cross-case analysis. Findings suggest the placement activity offers little choice and is emotionally charged. Nevertheless, parents and teachers are actively involved, advocating for the child’s needs. Additionally, both agencies relate their actions to their “life-world” experience as parents or educators of ASD children. Knowledge within the placement activity creates boundaries between parents and professionals. Parents describe themselves as experts in their own field, whereas teachers and local education authorities see themselves as the experts and parents as informants and as passive recipients of services. Consequently, parents perceive local education authorities as alienated from their needs, not offering sufficient information or support. Informal agencies, mainly other parents sharing the same experiences, are perceived as offering missing information and support. Findings suggest that placement should be regarded as a socially evolving process whereby parents and professionals negotiate the appropriateness of a solution, relying on each agency’s “life-world” experience raising and educating an ASD child. Conceptualizing the process as such depends on developing a systemic change in professionals’ attitudes and actions towards parental involvement through educational programs that strengthen their notions of self-efficacy when working with parents.
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Lin, Chien-Mu. "The effects of prenatal exposure to metals on early growth and neurobehavioural development in Taiwanese children." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549750.
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Fouché, Lauren Celesté. "Gestation age and birth weight variations in young children with communication and language impairment at an early intervention clinic." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65550.
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Background: South Africa presents with some of the highest preterm birth (PTB) and low birth weight (LBW) rates (14.17%), compared to some high-income countries. Numerous neurodevelopmental and congenital conditions are associated with LBW and PTB, with primary or secondary communication and language impairment as a common, but subtle characteristic. Speech-language therapists and other health professionals may encounter many older children in their caseloads whose disorders originate from LBW and PTB, but may fail to identify them as such. Objectives: The purpose of this study was to describe the frequency of LBW/PTB as well as associated conditions in comparison to being born full-term (FT) in children at an early communication intervention clinic. Methods: Retrospective data from 530 attendees of the clinic were captured and analysed according to two groups (LBW/PTB and FT with normal birth weight). Children were between three and 74 months old (mean = 28.47 months), and 91.9% presented with communication and language impairment after assessment at the clinic. The average gestation age for the LBW/PTB group was 35 weeks, which is considered late preterm (32–37 weeks). Results: Almost 40% of the study sample was born with LBW/PTB, and late preterm gestation was the most prevalent. Factors associated with the LBW/PTB group were maternal prenatal risks, caesarean section delivery, small-for-gestation age, perinatal risks, and primary developmental conditions such as genetic conditions and global developmental delay. Although there was no significant difference between LBW/PTB and FT children with primary communication and language impairment, the LBW/PTB group showed both primary (27.8%) and secondary communication and language impairment (68.9%). Almost half (49.1%) of the entire study sample had severe communication and language delay. Conclusion: The frequency of LBW/PTB in the clinic was high, drawing attention to the communication and language impairment and other developmental disorders of the group. Secondary communication and language impairment in this predominantly late LBW/PTB sample was prevalent, and associated with genetic conditions and global developmental delay. The finding is in agreement with some studies showing that primary communication and language impairment does not occur significantly more in children with LBW/PTB than in FT children.<br>Mini Dissertation (MA)--University of Pretoria, 2017.<br>Speech-Language Pathology and Audiology<br>MA<br>Unrestricted
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Campbell-Hicks, Jennifer Ruth. "How public libraries in Western Australia support the language and literacy learning of children from birth to age three years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2691.
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Early language and literacy skills develop rapidly during the first three years of children’s lives. Successful development of these skills is based on dynamic interactions and supportive relationships within children’s families and communities. However, nearly a quarter of Australia’s children do not receive the necessary support or proactive interactions, and therefore start their schooling at age four or five with inadequate language and literacy skills. Reducing early difficulties is beneficial since evidence indicates that children who struggle at the start of their education rarely catch up.
Children and their families may be supported with language and literacy learning by engaging with programs, activities and resources at local public libraries. Such programs, activities and resources are offered at no cost to the user and are found in more than 1,500 communities throughout Australia. Yet this study reveals that Western Australian libraries’ early language and literacy role is undervalued and often unknown. Policy makers have limited understanding of libraries’ capacities, and families lack awareness of what libraries provide. Impediments to library use by young families remain, including persistent out-dated perceptions of libraries as unsuitable places for young children.
This study engaged qualitative research methods to gather data on the lived experience of families with young children when engaging with library based language and literacy programs, activities and resources. It also gathered data from families with young children who did not engage with such services, and from library staff with a range of roles. Library based events offering language and literacy content for children from birth to age three years and their parents/carers were observed, along with library use by this cohort during regular opening hours.
Six different library facilities from Local Government Areas in metropolitan, regional and rural environments in Western Australia participated. Audits of facilities and resources were conducted to collect comprehensive information about public library services for young children and their families.
The study proposes that improving awareness of libraries and their role in early language and literacy learning may assist young children and their families in children’s years before formal schooling. Building awareness may involve libraries engaging in broader outreach, creating innovative promotional opportunities, and developing robust evaluative processes. This may result in increased engagement and more children arriving at school with effective language and literacy skills, prompting subsequent benefits for their educational, social, emotional and financial futures.
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Khatib, Ibrahim Mahmud Dib. "Role of zinc-supplemented diets in the prevention of the early linear growth deficiency in Jordanian children." Thesis, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244278.
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Ling, Kit Tong, and 凌傑棠. "A cross-sectional study of skeletal age, dental age, body height, bodyweight and sexual maturity of 12 years old Southern Chinese boys." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38628272.
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Yelverton, Rita. "Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4394.
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The transition into Kindergarten is a critical time for children's development--children's patterns of academic development and engagement with school often start in Kindergarten and persist throughout their academic careers. This is a developmental period that is marked by many changes in children's lives, and therefore it is not a surprise that many children struggle during this transition. These struggles are more common for children who are living in poverty, and although there have been national initiatives to address opportunity gaps in access to early education, investigations into the effectiveness of these programs in promoting children's Kindergarten development have shown mixed results. It is therefore essential to identify the types of early education experiences that are effective in supporting children in having a smooth Kindergarten transition.
This dissertation presents and evaluates six theoretical frameworks that can be used to understand the Kindergarten transition. The school readiness approach to the Kindergarten transition focuses on the ways in which children's Kindergarten-entry skills can lead to their own development during Kindergarten. The Pre-K launch model examines the role of high-quality Pre-K in boosting children's school readiness, and subsequently their development during Kindergarten. The classroom quality perspective describes the supportive qualities of Kindergarten classrooms that may aid in children's development across this transition. The continuity perspective shows that support for continuous high-quality instruction between Pre-K and Kindergarten systems may promote children's growth. The buffer/compensation model proposes that children with higher-quality Pre-K experiences are more resilient to the effects of lower-quality Kindergarten. Finally, the consistency model suggests that alignment of quality between Pre-K and Kindergarten may be beneficial for children regardless of whether that alignment represents high quality instructional practices.
Each of these perspectives provides valuable insight into the Kindergarten transition; however, these theoretical perspectives have not been studied simultaneously to determine the extent to which all may play a role in children's development during the Kindergarten transition, particularly the development of children who are living in poverty. The current study used data from the National Center for Early Development and Learning's Multi-State Pre-kindergarten Study (NCEDL) to chart children's experiences in their Pre-K and Kindergarten classes to determine whether there are qualities of children's experiences before and throughout the Kindergarten transition that support their development during Kindergarten, and evaluated the extent to which these patterns support these major theoretical perspectives.
The study found that children's Kindergarten-entry skills were the best predictors of their end-of-Kindergarten outcomes, showing support for the school readiness perspective. In the domain of instructional support, children's concurrent classroom experiences predicted their academic outcomes during a given year, showing support for the classroom quality framework. In the domain of emotional support, statistical effects of Kindergarten emotional support on children's outcomes were seen only under conditions in which Pre-K emotional support had also been high, showing conditional support for the continuity model. Consistency of children's emotional support, when controlling for quality, was negatively related to their social and emotional development, indicating that consistent emotional support alone is not beneficial without taking into account the quality of that emotional support. Associations between Pre-K quality and children's Kindergarten development were not translated through boosts in school readiness, indicating that while Pre-K experiences do matter for children's development during the Kindergarten transition, that relationship is not best described through a launch model. And finally, any benefits of higher quality emotional and instructional interactions during both Pre-K and Kindergarten were largely concentrated in the group of children who were not living in poverty, while higher Pre-K quality was at times related to lower Kindergarten outcomes for children who were living in poverty. Implications for future research and policy are discussed.
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Nagai, Shizuyo. "Gonadotropin Levels in Urine during Early Postnatal Period in Small-for-Gestational Age Preterm Male Infants with Fetal Growth Restriction." Kyoto University, 2017. http://hdl.handle.net/2433/226767.
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Pollitt, Ernesto, John Durnin, Tom Aitchison, Mahdi Husaini, Abas Jahari, and Beat Schürch. "The development of undernourished children: an experimental study on early feeding." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101558.
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The study was a randomized clinical tria! involving two cohorts (12 and 18 months) of nutritionally at risk Jndonesian children and three types of supplementary feeding: high energy and micronutrients; skimmed milk and micronutrients; and skimmed milk. The hypothesis of the study was that high energy and micronutrient supplements given early to children could delay on physical growing and mental development. The results showed that a combined energy and micronutrient supplement given for ayear to the 12-month-old children had wide range beneficia! effects. The same supplement given to the 18-month-old had only a modest effect. This suggests that if such an intervention is to he effective it needs to begin early in life.<br>El estudio fue un ensayo clínico aleatorio en el que participaron dos cohortes de niños (12 y 18 meses) indonesios en riesgo nutricional; hubo tres suplementos dietéticos: energía alta y micronutrientes; leche descremada y micronutrientes; y leche descremada. Se puso a prueba la hipótesis de que un suplemento de energía y micronutrientes administrado tempranamente, previene el retardo en el crecimiento físico y el desarrollo mental. Se obtuvo que el efecto de la suplementación con energía y micronutrientes en los bebés de 12 meses fue superior al efecto producido por la suplementación con micronutrientes y leche descremada. Los efectos en el grupo que comenzó a los 18 meses fueron menores. Hubo una interacción entre los efectos. Los resultados sugieren que este tipo de intervención en niños desnutridos debe iniciarse durante el primer año de vida.
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Hopkins-Chadwick, Denise L. "Stress, role strain, and health in young enlisted Air Froce women with and without preschool children." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121698798.
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Din, Zia ud. "Outcomes (longitudinal growth, dietary and blood pressure) in children till age 13 years who showed slow weight gain in infancy." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535228.
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Loots, Reginald. "Factors associated with malnutrition amongst children six months to five years of age in a semi-rural area of the Western Cape." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3079.
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Thesis (MTech (Health and Science))--Cape Peninsula University of Technology, 2019<br>Malnutrition is a global concern and particularly in children. It impacts negatively on mortality, morbidity, educability and productivity, and it affects millions of children in South Africa. As part of our Millennium Development Goals set by the Department of Health and WHO, it is vital to combat malnutrition by eradicating extreme poverty and hunger. Malnutrition is regarded as a change in nutritional status that carries the penalty of illness, dysfunction or death. Child malnutrition poses one of the biggest challenges in South Africa according to the WHO and has been well documented over the past 20 years. A lack of knowledge from parents or caregivers on the nutritional needs of children and the levels of poverty contribute to childhood malnutrition; the extent of hunger has also been associated with low energy intake, low micronutrient intake and poor income levels. This affects growth patterns negatively. Thus, this study aims to examine the key factors that are causing malnutrition in children in a semi-rural community in the Western Cape. A combination of both qualitative and quantitative research approaches were used. Qualitative data were collected through group interviews and quantitative data were collected through a self-administered questionnaire from 105 parents and caregivers. Thematic content analysis was used for qualitative data analysis and SPSS was used to analyse the quantitative data.
The results revealed that the associated factors to malnutrition amongst children six months to five years of age included obesity, underweight, stunting, severe acute malnutrition and moderate acute malnutrition. The results further indicated that the majority of households were single mothers with low income and a poor educational background. This study recommended that health education and health promotion should be done at all heath facilities with regular intervals as well as within the community. Authorities should provide a platform for all clinicians to go for regular updates and to participate in continuous development programmes to combat malnutrition. The findings of this study could contribute to the existing body of knowledge with regard to the factors that contribute to malnutrition. The results could improve health care practices in the communities of the Western Cape and the South African context at large.
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Ayoola, Omolola. "The effect of maternal malaria during pregnancy on birth size, early childhood growth and blood pressure in Nigerian children." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-effect-of-maternal-malaria-during-pregnancy-on-birth-size-early-childhood-growth-and-blood-pressure-in-nigerian-children(04d1c812-8fff-41b7-9db6-8f9243882de1).html.
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Background: In Nigeria, there is an escalating incidence of hypertension, its complications and other cardiovascular risks, likely to have their origins in early life. Malaria is still hyperendemic, with pregnant women at increased risk, with associated consequences of maternal anemia and high rates of delivering low birth-weight babies. Aims and Hypothesis: In this study, we have tested the hypothesis that malaria in pregnancy will not only enhance the risk of small birth size and poor infant growth, but will also generate higher blood pressures in infancy and beyond. We also tested the hypothesis that metabolic markers in pregnant mothers affected by malaria would relate to infant birth size. Thus the aims of this project were: 1) to define relationships between the type of malaria exposure and birth size, 2) to characterize the association between maternal and cord metabolic biomarkers and birth size on the background of prenatal malaria exposure and 3) to examine the effect prenatal malaria exposure on first year growth and whether higher blood pressure (BP) is generated. Methods: Healthy pregnant women were recruited and followed at Adeoyo Maternity Hospital, Ibadan. Anthropometric, BP, and biomarkers (lipids, glucose, insulin and TNFα) measurements were obtained in the mothers at booking. Birth size and growth at 3 and 12 months along with biomarkers (as above) and IGF-I measures in cord blood were assessed in the infants. Blood films for malaria parasites were taken throughout pregnancy including delivery and in all babies. Women were grouped to distinguish between the timing of malaria parasitaemia (either during pregnancy only or during pregnancy and at delivery) and the severity of malaria infection (low vs high parasite load). At birth, 436 mother-baby pairs were measured. 467 maternal samples were obtained for metabolic profile and 187 cord blood samples. 318 babies were all followed from birth to 3 and 12 months. Results: Malaria parasitaemia was found in 48% of the women, associated with younger maternal age, being primigravid and a lower haematocrit. Babies of mothers with high parasitaemia through pregnancy had the smallest birth growth parameters compared with those without malaria (weight, length, and head circumference were smaller by 300g, 1.1cm and 0.7cm respectively, all p≤0.005) but their systolic BP (SBP) and diastolic BP (DBP) adjusted for weight were higher than those with low parasitaemia by 1.7 and 1.4 mmHg/kg respectively. SBPs were lowest in babies of mothers with malaria at delivery implying an acute effect on the babies’ circulation. Mothers with malaria had significantly lower lipids (except triglycerides) but higher TNFa, effect not seen in cord blood. Cord IGF-I was significantly lower in babies whose mothers had malaria. Significant determinants of birth size were maternal total cholesterol, LDL- cholesterol, insulin, malarial status and cord insulin and IGF-I. Babies exposed to maternal malaria remained smaller at 1 year, most marked in boys, whose SBP adjusted for weight at 3 and 12 months was higher than those not exposed. Change in SBP over the first year was greater in boys than girls while the change in girls was greater in those exposed to maternal malaria than those not exposed (18.7 vs 12.7 mmHg, 95% CI 1-11, p=0.02). 11% of boys ( > twice expected) had BP >95th percentile (hypertensive, US criteria) of whom 68% had maternal malaria exposure. Gender, maternal malaria exposure and weight change were all independently associated with increased change in BP to 1 year. Conclusion: Intrauterine exposure to malaria appears not only to have an important impact on birth size but also gender-dependent effects on growth and changes in infant BP. These findings have potential implications for cardiovascular health in sub-Saharan Africa and may contribute to the global burden of hypertension.
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Chan, Susan Deborah. "Impact evaluation of a milk supplementation programme on weight of children 6-24 months of age in Guyana, South America." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ44143.pdf.
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Stephen, Soni. "Dental age determination in South Australian children : thesis submitted in partial fulfillment of the requirements for the degree of Master of Dental Surgery /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09DM/09dms831.pdf.
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Wong, Wai-yum Veronica, and 黃蕙吟. "The effects of age, instruction, and materials on the ability to represent human figures by preschool children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627139.
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Douglas, Tonia Anne. "Early life predictors of persistent atopic asthma in young children : The relationships between atopy and bronchial sensitisation to allergen at age 5 years and current atopic asthma at age 10." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499926.
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Fanti, Kostas Andrea. "Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems from Age 2 to Age 12: Findings from the NICHD Study of Early Child Care." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-164735/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Christopher C. Henrich, committee chair; Gregory Jurkovic, Gabriel P. Kuperminc, Roger Bakeman, committee members. Electronic text (124 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed May 7, 2008. Includes bibliographical references (p. 100-124).
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Williams, Kate Elizabeth. "Self-regulation from birth to age seven : associations with maternal mental health, parenting, and social, emotional and behavioural outcomes for children." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71568/1/Kate_Williams_Thesis.pdf.
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Self-regulation refers to our individual capacities to regulate our behaviours, emotions, and thoughts, with these skills developing rapidly across early childhood. This thesis examined sleep, emotional, and cognitive regulation development, and related parental influences, for children participating in the Longitudinal Study of Australian Children. Important longitudinal associations among children's self-regulation, maternal mental health, parenting, and later behaviour problems for children were also investigated. A unique contribution of this research was a prevalence estimate of early childhood self-regulation problems in Australian children that was documented for the first time.
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Achen, Jasinta H. "Evaluation of the nutritional correlates of growth of early and middle stage HIV-infected children in Uganda and zinc content of Ugandan food plants." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83957.
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A cross-sectional survey was carried out to evaluate the nutritional correlates of growth in 93 HIV-infected children in the early and middle stages of infection. Also, as zinc is important for growth and immune function, foods commonly eaten by these children were evaluated for zinc content. Foods with relatively high zinc were identified in Uganda, and these food items were legumes and cereals. A high prevalence of stunting and wasting was found in HIV-infected children. The study also found that the frequency of past week oil/fat and staples consumption was non-significantly correlated to weight-for-height at the early stage, while household size was negatively, but non-significantly, associated with WHZ in all HIV-infected children. Few caregivers reported feeding certain foods to HIV-infected children based on beliefs.
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Karlsson, Videhult Frida. "Effects of early probiotic supplementation in a pediatric setting : Focus on body composition, metabolism and inflammation." Doctoral thesis, Umeå universitet, Pediatrik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-119835.
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We aimed to determine the short- and long-term effects on growth, body composition, metabolic and inflammatory markers following supplementation with the probiotic Lactobacillus paracasei ssp. paracasei F19 (LF19) during weaning. Methods: One-hundred and seventy-nine healthy, infants in Umeå city, Västerbotten County were randomised to daily intake of cereals with (n=89) or without (n=90) LF19 108 colony-forming units from 4 to 13 months of age. Weight, length, head circumference and body composition, assessed by skinfold thickness, were examined at 4, 5.5, 6.5, 9, 12 and 13 months of age. Venous blood was drawn at 5.5 and 13 months. In all, 171 infants completed the intervention and were invited to a follow-up at 8-9 years of age between 2009 and 2011, 120 children participated. Weight, height, sagittal abdominal diameter and body composition (using Dual Energy X-ray Absorptiometry-scan) were measured. Data on weight and height at 4 years were collected from medical records. The families filled out a 4-day food record and a food frequency questionnaire, physical activity was assessed using a pedometer for 7 days. At 5.5, 13 months and 8-9 years of age we analysed the serum blood lipid profile. At 8-9 years fasting glucose, insulin, aspartate and alanine transaminases were analysed in serum. Homeostatic Model Assessment index was calculated. At follow-up serum adiponectin, high-sensitivity C-reactive protein and plasma C-peptide, ghrelin, gastric inhibitory polypeptide, glucagon-like peptide 1, glucagon, insulin, leptin, plasminogen activator inhibitor-1, resistin and visfatin were analysed. For characterisation of the plasma metabolome, a subgroup (n=40) was analysed at 5.5 and 13 months of age by gas chromatography time-of-flight mass spectrometry (GC-TOF/MS) analysis and in all (n=112) children at the follow-up using untargeted GC-GC/MS. Results: There were no differences between the LF19 and placebo group regarding body weight, length/height at any assessment from 4 months to 8-9 years of age; nor were there any differences between the groups in body composition. In the LF19 group 19 % were overweight/obese, the corresponding number was 21 % in the placebo group (p=0.78). Analysed metabolic and inflammatory markers, both during the intervention and the follow-up did not differ between the two groups. At 13 months of age lower levels of palmitic acid and palmitoleic acid (both p<0.04) and higher levels of putrescine (p<0.01) were seen in the LF19 compared to the placebo group. These differences did not persist at 8-9 years of age. At that age, we found statistically stronger models when comparing overweight/obese and normal weight children as well as in relation to sex. Conclusion: Early intervention with the probiotic LF19 at the time of weaning exerted transient effects on the metabolome. In a long-term perspective, we found neither benefit nor harm on growth, body composition, metabolic or inflammatory markers following supplementation with LF19 during weaning.
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Holstius, Laura J. "Examining the impact of a little book intervention on the early literacy skills of children in Head Start via the individual growth and development indicators /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458618.pdf.
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Hanlon, Harriet Wehner. "Differences in female and male development of the human cerebral cortex from birth to age 16." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10192006-115609/.
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White, Wendee B. Mrs. "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2554.
Full textAbstract:
This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score and the final intervention lesson for both math attitude, t(14) = -12.39, p = 0.008, and math learning, t(14) = -8.40, p = 0.002.These findings suggest AID could be one route to supporting educators in establishing quality learning environments that promote positive attitudes and meaningful learning in mathematics.
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Miles, Sandra Jennifer. "Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/7a01e0af69ee176b895a5b0693e2e0868cef838dbdaa90830a779a2994c8d835/2059817/MILES_2018_Sensory_and_motor_interventions_for_very.pdf.
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Sensory and motor interventions are implemented in schools with the aim to improve children's development, behaviour and academic learning outcomes, albeit with limited research evidence of effect. These are particularly used as an early intervention with very early school-age children in an effort to ease the transition to formal schooling and enhance school readiness. This thesis presents a six-phase study undertaken to examine the effect of one such intervention. The aim of this study was to determine any effect from a mixed sensorimotor and sensory integration group intervention, on early academic skills and cognitive, behavioural and socioemotional development of very early school-age children in the school setting, by using a two-year, un-blinded, cluster randomized controlled trial.
A scoping exercise undertaken in Phase 1 determined the nature and extent of intervention use within schools in the study setting. A literature review, undertaken as Phase 2, identified a variety of intervention types and approaches, narrowing the focus to those using an impairment-orientation approach to intervention, with particular focus on those using a sensory integration frame of reference or mixed sensorimotor approach. A scoping review of published and unpublished research trials of interventions, undertaken in Phase 3, identified a suitable intervention to use in a research trial. The Learning Connections School Program is classifiable as a mixed sensorimotor and sensory integration group intervention using an impairment-orientation approach, where some type of learning, behavioural or developmental impairment is assumed for many children within the general school population.
In Phase 4, an evaluative literature review determined suitable measurement instruments to use in a trial. The Astronaut Invented Spelling Test (2nd ed.) and the Sutherland Phonological Awareness Test – Revised were selected for their Australian norms, low cost and high usability to measure early language skills. The Draw a Person test met suitability requirements to measure cognition, with universal norms, use in international research, high usability and low cost. The Behavior Assessment System for Children (2nd ed.) - Teacher Rating Scales was selected for its high technical adequacy, excellent computerised scoring and familiarity to members of the research team. Two sets of brief, multiple-proficiency mathematics measures, Early Mathematics Concepts A and B (EMCA, EMCB), were specifically developed for this study. These included mathematical computation concepts suitable to the two age-groups in the trial. A pilot study undertaken in Phase 5 enabled pilot-testing of the selected instruments and intervention in the study setting, to confirm the suitability and feasibility of their use within the study setting for a research trial.
In Phase 6, a two-year cluster pragmatic un-blinded randomised controlled trial was conducted in 2012 and 2013. Schools (n = 116) in one large Catholic Church Archdiocese in Brisbane, Queensland with at least one Prep class, the first year of formal schooling, were eligible to participate in the research trial, with recruitment via email invitation to School Principals. Ethical approval was obtained from the Australian Catholic University Human Research Ethics Committee and further approval for a research trial was obtained from Brisbane Catholic Education. School principals, teachers and parents provided consent to participate, while assent from children was also sought as a form of respect and engagement. Following consent, 480 children across ten schools participated. The intervention, The Learning Connections School Program, was implemented for 20 minutes daily in the classroom by the trained class teacher for the intervention arm (n = 286), while children in the control arm (n = 194) attended schooling as usual (no intervention).
Multivariable analysis using the Generalized Estimating Equations modelling approach and accounting for the effects of clustering and time, showed a positive effect for intervention on two mathematics skills measures (EMCA, EMCB). Children in the intervention arm were significantly more likely to have higher scores in mathematics compared to those in the control arm (p < 0.05). Despite a relatively large incidence-rate ratio for EMCA (3.9, 95%CI 1.45-11.02), the crude effect of the intervention on math scores was small (Cohen’s d=0.21). No effect was seen for gender, location, school socioeconomic/educational advantage score, or on measures of early language development, drawing or developmental and behavioural outcomes, despite anecdotal teacher reports of enhanced school-readiness. This study adds Level 1.c evidence in regard to such interventions in school settings. The practical significance of small absolute differences in test scores needs to be considered with regard to intervention funding in each school setting. Despite being a group, low-cost, easy-to-implement early intervention, it is difficult to recommend sensorimotor interventions based on such limited evidence of effect. Further research should focus on visuospatial integration, which may influence mathematical achievement, and specific school-readiness intervention effects.
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Stull, Kyra Elizabeth. "An osteometric evaluation of age and sex differences in the long bones of South African children from the Western Cape." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40263.
Full textAbstract:
The main goal of a forensic anthropological analysis of unidentified human remains is to
establish an accurate biological profile. The largest obstacle in the creation or validation of
techniques specific for subadults is the lack of large, modern samples. Techniques created for
subadults were mainly derived from antiquated North American or European samples and thus
inapplicable to a modern South African population as the techniques lack diversity and ignore
the secular trends in modern children. This research provides accurate and reliable methods to
estimate age and sex of South African subadults aged birth to 12 years from long bone lengths
and breadths, as no appropriate techniques exist.
Standard postcraniometric variables (n = 18) were collected from six long bones on 1380
(males = 804, females = 506) Lodox Statscan-generated radiographic images housed at the
Forensic Pathology Service, Salt River and the Red Cross War Memorial Children’s Hospital in
Cape Town, South Africa. Measurement definitions were derived from and/or follow studies in
fetal and subadult osteology and longitudinal growth studies. Radiographic images were
generated between 2007 and 2012, thus the majority of children (70%) were born after 2000 and
thus reflect the modern population.
Because basis splines and multivariate adaptive regression splines (MARS) are
nonparametric the 95% prediction intervals associated with each age at death model were
calculated with cross-validation. Numerous classification methods were employed namely linear,
quadratic, and flexible discriminant analysis, logistic regression, naïve Bayes, and random
forests to identify the method that consistently yielded the lowest error rates. Because some of
the multivariate subsets demonstrated small sample sizes, the classification accuracies were
bootstrapped to validate results. Both univariate and multivariate models were employed in the
age and sex estimation analyses.
Standard errors for the age estimation models were smaller in most of the multivariate
models with the exception of the univariate humerus, femur, and tibia diaphyseal lengths.
Univariate models provide narrower age estimates at the younger ages but the multivariate
models provide narrower age estimates at the older ages. Diaphyseal lengths did not demonstrate
any significant sex differences at any age, but diaphyseal breadths demonstrated significant sex
differences throughout the majority of the ages. Classification methods utilizing multivariate
subsets achieved the highest accuracies, which offer practical applicability in forensic
anthropology (81% to 90%). Whereas logistic regression yielded the highest classification
accuracies for univariate models, FDA yielded the highest classification accuracies for
multivariate models. This study is the first to successfully estimate subadult age and sex using an
extensive number of measurements, univariate and multivariate models, and robust statistical
analyses. The success of the current study is directly related to the large, modern sample size,
which ultimately captured a wider range of human variation than previously collected for
subadult diaphyseal dimensions.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2014<br>Anatomy<br>unrestricted
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Farooqi, Aijaz. "School-age outcomes of children born at the limit of viability : a Swedish national prospective follow-up study at 10 to 12 years." Doctoral thesis, Umeå : Department of Clinical Science, Umeå University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1031.
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