Childrens Health Care最新文献

We sought to describe kindergarteners' sleep health during the first full school year of the COVID-19 pandemic (2020-21) in a cross-sectional study. Using a maternal-report survey (n=109), we computed descriptive statistics in the areas of sleep timing, duration, efficiency/continuity and daytime alertness/sleepiness, and sleep-related behaviors (i.e., routines/hygiene), and we examined differences as a function of schooling format, maternal employment changes, and sociodemographic characteristics. Overall, 49% of kindergarteners had late (i.e., >9:00pm) weekend bedtimes and 19% had late weekday bedtimes, yet most children experienced adequate sleep durations (10:46 weekdays; 10:51 weekends). About one-third of children experienced some degree of sleep disturbance or sleep-related impairment. Children experienced relatively consistent bedtime routines overall. There were some differences in relation to schooling format, (i.e., later bedtime and wake time for online attendees), race/ethnicity (i.e., differences in the area of timing, duration, efficiency, and behaviors), and household income (i.e., differences in the area of timing, duration, and behaviors), but no differences according to child sex or COVID-19-related maternal employment changes. It is important for early childhood professionals to query children's sleep health and identify areas of support for families experiencing acute or chronic disruptions to daily life given short-and long-term sequelae of poor sleep health.

We examined if anxiety/depression, delay discounting (DD), and their interaction were associated with greater A1c levels and reduced medical adherence in adolescents with type 1 diabetes (T1D). Sixty-one adolescents with T1D completed a DD task and an A1c blood test. Adherence was assessed by self-monitoring of blood glucose (SMBG) using glucometer data. Anxiety/depression was assessed using a parent-completed questionnaire. Greater DD was associated with higher A1c, but not SMBG. Anxiety/depression was not associated with A1c or SMBG. Greater anxiety/depression magnified the effect of DD on A1c. Anxious/depressed symptoms may be a target for youth with T1D to improve glycemic control.

Disrupted self-regulation can increase youths' risk for substance use and HIV acquisition. Latent profile analysis (LPA) was used to explore profiles among 124 youth ages 11-13 who had impulse control disorders. LPA was based on self-regulation factors and three HIV/AIDS-specific domains: AIDS-related knowledge; perceived severity of AIDS; and worry about HIV. LPA identified four profiles: 1) low knowledge/low regulation; 2) low perceived severity/high regulation; 3) high knowledge/low regulation; and 4) moderate knowledge/moderate regulation. Youth with the highest HIV/AIDS knowledge showed the highest impulsivity, emotion dysregulation, and violence exposure. Youth may benefit from tailored prevention based on HIV-related knowledge/beliefs and self-regulation.

Osteogenesis imperfecta (OI) is a rare genetic chronic condition leading to fragile bones and frequent bone fractures with wide-reaching health implications. Current literature suggests that children with chronic diseases face unique challenges at school, yet research regarding educational concerns among those with OI is limited. The present study involved qualitative analysis of semi-structured interviews with 10 children with OI and 12 caregivers of a child with OI. Children and caregivers participated in the interviews individually; they were not dyads of participants. Half of the caregivers who participated had OI themselves. The interviews were coded, and six themes were identified: (1) diverse school accommodations; (2) OI-related factors affecting children's academics; (3) OI-related physical differences regarding physical activities; (4) children's varying social dynamics; (5) variability in children's emotions with OI at school; and (6) psychosocial experiences of caregivers in their child's education. Findings suggest that OI has unique academic, social, physical, and emotional implications for children and their caregivers, and specific accommodations may be necessary to achieve academic success.

Children in childcare make two transitions daily between home and childcare, which are stressful for parents and children. Little is known about children's diets during these transition periods. This study compared children's dietary intake and quality during transition periods (1 hour before and after drop-off, 1 hour before and after pickup) and non-transition periods to address this literature gap. We used 24-hour dietary intake data from 307 children attending 30 child-care centers in the Preschool Eating and Activity Study (2009-2011). We used hierarchical linear regression to test for differences in dietary quality per 1000 kcal during transition and non-transition periods. When comparing all transition periods to non-transition periods, consumption of added sugar (g) (β=13.92±2.78, p<0.001) and servings of sweet and salty snack foods (β=0.64±0.13, p<0.001) were higher, while servings of dairy (β=-0.20±0.10, p=0.04) and vegetables (β=-0.54±0.07, p<0.001) were lower. When comparing each transition period individually to non-transition periods, the hour after pickup appeared the least healthful, with higher consumption of added sugar (g) (β=21.67±3.56, p<0.001), servings of sweet and salty snack foods (β=1.10±0.16, p<0.001), and servings of sugar-sweetened beverages (β=0.48±0.10, p<0.001). Implications are that transition periods may provide a window to improve dietary quality of children attending child-care centers.