Given the cultural and educational environment with Chinese characteristics, academic pressure on adolescents' meaning in life maybe weak or insignificant, which is contradictory with previous studies conducted in Western countries; yet the influencing mechanisms in the association of academic stress with the meaning in life is rarely explored.
Method
A questionnaire survey was carried out among 616 adolescents aging from 12 to 18 in Jiangsu Province, China. The Macro process method was conducted to test the proposed theoretical model.
Results
The direct effect of academic stress on adolescent meaning in life was not significant, whereas the indirect effects through school burnout and self-compassion were significant. Specifically, adolescents who suffer from academic stress are more likely to report increased school burnout and reduced self-compassion, which affects their meaning in life. Besides, grit significantly attenuated the influence of academic stress on school burnout.
Discussion
There are indeed some psychosocial mechanisms including school burnout, self-compassion, and grit in the relation between academic stress and the meaning in life. Those findings imply that the advancement and implementation of relevant intervention projects focusing on improving the meaning in life could be realized by reducing their academic stress and school burnout and promoting their ability of self-compassion and grit.
{"title":"Grit Difference in the Association Between Academic Stress and adolescents' Meaning in Life: The Roles of School Burnout and Self-Compassion","authors":"Zhiyou Wang, Chunkai Li, Zhe Xie, Oulin Hong","doi":"10.1111/cch.70005","DOIUrl":"10.1111/cch.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the cultural and educational environment with Chinese characteristics, academic pressure on adolescents' meaning in life maybe weak or insignificant, which is contradictory with previous studies conducted in Western countries; yet the influencing mechanisms in the association of academic stress with the meaning in life is rarely explored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A questionnaire survey was carried out among 616 adolescents aging from 12 to 18 in Jiangsu Province, China. The Macro process method was conducted to test the proposed theoretical model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The direct effect of academic stress on adolescent meaning in life was not significant, whereas the indirect effects through school burnout and self-compassion were significant. Specifically, adolescents who suffer from academic stress are more likely to report increased school burnout and reduced self-compassion, which affects their meaning in life. Besides, grit significantly attenuated the influence of academic stress on school burnout.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>There are indeed some psychosocial mechanisms including school burnout, self-compassion, and grit in the relation between academic stress and the meaning in life. Those findings imply that the advancement and implementation of relevant intervention projects focusing on improving the meaning in life could be realized by reducing their academic stress and school burnout and promoting their ability of self-compassion and grit.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susan Paudel, Jenny Veitch, Gita D. Mishra, Leigh R. Tooth, Kylie D. Hesketh
Background
Limited evidence suggests inequality in the prevalence of physical activity and screen time for children of non-English-speaking backgrounds (NESB). However, factors associated with these behaviours are understudied. This study identified the prevalence and correlates of meeting guidelines (physical activity, screen time and combined) among children of English-speaking backgrounds (ESB) and NESB.
Methods
Participants were from the Mothers and their Children's Health Study, a sub-study of the Australian Longitudinal Study on Women's Health (1973–1978 cohort). Mothers provided information on physical activity and screen time behaviours of up to three children (aged 2–12 years). Age-specific Australian guidelines were used to classify children as meeting or not meeting physical activity and screen time guidelines. Those born in a non-English-speaking country or primarily speaking a non-English language at home were classified as ‘NESB’. Multivariable-adjusted logistic regression analyses accounting for family-level clustering were used for analysis.
Results
Data were from 4143 children (mean age 7.3 ± 2.9 years, 6.7% NESB). Around 17% children of NESB met physical activity guidelines (vs. 25% ESB, p = 0.002), 63% met screen time guidelines (vs. 58% ESB, p = 0.150), and 9% met combined physical activity and screen time guidelines (vs. 15% ESB, p = 0.011). Increasing age was inversely associated with meeting physical activity guidelines among children of both backgrounds (OR [95%CI]: NESB 0.81 [0.69–0.95], ESB 0.85 [0.82–0.87]). Family-level correlates (maternal education and physical activity level) were associated with meeting physical activity, screen time or combined guidelines among children of ESB only. A screen device in the child's bedroom was inversely associated with all outcomes among children of ESB. Children of NESB with a large yard at home had higher odds of meeting physical activity (4.14 [1.72–10.00]) and combined guidelines (4.48 [1.61–12.41]).
Conclusions
Children of NESB were less likely to meet physical activity and combined guidelines. Interventions may need to be tailored based on ESB background, with children of NESB (particularly older children and those with limited outdoor space at home) being a higher priority for intervention. Future large-scale studies examining a broader range of potential correlates, including cultural factors, are warranted.
{"title":"Prevalence and Correlates of Meeting Physical Activity and Screen Time Guidelines Among Children of English- and Non-English-Speaking Backgrounds in Australia","authors":"Susan Paudel, Jenny Veitch, Gita D. Mishra, Leigh R. Tooth, Kylie D. Hesketh","doi":"10.1111/cch.70007","DOIUrl":"10.1111/cch.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Limited evidence suggests inequality in the prevalence of physical activity and screen time for children of non-English-speaking backgrounds (NESB). However, factors associated with these behaviours are understudied. This study identified the prevalence and correlates of meeting guidelines (physical activity, screen time and combined) among children of English-speaking backgrounds (ESB) and NESB.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were from the Mothers and their Children's Health Study, a sub-study of the Australian Longitudinal Study on Women's Health (1973–1978 cohort). Mothers provided information on physical activity and screen time behaviours of up to three children (aged 2–12 years). Age-specific Australian guidelines were used to classify children as meeting or not meeting physical activity and screen time guidelines. Those born in a non-English-speaking country or primarily speaking a non-English language at home were classified as ‘NESB’. Multivariable-adjusted logistic regression analyses accounting for family-level clustering were used for analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Data were from 4143 children (mean age 7.3 ± 2.9 years, 6.7% NESB). Around 17% children of NESB met physical activity guidelines (vs. 25% ESB, <i>p</i> = 0.002), 63% met screen time guidelines (vs. 58% ESB, <i>p</i> = 0.150), and 9% met combined physical activity and screen time guidelines (vs. 15% ESB, <i>p</i> = 0.011). Increasing age was inversely associated with meeting physical activity guidelines among children of both backgrounds (OR [95%CI]: NESB 0.81 [0.69–0.95], ESB 0.85 [0.82–0.87]). Family-level correlates (maternal education and physical activity level) were associated with meeting physical activity, screen time or combined guidelines among children of ESB only. A screen device in the child's bedroom was inversely associated with all outcomes among children of ESB. Children of NESB with a large yard at home had higher odds of meeting physical activity (4.14 [1.72–10.00]) and combined guidelines (4.48 [1.61–12.41]).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Children of NESB were less likely to meet physical activity and combined guidelines. Interventions may need to be tailored based on ESB background, with children of NESB (particularly older children and those with limited outdoor space at home) being a higher priority for intervention. Future large-scale studies examining a broader range of potential correlates, including cultural factors, are warranted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children's self-care ability (SCA) is a very important part of early development and school readiness. Previous studies have shown that parenting style is essential factor that influence young children's SCA. However, much less is known about the association between different types of parenting styles and children's SCA, let alone the moderating role of executive function (EF).
Methods
This study used measures such as parenting style, EF and SCA to survey children (N = 482) aged 3–7 years old and their parents.
Results
The results indicated that democratic parenting style was positively correlated with children's SCA, while other parenting styles were negatively correlated with children's SCA. Moreover, with the exception of inconsistent parenting style and authoritarian parenting style, the predictive effect of parenting styles on young children's SCA is moderated by young children's EF: Democratic parenting styles and children's SCA were significantly and positively correlated when children's EF was high rather than low; coddling and permissive parenting styles and children's SCA were significantly and negatively correlated when children's EF was high rather than low.
Conclusions
These findings suggest that democratic parenting styles are effective in promoting the development of SCA in children with high EF.
背景：儿童的自理能力（SCA）是儿童早期发展和入学准备中非常重要的一部分。以往的研究表明，养育方式是影响幼儿自理能力的重要因素。然而，人们对不同类型的养育方式与儿童自理能力之间的关系知之甚少，更不用说执行功能（EF）的调节作用了：本研究采用养育方式、执行功能和SCA等测量方法，对3-7岁的儿童（482人）及其父母进行了调查：结果表明，民主型教养方式与儿童的 SCA 呈正相关，而其他教养方式与儿童的 SCA 呈负相关。此外，除不一致的教养方式和专制的教养方式外，其他教养方式对幼儿 SCA 的预测作用受到幼儿 EF 的调节：当儿童的 EF 值高而不是低时，民主型教养方式与儿童的 SCA 呈显著正相关；当儿童的 EF 值高而不是低时，溺爱型和放任型教养方式与儿童的 SCA 呈显著负相关：这些研究结果表明，民主型教养方式能有效促进高EF儿童SCA的发展。
{"title":"Parenting Style and Children's Self-Care Ability: The Moderating Role of Executive Function","authors":"Zhonglian Yan, Wenqi Lin, Jing Ren, Ping Zhou, Yanling Qin","doi":"10.1111/cch.70003","DOIUrl":"10.1111/cch.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children's self-care ability (SCA) is a very important part of early development and school readiness. Previous studies have shown that parenting style is essential factor that influence young children's SCA. However, much less is known about the association between different types of parenting styles and children's SCA, let alone the moderating role of executive function (EF).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used measures such as parenting style, EF and SCA to survey children (<i>N</i> = 482) aged 3–7 years old and their parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicated that democratic parenting style was positively correlated with children's SCA, while other parenting styles were negatively correlated with children's SCA. Moreover, with the exception of inconsistent parenting style and authoritarian parenting style, the predictive effect of parenting styles on young children's SCA is moderated by young children's EF: Democratic parenting styles and children's SCA were significantly and positively correlated when children's EF was high rather than low; coddling and permissive parenting styles and children's SCA were significantly and negatively correlated when children's EF was high rather than low.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings suggest that democratic parenting styles are effective in promoting the development of SCA in children with high EF.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Acsa Soares Santos, Luana Cristina da Silva, Maria Eduarda Muniz, Felipe Farah, Deisiane Oliveira Souto, Rithelly Barbosa de Almeida, Mariana Aguiar de Matos, Paula Silva de Carvalho Chagas, Hércules Ribeiro Leite
Introduction
Care for patients with cerebral palsy (CP) poses significant challenges, with emphasis on the crucial role of family involvement in patients' well-being. The Family Empowerment Scale (FES) assesses parents/caregivers' perception of their ability to promote and influence their children's development in three domains: family, service system and community.
Objectives
The objectives of this study were to translate the FES into Brazilian Portuguese, to develop a calculator for data transformation and analysis and to evaluate the psychometric properties of the scale with Brazilian caregivers of children and adolescents with CP.
Methods
Translation occurred in four stages: translation, synthesis, back-translation and review of the translated version. A calculator was then developed in the Excel program, to present data in absolute values and graphically for each subscale. Statistical analysis included Bland–Altman, Intraclass Correlation Coefficient (ICC), Internal Consistency, and Floor and Ceiling Effect.
Results
In total, 50 parents and caregivers participated to the measurement properties investigation, and the scale demonstrated good reliability for the family (ICC = 0.80) and services (ICC = 0.81) subscales, as well as for the overall scale (ICC = 0.88). The community subscale showed moderate reliability (ICC = 0.68), with an adequate Cronbach's alpha (0.89). The FES showed no ceiling or floor effects and a small limit of agreement. The data of all participants were analysed using the calculator.
Conclusion
The FES-Brazilian Portuguese presented good reliability for assessing family empowerment in caregivers of children and adolescents with CP in Brazil, offering insights into this construct and guiding family-centred interventions. In addition, the calculator could be viable for adequate management and dissemination of data.
{"title":"Translation, Reliability and Development of a Calculator for the Brazilian Portuguese Version of the Family Empowerment Scale (FES) in Caregivers of Individuals With Cerebral Palsy","authors":"Acsa Soares Santos, Luana Cristina da Silva, Maria Eduarda Muniz, Felipe Farah, Deisiane Oliveira Souto, Rithelly Barbosa de Almeida, Mariana Aguiar de Matos, Paula Silva de Carvalho Chagas, Hércules Ribeiro Leite","doi":"10.1111/cch.70001","DOIUrl":"10.1111/cch.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Care for patients with cerebral palsy (CP) poses significant challenges, with emphasis on the crucial role of family involvement in patients' well-being. The Family Empowerment Scale (FES) assesses parents/caregivers' perception of their ability to promote and influence their children's development in three domains: family, service system and community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objectives of this study were to translate the FES into Brazilian Portuguese, to develop a calculator for data transformation and analysis and to evaluate the psychometric properties of the scale with Brazilian caregivers of children and adolescents with CP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Translation occurred in four stages: translation, synthesis, back-translation and review of the translated version. A calculator was then developed in the Excel program, to present data in absolute values and graphically for each subscale. Statistical analysis included Bland–Altman, Intraclass Correlation Coefficient (ICC), Internal Consistency, and Floor and Ceiling Effect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In total, 50 parents and caregivers participated to the measurement properties investigation, and the scale demonstrated good reliability for the family (ICC = 0.80) and services (ICC = 0.81) subscales, as well as for the overall scale (ICC = 0.88). The community subscale showed moderate reliability (ICC = 0.68), with an adequate Cronbach's alpha (0.89). The FES showed no ceiling or floor effects and a small limit of agreement. The data of all participants were analysed using the calculator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The FES-Brazilian Portuguese presented good reliability for assessing family empowerment in caregivers of children and adolescents with CP in Brazil, offering insights into this construct and guiding family-centred interventions. In addition, the calculator could be viable for adequate management and dissemination of data.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: This study was conducted to examine in depth the disease management experiences of school-age children with celiac disease and the effects of family, friends, and teachers on disease management at school.
Methods: The study employed a qualitative research method using the phenomenology design. Face-to-face, semi-structured, in-depth interviews were conducted with children (n = 14) with celiac disease. The transcripts were analysed using a phenomenological approach and an inductive process.
Results: Three main themes were identified: Individual, Institutional, and Environmental. It was observed that children adapted better to the celiac diet as they got older, but they had difficulty adjusting to the diet in the school environment. In addition, it was found that school-age children had challenges in diagnosing the disease and finding products suitable for the diet in a rural city with limited facilities. It was determined that the approaches of peers and teachers throughout the child's school life affected the disease management levels of children.
Conclusion: The study reveals the emotional, cognitive, and behavioural difficulties that children face while adapting to celiac disease and diet, especially in the school environment. The results emphasize that school-age children with celiac disease should not be ignored and that the school nurse plays an essential role in this process.
{"title":"School Experiences in the Disease Management of Children With Celiac Disease: A Qualitative Study.","authors":"Özlem Ozturk Sahın, Yeliz Tasdelen, Nesibe S Kutahyalıoglu, Emine Uzuntarla Guney, Kadriye Ozer","doi":"10.1111/cch.70010","DOIUrl":"10.1111/cch.70010","url":null,"abstract":"<p><strong>Background: </strong>This study was conducted to examine in depth the disease management experiences of school-age children with celiac disease and the effects of family, friends, and teachers on disease management at school.</p><p><strong>Methods: </strong>The study employed a qualitative research method using the phenomenology design. Face-to-face, semi-structured, in-depth interviews were conducted with children (n = 14) with celiac disease. The transcripts were analysed using a phenomenological approach and an inductive process.</p><p><strong>Results: </strong>Three main themes were identified: Individual, Institutional, and Environmental. It was observed that children adapted better to the celiac diet as they got older, but they had difficulty adjusting to the diet in the school environment. In addition, it was found that school-age children had challenges in diagnosing the disease and finding products suitable for the diet in a rural city with limited facilities. It was determined that the approaches of peers and teachers throughout the child's school life affected the disease management levels of children.</p><p><strong>Conclusion: </strong>The study reveals the emotional, cognitive, and behavioural difficulties that children face while adapting to celiac disease and diet, especially in the school environment. The results emphasize that school-age children with celiac disease should not be ignored and that the school nurse plays an essential role in this process.</p>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":"e70010"},"PeriodicalIF":1.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurturing environments have a critical influence on children's language development. It is unclear to what extent nurturing environments in institutions influence children's language development.
Methods
The present study investigated the early lexical development in Japanese children raised in institutional care (IC) (N = 86; 10–33 months; 37 boys) and compared their lexical skills to a large sample of age peers being raised in biological family care (BFC) (N = 1897; 937 boys) using vocabulary checklists.
Results
Our results present three main findings: (1) Japanese IC children did not exhibit a delay in productive vocabulary compared with BFC children, although their comprehensive vocabulary was delayed; (2) IC children who experienced maltreatment showed poorer vocabulary scores than non-maltreated IC children; (3) both the duration at the institution and the number of books read to them significantly predicted children's vocabulary scores.
Conclusion
Our study suggests that the Japanese institutions included in the present study did not show a negative impact, at least on productive vocabulary, and may competently foster children's language development. We discussed the relationship between institutional environments and children's language development.
背景：养育环境对儿童的语言发展有着至关重要的影响。目前还不清楚机构中的养育环境在多大程度上影响儿童的语言发展：本研究调查了在机构保育（IC）中长大的日本儿童（人数=86；10-33 个月；37 名男孩）的早期词汇发展情况，并使用词汇检查表将他们的词汇技能与在亲生家庭保育（BFC）中长大的同龄儿童（人数=1897；937 名男孩）进行了大样本比较：我们的研究结果显示了三项主要发现：（1）与亲生家庭保育儿童相比，日本的 IC 儿童在生产性词汇方面没有表现出延迟，尽管他们的综合词汇量有所延迟；（2）与未受虐待的 IC 儿童相比，受过虐待的 IC 儿童的词汇量得分较低；（3）在保育机构的时间长短和为他们朗读的书籍数量都能显著预测儿童的词汇量得分：我们的研究表明，本研究中的日本机构至少对生产性词汇没有负面影响，而且可以有效促进儿童的语言发展。我们讨论了机构环境与儿童语言发展之间的关系。
{"title":"Language Development of Japanese Children Raised in Institutional Care","authors":"Yuko Okumura, Hiroki Higuchi, Yuka Sakamoto, Yasuhiro Minami, Ryoko Mugitani, Kayoko Ito, Tessei Kobayashi","doi":"10.1111/cch.70000","DOIUrl":"10.1111/cch.70000","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Nurturing environments have a critical influence on children's language development. It is unclear to what extent nurturing environments in institutions influence children's language development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The present study investigated the early lexical development in Japanese children raised in institutional care (IC) (<i>N</i> = 86; 10–33 months; 37 boys) and compared their lexical skills to a large sample of age peers being raised in biological family care (BFC) (<i>N</i> = 1897; 937 boys) using vocabulary checklists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our results present three main findings: (1) Japanese IC children did not exhibit a delay in productive vocabulary compared with BFC children, although their comprehensive vocabulary was delayed; (2) IC children who experienced maltreatment showed poorer vocabulary scores than non-maltreated IC children; (3) both the duration at the institution and the number of books read to them significantly predicted children's vocabulary scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our study suggests that the Japanese institutions included in the present study did not show a negative impact, at least on productive vocabulary, and may competently foster children's language development. We discussed the relationship between institutional environments and children's language development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Huilan Xu, Philayrath Phongsavan, Erin Kerr, Lisa Simone, Chris Rissel, Li Ming Wen
Background
Effects of attending early childhood education and care (ECEC) on health behaviours of young children remain unclear. This study aimed to investigate whether ECEC attendance was associated with outdoor play, screen time, sleep duration and family demographics of children aged 2 and 3 years.
Methods
Secondary analysis was conducted using data extracted from two linked trials conducted in Australia, 2017–2020. Telephone surveys were conducted with participating mothers for data collection. Multiple logistic and linear regression models were built to investigate the associations of ECEC attendance with outdoor play, screen time, sleep duration and family demographics among young children.
Results
At ages 2 and 3 years, 797 and 537 mothers completed surveys, respectively. Of respondents, 65% and 72% of children attended ECEC, respectively. Children who attended ECEC had 17 min (95% CI 3.8–30.5) and 28 min (95% CI 14.1–41.9) more daily outdoor playtime and had 13 min (95% CI 4.0–21.5) and 19 min (95% CI 6.4–30.7) less daily screen time at home at 2 and 3 years, respectively. Although ECEC attendance was not associated with sleep duration, children who attended ECEC were more likely to meet all three recommendations (outdoor play, screen time and sleep) with adjusted odds ratio (AOR) 1.84 (95% CI 1.24–2.72) at age 2 and AOR 2.34 (95% CI 1.28–4.28) at age 3. Mothers who were employed, first-time mothers, spoke English at home or had a high household income were more likely to use ECEC services.
Conclusions
ECEC services may hold promise to influence outdoor play and screen time among young children. Children from lower socio-demographic background had a lower rate of ECEC attendance. Future health promotion programmes for young children need to also consider children who do not attend ECEC.
背景：参加早期儿童教育和保育（ECEC）对幼儿健康行为的影响仍不清楚。本研究旨在调查参加ECEC是否与2岁和3岁儿童的户外游戏、屏幕时间、睡眠时间和家庭人口统计学相关：利用从 2017-2020 年在澳大利亚进行的两项关联试验中提取的数据进行了二次分析。对参与试验的母亲进行了电话调查，以收集数据。建立了多元逻辑和线性回归模型，以调查幼儿参加幼儿保育和教育中心与户外游戏、屏幕时间、睡眠时间和家庭人口统计学之间的关联：2岁和3岁时，分别有797名和537名母亲完成了调查。在受访者中，分别有 65% 和 72% 的儿童参加了幼儿保育和教育中心。参加幼儿保育和教育中心的儿童在2岁和3岁时，每天的户外游戏时间分别增加了17分钟（95% CI 3.8-30.5）和28分钟（95% CI 14.1-41.9），每天在家的屏幕时间分别减少了13分钟（95% CI 4.0-21.5）和19分钟（95% CI 6.4-30.7）。虽然参加幼儿保育和教育中心与睡眠时间长短无关，但参加幼儿保育和教育中心的儿童更有可能满足所有三项建议（户外游戏、屏幕时间和睡眠），2 岁时调整后的几率比（AOR）为 1.84（95% CI 1.24-2.72），3 岁时调整后的几率比（AOR）为 2.34（95% CI 1.28-4.28）。有工作、初为人母、在家讲英语或家庭收入高的母亲更有可能使用幼儿保育和教育服务：结论：ECEC 服务有望影响幼儿的户外游戏和屏幕时间。社会人口背景较低的儿童参加幼儿保育和教育中心的比率较低。未来的幼儿健康促进计划也需要考虑未参加幼儿保育和教育中心的儿童。
{"title":"Early Childhood Education and Care Attendance and Its Association With Outdoor Play, Screen Time and Sleep Duration of Young Children: Findings From the CHAT Trial in Australia","authors":"Huilan Xu, Philayrath Phongsavan, Erin Kerr, Lisa Simone, Chris Rissel, Li Ming Wen","doi":"10.1111/cch.70002","DOIUrl":"10.1111/cch.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effects of attending early childhood education and care (ECEC) on health behaviours of young children remain unclear. This study aimed to investigate whether ECEC attendance was associated with outdoor play, screen time, sleep duration and family demographics of children aged 2 and 3 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Secondary analysis was conducted using data extracted from two linked trials conducted in Australia, 2017–2020. Telephone surveys were conducted with participating mothers for data collection. Multiple logistic and linear regression models were built to investigate the associations of ECEC attendance with outdoor play, screen time, sleep duration and family demographics among young children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>At ages 2 and 3 years, 797 and 537 mothers completed surveys, respectively. Of respondents, 65% and 72% of children attended ECEC, respectively. Children who attended ECEC had 17 min (95% CI 3.8–30.5) and 28 min (95% CI 14.1–41.9) more daily outdoor playtime and had 13 min (95% CI 4.0–21.5) and 19 min (95% CI 6.4–30.7) less daily screen time at home at 2 and 3 years, respectively. Although ECEC attendance was not associated with sleep duration, children who attended ECEC were more likely to meet all three recommendations (outdoor play, screen time and sleep) with adjusted odds ratio (AOR) 1.84 (95% CI 1.24–2.72) at age 2 and AOR 2.34 (95% CI 1.28–4.28) at age 3. Mothers who were employed, first-time mothers, spoke English at home or had a high household income were more likely to use ECEC services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>ECEC services may hold promise to influence outdoor play and screen time among young children. Children from lower socio-demographic background had a lower rate of ECEC attendance. Future health promotion programmes for young children need to also consider children who do not attend ECEC.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The determinants of the intention to stop childbearing tend to differ over time and contexts. This allows the issue of families' childbearing intentions to continually remain on the research agenda. As societal context and temporal variability will matter for second childbearing intentions, this study aimed at uncovering the reasons behind the intentions to stop childbearing from one-child mothers' perspective.
Method
A qualitative descriptive study in Isfahan City, Iran, was used to scrutinize reasons behind the unwillingness to have a second pregnancy. A purposeful sampling with maximum variation was used to select one-child mothers. Until reaching saturation, 48 semistructured interviews were conducted. A thematic analysis was used to analyse the qualitative data.
Results
Five themes and 19 subthemes emerged from the data analysis as structural attributes (economic, social and political conditions), parental attributes (parental (dis)agreements, childrearing troubles, having impatience and being at the inappropriate age for childbearing), husband attributes (having the intention to stop parenting, financially and emotionally nonsupportive and being busy by working), maternal attributes (health-related problems, adverse experience during former pregnancy, being employed, self-compassion, the fear of parity progression and being pessimistic) and child attributes (having a naughty child and having the physical or mental distress of the first child).
Conclusion
Overall, findings highlight the multifaceted nature of factors influencing second childbearing intentions. Structural reasons at macro level, intrafamily relationship, mothers' self-related factors and challenges of raising the first child all play distinct roles in discouraging mothers from a second child intention. Understanding these key reasons can help policymakers, researchers and individuals alike to comprehend the complexities involved in family planning and fertility decisions.
{"title":"Beyond the First Child: Unveiling the Reasons Behind Stopping Childbearing in Iran","authors":"Naeemeh Sadeghi-Dinani, Maryam Moeeni, Mostafa Amini-Rarani","doi":"10.1111/cch.13335","DOIUrl":"https://doi.org/10.1111/cch.13335","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The determinants of the intention to stop childbearing tend to differ over time and contexts. This allows the issue of families' childbearing intentions to continually remain on the research agenda. As societal context and temporal variability will matter for second childbearing intentions, this study aimed at uncovering the reasons behind the intentions to stop childbearing from one-child mothers' perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A qualitative descriptive study in Isfahan City, Iran, was used to scrutinize reasons behind the unwillingness to have a second pregnancy. A purposeful sampling with maximum variation was used to select one-child mothers. Until reaching saturation, 48 semistructured interviews were conducted. A thematic analysis was used to analyse the qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five themes and 19 subthemes emerged from the data analysis as structural attributes (economic, social and political conditions), parental attributes (parental (dis)agreements, childrearing troubles, having impatience and being at the inappropriate age for childbearing), husband attributes (having the intention to stop parenting, financially and emotionally nonsupportive and being busy by working), maternal attributes (health-related problems, adverse experience during former pregnancy, being employed, self-compassion, the fear of parity progression and being pessimistic) and child attributes (having a naughty child and having the physical or mental distress of the first child).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, findings highlight the multifaceted nature of factors influencing second childbearing intentions. Structural reasons at macro level, intrafamily relationship, mothers' self-related factors and challenges of raising the first child all play distinct roles in discouraging mothers from a second child intention. Understanding these key reasons can help policymakers, researchers and individuals alike to comprehend the complexities involved in family planning and fertility decisions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142435379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sangeetha Thomas, Nicholas P. Ryan, Linda K. Byrne, Christel Hendrieckx, Victoria White
Background
While theoretical models have established the bidirectional relationship between health and wellbeing of parents and children with chronic health conditions (CHCs), previous work has predominantly emphasised the impact of parent functioning on child outcomes. This study examines how quality of life (QoL) domains in children with CHCs are associated with unmet supportive care needs (SCN) of their parents and explores whether these associations vary by health condition.
Method
Parents of children with congenital heart disease (CHD), type 1 diabetes (T1D) and cancer diagnosed before the age of 12 years and receiving treatment within the last 5 years were eligible. Parents recruited through charity organisations and social media platforms completed a secure, online survey via Qualtrics. The PedsQL examined child QoL across four dimensions: physical, emotional, social and school functioning. A 34-item survey assessed parents' unmet SCN in the previous month across six need domains (e.g., care and informational). Linear regressions examined associations between child QoL and unmet SCN domains and moderation analyses determined whether associations varied as a function of CHC.
Results
The study included 186 parents (age range 25–56 years) of children diagnosed with various CHCs (52% CHD; 27% T1D, 21% cancer). The child's emotional functioning was inversely related to all unmet SCN domains, social functioning was inversely related to three domains (physical and social; support; financial), school functioning was inversely related to two domains (physical and social; care), and child's physical functioning was not associated with any SCN domains. Only the association between child school functioning and unmet care needs was significantly moderated by CHC type (p < 0.05).
Conclusion
Poorer emotional functioning in children with a CHC is a key factor in determining parents unmet SCN. Larger studies are required to replicate these findings and inform design of interventions addressing QoL and unmet SCN in families of children with common CHCs.
{"title":"Quality of Life in Children With Chronic Health Conditions and Its Contribution to Unmet Supportive Care Needs of Families","authors":"Sangeetha Thomas, Nicholas P. Ryan, Linda K. Byrne, Christel Hendrieckx, Victoria White","doi":"10.1111/cch.13336","DOIUrl":"10.1111/cch.13336","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While theoretical models have established the bidirectional relationship between health and wellbeing of parents and children with chronic health conditions (CHCs), previous work has predominantly emphasised the impact of parent functioning on child outcomes. This study examines how quality of life (QoL) domains in children with CHCs are associated with unmet supportive care needs (SCN) of their parents and explores whether these associations vary by health condition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Parents of children with congenital heart disease (CHD), type 1 diabetes (T1D) and cancer diagnosed before the age of 12 years and receiving treatment within the last 5 years were eligible. Parents recruited through charity organisations and social media platforms completed a secure, online survey via Qualtrics. The PedsQL examined child QoL across four dimensions: physical, emotional, social and school functioning. A 34-item survey assessed parents' unmet SCN in the previous month across six need domains (e.g., care and informational). Linear regressions examined associations between child QoL and unmet SCN domains and moderation analyses determined whether associations varied as a function of CHC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study included 186 parents (age range 25–56 years) of children diagnosed with various CHCs (52% CHD; 27% T1D, 21% cancer). The child's emotional functioning was inversely related to all unmet SCN domains, social functioning was inversely related to three domains (physical and social; support; financial), school functioning was inversely related to two domains (physical and social; care), and child's physical functioning was not associated with any SCN domains. Only the association between child school functioning and unmet care needs was significantly moderated by CHC type (<i>p</i> < 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Poorer emotional functioning in children with a CHC is a key factor in determining parents unmet SCN. Larger studies are required to replicate these findings and inform design of interventions addressing QoL and unmet SCN in families of children with common CHCs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.13336","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria Cristina Ginevra, Maria Anna Donati, Isabella Valbusa, Caterina Primi, Sara Santilli, Laura Nota
Background
Accurate knowledge of disabilities is connected to social acceptance and a high chance of initiating and facilitating meaningful social interactions with students with disabilities. The present study investigated the effect of type of disability and school grade level on knowledge of the causes of four disabilities (i.e., hearing, visual, motor and intellectual), misconceptions about the causes of these disabilities and knowledge of the functioning of peers with disabilities.
Methods
A sample of 868 Italian students (Mage = 9.92, SD = 2.33; school grade levels 1–8; 436 boys and 432 girls) was interviewed about their knowledge of causes of four disabilities, potential misconceptions and the knowledge of functioning of peers with disabilities. Mixed-effects models were applied with the GAMLj module of the JAMOVI statistical platform. The effects of type of disability and school grade level and their interaction were estimated as fixed effects, and gender was introduced as a control variable.
Results
Mixed-model analyses found a main effect of type of disability for knowledge and misconceptions about the causes of disabilities and knowledge of the functioning of peers with disabilities. A main effect for school grade level was also found, showing a progressive growth trend in knowledge of the causes of disabilities and of the functioning of peers with disabilities and a decrease in misconceptions with the increase in school grade levels. Lastly, a significant interaction effect of Type of Disability × School Grade Level was found for knowledge and misconceptions about the causes of disabilities, suggesting that the effect of school grade level varied across the type of disability.
Conclusion
Overall, the study found that children and preadolescents have a rudimentary and limited understanding of disabilities, suggesting the necessity for a specific formal education about disabilities during the school years for children and preadolescents.
{"title":"Knowledge and Misconceptions About the Causes of Disabilities and Functioning in Children and Preadolescents: Mixed-Models Analyses","authors":"Maria Cristina Ginevra, Maria Anna Donati, Isabella Valbusa, Caterina Primi, Sara Santilli, Laura Nota","doi":"10.1111/cch.13333","DOIUrl":"10.1111/cch.13333","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Accurate knowledge of disabilities is connected to social acceptance and a high chance of initiating and facilitating meaningful social interactions with students with disabilities. The present study investigated the effect of type of disability and school grade level on knowledge of the causes of four disabilities (i.e., hearing, visual, motor and intellectual), misconceptions about the causes of these disabilities and knowledge of the functioning of peers with disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 868 Italian students (M<sub>age</sub> = 9.92, SD = 2.33; school grade levels 1–8; 436 boys and 432 girls) was interviewed about their knowledge of causes of four disabilities, potential misconceptions and the knowledge of functioning of peers with disabilities. Mixed-effects models were applied with the GAMLj module of the JAMOVI statistical platform. The effects of type of disability and school grade level and their interaction were estimated as fixed effects, and gender was introduced as a control variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Mixed-model analyses found a main effect of type of disability for knowledge and misconceptions about the causes of disabilities and knowledge of the functioning of peers with disabilities. A main effect for school grade level was also found, showing a progressive growth trend in knowledge of the causes of disabilities and of the functioning of peers with disabilities and a decrease in misconceptions with the increase in school grade levels. Lastly, a significant interaction effect of Type of Disability × School Grade Level was found for knowledge and misconceptions about the causes of disabilities, suggesting that the effect of school grade level varied across the type of disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, the study found that children and preadolescents have a rudimentary and limited understanding of disabilities, suggesting the necessity for a specific formal education about disabilities during the school years for children and preadolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.13333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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