Nutrition is important for early childhood health and development. During this time, a large majority of children across developed nations attend Early Education and Care (ECEC) services.
Method
This study utilises Bacchi's What is the problem represented to be? (WPR) approach to analyse representations of food and mealtimes in Australia's National Quality Standard (NQS).
Results
Four problems are identified: (i) Children have suboptimal diets; (ii) children and families make unhealthy food choices; (iii) children lack nutrition knowledge; and (iv) childcare settings carry a high risk of food contamination.
Conclusion
Deep-seated presuppositions are identified as underlying the problems. These include the idea that food is risky and that children's good health is a personal responsibility to be reinforced by educators. Additionally, a deficit in parent nutrition knowledge is assumed and remediation through education is advocated. Implications for children, families and ECEC services are discussed and suggestions for alternative representations of the ‘problem’ as one of learning opportunity are presented.
{"title":"Regulation or Education?: How Are Provision of Food and Mealtime Practices Represented in Australia's National Quality Standards for Early Education and Care","authors":"Bonnie Searle, Sandy Houen, Sally Staton, Karen Thorpe","doi":"10.1111/cch.70195","DOIUrl":"https://doi.org/10.1111/cch.70195","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Nutrition is important for early childhood health and development. During this time, a large majority of children across developed nations attend Early Education and Care (ECEC) services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study utilises Bacchi's <i>What is the problem represented to be?</i> (WPR) approach to analyse representations of food and mealtimes in Australia's National Quality Standard (NQS).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four <i>problems</i> are identified: (i) Children have suboptimal diets; (ii) children and families make unhealthy food choices; (iii) children lack nutrition knowledge; and (iv) childcare settings carry a high risk of food contamination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Deep-seated presuppositions are identified as underlying the problems. These include the idea that food is <i>risky</i> and that children's good health is a <i>personal responsibility</i> to be reinforced by educators. Additionally, a deficit in parent nutrition knowledge is assumed and remediation through education is advocated. Implications for children, families and ECEC services are discussed and suggestions for alternative representations of the ‘problem’ as one of learning opportunity are presented.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145626293","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}
L. Hickey, D. A. Shepherd, A. Bornemisza, I. Sutherland, A. Lucia, M. Yates, H. T. D. Nguyen, G. Baikie
Background
Research has explored family life with neurodevelopmental disabilities (NDDs); however, many studies have focused on specific diagnoses or conditions. This study sought to broaden our understanding of parents' experiences of caring for children with NDDs and explore factors that may predict successfully integrating the child's care into family life.
Methods
Cross-sectional study design. Parents of children attending a neurodevelopment and disability clinic completed surveys focused on their family's functioning (Family Assessment Device—General Functioning; FAD-GF), understanding of their child's disability (Parent Experience of Childhood Illness/Condition; PECI) and family adjustment to caring for their child (Family Management Measure; FAMM). Family demographics and child characteristics were also collected. Survey responses were described and summarised across the whole sample and stratified by potential predictors.
Results
Parents (n = 123) reported similar experiences across the sample on all three measures. This finding may be indicative of ongoing and persistent challenges for families as they integrate the care of their child into family life, regardless of the type of disability/condition, age at diagnosis and time elapsed since diagnosis. For families in this sample, many children had more than one comorbidity to their primary diagnosis/condition, and the complex nature of learning about their child's condition/s unfolds over time.
Conclusion
This study advances our understanding of family life with disability by examining key factors shaping the experience of caring for children with complex needs across various neurodevelopmental disorders. Our findings provide a broader perspective than previous condition-specific research, highlighting the multifaceted nature of family experiences in disability care. This comprehensive view can inform more effective support strategies for families throughout their child's developmental journey, emphasising the importance of considering family functioning, adjustment and management beyond individual diagnoses.
{"title":"Family Life and the Integration of Care of a Child With Neurodevelopmental Disability: Parental Experiences and Predictive Factors of Family Functioning, Adjustment and Understanding Disability","authors":"L. Hickey, D. A. Shepherd, A. Bornemisza, I. Sutherland, A. Lucia, M. Yates, H. T. D. Nguyen, G. Baikie","doi":"10.1111/cch.70172","DOIUrl":"10.1111/cch.70172","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research has explored family life with neurodevelopmental disabilities (NDDs); however, many studies have focused on specific diagnoses or conditions. This study sought to broaden our understanding of parents' experiences of caring for children with NDDs and explore factors that may predict successfully integrating the child's care into family life.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Cross-sectional study design. Parents of children attending a neurodevelopment and disability clinic completed surveys focused on their family's functioning (Family Assessment Device—General Functioning; FAD-GF), understanding of their child's disability (Parent Experience of Childhood Illness/Condition; PECI) and family adjustment to caring for their child (Family Management Measure; FAMM). Family demographics and child characteristics were also collected. Survey responses were described and summarised across the whole sample and stratified by potential predictors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Parents (<i>n</i> = 123) reported similar experiences across the sample on all three measures. This finding may be indicative of ongoing and persistent challenges for families as they integrate the care of their child into family life, regardless of the type of disability/condition, age at diagnosis and time elapsed since diagnosis. For families in this sample, many children had more than one comorbidity to their primary diagnosis/condition, and the complex nature of learning about their child's condition/s unfolds over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study advances our understanding of family life with disability by examining key factors shaping the experience of caring for children with complex needs across various neurodevelopmental disorders. Our findings provide a broader perspective than previous condition-specific research, highlighting the multifaceted nature of family experiences in disability care. This comprehensive view can inform more effective support strategies for families throughout their child's developmental journey, emphasising the importance of considering family functioning, adjustment and management beyond individual diagnoses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145574978","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}
Autistic students experience many problems with school attendance. School exclusion and truancy are among the least researched school attendance problems in this population. The study aimed to describe levels of exclusion and truancy in a UK population-representative sample of autistic adolescents and identify child, family and school factors associated with each school attendance problem.
Methods
Data were drawn from the Millennium Cohort Study where exclusion and truancy information was available for 460 autistic 14-year-olds. Descriptive statistics were used to report the weighted prevalence of exclusion and truancy. A bio-ecological framework guided the selection of available child, family and school factors potentially associated with exclusion and truancy for modelling. Univariable and multivariable logistic regression models were fitted to investigate associations.
Results
Twenty-five percent of autistic adolescents were temporarily or permanently excluded at least once. Fifteen percent of autistic adolescents reported truanting at least once. Externalising problems were strongly associated with higher odds of exclusion and truancy. The level of school support was strongly associated with higher odds of exclusion. There was weak evidence of an association between exclusion and low parental school engagement and between truancy and the absence of intellectual impairment.
Conclusion
Poor mental health and in particular externalising difficulties seem to be strongly associated with a greater likelihood of parent-reported exclusion and adolescent-reported truancy. The role of school support and adaptation to the child's needs warrants further investigation.
{"title":"Exclusion and Truancy of Autistic Adolescents in a UK Population Representative Sample","authors":"Vasiliki Totsika, Kylie M. Gray, Francesca Solmi","doi":"10.1111/cch.70187","DOIUrl":"10.1111/cch.70187","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Autistic students experience many problems with school attendance. School exclusion and truancy are among the least researched school attendance problems in this population. The study aimed to describe levels of exclusion and truancy in a UK population-representative sample of autistic adolescents and identify child, family and school factors associated with each school attendance problem.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were drawn from the Millennium Cohort Study where exclusion and truancy information was available for 460 autistic 14-year-olds. Descriptive statistics were used to report the weighted prevalence of exclusion and truancy. A bio-ecological framework guided the selection of available child, family and school factors potentially associated with exclusion and truancy for modelling. Univariable and multivariable logistic regression models were fitted to investigate associations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-five percent of autistic adolescents were temporarily or permanently excluded at least once. Fifteen percent of autistic adolescents reported truanting at least once. Externalising problems were strongly associated with higher odds of exclusion and truancy. The level of school support was strongly associated with higher odds of exclusion. There was weak evidence of an association between exclusion and low parental school engagement and between truancy and the absence of intellectual impairment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Poor mental health and in particular externalising difficulties seem to be strongly associated with a greater likelihood of parent-reported exclusion and adolescent-reported truancy. The role of school support and adaptation to the child's needs warrants further investigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70187","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566431","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}
Identity development plays a crucial role in the rehabilitation of adolescents with mental disorders. Understanding the key factors influencing self-identity during adolescence can enhance rehabilitation strategies, especially in the context of mental health recovery.
Methods
This study employed a 4-year longitudinal qualitative research design, involving in-depth interviews conducted from 2020 to 2024. The study explored the dynamics of identity development and identified critical factors at different developmental stages. Data analysis utilised constructivist grounded theory and longitudinal comparative analysis. A total of 10 adolescents with mental disorders participated in the study.
Results
The results revealed five key factors influencing identity development: (1) struggling with back-to-school adjustment, (2) perceiving stress, (3) strengthening and growing positive social support networks, (4) embracing self-acceptance and adapting to future expectations and (5) building resilience and toughness. Over time, adolescents showed a positive developmental trajectory in self-identity, supporting the previously established notion of the nonlinear nature of identity development.
Conclusion
The study emphasises the importance of collaborative efforts between family and school in supporting adolescents' rehabilitation. It advocates for long-term, individualised strategies that adapt to the evolving self-identity needs of adolescents at different developmental stages. The focus should be on cultivating resilience and providing appropriate support to foster a stable and positive sense of self.
{"title":"The Identity Development in Adolescents With Mental Disorders During Their Return-to-School Experiences: Evidence From a 4-Year Longitudinal Qualitative Study","authors":"Yihan Wu, Yahui Wang, Sijia Han, Xiaohan Jiang, Marcus Yu Lung Chiu","doi":"10.1111/cch.70189","DOIUrl":"10.1111/cch.70189","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Identity development plays a crucial role in the rehabilitation of adolescents with mental disorders. Understanding the key factors influencing self-identity during adolescence can enhance rehabilitation strategies, especially in the context of mental health recovery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed a 4-year longitudinal qualitative research design, involving in-depth interviews conducted from 2020 to 2024. The study explored the dynamics of identity development and identified critical factors at different developmental stages. Data analysis utilised constructivist grounded theory and longitudinal comparative analysis. A total of 10 adolescents with mental disorders participated in the study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results revealed five key factors influencing identity development: (1) struggling with back-to-school adjustment, (2) perceiving stress, (3) strengthening and growing positive social support networks, (4) embracing self-acceptance and adapting to future expectations and (5) building resilience and toughness. Over time, adolescents showed a positive developmental trajectory in self-identity, supporting the previously established notion of the nonlinear nature of identity development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study emphasises the importance of collaborative efforts between family and school in supporting adolescents' rehabilitation. It advocates for long-term, individualised strategies that adapt to the evolving self-identity needs of adolescents at different developmental stages. The focus should be on cultivating resilience and providing appropriate support to foster a stable and positive sense of self.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566397","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}
Achim Fieß, Alica Hartmann, Alexander K. Schuster, Stephanie D. Grabitz, Dirk Wackernagel, Michael S. Urschitz, Jonas Tesarz, Manfred E. Beutel, Mareike Ernst, Eva Mildenberger, Sandra Gißler
Background
Preterm birth and early bonding disruptions such as delayed first cuddling may increase parental vulnerability and support needs in the postnatal period. However, little is known about how these factors interact to shape paternal perceptions of care and unmet support needs across different domains.
Methods
This retrospective cohort study drew on data from 1559 individuals aged 4–52 years and linked parental reports from 940 mothers and 614 fathers. Participants were categorised by gestational age of the children into extremely preterm (≤ 28 weeks), very preterm (29–32 weeks), moderately preterm (33–36 weeks) and term (≥ 37 weeks). Multivariable logistic regression was used to examine associations between gestational age, birth weight percentile and delayed first cuddling with maternal desires for administrative, social and medical support. Perceived quality of care from healthcare providers was also assessed.
Results
Mothers of preterm infants who experienced delayed cuddling reported significantly higher needs for administrative, social and medical support compared to mothers of term infants. Delayed cuddling emerged as a consistent predictor of increased support needs across all domains. Mothers of preterm infants were more likely to rate physician care positively, while delayed cuddling and low birth weight percentile were associated with lower satisfaction with midwifery care. Fathers showed similar but less pronounced patterns, with administrative support needs elevated in preterm groups.
Conclusion
Preterm birth and delayed first cuddling are associated with greater maternal support needs and lower satisfaction with certain aspects of care, particularly midwifery services. These findings underscore the importance of early, well-coordinated and responsive postnatal support structures, especially for mothers of preterm infants and those who experienced bonding disruptions. Tailored interventions addressing administrative, social and emotional support needs may help reduce long-term stress and improve parent–infant outcomes.
{"title":"Impact of Premature Birth and Delayed Cuddling on Maternal Support Needs and Satisfaction With Postnatal Care and Changes in Support Over Time","authors":"Achim Fieß, Alica Hartmann, Alexander K. Schuster, Stephanie D. Grabitz, Dirk Wackernagel, Michael S. Urschitz, Jonas Tesarz, Manfred E. Beutel, Mareike Ernst, Eva Mildenberger, Sandra Gißler","doi":"10.1111/cch.70170","DOIUrl":"10.1111/cch.70170","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Preterm birth and early bonding disruptions such as delayed first cuddling may increase parental vulnerability and support needs in the postnatal period. However, little is known about how these factors interact to shape paternal perceptions of care and unmet support needs across different domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This retrospective cohort study drew on data from 1559 individuals aged 4–52 years and linked parental reports from 940 mothers and 614 fathers. Participants were categorised by gestational age of the children into extremely preterm (≤ 28 weeks), very preterm (29–32 weeks), moderately preterm (33–36 weeks) and term (≥ 37 weeks). Multivariable logistic regression was used to examine associations between gestational age, birth weight percentile and delayed first cuddling with maternal desires for administrative, social and medical support. Perceived quality of care from healthcare providers was also assessed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Mothers of preterm infants who experienced delayed cuddling reported significantly higher needs for administrative, social and medical support compared to mothers of term infants. Delayed cuddling emerged as a consistent predictor of increased support needs across all domains. Mothers of preterm infants were more likely to rate physician care positively, while delayed cuddling and low birth weight percentile were associated with lower satisfaction with midwifery care. Fathers showed similar but less pronounced patterns, with administrative support needs elevated in preterm groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Preterm birth and delayed first cuddling are associated with greater maternal support needs and lower satisfaction with certain aspects of care, particularly midwifery services. These findings underscore the importance of early, well-coordinated and responsive postnatal support structures, especially for mothers of preterm infants and those who experienced bonding disruptions. Tailored interventions addressing administrative, social and emotional support needs may help reduce long-term stress and improve parent–infant outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566461","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}
Against the background of the climate crisis, the transport sector is being targeted by policies aimed at encouraging low-carbon means of transport such as cycling. In France, teaching children to ride a bicycle is one approach being taken, following the creation in 2018 of the scheme Savoir Rouler à Vélo (Learn to Ride a Bike), SRAV for short. The scheme is run as part of the curriculum at primary school, an institution which, since the start of this century, has broadened its goals to educate pupils about the environment and sustainable development.
Aim
This study aimed to examine how much environmental issues were considered in the implementation of an educational policy encouraging children to learn to cycle.
Methods
The collection and analysis of the data were based on a qualitative methodology. Forty semi-structured interviews were carried out with participants in the SRAV scheme, to which were added approximately 100 h of observation. The three levels at which the public policy was implemented—at national, departmental and school level—were investigated. The field part of the study was complemented by documentary analysis.
Results
The modes of the scheme's administration, which are reflected in the mechanisms that accompany the scheme, hamper the utilisation of the SRAV as a means to educate youngsters about climate change. The scheme's many different partners and the incompatibility of their perspectives on cycling, on the one hand, and the manner in which the skills developed by pupils at the end of a learning cycle are treated, on the other, illustrate these difficulties.
Conclusion
The government's policy to encourage children to learn to ride a bike—as represented by the SRAV scheme—runs up against obstacles when it comes to meeting the environmental challenge.
{"title":"Does Learning to Ride a Bike at School in France Address Environmental Issues?","authors":"Raingeaud Fanny*, Collinet Cécile","doi":"10.1111/cch.70185","DOIUrl":"10.1111/cch.70185","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Against the background of the climate crisis, the transport sector is being targeted by policies aimed at encouraging low-carbon means of transport such as cycling. In France, teaching children to ride a bicycle is one approach being taken, following the creation in 2018 of the scheme Savoir Rouler à Vélo (Learn to Ride a Bike), SRAV for short. The scheme is run as part of the curriculum at primary school, an institution which, since the start of this century, has broadened its goals to educate pupils about the environment and sustainable development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study aimed to examine how much environmental issues were considered in the implementation of an educational policy encouraging children to learn to cycle.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The collection and analysis of the data were based on a qualitative methodology. Forty semi-structured interviews were carried out with participants in the SRAV scheme, to which were added approximately 100 h of observation. The three levels at which the public policy was implemented—at national, departmental and school level—were investigated. The field part of the study was complemented by documentary analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The modes of the scheme's administration, which are reflected in the mechanisms that accompany the scheme, hamper the utilisation of the SRAV as a means to educate youngsters about climate change. The scheme's many different partners and the incompatibility of their perspectives on cycling, on the one hand, and the manner in which the skills developed by pupils at the end of a learning cycle are treated, on the other, illustrate these difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The government's policy to encourage children to learn to ride a bike—as represented by the SRAV scheme—runs up against obstacles when it comes to meeting the environmental challenge.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12628716/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145551845","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}
Maya Koven, Jazzmin Demy, Jasmine Zhang, Mark Wade, Heather Prime
Background
Child mental health challenges have long-term implications for social and emotional functioning. The quality of the interparental relationship is an important contributor to children's mental health challenges. Evidence supports the use of brief couple interventions to enhance couple functioning, though secondary benefits to child outcomes are unknown. The current study examines whether changes to the interparental relationship following participation in a brief couple intervention, in turn, lead to changes in child mental health challenges.
Methods
Participants come from a secondary dataset from a randomized controlled trial of Love Together, Parent Together, a brief couple intervention, and included 267 parents (140 couples) with at least one child under 6 years old. Parents reported on 10 indicators of the interparental relationship and their child's mental health challenges at baseline, 1 week post-intervention and 1- and 3-month follow-ups.
Results
Based on an exploratory factor analysis including all 10 indicators of the interparental relationship, a two-factor model emerged, which included interparental conflict and general relationship quality. Structural equation modelling was used to test indirect effects with interparental conflict and relationship quality, respectively, as mediators, and child mental health challenges at 1- and 3-month follow-ups, respectively, as outcomes. The intervention did not significantly predict couples' T2 conflict, nor did T2 conflict predict follow-up child mental health challenges. The intervention significantly improved the couples' T2 relationship quality, though there were no reliable effects found on child mental health challenges.
Conclusions
In sum, though findings are consistent with the idea that conflict and relationship quality are unique factors of the interparental relationship, there is no evidence for benefits of a brief couple intervention to child mental health challenges. Future studies should carefully consider measurement selection and assessment schedules to detect developmental cascades following couple interventions.
{"title":"The Indirect Effect of a Brief Couple Intervention on Child Mental Health Challenges via the Interparental Relationship","authors":"Maya Koven, Jazzmin Demy, Jasmine Zhang, Mark Wade, Heather Prime","doi":"10.1111/cch.70178","DOIUrl":"10.1111/cch.70178","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Child mental health challenges have long-term implications for social and emotional functioning. The quality of the interparental relationship is an important contributor to children's mental health challenges. Evidence supports the use of brief couple interventions to enhance couple functioning, though secondary benefits to child outcomes are unknown. The current study examines whether changes to the interparental relationship following participation in a brief couple intervention, in turn, lead to changes in child mental health challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants come from a secondary dataset from a randomized controlled trial of Love Together, Parent Together, a brief couple intervention, and included 267 parents (140 couples) with at least one child under 6 years old. Parents reported on 10 indicators of the interparental relationship and their child's mental health challenges at baseline, 1 week post-intervention and 1- and 3-month follow-ups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Based on an exploratory factor analysis including all 10 indicators of the interparental relationship, a two-factor model emerged, which included interparental conflict and general relationship quality. Structural equation modelling was used to test indirect effects with interparental conflict and relationship quality, respectively, as mediators, and child mental health challenges at 1- and 3-month follow-ups, respectively, as outcomes. The intervention did not significantly predict couples' T2 conflict, nor did T2 conflict predict follow-up child mental health challenges. The intervention significantly improved the couples' T2 relationship quality, though there were no reliable effects found on child mental health challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In sum, though findings are consistent with the idea that conflict and relationship quality are unique factors of the interparental relationship, there is no evidence for benefits of a brief couple intervention to child mental health challenges. Future studies should carefully consider measurement selection and assessment schedules to detect developmental cascades following couple interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12628646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145551925","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}
Xinyu Wang, Xu Zhang, Miaomiao Wan, Jane Jie Yu, Xu Wen
Background
Physical activity (PA), sedentary behaviour (SB) and sleep (SLP)—key components of 24-h movement behaviours—have each been independently linked to motor development in preschool children. However, the lack of understanding regarding their integrated and mutually exclusive nature has limited research on their combined impact on early health outcomes. This study employed compositional data analysis (CoDA) to examine the relationships between these behaviours and fundamental movement skills (FMS), as well as potential changes in FMS resulting from isotemporal reallocation.
Methods
A cross-sectional study was conducted with 292 preschool children (3–6 years old; 149 boys and 143 girls). SB, light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) were measured using accelerometers, whereas sleep duration was parent-reported. FMS, including locomotor skills, object-control skills and total motor skills (total MS), were assessed using the third edition of the Test of Gross Motor Development (TGMD-3). CoDA was used to analyse the relationship between 24-h movement behaviours and FMS.
Results
After adjusting for gender, age, family socioeconomic status (SES) and the number of children in the household, a higher proportion of MVPA was significantly positively associated with both total MS (β = 9.39, p = 0.008) and locomotor skills (β = 6.69, p = 0.003). In a 15-min isotemporal reallocation model, substituting MVPA for other behaviours resulted in significant improvements in both total MS and locomotor skills. Dose–response analysis revealed that reallocating even a small amount of time (e.g., 15 min) to MVPA resulted in meaningful benefits for FMS. Notably, this relationship was asymmetric: The negative impact of reducing MVPA outweighed the gains from increasing MVPA.
Conclusion
These findings highlight the importance of prioritizing MVPA within the 24-h movement behaviours framework to optimize motor development in preschool-aged children.
背景：身体活动（PA）、久坐行为（SB）和睡眠（SLP）是24小时运动行为的关键组成部分，它们分别与学龄前儿童的运动发展有独立的联系。然而，由于缺乏对其综合和相互排斥性质的了解，限制了对其对早期健康结果的综合影响的研究。本研究采用成分数据分析（CoDA）来研究这些行为与基本运动技能（FMS）之间的关系，以及等时间再分配导致的FMS的潜在变化。方法：对292名3 ~ 6岁学龄前儿童（男孩149名，女孩143名）进行横断面研究。睡眠时间、轻度体力活动（LPA）和中度至剧烈体力活动（MVPA）使用加速度计测量，而睡眠时间由父母报告。FMS包括运动技能、物体控制技能和总运动技能（总MS），采用第三版大运动发展测试（TGMD-3）进行评估。采用CoDA分析24 h运动行为与FMS的关系。结果：在调整性别、年龄、家庭社会经济地位（SES）和家庭子女数后，较高比例的MVPA与总MS （β = 9.39, p = 0.008）和运动技能（β = 6.69, p = 0.003）均呈显著正相关。在15分钟等颞叶再分配模型中，用MVPA代替其他行为导致总MS和运动技能的显著改善。剂量-反应分析显示，即使重新分配少量时间（例如15分钟）到MVPA也会对FMS产生有意义的益处。值得注意的是，这种关系是不对称的：减少MVPA的负面影响超过了增加MVPA的收益。结论：这些发现强调了在24小时运动行为框架中优先考虑MVPA对优化学龄前儿童运动发展的重要性。
{"title":"Reallocation of 24-h Movement Behaviours and Their Effects on Preschoolers' Fundamental Movement Skills: A Compositional Data and Dose–Response Analysis","authors":"Xinyu Wang, Xu Zhang, Miaomiao Wan, Jane Jie Yu, Xu Wen","doi":"10.1111/cch.70182","DOIUrl":"10.1111/cch.70182","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Physical activity (PA), sedentary behaviour (SB) and sleep (SLP)—key components of 24-h movement behaviours—have each been independently linked to motor development in preschool children. However, the lack of understanding regarding their integrated and mutually exclusive nature has limited research on their combined impact on early health outcomes. This study employed compositional data analysis (CoDA) to examine the relationships between these behaviours and fundamental movement skills (FMS), as well as potential changes in FMS resulting from isotemporal reallocation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional study was conducted with 292 preschool children (3–6 years old; 149 boys and 143 girls). SB, light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) were measured using accelerometers, whereas sleep duration was parent-reported. FMS, including locomotor skills, object-control skills and total motor skills (total MS), were assessed using the third edition of the Test of Gross Motor Development (TGMD-3). CoDA was used to analyse the relationship between 24-h movement behaviours and FMS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>After adjusting for gender, age, family socioeconomic status (SES) and the number of children in the household, a higher proportion of MVPA was significantly positively associated with both total MS (<i>β</i> = 9.39, <i>p</i> = 0.008) and locomotor skills (<i>β</i> = 6.69, <i>p</i> = 0.003). In a 15-min isotemporal reallocation model, substituting MVPA for other behaviours resulted in significant improvements in both total MS and locomotor skills. Dose–response analysis revealed that reallocating even a small amount of time (e.g., 15 min) to MVPA resulted in meaningful benefits for FMS. Notably, this relationship was asymmetric: The negative impact of reducing MVPA outweighed the gains from increasing MVPA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings highlight the importance of prioritizing MVPA within the 24-h movement behaviours framework to optimize motor development in preschool-aged children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145535177","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}
Rinelly Pazinato Dutra, Yasmin Marques Castro, Veridiana Moran, Vicente Gabriel Wink Mattos, Paulo Victor Moura Rodrigues, Eliane Denise Araújo Bacil, Michael Pereira da Silva
Background
This systematic review investigated the association between smartphone/tablet exposure and motor development in children aged 0–6 years.
Methods
Observational studies in Portuguese, English or Spanish were included following the Participants, Exposure, Comparison, Outcomes and Study Design. A search conducted in November 2024 across seven databases identified 3228 records. After screening titles, abstracts and full texts, seven studies met the eligibility criteria, comprising sample sizes that ranged from 25 to 715 participants, for a combined total of 1339. Exposure was assessed via parental report, considering variables such as average daily time of use, frequency and age at first exposure, although definitions varied across studies. Methodological quality was assessed using the AXIS tool, and findings were synthesised qualitatively.
Results
Findings were heterogeneous; one study reported negative associations with gross motor skills, two with fine motor skills and one with overall motor performance. Conversely, three studies indicated potential benefits for fine motor skills, and one found no significant associations. The relationship appears complex and may depend on the context, frequency and duration of use.
Conclusions
The findings underscore the importance of guiding parents, educators and healthcare providers to balance smartphone/tablet exposure with motor-enriching activities. Future longitudinal studies are needed to clarify causal pathways and the long-term effects of these exposures (PROSPERO: CRD420251008664).
{"title":"Association Between Exposure to Smartphones and Tablets and Motor Development in Early Childhood: A Systematic Review","authors":"Rinelly Pazinato Dutra, Yasmin Marques Castro, Veridiana Moran, Vicente Gabriel Wink Mattos, Paulo Victor Moura Rodrigues, Eliane Denise Araújo Bacil, Michael Pereira da Silva","doi":"10.1111/cch.70180","DOIUrl":"https://doi.org/10.1111/cch.70180","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This systematic review investigated the association between smartphone/tablet exposure and motor development in children aged 0–6 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Observational studies in Portuguese, English or Spanish were included following the Participants, Exposure, Comparison, Outcomes and Study Design. A search conducted in November 2024 across seven databases identified 3228 records. After screening titles, abstracts and full texts, seven studies met the eligibility criteria, comprising sample sizes that ranged from 25 to 715 participants, for a combined total of 1339. Exposure was assessed via parental report, considering variables such as average daily time of use, frequency and age at first exposure, although definitions varied across studies. Methodological quality was assessed using the AXIS tool, and findings were synthesised qualitatively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings were heterogeneous; one study reported negative associations with gross motor skills, two with fine motor skills and one with overall motor performance. Conversely, three studies indicated potential benefits for fine motor skills, and one found no significant associations. The relationship appears complex and may depend on the context, frequency and duration of use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings underscore the importance of guiding parents, educators and healthcare providers to balance smartphone/tablet exposure with motor-enriching activities. Future longitudinal studies are needed to clarify causal pathways and the long-term effects of these exposures (PROSPERO: CRD420251008664).</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145522203","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}
Djalma Carmo da Silva Junior, Yasmin Marques Castro, Rinelly Pazinato Dutra, Douglas Pinheiro Caumo, Michael Pereira da Silva
Objective
The study aims to examine the association between interactive screen use and language development in children up to 6 years of age through a systematic review of observational studies.
Methods
This systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search included four databases and used the PECOS strategy. Observational studies—either cross-sectional or longitudinal—that investigated the relationship between the use of mobile devices (such as smartphones and tablets) and language development in children aged 0–6 years were included. Duplicate records were removed using Rayyan software. Screening was carried out in pairs in two stages: title/abstract review and full-text reading.
Results
Most of the evidence suggests a negative association between excessive screen time and language development, particularly in expressive language and vocabulary. However, some studies found no statistically significant association, suggesting that factors such as exposure time, quality of interactions and family context influence the observed outcomes. Methodological heterogeneity limited direct comparisons between findings.
Conclusions
Although the results are not consistent, there is evidence of negative effects of prolonged and unsupervised use of electronic devices on young children's language development.
{"title":"Impact of the Use of Interactive Screens on Language Development in Children up to 6 Years of Age: A Systematic Review","authors":"Djalma Carmo da Silva Junior, Yasmin Marques Castro, Rinelly Pazinato Dutra, Douglas Pinheiro Caumo, Michael Pereira da Silva","doi":"10.1111/cch.70176","DOIUrl":"10.1111/cch.70176","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The study aims to examine the association between interactive screen use and language development in children up to 6 years of age through a systematic review of observational studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This systematic review was conducted according to the <i>Preferred Reporting Items for Systematic Reviews and Meta-Analyses</i> (PRISMA) guidelines. The literature search included four databases and used the PECOS strategy. Observational studies—either cross-sectional or longitudinal—that investigated the relationship between the use of mobile devices (such as smartphones and tablets) and language development in children aged 0–6 years were included. Duplicate records were removed using Rayyan software. Screening was carried out in pairs in two stages: title/abstract review and full-text reading.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most of the evidence suggests a negative association between excessive screen time and language development, particularly in expressive language and vocabulary. However, some studies found no statistically significant association, suggesting that factors such as exposure time, quality of interactions and family context influence the observed outcomes. Methodological heterogeneity limited direct comparisons between findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Although the results are not consistent, there is evidence of negative effects of prolonged and unsupervised use of electronic devices on young children's language development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"51 6","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514994","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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