Traditional and Computer-Based Evaluation of Preschoolers＇ Oral Language in Greek A Review of the Literature

The purpose of this study is to examine and present the procedures and the tools that are described in the literature for observing preschool children＇s communication competence. Informal and formal standardised testing activities are included and a distinction is made on traditional and computer-based screening and diagnosis. The results of study illustrate the current trends of the literature and discuss the possibility of the computer-based screening and diagnosis to partially make up for the expert-personnel shortage

Preschoolers＇ Learning Disabilities Assessment： New Perspectives in Computerized Clinical Tools

This study looks into new perspectives in preschoolers＇ assessment of being at risk for learning disabilities. Precisely, two innovative assessment approaches are examined in order to reveal new research perspectives. The first tool, a traditional approach, is the ＂Early Dyslexia Identification Test＂ and the second tool, a computerized approach, is an lnternet based Speech Pathology Diagnostic Expert System named ＂APLo＂. Both evaluate the sectors of phonological awareness, memory, psychomotor development, pre-writing and pre-reading skills in Greek. The findings o f the current study formulate three directions： （1） the complementary of speech language and learning disorders as a systemic approach, （2） the diagnosis of suspicious factors and compatibilities of learning disabilities even at the preschool age, and （3） the application of alternative methods of assessment aiming for a multidimentional approach with the combined prospect and potential of web tools in the early diagnosis and intervention in learning disabilities.

Mindfulness and mindful parenting:Strategies for preschoolers with behavioral issues

The behavior issues of preschoolers are closely related to their parents'parenting styles.This editorial discusses the value and strategies for solving behavior issues in preschoolers from the perspectives of mindfulness and mindful parenting.We expect that upcoming studies will place greater emphasis on the behavioral concerns of preschoolers and the parenting practices that shape them,particularly focusing on proactive interventions for preschoolers'behavioral issues.

Impact of parenting styles on preschoolers’behaviors

In this editorial,I comment on the article“Association of preschool children behavior and emotional problems with the parenting behavior of both parents”which was published in the latest issue of“World Journal of Clinical Cases”that demonstrates the prevalence of behavioral disorders in preschool children.Therefore I am focused on parenting which is the most effective factor shown to affect the development and continuity of these behaviors.The management of child behavior problems is crucial.Children in early ages,especially preschoolers who are in the first 5 years of life,are influenced by dramatic changes in various aspects of development,such as social,emotional,and physical.Also,children experience many changes linked to different developmental tasks,such as discovering themselves,getting new friendships,and adapting to a new environment.In this period,parents have a critical role in supporting child development.If parents do not manage and overcome their child’s misbehavior,it could be transformed into psychosocial problems in adulthood.Parenting is the most powerful predictor in the social development of preschool children.Several studies have shown that to reduce the child’s emotional and behavioral problems,a warm relationship between parents and children is needed.In addition,recent studies have demonstrated significant relationships between family regulation factors and parenting,as well as with child behaviors.

Association of preschool children behavior and emotional problems with the parenting behavior of both parents

BACKGROUND Parental behaviors are key in shaping children’s psychological and behavioral development,crucial for early identification and prevention of mental health issues,reducing psychological trauma in childhood.AIM To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children.METHODS From October 2017 to May 2018,7 kindergartens in Ma’anshan City were selected to conduct a parent self-filled questionnaire-Health Development Survey of Preschool Children.Children’s Strength and Difficulties Questionnaire(Parent Version)was applied to measures the children’s behavioral and emotional performance.Parenting behavior was evaluated using the Parental Behavior Inventory.Binomial logistic regression model was used to analyze the association between the detection rate of preschool children’s behavior and emotional problems and their parenting behaviors.RESULTS High level of parental support/participation was negatively correlated with conduct problems,abnormal hyperactivity,abnormal total difficulty scores and abnormal prosocial behavior problems.High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children.High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms,abnormal conduct problems,abnormal hyperactivity,abnormal peer interaction,and abnormal total difficulty scores in children(all P<0.05).Moreover,paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors(all P>0.05),after calculating ratio of odds ratio values.CONCLUSION Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children.Overall,the more supportive or involved the parents are,the fewer behavioral and emotional problems the children experience;conversely,the more hostile or controlling the parents are,the more behavioral and emotional problems the children face.Moreover,the impact of fathers’parenting behaviors on preschool children’s behavior and emotions is no less significant than that of mothers’parenting behaviors.

Development and validation of a novel questionnaire regarding vision screening among preschool teachers in Malaysia

AIM:To develop and evaluate the validity and reliability of a knowledge,attitude,and practice questionnaire related to vision screening(KAP-VST)among preschool teachers in Malaysia.METHODS:The questionnaire was developed through a literature review and discussions with experts.Content and face validation were conducted by a panel of experts(n=10)and preschool teachers(n=10),respectively.A pilot study was conducted for construct validation(n=161)and test-retest reliability(n=60)of the newly developed questionnaire.RESULTS:Based on the content and face validation,71 items were generated,and 68 items were selected after exploratory factor analysis.The content validity index for items(I-CVI)score ranged from 0.8-1.0,and the content validity index for scale(S-CVI)/Ave was 0.99.Internal consistency was KR^(2)0=0.93 for knowledge,Cronbach’s alpha=0.758 for attitude,and Cronbach’s alpha=0.856 for practice.CONCLUSION:The KAP-VST is a valid and reliable instrument for assessing knowledge,attitude,and practice in relation to vision screening among preschool teachers in Malaysia.

Effect of lens surgery on health-related quality of life in preschool children with congenital ectopia lentis

AIM:To evaluate the effect of lens surgery on health-related quality of life(HRQoL)of preschool children with congenital ectopia lentis(CEL).METHODS:A prospective self-controlled study was conducted in Zhongshan Ophthalmic Center.Children aged from 5 to 7y whom were diagnosed with CEL and underwent phacoemulsification with scleral-fixated posterior chamber intraocular lens implantation and their parents were enrolled in this study.All of them completed the child and proxy(parental)PedsQL™4.0 before and after the surgery.Their preoperative scores were compared to their postoperative ones.Subgroup analyses were performed based on gender and preoperative bilateral presenting visual acuity of the children.RESULTS:Thirty-two children with CEL successfully underwent surgery without any complications,among whom 8 had monocular surgery and 24 had binocular surgery.Preoperative and postoperative questionnaires were completed by 32 child-parent pairs.Surgical intervention could significantly improve the vision of affected children(P<0.001).The medians of physical,psychosocial and total health scores self-reported by the children were 68.75(62.50,81.25),65.00(60.00,80.00)and 67.39(60.87,78.26)preoperatively and were 93.75(87.50,100.00),90.00(83.33,96.67)and 89.13(85.32,95.65)postoperatively.The preoperative scores of the affected children were significantly lower in all scales than age-matched healthy children(P<0.001).All the postoperative scores were significantly higher than the preoperative scores in affected children and their parents(P<0.001).In the physical functioning evaluation,the preoperative score reported by parents of girls was higher than parents of boys(P=0.041),and the postoperative score of girls was higher than that of boys(P=0.036).CONCLUSION:CEL is associated with significantly worse quality of life in preschool children.Surgical intervention can significantly improve the HRQoL in affected children from both personal and family perspective.

Influence of static cartoons combined with dynamic virtual environments on preoperative anxiety of preschool-aged children undergoing surgery

BACKGROUND Preschoolers become anxious when they are about to undergo anesthesia and surgery,warranting the development of more appropriate and effective interventions.AIM To explore the effect of static cartoons combined with dynamic virtual environments on preoperative anxiety and anesthesia induction compliance in preschool-aged children undergoing surgery.METHODS One hundred and sixteen preschool-aged children were selected and assigned to the drug(n=37),intervention(n=40),and control(n=39)groups.All the children received routine preoperative checkups and nursing before being transferred to the preoperative preparation room on the day of the operation.The drug group received 0.5 mg/kg midazolam and the intervention group treatment consisting of static cartoons combined with dynamic virtual environments.The control group received no intervention.The modified Yale Preoperative Anxiety Scale was used to evaluate the children’s anxiety level on the day before surgery(T0),before leaving the preoperative preparation room(T1),when entering the operating room(T2),and at anesthesia induction(T3).Compliance during anesthesia induction(T3)was evaluated using the Induction Compliance Checklist(ICC).Changes in mean arterial pressure(MAP),heart rate(HR),and respiratory rate(RR)were also recorded at each time point.RESULTS The anxiety scores of the three groups increased variously at T1 and T2.At T3,both the drug and intervention groups had similar anxiety scores,both of which were lower than those in the control group.At T1 and T2,MAP,HR,and RR of the three groups increased.The drug and control groups had significantly higher MAP and RR than the intervention group at T2.At T3,the MAP,HR,and RR of the drug group decreased and were significantly lower than those in the control group but were comparable to those in the intervention group.Both the drug and intervention groups had similar ICC scores and duration of anesthesia induction(T3),both of which were higher than those of the control group.CONCLUSION Combining static cartoons with dynamic virtual environments as effective as medication,specifically midazolam,in reducing preoperative anxiety and fear in preschool-aged children.This approach also improve their compliance during anesthesia induction and helped maintain their stable vital signs.

The Influence of Preschool Teachers’Social Skills on Job Burnout:A Moderated Mediation Model

Background:Teacher burnout is a serious issue in the field of education,particularly in early childhood education,where teachers face high levels of work stress and emotional labor,leading to emotional exhaustion and job burnout.However,past research has not sufficiently explored the mechanisms of social skills,empathy,and mindfulness in mitigating teacher burnout.Therefore,this study aims to investigate the relationship between preschool teachers’social skills,empathy,and mindfulness with job burnout,in order to provide theoretical basis and practical guidance for reducing teacher burnout.Methods:This research utilized a convenience sampling approach to target preschool teachers for a questionnaire survey.A total of 1109 questionnaires were collected.To ensure the quality of the data,we excluded questionnaires that were not carefully filled out in terms of lie scale questions,those with abnormal demographic variables,and outliers identified based on response time.Ultimately,901 valid questionnaires were obtained,achieving a valid response rate of 81.2%.Participants’levels of social skills,empathy,mindfulness,and job burnout were assessed using the Social Skills Scale(SKS),Empathy Scale(Measure of Empathy,ME),Mindful Attention Awareness Scale(MAAS),and the Maslach Burnout Inventory-Educators Survey(MBI-ES),respectively.Data analysis was conducted using SPSS.Results:After controlling for gender,age,teaching experience,educational level,grade taught,and location of the kindergarten,the study found:(1)There is a negative correlation between preschool teachers’social skills and the level of job burnout(r=−0.238);(2)Empathy has a dual-track effect on job burnout,where cognitive empathy negatively affects job burnout(r=−0.245),while emotional empathy has a positive effect(r=0.045);(3)Cognitive empathy partially mediates the relationship between social skills and job burnout(β=−0.124);(4)Mindfulness significantly impacts social skills,cognitive empathy,and job burnout(r=0.278;r=0.286;r=−0.539),and plays a moderating role in the mediation model(β=0.003;β=−0.023).Conclusion:These findings provide theoretical support for the development of burnout prevention and intervention strategies targeted at preschool teachers.They also point out new directions for future research and potential intervention targets,suggesting that enhancing preschool teachers’social skills and cognitive empathy,as well as increasing their mindfulness level,can help them cope with work-related stress and emotional labor,thereby alleviating job burnout.

Relationship between Authoritative Parenting Style and Preschool Children’s Emotion Regulation:A Moderated Mediation Model

An authoritative parenting style has been shown to promote children’s emotion regulation in European-American family studies.However,little is known about how sleep problems and the child’s sibling status in Chinese families affect this relationship.Based on family system theory,this study attempts to better understand the relationship between authoritative parenting style and emotion regulation.Mothers of preschool children in Chinese kindergartens completed questionnaires about their children’s sleep habits,their authoritative parenting styles,and children’s emotion regulation.A total of 531 children participated in this study.Results showed that authoritative parenting was positively associated with emotional regulation.Sleep problems mediated the effects of authoritative parenting style on emotion regulation.The child’s sibling status moderated the mediating effects of sleep problems in authoritative parenting and emotion regulation relationships.Specifically,the relationship between the authoritative parenting style and sleep problems was significant for only children,while birth order had no significant influence on the authoritative parenting style and sleep problems in two-child families.These findings suggest that a lowauthoritative parenting style predicts low emotion regulation through sleep problems,and this depends on the child’s sibling status,indicating that children without siblings may impair emotion regulation due to increased sleep problems.

Family counseling of dental and oral care for preventing caries of dental during preschool age: a literature review

Incorrect family behavior in caring for the dental and oral health of preschool-aged children can affect the incidence of dental caries in these children and can cause more serious health problems in the future if not treated immediately,so it is important to find the right solution.This study aims to determine the effect of family counseling on dental and oral care for preschoolers.This study uses a narrative literature review method.Search articles using 5 databases(Pubmed,ScienceDirect,SpringerLink,ProQuest,and Google Scholar)to search for articles with the keywords family counseling AND Oral health AND Early Childhood Caries AND Behavior Change AND Family and the article selection process refers to the Flow diagram of the PRISMA Statement 2020.The results showed that there were 7 articles analyzed in this study.The implementation of family counseling has a significant effect in increasing self-efficacy,knowledge,ability,and motivation of the family,as well as the behavior of the child,to reduce the risk of dental caries in preschool-age children,taking into account several conditions.It was determined that family counseling is effective in reducing the incidence of dental caries in preschool children.

Exploration of Problems and Solutions in Psychological Health Education for Preschool Children

The preschool period is a crucial stage for children’s physical and mental development,and the mental health status during this period directly affects children’s personality shaping and lifelong development.In recent years,China’s preschool education has flourished,with a continuous increase in the enrollment rate of children and an increasing emphasis on mental health education.However,there are still many problems in the current mental health education for preschool children,which urgently requires attention from all sectors of society.This article analyzes the main problems in mental health education for preschool children and proposes corresponding solutions,hoping to provide references for related research.

Discussion on the Current Situation of Inclusive Education in Chinese Preschools

At present,the public is beginning to pay attention to education and the growth of young children,and inclusive education is gradually being valued by the public.Society needs to treat everyone equally,include all children,oppose discrimination and exclusion,and protect the right to education of children with special needs.By discovering and eliminating various learning obstacles,all children have more opportunities to participate in learning and realize the personalization of teaching models.The implementation of inclusive education in kindergartens can enable more children with special needs to adapt to and integrate into society.The article discusses the challenges faced by inclusive education in Chinese preschool under the perspective of inclusive education,in order to improve the quality of inclusive education and promote the healthy physical and mental development of children.

Fundamental motor skills,screen-time,and physical activity in preschoolers

Purpose: To examine the associations among preschoolers fundamental motor skills, screen-time, physical activity(PA), and sedentary behavior(SB).Methods: Children ages 3à4 years were enrolled in a prospective observational trial of PA. Trained assessors conducted the Test of Gross Motor Development-3 rd edition(TGMD-3), and the Movement Assessment Battery for Children-2 nd edition, and parent-reported child screen-time and sociodemographic information. Children wore an accelerometer for 7 days to examine SB and total PA(TPA). TPA was further characterized as moderateto-vigorous PA(MVPA) or vigorous PA(VPA). Mixed linear models were calculated, controlling for age(for TGMD-3), sex, household income, and accelerometer wear time(for accelerometry models), with childcare center as a random effect. The primary analysis reported on the cross-sectional baseline data of 126 children with complete fundamental motor skill and screen-time data; a subanalysis included 88 children with complete accelerometry data.Results: Children were 3.4 § 0.5 years of age(54% girls; 46% white, 42% African American, 12% other). A total of 48% lived in households at or below the federal poverty level. Children engaged in 5.1 § 3.6 h/day of screen-time. Children's screen-time was inversely related to the Movement Assessment Battery for Children-2 nd edition, manual dexterity skills percentile(b(SE) = ?1.7(0.8), p = 0.049). In the accelerometry subsample,children engaged in 5.9 § 0.9 h/day of TPA of which 1.7 § 0.6 h/day was MVPA. Boys engaged in more MVPA and VPA and less SB compared with girls(all p < 0.05). A higher TGMD-3, total score(b(SE) = 0.4(0.2), p = 0.017) and locomotor score(b(SE) = 0.7(0.3), p = 0.018) were associated with more VPA but not with TPA or MVPA. Screen-time and television in the bedroom were not related to SB, TPA, MVPA, or VPA.Conclusion: Children's motor skills were positively related to VPA but inversely related to screen-time. Further inquiry into the implications of high exposure to screen-time in young children is needed.

The effects of EMLA cream on pain responses of preschoolers

The aim of present study was to assess the effects of a eutectic mixture of topical anesthetics (EMLA cream) on pain responses of preschoolers during venipuncture. The pain responses were reported by children, nurses, and the children’s mothers. The pre- and post-test-designed study, which included a non-equivalent control group, was carried out in a pediatric unit at E University Hospital in South Korea. Pain responses during venipuncture were measured by the self-reporting of the children using the Face Pain Rating Scale (FPRS), the Procedure Behavior Checklist by nurses (PBCL), the Visual Analog Scale (VAS) by mothers, in addition to measurements of the children’s pulse rate and level of oxygen saturation. EMLA cream was effective in decreasing the pain responses of the children as assessed by FPRS, PBCL, and VAS scores. However, pulse rate and level of oxygen saturation of the children during venipuncture were not significantly different between the two groups. EMLA cream could be a useful option for reducing pain in preschool children during invasive procedures.

Habitual physical activity levels and sedentary time of children in different childcare arrangements from a nationally representative sample of Canadian preschoolers

Background:Children spend substantial time in childcare,and the reasons parents choose a particular childcare type may differ by family.However,little is known about how childcare type influences habitual(full day)activity levels among children.Therefore,exploring patterns between childcare type and habitual physical activity(PA)(i.e.,light,moderate-to-vigorous PA(MVPA),and total PA)and sedentary time(ST)in young Canadian children is needed.Methods:A nationally representative sample of preschoolers from Cycles 3 and 4 of the Canadian Health Measures Survey was used in this cross-sectional study.Childcare type(e.g.,center-based childcare,home-based childcare,home with parent,kindergarten)was reported by parents.Preschoolers wore an Actical accelerometer for 7 days.Device and population-spcific cut-points were applied to delineate PA intensities and ST.Population means and sample totals were calculated to examine average daily and hourly rates of activity.Results:Preschoolers’rates of MVPA and total PA from the 4 childcare arrangements ranged from 65.99 min/day to 74.62 min/day(5.48-6.18 min/h)and 274.20 min/day to 281.66 min/day (22.69-23.21 min/h),respectively,while ST ranged from 443.13 min/day to 460.57 min/day(36.80-37.31 min/h).No significant differences were observed in daily or hourly rates of activity.Conclusion:This study provides a snapshot of the levels of PA and ST among preschoolers in various childcare settings at a national level,with no differences observed in habitual activity levels based on childcare enrollment.Additional research is needed to clarify the relationship between young children’s PA and childcare type,with consideration given to the quality of the childcare settings.

Dietary Calcium and Overweight in Preschoolers: Is There an Association?

Background: Several observational and experimental studies in humans and animals have noted an inverse relationship between calcium intake, particularly dairy products, and body weight and adiposity. However, these effects have not been consistently observed. Objective: To evaluate the relationship between calcium intake and anthropometric measures and adiposity in preschoolers. Methods: Cross-sectional study nested in a cohort born of 232 preschoolers from Diamantina, Minas Gerais, Brazil. The preschoolers underwent anthropometric (body mass index and waist circumference), adiposity (triceps and subscapular skinfold) and dietary (three 24-hour dietary recalls) evaluations. The association between calcium intake, adiposity and anthropometric measurements was performed using a logistic regression analysis. Results: The prevalence of overweight (overweight and obesity) among preschoolers was 17.24%. The average calcium intake was 480.51 mg/day. Only 7.7% of children reached their daily recommended intake value (800 mg/day), and calcium intake was equally low for both groups studied (p = 0.74). This study did not find a relationship between calcium intake and overweight or adiposity. Conclusions: Calcium intake was far below the recommendations for the age group studied, and no was identified association between low calcium intake and overweight or adiposity.

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional development: their reactions to their child’s emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The cross- sectional study focused on the variability of parents’ ERSBs according to children’s and parents’ characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents’ ERSBs and children’s socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents’ ERSBs, their emotional competences and children’s personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children’s socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children’s personality, such as emotional stability and parents’ emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children’s personality. Results of Study 2 revealed that both mothers and fathers socialized their children’s socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers’ emotion-related conversations predicted children’s Theory of mind abilities and social adjustment, while fathers’ emotion-related conversations predicted children’s emotional regulation. In addition, fathers’ reactions to their children’s emotions were predicted by children’s socio-emotional competences. These studies highlighted bidirectional effects between parents’ behaviours and children’s development. They emphasized also the importance to better identify predictors of parents’ ERSBs in order to know on which target the professionals should intervene.

Pain-Relieving Effect of Music on Preschoolers during Immunization: A Randomized Controlled Trial

Background: Immunization is a medical procedure many children frequently undergo. As it involves pain, it is important to develop effective pain relief methods that are applicable from infancy. Objective: To clarify the pain-relieving effect of music from speakers on preschoolers during immunization. Methods: A randomized controlled trial using sex-based stratified randomization was conducted at a Japanese pediatric clinic between October and December 2016, involving 48 preschoolers aged 5 - 6. Among these, 25 listened to music (“Twinkle Twinkle Little Star” played by a music box) from speakers before, during, and after influenza immunization (Music group), while the other 23 were not treated with musical intervention (Control group), with the following outcomes: primary: the Face Scale score;and secondary: the heart rate (HR) and oxygen saturation (SpO2) and salivary alpha amylase (sAA) levels. Results: The Face Scale score and HR of the Control group immediately after influenza immunization were significantly higher than their baseline values (P < 0.0001, P < 0.05). There were no significant differences between the Music and Control groups in the Face Scale score, HR, or SpO2 level immediately after influenza immunization or in the sAA level 10 minutes after it. Conclusion: Influenza immunization was painful for preschoolers. When based on the Face Scale score, HR, SpO2 and sAA levels as indices to measure immunization-related pain, music did not show pain-relieving effects.