Fathers matter: Intrahousehold responsibilities and children's wellbeing during the COVID-19 lockdown in Italy

The lockdown imposed during the spring of 2020 as a result of the COVID-19 pandemic upset families lives, in addition to the health consequences of the virus, forcing parents to completely reorganize their labor, domestic work and childcare time. At the same time, school closures forced children to rearrange their lives and learning processes: in Italy, schools and nurseries were closed for four months, and the incidence and quality of distance learning activities was heterogeneous across education levels and among schools. Using real-time survey data on families with under-16 children collected in April 2020, which include information on parents’ market and household work, and their perception of their children's wellbeing, we estimate how the lockdown has affected children's use of time, their emotional status and their home learning, and whether the reallocation of intrahousehold responsibilities during the lockdown played a role in this process. Changes in the parental division of household tasks and childcare, mostly induced by the labor market restrictions imposed during the lockdown, point to a greater involvement of fathers in childcare and homeschooling activities. This positive variation in fathers’ involvement is accompanied by an increase in children's emotional wellbeing and by a reduction in TV and passive screen time. On the other hand, the quality of children's home learning does not appear to depend on which parent is overseeing their work, but rather on the type of distance learning activities proposed by their teachers.     

Individual differences in children's innovative problem-solving are not predicted by divergent thinking or executive functions

Recent studies of children''s tool innovation have revealed that there is variation in children''s success in middle-childhood. In two individual differences studies, we sought to identify personal characteristics that might predict success on an innovation task. In Study 1, we found that although measures of divergent thinking were related to each other they did not predict innovation success. In Study 2, we measured executive functioning including: inhibition, working memory, attentional flexibility and ill-structured problem-solving. None of these measures predicted innovation, but, innovation was predicted by children''s performance on a receptive vocabulary scale that may function as a proxy for general intelligence. We did not find evidence that children''s innovation was predicted by specific personal characteristics.     

Physician self-awareness: the neglected insight.

Self-awareness is vital to a physician''s development. Understanding the impact of our internal subjective world on our attitudes and values and on the fantasies we have of reality is important to us as doctors. Some of the means of acquiring this self-knowledge include accurately perceiving the reflection of one''s self in patients, understanding one''s learning style, studying and enjoying the humanities, expressing one''s self creatively, maintaining a sense of humour and examining one''s reaction to experiences. When confronted by a person who is ill the physician must take action that is constructive and affirmative and not compromised by behaviour that originates in unexamined personal issues.     

Making a Design Hold Together

The author examines early childhood music education in Taiwan through Bronfenbrenner's ecological systems theory. Factors in the microsystem level that influenced the musical development of children included adult perception of children, child-adult interactions, Taiwanese family structure, and the existing early childhood education system. The quality of child-parent-teacher relationships in mesosystem, the second level, had a noticeable impact on children's musical development. Exosystem, the next level, illustrated how insufficient early childhood teacher training in music influenced children's musical growth. The outermost level illustrated the educational policies and how the current practice affected Taiwanese children's music learning. The author gives recommendations to improve current practice of educational policies based on problems raised and discussed in the different levels.     

Reading and Visual Search: A Developmental Study in Normal Children

Studies dealing with developmental aspects of binocular eye movement behaviour during reading are scarce. In this study we have explored binocular strategies during reading and during visual search tasks in a large population of normal young readers. Binocular eye movements were recorded using an infrared video-oculography system in sixty-nine children (aged 6 to 15) and in a group of 10 adults (aged 24 to 39). The main findings are (i) in both tasks the number of progressive saccades (to the right) and regressive saccades (to the left) decreases with age; (ii) the amplitude of progressive saccades increases with age in the reading task only; (iii) in both tasks, the duration of fixations as well as the total duration of the task decreases with age; (iv) in both tasks, the amplitude of disconjugacy recorded during and after the saccades decreases with age; (v) children are significantly more accurate in reading than in visual search after 10 years of age. Data reported here confirms and expands previous studies on children''s reading. The new finding is that younger children show poorer coordination than adults, both while reading and while performing a visual search task. Both reading skills and binocular saccades coordination improve with age and children reach a similar level to adults after the age of 10. This finding is most likely related to the fact that learning mechanisms responsible for saccade yoking develop during childhood until adolescence.     

Neural Activity during Natural Viewing of Sesame Street Statistically Predicts Test Scores in Early Childhood

It is not currently possible to measure the real-world thought process that a child has while observing an actual school lesson. However, if it could be done, children''s neural processes would presumably be predictive of what they know. Such neural measures would shed new light on children''s real-world thought. Toward that goal, this study examines neural processes that are evoked naturalistically, during educational television viewing. Children and adults all watched the same Sesame Street video during functional magnetic resonance imaging (fMRI). Whole-brain intersubject correlations between the neural timeseries from each child and a group of adults were used to derive maps of “neural maturity” for children. Neural maturity in the intraparietal sulcus (IPS), a region with a known role in basic numerical cognition, predicted children''s formal mathematics abilities. In contrast, neural maturity in Broca''s area correlated with children''s verbal abilities, consistent with prior language research. Our data show that children''s neural responses while watching complex real-world stimuli predict their cognitive abilities in a content-specific manner. This more ecologically natural paradigm, combined with the novel measure of “neural maturity,” provides a new method for studying real-world mathematics development in the brain.     

Task-specific effects of ostracism on imitative fidelity in early childhood

This study examined task specific effects of third-party ostracism on imitative fidelity in early childhood (N = 96, 3–6-year-olds). Start- and end-states of action sequences were manipulated to examine the effects of priming third-party ostracism versus affiliation on children's imitation of instrumental (i.e., action sequence with a different start- and end-state) versus social convention (i.e., action sequence with an identical start- and end-state) tasks. Children's performance was coded for imitative fidelity and children's explanations for their behavior. As predicted, imitative fidelity was highest and social convention explanations were most common when primed with ostracism in the social convention task. The data are consistent with our proposal that imitation serves an affiliative function in response to the threat of ostracism, a response amplified for social conventions.     

Schools as “Poetry-Friendly Places”: Michael Rosen on Poetry in the Curriculum

This article explores the views of children's poet Michael Rosen in relation to poetry in education. It is based on an interview in which Rosen not only discusses the significance of encouraging young people to engage with poetry at school but also analyzes a number of threats to poetry's place in the English curriculum. This article identifies parallels between Rosen's views and current education research and shows how in both cases there is a clear awareness of how certain educational policies risk undermining the value of poetry's contribution to young people's learning experience.     

Shared secrecy: teasing,attachment, and children's emotional management in rural southern Mongolia

In recent decades, anthropologists have scrutinized psychologists’ claim that humans process information about others by imputing mental states. The debate remains open whether cross-cultural variability in how people conceive of minds and inner states reflects differences in their folk theories only, or whether it engenders deep-grained psychological differences. In this article, I look at the very onset of children's apprenticeship in emotional management to examine its cognitive consequences. In the context of rural Mongolia in the late 2000s, questions about homesickness prompted by adults raised children's awareness of the existence of a private self and by the very same process discouraged verbalization or public display of personal feelings. I start by presenting interactions where children were routinely teased about homesickness, and invited to deny that they missed their family. I contextualize this teasing routine within local conceptions about emotional control and linguistic ideology to unveil how it introduced children to the performative power of words while also making them face moral dilemmas. The irreconcilable tension between behaving according to expectations of self-control and experiencing separation induced children's discovery of the possibility of disconnecting intimate feelings from public self-presentation, thus transforming the experience of separation into an experience of secret connection. I speculate that the secrecy that hallows homesickness contributed to making it all the more poignant. The way adults constantly checked on whether children were missing their home prompted children to actually identify some emotional state or aspect of their experience as ‘missing home’. It gave a name to a personal experience which thus became social and guaranteed that it became a shared feeling, albeit a secret one.     

On the Physiology Of Attention (1)

In the course of organizing teaching practice in the schools for student physiologists of the university, we became convinced that holding the children's attention to the subject of the lesson is one of the most difficult tasks not only for a teacher at the beginning of his career, but for an experienced one.     

The Development of Elementary Forms of Thinking in Preschool Children

Among the new problems that society has posed to the educational system, that of developing preschool children's intellectual ability is of special importance. One of the central questions of intellectual training is developing children's thinking.     

Is Parental Control over Children's Eating Associated with Childhood Obesity? Results from a Population‐Based Sample of Third Graders

Objective: Identifying parental behaviors that influence childhood obesity is critical for the development of effective prevention and treatment programs. Findings from a prior laboratory study suggest that parents who impose control over their children's eating may interfere with their children's ability to regulate intake, potentially resulting in overweight. These findings have been widely endorsed; however, the direct relationship between parental control of children's intake and their children's degree of overweight has not been shown in a generalized sample. Research Methods and Procedures: This study surveyed 792 third‐grade children with diverse ethnic and socioeconomic backgrounds from 13 public elementary schools. Parental control over children's intake was assessed through telephone interviews using a state‐of‐the‐art instrument, and children were measured for height, weight, and triceps skinfold thickness. Results: Counter to the hypothesis, parental control over children's intake was inversely associated with overweight in girls, as measured by body mass index, r = ?0.12, p < 0.05, and triceps skinfolds, r = ?0.11, p < 0.05. This weak relationship became only marginally significant when controlling for parents’ perceptions of their own weight, level of household education, and children's age. No relationship between parental control of children's intake and their children's degree of overweight was found in boys. Discussion: Previous observations of the influence of parental control over children's intake in middle‐class white families did not generalize to 8‐ to 9‐year‐olds in families with diverse socioeconomic and ethnic backgrounds. The present findings reveal a more complex relationship between parental behaviors and children's weight status.     

支气管哮喘患儿病情控制的影响因素及其家长知信行问卷调查分析

摘要 目的：调查支气管哮喘患儿家长知信行情况,并分析支气管哮喘患儿病情控制的影响因素。方法：于2016年7月~2020年7月期间,选取我院收治的500例支气管哮喘患儿及其家长作为研究对象。患儿家长知信行情况采用《哮喘患儿家长知信行问卷》调查。患儿近4周的病情控制水平参照《诸福棠实用儿科学(第8版)》中的相关标准进行确定,病情控制水平包括良好控制、部分控制和未控制。将良好控制、部分控制的患儿纳为哮喘控制组,将未控制的患儿纳为哮喘未控制组。采用本院自制的调查量表调查患儿及其家长的信息,分析支气管哮喘患儿病情控制的影响因素。结果：支气管哮喘儿童家长知信行情况不容乐观。支气管哮喘患儿病情控制率为38.06%（187/491）。单因素分析结果表明,支气管哮喘患儿病情控制与家庭人均月收入、患儿个人过敏史、家长受教育程度、哮喘家族史、是否坚持长期用药、是否定期复诊有关（P<0.05）。多因素Logistic回归分析结果显示,家长受教育程度、家庭人均月收入、患儿个人过敏史、哮喘家族史、是否坚持长期用药、是否定期复诊均是支气管哮喘患儿病情控制的影响因素（P<0.05）。结论：本研究中支气管哮喘患儿病情控制水平一般,且支气管哮喘儿童家长知信行情况不容乐观,其中家长受教育程度、家庭人均月收入、患儿个人过敏史等均是支气管哮喘患儿病情控制的影响因素,临床中应结合相关因素进行针对性的干预或治疗,以期实现对支气管哮喘患儿病情的良好控制。     

The Development of Purpose During Adolescence

While there has been much research on adults' abilities to detect deception, there have been very few studies examining both children's and adults' abilities to detect children's real, spontaneous lies. The present study asked both children and adults to make judgments of children's true and false reports. Participants (N = 156) were shown videotaped sessions of children who were either spontaneously lying or telling the truth. Results indicate that both children's and adults' accuracy for detecting children's true statements was below chance. However, older children were significantly better at detecting lies than both younger children and adults.     

扁桃体部分切除术最新进展

扁桃体切除术是耳鼻咽喉科最常见的手术之一,临床上治疗由于扁桃体肥大所致的儿童睡眠阻塞性呼吸暂停综合征,最常用的手术方式为双侧扁桃体切除术。扁桃体在儿童生长发育过程中具有重要的免疫功能,完全切除扁桃体对儿童的免疫功能具有一定的影响。且扁桃体全部切除术后常见一些并发症如出血及疼痛,这使得许多学者提出了扁桃体部分切除术。扁桃体部分切除术较扁桃体全部切除术相比,手术时间短、术后并发症少,在缓解儿童阻塞症状的同时,保留了一部分扁桃体,对于免疫功能也有一定的保留。本文将从扁桃体部分切除术治疗儿童睡眠呼吸暂停综合征的临床疗效以及术后出血、术后疼痛方面作一综述,为扁桃体部分切除术应用于临床提供合理依据。     

Why Do Child-Directed Interactions Support Imitative Learning in Young Children?

Child-directed cues support imitation of novel actions at 18 months, but not at two years of age. The current studies explore the mechanisms that underlie the propensity that children have to copy others at 18 months, and how the value of child-directed communication changes over development. We ask if attentional allocation accounts for children''s failure to imitate observed actions at 18 months, and their success at two years of age, and we explore the informational value child-directed contexts may provide across ontogeny. Eighteen-month-old (Study 1) and two-year-old (Study 2) children viewed causally non-obvious actions performed by child-directed (Study 1 & 2), observed (Study 1 & 2), or non-interactive (Study 2) actors, and their visual attention and imitative behaviors were assessed. Results demonstrated that child-directed contexts supported imitative learning for 18-month-old children, independent of their effects on proximal attention. However, by two years of age, neither directness nor communication between social partners was a necessary condition for supporting social imitation. These findings suggest that developmental changes in children''s propensity to extract information from observation cannot be accounted for by changes in children''s interpretation of what counts as child-directed information, and are likely not due to changes in how children allocate attention to observed events.     

Personal Meaning and the Transformation of a Mental Image

It is generally accepted that the reflection of reality in human consciousness is by no means an exact photographic reproduction of reality. "An image is the reflection of an object, and an object is reflected in an image in just the same guise as it exists in the real life relation between it and the subject" (Rubinshtein, 1957. P. 230). Thus, an element of personal, subjective partiality, the reflection of not only phenomena or objective relations themselves but also of their meaning for the person and their relation to his needs (Rubinshtein, 1959. P. 124; Leont'ev, 1977; Vilyunas, 1983; etc.), is necessarily present in a mental image. Personal meaning is also a component of individual consciousness; in it the partiality of that consciousness finds expression, a partiality conditioned by the link between that consciousness and the subject's need and motivational sphere and the reality of his life in the world (Leont'ev, 1977. Pp. 152-53). The objects and phenomena of reality are presented to us in direct perception and in our imagination in a form that is "colored" by the personal meaning they have for us as a result of their objective place in our life activity and their relation to the realization of our needs. It is not always possible to differentiate between objective content and personal relation even in reflection. Often, the meaning of an object cannot be separated from the object itself and examined impartially, from the sidelines, so to speak. This is most patently in evidence in the example of one's perception of other people, especially those who are very familiar.     

Parental attachment and children's memory for attachment-relevant stories

Despite evidence that parents’ attachment is associated with children's memory, less is known about the mechanisms underlying this association or the contexts in which the association is most meaningful. The present study examined whether parents’ attachment predicted children's memory for stories regarding attachment-related topics, whether the cohesiveness of children's stories mediated the association between attachment and memory, and whether the association varied by interview support at retrieval. Five- to six-year-olds completed attachment-relevant stories while parents provided information about their romantic attachment. Children's stories were coded for cohesiveness. A week later, children's memory for their stories was tested by either a supportive or nonsupportive interviewer. When the interview was nonsupportive, greater parental avoidance was associated with poorer memory, whereas when the interview was supportive, greater parental avoidance was associated with fewer errors. Findings provide insight into the context under which parents’ attachment is most influential in shaping children's memory.     

The scope and limits of overimitation in the transmission of artefact culture

Children are generally masterful imitators, both rational and flexible in their reproduction of others'' actions. After observing an adult operating an unfamiliar object, however, young children will frequently overimitate, reproducing not only the actions that were causally necessary but also those that were clearly superfluous. Why does overimitation occur? We argue that when children observe an adult intentionally acting on a novel object, they may automatically encode all of the adult''s actions as causally meaningful. This process of automatic causal encoding (ACE) would generally guide children to accurate beliefs about even highly opaque objects. In situations where some of an adult''s intentional actions were unnecessary, however, it would also lead to persistent overimitation. Here, we undertake a thorough examination of the ACE hypothesis, reviewing prior evidence and offering three new experiments to further test the theory. We show that children will persist in overimitating even when doing so is costly (underscoring the involuntary nature of the effect), but also that the effect is constrained by intentionality in a manner consistent with its posited learning function. Overimitation may illuminate not only the structure of children''s causal understanding, but also the social learning processes that support our species'' artefact-centric culture.