Variation of behavioral and physiological variables in children attending kindergarten and primary school

Twenty-one children aged 5-6 years (mean age: 71.2 months; S.D. = 2.7) were videotaped in 4 different kindergartens throughout the school day for a period of one week. Eighteen of these children were then followed up after the summer holidays and videotaped for one week while attending the first year of primary school. The behaviors measured for each child were yawning and general motor activity. It was found that: (1) The frequency of yawning appears to be 5 times higher in the first year of primary school than in the last year of kindergarten; (2) Throughout the school-day the percentage of yawning children is higher in the first year of primary school, with the exception of the 1400-1430 period; (3) In the first year of primary school, the percentage of yawning children and the frequency of yawning peak between 900 and 930 and 1430 and 1500; (4) In this school institution the percentage of children who get up from their chair and spontaneously move above increases from the beginning to the end of each school-day. Three cardio-vascular variables were investigated in 17 children of the sample population: heart rate, systolic and diastolic blood pressure. We found that: (1) The lowest values for heart rate in the first year of primary school are in agreement with the classical data of child development, as the children are 5-6 months older than in the last year of kindergarten. However, this is not the case at 1400 when the heart rate peaks at a higher level in the first year of primary school; (2) If the evolution in time of the blood pressure agrees in both institutions with the classical data of human chronobiology, i.e. the maximum values at 1400, the differences in mean level at all times during the school day between both institutions do not agree with what is commonly accepted, i.e. an increase in blood pressure with age; (3) The amplitude of the variations of the heart rate and blood pressure from one 30-min period to another throughout the school day is significantly higher in primary school. The comparison of the data obtained in both school institutions suggests that the observed differences are related to sharp modifications in school rhythms and constraints when the children go from the last year of kindergarten to the first year of primary school.     

National surveillance program on occupational exposure to the human immunodeficiency virus among health care workers in Canada.

To determine the accuracy of various predictors of school problems, we conducted a 3-year prospective study of 1999 children who began school in the Niagara region of Ontario in 1980. During the year before school entry the parents gave a health, developmental and behavioural history during an interview with a community health nurse, and the children underwent vision and hearing screening tests and the Denver Developmental Screening Test (DDST). At the end of the 1980-81 school year the kindergarten teachers rated the children''s learning problems. At the end of the 1982-83 school year the presence of school problems was ascertained, and the predictive accuracy of items from the preschool history and examination and of the kindergarten teachers'' ratings was calculated. The health, developmental and behavioural history with or without the DDST was found to predict later school problems with acceptable accuracy. The kindergarten teachers'' ratings gave slightly more accurate predictions. We conclude that in communities where prompt diagnostic evaluation and effective therapeutic or preventive help can be provided to children identified as being at high risk, health professionals may play a useful role in screening for future school problems.     

Age‐Related Differences in Daily Attention Patterns in Preschool,Kindergarten, First‐Grade,and Fifth‐Grade Pupils

The purpose of this study was to examine age‐related differences in the daily attention patterns of preschool, kindergarten, first‐grade, and fifth‐grade pupils by means of a cross‐sectional sample of 4–11‐year‐old French students. The importance of this study comes from the need to understand attention and apply the information it provides in educational settings. The first study conducted in a school setting with three age groups (4–5‐, 6–7‐, and 10–11‐year‐olds) demonstrated a rapid rhythmicity (60 minute period) for preschoolers (4–5 years old), with higher performance at the beginning of a teaching session. This pattern evolved until the fifth grade (10–11‐year‐olds), after which the temporal variation in attention was comparable to that of working adults, with fluctuations occurring on a half‐day basis. The children's scores on crossing‐out tests rose during the morning, declined in the early afternoon, and then rose again later during the afternoon. The second study enhanced our understanding of the change of the rhythm in attention of 4–7‐year‐old pupils. The rapid daily rhythmicity, linked to a session effect, seems to gradually disappear as children move from preschool 2 to kindergarten (4–5‐ to 5–6‐year‐olds) and then on to first grade (6–7‐year‐olds), where the daily attention patterns are closer to the standard pattern found by chronopsychology studies. The evolving patterns obtained from group means were confirmed by analysis of individual patterns. Exploratory statistical analysis of the data provided greater detail on the observed interindividual patterns, indicating that within each school grade, the attention patterns of some children are similar to the standard pattern while the attention patterns of others are more atypical. Deviations were mainly found in the 5–6‐year‐old age range (kindergarteners). The greatest ‘mixture’ of patterns was observed in the kindergartners (5–6‐year‐olds). Age plays a role not only in modifying daily changes but also in the distribution of interindividual differences in daily fluctuations, which occur most when children are of kindergarten age (5–6 years of age).     

Bright Start: Description and Main Outcomes From a Group‐Randomized Obesity Prevention Trial in American Indian Children

The aim of the Bright Start study was to develop and test the effectiveness of a school environment intervention, supplemented with family involvement, to reduce excessive weight gain by increasing physical activity and healthy eating practices among kindergarten and first‐grade American Indian children. Bright Start was a group‐randomized, school‐based trial involving 454 children attending 14 schools on the Pine Ridge Reservation in South Dakota. Children were followed from the beginning of their kindergarten year through the end of first grade. Main outcome variables were mean BMI, mean percent body fat, and prevalence of overweight/obese children. The goals of the intervention were to: increase physical activity at school to at least 60 min/day; modify school meals and snacks; and involve families in making behavioral and environmental changes at home. At baseline, 32% of boys and 25% of girls were overweight/obese. Although the intervention was not associated with statistically significant change in mean levels of BMI, BMI‐Z, skinfolds or percentage body fat, the intervention was associated with a statistically significant net decrease of 10% in the prevalence of overweight. Intervention children experienced a 13.4% incidence of overweight, whereas the control children experienced a corresponding incidence of 24.8%; a difference of ?11.4% (P = 0.033). The intervention significantly reduced parent‐reported mean child intakes of sugar‐sweetened beverages, whole milk, and chocolate milk. Changes in duration of school physical activity were not significant. Because obesity is the most daunting health challenge facing American Indian children today, more intervention research is needed to identify effective approaches.     

Enterobius vermicularis egg positive rate in a primary school in Chungchongnam-do (province) in Korea

The egg positive rate of Enterobius vermicularis was investigated among students of a primary school and a kindergarten located in the rural area of Tangjin-gun, Chungchongnam-do in December, 1998. Of the 189 examinees, 28 (14.8%) were found to be infected with E. vermicularis by the adhesive cellotape anal swab method. The infection rates ranged from 4.2% to 26.1% among school children, and the highest rate was observed in children attending kindergarten. Three months after treatment with albendazole, four (14.3%) out of 28 infected children still remained infected with E. vermicularis. Through this survey, we were able to determine that E. vermicularis infection is still prevalent among children in rural areas of Korea.     

Pre-academic and early academic achievement in children with velocardiofacial syndrome (del22q11.2) of borderline or normal intelligence

School-aged children with del22q11.2 tend to show a typical learning and neuropsychological profile, which is characterised by a VIQ-PIQ discrepancy (in favour of the VIQ) and significantly better scores for reading (decoding) and spelling compared to mathematics. To the best of our knowledge, there exists no systematic research on the pre-academic and early academic skills that might underpin these learning difficulties. The purpose of the current study was to investigate more systematically these pre-academic and early academic skills in borderline to normal intelligent (FSIQ > 70) children with del22q11.2 in the last year of kindergarten and first grade of primary school in Flanders. In the kindergarten group, meta-linguistic awareness and counting skills were examined. In the group of first graders, children were tested on reading, spelling and mathematics. Thirteen children (mean age: 6 years 4 months (SD = 0.84); 9 boys, 4 girls) participated in this study. In the present study, there were no differences in intelligence and academic outcomes between boys and girls, and no differences in IQ and academic achievement between children with cardiac defects or severe velopharyngeal insufficiency (VPI) and children without these deficits. With regard to pre-academic achievement in general, a characteristic profile with clearly better results for meta-linguistic awareness in comparison to counting skills was found, but this difference is not statistically significant. Concerning early academic achievement, children with del22q11.2, as a group, perform (despite their somewhat lower general intelligence) on average compared with their age-related peers. However, at an individual level--especially within the domain of counting skills and mathematics--there is a wide variability, with some children showing remarkable learning difficulties already at an early age.     

A controlled study of eight months of physical training and reduction of blood pressure in children: the Odense schoolchild study.

OBJECTIVE--To examine the effect of physical training on physical fitness and blood pressure in children aged 9-11 years. DESIGN--Prospective randomised controlled intervention study of a sample of children drawn from a population survey of coronary risk factors in children. SETTING--Odense, Denmark. SUBJECTS--69 children with mean blood pressure greater than or equal to 95th centile (hypertensive group) and 68 with mean blood pressure less than 95th centile (normotensive group), randomly selected from a population of 1369 children. INTERVENTION--67 children were randomised to receive three extra lessons a week of an ordinary school physical education programme for eight months. MAIN OUTCOME MEASURES--Physical fitness assessed by calculation of maximum oxygen uptake and blood pressure recorded by one unblinded observer. RESULTS--After three months neither blood pressure nor physical fitness had changed significantly. After adjustment for values in weight, height, heart rate, and the variable in question before training physical fitness rose significantly at the end of eight months'' training, by 3.7 mlO2/kg/min (95% confidence interval 2.2 to 5.3) in the normotensive training subgroup and by 2.1 mlO2/kg/min (0.1 to 4.2) in the hypertensive training subgroup compared with that in the controls. Systolic and diastolic blood pressures in the training subgroups fell significantly by 6.5 mm Hg (3.2 to 9.9) and 4.1 mm Hg (1.7 to 6.6) respectively in the normotensive group and by 4.9 mm Hg (0.7 to 9.2) and 3.8 mm Hg (0.9 to 6.6) respectively in the hypertensive group. CONCLUSIONS--Physical training lowers blood pressure and improves physical fitness in children and might have implications for an important non-pharmacological approach to primary prevention of essential hypertension.     

Historical Differences in School Term Length and Measured Blood Pressure: Contributions to Persistent Racial Disparities among US-Born Adults

Introduction

Legally mandated segregation policies dictated significant differences in the educational experiences of black and white Americans through the first half of the 20^th century, with markedly lower quality in schools attended by black children. We determined whether school term length, a common marker of school quality, was associated with blood pressure and hypertension among a cohort of older Americans who attended school during the de jure segregation era.

Methods

National Health and Nutrition Examination Survey I and II data were linked to state level historical information on school term length. We used race and gender-stratified linear regression models adjusted for age, state and year of birth to estimate effects of term length on systolic and diastolic blood pressure (SBP and DBP) and hypertension for US-born adults. We also tested whether correcting years of schooling for term length differences attenuated estimated racial disparities.

Results

Among black women, 10% longer school term was associated with lower SBP, DBP and hypertension prevalence (2.1 mmHg, 1.0 mmHg, and 5.0 percentage points respectively). Associations for whites and for black men were not statistically significant. Adjustment for education incorporating corrections for differences in school term length slightly attenuated estimated racial disparities.

Conclusions

Longer school term length predicted better BP outcomes among black women, but not black men or whites.     

Absence of contagious yawning in children with autism spectrum disorder

This study is the first to report the disturbance of contagious yawning in individuals with autism spectrum disorder (ASD). Twenty-four children with ASD as well as 25 age-matched typically developing (TD) children observed video clips of either yawning or control mouth movements. Yawning video clips elicited more yawns in TD children than in children with ASD, but the frequency of yawns did not differ between groups when they observed control video clips. Moreover, TD children yawned more during or after the yawn video clips than the control video clips, but the type of video clips did not affect the amount of yawning in children with ASD. Current results suggest that contagious yawning is impaired in ASD, which may relate to their impairment in empathy. It supports the claim that contagious yawning is based on the capacity for empathy.     

Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature programs that serve large numbers of children, and evaluated specific aspects of classroom quality and children's academic achievement in both the pre-kindergarten and kindergarten year for over 700 children. Results showed that, on average, pre-kindergarten teachers were moderately responsive and sensitive, but were less successful in engaging children in learning specific skills. Both sensitive and stimulating interactions with the teacher and the instructional quality aspects of the pre-kindergarten classroom predicted the acquisition of language, pre-academic, and social skills through the end of the kindergarten year.     

Children’s knowledge and contact with native fauna: a comparative study between Portugal and Spain

ABSTRACT

The present study compared Portuguese and Spanish children in the 6^th year of primary school in terms of their knowledge and live experience of animals from the Iberian Peninsula (IP) and the African savannah. A questionnaire was administered to 420 children from state schools, 215 from Portugal and 205 from Spain. The questionnaire included photos of eleven mammals from each region. The pupils had to identify them, to say if they had observed them live and where, and if they are native in the IP. The results showed a greater knowledge of both groups of the savannah species, also the ones most had seen live. However, the Spanish children had a better performance in the identification of the native mammals and which animals are native on IP, probably because these children are from a less urban zone, with more direct contact with some of the species presented. The school does not seem to play, in either group, an important role in the learning about native species. Boys from both countries performed better than girls on the issues under study. A high percentage of children from both countries think that several of the savannah species occur wild on the IP.     

Children’s ideas about the internal structure of trees: cross-age studies

Trees are important to the environment owing to their ecological services. However, many aspects of their form and function are poorly understood by the public. From their earliest years, children have an elementary knowledge about plants which they gain from their everyday observations, their parents and other people and from their kindergarten and primary schooling. The goal of this research was to investigate Polish children’s understanding of trees’ internal structure. This cross-age study involved 5-year-old children from kindergarten (n = 57, 26 boys and 31 girls) and 7-year-old children (n = 105, 57 boys and 48 girls) and 10-year-old children (83 children, 36 boys and 47 girls) from primary school. Participants were asked to draw the internal structure of a tree. The results of the study showed that there were some significant differences in the responses between age groups and between the genders. Nevertheless, there were some ideas that were shared among all age groups indicating that they might be resistant to change. The study also identified some alternative conceptions about the internal structure of plants and the influence of the media on children’s ideas.     

A survey of Enterobius vermicularis infection among children on western and southern coastal islands of the Republic of Korea

To determine the status of Enterobius vermicularis infection among children living on western and southern coastal islands of the Republic of Korea, children (3-10 years) in 39 kindergartens and primary schools were examined using the cello-tape anal swab method, during July and August 2000. Of 1,661 children examined, 307 (18.5%) were found to be positive for E. vermicularis eggs. The highest infection rate (59.3%) was found in a kindergarten and a branch school of Shinyang primary school on Chujado, Jeju-do (Province). Remarkable differences in egg positive rates were observed in different localities. The egg positive rate for boys (21.3%) was significantly higher than that of girls (15.4%) (P = 0.02). However, positive rates were not significantly dependent on age. The results of the present study show that E. vermicularis infection is highly prevalent among pre-school and primary school children living on the western and southern coastal islands of the Republic of Korea, and indicate the need for efforts to control this infection.     

Preschool detection of asymptomatic bacteriuria: a public health program.

A total of 95% of parents registering their children for kindergarten agreed to screening for urinary tract infection (UTI) in their children. Urine specimens from 1591 children (87%), obtained at the school or at home, were tested. Only minor problems were encountered when parents prepared the specimens at home and mailed them to the laboratory for reading; the proportion of false-positive results was higher in these samples. If screening for UTI becomes established, it appears worth while to conduct this at the time of registration for kindergarten, either in the school by lay persons or in the home by parents.     

An Environmental Approach to Obesity Prevention in Children: Medical College of Georgia FitKid Project Year 1 Results

Objective: To test the hypothesis that third grade children (mean age = 8.7, SD = 0.5) who attended an 8‐month after‐school program would exhibit favorable changes in body composition, cardiovascular fitness, blood pressure, total cholesterol, and high‐density lipoprotein‐cholesterol compared with children in control condition. Research Methods and Procedures: Subjects were 61% African‐American, 31% white, and 8% other racial background from 18 public schools. Sixty‐eight percent were eligible for free or reduced price lunch. Percentage body fat and bone mineral density were assessed by DXA, cardiovascular fitness by heart rate response to a step test, resting blood pressure with a Dinamap, and non‐fasting total cholesterol and high‐density lipoprotein‐cholesterol by finger stick. Data pre‐ and post‐intervention were available for 447 children. Children in the nine intervention schools who attended at least 40% of the after‐school sessions were compared with control subjects. Results: Compared with the control subjects and after controlling for race, sex, free/reduced price lunch status, and school‐level covariates, youths in the intervention group showed a relative reduction of percentage body fat [?0.76 (95% confidence interval (CI), ?1.42, ?0.09)], a greater relative gain in bone mineral density [0.008 (95% CI, 0.001, 0.005)], and a greater relative reduction in heart rate response to the step test [?4.4 (95% CI, ?8.2, 0.6)]. The other outcome variables showed non‐significant trends in favor of the intervention subjects. Discussion: These results are promising in light of the potential impact on the emerging childhood obesity epidemic. The Medical College of Georgia FitKid Project has the potential to be institutionalized because it is built on the existing infrastructure in most public schools in the U.S.     

Mental Development and Self-Development of the Child from Birth to Age 6

This book by Nikolai Nikolaevich Podd'iakov, Academician of the Russian Academy of Education and the towering Russian psychologist of preschool childhood, sets forth a new understanding of mental development in preschool-age children and reveals the mechanisms of their investigative behavior.

The interrelation between clear and vague knowledge, experimental and play activity, and near and far horizons of child development are addressed in a fundamentally new way.

In the author's opinion, such an approach explains the tantalizing riddle: "What lies behind the extremely rapid development of children between birth and the age of six?"

The book is intended for psychologists, facilitators, kindergarten teachers and supervisors, teachers in higher education institutions and teachers' colleges, and senior education administrators.     

Feasibility of a Clinic-Based Hypocaloric Dietary Intervention Implemented in a School Setting for Obese Children

At 6 months the 12 superobese children on protein-sparing modified fast diet had a significant weight loss from baseline (-5.6 ± 7.1 kg, ANOVA p < 0.02); a significant decrease in percentage IBW (-24.3 ± 20%, ANOVA p < 0.002); and had positive growth velocity Z-score (1.3 ± 1.6, ANOVA p < 0.05). Six children were not superobese at 6 months. At 6 months eight of 12 children were active participants and 11 of 12 children were followed. Decrease in blood pressure, as well as, downward trends in serum lipids were observed at 6 months. No clinical complications were observed. At 6 months, the 7 control superobese children, when compared with baseline had gained weight (2.8 ± 3.1 kg, ANOVA p < 0.008); but had no significant change in percentage IBW (-0.3 ± 5.9%, ANOVA p = 0.61); and had no changes in growth velocity Z-score (0.1 ± 1.3, ANOVA p = 0.83). These children did not have any change in blood pressure and an upward trend in serum lipids were observed at 6 months. Protein-sparing modified fast diet and a hypocaloric balanced diet appear to be effective in a group of superobese-school-age children in a medically supervised clinic-based program implemented in a school setting over a 6-month period. The efforts of committed clinic staffs, school officials, peers, and family involvement were crucial to the success of this intervention program in promoting and maintaining weight loss over a 6-month period. Further research with a specific comparison of the hypocaloric diets with longer follow-up periods in the school setting is necessary. In the meantime, these diets should be used only with close medical supervision.     

Development of skill of children in the performance of the family computer game "Super Mario Brothers".

The development of skill of children in the performance of a family computer game (Super Mario Brothers) was investigated among three groups of different age: kindergarten children (6 years old) and primary school children (9 and 12 years old). The skill to perform the game with either hand was evaluated by the mean scores gained by the children. In the normal (right and dominant) situation, the mean score improved significantly with advancement of age. Similar was true in the reversed (left hand dominant) situation, but more distinctly. The mean scores were significantly higher in the normal than in the reversed situations. The experienced children were superior to the inexperienced children in playing the game. The correlation between the reaction time and the game score was also investigated with the same subjects for the 9- and 12-year-old school children. Almost no correlation could be elucidated.     

Neither infants nor toddlers catch yawns from their mothers

This study aimed to clarify whether infants and preschool children show susceptibility to contagious yawning, a well-known effect that has been demonstrated experimentally in older children and adults by exposing them to video sequences showing yawns. In a first study, parents kept a log of their child's yawns for a one week period. None of the log entries reported any contagious yawns by the children. Although less frequent than in older children and adults, spontaneous yawning by infants and preschoolers showed the typical morning, post-wakening peak, and an increase before bedtime in the evening. In an experimental study, infants and preschoolers watched a presentation that included many images of yawning and a repeated video clip of their own mother yawning, but there was no evidence of contagious yawning. The results suggest that, even when witnessing yawns by someone with whom they have a strong and positive emotional relationship, very young children do not show contagious yawning.