Bacterial aerosols in an urban nursery school in Gliwice,Poland: a case study

This work presents the results of the study of airborne bacteria in a kindergarten in Gliwice, Upper Silesia, Poland. In this study, the samples of bioaerosols were collected using six-stage Andersen cascade impactor (with aerodynamic cutoff diameters 7.0, 4.7, 3.3, 2.1, 1.1, and 0.65 μm). The level of culturable bacterial aerosols indoors was about 3000 CFU m^?3—six to eight times higher than outdoors. In the classrooms, respirable bacterial particles, <4.7 µm, contributed up to 85 % of the total number of culturable bacteria, increasing the possible adverse health effects due to their inhalation. The identification of the bacterial species showing the dominance of gram-positive cocci in the indoor environment and non-sporing gram-positive rods in the outdoor air indicates that most of the bacteria present in the studied kindergarten are human origin. Using the obtained data, the nursery school exposure dose (NSED) of bioaerosols was estimated for the children and personnel of this kindergarten (nursery school). The highest value of NSED was obtained for younger children (930 CFU kg^?1) compared to older children (about 600 CFU kg^?1) and to the kindergarten staff (about 300 CFU kg^?1). This result suggests the elevated risk of adverse health effects in younger children exposed to the bioaerosols in the kindergarten, including infections.     

Effects of deprivation on exercise play in nursery school children

The incidence of exercise play outdoors was observed in nursery school children aged three to four years, after a short or long period of confinement indoors. For both boys and girls there was a greater incidence of exercise play after the long period of confinement, the levels of exercise play decreasing with time. No sex differences were obtained. The results are considered in relation to theories of the functional significance of exercise play.     

Changing the school environment to increase physical activity in children

We examined the hypothesis that elementary school-age children will be more physically active while attending school in a novel, activity-permissive school environment compared to their traditional school environment. Twenty-four children were monitored with a single-triaxial accelerometer worn on the thigh. The students attended school in three different environments: traditional school with chairs and desks, an activity-permissive environment, and finally their traditional school with desks which encouraged standing. Data from the school children were compared with another group of age-matched children (n = 16) whose physical activity was monitored during summer vacation. When children attended school in their traditional environment, they moved an average (mean +/- s.d.) of 71 +/- 0.4 m/s(2). When the children attended school in the activity-permissive environment, they moved an average of 115 +/- 3 m/s(2). The children moved 71 +/- 0.7 m/s(2) while attending the traditional school with standing desks. Children moved significantly more while attending school in the activity-permissive environment compared to the amount that they moved in either of the traditional school environments (P < 0.0001 for both). Comparing children's activity while they were on summer vacation (113 +/- 8 m/s(2)) to school-bound children in their traditional environment showed significantly more activity for the children on summer vacation (P < 0.0001). The school children in the activity-permissive environment were as active as children on summer vacation. Children will move more in an activity-permissive environment. Strategies to increase the activity of school children may involve re-designing the school itself.     

Overweight and school performance among primary school children: the PIAMA birth cohort study

The aim of this study was to assess the association between overweight and school performance among primary school children prospectively and including a broad range of potential confounding factors. In addition it was investigated what factors mediate this association. For this purpose, data of 2,159 12-year-old children who participated in the Prevention and Incidence of Asthma and Mite Allergy (PIAMA) birth cohort study were used. Two indicators of school performance were parental reported when children were 12 years of age and included (i): the score on a standardized achievement test that Dutch children have to complete at the end of their primary education (Cito)-test and (ii): the teacher's advice regarding a child's potential performance level in secondary education. Children's height and weight were measured by a trained research assistant at the age of 8 and by their parents at the age of 12. Overweight was defined using age and gender specific cut-off points. Multivariate regression analyses were performed to assess the association between overweight and school performance. Besides, both confounder and mediation analyses were conducted. Results showed lower Cito-test scores and lower teacher's school-level advice among overweight children. These associations were no longer significant when adjusting for parental educational level, skipping breakfast, and screen time. This study found no independent association between overweight and school performance among primary school children. Results showed strong confounding by parental educational level.     

Malaria education from school to community in Oudomxay province, Lao PDR

School-based malaria education has been shown to be effective for improving the knowledge, attitudes, and practices of school children toward malaria control. However, little has been reported about the effect of such education on communities in developing countries. To evaluate the influence of school-based malaria education on the knowledge, attitudes, and practices of people in the community toward malaria, we conducted a school-based intervention in Oudomxay province, Lao PDR, and compared scores obtained before and after the intervention. Participants were 130 school children in grades 3-5 at two primary schools, 103 guardians of these children, and 130 married women who did not have children in the target grades. The intervention included presentation of a flipchart at home and a 1-day campaign conducted by the school children and aimed at the community. The flipchart presentation was conducted at villages where school children of both primary schools resided. The 1-day campaign was, however, conducted only at one village. Before and after the intervention, we conducted a questionnaire-based survey of community women that pertained to malaria. Our main finding was that, in married women without children in the target grades, particularly those who were presented with the flipchart and participated in the campaign, the scores of the mean knowledge, attitudes and practices were significantly increased 1 month after the intervention. In conclusion, our results suggest that school children can act as health information messengers from schools to communities for malaria control in Lao PDR.     

Growth status, age, and grade as predictors of school continuation for Guatemalan Indian children

Schooling is considered by many researchers and agencies as an important contributor to individual and national development for populations living in the less developed countries. Accordingly, programs to increase school enrollment and continuation from grade to grade are being developed for many of these countries. This paper investigates the relationship of physical growth status (height, weight, and body composition), grade in school, and age to school continuation for a sample of Indian children living in a village near Guatemala City. It was found that physical growth status, a reflection of health and nutritional status, does not predict school continuation. A child's age and current grade in school do predict continuation. Most children leave school after reaching 9 years of age or after completing the second grade. It is suggested that children may learn enough to satisfy their parents' expectations by this age or grade. Also, the child's economic value to his or her family may be a significant reason for school drop-out.     

How family,immigrant group,and school contexts shape ethnic educational disparities

Scholars have long questioned why average educational attainments among children of immigrants vary greatly by country of origin. Immigrants’ children from the same country share similar contexts of exit and reception and often similar school and family contexts. What is the relative importance of these factors in explaining ethnic differences in educational attainment? Using cross-classified multi-level models, this study shows that family contexts and immigrant group educational selectivity, but not school contexts, help explain ethnic differences. Immigrant selectivity is more decisive in shaping the second-generation’s educational attainment than other group characteristics related to immigrants’ contexts of exit and reception. While school socioeconomic status (SES) only influences the attainment of immigrants’ children from high-SES families, immigrant group selectivity matters regardless of the SES of the family or school, thus shedding light on why members of some national-origin groups tend to complete more education than others despite similar family and school contexts.     

Bedtime and lifestyle in primary school children

Sleep and Biological Rhythms - The effects of a delayed bedtime on school children were examined. Among 204 primary school children, 34 children (17%) went to bed after 23.00 hours. In comparison...     

Prospective study of school injuries: incidence,types, related factors and initial management.

The rates of school injuries were examined by means of a prospective study of 212 schools during the 1981-82 school year. The results showed an annual incidence rate of 5.4 injury events/100 children, which appears to be an underestimate of the actual rate. Of all the injury events 28.7% resulted in serious injuries. Injuries were significantly more frequent in the elementary as opposed to the secondary schools, and the boys were injured significantly more often than the girls. Most of the injuries occurred during athletic activities. Most of the children with either serious or minor injuries were sent to the school office or returned to the classroom, which indicates that the present level of first-aid training among school personnel is inadequate.     

Prevalence of pediculosis and scabies in preschool nursery children of Afyon, Turkey

Scabies and pediculosis are ubiquitous, contagious, and debilitating parasitic dermatoses. The tendency of high prevalence of pediculosis and scabies among school and preschool age children has prompted us to conduct a head louse and scabies prevalence survey among preschool nursery children in our district. A school-based, crosssectional study was performed, with 1,134 children chosen for evaluation. All cases were evaluated by physical examination and a detailed, structured questionnaire. The infestation was found in 14 (1.2%) of 1,134 children; 9 (0.8%) with pediculosis capitis and 5 (0.4%) with scabies. We found that infestations were more frequent in children with mothers whose education levels were low. This indicates the necessity of an improvement in the economic and sociocultural status of the community and the promotion of hygiene concepts and practices in order to improve health of preschool age children.     

Soil-transmitted helminths in relation to hemoglobin status among school children of the Kashmir Valley

Soil-transmitted helminths (STHs) remain a major threat to the health of children throughout the world, mostly in developing nations. The aim of the present study was to determine any relationship between STHs and hemoglobin status in school children of Kashmir Valley (India). Stool and blood samples were collected from 382 male and female school children in the age group of 5-15 yr from all 6 school districts of the Kashmir Valley. Finger-prick blood samples were used to collect the hemoglobin, which was then measured on-site by Sahli's acid hematin method; stool samples were processed using both simple smear and zinc sulphate concentration methods. Of the 382 children surveyed, 299 (78.27%) were infected with Ascaris lumbricoides, Trichuris trichiura, or both. Children infected by STHs were found to have lower mean values of hemoglobin than uninfected children. The present study reveals that STHs are abundant among school children of Kashmir Valley, creating a negative effect on the hemoglobin values and indicating the necessity of implementing control measures.     

Role of school schedule, age, and parental socioeconomic status on sleep duration and sleepiness of Parisian children.

The aim of the study was to assess the duration and quality of sleep of prepubertal (Tanner Scale level 1) physically and mentally healthy children as a function of school schedule (4 versus 4.5 days per week), age and grade (median age of 9.5 years for 4th grade versus median age of 10.5 years for 5th grade), school district (wealthy versus nonwealthy) in Paris, France, and parental socioeconomic status (high, medium, or low). We studied 51 girl and 44 boy volunteer pupils with written parental consent. The study lasted 2 weeks during the month of March. During the first study week, the children attended school 4.5 days, and during the second week, they attended school only 4 days without difference in the length of the school day. A sleep log was used to ascertain time of lights off for sleep and lights on at awakening, nighttime sleep duration, and self-rated sleep quality. A visual analog scale (VAS) was also used by pupils to self-rate the level of perceived sleepiness at four specific times of the school day. Conventional statistical methods (e.g., t and chi2 tests) were used to examine differences in mean values. Sleep duration, self-rated sleepiness, and subjective sleep quality were comparable (P > .05) by gender, school schedule, school district, and parental socioeconomic status. Overall, the sleep of this sample of Parisian children around 10 years of age was rather stable in its duration and timing, suggesting flexibility to adjust to the different school schedules.     

Relationship between general motor activity of children at school and the duration of school tasks

A behavioural study was carried out with 20 children aged from 6 to 7 years attending the first year of primary school from 9:00 to 10:00 A.M. and 2:00 to 3:00 P.M. It appeared that the frequency and duration of getting up and moving around increased from the beginning to the end of both time intervals. There are significant positive correlations between these parameters and the duration of school tasks. It can be suggested that the general activity level is increased as a consequence of restraining children's general body activity and/or imposing on them sustained mental investment in school tasks.     

Patterning of children's sedentary time at and away from school

Objective:

Sedentary behavior in children is positively associated with an increased risk of both obesity and insulin resistance. Children spend a considerable portion of their awake time in sedentary behavior; however, the pattern of accumulation is not known. Thus the objective of this study was to describe the patterning of sedentary behavior of children at and away from school.

Design and Methods:

The patterns of sedentary time in a sample of 53 children (28 girls) aged 10‐12 years during school‐term time were examined. Children wore an accelerometer for 1 week. Total sedentary time, prolonged sequences (bouts) of sedentary time, and frequency of active interruptions to sedentary were examined on school days and weekends and within school time and non‐school time on school days.

Results:

The data did not support our hypothesis that children accumulated more sedentary time on school days when compared with weekend days (mean [SD]: 64.4% [5.3] vs. 64.9% [9.0], P = 0.686). However, when comparing school time with non‐school time on school days, children accumulated more sedentary time at school (66.8% [7.3] vs. 62.4% [5.2], P < 0.001) and spent more time at school in sustained sedentary sequences, that is, uninterrupted sedentary time for 30 min or more (75.6 min [45.8] vs. 45.0 min [26.8], P < 0.002). The children also recorded less breaks per sedentary hour within school time when compared with non‐school time (8.9 h^?1 vs. 10.2 h^?1, P < 0.001).

Conclusion:

Reducing total sedentary time spent both in and out of school remains an important challenge. Interrupting sedentary time more often in the “working” (school) day could also reap important musculoskeletal and metabolic health rewards for children.

     

Sleep patterns and sleep problems among Egyptian school children living in urban,suburban, and rural areas

The present study was conducted to determine the prevalence of sleep patterns and sleep problems among Egyptian school-aged children and to compare sleep patterns and sleep problems among school children from urban, suburban, and rural areas. In this cross-sectional survey, parents of 629 school-aged children, aged 6 to 10 years, from 15 elementary schools in five rural, urban, and suburban areas in the Giza governorate, Egypt, completed the Arabic version of the Children’s Sleep Habits Questionnaire (CSHQ) and questions about parents’ level of education and significant medical problems and/or medication for the child. The mean (SD) of total sleep duration for all children was 8.96 h (SD, 1.20). The most prevalent CSHQ subscales were: bedtime resistance, daytime sleepiness, and night wakings. There were significant differences regarding bedtime (P= 0.006) and night-time sleep duration (P < 0.001) among school children from different areas, but there were no significant differences regarding wake-up time, total sleep duration, duration of nap, and the eight CSHQ subscale scores. The percentage of children who took a daytime nap was 52.9% (n= 184) and the mean (SD) duration of a nap was 1.5 h (SD, 0.92). Paternal illiteracy was associated with higher CSHQ total score and many subscales. In conclusion, sleep duration was shorter than that reported in previous studies. Sleep problems are fairly common among elementary school children in the Giza governorate, whether in urban, suburban, or rural areas. Paternal level of education has an impact on the prevalence of sleep problems.

     

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.     

Racial differences in anthropometric traits in school children of Bahia,Brazil

Two thousand four hundred and forty-four Brazilian school children were classified as Light, Medium and Dark according to a subjective judgment of the proportion of Negro admixture, and studied for weight, height, span and upper-segment/lower-segment (US/LS) ratio. The mean US/LS ratio decreases significantly as the proportion of Negro admixture increases giving an intermediate value for those children belonging to the Medium group for race.     

High-resolution measurements of face-to-face contact patterns in a primary school

Background

Little quantitative information is available on the mixing patterns of children in school environments. Describing and understanding contacts between children at school would help quantify the transmission opportunities of respiratory infections and identify situations within schools where the risk of transmission is higher. We report on measurements carried out in a French school (6–12 years children), where we collected data on the time-resolved face-to-face proximity of children and teachers using a proximity-sensing infrastructure based on radio frequency identification devices.

Methods and Findings

Data on face-to-face interactions were collected on Thursday, October 1^st and Friday, October 2^nd 2009. We recorded 77,602 contact events between 242 individuals (232 children and 10 teachers). In this setting, each child has on average 323 contacts per day with 47 other children, leading to an average daily interaction time of 176 minutes. Most contacts are brief, but long contacts are also observed. Contacts occur mostly within each class, and each child spends on average three times more time in contact with classmates than with children of other classes. We describe the temporal evolution of the contact network and the trajectories followed by the children in the school, which constrain the contact patterns. We determine an exposure matrix aimed at informing mathematical models. This matrix exhibits a class and age structure which is very different from the homogeneous mixing hypothesis.

Conclusions

We report on important properties of the contact patterns between school children that are relevant for modeling the propagation of diseases and for evaluating control measures. We discuss public health implications related to the management of schools in case of epidemics and pandemics. Our results can help define a prioritization of control measures based on preventive measures, case isolation, classes and school closures, that could reduce the disruption to education during epidemics.     

An Outbreak of Acute Enteritis Due to Campylobacter fetus Subspecies jejuni at a Nursery School in Tokyo

An outbreak of acute enteritis due to Campylobacter fetus subspecies jejuni involving a total of 35 out of 74 children occurred at a nursery school in Tokyo in January 1979 and lasted for 7 days. It was the first case of a community outbreak of the disease to be recognized in Japan. The major symptoms observed in the patients consisted of diarrhea (88%), fever (82%), abdominal pain (39%), and vomiting (6.1%). The rate of isolation of the organism from the patients was 39%. Sera of four patients showed elevated agglutinin titers against the organism ranging from 1 : 80 to 1 : 320. Although it is suggested that the outbreak was caused by a communal lunch or between-meal snacks prepared by and provided at the nursery school, the incriminated food, source and route of contamination could not be pinpointed.     

Special care and school difficulties in 8-year-old very preterm children: the Epipage cohort study

Objectives

To investigate school difficulties, special care and behavioral problems in 8 year-old very preterm (VPT) children.

Patient and Methods

Longitudinal population-based cohort in nine regions of France of VPT children and a reference group born at 39–40 weeks of gestation (WG). The main outcome measures were information about school, special care and behavioral problems using Strengths and Difficulties Questionnaire from a questionnaire to parents.

Results

Among the 1439 VPT children, 5% (75/1439) were in a specialised school or class, 18% (259/1439) had repeated a grade in a mainstream class and 77% (1105/1439) were in the appropriate grade-level in mainstream class; these figures were 1% (3/327) , 5% (16/327) and 94% (308/327) , respectively, for the reference group. Also, 15% (221/1435) of VPT children in a mainstream class received support at school versus 5% (16/326) of reference group. More VPT children between the ages of five and eight years received special care (55% (794/1436)) than children born at term (38% (124/325)); more VPT children (21% (292/1387)) had behavioral difficulties than the reference group (11% (35/319)). School difficulties, support at school, special care and behavioral difficulties in VPT children without neuromotor or sensory deficits varied with gestational age, socioeconomic status, and cognitive score at the age of five.

Conclusions

Most 8-year-old VPT children are in mainstream schools. However, they have a high risk of difficulty in school, with more than half requiring additional support at school and/or special care. Referral to special services has increased between the ages of 5 and 8 years, but remained insufficient for those with borderline cognitive scores.