Childhood Overweight and Academic Performance: National Study of Kindergartners and First‐Graders

Objective: To examine the association between children's overweight status in kindergarten and their academic achievement in kindergarten and first grade. Research Methods and Procedures: The data analyzed consisted of 11, 192 first time kindergartners from the Early Childhood Longitudinal Study, a nationally representative sample of kindergartners in the U.S. in 1998. Multivariate regression techniques were used to estimate the independent association of overweight status with children's math and reading standardized test scores in kindergarten and grade 1. We controlled for socioeconomic status, parent‐child interaction, birth weight, physical activity, and television watching. Results: Overweight children had significantly lower math and reading test scores compared with nonoverweight children in kindergarten. Both groups were gaining similarly on math and reading test scores, resulting in significantly lower test scores among overweight children at the end of grade 1. However, these differences, except for boys’ math scores at baseline (difference = 1.22 points, p = 0.001), became insignificant after including socioeconomic and behavioral variables, indicating that overweight is a marker but not a causal factor. Race/ethnicity and mother's education were stronger predictors of test score gains or levels than overweight status. Discussion: Significant differences in test scores by overweight status at the beginning of kindergarten and the end of grade 1 can be explained by other individual characteristics, including parental education and the home environment. However, overweight is more easily observable by other students compared with socioeconomic characteristics, and its significant (unadjusted) association with worse academic performance can contribute to the stigma of overweight as early as the first years of elementary school.     

The Cost‐effectiveness of Australia's Active After‐school Communities Program

The objective of this study was to assess from a societal perspective the cost‐effectiveness of the Active After‐school Communities (AASC) program, a key plank of the former Australian Government's obesity prevention program. The intervention was modeled for a 1‐year time horizon for Australian primary school children as part of the Assessing Cost‐Effectiveness in Obesity (ACE‐Obesity) project. Disability‐adjusted life year (DALY) benefits (based on calculated effects on BMI post‐intervention) and cost‐offsets (consequent savings from reductions in obesity‐related diseases) were tracked until the cohort reached the age of 100 years or death. The reference year was 2001, and a 3% discount rate was applied. Simulation‐modeling techniques were used to present a 95% uncertainty interval around the cost‐effectiveness ratio. An assessment of second‐stage filter criteria (“equity,” “strength of evidence,” “acceptability to stakeholders,” “feasibility of implementation,” “sustainability,” and “side‐effects”) was undertaken by a stakeholder Working Group to incorporate additional factors that impact on resource allocation decisions. The estimated number of children new to physical activity after‐school and therefore receiving the intervention benefit was 69,300. For 1 year, the intervention cost is Australian dollars (AUD) 40.3 million (95% uncertainty interval AUD 28.6 million; AUD 56.2 million), and resulted in an incremental saving of 450 (250; 770) DALYs. The resultant cost‐offsets were AUD 3.7 million, producing a net cost per DALY saved of AUD 82,000 (95% uncertainty interval AUD 40,000; AUD 165,000). Although the program has intuitive appeal, it was not cost‐effective under base‐case modeling assumptions. To improve its cost‐effectiveness credentials as an obesity prevention measure, a reduction in costs needs to be coupled with increases in the number of participating children and the amount of physical activity undertaken.     

Observable Weight Distributions and Children's Individual Weight Assessment

Social networks theory suggests obesity is “contagious” within peer groups in that known friends highly influence weight. On the other hand, an alternative model suggests that observable weight distributions affect perception of one's own obesity level. We examine whether the BMI levels of the most obese classmates in the individual student's grade by gender is positively associated with “under‐assessment” of obesity and overweight (i.e., independently measured obesity or overweight, but subjective self‐assessment of normal weight). The data are the 2004–2005 School Physical Activity and Nutrition III (SPAN), a stratified, multistage probability sample of 4th, 8th, and 11th grade public school children in Texas. We used logistic regression to test whether the gender‐specific 85th percentile BMI level within the individual student's grade at their school is positively associated with “under‐assessment” of obesity and overweight. The results show that students are much more likely to under‐assess their own weight if the gender‐specific 85th percentile BMI level is higher in their grade at their school. These data suggest that observable weight distributions play a key role in the obesity epidemic.     

A Characterization of Children's Intuitive Theories of Drug Action

In an attempt to devise a methodology for characterizing children's intuitive theories of drug action, 217 children in Grades 1 to 6 were interviewed about how two substances, alcohol and cocaine, cause behavioral changes in their users. Measures tapped both structure (Piagetian complexity of causal reasoning, coherence, and construction of a causal explanatory framework with nodes, links, and causal mechanisms) and content (a relevant biological ontology, mastery of propositions in a scientifically correct theory of drug action, and reliance on alternative theoretical models). Scores on all measures increased with age, especially between first and second grade and third and fourth grade. Growth between third/fourth and fifth/sixth grades was more evident for cocaine, the less familiar of the two substances. Measures of structure and content were correlated. Overall, elementary school age children appear capable of framing causal explanations of drug action and possess relevant biological knowledge, particularly about the central role of the brain in mediating the effects of drugs on behavior. It remains to be seen whether programs guided by an intuitive theories perspective and designed to increase children's understandings of how drugs alter behavior can contribute meaningfully to drug prevention efforts.     

Behavioral effects of the presence of a dog in a classroom

Abstract

To test the idea that dogs have a positive influence on the social behavior of school children, one of three dogs was introduced alternately into a class at an elementary school in Vienna, attended by 24 children (mean age: 6.7 years). Most of the 14 boys and ten girls came from first-generation immigrant families. With parental consent, their behavior was videotaped for two hours every week, during “open teaching situations,” first during a one-month control period in the absence of dogs, followed by an experimental period of similar duration, when a dog was present in the classroom. Frequency and duration of all observable behaviors of individuals and their interactions were coded from these tapes. Although major individual differences were found in the children's interest in the dog and their behavioral responses, the group became socially more homogenous due to decreased behavioral extremes, such as aggressiveness and hyperactivity; also, formerly withdrawn individuals became socially more integrated. Effects were more pronounced in the boys than the girls. Even though the children spent considerable time watching and making contacting with the dog, they also paid more attention to the teacher. We conclude that the presence of a dog in a classroom could positively stimulate social cohesion in children and provide a relatively cheap and easy means of improving teaching conditions.     

Parents' Socializing Behavior and Children's Participation in Math,Science, and Computer Out-of-School Activities

This study examined associations between multiple parental behaviors and children's participation in out-of-school math, science, and computer activities for children in 2nd (n = 125), 3rd (n = 123), and 5th grade (n = 200). Mothers and fathers reported how often they encouraged their children's activities, participated in activities with their child, provided activity-related materials, and participated in activities themselves, as well as how often their children participated in activities. The youth described how often they participated in math, science, and computer activities. Results indicate that parents' behavior is a strong, positive predictor of children's participation. Although there were significant mean level gender differences, relations between parents' behavior and children's participation were similar for boys and girls.     

Differences in nutritional status between rural and urban Yucatec Maya children: The importance of early life conditions

Early-life conditions shape childhood growth and are affected by urbanization and the nutritional transition. To investigate how early-life conditions (across the “first” and “second” 1000 days) are associated with rural and urban children's nutritional status, we analyzed anthropometric data from Maya children in Yucatan, Mexico. We collected weight, height and triceps skinfold measures, then computed body mass and fat mass indices (BMI/FMI), in a cross-sectional sample of 6-year-olds (urban n = 72, rural n = 66). Demographic, socioeconomic and early-life variables (birthweight/mode, rural/urban residence, household crowding) were collected by maternal interview. We statistically analyzed rural-urban differences in demographic, socioeconomic, early-life, and anthropometric variables, then created linear mixed models to evaluate associations between early-life variables and child anthropometric outcomes. Two-way interactions were tested between early-life variables and child sex, and between early-life variables and rural-urban residence. Results showed that rural children were shorter-statured, with lower overweight/obesity and cesarean delivery rates, compared to urban children. Household crowding was a negative predictor of anthropometric outcomes; the strongest effect was in boys and in urban children. Birthweight positively predicted anthropometric outcomes, especially weight/BMI. Birth mode was positively (not statistically) associated with any anthropometric outcome. Cesarean delivery was more common in boys than in girls, and predicted increased height in urban boys. In conclusion, urbanization and household crowding were the most powerful predictors of Maya 6-year-old anthropometry. The negative effects of crowding may disproportionately affect Maya boys versus girls and urban versus rural children. Early-life conditions shape Maya children's nutritional status both in the “first” and “second” 1000 days.     

Dentine lead concentration as a predictor of neuropsychological functioning in inner-city children

Cumulative lead exposure in 193 inner-city Black children was evaluated by measuring lead concentrations in the primary dentine and the circumpulpal dentine of their deciduous teeth. The children’s dentine lead levels were comparable to those reported in population studies of low-income children living in inner-city areas. The results of neuropsychological tests administered at age 7 were available for children in the sample; we performed further neuropsychological assessments when their teeth were shed (10–14 yr of age). Higher dentine lead concentrations were associated with deficits in neuropsychological test performance at both testings, with performance abilities more strongly affected than verbal abilities. Moreover, the negative effects of lead on neuropsychological functioning were more evident when lead concentrations in circumpulpal dentine, rather than in primary dentine, was used as the index of lead exposure. Based on this finding, we suggest that circumpulpal dentine and primary dentine should be assayed separately in order to yield a more sensitive estimate of exposure to lead.     

Prosocial Behaviors during School Activities among Child Survivors after the 2011 Earthquake and Tsunami in Japan: A Retrospective Observational Study

Background

The 2011 Japan massive tsunami traumatized many children. The aim of this study was to assess changes in strengths and difficulties experienced in home and school by among surviving children after the 2011 tsunami, in comparison with published normal Japanese data.

Methods

In November 2012 (20 months after the disaster) and September 2013 (30 months after the disaster), the Strengths and Difficulties Questionnaire (SDQ), a questionnaire on children''s strengths and difficulties in home and school activities, were distributed to 12,193 and 11,819 children, respectively. An effective response of children 20 months and 30 month after the disaster was obtained in 10,597 children (86.9%), and 10,812 children (91.4%), respectively. The SDQ scores evaluated by parents and teachers were compared with published normal Japanese SDQ scores.

Results

The SDQ scores (emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems, and total difficulty score) evaluated by parents of children in the 4th to 9th grade who were evaluated after 30 and 20 months were significantly high compared with the published normal data of children without traumatic experiences (all P<0.001). The SDQ scores (prosocial behavior) evaluated by teachers of children in the 4th to 9th grade who were evaluated after 30 and 20 months were significantly low compared with the published normal data of children without traumatic experiences (all P<0.001).

Conclusions

This study showed that the experience of the disaster affected those children with prosocial behaviors towards teachers and friends at school. However, no significant changes (in their prosocial attitude) had been seen at home, where they continued to keep their respect and caring feelings for parents. These results indicate that for accurate diagnosis, clinicians should not only evaluate these children''s daily activities at home but also try to objectively assess their daily activities at school.     

Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses

The literature on relative age position effects is rather inconsistent. In this study we examined intra-classroom age position (or relative age) effects on Dutch adolescents’ school progress and performance (as rated by teachers), physical development, temperamental development (fear and frustration), and depressive symptoms, all adjusted for age at the time of measurement. Data were derived from three waves of Tracking Adolescents'' Individuals Lives Survey (TRAILS) of 2230 Dutch adolescents (baseline mean age 11.1, SD = 0.6, 51% girls). Albeit relative age predicted school progress (grade retention ORs = 0.83 for each month, skipped grade OR = 1.47, both p<.001), our key observation is the absence of substantial developmental differences as a result of relative age position in Dutch adolescents with a normative school trajectory, in contrast to most literature. For adolescents who had repeated a grade inverse relative age effects were observed, in terms of physical development and school performance, as well as on depressive symptoms, favoring the relatively young. Cross-cultural differences in relative age effect may be partly explained by the decision threshold for grade retention.     

Chronotype,gender and general health

Background: Light–dark alternation has always been the strongest external circadian “zeitgeber” for humans. Due to its growing technological preference, our society is quickly transforming toward a progressive “eveningness” (E), with consequences on personal circadian preference (chronotype), depending on gender as well. The aim of this study was to review the available evidence of possible relationships between chronotype and gender, with relevance on disturbances that could negatively impact general health, including daily life aspects. Methods: Electronic searches of the published literature were performed in the databases MEDLINE and Web of Science, by using the Medical Subject Heading (MeSH), when available, or other specific keywords. Results: Results were grouped into four general areas, i.e. (a) “General and Cardiovascular Issues”, (b) “Psychological and Psychopathological Issues”, (c) “Sleep and Sleep-Related Issues” and (d) “School and School-Related Issues”. (a) E is associated with unhealthy and dietary habits, smoking and alcohol drinking (in younger subjects) and, in adults, with diabetes and metabolic syndrome; (b) E is associated with impulsivity and anger, depression, anxiety disorders and nightmares (especially in women), risk taking behavior, use of alcohol, coffee and stimulants, psychopathology and personality traits; (c) E has been associated, especially in young subjects, with later bedtime and wake-up time, irregular sleep–wake schedule, subjective poor sleep, school performance and motivation, health-related quality of life; (d) E was associated with lowest mood and lower overall grade point average (especially for women). Conclusions: Eveningness may impact general health, either physical or mental, sleep, school results and achievements, especially in younger age and in women. The role of family support is crucial, and parents should be deeply informed that abuse of technological devices during night hours may lead to the immature adjustment function of children’s endogenous circadian pacemakers.     

Social and Individual Components of Animal Contact in Preschool Children

ABSTRACT

Humans are generally biophilic. Still, for unknown reasons, interest in animals varies substantially among individuals. Our goal was to investigate how differential interest of children towards animals might be related to social competence and personality. We proposed two alternatives: 1) Children may compensate for potential deficits in social competence by resorting to animals, and 2) Socially well-connected children may show a particular interest in animals. We focused on relationships between age, gender, family background, play behavior, personality components, and contact with rabbits in 50 children (22 boys/28 girls; 3 to 7 years of age) at a preschool in Krems/Austria. Data were analyzed using GLM. We found that each one of these variables had significant impact on intensity of engagement with the rabbits. In general, girls, children with siblings, and children without pets were more oriented towards the rabbits than were boys, children without siblings, or pet-owning children. The older the children, the less frequently they occupied themselves with the rabbits but the longer they remained when they did engage them. Furthermore, we found that the more “Confident/Respected” (PCA factor 1) and less “Patient/Calm,” “Cheerful/Sociable,” and “Solitary” (PCA factors 2–4) the children, the more time they spent in direct occupation with rabbits. Most effects of the investigated variables varied between boys and girls. By and large, our findings support the hypothesis that the “socially competent” children were particularly interested in the animals. Also, children's social styles, as evinced in interactions with peers, were generally reflected in how they interacted with the rabbits.     

Surface soil as a potential source of lead exposure for young children.

Soil analyses revealed an elevated lead content in the surface soil of three British Columbia cities. The lead accumulations were largely attributed to dustfall from a nearby large lead-zinc smelter in Trail and to automotive traffic in Nelson and Vancouver. Although the mean concentrations of lead in the soil were relatively low at Nelson (192 parts per million [ppm]), in selected areas of Vancouver with heavy traffic they were similar to those found within 1.6 km of the large smelter at Trail (1545 and 1662 ppm respectively). In a study conducted in 1975, children aged 1 to 6 years in Trail and Nelson were found to have higher mean blood lead levels than grade nine students. The findings of the later study support the view that particulate lead in surface soil and dust accounted for most of the greater lead absorption in the younger children.     

Parent Civic Beliefs,Civic Participation,Socialization Practices,and Child Civic Engagement

We examined civic engagement in middle childhood and the degree to which parents’ civic beliefs (i.e., social trust and civic efficacy), civic participation, and socialization practices were associated with indicators of children's civic engagement (i.e., social responsibility and civic values). Survey data were collected from 359 racially, ethnically, and economically diverse upper elementary students and their parents from six schools in Southern California. The results of path analyses indicated that higher levels of parent social trust were associated with higher levels of community responsibility and civic values in children. Additionally, parent social trust, civic efficacy, and civic participation were indirectly associated with children's community responsibility and civic values through children's perception of their parents as civic role models. Findings suggest that parents’ civic beliefs and civic participation are meaningful to children's civic engagement.     

Editors' Introduction: Pathways to Identity and Positive Development Among Muslim Youth in the West

The present study used a person-centered approach to examine patterns of conflict experience among 198 3rd–6th grade children. Peer reports of aggressive behavior, sociability, victimization, and an assessment of psychological mindedness in narrative accounts of conflict experiences were used. Three patterns were identified using mixture modeling: Managers, Avoiders, and Sustainers. Patterns differed with respect to narrative skills and social adjustment. Findings demonstrate the benefit of examining children's ability to tell their own stories in combination with peer perceptions of children's behavior. Discussion focuses on how children may rely on behavioral and narrative skills to develop different ways of responding to peer conflict in context, as well as on the application of findings in school settings.     

Trends in incidence of AIDS associated with transfusion of blood and blood products in Europe and the United States, 1985-93.

OBJECTIVE--To quantify patterns and trends in incidence of AIDS associated with transfusion of blood and its products in 14 European countries and the United States. DESIGN--Data were derived from the World Health Organisation''s European non-aggregate AIDS dataset and, for the United States, from the Centers for Disease Control AIDS public information dataset. Rates were standardised by using the world standard populations and adjusted for reporting delays in each country. SUBJECTS--Cases of AIDS in patients with haemophilia and recipients of transfusions. RESULTS--Overall, between 1985 and 1993 almost 6000 cases of AIDS associated with transfusions were registered in the 14 European countries considered and over 8000 in the United States between 1985 and 1992. Most European countries had annual age adjusted rates lower than 0.5 per million children aged 12 or less and between 1 and 2 per million adults. The United States had rates around 1 per million children and 5 per million adults in the most recent period. For children, the highest rates were generally reached in 1985-7, whereas in adults the highest rates were in the late 1980s. France had the highest overall incidence of AIDS related to transfusion in Europe (3.3 per million). Romania had a major epidemic in children (over 30 cases per million children in 1988-90). Incidence rates of AIDS associated with transfusion were still increasing in some southern European countries in the early 1990s. CONCLUSIONS--Apart from in France and Romania it is clear that rates of bloodborne AIDS in European countries are lower than those registered in the United States.     

The Strange Animal Situation Test

ABSTRACT

Many tools assess the reactions of humans encountering familiar or unfamiliar partners or environments. Companion animals belong to our everyday environment and influence our lives. Whereas many standardized tools test companion animals' reactions to humans, few evaluate humans' reactions to companion animals. We present here a test with a guinea pig that can be applied to a wide range of people in the home environment. This standardized test and simple coding system enabled us to characterize individual behavioral profiles of children and compare them in relation to different factors (e.g., gender, age, pet ownership). We observed 59 children (32 girls, 27 boys), aged between 6 and 12 years old. Our results show that most children first looked at the guinea pig (72%), smiled when they saw it (49%), and then went directly towards it without looking at their parent (79%). Many children touched the animal without hesitation (86%). Moreover, this test reveals more than the mere interest of children in guinea pigs. Indeed, a cluster analysis differentiated four behavioral profiles that reflected aspects of the children's experience, gender, and lifestyles. When encountering the unfamiliar guinea pig, children could be “confident” (go straight to the animal and touch it; 64%), “anxious” (look at parent; 12%), “indirect” (hesitate and touch; 14%), or “careful” (emit vocal and/or verbal behaviors; 10%). The potential future application of this research is to compare behavioral profiles quantitatively over the long term, taking into account the development and experiences of people with typical development and those with atypical development (e.g., autistic disorders).     

Asthma in primary schools.

Seven schools in the Lewes area were visited to identify which children were using inhalational treatment for asthma. The attitudes of the parents and schools were assessed, as was the children''s skill in using inhalers. Five per cent of all children were receiving inhalational treatment with bronchodilator drugs. On average they had missed seven school days in the past year. The opinions of the parents about treatment appeared to be determined by the severity of the child''s asthma. Most schools coped well with giving bronchodilators, though there was no real understanding of the nature of the disease or treatment. Most children who had received pressurised inhalers could not use them satisfactorily.     

Role of the School Eye Clinic in Modern Ophthalmology

Routine sight tests for children at intervals throughout their school career are clearly important; three-quarters of those referred to the school eye clinics in this area had some ocular defect. It is probably no longer necessary for myopic schoolchildren to be treated by a consultant ophthalmologist after their initial examination.Forty-five per cent. of children referred to the school eye clinics in this area were found to have squint and/or hypermetropic/anisometropic/astigmatic refractive errors. Priority should be given to this group because of the association of amblyopia with these conditions. Their treatment requires closer association with the hospital ophthalmic department, perhaps even complete unity. Transfer of children at present seen in the school eye clinic to a hospital-based “children''s eye clinic” would also fit in with a unified health service administration structure and be better placed to indicate, evaluate, and control future developments towards the prevention of amblyopia.