Search Results (346)

Background/Objectives: Dyslexia and dysgraphia are common childhood neurodevelopmental disorders characterized by persistent reading and writing difficulties, despite normal intelligence and access to education. While typically described as cognitive–linguistic deficits, emerging research suggests potential links to orofacial dysfunction and emotional regulation issues. This study examines associations between stomatognathic anomalies, emotional dysregulation, and early indicators of dyslexia-dysgraphia risk in preschool children, aiming to strengthen early screening and intervention strategies. Methods: A cross-sectional case–control study included 689 Romanian children aged 5–7 from 11 kindergartens. Screening involved the ACTIV-BURLEA psychometric battery to evaluate language, motor, and cognitive abilities. Clinical assessments targeted dental arch form, occlusal balance, and tongue and lip function. Emotional regulation was evaluated using a standardized child behavior scale. Thirty-two children were identified as at risk for dyslexia-dysgraphia and followed longitudinally, and then compared to matched controls. Statistical analysis employed chi-square tests, Pearson correlations, t-tests, and logistic regression. Results: At follow-up, 74.19% of at-risk children received confirmed diagnoses. Tongue dysfunction (TD) (OR = 4.81, p = 0.06) and emotional dysregulation (ED) (OR = 3.94, p = 0.09) emerged as key risk indicators, though not statistically significant. Tongue dysfunction (TD) correlated with school avoidance (r = 0.76, p < 0.01), while occlusal anomalies (OAs) correlated with emotional distress (ED) (r = 0.64, p < 0.05). Conclusions: The findings suggest that early dyslexia-dysgraphia risk involves orofacial and emotional components. Tongue dysfunction (TD), occlusal disturbances (OA), and emotional dysregulation (ED) may offer important clinical markers. Integrating dental and emotional assessments into preschool screening may improve early identification and enable personalized intervention. Full article

Background/Objectives: Preschool hearing screening is justified by the risk of late onset hearing loss, the high prevalence of otitis media with effusion in school-aged children, and the critical timing just before children begin formal reading and learn to write. This study describes the results of the annual preschool hearing screening program in Campo Maior from 2007 to 2025 (nineteen years) and correlates the audiological referral to the otoscopy findings by the otolaryngologists. Methodology: Retrospective study using clinical records from nineteen years of preschool hearing screening. Results: Screening identified 310 children (29% of 1068 screened) requiring referral to an ENT specialist. Of the 217 referred children evaluated by ENT, 198 (91.2%) had confirmed pathology or healthcare needs of medical intervention. A statistically significant positive association (r = 0.254, p < 0.05) existed between abnormal otoscopy findings and Type B or C2 tympanograms (versus Type A or C1). Hearing loss occurring with Type A tympanograms (0.8% unilaterally, 0.3% bilaterally) may suggest sensorineural hearing loss. Conclusion: This study reinforces the importance of universal preschool audiological screening for all children, particularly for children facing geographic barriers to healthcare. Community-based interventions facilitated by social solidarity associations can play a crucial role in mitigating healthcare access disparities across populations. Full article

Background/Objectives: Vertical jump is considered a reliable and valid method of assessing the level of muscular power and coordination across one’s lifespan. The main aim of the present study was to establish sex- and age-normative data for vertical jump outcomes in pre-school children. Methods: We recruited 411 boys and girls aged 3−6 years from four major cities in Croatia and Slovenia. Vertical jump was assessed with two tests: countermovement jump (CMJ) without and with arm swing using a reliable and valid Optojump measuring platform. Data were presented for the 5th, 15th, 25th, 50th (median), 75th, 90th, and 95th percentile. Results: No significant differences were observed in multiple vertical jump outcomes between boys and girls. The mean values for CMJ without and with arm swing between boys and girls were as follows: contact time (1.4 vs. 1.4 s/1.8 vs. 1.7 s), flight time (0.32 vs. 0.31 s/0.33 vs. 0.32), height (12.3 vs. 12.2 cm/13.0 vs. 12.5 cm), power (9.4 vs. 9.5 W/kg/9.3 vs. 9.1 W/kg), pace (0.7 vs. 0.7 steps/s/0.6 vs. 0.6 steps/s), reactive strength index (RSI; 0.10 vs. 0.09 m/s/0.08 vs. 0.08 m/s), and verticality (2.5 vs. 2.3/1.9 vs. 1.9). A gradual increase in all measures according to ‘age’ was observed (p for trend < 0.05). No significant ‘sex*age’ interaction was observed (p > 0.05). Conclusions: This is one of the first studies to provide sex- and age-normative data for complete vertical jump outcomes in pre-school children. These data will serve as an avenue for monitoring and tracking motor development in this sensitive period. Full article

Background/Objectives. Social and Emotional Education (SEE) interventions during early childhood have shown considerable promise in enhancing children’s emotion understanding, social competence, and behavioural adjustments. However, few studies have examined their long-term impact, especially across the preschool-to-primary school transition. This study evaluated the effectiveness of a manualized SEE program, Timmy’s Trip to Planet Earth, in promoting emotional, behavioural, and social functioning over time. Methods. A quasi-experimental longitudinal design was adopted with pre- and post-test assessments conducted approximately 18 months apart. Participants were 89 typically developing children (aged 59–71 months), assigned to an experimental group (n = 45) or a waiting-list group (n = 44). The program combined teacher training, classroom-based lessons, home activities, and teachers’ ongoing implementation support. The effectiveness of the program was measured via the Test of Emotion Comprehension (TEC), the Strengths and Difficulties Questionnaire (SDQ), and the Social Competence and Behavior Evaluation (SCBE-30). Results. Significant Time × Group interactions were observed for the TEC External and Mental components, indicating greater improvements in emotion recognition and mental state understanding in the intervention group. The SDQ revealed significant reductions in conduct problems and increased prosocial behaviours. In the SCBE-30, a significant interaction effect was found for social competence, with the intervention group showing greater improvement over time compared to the control group. Conclusions. The findings suggest that SEE programs can produce meaningful and lasting improvements in children’s emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program’s sustained impact. Full article

Background: Although the prevalence of dental caries in children has been decreasing in recent years, many patients still visit tertiary dental institutions with dental caries as their chief complaint. In addition, the COVID-19 pandemic that occurred around the world in 2020 may have affected the lifestyle and oral condition of children. Methods: We investigated the oral condition of new patients whose chief complaint was dental caries, and compared the results for 3 fiscal years: 2013, 2018, and 2023. The caries status was evaluated using the dmft/DMFT index. Results: The number of subjects was 129 in 2013, 163 in 2018, and 127 in 2023. The number of preschoolers in 2023 was lower than in the other years, whereas the number of elementary school students was higher, showing a statistically significant difference (p < 0.05). For the 3 years investigated, there was no change in the incidence of dental caries in primary teeth in elementary school children; however, the incidence in permanent teeth increased over time. Additionally, in the age group, the df and DMF scores were higher in 2023 than in the other years. Conclusions: At this tertiary dental institution, the number of elementary school patients, especially females, increased over the 10-year period, and the amount of dental caries in their permanent teeth also increased. It is important for dental professionals to understand this trend and focus on providing oral hygiene education to this age group. Full article

Background/Objectives: Developmental disabilities substantially affect the daily lives of children and their families. Although interest in examining the developmental profiles of children with various disabilities has grown, few studies have systematically compared them. This study aimed to characterize the developmental profiles of preschool-aged children with different disabilities. It was hypothesized that developmental profiles would differ depending on the type of developmental disability. Methods: A cross-sectional study was conducted. Scores on the Battelle^® Developmental Inventory, 2nd Edition (BDI−2) were retrieved for a non-probabilistic convenience sample of 46 children diagnosed with Down syndrome (DS) (n = 22), global developmental delay (GDD) (n = 17), and developmental language disorder (DLD) (n = 7) upon completion of an early intervention program. Developmental quotients (DQs) for the overall BDI−2 and for each domain were determined. Results: The children’s mean age was 42.39 ± 5.23 months (range: 30–57). Significant differences were observed among groups with regard to global DQ and all domain-specific DQs (p ≤ 0.01). The GDD group demonstrated the highest DQs across all domains and globally, in comparison to the other groups. Conversely, children with DS had substantially lower DQs across all domains and globally compared to those with GDD, and in the motor and communication domains compared to children with DLD. Conclusions: These findings underscore the importance of early intervention strategies to improve communication in children with DS and highlight the need for regular assessments to monitor progress and identify potential limitations, particularly during the preschool-to-school transition. Additionally, specialists should advise parents of children with DLD to adopt specific behaviors that support the development of their children’s social, adaptive, and language skills. Full article

Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; p = 0.032), while females scored higher in processing speed (112 vs. 106; p = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, p = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study. Full article

Background/Objectives: Digital technologies have become increasingly integrated into the daily lives of children and adolescents, largely because their interactive and visually engaging design is particularly suited to the younger users. The COVID-19 pandemic further accelerated this trend, significantly lowering the average age of access to the digital devices. However, scientific consensus remains divided regarding the developmental impact of digital media use—particularly its cognitive, motor, and emotional consequences—depending on whether the use is passive or active. This review aims to explore these effects across developmental stages, focusing on both behavioral and neurobiological dimensions, and to identify emerging risks and protective factors associated with digital engagement. Methods: A PRISMA review was conducted on the impact of digital media use among pre-school children and adolescents. Behavioral, psychosocial, and neurobiological aspects were examined, with specific attention to epigenetic changes, techno-stress, digital overstimulation, and immersive technologies (e.g., virtual and augmented reality). Results: The findings suggest that passive digital consumption is more often associated with negative outcomes, such as impaired attention and emotional regulation, especially in younger children. Active and guided use may offer cognitive benefits. Neurobiological research indicates that chronic exposure to digital stimuli may affect stress regulation and neural development, possibly via epigenetic mechanisms. Effects vary across developmental stages and individual vulnerabilities. Conclusions: A nuanced understanding of digital engagement is essential. While certain technologies can support development, excessive or unguided use may pose risks. This review provides age-specific recommendations to foster balanced and healthy technology use in children and adolescents. Full article

Background: Cardiovascular fitness has been proposed as a key factor influencing executive functioning and academic performance during childhood and adolescence. However, the extent and consistency of this relationship remain unclear across diverse populations and educational contexts. This systematic review aimed to evaluate whether cardiovascular fitness, particularly measured through VO₂max, is consistently associated with improvements in executive function and academic performance among students from early childhood to adolescence. Methods: A systematic search of PubMed, Web of Science, SPORTDiscus, and ProQuest Central was conducted up to 15 November 2022. Studies were included if they examined correlations between VO₂max and cognitive or academic outcomes in students from preschool to high school. Methodological quality was assessed using the MINORS checklist. Results: Out of 271 identified studies, 12 met all inclusion criteria. Evidence suggests that higher VO₂max is generally associated with improved executive function domains such as attention, working memory, and inhibitory control, as well as academic performance indicators including mathematics and reading scores. Neurophysiological studies also indicate links between cardiovascular fitness and brain structure/function. However, the strength and specificity of these associations vary across studies due to methodological differences, limited sample diversity, and inconsistent control for confounders. Conclusions: Cardiovascular fitness appears to have a positive, albeit complex, relationship with cognitive function and academic performance in youth. Future research should adopt longitudinal and experimental designs to clarify causal pathways and consider moderating factors such as sex, age, and psychosocial variables. Full article

Background/Objectives: During the transition to primary school, children with cochlear implants (CIs) may show language and early literacy fragilities. This study has three aims. First, it compares the phonetic and phonological skills of preschoolers with CIs and those with normal hearing (NH); second, it investigates the correlation between phonetic/phonological and emergent literacy skills in the two groups; third, it explores the relationship between phonetic/phonological skills and age at implantation in preschoolers with CIs. Methods: Sixteen children with CIs (Mage = 61 months; SD = 6.50) and twenty children with NH (Mage = 64 months; SD = 4.30) participated in the study. Phonetic and phonological skills (phonetic inventories and phonological processes) and early literacy skills (phonological awareness and print knowledge) were assessed. Group differences and relationships between the variables of interest were considered in the two groups. Results: A qualitative analysis of phonetic and phonological development showed differences between the two groups. There were also significant differences in early literacy skills (e.g., in syllable segmentation). Significant correlations emerged in both groups between phonetic/phonological skills and early literacy, although in different variables. Significant correlations were also found between age at implantation and the phonetic inventory in children with CIs. Conclusions: Preschoolers with CIs display more delays in the phonetic and phonological production skills and more emergent literacy fragilities than NH peers. However, print knowledge did not differ significantly between the groups. Early implantation supports the phonetic skills associated with subsequent literacy learning. Full article

Background: Childhood obesity is a global health concern. Early development of fundamental movement skills (FMS) and adherence to the Mediterranean diet (MD) are key modifiable factors for prevention. This study assessed the effectiveness of a multidisciplinary, school-based intervention for childhood obesity prevention. Methods: Children aged 3–5 years from a preschool in Messina, Italy, participated in a 9-month intervention integrating nutritional education and physical activity. FMS were evaluated using the MOBAK test. Anthropometric measurements and MD adherence (through the Kid-Med questionnaire) were collected. Caregivers completed an online survey reporting lifestyle changes. Results: Significant improvements were observed in FMS: object control (score 1) increased from 2.67 ± 1.78 to 4.28 ± 1.82, locomotor skills (score 2) from 4.69 ± 1.96 to 5.83, 5.83 ± 1.70, and total MOBAK score (score 3) from 7.35 ± 3.09 to 10.11± 2.94. (p < 0.001 for all). Kid-Med scores significantly improved from (3.79 ± 2.31 vs. 5.03 ± 2.69) (p = 0.0027), indicating enhanced MD adherence. Post-intervention, adherence was classified as poor (27.4%), moderate (53.2%), and optimal (19.4%). Although only a minority of parents reported lifestyle changes, over 50% noted increased fruit and vegetable intake in their children. Males showed higher FMS scores and waist circumference compared to females. Conclusions: A school-based multidisciplinary intervention significantly improved motor competence and dietary habits in preschool children. These findings underscore the importance of early, integrated strategies involving families and educators to support healthy development and prevent childhood obesity. Full article

Highly effective modulator therapy (HEMT) has been available for adults and young adults aged 12 years and over with cystic fibrosis for approximately 5 years, with real-world evidence (RWE) emerging that confirms the significant impacts of these novel medications in older patient groups. As licensing has been extended to younger children (2 years and above in some jurisdictions), we summarize the clinical experience of these medications in pre-school and school-aged children and compare how changes in the objective markers of the disease can be elucidated in younger children. We also discuss the different incidences and severity of side effect profiles, the efforts to mediate these in younger children, and the particular challenges in introducing novel medications into pediatrics. We speculate on the use of HEMT in younger infants and its potential use in prenatal care. Full article

Executive function (EF) and effortful control (EC) are two similarly defined constructs implicated in self-regulation. Recent debates have questioned whether EF and EC may in fact represent a single construct, and they have undergone scrutiny regarding construct independence. Efforts to differentiate them have further queried whether one may in fact precede the other in early childhood. In a cohort-sequential study of 191 typically developing 4-to-7 year olds (97 girls, 59.7% White), confirmatory factor analysis supported the correlated yet separable two-factor structure of EF and EC with partial scalar invariance across preschool and school-age groups. Longitudinal multi-group modeling was then used to identify predictive pathways between EF, EC, and psychopathology. For both developmental groups, EF predicted externalizing behaviors one year later while EC did not directly predict behavioral outcomes. Internalizing behaviors were found to be highly stable and predictable over time and across age; however, externalizing behaviors significantly predicted internalizing behaviors one year later in the school-age group but not the preschool group. These findings have implications for the measurement of EF and EC in early childhood, as well as the development and prediction of internalizing and externalizing behaviors across the transition to school. Full article

Approximately 95% of skeletal size, bone, and muscle mass is achieved by the age of 18, with a rapid acceleration in bone mineral accumulation and muscle growth during the adolescent growth spurt. Bone mineral status in children and adolescents in Kazakhstan is a relevant subject for both clinical and fundamental research. The aim of this study was to investigate the prevalence of low bone mineral density (BMD) and the factors associated with it in children and adolescents living in the Abay region of Kazakhstan. The target group consisted of children and adolescents aged 5 to 17 years (n = 509) who had been residing in the Abay region of Kazakhstan since birth. Based on physiological age, participants were divided into two groups: 5–10 years (preschool and early school age) and 11–17 years (adolescence). All participants completed a questionnaire and underwent bone mineral density assessment using dual-energy X-ray absorptiometry (DXA). Comparisons were made between two age groups (5–10 and 11–17 years) and based on the presence or absence of reduced bone mineralization. Regression analysis identified four factors independently associated with reduced bone mineralization: ionized calcium (AOR 2099.9; p = 0.007), age (AOR 1.21; p = 0.013), body weight (AOR 0.97; p = 0.047), and green vegetables (AOR 0.46; p = 0.017). Conclusions: Our study demonstrated that 50.5% of children aged 5–10 years and 57.4% of adolescents aged 11–17 years had BMD below the age-specific norm. The study identified several risk factors that are associated with a decrease in BMD. These include blood ionized calcium, age, inadequate consumption of fruits and vegetables and dairy products, low physical activity, and insufficient sun exposure. These findings highlight the importance of early prevention of osteopenic conditions beginning in childhood and adolescence. Full article

This study determined the effects of message framing on helping behavior as a function of age in preschool and early school-age children. After validating the instrument used in a preliminary study, the researchers conducted a repeated-measures ANOVA of the responses of 90 children aged 5, 6, and 7 years. The results showed that, first, perceived importance and behavioral intention to help tended to increase with age. The results revealed significant differences in both variables depending on the self-relevance of issues and framing type. Second, when issue relevance was high, helping behavior was perceived as more important regardless of framing type, but when issue relevance was low, gain and loss frames were effective. Third, an interaction effect between age, issue relevance, and framing type was identified. While no differences in framing type were found for high-relevance issues, framing effects differed by age for low-relevance issues: loss and gain frames were more effective for younger (5 years) and older children (6 and 7 years), respectively, in promoting behavioral intentions. This study suggests that the effectiveness of message framing depends on the child’s age and issue relevance, which has implications for the development of effective persuasive message delivery strategies for promoting helping behavior among children. Full article