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A randomized controlled parallel-group trial was conducted to investigate the effectiveness of two 10-week early childhood education and care (ECEC) interventions "SAGA" and "Pikkuli" for supporting social-emotional and verbal development. All children above the age of 4 were invited from 15 Finnish volunteer ECEC groups (n SAGA = 52, n Pikkuli = 56, n control group = 42). The children and caregivers, but not the personnel (who carried out the intervention), were blinded to the group assignment. Children in the SAGA intervention advanced in prosocial behavior and social orientation and had fewer internalizing and externalizing problems after the intervention. Children in the Pikkuli intervention advanced in prosocial behavior and had fewer internalizing problems after the intervention. There were no significant changes in any of the aforementioned outcomes in the control group. The results suggest that both interventions have good potential in supporting children's social-emotional development in the ECEC environment.

This study examines multiactivity in video-mediated business-to-business sales encounters. By drawing on multimodal conversation analysis, the paper examines how representatives of a legal service company navigate between talk-in-interaction with prospective clients and operating with a presentation on a shared screen where the sold service is demonstrated. The findings show how the technological affordances of MS Teams and PowerPoint are used to coordinate the presentation-orientation and prospect-orientation in a complex digital-social environment in order to display engagement in multiple technological and social actions simultaneously. The paper contributes, firstly, to the field of B2B sales interaction by showing how technology transforms the meetings into arenas of multiactivity, where the presenter has to navigate between their on-screen actions and their remote co-participants. Secondly, the paper contributes to the field of video-mediated interaction by illustrating how technological affordances are used to maintain both the progressivity and interactivity of the video-mediated meeting.

Social–emotional development is a key factor in child well-being and development, and studying how it can be supported in early childhood is crucial. This study acted as a second trial testing the efficacy of a shared story book reading intervention combined with mentalizing discussions (SAGA), on children’s (N = 196) social–emotional development. In contrast to the first trial, the current trial utilized a group comprised of mostly multilingual children, attending daycare in a minority language. In addition, we investigated the effect of the intervention on the mentalizing capacity of the staff. The staff of the early childhood education and care (ECEC) centers were trained to lead discussions about story characters’ mental states with children three times a week. The staff’s mentalization ability was measured by the self-reported Mentalization Scale (MentS). Children’s social–emotional development was evaluated via the teacher-reported Strengths and Difficulties Questionnaire SDQ, and verbal fluency via a subtest from the NEPSY II neuropsychological test battery. After 12 weeks, the children in the SAGA group showed improvement in prosocial behavior, whereas no change was observed in the control group. Furthermore, within the SAGA group, the children showing initially lower scores for prosocial behavior displayed larger improvement compared to their peers with higher scores at baseline. No such intervention-based improvement emerged in verbal fluency. Unlike in the first trial, the intervention did not have an impact on children’s internalizing or externalizing problems. The results suggest that story reading sessions combined with mentalizing discussions about emotions, thoughts, and intentions of the story characters may support children’s social–emotional development within the realm of prosocial behavior, although the possibility to decrease children’s internalizing and externalizing problems with these sessions remains unclear based on the two trials. In addition, training the ECEC staff in mentalization theory and guiding them toward mind-related dialogs improved staff motivation to mentalize, as well as their child-related mentalization capacity.

Studies implementing a multimethod perspective in evaluating the acoustics of early childhood education and care (ECEC) spaces both quantitatively and qualitatively are still scarce. In this study the acoustic environments (noise levels and reverberation times) of seven Finnish ECEC group’s premises were examined in association with personnel’s (N = 22) and children’s (N = 71) well-being. Personnel’s well-being and vocal health and children’s well-being were assessed with questionnaires. The findings were further elaborated by documentation of the ECEC spaces and semi-structured interviews with the ECEC personnel detailing their views on the acoustic environment of the daycare buildings and how and if the acoustics should be improved. The results showed that noise exceeding 70 dB affected personnel’s vocal health negatively, whereas no associations were found regarding acoustics and children’s or personnel’s well-being. Based on the interviews, sound spreading, poor insulation, and hard surfaces add to negative experiences of noisiness. ECEC groups need spaces that can be closed and acoustically separated from each other and from other groups. The possibility to close a space supports the perceived well-being of the users and provides a more varied and individualized use of the spaces.

Collaborative problem solving is more important than ever as the problems we try to solve become increasingly complex. Meanwhile, personal and professional communication has moved from face-to-face to computer-mediated environments, but there is little understanding on how the characteristics of these environments affect the quality of interaction and joint problem solving. To develop this understanding, methods are needed for measuring success of collaboration. For this purpose, we created a collaborative block design task intended to evaluate and quantify pair performance. In this task, participants need to share information to complete visuospatial puzzles. Two versions of the task are described: a physical version and one that can be completed in virtual reality. A preliminary study was conducted with the physical version (N = 18 pairs) and the results were used to develop the task for a second study in virtual reality (N = 31 pairs). Performance measures were developed for the task, and we found that pair performance was normally distributed and positively associated with visuospatial skills, but not with other participant-specific background factors. The task specifications are released for the research community to apply and adapt in the study of computer-mediated social interaction.

Augmenting online interpersonal communication with biosignals, often in the form of heart rate sharing, has shown promise in increasing affiliation, feelings of closeness, and intimacy. Increasing empathetic awareness in the professional domain and in the customer interface could benefit both customer and employee satisfaction, but heart rate sharing in this context needs to consider issues around physiological monitoring of employees, appropriate level of intimacy, as well as the productivity outlook. In this study, we explore heart rate sharing at the workplace and study its effects on task performance. Altogether, 124 participants completed a collaborative visual guidance task using a chat box with heart rate visualization. Participants’ feedback about heart rate sharing reveal themes such as a stronger sense of human contact and increased self-reflection, but also raise concerns around unnecessity, intimacy, privacy and negative interpretations. Live heart rate was always measured, but to investigate the effect of heart rate sharing on task performance, half of the customers were told that they were seeing a recording, and half were told that they were seeing the advisor’s live heart beat. We found a negative link between awareness and task performance. We also found that higher ratings of usefulness of the heart rate visualization were associated with increased feelings of closeness. These results reveal that intimacy and privacy issues are particularly important for heart rate sharing in professional contexts, that preference modulates the effects of heart rate sharing on social closeness, and that heart rate sharing may have a negative effect on performance.

OBJECTIVES: We examined temporal associations between objectively-measured physical activity (PA) during the day and in the evening, and sleep quantity and quality. STUDY DESIGN: PA and sleep were measured by actigraphs for an average of one week in an epidemiological cohort study of 275 eight-year-old children. RESULTS: For each one standard deviation (SD) unit of increased PA during the day, sleep duration was decreased by 0.30, sleep efficiency by 0.16, and sleep fragmentation increased by 0.08 SD units that night. For each one SD unit increase in sleep duration and efficiency the preceding night, PA the following day decreased by 0.09 and 0.16 SD units, respectively. When we contrasted days with a high amount of moderate to vigorous activity during the day or in the evening to days with a more sedentary profile, the results were essentially similar. However, moderate to vigorous PA in the evening shortened sleep latency. CONCLUSIONS: The relationship between a higher level of PA and poorer sleep is bidirectional. These within-person findings challenge epidemiological findings showing that more active people report better sleep. Since only a few studies using objective measurements of both PA and sleep have been conducted in children, further studies are needed to confirm/refute these results.

Social-emotional development is a key factor in child well-being and development, and studying how it can be supported in early childhood is crucial. This study acted as a second trial testing the efficacy of a shared story book reading intervention combined with mentalizing discussions (SAGA), on children's (N = 196) social-emotional development. In contrast to the first trial, the current trial utilized a group comprised of mostly multilingual children, attending daycare in a minority language. In addition, we investigated the effect of the intervention on the mentalizing capacity of the staff. The staff of the early childhood education and care (ECEC) centers were trained to lead discussions about story characters' mental states with children three times a week. The staff's mentalization ability was measured by the self-reported Mentalization Scale (MentS). Children's social-emotional development was evaluated via the teacher-reported Strengths and Difficulties Questionnaire SDQ, and verbal fluency via a subtest from the NEPSY II neuropsychological test battery. After 12 weeks, the children in the SAGA group showed improvement in prosocial behavior, whereas no change was observed in the control group. Furthermore, within the SAGA group, the children showing initially lower scores for prosocial behavior displayed larger improvement compared to their peers with higher scores at baseline. No such intervention-based improvement emerged in verbal fluency. Unlike in the first trial, the intervention did not have an impact on children's internalizing or externalizing problems. The results suggest that story reading sessions combined with mentalizing discussions about emotions, thoughts, and intentions of the story characters may support children's social-emotional development within the realm of prosocial behavior, although the possibility to decrease children's internalizing and externalizing problems with these sessions remains unclear based on the two trials. In addition, training the ECEC staff in mentalization theory and guiding them toward mind-related dialogs improved staff motivation to mentalize, as well as their child-related mentalization capacity. [ABSTRACT FROM AUTHOR]

Augmenting online interpersonal communication with biosignals, often in the form of heart rate sharing, has shown promise in increasing affiliation, feelings of closeness, and intimacy. Increasing empathetic awareness in the professional domain and in the customer interface could benefit both customer and employee satisfaction, but heart rate sharing in this context needs to consider issues around physiological monitoring of employees, appropriate level of intimacy, as well as the productivity outlook. In this study, we explore heart rate sharing at the workplace and study its effects on task performance. Altogether, 124 participants completed a collaborative visual guidance task using a chat box with heart rate visualization. Participants' feedback about heart rate sharing reveal themes such as a stronger sense of human contact and increased self-reflection, but also raise concerns around unnecessity, intimacy, privacy and negative interpretations. Live heart rate was always measured, but to investigate the effect of heart rate sharing on task performance, half of the customers were told that they were seeing a recording, and half were told that they were seeing the advisor's live heart beat. We found a negative link between awareness and task performance. We also found that higher ratings of usefulness of the heart rate visualization were associated with increased feelings of closeness. These results reveal that intimacy and privacy issues are particularly important for heart rate sharing in professional contexts, that preference modulates the effects of heart rate sharing on social closeness, and that heart rate sharing may have a negative effect on performance. [ABSTRACT FROM AUTHOR]

Earlier puberty, especially in girls, is associated with physical and mental disorders. Prenatal glucocorticoid exposure influences the timing of puberty in animal models, but the human relevance of those findings is unknown. We studied whether voluntary consumption of licorice, which contains glycyrrhizin (a potent inhibitor of placental 11β-hydroxysteroid dehydrogenase type 2, the "barrier" to maternal glucocorticoids), by pregnant women was associated with pubertal maturation (height, weight, body mass index for age, difference between current and expected adult height, Tanner staging, score on the Pubertal Development Scale), neuroendocrine function (diurnal salivary cortisol, dexamethasone suppression), cognition (neuropsychological tests), and psychiatric problems (as measured by the Child Behavior Checklist) in their offspring. The children were born in 1998 in Helsinki, Finland, and examined during 2009-2011 (mean age = 12.5 (standard deviation (SD), 0.4) years; n = 378). Girls exposed to high maternal glycyrrhizin consumption (≥500 mg/week) were taller (mean difference (MD) = 0.4 SD, 95% confidence interval (CI): 0.1, 0.8), were heavier (MD = 0.6 SD, 95% CI: 0.2, 1.9), and had higher body mass index for age (MD = 0.6 SD, 95% CI: 0.2, 0.9). They were also 0.5 standard deviations (95% CI: 0.2, 0.8) closer to adult height and reported more advanced pubertal development (P < 0.04). Girls and boys exposed to high maternal glycyrrhizin consumption scored 7 (95% CI: 3.1, 11.2) points lower on tests of intelligence quotient, had poorer memory (P < 0.04), and had 3.3-fold (95% CI: 1.4, 7.7) higher odds of attention deficit/hyperactivity disorder problems compared with children whose mothers consumed little to no glycyrrhizin (≤249 mg/week). No differences in cortisol levels were found. Licorice consumption during pregnancy may be associated with harm for the developing offspring. [ABSTRACT FROM AUTHOR]