Search

Background: The ActiPASS software was developed from the open-source Acti4 activity classification algorithm for thigh-worn accelerometry. However, the original algorithm has not been validated in children or compared with a child-specific set of algorithm thresholds. This study aims to evaluate the accuracy of ActiPASS in classifying activity types in children using 2 published sets of Acti4 thresholds. Methods: Laboratory and free-living data from 2 previous studies were used. The laboratory condition included 41 school-aged children (11.0 [4.8] y; 46.5% male), and the free-living condition included 15 children (10.0 [2.6] y; 66.6% male). Participants wore a single accelerometer on the dominant thigh, and annotated video recordings were used as a reference. Postures and activity types were classified with ActiPASS using the original adult thresholds and a child-specific set of thresholds. Results: Using the original adult thresholds, the mean balanced accuracy (95% CI) for the laboratory condition ranged from 0.62 (0.56–0.67) for lying to 0.97 (0.94–0.99) for running. For the free-living condition, accuracy ranged from 0.61 (0.48–0.75) for lying to 0.96 (0.92–0.99) for cycling. Mean balanced accuracy for overall sedentary behavior (sitting and lying) was ≥0.97 (0.95–0.99) across all thresholds and conditions. No meaningful differences were found between the 2 sets of thresholds, except for superior balanced accuracy of the adult thresholds for walking under laboratory conditions. Conclusions: The results indicate that ActiPASS can accurately classify different basic types of physical activity and sedentary behavior in children using thigh-worn accelerometer data. [ABSTRACT FROM AUTHOR]

Background: Active transportation (AT), described as self-powered modes of travel (eg, walking and cycling), is an important source of health-promoting physical activity. While AT behaviors have been measured on national health surveys in Canada for over 2 decades, historic prevalence has not been previously reported. We aimed to document the measures of AT on Canada's various national health surveys, examine AT over time, and interpret them within the context of evolving methods of assessment. Methods: We compiled and summarized the questions used to measure AT among Canadians on 4 national health surveys: National Population Health Survey (1994–1998), Canadian Community Health Survey (2000–2020), Canadian Health Measures Survey (2007–2019), and the Health Behaviour in School-aged Children Study (2010–2018). Among youth and adults (12+ y), we summarized over time: (1) the prevalence of AT participation and (2) time spent in AT (in hours per week) among those who report any AT participation. Where possible, we reported separate estimates of walking and cycling and produced an aggregate estimate of total AT. We stratified results by age group and sex. Results: Changes in AT survey questions over time and between surveys limit the interpretation and comparability of temporal trends. Nevertheless, a consistently higher proportion of females report walking, while a higher proportion of males report cycling. Irrespective of mode, males report spending more total time in AT. Participation in AT tends to decrease with age, with youth reporting the highest rates of AT and young adults often spending the most time in AT. Conclusions: Monitoring trends in AT can help assess patterns of behavior and identify whether promotion strategies are needed or whether population interventions are effective. Our evaluation of AT over time is limited by questions surveyed; however, consistent differences in AT by age and sex are evident over time. Moving forward, ensuring consistency of AT measurement over time is essential to monitoring this important behavior. [ABSTRACT FROM AUTHOR]

Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility. Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play. Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities. [ABSTRACT FROM AUTHOR]

Objective: To compare the effect of planning interventions on self-reported changes in parents supervised oral health-related behaviors (OHRBs) and associated clinical oral health parameters for primary school-age children. Method and materials: In total, 110 parent–child pairs (children aged 3 to 8 years) were randomly assigned to either of the two groups. In the “action planning” group, parent participants of the pair were asked to make an “action plan” using the “how, when, where” format for their child OHRBs. In the “implementation intention” group, parents were asked to form an “if-then plan” to improve OHRBs for their child. Self-reported changes on target OHRBs, change in plaque scores, change in plaque stagnation areas, and change in caries status of tooth surfaces were observed at 2, 8, and 12 weeks. Results: Overall OHRBs scores changed significantly from baseline to 12 weeks for both interventions. The scores were significantly better with “if-then” planning than “action planning” (z = 4, P < .001) at 12 weeks. Plaque scores also changed significantly from baseline to 12 weeks for both interventions, and improved significantly more with “if-then” planning (16.20 ± 5.24) than “action planning” (50.66 ± 11.24) at 12 weeks. The number of plaque stagnation areas also changed significantly from baseline to 12 weeks for both interventions, and improved significantly more with “if-then” planning at 12 weeks (12.80 ± 5.33) than “action planning” (42.76 ± 10.34) (t = −11.55, P < .001). There was significant change in the caries status of sound tooth surfaces with “action planning” at 12 weeks (z = 116.50, P = .023). There were no new caries lesions reported with “if-then” planning at 12 weeks. Conclusion: The study observed significant improvement in OHRBs and associated oral health parameters with planning interventions, preferring “if-then” planning over “action planning.” It also elicited significant barriers to behaviors in action. [ABSTRACT FROM AUTHOR]

This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. [ABSTRACT FROM AUTHOR]

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]

Background: Around 40% of Australian children do not participate in sport. Cost is a major barrier to participation, particularly for children from low socioeconomic backgrounds. This study aimed to evaluate the uptake of a population-level children's sports subsidy scheme, including sociodemographic differences in uptake. Methods: A state-wide cross-sectional analysis comparing sports voucher claimants (primary school-aged children with a valid Medicare or Australian visa number) from the 2019 financial year with population census data from South Australia. Chi-square was used to examine whether the percentage of eligible children who claimed a voucher differed based on age, sex, socioeconomic status (SES), and geographical remoteness. Subgroup analyses were conducted for the lowest 2 socioeconomic disadvantage deciles, split by gender. Scatterplots were used to compare sports between high and low SES children. Results: A total of 74,668 children claimed sports vouchers (45.5% of eligible children). Children who were relatively younger, female, from low socioeconomic backgrounds, and from major cities were least likely to claim the voucher. The 5 most common sports were Australian rules football (30.2%), netball (13.6%), soccer (13.1%), gymnastics (10.4%), and basketball (5.7%), with the popular sports similar for high and low SES children. Conclusions: Future work is needed to understand how Sports Voucher, and sport participation rates have changed over time, and to improve voucher uptake among girls, city dwellers, and low SES children. [ABSTRACT FROM AUTHOR]

Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several "teacher" level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools. [ABSTRACT FROM AUTHOR]

There is growing interest in identifying the mechanisms underpinning the effects of physical activity on executive functions (e.g. inhibitory control, cognitive flexibility) in children. Our study examined cardiorespiratory fitness, muscular fitness, and motor competence as potential mediators of this relationship. The study used baseline data from the Learning to Lead (L2L) cluster randomised controlled trial. In total, 675 children (7–11 years, 49.5% girls) completed measures of moderate-to-vigorous physical activity (MVPA), cardiorespiratory fitness, muscular fitness, motor competence, and executive functions. Structural equation modelling was used to examine the potential mediating roles of cardiorespiratory fitness, muscular fitness, and motor competence in the cross-sectional association between MVPA and executive functions. Cardiorespiratory fitness (β = 0.06, SE = 0.021, p = 0.004) partially mediated the association between MVPA and cognitive flexibility. Muscular fitness was a significant mediator of the association between MVPA and both inhibitory control (β = 0.03, SE = 0.014, p = 0.027) and cognitive flexibility (β = 0.06, SE = 0.021, p = 0.005). No significant mediated effects were found for motor competence. Our findings suggest cardiorespiratory and muscular fitness (but not motor competence) mediate the association between physical activity and executive functions in children. [ABSTRACT FROM AUTHOR]

Background: In recent years, there has been a surge of interest in the metabolic phenotype among children with obesity characterized by the absence of associated cardiometabolic risk factors (CRFs), known as metabolically healthy obesity (MHO), as opposed to those with metabolically unhealthy obesity (MUO). This study investigated the effect of lifestyle intervention on CRFs among children with MHO and MUO. Methods: A total of 102 school-aged children with obesity (54 girls and 48 boys) aged 8–16 years completed a 16-week school-based lifestyle modification intervention program, MyBFF@school Phase I. The intervention consisted of physical activity, healthy eating promotion, and psychological empowerment. MHO and MUO statuses were defined based on the 2018 consensus-based criteria. Fasting venous blood collection, body composition measurement, clinical assessment and physical fitness testing were conducted at baseline and at the end of week 16. Results: After the intervention, the CRFs of the children with MUO improved with significant decreases in systolic (p < 0.001) and diastolic (p = 0.01) blood pressure and a significant increase in high-density lipoprotein cholesterol (HDL-C) (p = 0.005), while the CRFs of the children with MHO had a significant decrease in uric acid (p = 0.04). Additionally, 51.6% of the children with MHO transitioned to the MUO, while 26.8% of the children with MUO crossed over to the MHO at the end of the intervention. Furthermore, the odds of having high systolic blood pressure among children with MUO were 59% lower at week-16 than at baseline (OR = 0.41 (95% CI = 0.18, 0.92), p = 0.03). Conclusions: Our findings demonstrated that CRFs improved more prominently among children with MUO following the intervention. More importantly, our findings indicate that MHO in children is transient, hence, strategies to protect children against MUO are warranted. Trial registration: ClinicalTrials.gov NCT02212873. [ABSTRACT FROM AUTHOR]

ABSTRACT In primary science education, inquiry‐based science instruction stands out as an optimal learning environment for fostering domain‐specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on‐the‐fly scaffolding such as Promoting Participation, Focusing, and Problematizing, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding in the inquiry‐based science classroom. A pre‐posttest design was employed, involving 164 primary school students (M = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain‐specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control‐of‐variables strategy. The sequential order of planned teacher guidance, structured inquiry, and guided inquiry, was systematically varied, and the experimenter was allowed to provide spontaneous on‐the‐fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned guided inquiry was provided second, the teacher gave less on‐the‐fly scaffolding. Additionally, Problematizing had a positive effect, while Focusing had a negative effect on students' procedural knowledge learning. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Methods Results Conclusions The practice of anthropometry in schools at the beginning of the 20th century originated in Europe and Latin America in conjunction with the emergence of hygienism and epidemiological auxology. The aim of this work is to deepen the knowledge of these practices in Spain and Argentina and to compare the available growth data in order to identify possible differences between the populations.The anthropometric data of 1693 boys and girls aged 7–15 years (877 Spanish; 816 Argentinean) from the period between 1903 and 1913 were analyzed. The data were taken from the Reports and Memoirs of the School Colonies of the National Pedagogical Museum (Spain) and the Archives of Pedagogy and Related Sciences of the Faculty of Law and Social Sciences of the National University of La Plata (UNLP) (Argentina).The most pronounced differences in weight and height were observed between the ages of 11 and 12. The weight growth of Spanish schoolchildren was 22% (boys) and 24% (girls) lower than that of their Argentine counterparts, while linear growth was about 7% lower for both sexes. In addition, the Spanish had a lower body mass index up to the age of 12 years.Argentine boys and girls of La Plata were taller and heavier than their Spanish counterparts of Madrid during the same period (between 1903 and 1913). These results can be attributed to the higher standard of living that characterized the Argentine population at that time. [ABSTRACT FROM AUTHOR]

This paper addresses the long-standing question of whether parental separation shapes offspring school performance drawing on retrospective data from a group of university students in Italy, a country that has historically had very low separation rates yet has experienced an important rise in family dissolution over the last two decades. Using survey data from 1st-year enrollees in undergraduate courses in Economics and Statistics at two points in time (2000 and 2017), we explore whether the association between parental separation and children's school performance (i) is observed both at the level of middle school (MS) and high school (HS); (ii) varies according to the age at which students experienced separation, and (iii) varies by parental socio-economic status (SES). Our results suggest that students whose parents separated before MS completion score on average 2 points less on the end-of-middle-school exam relative to students whose parents did not separate or separated after MS completion. Similarly, students whose parents separated before HS completion score 1 point less on the end-of-high-school exam relative to their counterpart. As such, we document a parental separation penalty both at the level of MS and HS, yet lower by half when separation occurs later in students' life course. Moreover, for HS grade parental separation is associated with more negative consequences when students experience it at very young ages (0–5), while for MS grade heterogeneity by age is less clear-cut. Such penalties are concentrated among children of low-educated mothers, particularly for HS, providing support to the "compensatory advantage" hypothesis predicting smaller penalties for children of high-SES parents. Overall, findings from this study corroborate existing evidence suggesting that the consequences of parental separation vary depending on a combination of social background and the "selectivity" of the educational outcome considered. [ABSTRACT FROM AUTHOR]

Background: The 24-hour movement guidelines (24-HMG) include screen time (ST), sleep duration, and physical activity. Previous studies have explored the associations of adherence to the 24-HMG with depression and anxiety symptoms among adolescents, ignoring changes in behaviors. This study aimed to examine whether changes in adherence to the 24-HMG were associated with depression and anxiety symptoms among adolescents. Methods: We recruited adolescents from Shenzhen, China in 2021 and followed them up 1 year later. Changes in adherence to the individual 24-HMG were categorized into four groups: persistent non-adherence, adherence to non-adherence, non-adherence to adherence, and persistent adherence. Changes in the numbers of adherence to the overall 24-HMG were obtained by subtracting the number of guidelines adhered to in wave 2 from that in wave 1. Results: We included 12,570 participants aged 9–18 years with 52.2% boys. Compared with persistent non-adherence for the ST/sleep duration guideline, non-adherence to adherence and persistent adherence were associated with lower depression and anxiety symptoms, but adherence to non-adherence was not. Changes in adherence to the physical activity guideline were not related to outcomes. The β coefficients (95% CIs) for each point increase in changes in the numbers of adherence to guidelines were − 0.58 (− 0.69, − 0.47) and − 0.43 (− 0.53, − 0.33) for depression and anxiety symptoms, respectively. The association of persistently adhering to sleep guideline with anxiety symptoms and the associations of changes in the numbers of adherence to the 24-HMG had sex differences. Conclusions: Maintaining and strengthening healthy movement behaviors to meet more guidelines of the 24-HMG, especially sleep and ST, may be beneficial for preventing depression and anxiety symptoms in adolescents. [ABSTRACT FROM AUTHOR]

Since 2020, research has continued to grow on children’s digital practices during the COVID-19 lockdown, but the child’s perspective has commonly been ignored. This article aims to depict how the COVID-19 lockdown altered family dynamics regarding the use of technology, focusing on screen media. In particular, it illustrates how parents and children acted upon these changes, managing and negotiating children’s digital practices during the circumstances. As part of a larger European study, we have carried out online interviews with 10 Spanish families with children between 6 and 12 years of age. We conducted interviews both with children and adults, complementing and dynamizing them with other instruments (questionnaires and activity sheets). The study demonstrates that both children and parents are active agents in the family dynamics around the use of technology. Children have their own perspectives and expectations about technology, which do not necessarily coincide with their parents’. Furthermore, this study shows the diversity of strategies devised by the families to manage children’s digital practices, as well as to deal with the tensions that arose through the differences in perspectives and expectations during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Children use school as a way to imagine and strive toward their futures. We analyzed thousands of essays written by children in Britain in the late 1960s about what their lives would be like as adults. We used a bottom‐up approach to explore naturally occurring topics in these essays and tested how these topics varied with children's social class context and their adult outcomes. Higher education was the most prevalent topic in these children's essays; children whose fathers—and maternal grandfathers—had higher‐status occupations were especially likely to write about this, as well as about interests in teaching, medicine, and the military. Children in lower class contexts were especially likely to write about making money, but also about family and daily responsibilities. We further found that—controlling for family background—children who wrote more about higher education and less about money‐making tended to achieve education, status, and income. [ABSTRACT FROM AUTHOR]

This study assesses the associations between nutritional status and cognitive development of schoolchildren. A unit increase in height-for-age Z-score was associated with 0.12 SD, 0.08 SD and 0.12 SD increase in standardized digit span, Raven’s colored progressive metrics, and performance index of visual search task, respectively. A unit increase in body-mass-index-for-age Z-score was associated with 0.11 SD increase in standardized digit span. Hemoglobin concentration was not associated with any of the cognitive outcomes. Chronic malnutrition was associated with cognitive development in schoolchildren while thinness and hemoglobin concentrations were associated with selected or no cognitive outcomes, respectively. [ABSTRACT FROM AUTHOR]

Sleep is crucial for children’s health and eating habits. The decline in family meals has raised concerns about its impact on children. Previous research indicated associations between family meals and psychological health and dietary habits, but their relationship with sleep behavior is less understood. This study examined the association between family meals (breakfast and dinner), sleep patterns, and quality of life among Japanese preschoolers and elementary school students (1st to 3rd grade). The cross-sectional study involved 6,177 children aged 3–8 years in Japan. Mothers completed an online survey on family meal habits, sleep patterns, and the KINDL-R questionnaire to assess quality of life. Results showed that family meals were associated with sleep behaviors and KINDL scores. Multiple regression analysis indicated that family breakfast was associated with earlier bedtime and wake-up time, shorter weekend sleep duration, reduced social jet lag, and a morning chronotype, as detected by the Munich ChronoType Questionnaire. Family dinners were linked to later sleep and wake-up times and an evening chronotype. Family breakfast and dinner were associated with higher KINDL scores, with dinner having a stronger positive impact. These findings underscore the significance of family meals in associating sleep patterns and quality of life among Japanese children. [ABSTRACT FROM AUTHOR]

AbstractIn this study, the impact of the Environmental and Climate Change Education program on the perceptions of 4th-grade students regarding environmental issues, climate change, and sustainability was investigated. The study group consisted of 22 (12 boys, 10 girls) 4th-grade students aged between 9–10 years, who were all studying in the same class at a central primary school in Eskişehir. Conducted throughout the 2022–2023 academic year, the research was carried out in three stages: before the implementation, after the implementation, and 9 months after completing the program. Data were obtained through drawings created by the students and interviews based on these drawings. Initially, the students’ drawings depicted basic concepts such as air, water, trees, and waste. However, after participating in the Climate Change Education program, significant changes were observed in their understanding and perceptions of environmental issues, climate change, and sustainability. The activities of the program significantly increased the students’ awareness and comprehension of these critical issues. [ABSTRACT FROM AUTHOR]

AbstractThere is a considerable body of research documenting the languages First Nations children bring to school. However, despite language being a key factor impacting on educational outcomes, there is little research focussing on the students’ language use within schools outside specific learning contexts. Therefore, in this study we sought to explore the language resources used by Australian Aboriginal children at school, particularly those underexamined cohorts living in regional and remote locations. We examined how they used language in the classroom and in the playground, and with different audiences (e.g. peers vs teachers). Naturalistic language data were collected in seven schools located in different settings within Western Australia. 230 children and their teachers were recorded. The data show these students draw on their full linguistic repertoire when at school – moving between lighter or heavier varieties of Australian Aboriginal English (AAE), their traditional languages (e.g. Martu and Kija), SAE, as well as Kriol (an Australian creole) in some remote locations. We also found they adjusted their language choices according to the audience and content of their discussions and they utilised processes of translanguaging as part of these school interactions. [ABSTRACT FROM AUTHOR]

This paper explores the geographies of migrant schooling in Athens following the 2015–2016 crisis, which left thousands of migrants stranded in the country. Drawing on a multi‐sited ethnography of everyday bordering (2017–2018), I examine the school as an ordinary bureaucratic institution and as a physical space in relation to the border. I discuss the processes that rendered the schooling of racialised children a problem to be managed and solved. These migrant schooling timescapes, I argue, were marked by contradictory state logics, and temporalities, and were shaped by context‐specific colonial and racialisation discourses. These tensions shaped the encounters between families on the move and the state throughout the academic year. The paper argues that the school became an everyday space of bordering, controlling membership and reproducing the families’ marginalisation. In this way, it contributes to the literature that highlights the role of ordinary institutions and temporal forms of governance conditioning migrant lives. [ABSTRACT FROM AUTHOR]

AbstractObjectiveDesignStudy SampleResultsConclusionsThe current study aimed to explore (1) school-aged children’s auditory and cognitive abilities and (2) their perceptions (self-reported and parents) of listening behaviours and symptoms following mild traumatic brain injury (mTBI).Prospective cohort study.Twenty-one children aged 8 to 12 participated in this study. Eleven children with mTBI were diagnosed in the emergency department, and 10 were matched controls. They were assessed twice, in the acute (≤14 days) and chronic (≥3 months) stages post-injury, using six central auditory behavioural tests, a cognitive screening battery, and questionnaires. ANOVA and correlation analysis were performed.Group differences were present in three auditory tests as children with mTBI obtained poorer scores than controls (Pitch Pattern Sequence Tests - PPST: p = 0.037; Gap In Noise test - GIN threshold: p = 0.046; Duration Pattern Test - DPT: p = 0.053), but not for perceived listening behaviours and cognitive abilities. Correlations were found only between perceived listening behaviours and reported mTBI symptoms for parents (p =0.014) and children (p =0.002).Auditory abilities, mostly those related to temporal processing, were affected following mTBI, independently of cognitive abilities. Better identification of auditory processing difficulties following mTBI will improve treatment and resource allocation for children. [ABSTRACT FROM AUTHOR]

Developing emotional competence during childhood is critical because it is a significant resource for building psychological well-being, social relationships and even school achievement. Language plays an important role in fostering emotional competence among monolingual children but for bilingual children, the relationship between culture, language and emotions is significantly more complex. Although bilinguals may have more emotion concepts due to their engagement in multiple languages and cultures, this potential may only materialise under specific conditions. In this study, we investigate whether ethnic minoritised bilingual children’s emotional competence (i) differs from that of majority monolingual children based on their language proficiency profile and (ii) is shaped by their exposure to the majority culture, independent of their language competencies. Using a sample of primary school children (aged 10–12; N = 924) living in Belgium, the results of our quantitative analyses suggest that being fluently bilingual is beneficial to fostering emotional competence for minoritized children. However, Belgian socialisation efforts, exposure to Dutch media and demographic proxies of the degree of cultural exposure were not significantly related to emotional competence. Our results contradict contemporary deficit views surrounding bilingualism and suggest important policy implications for educational professionals. [ABSTRACT FROM AUTHOR]

Background: Stress influences examination performance among Sri Lankan students. Validated tests are required to evaluate stress levels among elementary students in Sri Lanka. Therefore, the Perceived Stress Questionnaire 8–11 (PSQ8-11) was translated into a Sinhala version. The aim of this study was to examine the psychometric properties of the translated and adapted scale among elementary level school children in Sri Lanka and examine invariance across male and female children. Methods: The participants were 1021 students from seven schools. After removing missing values, responses from 693 students (mean age = 9.65 ± 0.478 years, 51.8% male) were analysed for participant characteristics. Cronbach's alpha, Spearman's correlation, and confirmatory factor analysis with measurement invariance models were conducted after adding one item to the original PSQ8-11 version. Results: The Cronbach's alpha value for the 20-item modified PSQ8-11 Sinhala version was.788. The two subscales, psychological stress (Cronbach's alpha = 0.615) and physiological stress (Cronbach's alpha = 0.711), indicated a satisfactory level of internal consistency. Furthermore, a statistically significant correlation (p < 0.01; 2-tailed) was reported among each of the subscales. Confirmatory factor analyses demonstrated a satisfactory goodness-of-fit across the two models by confirming the theoretical constructs of the PSQ8-11 translated version with its two subscales. The two-factor model has better model fit indices compared to the unidimensional model (χ2/df = 1.447, CFI = 0.947, TLI = 0.938, WRMR = 0.028, RMSEA = 0.026, SRMSR = 0.0341, and PCLOSE = 1 of the two-factor model). Measurement variance across gender was supported by the establishment of configural and metric invariances. Conclusion: Acceptable psychometric properties for the PSQ8-11 Sinhala version were observed in elementary schoolers in Sri Lanka. [ABSTRACT FROM AUTHOR]

Introduction: Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. Methods: In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Results: Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η 2-value of.107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3) The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η 2-value of.059 and.056. [ABSTRACT FROM AUTHOR]

This study explored the intricate dynamics of classroom management strategies and their impact on the academic performance of grade 6 students at Kiwalan Elementary School in Iligan City, Philippines. Utilized adapted structured questionnaires with a 5-point Likert scale for teachers and learners. Learners positively perceived their teachers' strategies across dimensions like physical classroom conditions, discipline, routine care, and time management. Teachers, in turn, displayed unwavering confidence in these strategies, emphasizing their commitment to maintaining optimal learning conditions. Academically, students demonstrated commendable performance, with a significant proportion achieving "Very Satisfactory" and "Satisfactory" grades, reflecting an overall positive academic outcome. However, a rigorous regression analysis yielded intriguing findings. Despite positive perceptions and academic achievements, the relationship between teachers' classroom management strategies and learners' academic performance lacked statistical significance. "Not significant" remarks for predictors like Classroom Physical Condition, Classroom Discipline, Care of Routine, and Time Management, coupled with non-significant t-values and p-values. The indicated strategies did not significantly predict academic performance variations. The study's insights into the complex interplay between classroom management and academic outcomes underscored the need for nuanced considerations beyond conventional perceptions and academic achievements. The implications extended to educators and policymakers aiming to enhance teaching strategies and optimize learning environments for improved student outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Interest is growing in investigating the ability of children with autism spectrum disorder (ASD) to process social information under conflicting and complex environments. However, few studies have employed objective behavioral measures to directly explore the underlying profile of social–emotional interference control. Methods: In the current study, 53 children with ASD and 53 typically developing (TD) control, aged 6–12 years, completed a set of modified flanker tasks involving arrows, schematic faces, same real faces (with facial interference by the same person), and different real faces (with facial interference by different people), respectively. Response time in incongruent (RTInc) and congruent conditions (RTCon), percentage of errors in incongruent (%ErrorInc) and congruent conditions (%ErrorCon), and flanker effect calculated by ΔRT = (RTInc − RTCon)/RTCon and Δ%Error = %ErrorInc − %ErrorCon were used as outcome metrics. Results: We obtained three major results: (1) the ASD group had longer RTInc and RTCon compared to the TD group in the arrow, schematic-face, and same real-face tasks; (2) compared with the performance in the arrow flanker task, both groups exhibited longer RTs and reduced ΔRTs in the same real-face task; however, in the schematic-face task, longer RT and reduced ΔRT were exhibited in the TD group, but not in the ASD group; and (3) in the different real-face task, ASD group had higher %Error than the TD group, and %Error was negatively correlated with RT only in the ASD group. Conclusion: The current study delineates the inefficient processing of social–emotional interference in school-aged children with ASD and further suggests that these children might adopt a relatively optimized strategy like symbolization when dealing with emotional conflict. However, such compensatory cognitive strategies may be exhausted along with the increase in information load. These findings provide new perspectives of considering the difference more than difficulty in the cognitive profile of ASD, which will benefit the development of targeted behavioral interventions. [ABSTRACT FROM AUTHOR]

AbstractThe aim of this study is to examine the effect of the reading comprehension program prepared for primary school fourth grade students on students’ reading comprehension skills. In this context, students’ attitudes toward reading, reading motivation, fluent reading skills and reading comprehension strategies were considered in the study. The research was ­carried out with a quasi-experimental design. The research was carried out with 353 students. The reading comprehension skills development program prepared by the researcher was applied to the experimental group for a total of 30 hours for 15 weeks. After the implementation of the program, posttests were applied to the experimental and control groups. The students in the experimental group of the reading comprehension program developed according to the results of the research; reading attitude, reading motivation, reading speed, prosodic reading and reading comprehension scores increased significantly compared to the scores of the control group students. [ABSTRACT FROM AUTHOR]

Adolescent idiopathic scoliosis (AIS) is the most common type of scoliosis in children between the ages of 10 and 16. Nevertheless, risk factors for AIS, especially adjustable ones, are still poorly understood. This study seeks to examine the associations of lifestyle and social environment factors with AIS in Syrian schoolchildren. This matched case-control study uses survey data from a school-based scoliosis screening approach. We utilized logistic regression models to estimate the relative risk of AIS prevalence for each variable in the analysis. A multivariate logistic regression was performed to investigate the independent influence of each component on AIS development, with odds ratios (ORs) adjusted for the important factors. Overall, 1102 participants from 22 schools were included in this study, comprising 551 AIS cases and 551 controls. Mean age of the study population was 13.5 years ± 1.08. Six hundred and twenty (56.3%) of the study subjects were girls. After adjusting for other significant factors, age between 13 and 15 years (OR = 2.45; 95% CI, 1.37–6.17), inappropriate desk heights, either too low (OR = 1.53, 95% CI 1.12–1.85) or too high (OR = 1.46, 95% CI 1.13–1.87), standing with anterior pelvic tilt (OR = 1.97, 95% CI 1.46–3.43), and sleeping on the right side (OR = 1.92, 95% CI 1.54–2.23), remained associated with elevated AIS risks. In contrast, sitting normally and classroom sitting positions change regularly were associated with lower odds of AIS. The adjusted ORs were 0.73 (95% CI 0.43–0.94) for sitting normally, and 0.63 (95% CI 0.31–0.97) for sitting positions change. This study investigated the correlation between desk heights and AIS and revealed that incorrect desk heights were associated with more AIS risk. To prevent schoolchildren from developing AIS, stakeholders should consider installing height-adjustable desks in the classroom, changing students' sitting positions on an ongoing basis, and establishing training courses that assist students in keeping proper sitting postures. [ABSTRACT FROM AUTHOR]

AbstractThis study employed a single-case design with an AB structure to examine the effect of implementing a Response to Intervention (RTI) model on a fourth-grade elementary school student with reading difficulties. The participant in the study was Deniz, a fourth-grade elementary school student. The pretest measures revealed that Deniz was at the frustration level in both word recognition and reading comprehension skills. Consequently, an eight-week reading intervention program was designed to address and remediate Deniz’s reading difficulties. Through the intervention program, Deniz’s word recognition improved from the frustration level to the instructional level, and her reading comprehension progressed from the frustration level to the independent level, accompanied by a significant decrease in reading miscues. [ABSTRACT FROM AUTHOR]

The letter to the editor raises concerns about the interpretation of a study on grasp and handwriting performance in school-age children. The authors question the evidence supporting the claim that grasp impacts handwriting performance and criticize the analysis of handwriting interventions in the study. They suggest that the intervention analysis be removed or re-analyzed in a separate paper. The letter emphasizes the need for caution in interpreting the study's findings and highlights additional research supporting different perspectives on the relationship between grasp and handwriting. [Extracted from the article]

Background: The purpose of this study was to evaluate the repeatability and agreement of multispectral refraction topography (MRT) in measuring retinal refraction before and after cycloplegia in children. The results of this study will provide valuable insights into the accuracy and reliability of MRT as a tool for assessing retinal refraction in pediatric patients. Methods: Children aged 7 to 18 years old were recruited for this prospective research. The central and peripheral retinal refraction was measured three times using multispectral refraction topography (MRT) before and after cycloplegia. The retinal deviation value (RDV) was used to describe the average peripheral refractive error of the retina. In addition, objective refraction (OR) and subjective refraction (SR) measurements were also performed. Results: A total of 60 children with a mean age of 10.50 ± 1.81 years were enrolled. Before cycloplegia, all the central and peripheral retinal refraction parameters showed good repeatability with the lowest intraclass correlation coefficient (ICC) being 0.78 in the retinal deviation value from 45° eccentricity to 53° of the retina (RDV 45–53). After cycloplegia, the repeatability of MRT was significantly enhanced (lowest ICC = 0.91 in RDV-I). The 95% limits of agreement (LoA) of the central refraction and OR ranged from − 2.1 to 1.8 D before cycloplegia, and from − 1.69 to 0.27 D after cycloplegia. The 95% LoA of the central refraction and SR ranged from − 1.57 to 0.36 D after cycloplegia. All the 95% LoA demonstrated high agreement. Conclusions: The MRT shows high agreement with autorefractometry and experienced optometrist in measuring central refraction. Additionally, the MRT provides good repeatable measurements of retinal peripheral refraction before and after cycloplegia in schoolchildren. [ABSTRACT FROM AUTHOR]

School bullying continues to be a major concern in Trinidad and Tobago. Despite its prevalence and governmental efforts to reduce bullying, relatively few studies have examined the relationship between exposure to violence at home and school bullying in this nation. This study intends to examine the relationship between exposure to violence at home, anger, school culture toward bullying, and school bullying within the context of General Strain Theory. Using data collected from 1,248 students in ten primary schools in Trinidad, this study found that exposure to violence at home had significant influences on bullying in school. Further, anger significantly mediated the relationship between exposure to violence at home and school bullying while the moderating effects of anger and school culture favorable toward bullying were statistically significant. [ABSTRACT FROM AUTHOR]

Previous studies have shown that bullying victimisation is a significant risk factor for problematic media use. However, little is known about the underlying mechanisms involved in this link. This study aimed to examine the association between bullying victimisation and problematic media use among primary school students, as well as the mediating effect of depression and the moderating effect of teacher–student relationships on this association. A total of 341 participants (10.73 ± 0.68 years) from a Chinese primary school completed the structured questionnaire with respect to the study variables. The results showed that depression mediated the association between bullying victimisation and problematic media use and that teacher–student relationships moderated the second stage (depression to problematic media use) of the mediation model. The simple slope analysis indicated that the association between depression and problematic media use was not significant when the relationship between teachers and students was high (bsimple = 0.03, t = 0.30, p > 0.05). As students perceived low levels of relationships with teachers, depression had a significant effect on problematic media use (bsimple = 0.32, t = 3.34, p < 0.01). These findings can provide empirical support for formulating problematic media use intervention measures based on the bullying victimisation experience as well as the important role of depression and teacher–child relationships. [ABSTRACT FROM AUTHOR]

This study aims to investigate (a) the mediating role of overparenting between father's educational level and children's school problems, and (b) the joint moderating role of children's gender and surgency in the indirect relationship between father's educational level and school problems. Participants were 203 school children, 96 boys (47.3%) and 107 girls (52.7%), aged 7–8 years (M = 92.42 months, SD = 3.52). Fathers reported their educational level, age and employment status and their children's gender and number of siblings, as well as their overparenting behaviors by Anticipatory Problem Solving (APS) scale. Teachers informed children's school problems by the Behavior Assessment System for Children (BASC T-2). Parents together informed their children's surgency levels by a subscale of Children's Behavior Questionnaire (CBQ). Results showed that, in girls, the father's educational level was negatively related to the child's school problems via overparenting behaviors, controlling the number of siblings and father's age and employment status. However, among boys, fathers' overparenting protect their shy sons from the risk of a low educational level for school problems. These findings highlight the relevance of considering the gender and surgency to a better understanding of the effects of contextual factors on children's outcomes. [ABSTRACT FROM AUTHOR]

Mathematical language (or the content-specific words in mathematics) has repeatedly shown to be related to mathematical abilities in preschool and in the early grades of primary education. Research in this field has predominantly focused on young children's quantitative and spatial language. At the same time, recent research has discovered that children in the early years of primary education already possess advanced mathematical skills such as reasoning about patterns, proportions and probabilities. In this study we developed an advanced mathematical language task to measure children's understanding of mathematical language proper of the domains of patterning, proportionality, and probability, specifically aimed at first, second, and third graders (ages 5 -8). To develop a valid test instrument, our task was substantiated by a review of relevant literature and previously conducted studies. Further, the task was optimized based on the feedback received from expert professionals and a pilot study with 36 children. After administering the advanced mathematical language task to 236 first, second, and third graders, the results suggest that the task provides reliable scores in these grades. The internal consistency is excellent (α =.993). In addition, the test–retest reliability was checked in 49 children (r =.704; p <.001), and shows that the test also produces stable results over time. [ABSTRACT FROM AUTHOR]

The impact of Augmented Reality (AR)-based science learning on cognitive development has been established, but the effect of AR on the improvement of students' academic performance remains inconclusive. Additionally, while epistemic beliefs as a significant determinant on student learning outcomes is well-documented, there is little research in AR-supported science learning exploring the effectiveness of AR activities on students' epistemic beliefs. This mixed-methods study investigates the relationship between students' engagement in an AR-based inquiry learning environment and their epistemic beliefs. It aims to examine if students' engagement in AR activities has an impact on their epistemic beliefs and academic performance, as well as which aspects of students' epistemic beliefs may be affected by the designed activities. 159 fifth-grade students participated in the AR activities for two months. The findings revealed that students' academic performance improved significantly, evidenced in the pre- and post-tests. While students' perceived engagement did not significantly affect their academic performance, students' perceived engagement in the activities did influence their epistemic beliefs, particularly in the dimension of justification of knowledge in science. The study identified features of learners' interactions in the AR learning environment and these findings provide insights into potential areas for improvement in AR-based science learning. [ABSTRACT FROM AUTHOR]

This study investigated the heterogeneous nature of teachers' perceptions of distinct leadership practices and explored the predictors of teacher- and school-level leadership typologies on teacher self-efficacy and commitment by using a multilevel latent profile mediation analysis of a dataset of 890 teachers from K-12 schools in Turkey. The results revealed three distinct leadership profiles (limiting, transitioning, and integrating) at the teacher level and two profiles (transitioned and integrated) at the school level, providing evidence that integrating teachers and integrated school profiles were associated with greater teacher self-efficacy and commitment. Additionally, both levels of integrated leadership profiles were indirectly related to teacher commitment through teacher self-efficacy vis-a-vis other profile groups. The study concluded that different leadership styles are related and that the impact of leadership on teachers is maximized when multiple leadership types are integrated. [ABSTRACT FROM AUTHOR]

Utilizing the post-migration ecological lens and the synthesized model of culturally relevant leadership formed by the authors, we aim to compare and analyze the policy outlines and school leadership responses to refugee education in Turkey and Germany; as the two main hosts of the largest number of refugees. Through comparative phenomenology, we draw on the semi-structured interviews, observations, and document analysis of policy papers in each context. Although both states employ an open-door policy, their educational policies show stark contrasts. The German schools benefit from the systematic guidance whilst in Turkey they find their ways through rule of thumb with colleagual collaboration within and across schools. We reckon this study would provide a space for collaboration and benchmarking between different contexts as well as illuminate on the policy-making processes, school-level practices, and research in this area. [ABSTRACT FROM AUTHOR]

In 2003, the 'education reform for knowledge economy' policy introduced the notion of distributed leadership into Jordanian public schools. Policy development, delivery and professional learning were funded and undertaken with assistance from international partners alongside the Jordanian Ministry of Education. The policy is now substantive. Distributed leadership's implicit western values of greater democracy, trust, empowerment and shared leadership responsibilities were delivered into a schooling system where traditional leadership roles and expectations derived from sheikhocratic customs are the norms. This article interrogates the paradox of distributed leadership in the context of time-honoured sheikhocratic practices from the perceptions and experiences of public school principals. Since perceptions about policy and implicit policy values are culturally mediated, it examines how the principles underpinning distributed leadership are interpreted through the lens of the Jordanian local culture as it is experienced in schools. The findings of this grounded theory study highlight incompatibilities between principals' understandings of distributed leadership and those implicit in western cultures. This imported policy reform program filtered through host culture judgments produced different policy outcomes than those anticipated by policymakers. [ABSTRACT FROM AUTHOR]

Despite the increasing number of studies on educational leadership during COVID-19, little attention has been paid to the intersections of different educational experiences and perspectives of school leaders, students, and their families that occur both inside and outside of schools. Drawing on eight case studies of public primary schools in Hong Kong, this article explores the challenges and strategies of online learning with a focus on effective leadership practices for supporting economically disadvantaged students during COVID-19. To incorporate the perspectives of multiple stakeholders, a series of questionnaires were distributed to principals (n = 8), teachers (n = 150), parents (n = 775), lower primary students (n = 855), and upper primary students (n = 850) and interviews were conducted with principals (n = 8), teachers (n = 37), parents (n = 32), and students (n = 62). Findings indicated that school leaders and teacher teams demonstrated strategic leadership practices prioritising and responding to the needs and constraints of economically disadvantaged students and their families. The present study draws attention to leadership encouraging collaboration among schools, families, and the wider community, which has become necessary during the shift to online learning during COVID-19. [ABSTRACT FROM AUTHOR]

Although motivational variables have been extensively examined in the context of English as a second/foreign language (ESL/EFL), they have received little attention when learning Chinese as a second language (CSL), especially among elementary school students in lower grades. Considering the significant impact of psychological variables on language learning and the dilemma of Chinese reading for non-Chinese speaking (NCS) students from Hong Kong, this study examined the structural relationship between the ideal L2 self and intrinsic motivation, as well as their impacts on the learning engagement and reading performance of 475 Hong Kong first-grade NCS students. Two findings were noteworthy: (1) under the simultaneous consideration of the above-mentioned variables, intrinsic motivation affects learning engagement and Chinese reading performance more than the ideal self; (2) the indirect effects of intrinsic motivation on reading performance through learning engagement are more significant than its direct effect on reading performance. The implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Effort tolerance refers to a repertoire of selecting a larger reinforcer requiring a higher‐effort response over a smaller reinforcer requiring a lower‐effort response. The current study investigated the effects of an online group‐based effort‐tolerance training on students' effort tolerance. The study adds to the literature because no studies have investigated the effects of a progressive ratio schedule of reinforcement as an intervention that targets effort tolerance for a whole class in an online platform and in general education settings. During the intervention, researchers gradually increased the response requirements (i.e., number of math problems) to access a larger reinforcer and incorporated choice‐making opportunities to promote second‐grade students' selection of a higher‐effort/larger‐reinforcer response. The findings yielded mixed results – the intervention was relatively effective at increasing effort tolerance for students performing on and below grade level for math, but the same effects were not shown in students performing above grade level. Future applications in education and research are discussed. [ABSTRACT FROM AUTHOR]

Solving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem‐solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to replicate previous research that examined the effects of tact and listener instruction on the emergence of bidirectional intraverbals, and to extend this research line to include teaching a foreign language to students with autism spectrum disorders (ASD) via telehealth. The study participants were four Chinese native primary school‐aged students. An adaptive alternative treatment design was used to compare the effects of tact and listener instruction on bidirectional intraverbals, and pre‐probe and post‐probe data demonstrated that both forms of instruction led to bidirectional intraverbal relations, with tact instruction being relatively more effective. Maintenance and social validity were assessed for all participants, and booster instructions were provided as needed. The results were discussed in the context of inclusive education and improving foreign language instruction for students with special needs. [ABSTRACT FROM AUTHOR]

Purpose: Both fictional oral narrative and expository oral discourse skills are critical language competencies that support children's academic success. Few studies, however, have examined African American children's microstructure performance across these genres. To address this gap in the literature, the study compared African American children's microstructure productivity and complexity across three discourse contexts: fictional narratives, informational discourse, and procedural discourse. The study also examined whether there were age-related differences in microstructure performance by discourse type. Method: Participants were 130 typically developing African American children, aged 59-95 months old, enrolled in kindergarten through second grades in a Midwestern U.S. public school district. Wordless children's books were used to elicit fictional narratives, informational, and procedural discourse. Indicators of microstructure performance included measures of productivity (i.e., number of total words and number of different words) and complexity (i.e., mean length of communication unit and complex syntax rate). The effects of genre and age on microstructure performance were assessed using linear mixed-effects regression models. Results: Children produced longer discourse and used a greater diversity of words for their fictional stories compared to their informational or procedural discourse. Grammatical complexity was greater for fictional narratives and procedural discourse than informational discourse. Results showed greater productivity and complexity among older children compared to younger children, particularly for fictional and informational discourse. Conclusions: African American children exhibit variation in their microstructure performance by discourse context and age. Understanding this variation is key to providing African American children with support to maximize their oral language competencies. [ABSTRACT FROM AUTHOR]

Background: Although the human body generally exhibits bilateral symmetry, achieving perfect symmetry is exceedingly uncommon. During preadolescent development, a face that approximates symmetry is considered both aesthetically and functionally ideal. This study aimed to investigate the relationship between craniofacial traits and hand predominance, using three-dimensional (3D) stereophotogrammetry to discern whether facial soft-tissue characteristics are correlated with hand preference. Materials and Methods: The study involved children aged 9 and 10 years who were free from any diagnosed craniofacial anomalies. Three-dimensional stereophotogrammetry was conducted to analyze their facial morphology, and 37 distinct anatomical landmarks were manually identified using a MATLAB-developed program. Results: A total of 188 Taiwanese children participated in the study. All participants were healthy, with a mean age of 9.79 years. Among them, 93.1% (175) were right-hand predominant, and 6.9% (13) were left-hand predominant. There were no significant differences in linear parameters or facial asymmetry between right-hand-predominant and left-hand-predominant participants (p > 0.05). However, a consistent trend toward right laterality, especially in the right lateral frontal region of the cranium, was observed, as illustrated by heat maps of the average three-dimensional model. Conclusions: The study found no association between facial morphology and hand predominance. A normal asymmetry with a rightward tendency was noted in children aged 9 to 10 years, which was particularly notable in the lateral frontal region of the head. [ABSTRACT FROM AUTHOR]