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Self-regulation–a multidimensional construct that encompasses aspects of executive function (EF), self-control, effortful control, delay of gratification, and emotion regulation–is a developmental process associated with both cognitive development and psychosocial wellbeing in childhood (Ursache et al., 2011; McClelland et al., 2018). Previous work has highlighted the role of sleep and stress on the development of self-regulation in childhood, indicating that adequate duration and quality of sleep supports self regulation, while experiences of stress negatively impact self regulation development (Bernier et al., 2013; Blair & Raver, 2012; Williams et al., 2017). The prefrontal cortex (PFC) is a key brain region underlying self-regulation processes (Blair & Ursache, 2011; Heatherton & Wagner, 2011) and is shaped by the environmental factors of (1) stress—via cortical thickness (CT) (Feola et al., 2020), volume (V) (Hanson et al., 2012), and surface area (SA) (Stomby et al., 2016)—and (2) sleep—via CT (Goldstone et al., 2018) and V (Kocevska et al., 2016; Urilla et al., 2017). The amygdala and hippocampus are also key regions associated with sleep and stress, and may have implications for self regulation development (Gunnar & Quevedo, 2007; Hansen & Simon et al., 2022; McEwen, 2007; Oshri et al., 2019). However, it is unclear whether the structure of these brain regions mechanistically links experiential measures (stress, sleep) and self regulation development during childhood. The present, pre-registered study (https://osf.io/dn9pg) fills this gap by investigating whether and how sleep and stress influence self-regulation in early childhood, and whether the structure (CT, SA, and V) of neuroanatomical regions of interest (PFC, amygdala, hippocampus) mediate these relationships. Specifically, we examine three hypotheses: H1: Greater cumulative childhood stress will be associated with lower self-regulation. H2: Less sleep/lower quality sleep will be associated with lower self-regulation. H3: The relationships described in H1 and H2 will be mediated by (a) CT, SA, and V of the PFC bilaterally, and (b) volume of the amygdala and hippocampus bilaterally. Participants were 76 children (59% male) aged 4-7 years old (M=5.7 years, SD=0.7) enrolled in either pre-K or Kindergarten, and were socioeconomically, racially, and ethnically diverse. Caregivers reported family income-to-needs ratio, and completed standardized questionnaires about child stress (LES-C; Coddington, 1972), child sleep quality and duration (TCSQ; McGreavey et al., 2005), and self-regulation (BASC-2; Kamphaus & Reynolds, 2011; BRIEF-2; Gioia et al., 2015). Children also completed whole-head, high resolution T1 MPRAGE MRI scans, and automated and manual quality checks were applied. Freesurfer will be used to extract CT, SA, and V of the bilateral PFC (superior, middle, and inferior frontal gyri), and the V of bilateral hippocampi and amygdalae. Hypotheses will be evaluated using multiple regression models and bootstrapped mediation analyses, controlling for child age, sex, and income-to-needs ratio. Additionally, supplementary, exploratory analyses will examine hypotheses in whole-brain analyses using general linear models in Freesurfer. Results will help elucidate the neuroanatomical mechanisms by which sleep and stress influence the development of self-regulation in early childhood, which has implications for reducing disparities in this key developmental capacity that is crucial for school readiness and child wellbeing. Additionally, because both sleep and stress are affected by structural inequities (e.g., noise exposure, violence exposure, income inequality), this work also has important implications for focusing interventions on structural factors that may ultimately lead to broader social and educational equity.

A structured-review that will present recommendations for how developmental scientists, regardless of subspecialty, can ethically and meaningfully engage communities and increase the representativeness of their subject samples

Low socioeconomic status (SES) in the form of income, wealth, educational attainment, and/or social status is negatively related to children’s social-emotional (SE) skills (e.g., Gershoff et al., 2007; Kao et al., 2020). Household chaos is one of the mechanisms by which low SES is theorized to negatively affect children, believed to disrupt home environments, through heightened instability and disorganization (Andrews, Atkinson, et al., 2021; Iwinski et al., 2021; Marsh et al., 2020). However, these findings have been drawn largely from White families, prompting questions about whether chaos functions similarly across different contexts. It is important to reexamine such findings in other racial and ethnic groups, who could differ contextually from White families in important ways (Crenshaw, 1991). This study helps address the lack of intersectional resilience research by analyzing SES among racially and ethnically diverse children. Children’s early caregiving experiences are a primary driver behind the development of SE skills needed to prosper in adulthood (Masten, 2018). Caregivers usually form young children’s closest relationships, and the quality of their caregiving can significantly increase risk (e.g., child abuse) or support resilience (e.g., sensitive, loving care). There is evidence that household chaos can moderate and mediate parenting quality, contributing to the disruption of the caregiving relationship, but likely in a reciprocal manner where caregiving also affects chaos (Andrews, Atkinson, et al., 2021; Andrews, Dunn, et al., 2021). However, this is the first known study to examine whether high-quality caregiving within the context of risk may act as a moderator, protecting children’s SE development.

Low socioeconomic status (SES) in the form of income/wealth, educational attainment, and/or social status is negatively related to children’s cognitive skills (e.g., Gershoff et al., 2007; Little, 2017; Romeo et al., 2022). One of the mechanisms by which low SES is theorized to negatively affect families is household chaos, which is believed to disrupt home environments through heightened instability and disorganization, contributing to lower levels of cognitive skills in children (Andrews, Atkinson, et al., 2021; Andrews, Dunn, et al., 2021; Iwinski et al., 2021; Marsh et al., 2020; Vernon-Feagans et al., 2016). However, these findings have been drawn largely from White families (Marsh et al., 2020), prompting questions about whether household chaos functions similarly across different contexts. If one is interested in understanding risk and resilience processes among low-income families, it is important to reexamine findings that were based upon White families in other racial and ethnic groups, who could differ contextually from White families in important ways (Crenshaw, 1991). It is imperative to examine family experiences from an intersectional framework that accounts for multiple layers of context (e.g., class and ethnicity). Early childhood is of particular interest due to young children’s heightened sensitivity to and reliance upon their environments, especially caregivers. Further, cascading effects across domains spread both cognitive competencies and cognitive problems over time, such that adult achievement is rooted in childhood (Masten & Tellegen, 2012). Thus, children’s early experiences of caregiving are a primary driver behind the development of the cognitive skills needed to prosper in adulthood (Masten, 2018). In early childhood, caregivers usually form children’s closest relationships, and the quality of their caregiving can significantly increase risk (e.g., child abuse) or support resilience (e.g., sensitive, loving care; Masten, 2018). Sensitive caregivers are attuned to children’s moods and needs, and respond appropriately, engaging children or giving them space as needed. High-quality caregiving has been shown to protect children’s cognitive skills from some of the negative effects of high-risk, low-SES environments such as homelessness (Herbers et al., 2011). Household chaos has been examined as a moderator and mediator of parenting quality, evidenced to contribute to the disruption of caregiving quality, but likely in a reciprocal manner where caregiving quality is also affecting chaos (Andrews, Atkinson, et al., 2021; Andrews, Dunn, et al., 2021). Yet, it has not yet been examined how high-quality caregiving within the context of risk may be able to moderate the well-established negative relationship between household chaos and children’s cognitive abilities, protecting them from their environment. The present study will result in better understanding of risk and protective processes for young children’s cognitive development taking place in their most proximal environment, their families. Further, it focuses on protective factors that may foster resilience among ethnically and economically diverse families with preschoolers. This study helps address the lack of intersectional resilience research by analyzing SES among racially and ethnically diverse children, particularly Hispanic children, who comprise the largest ethnic minority in the U.S. (National Center for Children in Poverty, 2021). We hypothesize that parenting quality will moderate the negative relationship between household chaos and child executive function (EF), and the positive relationship between family SES and child EF, such that high-quality parenting partially protects children from the negative effects of environmental risk.

Background: COVID-19 restrictions have had an unfavourable impact on children���s physical activity and screen time. The link between children���s movement behaviour and parental mental health is not well understood in low- and middle-income countries (LMICs) where the pandemic has had a profound impact. Purpose: To explore the relationship between parent stress and child movement behaviours in Sri Lanka, Pakistan and India during the pandemic. Methods: The sample comprises 30 parents with children aged 3 - 4 years. Parents were invited to participate in semi-structured interviews and a pandemic impact questionnaire, via phone, exploring their stress levels and their child���s movement behaviours, during the pandemic. Results: Parents reflected on concerns regarding their child���s lack of physical activity, and the amount of time their child was spending in screen time. Parents reported taking on different roles, and juggling complex responsibilities, influencing their motivation and ability to promote movement and play. This is further compounded by limited safe play spaces. Conclusions: Parents and caregivers have an important role to play in encouraging children���s healthy movement behaviours, particularly in circumstances where additional family supports (e.g. childcare, grandparents) are not available. Parents require readily-accessible information regarding promotion of healthy movement behaviours in the home environment, particularly in LMICs. We need to think beyond the impact of restrictions on the physical activity and screen time of children, to the impact this may have on parental stress and mental health. Funding: NHMRC Investigator Grant to ADO (APP1175658)., The Health & Fitness Journal of Canada, Vol. 14 No. 3 (2021): Proceedings from the 8th International Society for Physical Activity and Health Congress

INTRODUCTION: 24-hour movement behaviours (physical activity, sedentary behaviour and sleep) during the early years are associated with health and developmental outcomes, prompting the WHO to develop Global guidelines for physical activity, sedentary behaviour and sleep for children under 5 years of age. Prevalence data on 24-hour movement behaviours is lacking, particularly in low-income and middle-income countries (LMICs). This paper describes the development of the SUNRISE International Study of Movement Behaviours in the Early Years protocol, designed to address this gap.METHODS AND ANALYSIS: SUNRISE is the first international cross-sectional study that aims to determine the proportion of 3- and 4-year-old children who meet the WHO Global guidelines. The study will assess if proportions differ by gender, urban/rural location and/or socioeconomic status. Executive function, motor skills and adiposity will be assessed and potential correlates of 24-hour movement behaviours examined. Pilot research from 24 countries (14 LMICs) informed the study design and protocol. Data are collected locally by research staff from partnering institutions who are trained throughout the research process. Piloting of all measures to determine protocol acceptability and feasibility was interrupted by COVID-19 but is nearing completion. At the time of publication 41 countries are participating in the SUNRISE study.ETHICS AND DISSEMINATION: The SUNRISE protocol has received ethics approved from the University of Wollongong, Australia, and in each country by the applicable ethics committees. Approval is also sought from any relevant government departments or organisations. The results will inform global efforts to prevent childhood obesity and ensure young children reach their health and developmental potential. Findings on the correlates of movement behaviours can guide future interventions to improve the movement behaviours in culturally specific ways. Study findings will be disseminated via publications, conference presentations and may contribute to the development of local guidelines and public health interventions.

Additional file 1: Table S1: Parent/Caregiver Survey. Table S2. Descriptive characteristics of participating countries. Table S3. Characteristics of analytic sample. Table S4. Distribution of analytic sample according to COVID-19 factors