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Cuartas J, Salazar A, Backhaus S, Little MT, McCoy D, Yoshikawa H, Bass M, Metheny N, Knaul F. Strategies to Prevent Violence Against Children in the Home: A Systematic Review of Reviews. TRAUMA, VIOLENCE & ABUSE 2024; 25:3419-3433. [PMID: 38682572 DOI: 10.1177/15248380241247018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/01/2024]
Abstract
Violence against children (VAC) in the home, or by household members, is a human rights and social problem with long-lasting consequences for individuals and society. Global policy instruments like the INSPIRE package have proposed strategies to prevent VAC, including Implementation and enforcement of laws, Norms and values, Safe environments, Parent and caregiver support, Income and economic strengthening, Response and support services, and Education and life skills. This systematic review of reviews aimed to synthesize the recent evidence base (i.e., published since 2000) for each INSPIRE strategy to reduce VAC in the home or by household members. We searched four databases using controlled vocabularies and keywords and searched for additional records in prior reviews of reviews. A total of 67 studies were included in this review, including literature reviews, meta-analyses, systematic reviews, and other types of reviews. We found extensive evidence supporting the effectiveness of parent and caregiver support interventions. However, reviews on other INSPIRE strategies were scarce. We also found a vast underrepresentation of samples from low- and- middle-income countries, children with disabilities, and families affected by forced displacement and conflict. In sum, this systematic review suggests that there are several promising strategies to prevent VAC (e.g., home visiting and parent education), but further research is necessary to strengthen the current body of evidence and effectively inform the implementation and scale-up of evidence-based interventions to protect children from violence globally.
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Affiliation(s)
- Jorge Cuartas
- Harvard Graduate School of Education, Cambridge, MA, USA
- Universidad de los Andes, Bogotá, Colombia
| | | | - Sophia Backhaus
- University of Amsterdam, The Netherlands
- University of Oxford, United Kingdom
| | | | - Dana McCoy
- Harvard Graduate School of Education, Cambridge, MA, USA
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2
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Ahun MN, Appiah R, Aurino E, Wolf S. Caregiver mental health and school-aged children's academic and socioemotional outcomes: Examining associations and mediators in Northern Ghana. PLOS GLOBAL PUBLIC HEALTH 2024; 4:e0003724. [PMID: 39269978 PMCID: PMC11398656 DOI: 10.1371/journal.pgph.0003724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2024] [Accepted: 08/26/2024] [Indexed: 09/15/2024]
Abstract
While there is a strong link between caregiver mental health, caregiver engagement, and child development, limited research has examined the underlying mechanisms of these associations in Africa. We examined the mediating role of dimensions of caregiver engagement in the association of caregiver psychological distress with children's academic and socioemotional outcomes in Ghana. Data came from 4,714 children (aged 5-17 years) and their caregivers in five regions of northern Ghana. Caregiver psychological distress and engagement (i.e., engagement in education, emotional supportiveness, and parenting self-efficacy) were self-reported by children's primary caregiver. Children's academic (literacy and numeracy) and socioemotional (prosocial skills and socioemotional difficulties) outcomes were directly assessed using validated measures. Structural equation modelling was used to estimate mediation models. We tested moderation by caregiver exposure to formal education, child's age, and child's sex. Fourteen percent of caregivers experienced elevated psychological distress. Higher levels of psychological distress were associated with children's poorer literacy and numeracy skills, and higher socioemotional difficulties, but not prosocial skills. The mediating role of caregiver engagement varied by caregiver exposure to formal education but not child's age or sex. Caregiver engagement in education explained the association between psychological distress and children's literacy skills (but not numeracy or socioemotional) in families where the caregiver had no formal education (indirect effect: β = 0.007 [95% CI: 0.000, 0.016]), explaining 23% of the association. No mediator explained the association of psychological distress with child outcomes among families where the caregiver had some formal education. The mechanisms through which caregiver psychological distress is associated with child outcomes in rural Ghana differ as a function of caregivers' exposure to formal education. These results highlight the importance of developing multi-component and culturally-sensitive programs to improve child outcomes. Further research in similar contexts is needed to advance scientific understanding on how to effectively promote child and family wellbeing.
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Affiliation(s)
- Marilyn N Ahun
- Department of Medicine, McGill University, Montréal, Canada
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, Massachusetts, United States of America
| | - Richard Appiah
- Department of Psychology, Northumbria University, Newcastle-upon-Tyne, United Kingdom
- College of Health Sciences, University of Ghana, Accra, Ghana
| | | | - Sharon Wolf
- Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, United States of America
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Lloyd-Fox S, McCann S, Milosavljevic B, Katus L, Blasi A, Bulgarelli C, Crespo-Llado M, Ghillia G, Fadera T, Mbye E, Mason L, Njai F, Njie O, Perapoch-Amado M, Rozhko M, Sosseh F, Saidykhan M, Touray E, Moore SE, Elwell CE. The Brain Imaging for Global Health (BRIGHT) Project: Longitudinal cohort study protocol. Gates Open Res 2024; 7:126. [PMID: 39372355 PMCID: PMC11452580 DOI: 10.12688/gatesopenres.14795.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/30/2024] [Indexed: 10/08/2024] Open
Abstract
There is a scarcity of prospective longitudinal research targeted at early postnatal life which maps developmental pathways of early-stage processing and brain specialisation in the context of early adversity. Follow up from infancy into the one-five year age range is key, as it constitutes a critical gap between infant and early childhood studies. Availability of portable neuroimaging (functional near infrared spectroscopy (fNIRS) and electroencephalography (EEG)) has enabled access to rural settings increasing the diversity of our sampling and broadening developmental research to include previously underrepresented ethnic-racial and geographical groups in low- and middle- income countries (LMICs). The primary objective of the Brain Imaging for Global Health (BRIGHT) project was to establish brain function - using longitudinal data from mother - for-age reference curves infant dyads living in the UK and rural Gambia and investigate the association between context-associated moderators and developmental trajectories across the first two years of life in The Gambia. In total, 265 participating families were seen during pregnancy, at 7-14 days, 1-, 5-, 8-, 12-, 18- and 24-months post-partum. An additional visit is now underway at 3-5 years to assess pre-school outcomes. The majority of our Gambian cohort live in poverty, but while resource-poor in many factors they commonly experience a rich and beneficial family and caregiving context with multigenerational care and a close-knit supportive community. Understanding the impact of different factors at play in such an environment ( i.e., detrimental undernutrition versus beneficial multigenerational family support) will (i) improve the representativeness of models of general cognitive developmental pathways from birth, (ii) identify causal pathways of altered trajectories associated with early adversity at both individual and group level, and (iii) identify the context-associated moderators ( i.e. social context) that protect development despite the presence of poverty-associated challenges. This will in turn contribute to the development of targeted interventions.
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Affiliation(s)
- Sarah Lloyd-Fox
- Psychology, University of Cambridge, Cambridge, England, UK
- Psychological Sciences, Birkbeck University of London, London, England, UK
| | - Sam McCann
- Women's and Children's Health, Kings College London, London, UK
| | - Bosiljka Milosavljevic
- Psychology, University of Cambridge, Cambridge, England, UK
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, England, UK
| | - Laura Katus
- School of Human Sciences, University of Greenwich, London, England, UK
| | - Anna Blasi
- Medical Physics and Biomedical Engineering, University College London, London, England, UK
| | - Chiara Bulgarelli
- Psychological Sciences, Birkbeck University of London, London, England, UK
- Medical Physics and Biomedical Engineering, University College London, London, England, UK
| | - Maria Crespo-Llado
- Institute of Lifecourse and Medical Sciences, University of Liverpool, Liverpool, England, UK
| | - Giulia Ghillia
- Women's and Children's Health, Kings College London, London, UK
| | - Tijan Fadera
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Ebrima Mbye
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Luke Mason
- Women's and Children's Health, Kings College London, London, UK
| | - Fabakary Njai
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Omar Njie
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | | | - Maria Rozhko
- Psychology, University of Cambridge, Cambridge, England, UK
| | - Fatima Sosseh
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Mariama Saidykhan
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Ebou Touray
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Sophie E. Moore
- Women's and Children's Health, Kings College London, London, UK
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
| | - Clare E. Elwell
- Medical Physics and Biomedical Engineering, University College London, London, England, UK
| | - The BRIGHT Project team
- Psychology, University of Cambridge, Cambridge, England, UK
- Psychological Sciences, Birkbeck University of London, London, England, UK
- Women's and Children's Health, Kings College London, London, UK
- Department of Biological and Experimental Psychology, Queen Mary University of London, London, England, UK
- School of Human Sciences, University of Greenwich, London, England, UK
- Medical Physics and Biomedical Engineering, University College London, London, England, UK
- Institute of Lifecourse and Medical Sciences, University of Liverpool, Liverpool, England, UK
- The Medical Research Council Unit The Gambia at the London School of Hygiene and Tropical Medicine, Banjul, The Gambia
- Psychology, University of East London, London, England, UK
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4
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Singh L, Rajendra SJ. Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science. Dev Sci 2024; 27:e13521. [PMID: 38661538 DOI: 10.1111/desc.13521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 04/05/2024] [Indexed: 04/26/2024]
Abstract
Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development-socioeconomic status (SES)-across six mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed. RESEARCH HIGHLIGHTS: We analyzed reporting and representation of socioeconomic status in published studies on early child development. A large proportion of published studies did not report any socio-economic information. Suggestions for greater attention to socioeconomic status are proposed.
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Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Sarah J Rajendra
- Department of Psychology, National University of Singapore, Singapore, Singapore
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Cuartas J, Beccassino L, Baker-Henningham H, Pineda Díaz OI, Rodríguez MF. Prevention of Violence Against Children: A Qualitative Exploration of Colombian Policymakers', Programme Facilitators' and Caregivers' Perceptions. Child Care Health Dev 2024; 50:e13325. [PMID: 39198018 DOI: 10.1111/cch.13325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 05/25/2024] [Accepted: 08/03/2024] [Indexed: 09/01/2024]
Abstract
OBJECTIVE Violence against children (VAC) is a global public health and human rights issue that can lead to long-lasting negative consequences for individual and societal outcomes. While extensive evidence indicates that parenting programmes might be effective in preventing VAC, there are several unsolved questions on how to ensure interventions are acceptable, feasible, effective and sustainable, particularly in low- and- middle-income countries (LMICs). METHOD In this study, we report findings from a qualitative examination of policymakers' (N = 10), early childhood and parenting programme facilitators' (N = 20) and parents' and other caregivers' (N = 38) perspectives on VAC prevention to examine the implementation ecosystem of parenting programmes in Colombia, including contextual risk and protection factors, features of existing programmes, and stakeholders' needs. We conducted interviews and focus groups using a semistructured format, along with a thematic approach, to analyse the data from each group of participants (i.e., policymakers, facilitators and caregivers) independently. RESULTS Overall, the data revealed the critical role of intersecting and interacting factors at the micro (e.g., caregivers' capabilities and beliefs), meso (e.g., programme content and delivery approaches) and macro (e.g., policymakers' vision and existing infrastructure) levels in exacerbating risks/imposing barriers versus protecting/promoting VAC prevention. CONCLUSIONS These findings provide evidence on the implementation ecosystem of prevention programmes to inform the design of novel strategies and programmes aimed at preventing violence and promoting families' well-being and young children's development.
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Affiliation(s)
- Jorge Cuartas
- Department of Applied Psychology, New York University, New York, New York, USA
- Centro de Estudios Sobre Seguridad y Drogas (CESED), Universidad de los Andes, Bogotá, Colombia
| | - Luciana Beccassino
- Facultad de Ciencias Sociales, Universidad de los Andes, Bogotá, Colombia
| | - Helen Baker-Henningham
- School of Human and Behavioural Sciences, Bangor University, Bangor, Wales
- Caribbean Institute for Health Research, University of the West Indies, Kingston, Jamaica
| | - Oscar Iván Pineda Díaz
- Innovations for Poverty Action (IPA) and Dirección de Primera Infancia, Instituto Colombiano de Bienestar Familiar (ICBF), Bogotá, Colombia
| | - María Fernanda Rodríguez
- Dirección de Primera Infancia, Instituto Colombiano de Bienestar Familiar (ICBF), Bogotá, Colombia
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6
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Singh L, Bortfeld H. Towards a global developmental science. Dev Sci 2024; 27:e13555. [PMID: 39075676 DOI: 10.1111/desc.13555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Merced, Singapore
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7
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Ward KP, Grogan-Kaylor AC, Ma J, Pace GT, Lee SJ, Davis-Kean PE. Interactions of gender inequality and parental discipline predicting child aggression in low- and middle-income countries. Child Dev 2024. [PMID: 39133047 DOI: 10.1111/cdev.14152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/13/2024]
Abstract
Children in low- and middle-income countries (LMICs) are disproportionately at risk of not meeting their developmental potential. Parental discipline can promote and hinder child outcomes; however, little research examines how discipline interacts with contextual factors to predict child outcomes in LMICs. Using data from 208,156 households with children between 36 and 59 months (50.5% male) across 63 countries, this study examined whether interactions between gender inequality and discipline (shouting, spanking, beating, and verbal reasoning) predicted child aggression. Results showed aggression was higher in countries with high gender inequality, and associations between discipline and child aggression were weaker in countries where gender inequality was higher. Improvements in country-level gender parity, in addition to parenting, will be necessary to promote positive child outcomes in LMICs.
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Affiliation(s)
- Kaitlin P Ward
- School of Social Work, Department of Psychology, University of Michigan, Ann Arbor, USA
| | | | - Julie Ma
- School of Social Work, University of Michigan-Flint, Flint, Michigan, USA
| | - Garrett T Pace
- School of Social Work, University of Nevada, Las Vegas, Las Vegas, Nevada, USA
| | - Shawna J Lee
- School of Social Work, University of Michigan, Ann Arbor, Michigan, USA
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8
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Panceri C, Sbruzzi G, Zanella LW, Wiltgen A, Procianoy RS, Silveira RC, Valentini NC. Developmental coordination disorder in preterm children: A systematic review and meta-analysis. Eur J Neurosci 2024; 60:4128-4147. [PMID: 38558157 DOI: 10.1111/ejn.16320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 01/18/2024] [Accepted: 03/07/2024] [Indexed: 04/04/2024]
Abstract
This study aimed to review the prevalence of developmental coordination disorder (DCD) in individuals born preterm and systematically explore this prevalence according to gestational age and different assessment cut-offs and compare it to full-term peers. The eligibility criteria were observational and experimental studies reporting the prevalence of DCD in preterm individuals. A systematic search was performed in databases from inception until March 2022. Two independent reviewers performed the selection. Study quality assessment was performed using the checklists from Joanna Briggs Institute (JBI). Data analysis was performed on Excel and Review Manager Software 5.4. Among the 1774 studies identified, 32 matched the eligibility criteria. The pooled estimate rate of the DCD rate in preterm was 21% (95% confidence interval [CI] 17.8-24.3). The estimate rates were higher as gestational age decreased, and preterm children are two times more likely to have DCD than their full-term peers risk ratio (RR) 2.2 (95% CI 1.77-2.79). The limitation was high heterogeneity between studies; the assessment tools, cut-off points and age at assessment were diverse. This study provided evidence that preterm children are at higher risk for DCD than full-term children, and the risks increased as gestational age decreased.
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Affiliation(s)
- Carolina Panceri
- Department of Human Movement Science, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil
- Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil
| | - Graciele Sbruzzi
- Department of Human Movement Science, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil
- Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil
| | | | - Andressa Wiltgen
- Department of Child and Adolescent Health, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil
| | - Renato S Procianoy
- Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil
- Department of Child and Adolescent Health, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil
| | - Rita C Silveira
- Hospital de Clínicas de Porto Alegre, Porto Alegre, Brazil
- Department of Child and Adolescent Health, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil
| | - Nadia C Valentini
- Department of Human Movement Science, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil
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9
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Singh L. A vision for a diverse, inclusive, equitable, and representative developmental science. Dev Sci 2024:e13548. [PMID: 39091060 DOI: 10.1111/desc.13548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Accepted: 06/29/2024] [Indexed: 08/04/2024]
Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Singapore, Singapore
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10
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Chagas DDV, Joia MC. Motor Competence as a Protection Factor Against Pediatric Obesity: The Bidirectional Relationship Between Motor Competence and Weight Status. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2024:1-7. [PMID: 38990522 DOI: 10.1080/02701367.2024.2373995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 06/24/2024] [Indexed: 07/12/2024]
Abstract
Purpose: Motor competence is negatively associated with body mass index (BMI) in young people. However, it is still unclear whether motor competence is linked to the risk of obesity in adolescents and longitudinal evidence is missing. The main purpose of this study was to assess the association between motor competence and risk of obesity across adolescence. Methods: A 2-year follow-up study was conducted with a total of 122 adolescents (59.8% girls) aged 12 to 13 years at baseline. Motor competence (KTK), weight status (BMI) and physical activity (questionnaire) were assessed at three time points. Generalized estimating equation and logistic regression models were conducted to examine the relationships between motor competence and weight status, adjusting for potential confounders (i.e. age, sex and physical activity). Results: Motor competence and BMI were inversely related over time. The chance to have overweight/obesity decreased by 6.5% and 8% with a 10-point increase in motor competence across time. In addition, adolescents had 6.4 to 8.2 greater chance to have low motor competence with a 1-point increase in BMI across time. Conclusion: Motor competence is inversely associated with the risk of overweight/obesity across adolescence. Therefore, the development of motor competence can be a protection factor against excessive weight gain. As such, we recommend the development of motor competence as a strategy to prevent pediatric obesity through diversified types of physical activities such as sports, active play and physical education classes.
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Ahun MN, Bliznashka L, Karuskina-Drivdale S, Regina G, Yousafzai AK, Jeong J. A qualitative study of maternal and paternal parenting knowledge and practices in rural Mozambique. BMC Public Health 2024; 24:1778. [PMID: 38961411 PMCID: PMC11223379 DOI: 10.1186/s12889-024-19291-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 06/27/2024] [Indexed: 07/05/2024] Open
Abstract
BACKGROUND Providing nurturing care for young children is essential for promoting early child development (ECD). However, there is limited knowledge about how mothers and fathers across diverse contexts in sub-Saharan Africa care for their children and from whom they receive guidance and support in their caregiving roles. We aimed to examine caregivers' nurturing care practices and sources of parenting knowledge in rural Mozambique. METHODS This is a secondary analysis using data from a qualitative evaluation of a pilot intervention to improve nurturing care for early child health and development within existing health systems. The evaluation was conducted across three primary care health facilities and their catchment areas in Nampula province, Mozambique. For this study, we analyzed data from in-depth interviews conducted with 36 caregivers (32 mothers and 4 fathers) to investigate mothers' and fathers' daily caregiving experiences. Data were analyzed using thematic content analysis. RESULTS Caregivers described various caregiving roles relating to general caregiving of young children (e.g., feeding, bathing, caring for child's health) and stimulation (e.g., play and communication) activities. Mothers more commonly engaged in general caregiving activities than fathers, whereas both mothers and fathers engaged in stimulation activities. Other family members, including siblings, grandparents, and aunts/uncles, were also actively engaged in general caregiving activities. With respect to sources of parenting knowledge, caregivers received parenting guidance and support primarily from their own mothers/parents and facility-based health providers. CONCLUSIONS These findings highlight the importance of adopting a holistic approach involving caregivers and their context and reveal potential strategies to promote caregiving and ECD in rural Mozambique and similar contexts.
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Affiliation(s)
- Marilyn N Ahun
- Department of Medicine, Faculty of Medicine and Health Sciences, McGill University, Montréal, H4A 2S5, 5252 boulevard de Maisonneuve, 2nd Floor, Canada.
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, USA, MA.
- Department of Social and Preventive Medicine, Université de Montréal School of Public Health, Montréal, Canada, QC.
| | - Lilia Bliznashka
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, USA, MA
- International Food Policy Research Institute, Washington D.C., USA
| | | | | | - Aisha K Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, USA, MA
| | - Joshua Jeong
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, USA, MA
- Hubert Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, USA
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12
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Kim MH, Buford K, Ellis A, Davis-Kean PE, Antony C, Braun C, Hurst T, Todd J. A metascience investigation of inclusive, open, and reproducible science practices in research posters at the 2021 SRCD biennial meeting. Child Dev 2024; 95:1109-1123. [PMID: 38102780 DOI: 10.1111/cdev.14059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2023]
Abstract
Over the past decade, there has been a growing appreciation of metascience issues in psychological science. Using data collected from 2615 posters presented at the 2021 biennial meeting of the Society for Research in Child Development, this article examines the use of transparent research practices to increase rigor and reproducibility as well as generalizability through greater inclusivity of diverse samples. Research presented through poster presentations was heavily skewed toward quantitative studies featuring American researchers using Western hemisphere samples. Sharing of data/materials, preregistrations, and replications were uncommon. During a time when governments are increasingly requiring more open practices and access, this research provides an important baseline by which developmental science can benchmark progress toward the goals of greater inclusivity and openness.
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Affiliation(s)
- Matthew H Kim
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Kristen Buford
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Alexa Ellis
- Department of Human Development and Family Studies, University of Alabama, Tuscaloosa, Alabama, USA
| | - Pamela E Davis-Kean
- Department of Psychology and the Institute for Social Research, University of Michigan, Ann Arbor, Michigan, USA
| | - Chellam Antony
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Claire Braun
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Tabetha Hurst
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Julia Todd
- Department of Psychology, University of Kentucky, Lexington, Kentucky, USA
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13
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Abubakar A, Brandelli Costa A, Cui L, Koller SH, Nwafor CE, Raval VV. Towards a decolonial developmental science: Adolescent development in the Majority World taking center stage. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:246-256. [PMID: 38773708 DOI: 10.1111/jora.12956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2024] [Accepted: 04/16/2024] [Indexed: 05/24/2024]
Abstract
While aspiring to be a diverse and global science, developmental science continues to be dominated by EuroAmerican epistemologies, researchers, and communities in its published scholarship. Adolescents in communities across Africa, Asia, the Middle East, and Latin America comprise 85% of the world's adolescent population, and yet their experiences and perspectives are marginalized in our science. Adolescents in the Majority World live in highly diverse social, cultural, political, economic, educational and healthcare contexts that contribute to their development, and we have much to learn from their experiences. This article situates the marginalization of the global majority within coloniality embedded in developmental science. The article describes the impetus for this special issue Towards a decolonial developmental science and the process of putting it together, along with providing an overview of the 18 articles in this collection that push us towards decoloniality. The special issue serves as a call to transform developmental science to be decolonial by empowering adolescent development in Majority World communities to take center stage. Adolescent development research from Majority World communities has the potential to challenge the knowledge base generated from Minority World samples, contributing to a science that is comprehensive, inclusive, and can inform prevention and intervention efforts to support the well-being of adolescents globally.
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Affiliation(s)
| | | | | | - Silvia H Koller
- Universidade Federal do Rio Grande, Porto Alegre, Brazil
- North West University, Potchefstroom, South Africa
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14
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Marfo K. Toward a globally inclusive knowledge base on adolescent development: A charge to the Majority World and a plea for epistemic and paradigmatic pluralism. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:507-512. [PMID: 38803300 DOI: 10.1111/jora.12979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2024] [Accepted: 05/14/2024] [Indexed: 05/29/2024]
Abstract
Ongoing internal dialog on the limitations of Euro-American developmental science has opened up space to explore how best to work toward a knowledge base that is adequately representative of the values, cultures, epistemic traditions, and lived experiences of peoples, nations, and regions around the world. So far, recommendations for the advancement of a global developmental science have focused preponderantly on (1) methodological considerations and (2) an architecture to support cross-disciplinary international collaborative inquiry and/or enhance research capacity building for Majority World scholars and institutions. In this commentary, instead of focusing on specific contributions to the Special Issue, I make a case for an explicit commitment to field-building within Majority World contexts as the primary gap-closing path toward the cultivation of a global developmental science knowledge base. I begin with a worldwide population analysis to demonstrate the magnitude of geopolitical, eco-cultural, and epistemic imbalances inherent in the shaping of Euro-American developmental science. In tandem with the Special Issue's central theme, I draw on scholarship from the fields of history, sociology, and political economy to link decolonial theory to the advancement of a global developmental science. Finally, I explore ways in which exemplary research establishments already engaged in prolific inquiry and research training may be ideal candidates to support field-building and help to advance multidisciplinary inquiry within an ethos of epistemic and methodological pluralism.
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Affiliation(s)
- Kofi Marfo
- Aga Khan University (South-Central Asia, East Africa & United Kingdom), Nairobi, Kenya
- University of South Florida, Tampa, Florida, USA
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15
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Wienke AS, Mathes B. Socioeconomic Inequalities Affect Brain Responses of Infants Growing Up in Germany. Brain Sci 2024; 14:560. [PMID: 38928558 PMCID: PMC11201481 DOI: 10.3390/brainsci14060560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Revised: 05/24/2024] [Accepted: 05/24/2024] [Indexed: 06/28/2024] Open
Abstract
Developmental changes in functional neural networks are sensitive to environmental influences. This EEG study investigated how infant brain responses relate to the social context that their families live in. Event-related potentials of 255 healthy, awake infants between six and fourteen months were measured during a passive auditory oddball paradigm. Infants were presented with 200 standard tones and 48 randomly distributed deviants. All infants are part of a longitudinal study focusing on families with socioeconomic and/or cultural challenges (Bremen Initiative to Foster Early Childhood Development; BRISE; Germany). As part of their familial socioeconomic status (SES), parental level of education and infant's migration background were assessed with questionnaires. For 30.6% of the infants both parents had a low level of education (≤10 years of schooling) and for 43.1% of the infants at least one parent was born abroad. The N2-P3a complex is associated with unintentional directing of attention to deviant stimuli and was analysed in frontocentral brain regions. Age was utilised as a control variable. Our results show that tone deviations in infants trigger an immature N2-P3a complex. Contrary to studies with older children or adults, the N2 amplitude was more positive for deviants than for standards. This may be related to an immature superposition of the N2 with the P3a. For infants whose parents had no high-school degree and were born abroad, this tendency was increased, indicating that facing multiple challenges as a young family impacts on the infant's early neural development. As such, attending to unexpected stimulus changes may be important for early learning processes. Variations of the infant N2-P3a complex may, thus, relate to early changes in attentional capacity and learning experiences due to familial challenges. This points towards the importance of early prevention programs.
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Affiliation(s)
| | - Birgit Mathes
- Bremer Initiative to Foster Early Childhood Development (BRISE), Faculty for Human and Health Sciences, University of Bremen, 28359 Bremen, Germany;
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16
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Magis-Weinberg L, Arreola Vargas M, Carrizales A, Trinh CT, Muñoz Lopez DE, Hussong AM, Lansford JE. The impact of COVID-19 on the peer relationships of adolescents around the world: A rapid systematic review. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38682766 DOI: 10.1111/jora.12931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 02/16/2024] [Accepted: 02/19/2024] [Indexed: 05/01/2024]
Abstract
The main objective of this rapid systematic review was to examine how the COVID-19 pandemic impacted peer relationships for adolescents (10-25 years of age) around the globe. We focused on four indices of peer relationships: (1) loneliness, (2) social connectedness, (3) social support, and (4) social media use. In addition, we examined gender and age differences. Four databases (APA PsychInfo, PubMed, Scopus, and Web of Science) were searched for articles published from January 2020 to November 2022. A total of 96 studies (cross-sectional: n = 66, longitudinal: n = 30, quantitative: n = 67, qualitative: n = 12, mixed-methods: n = 17) met our inclusion criteria (empirical observational studies with data on at least one of the indices of interest, cross-sectional data on COVID-19-related experiences or longitudinal data collected during the pandemic, age range of 10-25 years, typically developing adolescents). We extracted data and conducted a narrative synthesis. Findings suggest that COVID-19 disruptions negatively impacted peer relationships for youth. Most studies reported either an increase in loneliness over the course of the pandemic or a positive association between loneliness and COVID-19-related experiences. Similar findings were observed for increased social media use as a means of continued communication and connection. Fewer studies focused on social support but those that did reported a decrease or negative association with COVID-19-related experiences. Lastly, findings suggest a mixed impact on social connectedness, which might be due to the strengthening of closer ties and weakening of more distant relationships. Results for gender differences were mixed, and a systematic comparison of differences across ages was not possible. The heterogeneity in measures of COVID-19-related experiences as well as timing of data collection prevented a more nuanced examination of short and more long-term impacts.
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Affiliation(s)
| | | | - Alexia Carrizales
- Department of Human Development and Family Studies, Purdue University, West Lafayette, Indiana, USA
| | - Calvin Thanh Trinh
- Department of Psychology, University of Washington, Seattle, Washington, USA
| | | | - Andrea M Hussong
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Jennifer E Lansford
- Center for Child and Family Policy, Sanford School of Public Policy, Duke University, Durham, North Carolina, USA
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17
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Schneider JM, Behboudi MH, Maguire MJ. The Necessity of Taking Culture and Context into Account When Studying the Relationship between Socioeconomic Status and Brain Development. Brain Sci 2024; 14:392. [PMID: 38672041 PMCID: PMC11048655 DOI: 10.3390/brainsci14040392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Revised: 04/11/2024] [Accepted: 04/12/2024] [Indexed: 04/28/2024] Open
Abstract
Decades of research has revealed a relationship between childhood socioeconomic status (SES) and brain development at the structural and functional levels. Of particular note is the distinction between income and maternal education, two highly correlated factors which seem to influence brain development through distinct pathways. Specifically, while a families' income-to-needs ratio is linked with physiological stress and household chaos, caregiver education influences the day-to-day language environment a child is exposed to. Variability in either one of these environmental experiences is related to subsequent brain development. While this work has the potential to inform public policies in a way that benefits children, it can also oversimplify complex factors, unjustly blame low-SES parents, and perpetuate a harmful deficit perspective. To counteract these shortcomings, researchers must consider sociodemographic differences in the broader cultural context that underlie SES-based differences in brain development. This review aims to address these issues by (a) identifying how sociodemographic mechanisms associated with SES influence the day-to-day experiences of children, in turn, impacting brain development, while (b) considering the broader cultural contexts that may differentially impact this relationship.
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Affiliation(s)
- Julie M. Schneider
- Department of Communication Sciences and Disorders, Louisiana State University, 72 Hatcher Hall, Field House Drive, Baton Rouge, LA 70803, USA;
| | - Mohammad Hossein Behboudi
- Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX 75235, USA;
| | - Mandy J. Maguire
- Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX 75235, USA;
- Center for Children and Families, The University of Texas at Dallas, 800 W Campbell Road, Dallas, TX 75080, USA
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18
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Fong FTK, Puebla G, Nielsen M. The role of conventionality and design in children's function judgments about malfunctioning artifacts. J Exp Child Psychol 2024; 240:105835. [PMID: 38176258 DOI: 10.1016/j.jecp.2023.105835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 12/05/2023] [Accepted: 12/05/2023] [Indexed: 01/06/2024]
Abstract
This study investigated the individual influences of conventionality and designer's intent on function judgments of possibly malfunctioning artifacts. Children aged 4 and 5 years and 6 to 8 years were presented with stories about an artifact with two equally plausible functions, one labeled as either conventional or designed. Subsequently, a character attempted to use the artifact for the cued function, which resulted in either malfunction or successful use. The children's task was to identify the real function of the artifact. When the use attempt succeeded, 4- and 5-year-olds preferred conventional functions to the alternative (but did not show a clear preference between design functions and the alternative), and 6- to 8-year-olds preferred conventional and designed functions to the alternative. In case of malfunction, children's choices were at chance, where the effect of either conventional or design cues was less salient. This contrasts with a baseline condition where children avoided the malfunctioning alternatives. Presenting additional cues about an artifact's function can affect function judgments in cases of malfunction.
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Affiliation(s)
- Frankie T K Fong
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany; Early Cognitive Development Centre, School of Psychology, University of Queensland, St. Lucia, Queensland 4067, Australia.
| | - Guillermo Puebla
- Instituto de Alta Investigación, Universidad de Tarapacá, Casilla 7D, Arica 1000000, Chile
| | - Mark Nielsen
- Early Cognitive Development Centre, School of Psychology, University of Queensland, St. Lucia, Queensland 4067, Australia; Faculty of Humanities, University of Johannesburg, Auckland Park, Johannesburg 2092, South Africa
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19
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Jukes MCH, Ahmed I, Baker S, Draper CE, Howard SJ, McCoy DC, Obradović J, Wolf S. Principles for Adapting Assessments of Executive Function across Cultural Contexts. Brain Sci 2024; 14:318. [PMID: 38671970 PMCID: PMC11047958 DOI: 10.3390/brainsci14040318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Revised: 03/01/2024] [Accepted: 03/19/2024] [Indexed: 04/28/2024] Open
Abstract
Direct assessments of executive functions (EFs) are increasingly used in research and clinical settings, with a central assumption that they assess "universal" underlying skills. Their use is spreading globally, raising questions about the cultural appropriateness of assessments devised in Western industrialized countries. We selectively reviewed multidisciplinary evidence and theory to identify sets of cultural preferences that may be at odds with the implicit assumptions of EF assessments. These preferences relate to motivation and compliance; cultural expectations for interpersonal engagement; contextualized vs. academic thinking; cultural notions of speed and time; the willingness to be silly, be incorrect, or do the opposite; and subject-matter familiarity. In each case, we discuss how the cultural preference may be incompatible with the assumptions of assessments, and how future research and practice can address the issue. Many of the cultural preferences discussed differ between interdependent and independent cultures and between schooled and unschooled populations. Adapting testing protocols to these cultural preferences in different contexts will be important for expanding our scientific understanding of EF from the narrow slice of the human population that has participated in the research to date.
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Affiliation(s)
| | - Ishita Ahmed
- Graduate School of Education, Stanford University, Stanford, CA 94305, USA; (I.A.); (J.O.)
| | - Sara Baker
- Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK;
| | - Catherine E. Draper
- SAMRC Developmental Pathways for Health Research Unit, University of Witwatersrand, Johannesburg 2017, South Africa;
| | - Steven J. Howard
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia;
| | - Dana Charles McCoy
- Graduate School of Education, Harvard University, Cambridge, MA 02138, USA;
| | - Jelena Obradović
- Graduate School of Education, Stanford University, Stanford, CA 94305, USA; (I.A.); (J.O.)
| | - Sharon Wolf
- Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, USA;
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20
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Robinson JA. Editorial: Research priorities concerning formal and informal learning in low- and middle-income countries. Front Psychol 2024; 15:1391089. [PMID: 38566945 PMCID: PMC10986789 DOI: 10.3389/fpsyg.2024.1391089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2024] [Accepted: 03/05/2024] [Indexed: 04/04/2024] Open
Affiliation(s)
- Julie Ann Robinson
- College of Education, Psychology and Social Work, Flinders University, Adelaide, SA, Australia
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21
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Katus L, Crespo-Llado MM, Milosavljevic B, Saidykhan M, Njie O, Fadera T, McCann S, Acolatse L, Perapoch Amadó M, Rozhko M, Moore SE, Elwell CE, Lloyd-Fox S. It takes a village: Caregiver diversity and language contingency in the UK and rural Gambia. Infant Behav Dev 2024; 74:101913. [PMID: 38056188 DOI: 10.1016/j.infbeh.2023.101913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 09/28/2023] [Accepted: 11/26/2023] [Indexed: 12/08/2023]
Abstract
INTRODUCTION There is substantial diversity within and between contexts globally in caregiving practices and family composition, which may have implications for the early interaction's infants engage in. We draw on data from the Brain Imaging for Global Health (BRIGHT, www.globalfnirs.org/the-bright-project) project, which longitudinally examined infants in the UK and in rural Gambia, West Africa. In The Gambia, households are commonly characterized by multigenerational, frequently polygamous family structures, which, in part, is reflected in the diversity of caregivers a child spends time with. In this paper, we aim to 1) evaluate and validate the Language Environment Analysis (LENA) for use in the Mandinka speaking families in The Gambia, 2) examine the nature (i.e., prevalence of turn taking) and amount (i.e., adult and child vocalizations) of conversation that infants are exposed to from 12 to 24 months of age and 3) investigate the link between caregiver diversity and child language outcomes, examining the mediating role of contingent turn taking. METHOD We obtained naturalistic seven-hour-long LENA recordings at 12, 18 and 24 months of age from a cohort of N = 204 infants from Mandinka speaking households in The Gambia and N = 61 infants in the UK. We examined developmental changes and site differences in LENA counts of adult word counts (AWC), contingent turn taking (CTT) and child vocalizations (CVC). In the larger and more heterogenous Gambian sample, we also investigated caregiver predictors of turn taking frequency. We hereby examined the number of caregivers present over the recording day and the consistency of caregivers across two subsequent days per age point. We controlled for children's cognitive development via the Mullen Scales of Early Learning (MSEL). RESULTS Our LENA validation showed high internal consistency between the human coders and automated LENA outputs (Cronbach's alpha's all >.8). All LENA counts were higher in the UK compared to the Gambian cohort. In The Gambia, controlling for overall neurodevelopment via the MSEL, CTT at 12 and 18 months predicted CVC at 18 and 24 months. Caregiver consistency was associated with CTT counts at 18 and 24 months. The number of caregivers and CTT counts showed an inverted u-shape relationship at 18 and 24 months, with an intermediate number of caregivers being associated with the highest CTT frequencies. Mediation analyses showed a partial mediation by number of caregivers and CTT and 24-month CVC. DISCUSSION The LENA provided reliable estimates for the Mandinka language in the home recording context. We showed that turn taking is associated with subsequent child vocalizations and explored contextual caregiving factors contributing to turn taking in the Gambian cohort.
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Affiliation(s)
- Laura Katus
- Institute for Lifecourse Development, School of Human Sciences, University of Greenwich, UK; Centre for Family Research, University of Cambridge, UK.
| | | | - Bosiljka Milosavljevic
- Department of Biological and Experimental Psychology, Queen Mary University of London, UK
| | - Mariama Saidykhan
- Medical Research Council Unit The Gambia at London School of Hygiene and Tropical Medicine, UK
| | - Omar Njie
- Medical Research Council Unit The Gambia at London School of Hygiene and Tropical Medicine, UK
| | - Tijan Fadera
- Medical Research Council Unit The Gambia at London School of Hygiene and Tropical Medicine, UK
| | - Samantha McCann
- Medical Research Council Unit The Gambia at London School of Hygiene and Tropical Medicine, UK; Department of Women and Children's Health, Kings College London, UK
| | - Lena Acolatse
- Nutrition Innovation Centre for Food and Health (NICHE), School of Biomedical Sciences, Ulster University, UK
| | | | - Maria Rozhko
- Department of Psychology, University of Cambridge, UK
| | - Sophie E Moore
- Medical Research Council Unit The Gambia at London School of Hygiene and Tropical Medicine, UK; Department of Women and Children's Health, Kings College London, UK
| | - Clare E Elwell
- Department of Medical Physics and Biomedical Engineering, UK
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22
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Khan A, Ahmed KR, Lee EY. Adherence to 24-hour movement guidelines and their association with depressive symptoms in adolescents: Evidence from Bangladesh. SPORTS MEDICINE AND HEALTH SCIENCE 2024; 6:76-81. [PMID: 38463660 PMCID: PMC10918362 DOI: 10.1016/j.smhs.2023.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 10/03/2023] [Accepted: 10/09/2023] [Indexed: 03/12/2024] Open
Abstract
Healthy movement behaviours are associated with various physical and mental wellbeing; however, little is known about such associations in low- and middle-income countries. The aim of this study was to examine adherence to 24-hour (h) movement guidelines and their relationship with depressive symptoms in adolescents. Data were from 312 Bangladeshi adolescents aged 13-17 years (42% female). Meeting the guidelines was defined as: energy expenditure for physical activity (PA) ≥ 1 680 Metabolic Equivalent of Task (MET)-min/week, ≤ 2 h/day of recreational screen time (ST), and 8-10 h/night of sleep. Depressive symptoms were assessed using the 10-item Center for Epidemiological Studies Depression Scale (CESD-10) with a score of 10 or more indicating high depressive symptoms. Percentage of adolescents meeting the three recommendations was 2.2%, with 17.6% meeting two, and 31.2% meeting one recommendation. Generalized estimating equations showed that odds of having high depressive symptoms was a third (odds ratio [OR] = 0.35, 95% confidence interval [CI], 0.19-0.57) for meeting the PA guidelines, and about a half (OR = 0.47, 95%CI, 0.18-0.87) for meeting the sleep guidelines. Odds of depressive symptoms reduced significantly for meeting PA and sleep (OR = 0.20, 95%CI, 0.09-0.59), or PA and ST (OR = 0.24, 95%CI, 0.08-0.55) guidelines. About half of the adolescents did not meet any recommendations, which underscores the need for public health campaigns to promote adherence to the movement guidelines in this pediatric population. Further longitudinal research with larger sample size is recommended to explore the inter-relationships of these behaviours and their impact on health and wellbeing outcomes of adolescents in Bangladesh.
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Affiliation(s)
- Asaduzzaman Khan
- School of Health and Rehabilitation Sciences, The University of Queensland, Australia
- Active Healthy Kids Bangladesh (AHKBD), Bangladesh
| | - Kazi Rumana Ahmed
- School of Health and Rehabilitation Sciences, The University of Queensland, Australia
- Bangladesh University of Health Sciences, Bangladesh
- Active Healthy Kids Bangladesh (AHKBD), Bangladesh
| | - Eun-Young Lee
- School of Kinesiology and Health Studies, Queen's University, Kingston, ON, K7L2N9, Canada
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23
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Jerebine A, Heering T, Barnett LM. Educator-Perceived Barriers and Facilitators to Structured-Physical Activity in Early Childhood Centres: A Systematic Review. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2024; 95:243-262. [PMID: 37327492 DOI: 10.1080/02701367.2023.2193243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 03/10/2023] [Indexed: 06/18/2023]
Abstract
Purpose: Physical activity (PA) and motor competence development are vital for young children, yet many early childhood education and care (ECEC) centers struggle to successfully implement PA programs, particularly those organized and led by educators. This review aimed to synthesize qualitative literature to (1) identify educator-perceived barriers and facilitators to structured-PA in ECEC centers, and (2) map these to the COM-B model and Theoretical Domains Framework (TDF). Methods: Following PRISMA guidelines, a systematic search of five databases was conducted in April 2021 and updated in August 2022. Records were screened in Covidence software using predefined eligibility criteria. Using the framework synthesis method, data extraction and synthesis were conducted in coding forms in Excel and NVivo. Results: Of 2382 records identified, 35 studies were included, representing 2,365 educators across 268 ECEC centers in 10 countries. Using the COM-B model and TDF, an evidence-informed framework was developed. Findings revealed the greatest barriers concerned educator "opportunity" (e.g. competing time and priorities, policy tensions, indoor/outdoor space constraints) and "capability" (e.g. lack of PA knowledge and practical, hands-on skills) to implement structured-PA. Although fewer studies reported factors that influenced educator "motivation", several themes intersected across the three COM-B components illustrating the complexity of behavioral determinants in this setting. Conclusions: Interventions grounded in theory that utilize a systems approach to target multiple levels of influence on educator behavior, and are flexible and adaptable locally, are recommended. Future work should seek to address societal barriers, structural challenges in the sector, and the PA educational needs of educators. PROSPERO Registration: CRD42021247977.
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Chinapaw MJM, Klaufus LH, Oyeyemi AL, Draper C, Palmeira AL, Silva MN, Van Belle S, Pawlowski CS, Schipperijn J, Altenburg TM. Youth-centred participatory action approach towards co-created implementation of socially and physically activating environmental interventions in Africa and Europe: the YoPA project study protocol. BMJ Open 2024; 14:e084657. [PMID: 38387985 PMCID: PMC10882351 DOI: 10.1136/bmjopen-2024-084657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Accepted: 02/08/2024] [Indexed: 02/24/2024] Open
Abstract
INTRODUCTION The majority of adolescents do not meet guidelines for healthy behaviours, posing major risks for developing multiple non-communicable diseases. Unhealthy lifestyles seem more prevalent in urban than rural areas, with the neighbourhood environment as a mediating pathway. How to develop and implement sustainable and effective interventions focused on adolescent health and well-being in urban vulnerable life situations is a key challenge. This paper describes the protocol of a Youth-centred Participatory Action (YoPA) project aiming to tailor, implement, and evaluate social and physical environmental interventions. METHODS AND ANALYSIS In diverse urban environments in Denmark, the Netherlands, Nigeria and South Africa, we will engage a dynamic group of 15-20 adolescents (12-19 years) growing up in vulnerable life situations and other key stakeholders (eg, policy makers, urban planners, community leaders) in local co-creation communities. Together with academic researchers and local stakeholders, adolescents will take a leading role in mapping the local system; tailoring; implementing and evaluating interventions during participatory meetings over the course of 3 years. YoPA applies a participatory mixed methods design guided by a novel Systems, User perspectives, Participatory co-creation process, Effects, Reach, Adoption, Implementation and Maintenance framework assessing: (i) the local systems, (ii) user perspectives, (iii) the participatory co-creation process, (iv) effects, (v) reach, (vi) adoption, (vii) implementation and (viii) maintenance of interventions. Through a realist evaluation, YoPA will explore why and how specific outcomes were reached (or not) in each setting (n=800-1000 adolescents in total). ETHICS AND DISSEMINATION This study received approval from the ethics committees in Denmark, the Netherlands, Nigeria and South Africa and will be disseminated via various collaborative dissemination activities targeting multiple audiences. We will obtain informed consent from all participants. We envision that our YoPA co-creation approach will serve as a guide for participation of adolescents in vulnerable life situations in implementation of health promotion and urban planning in Europe, Africa and globally. TRIAL REGISTRATION NUMBER NCT06181162.
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Affiliation(s)
- Mai J M Chinapaw
- Public and Occupational Health, Amsterdam UMC Location VUmc, Amsterdam, The Netherlands
- Health Behaviours and Chronic Diseases, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
| | - Leonie H Klaufus
- Public and Occupational Health, Amsterdam UMC Location VUmc, Amsterdam, The Netherlands
- Health Behaviours and Chronic Diseases, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
| | - Adewale L Oyeyemi
- College of Health Solutions, Arizona State University, Phoenix, Arizona, USA
- Department of Physiotherapy, Redeemer's University, Ede, Nigeria
| | - Catherine Draper
- SAMRC Developmental Pathways for Health Research Unit, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - António L Palmeira
- CIDEFES, Universidade Lusófona, Lisboa, Portugal
- CIFI2D, Universidade do Porto, Porto, Lisbon
| | - Marlene Nunes Silva
- CIDEFES, Universidade Lusófona, Lisboa, Portugal
- Programa Nacional para a Promoção da Atividade Física, Direcção-Geral da Saúde, Lisboa, Portugal
| | - Sara Van Belle
- Department of Public Health, Institute of Tropical Medicine, Antwerpen, Belgium
| | - Charlotte S Pawlowski
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Jasper Schipperijn
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Teatske M Altenburg
- Public and Occupational Health, Amsterdam UMC Location VUmc, Amsterdam, The Netherlands
- Health Behaviours and Chronic Diseases, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
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25
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Martins C, Romo-Perez V, Webster EK, Duncan M, Lemos LF, Staiano AE, Okely A, Magistro D, Carlevaro F, Bardid F, Magno F, Nobre G, Estevan I, Mota J, Ning K, Robinson LE, Lenoir M, Quan M, Valentini NC, Cross P, Jones R, Henrique R, Chen ST, Diao Y, Bandeira PR, Barnett LM. Motor Competence and Body Mass Index in the Preschool Years: A Pooled Cross-Sectional Analysis of 5545 Children from Eight Countries. Sports Med 2024; 54:505-516. [PMID: 37747664 PMCID: PMC10939976 DOI: 10.1007/s40279-023-01929-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2023] [Indexed: 09/26/2023]
Abstract
BACKGROUND AND OBJECTIVE One in five preschool children are overweight/obese, and increased weight status over time increases the risks of poorer future health. Motor skill competence may be a protective factor, giving children the ability to participate in health-enhancing physical activity. Yet, we do not know when the relationship between motor competence and weight status first emerges or whether it is evident across the body mass index (BMI) spectrum. This study examined the association between motor skill competence and BMI in a multi-country sample of 5545 preschoolers (54.36 ± 9.15 months of age; 50.5% boys) from eight countries. METHODS Quantile regression analyses were used to explore the associations between motor skill competence (assessed using the Test of Gross Motor Development, Second/Third Edition) and quantiles of BMI (15th; 50th; 85th; and 97th percentiles), adjusted for sex, age in months, and country. RESULTS Negative associations of locomotor skills, ball skills, and overall motor skill competence with BMI percentiles (p < 0.005) were seen, which became stronger at the higher end of the BMI distribution (97th percentile). Regardless of sex, for each raw score point increase in locomotor skills, ball skills, and overall motor skill competence scores, BMI is reduced by 8.9%, 6.8%, and 5.1%, respectively, for those preschoolers at the 97th BMI percentile onwards. CONCLUSIONS Public health policies should position motor skill competence as critical for children's obesity prevention from early childhood onwards. Robust longitudinal and experimental designs are encouraged to explore a possible causal pathway between motor skill competence and BMI from early childhood.
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Affiliation(s)
- Clarice Martins
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal.
- Department of Physical Education, Federal University of Paraíba, João Pessoa, Brazil.
| | - Vicente Romo-Perez
- Faculty of Education and Sports Sciences, Universidade de Vigo, Vigo, Spain
| | - E Kipling Webster
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, TN, USA
| | - Michael Duncan
- Centre for Physical Activity, Sport and Exercise Sciences, Coventry University, Coventry, UK
| | - Luís Filipe Lemos
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal
- Faculty of Psychology, Education and Sport, Lusofona University, Porto, Portugal
| | | | - Anthony Okely
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Daniele Magistro
- Department of Sport Science, School of Science and Technology, Nottingham Trent University, Nottingham, UK
| | - Fabio Carlevaro
- Polo Universitario Asti Studi Superiori, Uni-Astiss, Asti, Italy
| | - Farid Bardid
- Strathclyde Institute of Education, University of Strathclyde, Glasgow, UK
| | - Francesca Magno
- Polo Universitario Asti Studi Superiori, Uni-Astiss, Asti, Italy
| | - Glauber Nobre
- Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Ceará, Brazil
| | - Isaac Estevan
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Valencia, Spain
| | - Jorge Mota
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal
| | - Ke Ning
- School of Physical Education and Sport, Shaanxi Normal University, Xi'an, China
| | - Leah E Robinson
- School of Kinesiology, University of Michigan, Ann Arbor, MI, USA
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Minghui Quan
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Nadia C Valentini
- School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Penny Cross
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Rachel Jones
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
- School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Rafael Henrique
- Department of Physical Education, Federal University of Pernambuco, Recife, Brazil
| | - Si-Tong Chen
- Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
| | - Yucui Diao
- School of Sport, Shandong Normal University, Jinan, China
| | - Paulo R Bandeira
- Department of Physical Education, Universidade Regional do Cariri, Crato, Brazil
| | - Lisa M Barnett
- Faculty of Health, School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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Scheidecker G, Tekola B, Rasheed M, Oppong S, Mezzenzana F, Keller H, Chaudhary N. Ending epistemic exclusion: toward a truly global science and practice of early childhood development. THE LANCET. CHILD & ADOLESCENT HEALTH 2024; 8:3-5. [PMID: 37992724 DOI: 10.1016/s2352-4642(23)00292-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 10/30/2023] [Accepted: 10/31/2023] [Indexed: 11/24/2023]
Affiliation(s)
| | | | | | - Seth Oppong
- University of Botswana, Gaborone, Botswana; University of the Witwatersrand, Johannesburg, South Africa
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Durrheim K. Conversational Silencing of Racism in Psychological Science: Toward Decolonization in Practice. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2024; 19:244-257. [PMID: 37470498 PMCID: PMC10790512 DOI: 10.1177/17456916231182922] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/21/2023]
Abstract
This article addresses a paradox between self-perceptions of psychology as a liberal, progressive, antiracist discipline and profession and the persistent criticisms of racism and calls for decolonization. It builds on the criticisms of epistemic exclusion and White centering, arguing that White supremacy is maintained by "conversational silencing" in which the focus on doing good psychology systematically draws attention away from the realities of racism and the operation of power. The process is illustrated by investigations of disciplinary discourse around non-Western, educated, industrialized, rich, and democratic psychology and on stereotyping, racism, and prejudice reduction, which constitute the vanguard of liberal scholarship in the discipline. This progressive scholarship nurtures "White ignorance," an absence of belief about systemic racism that psychology plays a part in upholding.
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Besharati S, Akinyemi R. Accelerating African neuroscience to provide an equitable framework using perspectives from West and Southern Africa. Nat Commun 2023; 14:8107. [PMID: 38062039 PMCID: PMC10703764 DOI: 10.1038/s41467-023-43943-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 11/23/2023] [Indexed: 12/18/2023] Open
Affiliation(s)
- Sahba Besharati
- Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa.
- CIFAR Azrieli Global Scholars Program, CIFAR, Toronto, Canada.
| | - Rufus Akinyemi
- Neuroscience and Ageing Research Unit, Institute for Advanced Medical Research and Training, College of Medicine, University of Ibadan, Ibadan, Nigeria
- Centre for Genomic and Precision Medicine, College of Medicine, University of Ibadan, Ibadan, Nigeria
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29
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Taylor EK, Abdurokhmonova G, Romeo RR. Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:324-333. [PMID: 38148924 PMCID: PMC10750966 DOI: 10.1111/mbe.12351] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 02/23/2023] [Indexed: 12/28/2023]
Abstract
Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading-oral language and executive function (EF)-are also the two neurocognitive domains most affected by SES. In this review, we summarize current knowledge on how SES influences the neurobiology of language, EF, and their intersection, including the proximal factors that drive these relationships. We then consider the burgeoning evidence that SES systematically moderates certain brain-behavior relationships for language and EF, underscoring the importance of considering context in investigations of the neurobiological underpinnings of reading development. Finally, we discuss how disparities in reading may be conceptualized as neurobiological adaptations to adversity rather than deficit models. We conclude by suggesting that by harnessing children's stress-adapted relative strengths to support reading development, we may address opportunity gaps both ethically and efficaciously.
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Cuartas J, McCoy D, Sánchez J, Behrman J, Cappa C, Donati G, Heymann J, Lu C, Raikes A, Rao N, Richter L, Stein A, Yoshikawa H. Family play, reading, and other stimulation and early childhood development in five low-and-middle-income countries. Dev Sci 2023; 26:e13404. [PMID: 37114644 DOI: 10.1111/desc.13404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 02/20/2023] [Accepted: 04/12/2023] [Indexed: 04/29/2023]
Abstract
This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers' engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts. RESEARCH HIGHLIGHTS: Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited. We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes. Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills. We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.
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Affiliation(s)
- Jorge Cuartas
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
- Centro de Estudio sobre Seguridad y Drogas (CESED), Universidad de los Andes, Bogota, Colombia
| | - Dana McCoy
- Harvard Graduate School of Education, Cambridge, Massachusetts, USA
| | - Juliana Sánchez
- Facultad de Economía, Universidad de los Andes, Bogota, Colombia
| | - Jere Behrman
- Department of Economics, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Claudia Cappa
- Data and Analytics Section, UNICEF, New York, New York, USA
| | - Georgina Donati
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
| | - Jody Heymann
- WORLD Policy Analysis Center, University of California, Los Angeles, California, USA
| | - Chunling Lu
- Brigham & Women's Hospital, Harvard Medical School, Boston, Massachusetts, USA
| | - Abbie Raikes
- College of Public Health, University of Nebraska, Omaha, Nebraska, USA
| | - Nirmala Rao
- Faculty of Education, University of Hong Kong, Hong Kong, China
| | - Linda Richter
- DSI-NRF Centre of Excellence in Human Development, University of the Witwatersrand, Johannesburg, South Africa
| | - Alan Stein
- Department of Psychiatry, University of Oxford, Oxford, Oxfordshire, UK
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, Gauteng, South Africa
- African Health Research Institute, Durban, South Africa
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31
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Heering T, Rolley TL, Lander N, Fox A, Barnett LM, Duncan MJ. Identifying modifiable risk factors and screening strategies associated with anterior cruciate ligament injury risk in children aged 6 to 13 years: A systematic review. J Sports Sci 2023; 41:1337-1362. [PMID: 37930935 DOI: 10.1080/02640414.2023.2268900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 10/03/2023] [Indexed: 11/08/2023]
Abstract
Growing anterior cruciate ligament (ACL) injury incidence is reported in countries across Europe, North America and in Australia for 5-14-year-olds, yet research on injury risk reduction predominantly focuses on populations aged > 13 years. For injury risk reduction, it is crucial to understand (i) which modifiable risk factors are associated with ACL injury in children (6-13 years) and (ii) how these risk factors are assessed. Articles were grouped according to sex/gender and/or maturational/age differences and examined modifiable risk factors during different physical screening tasks. The included articles (n = 40) predominantly examined intrinsic risk factors in girls aged 10-13 years. Factors mechanically linked to increased ACL loading at this age included increased peak knee adductor moments, knee valgus angles, hip and knee extension, and ground reaction forces. Assessment focused on laboratory-based assessments (e.g., motion capture, force plates). This review concluded that modifiable risk factors are present in children aged 6-13 years and that injury risk reduction strategies should be implemented as early as possible regardless of sex/gender. Further, screening strategies need updating to be childhood specific and feasible for the wide community. Additional research on extrinsic risk factors, norm values and children aged 6-9 years could allow for more targeted risk reduction strategies.
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Affiliation(s)
- Theresa Heering
- Centre of Physical Activity, Sport and Exercise Science, Coventry University, Coventry, UK
- School of Health and Social Development, Deakin University, Victoria, Australia
| | - Tess L Rolley
- School of Exercise and Nutrition Science, Deakin University, Victoria, Australia
| | - Natalie Lander
- Institute for Physical Activity and Nutrition, Deakin University, Victoria, Australia
| | - Aaron Fox
- School of Exercise and Nutrition Science, Deakin University, Victoria, Australia
| | - Lisa M Barnett
- School of Health and Social Development, Deakin University, Victoria, Australia
- Institute for Physical Activity and Nutrition, Deakin University, Victoria, Australia
| | - Michael J Duncan
- Centre of Physical Activity, Sport and Exercise Science, Coventry University, Coventry, UK
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32
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Gervain J, Minagawa Y, Emberson L, Lloyd-Fox S. Using functional near-infrared spectroscopy to study the early developing brain: future directions and new challenges. NEUROPHOTONICS 2023; 10:023519. [PMID: 37020727 PMCID: PMC10068680 DOI: 10.1117/1.nph.10.2.023519] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 03/14/2023] [Indexed: 06/19/2023]
Abstract
Significance Functional near-infrared spectroscopy (fNIRS) is a frequently used neuroimaging tool to explore the developing brain, particularly in infancy, with studies spanning from birth to toddlerhood (0 to 2 years). We provide an overview of the challenges and opportunities that the developmental fNIRS field faces, after almost 25 years of research. Aim We discuss the most recent advances in fNIRS brain imaging with infants and outlines the trends and perspectives that will likely influence progress in the field in the near future. Approach We discuss recent progress and future challenges in various areas and applications of developmental fNIRS from methodological and technological innovations to data processing and statistical approaches. Results and Conclusions The major trends identified include uses of fNIRS "in the wild," such as global health contexts, home and community testing, and hyperscanning; advances in hardware, such as wearable technology; assessment of individual variation and developmental trajectories particularly while embedded in studies examining other environmental, health, and context specific factors and longitudinal designs; statistical advances including resting-state network and connectivity, machine learning and reproducibility, and collaborative studies. Standardization and larger studies have been, and will likely continue to be, a major goal in the field, and new data analysis techniques, statistical methods, and collaborative cross-site projects are emerging.
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Affiliation(s)
- Judit Gervain
- University of Padua, Department of Developmental and Social Psychology, Padua, Italy
- University of Padua, Padova Neuroscience Center, Padua, Italy
- Université Paris Cité, CNRS, Integrative Neuroscience and Cognition Center, Paris, France
| | - Yasuyo Minagawa
- Keio University, Department of Psychology, Faculty of Letters, Yokohama, Japan
| | - Lauren Emberson
- University of British Columbia, Department of Psychology, Vancouver, British Columbia, Canada
| | - Sarah Lloyd-Fox
- University of Cambridge, Department of Psychology, Cambridge, United Kingdom
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33
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Vieira D, Gomes EC, Negrão ÂS, Thuany M, Gomes TN. Movement Behaviour and Health Outcomes in Rural Children: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2514. [PMID: 36767880 PMCID: PMC9915981 DOI: 10.3390/ijerph20032514] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/11/2022] [Revised: 01/27/2023] [Accepted: 01/28/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Studies with rural children are limited, and results are divergent regarding the information on movement behaviours. PURPOSE to (i) describe the physical activity and sedentary behaviour in children; (ii) synthetize the year and place of publication, methodological quality, and instruments used to measure physical activity and sedentary behaviour; and (iii) to analyse the relationship between physical activity, sedentary behaviour, and health outcomes in these children. METHODS We use the databases PubMed, Web of Science, SPORTDiscus, Scopus, Virtual Health Library, and SciELO, considering papers published until October 2021. A total of 12,196 studies were identified, and after the exclusion of duplicate, title and abstract screening, and the full-text assessment, a total of 68 were included in the study. RESULTS A cross-sectional design was dominant among the studies, with sample sizes ranging from 23 to 44,631 children of both sexes. One-third of the studies were conducted in North America and Europe, and most of them used device-based measurements. Inequalities were observed regarding sex, age, economic level, race, and physical activity domains within and between the places of residence. Sociodemographic characteristics were also related to health outcomes for children living in rural and urban areas. CONCLUSION It is necessary to increase the evidence on movement behaviours among children living in the countries of South America and Oceania, as well as to increase the level of evidence on the role of school for physical activity in children in rural areas, given the inconsistent findings.
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Affiliation(s)
- Douglas Vieira
- Post-Graduation Program of Physical Education, Department of Physical Education, Federal University of Sergipe, São Cristóvão 49100-000, Brazil
| | - Elenir Campelo Gomes
- Post-Graduation Program of Human Movement Sciences, Federal University of Pará, Belém 66075-110, Brazil
| | - Ângelo Solano Negrão
- Post-Graduation Program of Anthropic Studies in the Amazon, Federal University of Pará, Belém 66075-110, Brazil
| | - Mabliny Thuany
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, 4200-450 Porto, Portugal
| | - Thayse Natacha Gomes
- Post-Graduation Program of Physical Education, Department of Physical Education, Federal University of Sergipe, São Cristóvão 49100-000, Brazil
- Department of Physical Education and Sports Science, University of Limerick, V94 T9PX Limerick, Ireland
- Physical Activity for Health Cluster, Health Research Institute, University of Limerick, V94 T9PX Limerick, Ireland
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34
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Ding D, Carson V, Hunter RF, Jáuregui A, Kolbe-Alexander T, Lee EY, Mair JL, Mielke GI, Oyeyemi AL, Ramírez Varela A, Salvo D, Siefken K, Tassitano RM, van Sluijs E, Hallal PC. Science has no Borders, so Should Scientific Publishing: A Position Statement from the Journal of Physical Activity and Health. J Phys Act Health 2022; 19:809-810. [PMID: 36318917 DOI: 10.1123/jpah.2022-0570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 10/27/2022] [Indexed: 11/07/2022]
Affiliation(s)
- Ding Ding
- Australian Systems Approaches to Physical Activity (ASAPa) Project, Prevention Research Collaboration, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW,Australia
- The Charles Perkins Centre, The University of Sydney, Camperdown, NSW,Australia
| | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, AB,Canada
| | - Ruth F Hunter
- Centre for Public Health, Queen's University Belfast, Belfast,United Kingdom
| | - Alejandra Jáuregui
- Department of Physical Activity and Healthy Lifestyles, Center for Nutrition and Health Research, Instituto Nacional de Salud Pública, Cuernavaca,Mexico
| | - Tracy Kolbe-Alexander
- School of Health and Wellbeing, University of Southern Queensland, Ipswich, QLD,Australia
| | - Eun-Young Lee
- School of Kinesiology and Health Studies (cross-appointment with the Department of Gender Studies), Queen's University, Kingston, ON,Canada
| | - Jacqueline L Mair
- Future Health Technologies, Singapore-ETH Centre, Campus for Research Excellence and Technological Enterprise, Singapore,Singapore
| | - Gregore Iven Mielke
- School of Public Health, The University of Queensland, Brisbane, QLD,Australia
| | - Adewale L Oyeyemi
- Department of Physiotherapy, College of Medical Sciences, University of Maiduguri, Maiduguri, Borno State,Nigeria
| | | | - Deborah Salvo
- Department of Kinesiology and Health Education, College of Education, The University of Texas at Austin, Austin, TX,USA
| | - Katja Siefken
- Institute of Interdisciplinary Exercise Science and Sports Medicine, MSH Medical School Hamburg, Hamburg,Germany
| | - Rafael M Tassitano
- Department of Physical Education, Federal Rural University of Pernambuco, Recife, PE,Brazil
| | - Esther van Sluijs
- MRC Epidemiology Unit & UKCRC Centre for Diet and Activity Research (CEDAR), School of Clinical Medicine, University of Cambridge, Cambridge,United Kingdom
| | - Pedro C Hallal
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL,USA
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