Basic motor competencies in Slovak children from the 3rd and 4th grade elementary age group.

Background: The development of movement skills is the basic goal of physical and sports education. Their level is a determining factor in the subsequent involvement of the child in physical activities. Goal is to contribute to the knowledge of basic motor competencies (BMC) in the 3rd and 4th grade boys and girls from elementary schools. Methods: We collected data from 468 children (Mage = 9.6, SD = 0.6 years; 228 girls and 240 boys) from 16 third grade and 16 fourth grade classes at ten elementary schools in different parts (central, west, north) of the Slovak Republic. The primary data on the basic motor competencies of the examined groups were obtained by means of the MOBAK-3 test battery. Construct validity was analyzed by confirmatory factorial analysis and relationships between BMC and age, gender and BMI were analyzed by structural equation modeling. Results: Boys had a better performance in object movement activities than the girls p < 0.01. Situation in self-movement activities was different, girls had a better performance than boys p < 0.05. The general expectation that grade is a factor to improve the performance in basic motor competencies in the compared 3rd- and 4th-graders was not clearly fulfilled. This assumption was only confirmed in girls (object movement p < 0.05, self movement p < 0.01). Confirmatory factor analysis confirmed the two-factor structure of basic motor competencies on object-movement and self-movement, while gender, BMI and age were confirmed as significant covariances. Conclusions: The theory of BMC in the 3rd- and 4th-graders at elementary schools is an appropriate method to uncover the grounds for a positive attitude to physical activities later in life.

Profiles and Transitions of Non-Suicidal Self-Injury and Depressive Symptoms among Adolescent Boys and Girls: Predictive Role of Bullying Victimization.

Although non-suicidal self-injury (NSSI) and depressive symptoms often co-occur, as well as display distinct profiles in different genders, few studies examined the gender-specific profiles and transitions of NSSI and depressive symptoms among adolescents and the role of bullying victimization on their profiles and transitions. This study examined the profiles and transitions of NSSI and depressive symptoms for Chinese adolescent boys and girls separately, along with the predictive role of bullying victimization in subgroup memberships and transitions. A total of 3510 adolescents (52.9% boy, M age = 13.36, SD = 0.50) participated in two waves of the study over six months. The results indicated that four and three profiles identified for girls and boys separately. Adolescents in at-risk profiles showed varying degrees of transition. Adolescents with more bullying victimization were more likely to belong or transition to at-risk profiles for both genders, and bullying victimization exacerbated girls transitioning into co-occurring high profile but not in boys. The findings indicate distinct profile and transition patterns of NSSI and depressive symptoms, as well as different risk role of bullying victimization on their profiles and transitions in boys and girls, highlighting the importance of gender differences in understanding co-occurring and transitional nature of NSSI and depressive symptoms and the risk role of bullying victimization, informing effective strategies for prevention and intervention.

The skeletal maturity of Australian children aged 10-13 years in 2016.

Skeletal maturity can be used as a biological indicator of the tempo of growth in children and adolescents. We present a description of skeletal maturity from a cohort of white Australian children and describe variation in skeletal maturity based on child age. Participants (n = 71; age 10.5-13.9 years) were recruited from the 'Healthy, Active Preschool & Primary Years (HAPPY)' study. Left hand-wrist radiographs were used to determine skeletal maturity using the Tanner-Whitehouse III (TW3) RUS technique. In boys, the mean skeletal maturity offset (bone age - chronological age) was -0.12 ± 0.19 years and 57.9% had delayed skeletal maturity compared to chronological age. Among those with delayed skeletal maturity, the average delay was 0.99 years (range 0.02-2.54 years). In girls, skeletal age was advanced, on average, compared to chronological age by 0.32 ± 0.20 years. Among the 39.4% of girls with delayed skeletal maturity, the average delay was 0.48 years (range: 0.01-2.28). Four children in the sample exhibited a delay in skeletal maturity greater than 2 years. In the context of secular trends towards advanced skeletal maturity observed globally, delayed skeletal maturation in this white, economically privileged cohort are surprising and warrant further exploration.

Cord Blood Thyroid Hormones and Neurodevelopment in 2-Year-Old Boys and Girls.

Objective: Thyroid hormones are essential for neurodevelopment in early life. However, the impact of mild alterations in neonatal thyroid hormones on infant neurodevelopment and its sex dimorphism is unclear. We aimed to assess whether mild variations in neonatal thyroid hormones of term-born newborns with maternal euthyroid are related to neurodevelopment in 2-year-old boys and girls. Methods: This study used data from 452 singleton term-born infants of mothers with normal thyroid function in Shanghai, China, and their follow-up measure at the age of 2 years. Cord serum concentrations of free thyroxine (FT4), free triiodothyronine (FT3), thyroid-stimulating hormone (TSH), and thyroid peroxidase antibody (TPOAb) were measured by chemiluminescent microparticle immunoassays and classified into three groups: the low (1st, Q1), middle (2nd-4th, Q2-Q4), and high (5th, Q5) quintiles. Neurodevelopment indices were assessed using the Ages and Stages Questionnaire, third edition (ASQ-3), at 24 months of age. Results: Compared to infants with thyroid hormones in the middle (Q2-Q4), boys with FT4 in the lowest quintile had 5.08 (95% CI: 1.37, 8.78) points lower scores in the communication domain, 3.25 (0.25,6.25) points lower scores in the fine motor domain, and 3.84 (0.04, 7.64) points lower scores in the personal-social domain, respectively. Boys with FT3 in the highest quintile had 4.46 (0.81, 8.11) points increase in the personal-social domain. These associations were not observed in girls. No associations were observed between cord blood serum TSH and ASQ-assessed neurodevelopment in the boys or the girls. Conclusions: Mild alterations in thyroid hormones of newborns were associated adversely with neurodevelopment in boys, suggesting the importance of optimal thyroid hormone status for neurodevelopment in early life.

Quantifying energy expenditure in childhood: utility in managing pediatric metabolic disorders.

BACKGROUND: Energy expenditure prediction equations are used to estimate energy intake based on general population measures. However, when using equations to compare with a disease cohort with known metabolic abnormalities, it is important to derive one's own equations based on measurement conditions matching the disease cohort. OBJECTIVE: We aimed to use newly developed prediction equations based on a healthy pediatric population to describe and predict resting energy expenditure (REE) in a cohort of pediatric patients with thyroid disorders. METHODS: Body composition was measured by DXA and REE was assessed by indirect calorimetry in 201 healthy participants. A prediction equation for REE was derived in 100 healthy participants using multiple linear regression and z scores were calculated. The equation was validated in 101 healthy participants. This method was applied to participants with resistance to thyroid hormone (RTH) disorders, due to mutations in either thyroid hormone receptor ß or α (ß: female n = 17, male n = 9; α: female n = 1, male n = 1), with deviation of REE in patients compared with the healthy population presented by the difference in z scores. RESULTS: The prediction equation for REE = 0.061 * Lean soft tissue (kg) - 0.138 * Sex (0 male, 1 female) + 2.41 (R2 = 0.816). The mean ± SD of the residuals is -0.02 ± 0.44 kJ/min. Mean ± SD REE z scores for RTHß patients are -0.02 ± 1.26. z Scores of -1.69 and -2.05 were recorded in male (n = 1) and female ( n = 1) RTHα patients. CONCLUSIONS: We have described methodology whereby differences in REE between patients with a metabolic disorder and healthy participants can be expressed as a z score. This approach also enables change in REE after a clinical intervention (e.g., thyroxine treatment of RTHα) to be monitored.

The association between 2D:4D ratio and aggression in children and adolescents: Cross-cultural and gender differences.

BACKGROUND: Two recent meta-analyses have suggested the association between digit ratio (2D:4D) and aggression is weak. This conclusion has been criticised because the meta-analyses conflate forms of aggression that show strong sex differences with those that do not, and most studies have considered post-pubertal participants. AIMS: We test the influence of 2D:4D and ethnicity in the expression of aggression in children and adolescents in four ethnic groups of European and African origin. STUDY DESIGN: Buss and Perry aggression questionnaire. Direct measurement of the 2nd and 4th digits. SUBJECTS: 1296 children and adolescents from Tanzania and Russia from 4 ethnic groups - Datoga, Meru, Russians, Tatars. RESULTS: There were ethnic and gender differences in ratings on aggression with boys consistently reporting more physical aggression. In all four samples right 2D:4D was significantly lower in boys, compared to girls. With regard to our total sample of boys, the right 2D:4D was significantly and negatively associated with self-ratings on physical aggression, but no association was found for left 2D:4D. No associations between 2D:4D and physical aggression were found for girls. Hostility was negatively correlated with 2D:4D for boys, and anger was positively correlated with 2D:4D in girls. CONCLUSION: Sex differences were strongest for right 2D:4D (boysgirls). Right 2D:4D was negatively related to physical aggression in boys only, suggesting possible relationship to prenatal androgenization.

Parental acceptability of HPV vaccination for boys and girls aged 9-13 years in China - A population-based study.

BACKGROUND: This study was to investigate parental acceptability of HPV vaccination for their sons and daughters aged 9-13 years under different cost scenarios, and factors associated with parental acceptability at market price. METHODS: Participants were: (1) Chinese speaking parents aged 18-60 years with a Hong Kong ID card; (2) had a son or a daughter aged 9-13 years at the date of the survey; (3) the child had the right to abode in Hong Kong. Random telephone numbers were selected from up-to-date telephone directories of Hong Kong. A total of 300 eligible parents (boys' parents: 162; girls' parents: 138, response rate: 68.9% & 69%) provided verbal informed consent and completed the anonymous telephone interview during March to October 2016. Using parental acceptability of HPV vaccination at market price as the dependent variable, univariate and multiple logistic regression models were fitted. RESULTS: The prevalence of HPV vaccination was very low among boys and girls (0.6% vs. 2.2%, p = 0.242). Among those whose children had not taken up HPV vaccination, the prevalence of parental acceptability of HPV vaccination for the index son and daughter were: 14.9% and 27.4% (market price), and 51.6% and 63.0% (free vaccination). Adjusted for sociodemographic variables, attitudinal variables based on the Health Belief Model were associated with parental acceptability of HPV vaccination for their sons (perception that it was not worthy, perceived cue to action from mass media and perceived self-efficacy) and for their daughters (perceived susceptibility and perceived severity of HPV infection among females, perceived benefit of HPV vaccination and perceived self-efficacy). CONCLUSION: Coverage of HPV vaccination among children aged 9-13 years was very low. Instead of waiting for the free universal vaccination to become available, promotion of self-paid HPV vaccination targeting parents is urgently needed. Different strategies should be applied to boys' and girls' parents.

Who is most affected by prenatal alcohol exposure: Boys or girls?

OBJECTIVE: To examine outcomes among boys and girls that are associated with prenatal alcohol exposure. METHODS: Boys and girls with fetal alcohol spectrum disorders (FASD) and randomly-selected controls were compared on a variety of physical and neurobehavioral traits. RESULTS: Sex ratios indicated that heavy maternal binge drinking may have significantly diminished viability to birth and survival of boys postpartum more than girls by age seven. Case control comparisons of a variety of physical and neurobehavioral traits at age seven indicate that both sexes were affected similarly for a majority of variables. However, alcohol-exposed girls had significantly more dysmorphology overall than boys and performed significantly worse on non-verbal IQ tests than males. A three-step sequential regression analysis, controlling for multiple covariates, further indicated that dysmorphology among girls was significantly more associated with five maternal drinking variables and three distal maternal risk factors. However, the overall model, which included five associated neurobehavioral measures at step three, was not significant (p=0.09, two-tailed test). A separate sequential logistic regression analysis of predictors of a FASD diagnosis, however, indicated significantly more negative outcomes overall for girls than boys (Nagelkerke R2=0.42 for boys and 0.54 for girls, z=-2.9, p=0.004). CONCLUSION: Boys and girls had mostly similar outcomes when prenatal alcohol exposure was linked to poor physical and neurocognitive development. Nevertheless, sex ratios implicate lower viability and survival of males by first grade, and girls have more dysmorphology and neurocognitive impairment than boys resulting in a higher probability of a FASD diagnosis.

Infancia y [re]habilitación: realidades político pragmáticas en el contexto colombiano / Childhood and [re]habilitation: pragmatic political realities in the Colombian context

Resumen En este artículo esbozamos algunas intersecciones entre los conceptos de infancia y [re]habilitación, los cuales han tenido desarrollos paralelos, especialmente desde el siglo XX. Esta compleja interacción está mediada y construida a partir de los discursos científicos consolidados en función de la infancia. Enfatizamos este análisis desde dos perspectivas: 1) posturas académicas que, desde profesiones como fisioterapia, fonoaudiología, y terapia ocupacional, abordan la [re] habilitación en la infancia y 2) las miradas desde las políticas públicas, que aportan a la constitución de lugares para el ejercicio profesional de la [re]habilitación. Una revisión documental orientada por la pregunta ¿qué significa [re]habilitar la infancia en Colombia?, emplazó cada apartado de este texto, históricamente delimitados por: 1) el surgimiento de estas profesiones [re]habilitadoras en Colombia, 2)la década del 90, marcada por grandes cambios desde las reformas políticas colombianas, 3)los desarrollos tecnológicos dados en el siglo XXI. Concluimos que la hegemonía médica sigue guiando los procesos de [re]habilitación desde un contexto que se ha transformado, que impone nuevos retos, que requiere nuevas comprensiones y grandes movilizaciones conceptuales y prácticas.

Abstract In this article, we outline some intersections between the concepts of childhood and [re] habilitation, which have undergone parallel development, especially since the 20th century. This complex interaction is mediated and constructed from scientific discourses that have consolidated around childhood. We emphasize this analysis from two perspectives: 1) academic positions that, from professions such as physical therapy, speech therapy, and occupational therapy, touch upon [re]habilitation in childhood and 2) public policy perspectives, which tend towards the creation of places to professionally practice [re]habilitation. A literature review driven by the question “What does it mean to [re]habilitate children in Colombia?” is cited in each section of this text, divided historically into 1) the rise of these [re]habilitative professions in Colombia, 2) the decade of the 1990s, marked by great changes through Colombian political reforms, and 3) the technological developments of the 21st century. We conclude that medical hegemony continues to guide the processes of [re]habilitation within a context that has changed and which imposes new challenges and requires new understanding and great conceptual and practical mobilization.

Análisis de la figura humana en niños y niñas desplazados en Colombia / Analysis of the human figure in displaced children in Colombia

Esta es una investigación exploratoria cuyo objetivo es analizar las características psicológicasproyectadas en el dibujo de la figura humana en 45 niños y niñas en situación de desplazadosen Colombia. El estudio se ha realizó en el departamento del Quindío, a partir de la aplicación del Test del Dibujo de la Figura Humana de Karen Machover a niños y niñas en situación dedesplazamiento forzado. Muchos niños y niñas presentan problemas de ajuste a los nuevos entornos de socialización como efecto de las secuelas del conflicto armado evidentes en áreas conflictivas proyectadas en el dibujo tales como cabeza, expresiones faciales, extremidades, tronco y escases de movimiento. El conflicto persiste de formas simbólicas en los niños yniñas, lo cual dificulta sus habilidades sociales, la relación intrafamiliar y el aprendizaje, mostrando en muchos casos reacciones defensivas tales como, elevados niveles de ansiedad,depresión, ensimismamiento, al igual que impulsividad, agresión y aptitudes desafiantes.

This is an exploratory research that aims to analyze the psychological characteristics in analyzing the human figure in 45 displaced children in Colombia. The study was conductedin the State of Quindío, based on the application of the Karen Machover - Human Figure Drawing Test to children in a situation of forced displacement. Many children experience problems adjusting to new environments of socialization as a result of the aftermath of the armed conflict, which are made evident in conflict areas projected in the drawing, such as head, facial expressions, limbs, trunk and scarcity of movement. The conflict persists ofsymbolic forms in children, which hinders their social skills, family relationship and learning, showing in many cases defensive reactions such as high levels of anxiety, depression andself-absorption, as well as impulsivity, aggression, and challenging abilities.

Los niños y niñas como constructores de conocimiento: un caso de investigación participativa / Children as political subjects: a case of participative research

La investigación participativa con niños y niñas compone el objeto de análisis de este trabajo. Definiendo el conocimiento como una herramienta de transformación de la realidad, se avanza con un recorrido por diversas matrices teóricas de niñez, dando cuenta del proceso de invisibilización sufrido por niños y niñas en tanto sujetos de su propia historia, capaces de comprender su realidad y reflexionar sobre ella. En este punto propongo los enfoques co-participativos para recuperar las voces de los niños y niñas que han sido históricamente silenciadas. Esta hipótesis se pone en práctica en una experiencia llamada Aula Vereda, un espacio barrial de educación popular con niños y niñas de un barrio de la Ciudad de Buenos Aires, donde se desarrolla una Investigación Participativa.

Participative research with children is the object of analysis of this work. Defining knowledge as a tool for transforming reality, progress is made along a tour of the different theoretical matrices on childhood, exposing the process of invisibilization children have been submitted to as subjects of their own history who are capable of understanding their reality and reflect about it. On this point, I expand on the co-participative approaches to regain the children’s voices, which have been silenced historically. This hypothesis is implemented in an experience called AulaVereda, a neighborhood space for popular education with children from a neighborhood in the City of Buenos Aires, where a Participative Research is being carried out.

Conocimientos y prácticas relacionadas con la seguridad peatonal en escolares de quinto grado de instituciones educativas oficiales: Manizales / Knowledge and practices related with pdestrian safety in fifth graders from public educational institutions: Manizales / Conocimentos e praticas relacionadas com a segurança pedestre em escolares de quinto grau de institucões educativas oficiais: Manizales

Objetivo: identificar los conocimientos y algunas prácticas relacionadas con la seguridad peatonal en los escolares de grado quinto de las instituciones educativas oficiales de la zona urbana de Manizales, matriculados en el año 2009. Material y método: investigación de enfoque cuantitativo de tipo descriptivo; marco muestral: 4.831 escolares de ambos sexos, de quinto grado, de 44 instituciones educativas oficiales de la zona urbana de Manizales. Muestreo probabilístico con una confiabilidad del 95%, margen de error del 5%, proporción estimada de 0,7 para una muestra de 336 estudiantes. Resultados: escolares entre los 10 y 14 años de ambos sexos, (DE=2,41, media de 10,10 años), de bajo estrato socioeconómico. El 89% de la población estudiada tenía seguridad social en el momento del estudio. Del total de participantes (n=336), el 84% conocían las señales de tránsito relacionadas con hombres trabajando, la señal de prohibido el paso a peatones (81%), ciclistas en la vía (77%); llama la atención que las señales de zona escolar sólo la conocían el 29% y la de paradero de buses, el 44%. Respecto a infraestructura vial, los escolares expresaron que cerca a sus casas y colegios son escasos los pasos y puentes peatonales. El profesor es el adulto significativo en procesos de aprendizaje de normas viales seguido de los padres. Consideraron los semáforos dañados o apagados como las situaciones más peligrosas al atravesar una calle, seguida de la falta de éstos; prefieren el juego en calles cercanas a sus casas ante la ausencia de parques. Conclusiones: por su condición de escolares, los participantes del estudio se exponen varias veces al día a situaciones de peligro al cruzar calles. Preocupa la falta de infraestructura vial suficiente, como pasos y puentes peatonales y la presencia de semáforos dañados o apagados. Las concepciones y lo que subyace en algunas prácticas peatonales de escolares de contextos urbanos, son una estrategia para incidir en políticas públicas incluyentes de formación en cultura ciudadana, desde la perspectiva de promoción de la salud, la seguridad humana, el respeto, las responsabilidades y los derechos como peatón.

Objective: To identify the knowledge and some practices related with pedestrian safety in fifth graders from public educational institutions registered in 2009 in the urban area of Manizales. Material and method: Quantitative, descriptive type research; target population: 4,831 fifth grade students, both male and female, from 44 public educational institutions in the urban area of Manizales. Probability sampling with a reliability margin of 95%, error margin of 5%, estimate percentage of 70%, for a 336 students sample using the statistics program Stast was found. Results: Students between 10 and 14 years of both sexes (DE=2,41, media 10,10 years) from low socioeconomic status. 89% of the population studied had social security at the time of the study. From the total participants (n = 336), 84% were aware of the traffic signs related to men working, the pedestrian walk away sign (81%), cyclists on the road (77%). What attracts the attention is that only 29% of the students knew the school zone signs and 44% knew the bus stop signs. As far as the road infrastructure is concerned, the students said that near their houses and schools there are few pedestrian crosses and pedestrian bridges. The teacher is the meaningful adult in the road safety learning after the parents. They considered damaged or turned off traffic lights as the most dangerous situations to cross a street, followed by the absence of traffic lights. They prefer to play on streets close to their houses because of the absence of parks where to play. Conclusions: because of their condition as students, the participants in the study expose themselves several times during the day to the danger of crossing streets. The lack of sufficient road infrastructure including pedestrian crossings and pedestrian bridges, as well as damaged or turned off traffic lights is worrying. The conceptions and what underlies in some urban contexts students pedestrian practices are a strategy to have a bearing on inclusive public policies for citizen education from the perspective of health promotion, human security, respect, responsibilities and rights of pedestrians.

Objetivo: identificar os conhecimentos e algumas práticas relacionadas com a segurança pedestre nos escolares de grau quinto das instituições educativas oficiais da zona urbana de Manizales, matriculados no ano 2009...