The relationship between the development of social competence and sleep in infants: a longitudinal study.

BACKGROUND: Many reports argue that sleep is important for children's health, learning, and academic performance. The purpose of this longitudinal study was to examine the association between sleep and the development of social competence in infants. METHODS: This study was conducted as part of a Japan Science and Technology Agency (JST) project. Caregivers responded to the Japan Children's Study Sleep Questionnaire when children were 18 months old. The interactions of caregivers and children were observed when children were 18, 30, and 42 months old, and rated with the Interaction Rating Scale, which is a measure of social competence. RESULTS: Nocturnal sleep duration of more than 10 h and an earlier bed time than 22:00 were significantly correlated with two trajectory groups (low point and high point transition groups) of children's social competence at 18, 30, and 42 months. Further, total sleep duration of more than 12.25 h and an earlier bed time than 22:00 were significantly correlated with the trajectory of children's social competence at 18, 30, and 42 months. CONCLUSIONS: Sleep duration and sleep onset time are important factors in children's development of social competence.Trial registration The ethics committee of the JST approved this study on March 19, 2001. The registration number is 356-1.

Factors associated with health service utilization in Ulaanbaatar, Mongolia: a population-based survey.

BACKGROUND: Understanding patterns of health service utilization can improve health care and increase use of health services. We examined patterns of health service utilization among residents of Ulaanbaatar, Mongolia. METHODS: A total of 500 adults were surveyed using paper-based questionnaires. The χ(2) test and multiple logistic regression were used to identify associations between factors. RESULTS: 44.1% of respondents had visited a physician during the previous 12 months. After controlling for determinants, the significant predictors of utilization of health service were attention to health examinations (OR = 3.6, CI: 1.93-6.76), being married (OR = 2.7, CI: 1.50-4.72), being satisfied with the overall cleanliness of the hospital (OR = 2.4, CI: 1.12-5.19), being a nonsmoker (OR = 2.2, CI: 1.21-3.98), having periodic physical examinations (OR = 2.2, CI: 1.25-3.71), not being a hospital patient during the previous 3 years (OR = 2.1, CI: 1.22-3.73), having proper documentation (OR = 1.9, CI: 1.10-3.43), having medical insurance (OR = 1.9, CI: 1.96-3.28), not wanting to receive information on food and nutrition (OR = 0.6, CI: 0.36-0.96), having more than 5 household members (OR = 0.5, CI: 0.50-0.85), low income (OR = 0.5, CI: 0.30-0.85), lack of concern for food and nutrition (OR = 0.5, CI: 0.28-0.84), self-medication during the past 12 months (OR = 0.4, CI: 0.24-0.69), and desire for treatment abroad (OR = 0.4, CI: 0.20-0.60). CONCLUSIONS: A number of health-related behaviors and sociodemographic factors were important predictors of health service utilization.

Implications of social competence among thirty-month-old toddlers: a theory of mind perspective.

BACKGROUND: The purpose of this study was to examine the relations between children's social competence and initial index of theory of mind at 30 months of age. METHODS: The participants of the study were 322 toddlers and parents/caregivers who were registered with the Japan Science and Technology Agency (JST) project. They completed a five-minute interaction session, which was coded using the Interaction Rating Scale (IRS) as an evidence-based practical index of children's social competence. In addition, the children were asked to complete a diverse-desire task as a ToM (theory of mind) index. RESULTS: The results showed that the ToM index was related to the total score and subscales of the IRS, such as Empathy and Emotional regulation. CONCLUSIONS: These findings show that the IRS score was related to ToM task performance at 30 months of age.

The trajectory patterns of parenting and the social competence of toddlers: a longitudinal perspective.

BACKGROUND: Many studies have suggested that the daily emotional interactions between a child and his/her caregiver play a significant role in his/her development. The purpose of this study was to determine whether the trajectory patterns of parenting patterns of caregivers raising toddlers affect the social competence of the toddlers. METHODS: The study participants were 246 dyads of 18-month-old children (baseline) and their caregivers, which was conducted as part of a Japan Science and Technology Agency (JST) project. We used the Interaction Rating Scale (IRS) to evaluate the children's social competence. We assessed the child rearing environments by analyzing the caregivers' responses to the Index of Child Care Environment (ICCE). RESULTS: Multiple logistic regression analysis showed that the children's total score on the IRS was significantly related to how frequently they sang songs together with their caregivers. Their score was also significantly related to how closely their caregiver worked with his/her partner in raising the child. These relationships did not change according to demographic information. CONCLUSIONS: The results confirm previous findings on the relationship between parenting patterns and children's social competence. In particular, the study shows that varied and continual parenting significantly affects a child's social competence.

Interaction Rating Scale (IRS) as an evidence-based practical index of children's social skills and parenting.

BACKGROUND: The purpose of this paper is to describe the features of the Interaction Rating Scale (IRS) as an evidence-based practical index of children's social skills and parenting. METHODS: The participants in our study, which was conducted as part of a Japan Science and Technology Agency (JST) project, were 370 dyads of children (aged 18, 30, and 42 month) and 81 dyads of 7-year-old children with their caregivers. The participants completed the five minute interaction session and were observed using the IRS. RESULTS: The results indicated that the IRS can measure children's social skill development and parenting with high validity. Along with the discriminate validity for pervasive development disorder (PDD), attention-deficit/hyperactivity disorder (ADHD), abuse and maltreatment, a high correlation with the SDQ (Strength and Difficulties Questionnaire), and high reliability, the IRS is effective in describing features of social skill development. CONCLUSIONS: The IRS provides further evidence of the fact that in order to study children's social skill development, it is important to evaluate various features of the caregiver-child interaction as a predictor of social skills.

The trajectory of children's social competence from 18 months to 30 months of age and their mother's attitude towards the praise.

BACKGROUND: Praise from caregivers has been shown as an important influence on the development of social competence in early adolescence. However, the effects of praise in younger children have not been investigated. We examined how the trajectory of children's social competence from 18 months to 30 months of age was related to their caregiver's attitude towards the importance of praise at times when their child was 4 months and 9 months old. METHODS: We studied 155 mother-child dyads, whose interactions during play were observed both when the child was 18 months and 30 months old, which was conducted as part of a Japan Science and Technology Agency (JST) project. The child's social competence was assessed using the Interaction Rating Scale (IRS). Demographic data was obtained when the child was 4 months old, and the caregiver's attitude towards the importance of praise when the child was both 4 months and 9 months old. A logistic regression analysis controlling for the effects of demographic variables was performed. RESULTS: We found that children who had received continuous praise from their mother when they were 4-9 months of age had a decreased risk of low social competence at 18-30 months of age. CONCLUSIONS: A mother's attitude towards the importance of praise at early stages of her child's development has an important influence on the later trajectory of social competence.

A longitudinal study on social competence development and sleeping habits.

BACKGROUND: It is known that sleep problems impact children's health, learning, and school performance. The purpose of this paper is to examine the association between sleeping habits and social competence development. METHODS: Three hundred and nine caregiver-child dyads participated in this study, which was conducted as part of a Japan Science and Technology Agency (JST) project. The caregivers answered some questionnaires about sleeping habits when the child was 9 months and 18 months old. Caregiver-child interaction was observed when the child was 30 months old, and the features of the interaction were examined using the Interaction Rating Scale (IRS) as a measure of social competence. RESULTS: The caregivers' attitude toward sleeping in the 9-month period was found to be significantly correlated with the children's social competence at 30 months. Moreover the caregivers' attitude toward sleeping in the 9-month period significantly correlated with the children's sleeping habits at 9 and 18 months. CONCLUSIONS: These findings show that the caregivers' attitude toward sleeping is an important factor influencing the development of children's social competence.

Relationship between children's intelligence and their emotional/behavioral problems and social competence: gender differences in first graders.

BACKGROUND: The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. METHODS: Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). RESULTS: The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. CONCLUSIONS: Children's gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways.