Varicella outbreak at nursery school under routine immunization in Japan in 2017 and 2018 and vaccine effectiveness.

BACKGROUND: In Japan, routine administration to one-year-old children of two-dose immunization for varicella was introduced in October 2014. Object The object of this study was to report outbreaks of varicella under routine immunization at a nursery school and in its surrounding area using data of surrounding areas from the (Nursery) School Absenteeism Surveillance System. Then, we measured the effectiveness of routine two-dose immunization for varicella to onset. We tentatively assessed its severity in a nursery school. METHOD: The study period extended from April 2017 through March 2018. The study area comprised Nursery school B and other nursery schools, and elementary and junior high schools in City A. Subjects in Nursery school B were 120 children. We analyzed vaccine effectiveness (VE) as an observational study and assessed severity using Fisher's exact test. We also assessed VE for severity using linear regression. Severity was defined as the length of nursery school absence attributable to varicella infection. RESULTS: During the one month preceding a period of two weeks before the initial case at Nursery school B, there were 16 cases of varicella infection in nursery schools, 45 cases in elementary schools, and one case in junior high schools in City A. For children who had received one vaccine dose or more, VE was 48.1% for all ages and 49.2% among children three years old and older. No significant VE against infection was found. Vaccination using one dose or more can reduce severity significantly. DISCUSSION AND CONCLUSION: Because many nursery school children who had received two doses of vaccine were infected, VE was estimated as low in the nursery school and not significant. Although VE for severity with more than one dose was confirmed, a second dose might not reduce severity compared to one dose.

I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development.

The present contribution aimed to analyze the effects of a motor program intervention (i.e., I-MovE intervention) implemented indoors and outdoors at nursery school, on children's motor, socio-emotional, and cognitive skills. The study uses a non-randomized pre-post test design. Participants were children attending twenty nursery schools in the North of Italy. The intervention activities were adapted to age: Level 1 activities were addressed to children between 6 and 12 months, and Level 2 activities were addressed to children between 13 and 43 months. Within each level, one group of children developed the intervention indoors (IN-group; Level 1: n = 10; Level 2: n = 104) and another group developed the intervention outdoors (OUT-Group; Level 1: n = 12; Level 2: n = 66). Finally, one additional group was involved as the control group (CONT-Group; Level 1: n = 15; Level 2: n = 98). Children's motor, cognitive, and socio-emotional skills were assessed before and after the intervention by nursery school teachers. The main results showed that the motor intervention promoted children's motor skills development in both groups (i.e., groups implementing Levels 1 and 2 activities) and the cognitive and socio-emotional skills in the older group (i.e., group implementing Level 2 activities), especially the group that performed the intervention outdoors.

Microbiological analysis concerning the antibacterial effect of atomized Ionless® hypochlorous acid water in a nursery school environment.

INTRODUCTION: In daycare centers, infants come in close contact with each other, and contact, droplet, and mouth-to-mouth infections may occur owing to sharing of toys. Additional effective disinfection methods should be considered aside from wiping with disinfectants-including alcohol or sodium hypochlorite solution-for environmental disinfection of daycare centers. We aimed to examine the usefulness of hypochlorous acid water atomization in the effective disinfection of the classroom environment and toys at a nursery school. METHODS: Environmental cultures of the nursery and toys were prepared to evaluate the species and bacterial load and to assess the contaminated areas. Staphylococcus aureus petri dishes were placed at high-frequency contact sites, and hypochlorous acid water was atomized to achieve a 0.03-ppm atmospheric chlorine concentration. After the atomization, the amount of S. aureus bacteria on the Petri dish and the changes in bacterial count isolated from the environment and toys were evaluated. RESULTS: Hypochlorous acid water atomization was performed for 5 h to avoid condensation. After a 3-h atomization, ≥99.99% of S. aureus was eliminated on petri dishes; furthermore, a significant disinfection effect was observed on environmental bacteria at least 1 h after atomization. For rubber and textile toys, the significant disinfection effect was observed 1 h after atomization, and for plastic toys, the effect was observed 3 h after atomization. CONCLUSIONS: Hypochlorous acid water atomization is a useful strategy to disinfect nursery school classrooms.

Percepción de una maestra-tutora sobre la Competencia Motriz y Social en escolares de Infantil. Efecto de un programa de refuerzo motriz / Perception of a teacher-tutor on Motor and Social Competence in Children’s School. Intervention of a motor reinforcement program

El presente trabajo describe la percepción de una maestra-tutora sobre la Competencia Motriz y Relaciones Sociales en escolares de Educación Infantil. Este estudio tuvo un triple objetivo, por un lado, conocer si la maestra-tutora, participante, era capaz de identificar a los escolares con dificultades motrices y sociales. Por otro lado, analizar el impacto de un Programa de Refuerzo Motriz en la Competencia Motriz y en las Relaciones Sociales en estos escolares. Por último, conocer si la maestra-tutora percibe el efecto del programa. En el estudio participó la maestra-tutora y 6 escolares con dificultades motrices, con una edad media de 5.60 años (DT ± 0.53). Se diseñó un estudio pre-experimental mixto que combinó un enfoque cuantitativo para las medidas Pre-Test y Post-Test y un enfoque cualitativo para observar el comportamiento de los participantes. Se evaluó la Competencia Motriz de manera objetiva, mediante la Batería de evaluación (Mabc-2) y se realizó un Sociograma para conocer las Relaciones Sociales. Por otro lado, se pasó un cuestionario a la profesora tutora. Los resultados mostraron que la maestra-tutora, en líneas generales, detecta entre el alumnado a aquellos escolares que presentan dificultades motrices o/y sociales de manera muy evidente. Asimismo, los resultados muestran una mejora en los escolares en ambas variables. En conclusión, los docentes de Educación Infantil como uno de los principales agentes de socialización pueden llegar a ser un elemento fundamental para ayudar a que estos superen las dificultades motrices y sociales (AU)

This paper describes a teacher-tutor's perception of Motor Competence and Social Relationships in pre-school children. The aim of this study was threefold: on the one hand, to find out whether the participating teacher-tutor was able to identify schoolchildren with motor and social difficulties. On the other hand, to analyse the impact of a Motor Reinforcement Programme on Motor Competence and Social Relationships in these schoolchildren. Finally, to find out if the teacher-mentor perceives the effect of the programme. The study involved the teacher-tutor and 6 schoolchildren with motor difficulties, with a mean age of 5.60 years (SD ± 0.53). A mixed pre-experimental study was designed combining a quantitative approach for the Pre-Test and Post-Test measures and a qualitative approach to observe the behaviour of the participants. Motor competence was assessed objectively using the Motor Competence Assessment Battery (Mabc-2) (Henderson et al., 2007) and a Sociogram was conducted to assess Social Relationships. On the other hand, a questionnaire was given to the tutor-teacher. The results showed that the tutor-teacher, in general terms, detects among the students those who present motor and/or social difficulties in a very evident way. Likewise, the results show an improvement in the pupils in both variables.In conclusion, early childhood teachers, as one of the main agents of socialisation, can become a fundamental element in helping children to overcome motor and social difficulties (AU)

Association of physical activity and fitness with executive function among preschoolers

It is well-documented in the literature that high levels of regular physical activity (PA), low levels of sedentary behavior (SB), and high levels of cardiorespiratory fitness (CRF) are associated with superior cognitive functioning, especially with regard to older populations. However, concerning other age groups (e.g., preschoolers) the available evidence documenting such a positive relationship is relatively scarce. Thus, this study aimed to investigate the association of time spent in different PA intensity zones and CRF with executive functions (EFs) in preschool-age children. To this end, preschoolers (n = 127) aged 3 to 6 years were recruited from 9 kindergarten classes in 2 districts of Shenzhen, China. The amount and the intensity of PA were assessed via accelerometry, and the CRF level was quantified by the 20-meter shuttle run test. EFs including inhibitory control and working memory were assessed using the one-on-one iPad-based Early Year Toolbox. Results suggested that children who had a higher CRF level (“impulse control” scores: β = 0.34, p < .001; “Go” accuracy: β = 0.31, p < .001; “No-Go” accuracy: β =0.28, < .001) and spentmore time in moderate-to-vigorous physical activity (MVPA) (“impulse control” scores: β = 0.50, p < .001; No-Go” accuracy: β = 0.52, p < .001) had higher scores on inhibitory control tasks, and those who had a higher CRF level had higher scores on a working memory task (β = 0.24, p < .05). The findings are discussed in light of the positive roles of MVPA and CRF for promoting EFs, but also consider the disproportionate association of PA and CRF with working memory relative to inhibition. (AU)

Desempenho de pré-escolares em vocabulário e habilidades preditivas no ensino híbrido / Preschool performance in vocabulary and predictive skills in blended learning / Desempeño de preescolares en vocabulario y habilidades predictivas en aprendizaje combinado

Introdução: O ensino remoto limitou a vivência de experiências concretas em espaços coletivos de formação de conhecimentos e intensificou a vulnerabilidade infantil quanto à educação formal, em especial as crianças em fase inicial de alfabetização. A partir deste panorama, tornou-se fundamental investigar o desempenho de escolares em busca de informações sobre a repercussão ocasionada pela pandemia de COVID-19 ao desenvolvimento infantil. Objetivo: Verificar o desempenho de pré-escolares em vocabulário e habilidades preditivas no ensino híbrido, frente aos impactos da pandemia de COVID-19. Método: Participaram deste estudo 12 escolares, com idade entre 5 a 6 anos, pertencentes ao terceiro período da educação infantil. Para a avaliação foram selecionados o Protocolo de Identificação Precoce dos Problemas de Leitura, e os Testes de Vocabulário Auditivo e de Vocabulário Expressivo. Resultados: Os dados obtidos demonstraram significância estatística para as provas de Vocabulário Receptivo em relação ao Expressivo, Nomeação Automática Rápida e Conhecimento do Alfabeto, Segmentação Silábica e Produção de Rima, acertos para Vocabulário Expressivo e Conhecimento do Alfabeto, assim como para a quantidade de erros em Vocabulário Expressivo e para a Nomeação Automática Rápida. Conclusão: O sucesso almejado para o ingresso no 1º ano do Ensino Fundamental dependerá das variações individuais de cada aluno quanto ao desempenho dos aspectos avaliados neste trabalho e à qualidade dos estímulos recebidos. (AU)

Introduction: Remote teaching limited the experience of concrete experiences in collective spaces for the formation of knowledge and intensified children's vulnerability in terms of formal education, especially children in the initial phase of literacy. From this panorama, it became essential to investigate the performance of students in search of information about the impact caused by the pandemic of COVID-19 on child development. Objective: To verify the performance of preschoolers in vocabulary and predictive skills in hybrid teaching, given the impacts of the COVID-19 pandemic. Method: Participated in this study 12 schoolchildren, aged between 5 and 6 years, belonging to the third period of early childhood education. For the evaluation were selected the Protocol for Early Identification of Reading Problems, and the Auditory Vocabulary and Expressive Vocabulary Tests. Results: The data obtained showed statistical significance for the tests of Receptive Vocabulary in relation to Expressive, Rapid Automatic Naming and Alphabet Knowledge, Syllabic Segmentation and Rhyme Production, correct answers for Expressive Vocabulary and Alphabet Knowledge, as well as for the number of errors in Expressive Vocabulary and for the Automatic Rapid Naming. Conclusion: The desired success for entering the 1st year of Elementary School will depend on the individual variations of each student regarding the performance of the aspects evaluated in this work and the quality of the stimuli received. (AU)

Introducción: La enseñanza a distancia limitó la vivencia de experiencias concretas en espacios colectivos de formación de saberes e intensificó la vulnerabilidad de los niños frente a la educación formal, especialmente de los niños en fase inicial de alfabetización. A partir de este panorama, se hizo imprescindible investigar el desempeño de los escolares en busca de información sobre el impacto que la pandemia de la COVID-19 provocó en el desarrollo infantil. Objetivo: Verificar el desempeño de preescolares en vocabulario y habilidades predictivas en aprendizaje semipresencial, ante los impactos de la pandemia del COVID-19. Método: Participaron en este estudio 12 escolares, con edades comprendidas entre los 5 y 6 años, pertenecientes al tercer ciclo de educación infantil. Para la evaluación se seleccionaron el Protocolo para la Identificación Temprana de Problemas de Lectura, y las Pruebas de Vocabulario Auditivo y Vocabulario Expresivo. Resultados: Los datos obtenidos mostraron significancia estadística para las pruebas de Vocabulario Receptivo en relación con Expresivo, Denominación Automática Rápida y Conocimiento del Alfabeto, Segmentación Silábica y Producción de Rimas, aciertos para Vocabulario Expresivo y Conocimiento del Alfabeto, así como para el número de errores en Vocabulario Expresivo y para Nomenclatura Automática Rápida. Conclusión: El éxito deseado para el ingreso al 1° año de la Enseñanza Fundamental dependerá de las variaciones individuales de cada estudiante en cuanto al desempeño de los aspectos evaluados en este trabajo y la calidad de los estímulos recibidos. (AU)

Nursery school absenteeism surveillance system and infection control measures in nursery schools.

INTRODUCTION: The Nursery School Absenteeism Surveillance System (NSASSy), which includes 40% of all nursery schools in Japan, has a degree of effectiveness that is difficult to prove: nursery schools and areas without NSASSy cannot be evaluated for their incidence of infectious diseases as precisely as those with NSASSy. Instead, we examine nursery school countermeasures against infectious diseases by considering the endogeneity bias of NSASSy. METHOD: After sending questionnaires to 500 Tokyo metropolitan and nearby nursery schools in November 2022, we received their responses through the end of 2022. Questionnaires asked about infection control measures of nursery schools: (1) cooperation with public health centers; (2) cooperation with staff; (3) cooperation with children's parents; (4) precautions among children; (5) countermeasure systems; (6) precaution systems; (7) recording of health conditions of children; (8) usefulness of studying while students; and (9) usefulness of training at nursery schools. Ordered probit with inverse probability weighted adjustment was used as the estimation procedure. The explanatory variable was a dummy variable for using NSASSy. Probability in weight was estimated using the first-step probit for NSASSy. Explanatory variables were a dummy variable for publicly funded nursery schools and a dummy variable for local governments that had adopted NSASSy. RESULTS: We analyzed 193 nursery schools. NSASSy was negative and associated significantly with (3) cooperation with children's parents and (7) recording of health conditions of children. These countermeasures were more likely to have been taken by NSASSy nursery schools.

A pilot intervention to improve uptake and equality of childhood influenza vaccination in an area of Wales, through the introduction of a mixed delivery model including nursery school immunisation sessions.

The schools-based influenza vaccination programme has seen consistently high uptake in Wales, however coverage in pre-school two and three-year olds is lower. One health board area (Cwm Taf University Health Board (UHB)) developed an intervention to offer live attenuated influenza vaccine (LAIV) for three-year olds attending nursery schools alongside the existing general practice (GP) programme. During the pilot, sessions were delivered by health visitors, working with school nurses. The mixed delivery model led to vaccination data being recorded in two separate data systems. To evaluate the impact of the pilot on overall vaccine uptake, data linkage was carried out within the Secure Anonymised Information Linkage (SAIL) Databank. Overall influenza vaccine uptake was calculated for each health board in Wales for two and three-year olds for the 2015-16, 2016-17, and 2017-18 influenza programmes. Uptake in two-year olds in Cwm Taf UHB and also uptake in three-year olds in other health boards in Wales were the comparison groups. Uptake of influenza vaccine in the 2015-16 (pre-intervention) period was 41.0% for three-year olds in Cwm Taf UHB. Following the intervention, coverage increased to 70.7% and 71.5% for 2016-17 and 2017-18 respectively. The same increases in uptake were not seen in two-year olds in Cwm Taf UHB or in three-year olds in non-intervention health boards. In Cwm Taf UHB resident three-year olds in 2015-16 there was an inequality gap in the uptake of 17.4 percentage points between the most and least deprived areas. Uptake increased across all deprivation quintiles in 2016-17 and 2017-18; and the inequality gap decreased to 10.3 and 13.4 percentage points respectively. Influenza vaccination uptake and equality of uptake in three-year olds can be improved by adopting a mixed delivery model across nursery school based immunisation sessions with the additional option of influenza vaccination at GPs.

A Pragmatic Turn in the Study of Early Executive Functions by Object Use and Gestures. A Case Study from 8 to 17 Months of Age at a Nursery School.

The two first years of life are critical in the development of Executive Functions (EF). However, very little is known about their early manifestations, how they develop, how they relate to other psychological constructions or the status of other people's influence in this early development. The study of EFs has been carried out through standardised tasks, but some authors question their ecological validity and suggest an approach involving everyday situations and the challenges that children set for themselves. In this article we first review these issues in relation to the first manifestations of EFs. We secondly present a longitudinal case study at nursery school of a child between the ages of 8 and 17 months, considering the challenges and the means he employed in order to resolve them. We found that, from 8 months of age, the child gave himself challenges in relation to the functional uses of objects and instruments. He regulated his own behavior both through object and instrument uses and private gestures. He also involved the teacher at 17 months. This finding suggests that (1) the material world is particularly important in these early manifestations of EF, (2) teachers' interventions are essential. Implications of the findings for early years education are discussed.

The road to conventional tool use: Developmental changes in children's material engagement with artifacts in nursery school.

The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed-effects models and Granger causality analysis, we measured changes in the frequency and duration of children's object uses between 7 and 17 months of age and in the directional influences among pairs of behaviors performed by teachers and children. Results show a clear shift in how children use artifacts. As early as 12 months of age, the frequency of conventional uses outweighs that of all other types of object use. In addition, object uses become shorter in duration with age, irrespective of their type. Moreover, certain teachers' nonlinguistic communicative strategies (e.g., demonstrations of canonical use and placing gestures) significantly influence and promote children's conventional tool use. Findings shed light on how children become increasingly proficient in conventional tool use through interactions with artifacts and others in nursery school.

Promoting adequate and healthy food in early childhood education: a systematic review / Promoção da alimentação adequada e saudável na educação infantil: uma revisão sistemática

Abstract Objectives: to identify and describe the characteristics of studies that address the promotion of adequate and healthy food in early childhood education units and their repercussions on the school community. Methods: the search and selection were performed according to the PRISMA recommendations in the Medline databases via OVID, EMBASE and LILACS. Data extraction took placeusing a table developed by the authors. The evaluation of the quality of the evidence of the studies was carried out through the risk of bias using an adapted scale. Result: twelve articles that met the eligibility criteria were selected. All studies were applied in public or private educational institutions with a median of 236 participants. In the analysis of food and nutrition education activities, the most adopted with preschoolers were playful; with the parents it was the meetings and counseling; and with the professionals it was the training. The methodological qualification of the studies was considered low, which may be related to their limitations included in this review, mainly due to the types of designs adopted, the time and lack of continuity of interventions and sample size. Conclusion: food and nutrition education activities seem to be a promising strategy in knowledge, adoption of healthy eating practices and transmission of values in the school community.

Resumo Objetivos: identificar e descrever as características de estudos que abordam a promoção da alimentação adequada e saudável em unidades de educação infantil e suas repercussões na comunidade escolar. Métodos: a busca e seleção foram realizadas segundo as recomendações do PRISMA nas bases de dados Medline via OVID, EMBASE e LILACS. A extração de dados ocorreu utilizando uma tabela elaborada pelas autoras. A avaliação da qualidade das evidências dos estudos foi realizada por meio do risco de viés utilizando uma escala adaptada. Resultados: foram selecionados 12 artigos que atenderam aos critérios de elegibilidade. Todos os estudos foram aplicados em instituições de ensino públicas ou privadas com uma mediana de 236 participantes. Na análise das atividades de educação alimentar e nutricional, as mais adotadas com os pré-escolares foram as lúdicas; com os pais foram as reuniões e aconselhamentos; e com os profissionais foram as capacitações. A qualificação metodológica dos estudos foi considerada baixa, podendo estar relacionada às limitações dos próprios estudos incluídos nesta revisão, principalmente pelos tipos de desenhos adotados, o tempo e a falta de continuidade das intervenções e tamanho amostrai. Conclusão: atividades de educação alimentar e nutricional parecem ser uma estratégia promissora na disseminação do conhecimento, adoção de práticas alimentares saudáveis e transmissão de valores na comunidade escolar.

Los Centros de Desarrollo Infantil del MIES, una realidad para el futuro de la sociedad / The MIES child development centers, a reality for the future of society

El desarrollo neurológico constituye un objetivo prioritario en Ecuador. Existen Centros de Desarrollo Infantil que persiguen lograr un adecuado desarrollo neurológico en la edad infantil. El objetivo de la presente investigación fue caracterizar el estado de los Centros de Desarrollo Infantil de la provincia Chimborazo, teniendo en cuenta la organización administrativa, situación del talento humano, infraestructura y equipamiento. Para esto se realizó una investigación básica, de campo y descriptiva consistente en la evaluación de estos elementos en cada centro visitado. Del total de 93 instituciones en la provincia, se identificaron 6 que se consideraron emblemáticos. Como principales resultados se puede señalar que las instituciones cuentan con una adecuada infraestructura, equipamiento y gestión administrativa y del talento humano para cumplir sus funciones; sin embargo, se carece de áreas específicas de fisioterapia y de profesionales de esta especialidad. Se concluye que, dentro del marco del convenio macro de cooperación interinstitucional, la Universidad Nacional de Chimborazo podrá proveer el recurso humano calificado para las actividades de fisioterapia orientadas a la estimulación del equilibrio, la coordinación y el área sensomotriz; de esta forma se estará consolidando el desarrollo neurológico de los niños que asisten a los Centros de Desarrollo Infantil(AU)

Neurological development is a priority objective in Ecuador. There are Child Development Centers that seek to achieve adequate neurological development in childhood. The objective of the present investigation was to characterize the state of the Child Development Centers of the Chimborazo province, taking into account the administrative organization, the situation of human talent, infrastructure and equipment. For this, a basic, field and descriptive investigation was carried out consisting of the evaluation of the elements previously described in each center visited. Of the total of 93 institutions in the province, 6 were identified as emblematic. As main results, it can be pointed out that the institutions have adequate infrastructure, equipment and administrative management and human talent to fulfill their functions; however, specific areas of physiotherapy and professionals in this specialty are lacking. It is concluded that, within the framework of the inter-institutional cooperation macro agreement, the National University of Chimborazo will be able to provide qualified human resources for physiotherapy activities aimed at stimulating balance, coordination and the sensorimotor area; In this way, the neurological development of the children who attend the Child Development Centers will be consolidated(AU)

Teoría de Luria y su relación con los fundamentos pedagógicos de la evaluación en la infancia preescolar / Luria's theory and its relation to the pedagogical basics of assessment in pre-school childhood

Fundamento: La teoría de Luria permite analizar el desarrollo psicológico después de una lesión cerebral, tanto en adultos como en niños. Objetivo: Analizar el contenido de un grupo de artículos donde se haya realizado la evaluación del niño preescolar desde la teoría de Luria para relacionarla con los fundamentos de la educación de la primera infancia. Desarrollo: La selección de los artículos se realizó considerando: (1) el tema, (2) una ecuación para seleccionar los artículos en las diferentes bases de datos, (3) publicados desde 2015 hasta el 2022, (4) provenientes de ocho bases de datos. La experiencia de Luria y sus seguidores le ha permitido trabajar con los factores neuropsicológicos como indicadores para valorar las alteraciones neurológicas del hombre, aunque la revisión de los artículos permitió concluir que los aportes de Luria tienen relación con los objetivos de la educación de la primera infancia: una evaluación con un enfoque integral. Desde esta perspectiva, los autores del artículo proponen cinco ejecuciones para analizar el desarrollo integral del niño preescolar. Conclusiones: La teoría de Luria puede emplearse en la educación de la primera infancia para realizar la evaluación del niño preescolar con un enfoque integral.

Background: Luria's theory allows analyzing psychological development after brain injury, both in adults and children. Objective: To analyze the content of a set of articles where the evaluation of pre-school children has been done from Luria's theory in order to relate it to the basics of early pre-school education. Development: The selection of articles considered: (1) the topic, (2) an equation to select the articles in dissimilar databases, (3) published from 2015 to 2022, (4) coming from eight databases. The experience of Luria so followers has allowed to work with neuropsychological factors as the indicators to assess neurological alterations in man, although the articles review has led to the conclusion that Luria's contributions are related to the objectives of early pre-school education: an assessment with a comprehensive approach. From this perspective, the authors of the article propose five implementations to analyze the integral development of the pre-school child. Conclusions: Luria's theory can be employed in early pre-school education to assess the pre-school child with a comprehensive approach.

[The benefits of nature in the age of anthropocene education]. / Les bienfaits de la nature à l'ère de l'éducation en anthropocène.

Few children today enjoy regular contact with nature. The youngest children go from home to nursery school without having the opportunity to dip their hands in the earth or to watch the leaves of a tree playing with the wind. After several months of Covid-19 developing new variants, the situation has worsened. This makes it all the more important to demonstrate the benefits of welcoming toddlers outdoors.

Descripción clínica y epidemiológica de un brote grave de salmonelosis en una escuela infantil urbana / Clinical and epidemiologic description of a severe outbreak of Salmonellosis in an urban nursery school

Objetivos. Se describe clínica y epidemiológicamente unbrote de infección gastrointestinal por Salmonella entéricaser. (serotipo) Enteritidis, en una escuela infantil urbana, queconllevó elevada morbilidad e importante alarma social. La comunicación inmediata, así como el estudio adecuado del brote,en ambas vertientes, permitieron identificar el patógeno y establecer medidas de control en un plazo razonable de tiempo.Se discuten aspectos controvertidos como la indicación de antibioterapia o el momento de cierre del centro.Material y métodos. Se recogió retrospectivamente información clínica, analítica y epidemiológica, y se revisó la metodología y resultados del estudio del brote.Resultados. 57 niños (3-45 meses) de 92 asistentes al centro, fueron afectados y tuvieron confirmación microbiológica.Diarrea y fiebre fueron los principales síntomas. 74% acudieronal hospital, y 37% ingresaron, (estancia media 3,3 días). Fueronfactores asociados al ingreso: deshidratación, elevación significativa de reactantes de fase aguda y coagulopatía. 12 recibieroncefotaxima parenteral. Se registraron 2 complicaciones: 1 bacteriemia y 1 reingreso. La sospecha inicial del origen del brotefueron los alimentos, pero el análisis de las muestras testigofue negativo. 5 trabajadores fueron positivos (2 sintomáticos).Vigilancia Epidemiológica concluyó que el origen probable delbrote fue un portador asintomático y la manipulación incorrectade pañales. El centro permaneció cerrado 8 días. Se realizaronmedidas de limpieza y desinfección, instrucción sobre cambio depañales y seguimiento de portadores.Conclusiones. La agrupación en tiempo y espacio de casos debe ser notificada inmediatamente para el control precozdel brote. Los niños pueden presentar formas graves de gastroenteritis por Salmonella. (AU)

Objectives. We describe clinically and epidemiologically anoutbreak of gastrointestinal infection by Salmonella entericaser. (serotype) Enteritidis in an urban infant school, which ledto high morbidity and significant social alarm. The immediatecommunication, as well as the adequate study of the outbreak, inboth aspects, allowed identifying the pathogen and establishingcontrol measures in a reasonable period of time. Controversialaspects such as the indication of antibiotherapy or the momentof closing the center are discussed.Methods. We retrospectively collected clinical, analyticaland epidemiological information and we reviewed themethodology of the outbreak study and its results.Results. A total of 57 children (3-45 months), wereaffected and had microbiological confirmation. Diarrhea andfever were the main symptoms. 74% went to the hospital and37% were admitted (mean stay 3.3 days). Factors associatedwith admission were: dehydration, significant elevation ofacute phase reactants and coagulopathy. Twelve patientsreceived parenteral cefotaxime. There were 2 complications:1 bacteremia and 1 readmission. The initial suspicion ofthe origin of the outbreak was food, but the analysis of thecontrol samples was negative. Five workers were positive (2symptomatic). Epidemiologic Surveillance concluded that theprobable origin of the outbreak was an asymptomatic carrierand improper diapers handling. The center was closed for 8days. Cleaning and disinfection measures were carried out, aswell as instruction on diaper changing, and the carriers werefollowedConclusions. Clustering in time and space of cases shouldbe reported immediately for early control of the outbreak.Children may present severe forms of Salmonella gastroenteritis (AU)

Prevalence of overweight, obesity, and early adiposity rebound in nursery school children in southeastern France.

BACKGROUND: The aim of the present study was to assess the prevalence of overweight, obesity, and early adiposity rebound in nursery school children aged 3.5-4.5 years and to evaluate associations with deprivation. METHODS: A cross-sectional study was conducted in the Bouches-du-Rhône department in southeastern France. Data for all nursery school children aged 3.5-4.5 years were collected during systematic medical examinations. The prevalence of overweight and obesity was determined using French, International Obesity Task Force (IOTF), and World Health Organization reference values. A French ecological deprivation index was used to assess associations with deprivation. RESULTS: Among 19,295 children included in the study, the prevalence of overweight (IOTF-25 < BMI < IOTF-30) was 9.1% and the prevalence of obesity (BMI > IOTF-30) was 2.6%. Children attending nursery schools in the most disadvantaged areas were 4.3 times more likely to be affected by obesity than those from schools in the most advantaged areas (OR: 4.32; 95% CI: 2.98-6.25, p < 0.001), after adjusting for gender, age group, and school status. Early adiposity rebound was observed in 2131 of 9872 children (21.6%). CONCLUSION: Programs to prevent childhood overweight and obesity in France should be intensified and take account of major persistent social inequalities. Medical practitioners should learn to systematically assess BMI curve dynamics and early adiposity rebound.

[Clinical and epidemiologic description of a severe outbreak of Salmonellosis in an urban nursery school]. / Descripción clínica y epidemiológica de un brote grave de salmonelosis en una escuela infantil urbana.

OBJECTIVE: We describe clinically and epidemiologically an outbreak of gastrointestinal infection by Salmonella enterica ser. (serotype) Enteritidis in an urban infant school, which led to high morbidity and significant social alarm. The immediate communication, as well as the adequate study of the outbreak, in both aspects, allowed identifying the pathogen and establishing control measures in a reasonable period of time. Controversial aspects such as the indication of antibiotherapy or the moment of closing the center are discussed. METHODS: We retrospectively collected clinical, analytical and epidemiological information and we reviewed the methodology of the outbreak study and its results. RESULTS: A total of 57 children (3-45 months), were affected and had microbiological confirmation. Diarrhea and fever were the main symptoms. 74% went to the hospital and 37% were admitted (mean stay 3.3 days). Factors associated with admission were: dehydration, significant elevation of acute phase reactants and coagulopathy. Twelve patients received parenteral cefotaxime. There were 2 complications: 1 bacteremia and 1 readmission. The initial suspicion of the origin of the outbreak was food, but the analysis of the control samples was negative. Five workers were positive (2 symptomatic). Epidemiologic Surveillance concluded that the probable origin of the outbreak was an asymptomatic carrier and improper diapers handling. The center was closed for 8 days. Cleaning and disinfection measures were carried out, as well as instruction on diaper changing, and the carriers were followed. CONCLUSIONS: Clustering in time and space of cases should be reported immediately for early control of the outbreak. Children may present severe forms of Salmonella gastroenteritis.