Reference values of postural balance in preschoolers: Age and gender differences for 4–5 years old Tunisian children

BackgroundPreschool age is a critical stage of postural balance development. Posturography normative data during this age are crucial for surveillance of postural balance and for the timely diagnosis of any dysfunction. The aim of this study was to provide normative data, specific to Tunisian preschoolers, according to age and gender, and to examine gender- and age-related differences in postural balance.Research questionAre there postural balance gender- and age-related differences in Tunisian preschoolers?MethodsThe study included 410 (205 boys and 205 girls) preschool children aged between 4- and 5-year-old selected within a large geographic area of Tunisia. Postural balance was assessed using a stabilometric platform under 4 sensory conditions. The mean center of pressure velocity (CoP-V) parameter was selected for analysis. Differences between gender and age groups were analysed using the Mann–Whitney U. Normative data were expressed in percentiles.ResultsSignificant gender effect was found in conditions where sensory inputs are most challenged with a significantly smaller mean CoP-V in girls compared to boys (p < 0.05). Moreover, 5-year-old children had significantly better postural balance than 4-year-old ones in almost all conditions (p < 0.05).SignificanceThe normative data established for Tunisian preschoolers provide useful comparative data for pediatricians, teachers and coaches for the early evaluation and monitoring of postural balance during this age. Gender and age-related differences should be considered in this population.     

Transactional models of early education effectiveness - What is the message for policy?

There is now a substantial body of American research evidence demonstrating that early education programmes can have major long term effects right through into adult life. Cost-benefit analysis has enabled the data to be transformed into a compelling case for public financial investment. But insufficient attention has been paid to explaining how a short term preschool programme could have such enduring effects. The effects are best understood by applying a transactional model which shows how processes in the school and community transformed and amplified short term effects into long term outcomes. Adopting a transactional model modifies the messages for policy. The results of evaluations carried out in one society may not apply in another. In some school systems there may be more effective strategies than early education for improving educational prospects.     

学龄前儿童社会生活能力的影响因素研究

目的 了解学龄前儿童社会生活能力现状及影响因素。方法 采用自拟“儿童一般情况调查表”及“婴儿一初中生社会生活能力量表”进行问卷调查，采用x^2检验、logistic逐步回归分析对学龄前儿童社会生活能力影响因素进行分析。结果 多因素logistic逐渐回归分析显示：影响学龄前儿童社会生活能力发展的因素主要有儿童年龄大小、与小朋友相处好坏、母亲文化程度、父母对儿童的喜爱程度、父母听取孩子的意见情况、对孩子独立能力培养的态度等。结论 儿童年龄、母亲文化程度、教育方式对学龄前儿童社会生活能力的形成和发展起重要作用。     

深圳南山0～2岁儿童营养状况及其影响因素的调查研究

目的 了解深圳南山0～2岁儿童营养状况及影响因素。方法 Z评分法、NCHS标准评价儿童营养,检测血红蛋白和血Cu、Fe、Zn、Ca、Mg、P,问卷调查有关社会环境因素。结果 深圳南山0～2岁儿童营养不良率为8.08％。常住儿童与暂住儿童营养不良率间差别有显著性意义(P<0.01)。营养不良的影响因素:儿童户籍是否常、暂住,膳食结构中谷类食物量,婴儿期是否母乳喂养。儿童年龄与贫血患病率间存在一定线性依从关系(P<0.01),暂住与常住儿童贫血患病率间差别有显著性意义(尸<0.05)。235名儿童的血Cu、Mg值均正常,而儿童缺Ca、Zn、P、Fe的发生率分别为71.06％、54.89％、22.12％和6.8％。结论 我区0～2岁儿童营养状况不容乐观,尤其暂住儿童更是高危人群。我们在重点营养干预同时,要注意改善整体儿童营养状况。     

Early childhood teachers' preparation and the quality of program outcomes

The issue of the preparation of effective teachers becomes more critical for teachers of early childhood programs. It has been hypothesized that better program quality depends on better-educated teachers. The purpose of this investigation was to explore the importance of a high level of education for all early childhood education teachers. This issue has intrigued early childhood researchers and has prompted a large amount of research studies over the past decades. In order to assess the status of this line of inquiry and to provide guidance for future research, a critical analysis of 40 studies on the preparation of early childhood education teachers and the quality of their educational programs that were published within a 15-year (1989-2004) period is presented here. The analysis consisted of literal and allegorical critical analysis and interpretative critical analyses, which generated results in three main areas that focused on the professional development of the teachers, including teachers' professional development, the importance of a Bachelor's Degree and educational standards for early childhood education teachers.     

学龄前儿童困难型气质影响因素的回归分析

目的 了解学龄前儿童困难型气质的影响因素。方法 对1150名学龄前儿童的气质类型进行评定，以筛选出的85例困难型气质儿童为研究对象，平易型气质儿童为对照，进行1：2病例对照研究，采用单因素和多因素条件logistic回归进行统计分析。结果 回归分析发现学龄前儿童困难型气质的影响因素主要有出生窒息（OR=8．93）、高热史（3岁前）（OR=2．85）、母亲打骂儿童情况（OR=5．266）、父母带儿童参加社会交往活动频率（OR=0．648）和长辈对儿童教育方式的一致性（OR=2．435）等。结论 学龄前儿童困难型气质受多种因素的影响，重视困难型气质儿童的早期发现，对其采取恰当的教养方式，做好围产期和儿童保健工作，有助于促进儿童健康成长。     

健康儿童血浆游离氨基酸与体格生长的研究

本文采用丹酰氯聚酰胺薄层分析法研究了65名3～7岁健康儿童的血浆游离氨基酸,研究其与体格生长的关系.结果表明:赖氨酸,甘氨酸,羟脯氨酸,与年龄别身高、体重和身高别体重百分位成正相关.并有显著意义.异亮氨酸.赖氨酸.甘氨酸在营养优组中显著高于差组.提示血浆游离氨基酸对健康学龄前儿童的体格生长发挥重要的生理作用.     

锌及复合微量营养素的营养干预对学龄前儿童蛋白质营养状况的影响

选择重庆市近郊农村学龄前儿童１４０名，男、女各半，随机分为单纯补锌组、补锌及复合微量营养素组和单纯补充微量营养素组，另一组为对照。实验组每组４０人，对照组为２０人，进行１０周营养干预实验。结果显示，在补锌的同时服用硒、锰、维生素Ａ等多种微量营养素或单纯补充多种微量营养素均能有效改善受试儿童体内锌营养状况，使血浆中前白蛋白、转铁蛋白、铜蓝蛋白含量增加，血清中多种必需及非必需氨基酸，３甲基组氨酸浓度下降。提示，儿童营养状况改善后其体内蛋白质合成代谢加强，而分解减少，这种变化除缘于血清锌含量增加外，可能还与其它微量营养素的作用有关。而单纯补锌儿童血清锌变化并不显著，血清中几种转运蛋白与对照均无明显差异。