Introduction Screen time may influence language development during early childhood, although its effects may vary depending on contextual factors. While screen use can support development when guided by adults, excessive exposure has been associated with less favorable language outcomes. Methods Data from 16,914 children (51% girls, 78% White; M = 3.03 years, SD = 1.37) were obtained from the 2023 National Survey of Children’s Health. Networks of red-flag language milestones were estimated separately for children aged 1-2 and 3-5 years. Participants were classified according to World Health Organization (WHO) screen-time recommendations (<1 h/day vs. ≥1 h/day). Results Partially regularized network models revealed denser connectivity among language-development indicators in children with higher levels of screen exposure. This pattern was reflected in a greater number of network edges and fully connected subclusters and was particularly pronounced among children aged 3-5 years. Discussion The findings suggest that higher screen-time exposure is associated with more interconnected patterns of language-development difficulties during early childhood. These results contribute to a deeper understanding of language development in the context of children’s screen use and may provide useful insights for families, educational professionals, and policymakers interested in promoting healthy developmental environments and informed decisions regarding screen exposure.
Ana María Ruiz‐Ruano García, Trine Flensborg‐Madsen, Jorge López Puga
ABSTRACT Aggressive behavior among young children can place particular emotional demands on teachers because managing such behavior occurs repeatedly within everyday learning interactions. How teachers perceive such behavior is therefore important to examine, as it may be associated with the emotional conditions they experience while carrying out their teaching responsibilities. This study aimed to describe teachers’ perceptions of aggressive behavior in early childhood, assess the level of emotional exhaustion among early childhood education teachers, and analyze the association between these two variables in Mojoroto District, Kediri City. Of the 270 educators comprising the study population, 161 teachers participated as respondents through cluster sampling. Data were collected using a questionnaire and analyzed using simple linear regression. The largest proportion of respondents fell within the high category for both perceptions of aggressive behavior in young children (43%) and emotional exhaustion (40%). Regression analysis yielded a t-value of 5.552 with a significance level of 0.000 (p < 0.05), indicating a positive and significant association between teachers’ perceptions of aggressive behavior in young children and emotional exhaustion. The R² value of 0.161 indicates that teachers’ perceptions explained 16.1% of the variance in emotional exhaustion, while the remaining 83.9% fell outside the model examined. These findings indicate that teachers’ perceptions constitute one factor associated with emotional exhaustion, highlighting the need to consider other factors beyond the model when understanding this condition. ABSTRAK Perilaku agresif pada anak usia dini menghadirkan tuntutan emosional tersendiri bagi guru karena penanganannya berlangsung dalam interaksi pembelajaran yang berulang. Cara guru memaknai perilaku tersebut menjadi penting untuk dikaji karena dapat berkaitan dengan kondisi emosional yang menyertai pelaksanaan tugas mengajar. Penelitian ini bertujuan menggambarkan persepsi guru terhadap perilaku agresif anak usia dini dan tingkat kelelahan emosional guru PAUD serta menganalisis keterkaitan kedua variabel tersebut di Kecamatan Mojoroto, Kota Kediri. Dari 270 pendidik yang menjadi populasi, sebanyak 161 guru terlibat sebagai responden melalui cluster sampling. Informasi penelitian dikumpulkan menggunakan kuesioner dan diolah dengan analisis regresi linear sederhana. Proporsi responden terbesar berada pada kategori tinggi, baik untuk persepsi terhadap perilaku agresif anak usia dini (43%) maupun kelelahan emosional (40%). Pengujian regresi menghasilkan nilai t sebesar 5,552 dengan signifikansi 0,000 (p < 0,05), yang menunjukkan adanya hubungan positif dan signifikan antara persepsi guru terhadap perilaku agresif anak usia dini dan kelelahan emosional. Nilai R² sebesar 0,161 menunjukkan bahwa variabel persepsi menjelaskan 16,1% variasi kelelahan emosional, sementara 83,9% sisanya berada di luar model yang dianalisis. Temuan ini menunjukkan bahwa persepsi guru merupakan salah satu aspek yang berkaitan dengan kelelahan emosional, sehingga faktor lain di luar model juga perlu mendapat perhatian dalam memahami kondisi tersebut.
Background The likelihood of a childhood additional need is elevated among high-risk infants and the likelihood of incontinence is elevated among children with additional needs. Although successful toilet training may reduce the prevalence of incontinence among children with additional needs who were identified as a high-risk infant, there is very little research regarding incontinence and toilet training among this group of children. Aims The aim of this study is to determine how many 5- and 6-year-old children with additional needs who previously participated in a service for high-risk infants experience incontinence, and to describe the caregiver experience of toilet training this group of children. Methods In this exploratory study, participating caregivers completed an online questionnaire which included quantitative and qualitative questions. Results Drawing from data provided by 17 caregivers, we found that 13 out of the 18 children we investigated experienced incontinence, and we identified five themes relating to the toilet training experience among caregivers: caregiver expertise, emotions, determining the leader, taking action, and evaluating progress. Conclusion In this exploratory study, we found the majority of 5- and 6-year-old children with additional needs who previously participated in a service for high-risk infants experienced incontinence. Our results also described the challenges caregivers experienced when toilet training this group of children. Findings from this study support further research into the barriers and facilitators of continence attainment for children with additional needs who were identified as a high-risk infant.
Isobel June Walker, Mascha Friderichs, Anna Urbanowicz
Background Dance-based physical activity is a multimodal intervention integrating motor, cognitive, emotional, and social components, and has been increasingly recognized for its potential to enhance cognitive function and mental health. However, evidence regarding its effectiveness across different age groups remains fragmented. This systematic review aimed to synthesize current evidence on the effects of dance-based interventions on cognitive and psychological health across different age groups. Methods This systematic review was conducted in accordance with PRISMA 2020 guidelines and registered in PROSPERO (CRD420261338912). Six electronic databases (PubMed, Web of Science Core Collection, Scopus, APA PsycINFO, Cochrane Central Register of Controlled Trials (CENTRAL), and SPORTDiscus) were systematically searched from database inception to 28 August 2026. Eligible studies included randomized controlled trials (RCTs) and controlled clinical trials (CCTs) that examined the effects of dance-based interventions on cognitive and/or psychological outcomes in participants of any age. Due to substantial heterogeneity in intervention types, outcome measures, and study designs, a narrative synthesis was performed. Results A total of 22 studies involving 1,645 participants aged 4 to 94 years were included. Favorable findings were reported for selected cognitive outcomes, including global cognition, memory, and attention, whereas findings for executive function were mixed. Some studies also reported favorable changes in depressive symptoms, anxiety, stress, emotional well-being, subjective well-being, and quality of life. However, these findings were not consistent across all studies or outcome measures, and differences in outcome measures and statistical reporting prevented reliable comparison of effect magnitude across studies. Several favorable findings were derived from studies judged to have a high, serious, or critical risk of bias. The evidence was predominantly derived from older adults, particularly those with cognitive impairment, whereas evidence involving children, adolescents, and younger or middle-aged adults remained limited and heterogeneous; therefore, definitive comparisons across age groups could not be made. Conclusion Current evidence suggests that dance-based physical activity may have favorable effects on selected cognitive and psychological outcomes, with the evidence most extensively derived from older adults, particularly those with cognitive impairment. However, methodological heterogeneity, small sample sizes, study-level risk of bias, and limited long-term follow-up restrict the strength of these conclusions. Evidence involving children, adolescents, and younger or middle-aged adults remains insufficient for meaningful comparisons across age groups. Further high-quality trials are needed to determine optimal intervention parameters and clarify the mechanisms underlying the potential cognitive and psychological effects of dance-based physical activity. Systematic review registration https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD420261338912 , CRD420261338912.
Current approaches for modeling discrete-valued outcomes associated with spatially-dependent areal units incur computational and theoretical challenges, especially in the Bayesian setting when full posterior inference is desired. As an alternative, we propose a novel statistical modeling framework for this data setting, namely a mixture of directed graphical models (MDGMs). The components of the mixture, directed graphical models, can be represented by directed acyclic graphs (DAGs) and are computationally quick to evaluate. The DAGs representing the mixture components are selected to correspond to an undirected graphical representation of an assumed spatial contiguity/dependence structure of the areal units, which underlies the specification of traditional modeling approaches for discrete spatial processes such as Markov random fields (MRFs). Notably, the MDGM is not proposed as an approximation to an MRF, but rather as an alternative that provides valid posterior inference while being computationally faster than exact MRF inference and more principled than the pseudo-likelihood approximation (aMRF) commonly used in practice. We introduce the concept of compatibility to show how an undirected graph can be used as a template for the dependencies between areal units to create sets of DAGs which, as a collection, preserve the dependencies represented in the template undirected graph. Lastly, we compare highlighted classes of MDGMs to MRFs and a popular Bayesian MRF model approximation used in high-dimensional settings in a series of simulations and an analysis of ecometrics data collected as part of the Adolescent Health and Development in Context Study.
At present, there is a serious lack of attention given by China to the systematic cultivation and early development of positive psychological qualities in students. Mental health education has focused more on identifying and counselling children’s mental health problems and intervening in serious mental illness; thus, teachers are also more likely to focus on the existing or potential psychological distress of their students. To some extent, this educational model fails to cover all aspects of mental health education because it is problem-focused. Based on the ideas of positive psychology, this paper examines the current situation of mental health education in primary schools and, according to its theoretical and practical value and significance, proposes some specific implementation strategies. It aims to improve the effectiveness of mental health education in primary schools and offer a reference for the implementation and development of such education for primary school students.
Abstract This study examines intergenerational learning within a community‐based art education (CBAE) summer programme serving multilingual BIPOC youth in Oakland, California. Using embedded ethnography, semi‐structured interviews and surveys, we investigated how high school youth and adult teaching artists co‐created public art installations for community spaces. Grounded in communities of practice, culturally sustaining pedagogy and constructionism, findings reveal three interconnected outcomes: first, youth developed technical artistic and professional workforce competencies through hands‐on mentorship; second, newcomer youth practised English organically through low‐stakes collaborative art‐making; and third, participants deepened civic engagement and cultural identity by connecting personal immigrant experiences to local place‐based histories. This learning flowed in both directions, disrupting traditional power dynamics as adult artists also deepened their facilitation, leadership and community‐engaged practices through working alongside youth. This study contributes to CBAE by demonstrating how reciprocal intergenerational public art‐making creates unique conditions that bring together skill development, language practice, civic engagement and workforce readiness within BIPOC communities.
Abstract Psychiatric residential treatment (RT) is one of the most restrictive levels of care for youth with severe emotional and behavioral challenges. Despite the complex needs of youth involved in RT, their perspectives remain underrepresented in research, limiting knowledge regarding approaches for engaging this population in research. This paper describes findings from the Families in Transition (FIT) Study, a randomized controlled trial that evaluated a group-based behavioral parent training program for parents of youth in RT. The current study was conceptually framed as a feasibility study of engaging youth in RT research. Data were collected from parents and youth at baseline, 6 weeks, and 6 months using measures of emotional and behavioral functioning, placement restrictiveness, and mental health symptoms. Feasibility was assessed through recruitment, enrollment, and retention, as well as barriers encountered during youth engagement. Although 64 parents enrolled in the parent study, only five youth enrolled in the youth component. Review of recruitment records and study notes identified multiple barriers to youth participation, including challenges associated with recruiting youth while residing in RT, parent apprehension regarding participation burden and emotional distress, and difficulties related to remote data collection. Procedural adaptations included prioritizing post-discharge recruitment, flexible scheduling, enhanced communication with parents, and implementation of extensive safety protocols. As a secondary exploratory objective, parent and youth responses on shared measures were compared descriptively. Although based on a small sample, parent and youth reports differed in their perceptions of emotional and behavioral concerns and placement restrictiveness. Findings highlight the challenges of engaging youth in RT in research and underscore the importance of collaboration, flexible procedures, and innovative approaches to incorporating youth voice in mental health research.
Sophie Berger, Susan M. Breitenstein, Nathan P. Helsabeck et al.
Abstract Studies of identity‐based discrimination among Chinese youth attending vocational schools and working in urban areas are scarce. To contribute to the global understanding, we adopted an explanatory sequential mixed‐methods design with 204 Chinese internal migrant youth (Aged 16–24, 68.1% male, M age = 20.17 years, SD = 1.57) to examine the associations between perceived discrimination and psychological adjustment, and the moderating roles of coping and perceived social support. In the first phase, participants completed self‐report measures, and in the second phase, we interviewed a subsample of 47 youth to contextualize our quantitative trends. Quantitative findings showed that perceived discrimination was negatively linked to self‐esteem and positively to depressive symptoms, whereas active‐approach coping and social support were positively related to self‐esteem and negatively with depressive symptoms. Expressive‐evading coping covaried positively with depressive symptoms. We also found that passive‐avoidant coping exacerbated the associations between discrimination and depressive symptoms. The roles of active coping and social support in relation to self‐esteem varied by age. Qualitative data showed that migration status, rural origin, and regional dialects were the most cited reasons for experiencing discrimination, occurring most frequently in immediate neighborhoods and schools by locals and classmates. Most youth turned to close friends for emotional support, rather than parents, teachers, or classmates. Many would ignore or distract themselves from the experiences, and sometimes would actively cope with the stress. Both quantitative and qualitative findings reveal the unique challenges Chinese migrant youth encounter and distinct pathways of resilience in adapting to urban settings.
Permanent-tooth impaction during the mixed dentition is time-sensitive because eruption potential, root formation, arch space, and relationships with adjacent structures change during growth.This comprehensive narrative review evaluated evidence concerning pediatric diagnosis, interception, surgical exposure, orthodontic traction, treatment failure, and post-treatment outcomes.PubMed/MEDLINE, Embase, Scopus, and Web of Science were searched from inception through August 2026, with supplementary targeted searching.Diagnosis should integrate eruption symmetry and progression, space conditions, tooth-specific warning signs, and clinically directed imaging.Barrier removal and space provision may permit spontaneous eruption in favorable immature teeth, whereas primary-canine extraction may benefit selected palatal displacements but is not uniformly predictive.When definitive treatment is required, surgical access and orthodontic mechanics should be designed together.Evidence does not establish a universally superior exposure technique; tissue management, attachment placement, traction direction, and anchorage should follow anatomy and the intended eruption pathway.A defined path, usable space, stable anchorage, and staged movement away from vulnerable structures are more defensible than prescribing a named appliance or universal force threshold.Although alignment is often achievable in selected cases, periodontal, pulpal, root, esthetic, and stability outcomes remain relevant, together with repeat exposure, ankylosis, and adjacent-tooth injury.The literature is predominantly retrospective, concentrated on maxillary canines, and heterogeneous in definitions, protocols, and follow-up.The clinically responsible objective is not preservation of the impacted tooth at any cost, but selection of the strategy most likely to provide the growing child with a healthy periodontium, maintainable occlusion, and acceptable long-term restorative options.
Rama Almutlaq, Majid A AlHarthi, Faisal Albahkali et al.
