Child Care Health and Development最新文献

{"title":"Feeling Good With My Family and Teachers: The Interaction Effects of Family and Teacher-Student Relationships on Self-Esteem and School Satisfaction Among Vulnerable Children in Rural China.","authors":"Shiying Li, Shiqi Cheng, Rui Yuan","doi":"10.1111/cch.70257","DOIUrl":"https://doi.org/10.1111/cch.70257","url":null,"abstract":"<p><strong>Background: </strong>Due to the high HIV/AIDS epidemic and economic underdevelopment in Liangshan Yi Ethnic Minority Autonomous Prefecture located in Southwest China, numerous Yi children become AIDS orphans who lost one or both parents to AIDS-related causes, and quite a few become left-behind children as a result of parental migration for work. The purpose of the present study was to investigate how family and teacher-student relationships interactively influence the self-esteem and school satisfaction of orphans and left-behind children in rural China.</p><p><strong>Methods: </strong>A cross-sectional survey with 2553 students from four junior high schools was recruited, including 590 single orphans (who have lost only one parent), 106 double orphans (who have lost both parents), 588 left-behind children and 1269 other children as a reference group.</p><p><strong>Results: </strong>Compared with other children, left-behind children were less satisfied with both family and teacher-student relationships, as well as showed lower levels of self-esteem and school satisfaction. Orphans reported lower family relationship satisfaction but higher teacher-student relationship satisfaction and school satisfaction, compared with left-behind children. Self-esteem played a mediating role between family relationship satisfaction and school satisfaction for other children, left-behind children and single orphans, but not for double orphans. A booster effect on self-esteem-where school resources reinforced home resources-was observed among double orphans. Among other children, a similar booster effect was present, along with a compensatory pattern in which support from one setting offset insufficiency in the other. Notably, this compensation effect on school satisfaction between family and teacher-student relationships was observed only in other children.</p><p><strong>Conclusions: </strong>Vulnerable children who had experienced parental absence or bereavement generally reported poorer family relationships. Notably, compared with orphans, left-behind children showed lower levels of self-esteem and were less satisfied with their teachers and schools. The analysis further revealed distinct patterns across these groups regarding how family and teacher-student relationships interactively shape self-esteem and school satisfaction.</p>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":"e70257"},"PeriodicalIF":2.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147464320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revisiting Home Environment in the Digital Age: Empirical Comparison of FCI Subscales With Screen Use in Rural China.","authors":"Yun Shen, Lei Wang, Hanwen Zhang, Philip Meng, Victoria Tang, Scott Rozelle, Shuangshuang Zheng, Bingquan Zhu, Jie Shao","doi":"10.1111/cch.70262","DOIUrl":"https://doi.org/10.1111/cch.70262","url":null,"abstract":"<p><strong>Background: </strong>Early childhood development (ECD) is critical for lifelong outcomes, especially in low- and middle-income countries. The home environment plays a vital role, with high-quality caregiving practices such as reading, storytelling and interactive play strongly linked to developmental outcomes. The family care indicator (FCI) scale, although widely used to assess caregiving quality, may be outdated due to shifts from traditional print materials to digital media in recent years. This study explores how home environment components, especially reading materials and screen usage, affect ECD in rural China and why the FCI may need to be revised in the near future.</p><p><strong>Methods: </strong>Data were collected from 581 children aged 6-24 months in rural Zhejiang Province in 2024. Child development outcomes were measured using the Bayley Scales of Infant Development, Third Edition, and the home environment was assessed via the FCI, supplemented by questions on caregiver and child screen use and caregivers' self-efficacy in accessing online parenting resources.</p><p><strong>Results: </strong>Results show that 40% of children exhibited cognitive delays and 42% language delays, whereas 74% of households lacked magazines or newspapers, and nearly half of caregivers never read books at home. Children were exposed to screens for an average of 22 min per day (SD = 45). The FCI reading material subscale was not significantly associated with developmental outcomes, but when caregivers used educational screen content together with their children, it was positively associated with language development (p < 0.05) and cognitive development (p < 0.10). Caregivers' own screen use for parenting knowledge showed no significant association, likely due to low self-efficacy in navigating online resources.</p><p><strong>Conclusion: </strong>Traditional FCI items on books and newspapers have limited predictive value, whereas educationally oriented screen use appears beneficial, suggesting the FCI should be updated to reflect evolving caregiving practices in the digital age.</p>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":"e70262"},"PeriodicalIF":2.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147500794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Food Insecurity in Children: Impact on Diet Quality and Academic Achievement.","authors":"Asli Hilal Guzelap, Aysun Yuksel","doi":"10.1111/cch.70251","DOIUrl":"https://doi.org/10.1111/cch.70251","url":null,"abstract":"<p><strong>Background: </strong>Food insecurity can affect children's diet quality and academic achievement. This study was conducted to determine children's experiences of food insecurity and to examine its impact on diet quality and academic achievement in a public secondary school.</p><p><strong>Method: </strong>The study was conducted from October 2023 to February 2024 with 168 volunteer children. Descriptive information, food consumption frequency and retrospective 24-h food consumption records of the children were obtained by the investigator. Anthropometric measurements (height, weight, waist and mid-upper-arm circumference) were also recorded. The children were asked to complete the Child Food Insecurity Experiences Scale. Their end-of-semester grades were obtained from the school principal. Diet quality was determined according to the Healthy Eating Index (HIE-20). IBM SPSS Statistics 22 was used for data analysis and the significance level was set at p < 0.05.</p><p><strong>Results: </strong>At the end of the study, 76% of the children were found to experience food insecurity. No child had good diet quality according to the HEI-20 score. Saturated fat consumption was higher among children experiencing food insecurity than among those with no experiences of food insecurity (p = 0.042). Among the girls, intake of added sugars was significantly higher in those experiencing food insecurity. The mean mathematics and science scores and end-of-semester grades of children experiencing food insecurity were significantly lower than those of children with no experiences of food insecurity (p = 0.005, p = 0.0013, p = 0.007, respectively). An increase of 1 point in the food insecurity score caused a decrease of 1.877 points in mathematics, 1.094 points in science, 1.373 points in social sciences and 0.918 points in the final grade (p < 0.05).</p><p><strong>Conclusion: </strong>Increasing children's access to healthy diets is critical to support their academic success. Therefore, school feeding programmes need to be improved and policies and interventions to reduce food insecurity need to be implemented.</p>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":"e70251"},"PeriodicalIF":2.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations Between Child Labour, Child Discipline and Psychosocial Functioning of Children and Adolescents in Laos.","authors":"Thao Thanh Thi Nguyen, Huyen-Trang Luu-Thi, Dat Tan Nguyen, Nhan Hong Pham, Karl Peltzer","doi":"10.1111/cch.70260","DOIUrl":"https://doi.org/10.1111/cch.70260","url":null,"abstract":"<p><strong>Introduction: </strong>Although the increased risks of child labour and parental discipline on children's psychosocial functioning are well-documented in various settings, there is a paucity of data addressing these associations in Laos. This research aims to investigate the prevalence of child labour and parental discipline and their potential associations with psychosocial difficulties among children and adolescents aged 5-14 years.</p><p><strong>Methods: </strong>This study employed data from the 2023 Laos Multiple Indicator Cluster Survey (MICS), a nationally representative cross-sectional dataset. Multivariable binary logistic regression analyses were conducted to examine the associations between child labour, child discipline and different categories of psychosocial functioning difficulties. Adjusted odds ratios were estimated controlling for potential confounders, including children's age, mother's education, sex, residential area, wealth index and ethnicity.</p><p><strong>Results: </strong>A considerable proportion of children and adolescents experienced disciplinary practices, with 73.8% exposed to nonviolent forms and 65.6% to violent disciplinary methods. Overall, 15.8% of children were identified as having at least one psychosocial functioning difficulty. Engagement in child labour was significantly associated with five out of 10 psychosocial difficulties (aORs: 1.28-3.75; 95% CIs: 1.05-5.26; p-values < 0.02). Non-violent discipline was significantly associated with seven out of 10 psychosocial functioning difficulties (aORs: 1.72-2.68; 95% CIs: 1.03-4.30; p-values < 0.02). Additionally, exposure to psychological aggression was significantly associated with impairments in seven out of 10 psychosocial domains (aORs: 1.49-2.16; 95% CIs: 1.11-3.06; p-values < 0.02). Moderate physical aggression was significantly associated with four out of 10 psychosocial difficulties (aORs: 1.49-1.83; 95% CIs: 1.12-2.81; p-values < 0.01), while severe physical punishment was significantly associated with severity in four out of 10 domains (aORs: 1.48-1.59; 95% CIs: 1.02-2.29; p-values < 0.02).</p><p><strong>Conclusions: </strong>The findings highlight strong associations between exposure to psychological and physical disciplinary practices, as well as child labour, and a wide range of psychosocial functioning difficulties among children and adolescents. These results underscore the urgent need for interventions aimed at reducing harmful disciplinary practices and child labour to support children's well-being.</p>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":"e70260"},"PeriodicalIF":2.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147482462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is the Health Security of Children Assured in Nigerian Schools? Assessment of Urban Schools' Responses to the Health Needs of Schoolchildren","authors":"Ifunanya Clara Agu,&nbsp;Prince Agwu,&nbsp;Chinelo Obi,&nbsp;Charles Orjiakor,&nbsp;Chinyere Mbachu,&nbsp;Eleanor Hutchinson,&nbsp;Adaeze Oreh,&nbsp;Uzoma Okoye,&nbsp;Obinna Onwujekwe","doi":"10.1111/cch.70247","DOIUrl":"10.1111/cch.70247","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The World Health Organisation's (WHO) vision for Health Promoting Schools aims to create environments that are healthy and safe for both education and the wellbeing of schoolchildren. However, in Nigeria, the realisation of this vision is debatable, given the country's notably poor child health statistics. We undertook this research to assess the readiness of schools in responding to the health needs of schoolchildren in alignment with the WHO's vision of making schools health-promoting.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A mixed-method cross-sectional study was conducted in two selected urban areas in Nigeria. The study compared a well-off urban area (formal settlement) with an urban slum (informal settlement). Data were collected through interviewer-administered questionnaires from 408 schoolchildren and 156 teachers across 20 schools. Furthermore, focus group discussions and in-depth interviews involved caregivers, policymakers, teachers, and students. Qualitative data were analysed using thematic analysis, while quantitative data were examined using descriptive statistics and multilevel logistic regression.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Consistent with the qualitative data, the quantitative aspect of the study found that 71.6% of schoolchildren and 69.9% of teachers reported a lack of qualified healthcare personnel in their schools. Additionally, 13.5% of schoolchildren and 22.4% of teachers said that ill students were usually referred or taken to health centres. A total of 43.9% of schoolchildren and 52.6% of teachers reported that first aid services were routine in their schools. Multivariate logistic regression revealed that, compared to students in formal settlements, those in informal settlements were five times more likely to be sent home when sick (OR 4.976, 95% CI 2.41–10.24, &lt;i&gt;p&lt;/i&gt; &lt; 0.001). The analysis also found that children in public schools were eight times more likely to be sent home when ill than those in private schools (OR 8.112, 95% CI 3.97–16.589, &lt;i&gt;p&lt;/i&gt; &lt; 0.001).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;These findings from both qualitative and quantitative methods confirm the low prioritisation of health services in schools and contrast with the WHO's health-promoting school vision and existing policies on school health and children's health rights in Nigeria. They highlight threats to schoolchildren's health security and call for urgent responses, including the revitalisation of school health frameworks and the enforcement of a combination of school-based and school-linked health services.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 ","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-Cultural Adaptation and Validation of the Yonsei-Social Play Evaluation Tool (Y-SPET) for Preschool Children in the United States: A Delphi Study","authors":"Sarah Kim,&nbsp;Rachelle Lydell,&nbsp;Sanghee Yoo,&nbsp;Sarah Tucker,&nbsp;Claudia Hilton,&nbsp;Ickpyo Hong","doi":"10.1111/cch.70246","DOIUrl":"10.1111/cch.70246","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study evaluated the content validity and cultural and linguistic equivalence of the Yonsei-Social Play Evaluation Tool (Y-SPET), a Korean-developed social play assessment, for preschool children in the United States. Unlike existing tools that rely on teacher reports or broad observations, the Y-SPET is a caregiver-rated tool that captures the nuances and qualitative aspects of Cooperative and Associative play, providing a more systematic approach to assessing peer-based social play.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using a two-round Delphi design, 20 experts in occupational therapy, speech–language therapy and early childhood education evaluated the Y-SPET items for linguistic and cultural appropriateness. All experts had lived in the United States for over 25 years and had extensive experience in child development. Informed consent was obtained via email from all participants prior to data collection.</p>\u0000 \u0000 <p>The Delphi procedure was conducted in two rounds with an expert panel. In Round 1 (<i>n</i> = 20), 36 items were evaluated on a 4-point Likert scale and analysed using content validity ratio (CVR), convergence, consensus and stability; six items were revised. In Round 2, experts re-evaluated the revised items (linguistic adequacy, <i>n</i> = 16; cultural adequacy, <i>n</i> = 14), and analyses of mean, standard deviation and CVR supported finalization of the 36-item English version of the Y-SPET (Y-SPET-E) in terms of content validity and linguistic and cultural appropriateness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In Round 1, 20 experts evaluated the tool and found that 30 items met the cutoff criteria for content validity (CVR ≥ 0.50), convergence, consensus and stability, whereas six items did not. In Round 2, 16 experts assessed the six revised items, after which all 36 items achieved acceptable CVR values for all items (0.63–1.00), stability (CV ≤ 0.50) and strong consensus (DoCs ≥ 0.75), with mean ratings between 3.56 and 4.00.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provided evidence of the linguistic and cultural appropriateness of the Y-SPET-E for US preschool children through a Delphi consensus process. These results contribute to the objective of providing validated assessments for advancing evidence-based occupational therapy practice, particularly in school settings, with potential impact on both policy and research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146215103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Quality of the Home Environment During the First 2 Years of Life and Cognitive Development in Early Childhood: A Study of Thai Agricultural Families","authors":"Pimjuta Nimmapirat,&nbsp;Panrapee Suttiwan,&nbsp;Wathoosiri Promduang,&nbsp;Supattra Sittiwang,&nbsp;Tippawan Prapamontol,&nbsp;Warangkana Naksen,&nbsp;Parinya Panuwet,&nbsp;Dana Boyd Barr,&nbsp;Pamela Ohman-Strickland,&nbsp;Nancy Fiedler,&nbsp;For the SAWASDEE Birth Cohort Investigative Team","doi":"10.1111/cch.70245","DOIUrl":"10.1111/cch.70245","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research globally has highlighted the crucial role of the early-life home environment in shaping children's long-term development. We examined changes in the quality of the home environment during infancy and its associations with child cognitive development at age 3, focusing on Thai children from socioeconomically disadvantaged families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two-hundred and eighty mother–child dyads from a Thai birth cohort completed home visits in which demographic data were collected and the IT-HOME interview completed when the child was 1 and 2 years old. The Bayley-III cognitive scale was administered at 3 years old.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our regression analysis revealed significant associations between the quality of the home environment at 2 years (<i>B</i> = 0.30, SE = 0.14, <i>p</i> = 0.028, 95% CI: [0.03, 0.56]), but not 1 year (<i>B</i> = 0.11, SE = 0.11, <i>p</i> = 0.279, 95% CI: [−0.09, 0.32]), and cognitive development at 3 years. Furthermore, positive changes in the quality of the home environment from 1 to 2 years were significantly associated with better cognitive development (<i>B</i> = 0.30, SE = 0.14, <i>p</i> = 0.028, 95% CI: [0.03, 0.56]).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our results underscore the importance of both the immediate quality of the home environment and its improvements over time. We suggest that future studies expand to include more diverse demographic backgrounds within Thai culture and across different cultures, collect data over a longer period to capture associations at older ages, and develop targeted interventions to further understand and improve child cognitive development through an optimal home environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146215050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinician Perceptions Around Management of Sleep Problems in Children With Neurodisability","authors":"Kasey Fullwood,&nbsp;Kate O'Donohue,&nbsp;Anne Bernard,&nbsp;Grace Langdon,&nbsp;Moya Vandeleur,&nbsp;Karen Waters,&nbsp;Jasneek Chawla","doi":"10.1111/cch.70244","DOIUrl":"10.1111/cch.70244","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Children with neurodisability (ND) experience higher rates of sleep disorders when compared to typically developing children. Children with ND frequently receive care from multiple medical services; sleep problems are commonly mentioned by caregivers and encountered by clinicians across various disciplines. However, the perspectives of these clinicians on managing sleep in this cohort of children are not widely understood. This study aimed to explore how clinicians from diverse paediatric fields perceive their role in the assessment and management of sleep disorders in children with ND.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A cross-sectional survey involving clinicians across multiple specialty disciplines (excluding sleep medicine) from three tertiary paediatric hospitals in Australia was conducted. The survey included multiple choice questions, free text responses and case studies. Data analysis included quantitative (descriptive) statistics and thematic analysis of free text responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Ninety-five clinicians participated. Of these, 80% of clinicians (<i>n</i> = 77) identified sleep as a significant issue in this population, with sleep problems regularly raised by families within routine consults. Clinicians reported predominantly (70%) relying on informal methods to screen for sleep, with limited use of validated screening tools. Confidence in managing sleep varied across specialties and sleep disorder presentations, with medical specialists generally confident across all sleep presentations. Clinicians reported offering treatment advice to families, while simultaneously reporting limited training and confidence. A lack of training, unclear referral pathways and time constraints were described as barriers for management.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Non-sleep specialised clinicians describe challenges when managing sleep in children with neurodisability. Findings support the development of national clinical guidelines to provide a more consistent approach to sleep management.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12903188/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Violence Against Women, Mother–Infant Bond and Child Behaviour: An Exploratory Path Analysis at IVAPSA Cohort","authors":"Viviane Costa de Souza Buriol,&nbsp;Marina Nunes,&nbsp;Ariela Raissa Lima-Costa,&nbsp;Marcelo Zubaran Goldani,&nbsp;Juliana Rombaldi Bernardi,&nbsp;Denise Ruschel Bandeira,&nbsp;Clécio Homrich da Silva","doi":"10.1111/cch.70234","DOIUrl":"10.1111/cch.70234","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Violence experienced by women has serious consequences for maternal and child health, generating short- and long-term damage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The aim of this study was to evaluate the relation between violence experienced by women and the mother–child bond in the first 6 months after childbirth and on the child's mental health at preschool age, mediated by stress, postpartum depression (PPD), breastfeeding and infant sleep. Participants were recruited from three public hospitals in the city of Porto Alegre (Southern Brazil).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study is part of a larger research project with the objective to assess the reflex of different intrauterine environments on the child's health. Five mother–child pair assessment interviews were carried out in order to identify the interrelation between violence and mother–child bond and the influence of this bond on preschool children's mental health, mediated by stress, PPD, breastfeeding and infant sleep, tested using a path analysis model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>From the 295 mother–child pairs analysed, 48.8% of the women experienced violence in their lives and 15.9% during their pregnancy. There was a statistically significant association among violence, stress, PPD, mother–child bond and externalization problems for preschoolers. Violence is correlated with the mother's stress, which is directly linked to the PPD, and thus, indirectly, to the mother–child bond.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study found that the violence experienced by women before and during pregnancy interferes negatively both in the mother's health and in the mother–child bond, and the weakened mother–child bond can positively explain the externalization problems for preschoolers. Early prevention and identification of the occurrence of violence against women could avoid negative outcomes for the mother–child bond and behavioural problems for preschool-aged children, as well as in their future life.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12903190/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transitioning to a Flexible, Tiered, Developmentally Informed Same-Day Screening Model for Preschoolers in Low-Resource Settings","authors":"Robyn Smith,&nbsp;Elizabeth M. Jordaan,&nbsp;Dorothy C. Russell,&nbsp;Monique de Milander,&nbsp;Marlie van Rooyen,&nbsp;Xany Jansen van Vuuren,&nbsp;Minette Devenier,&nbsp;Carmen Bonafede,&nbsp;Marshe Louw,&nbsp;Annelize Kruger,&nbsp;Innocentia Sivhugwana,&nbsp;Thembi Nkomo,&nbsp;Minzke van der Merwe","doi":"10.1111/cch.70242","DOIUrl":"10.1111/cch.70242","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The preschool years (ages 3–5) represent a critical window for promoting development and lifelong health. However, in many low-resource settings, developmental delays, sensory impairments and emerging health risks often go undetected. Although early, integrated screening improves outcomes, early childhood care and education (ECCE) platforms in low- and middle-income countries (LMICs) are underutilized for delivering preventive services. Implementation is hindered by limited resources, poor intersectoral coordination, logistical constraints and low caregiver engagement. This study describes the iterative refinement of an initial screening protocol into a proposed flexible, tiered screening model, embedded within a guiding framework tailored to ECCE settings in LMICs.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;An observational, descriptive study was conducted in low-resource urban, peri-urban and rural communities in a central South African province to collect baseline data on preschoolers' development, sensory functioning (vision and hearing), nutrition and health (including blood pressure). The initial multi-indicator protocol was implemented and refined using a Participatory Action Learning and Action Research (PALAR) approach. Feedback from caregivers, ECCE facilitators, interpreters, student fieldworkers and healthcare professionals guided adaptations.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Stakeholders identified key barriers, including fragmented caregiver–child scheduling, long assessment sessions, limited interpreter resources, caregiver disengagement and difficulty engaging children with developmental and behavioural challenges. In response, a proposed model was developed to consolidate visits, reduce session duration, enhance interpreter support and streamline screening tools. The flexible, tiered structure of this proposed model allows assessors to tailor screening based on observed functional capacity, improving feasibility, accuracy and cultural responsiveness. It supports scalable application across similar low-resource ECCE contexts.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This developmentally informed, proposed screening model, operating within a flexible framework, offers a context-sensitive, scalable approach to improving early identification and referral in LMIC ECCE settings. Its adaptable structure supports broader implementation, enhances alignment with children's developmental needs and informs future policy and integrated service planning.&lt;/p&gt;\u0000 &lt;/sectio","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.70242","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}