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0000-0002-1258-3210
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University of Wollongong
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Education Systems | Early Childhood Education (excl. Māori) | Early childhood education | Communication Technology and Digital Media Studies | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Educational psychology | Community Child Health | Child and adolescent development | Educational Technology and Computing | Education systems | Educational Psychology | Developmental Psychology and Ageing | Computer-Human Interaction
Learner Development | Learner and Learning Achievement | Learner and Learning Processes | Pedagogy | Teacher and Instructor Development | Child Health | Expanding Knowledge in Technology |
Publisher: Frontiers Media SA
Date: 17-03-2015
Publisher: Frontiers Media SA
Date: 27-10-2021
DOI: 10.3389/FPSYG.2021.733328
Abstract: Despite a tendency to study executive function (EF) and self-regulation (SR) separately, parallel lines of research suggest considerable overlap between the two abilities. Specifically, both show similar developmental trajectories (i.e., develop rapidly in the early years), predict a broad range of overlapping outcomes across the lifespan (e.g., academic success, mental and physical health, and social competence), and have overlapping neural substrates (e.g., prefrontal cortex). While theoretical frameworks erge in how they reconcile EF and SR – ranging from treating the two as functionally synonymous, to viewing them as related yet distinct abilities – there is no consensus and limited empirical evidence on the nature of their relationship and how this extends developmentally. The current study examined bi-directional longitudinal associations between early EF and SR, and their longitudinal associations with subsequent early academic skills, in a s le of 199 3- to 5-year-old pre-school children. The adopted measures permitted EF and SR to be modelled as composite indices for these analyses, thereby decreasing task-specific components of these associations. Early academic skills were captured by a standardized direct assessment. Bi-directional associations between EF and SR were found, with both accounting for unique variance in early academic skills 7 and 19months later. The current results provide important evidence to distinguish between EF and SR abilities, yet also for their reciprocal influence in situ and across early development.
Publisher: Wiley
Date: 04-2022
DOI: 10.1002/ECE3.8796
Abstract: Prolonged drought due to climate change has negatively impacted hibians in southern California, U.S.A. Due to the severity and length of the current drought, agencies and researchers had growing concern for the persistence of the arroyo toad ( Anaxyrus californicus ), an endangered endemic hibian in this region. Range‐wide surveys for this species had not been conducted for at least 20 years. In 2017–2020, we conducted collaborative surveys for arroyo toads at historical locations. We surveyed 88 of the 115 total sites having historical records and confirmed that the arroyo toad is currently extant in at least 61 of 88 sites and 20 of 25 historically occupied watersheds. We did not detect toads at almost a third of the surveyed sites but did detect toads at 18 of 19 specific sites delineated in the 1999 Recovery Plan to meet one of four downlisting criteria. Arroyo toads are estimated to live 7–8 years, making populations susceptible to prolonged drought. Drought is estimated to increase in frequency and duration with climate change. Mitigation strategies for drought impacts, invasive aquatic species, altered flow regimes, and other anthropogenic effects could be the most beneficial strategies for toad conservation and may also provide simultaneous benefits to several other native species that share the same habitat.
Publisher: Springer Science and Business Media LLC
Date: 10-10-2022
DOI: 10.1007/S10610-022-09531-9
Abstract: In iduals who engage in problematic behaviours within Australian night-time entertainment precincts can be banned from entering certain locations. Bans are expected to deter recipients and the wider community from further inappropriate behaviours. The collective effect is intended to reduce crime and increase safety within entertainment precincts. This study examined public awareness and understanding of two patron banning mechanisms (police barring notices and prohibition orders) used across Western Australia (WA). An anonymous survey was completed by 1018 respondents, and interviews were conducted with 54 stakeholders. Survey participants had limited awareness of patron banning: 75% had not heard of police barring notices 87% had not heard of prohibition orders. Knowledge was higher for in iduals directly associated with a ban recipient. Stakeholders also perceived a low level of community awareness and understanding of patron banning. Patron banning may have some merit as a specific deterrent for recipients but, in WA, the lack of public knowledge means that the banning provisions may currently have limited effect as a general deterrent. Public awareness should be increased in order to optimise the direct and consequential effects of patron banning policy.
Publisher: Elsevier BV
Date: 07-2014
Publisher: Springer Science and Business Media LLC
Date: 09-11-2016
Publisher: Wiley
Date: 06-08-2019
DOI: 10.1111/CCH.12714
Abstract: The aim of this study was to assess the feasibility and acceptability of a home-based intervention-Amagugu Asakhula-to promote nurturing interactions and healthy behaviours with the caregivers of preschool children. Amagugu Asakhula means "treasures that are still growing" and focuses on children's cognitive development, physical activity, screen time, diet and sleep while also promoting the caregiver-child relationship. This study took place in a low-income setting in Cape Town, South Africa. The 6-week intervention was implemented by community health workers (CHWs) with 20 caregivers of preschool children. CHWs provided written feedback on intervention sessions, and two focus groups were conducted, one with the CHWs involved (n = 4) and another with caregivers (n = 6), to obtain their feedback on the intervention and its implementation. Data were collated according to themes relating to implementation. In this pilot study, training and recruitment proved feasible and were facilitated by partnership with a community-based organization. The intervention was generally implemented as intended, in terms of dose and delivery. Family support and active engagement of caregivers' preschool children in intervention activities were reported by CHWs and caregivers, and CHWs also reported mostly positive interactions with caregivers. CHWs and caregivers perceived the intervention to have benefits relating to the following: caregivers' awareness and knowledge of health behaviours, awareness of their role, changes in behaviours, and connection between the caregiver and child. The only change to the intervention suggested was the inclusion of some group sessions to promote support amongst intervention participants and sustain engagement in the intervention. The findings of this pilot study indicate that Amagugu Asakhula was both feasible and acceptable with caregivers of preschool children in a low-income urban setting. Further research is needed to assess the extent to which this intervention has an objective and measurable effect on intended outcomes.
Publisher: SAGE Publications
Date: 11-05-2023
DOI: 10.1177/18369391231175524
Abstract: This study aimed to examine associations between gross motor skills and executive functions (EF) in a large s le of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition ( p 0.05). Total skill competence was associated with shifting and locomotor skills were significantly associated with self-regulation ( p 0.05). Static balance was significantly associated with inhibition and shifting ( p 0.05). In boys, an association between object control skills and visual spatial working memory was observed. In girls, an association between static balance and visual spatial working memory, phonological working memory, and shifting was observed. The identification of significant associations between gross motor skills and different EFs is an important contribution to the growing evidence on the relationship between motor skills and EFs in early childhood.
Publisher: Elsevier BV
Date: 2018
Publisher: Informa UK Limited
Date: 08-07-2016
Publisher: Elsevier BV
Date: 12-2022
DOI: 10.1016/J.CHIABU.2022.105944
Abstract: Biological and psychosocial stressors that have been associated with income include family dynamics such as household chaos, family conflict, maternal depression, harsh parenting, lower parental responsiveness, and exposure to violence. Research from high income countries has shown that exposure to violence may have detrimental effects on children's self-regulation, with possible flow-on implications for broad later-life outcomes, but less is known about such links in low- and- middle income countries, where many children live in violent communities and households and where physical punishment remains the norm. This study aimed to investigate exposure to violence, in addition to coercive parenting, and its associations with self-regulation among 243 3- to 5-year-olds (M = 4.7 ± 0.6 51.9 % female) from low-income settings in Cape Town and who were not attending Early Childhood Care and Education (ECCE). Results showed that self-regulation was not associated with child exposure to community violence, but it was positively associated with coercive parenting (β = 0.17 p = 0.03). The null concurrent associations between exposure to violence and self-regulation suggest the need for additional research aimed at understanding later potential developmental sequelae. It is important that findings regarding coercive parenting are contextualised within local social norms around parenting styles, as well as the influence of living in dangerous communities on parenting practices.
Publisher: Springer Science and Business Media LLC
Date: 23-06-2022
Publisher: Springer Science and Business Media LLC
Date: 03-2023
DOI: 10.1007/S10648-023-09740-6
Abstract: This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. s le size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.
Publisher: Springer Science and Business Media LLC
Date: 29-08-2017
DOI: 10.1038/S41539-017-0010-9
Abstract: Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency.
Publisher: Springer Science and Business Media LLC
Date: 18-05-2020
DOI: 10.1186/S12887-020-02133-6
Abstract: Growth in early self-regulation skills has been linked to positive health, wellbeing, and achievement trajectories across the lifespan. While in idual studies have documented specific influences on self-regulation competencies in early childhood, few have modelled a comprehensive range of predictors of self-regulation change across health, development, and environment simultaneously. This study aimed to examine the concurrent associations among a range of proximal and distal influences on change in children’s self-regulation skills over 2 years from age 4–5 years. Data from the Longitudinal Study of Australian Children ( N = 4983) were used in a structural equation model, predicting a multi-source composite measure of self-regulation at each of 4–5 years and 6–7 years. By controlling for earlier self-regulation and covariates, the model examined the relative contributions of a comprehensive range of variables to self-regulation change including health, development, educational, home environment, time-use, and neighbourhood characteristics. The significant predictors of children’s self-regulation growth across 4 to 7 years were fewer behavioural sleep problems, higher gross motor and pre-academic skills, lower levels of maternal and paternal angry parenting, and lower levels of financial hardship. There were also marginal effects for high-quality home learning environments and child-educator relationships. Findings suggest that if we are to successfully foster children’s self-regulation skills, interventionists would do well to operate not only on children’s current capacities but also key aspects of their surrounding context.
Publisher: Center for Open Science
Date: 18-01-2022
Abstract: South Africa is a erse country characterised by stark inequalities that undermine early childhood development (ECD). Caregivers of young children play a critical role in providing nurturing care to mitigate against risks to ECD. The aim of this qualitative study was to explore caregivers’ perceptions of factors influencing ECD in a low-income, urban South African setting, from a social ecological perspective. In idual interviews were conducted with 15 caregivers of 3-5-year-old children from three low-income communities in Cape Town, and a reflexive thematic analysis approach was adopted. In the family and home context, caregivers spoke about their role in developing, nurturing, providing, protecting, and disciplining their children. Risks in this context included low socioeconomic status, dysfunctional relationships, and caregiver mental health resources related to early learning and social support. In the preschool / school context, caregivers discussed the value of early learning, and priorities for selecting early childhood care and education settings. In the community context, risks included violence and crime, whereas resources mentioned were social support, community programmes, and infrastructure. Caregivers also shared perceptions of the community’s role in their child’s development. These findings should be considered in light of the structural violence experienced in low-income settings in South Africa in order to holistically address risks and lify protective factors for promoting ECD and the provision of nurturing care in these settings.
Publisher: Frontiers Media SA
Date: 04-01-2023
DOI: 10.3389/FPSYG.2022.1092284
Abstract: Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.
Publisher: AOSIS
Date: 25-08-2023
Abstract: Background: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association.Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a s le of preschool children (N = 124 Mage = 50.91 months 45% female).Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation.Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox.Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant.Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings.Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school.
Publisher: Springer Science and Business Media LLC
Date: 12-2016
Publisher: Springer Science and Business Media LLC
Date: 25-08-2022
Publisher: Wiley
Date: 05-2023
DOI: 10.1111/DESC.13407
Abstract: Executive functions (EFs) in early childhood are predictors of later developmental outcomes and school readiness. Much of the research on EFs and their psychosocial correlates has been conducted in high‐income, minority world countries, which represent a small and biased portion of children globally. The aim of this study is to examine EFs among children aged 3–5 years in two African countries, South Africa (SA) and The Gambia (GM), and to explore shared and distinct predictors of EFs in these settings. The SA s le ( N = 243, 51.9% female) was recruited from low‐income communities within the Cape Town Metropolitan area. In GM, participants ( N = 171, 49.7% female) were recruited from the rural West Kiang region. EFs, working memory (WM), inhibitory control (IC) and cognitive flexibility (CF), were measured using tablet‐based tasks. Associations between EF task performance and indicators of socioeconomic status (household assets, caregiver education) and family enrichment factors (enrichment activities, ersity of caregivers) were assessed. Participants in SA scored higher on all EF tasks, but children in both sites predominantly scored within the expected range for their age. There were no associations between EFs and household or familial variables in SA, except for a trend‐level association between caregiver education and CF. Patterns were similar in GM, where there was a trend‐level association between WM and enrichment activities but no other relationships. We challenge the postulation that children in low‐income settings have poorer EFs, simply due to lower socioeconomic status, but highlight the need to identify predictors of EFs in erse, global settings. Assessed Executive Functioning (EF) skills and their psychosocial predictors among pre‐school aged children (aged 3–5 years) in two African settings (The Gambia and South Africa). On average, children within each setting performed within the expected range for their age, although children in South Africa had higher scores across tasks. There was little evidence of any association between socioeconomic variables and EFs in either site. Enrichment activities were marginally associated with better working memory in The Gambia, and caregiver education with cognitive flexibility in South Africa, both associations were trend‐level significance.
Publisher: Wiley
Date: 30-11-2017
DOI: 10.1111/BJEP.12138
Abstract: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. The current study investigated the extent to which domain-general processes - working memory (WM) and non-verbal reasoning - contribute to students' standardized test performance and the pathway(s) through which they exert this influence. Participants were 91 Grade 2 students recruited from five regional and metropolitan primary schools in Australia. Participants completed measures of WM and non-verbal reasoning, as well as literacy and numeracy subtests of a national standardized educational assessment. Path analysis of Rasch-derived ability estimates and residuals with domain-general cognitive abilities indicated: (1) a consistent indirect pathway from WM to literacy and numeracy ability, through non-verbal reasoning (2) direct paths from phonological WM and literacy ability to numeracy ability estimates and (3) a direct path from WM to spelling test residuals. Results suggest that the constitution of this nationwide standardized assessment confounded non-targeted abilities with those that were the target of assessment. This appears to extend beyond the effect of WM on learning more generally, to the demands of different assessment types and methods. This has implications for students' abilities to demonstrate genuine competency in assessed areas and the educational supports and provisions they are provided on the basis of these results.
Publisher: SAGE Publications
Date: 30-09-2022
DOI: 10.1177/18369391221130787
Abstract: Recent research suggests there is a lacking presence of assessment and its role in informing intentional teaching in the practice of play-based pedagogy. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times, there has been growing recognition of the importance of mathematics learning in early childhood education as foundational for later learning. This newly developed assessment – the Numeracy and Mathematics Block-Based Assessment ( NUMBBA) – aims to embed formative assessment practice within multiple pedagogies for play and learning. The results from the qualitative component of a larger mixed-methods study examined how this validated tool was used by 16 early childhood educators. Thematic analysis of semi-structured interviews revealed shifts in educators’ knowledge of mathematics, perceptions of children’s abilities, attitudes towards mathematics and assessment, and approaches to intentional mathematical pedagogy and practice
Publisher: MDPI AG
Date: 21-02-2022
Abstract: Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are erse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children’s SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.
Publisher: Informa UK Limited
Date: 18-06-2018
DOI: 10.1080/02640414.2018.1486362
Abstract: The aim of this study was to test the feasibility, acceptability and potential efficacy of a childcare-based intervention to reduce total and prolonged sitting time in pre-schoolers. Four centres and 115 pre-schoolers (44 % boys 4.1y) participated in a 3-month, 2-arm pilot cluster randomised controlled trial. Feasibility and acceptability were assessed through observations and semi-structured interviews. Sitting time, and breaks and bouts of sitting during childcare were assessed using an activPAL accelerometer over a one-week period at pre- and post-test (12wks). EF (inhibition, working memory and shifting) was assessed using the Early Years Toolbox. Intervention fidelity was high for both intervention centres (77 % vs 70 %) and educators reacted positively to the intervention. Proportion of sitting time per day reduced significantly at post-test in both intervention (-5.3%/day,[2.13, 8.50]) and control centres (-6.45 %,[4.20, 8.71]), resulting in a non- significant between-group difference (p = 0.51[2.4, 4.9]). EF scores did not significantly differ between groups (p > 0.05). Modifications to the childcare environment to reducing sitting, particularly the standing workstations, were feasible and acceptable to educators and children. No differences in sitting time between groups were seen additional changes and longer-term trials are needed to reduce sitting time in pre-schoolers.
Publisher: Informa UK Limited
Date: 27-05-2023
Publisher: SAGE Publications
Date: 28-12-2023
DOI: 10.1177/1476718X221145486
Abstract: Young children’s use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children’s digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the pandemic and first lockdown was unfolding in Australia. Data was collected through questionnaire ( N = 101) and semistructured interview ( n = 20) about status and change in children’s digital practices, and parents’ rules and flexibility in governing these experiences. Quantitative findings suggested children’s frequency and duration of digital device use trended upwards during lockdown, and parents were more flexible in their rules about the amount of screen time, as well as when and where children could use digital devices. Qualitative results suggested that, more than a temporary and situational change, for many parents, exposure to new ways of engaging with digital technologies facilitated a shift in their perceptions, leading to greater consideration of quality in their choices for their children. This study highlights the influential role of parents in shaping children’s digital experiences. Understanding their perceptions, as well as children’s current and shifting digital practices in the home, is important for informing efforts and guidance for supporting young children’s safe and effective use of digital technologies.
Publisher: SAGE Publications
Date: 08-12-2023
DOI: 10.1177/07342829221143208
Abstract: Self-regulation is crucial for children’s development and learning. Almost by convention, it is assumed that self-regulation is a relatively stable skill, and little is known about its dynamic nature and context dependency. Traditional measurement approaches such as single direct assessments and adult reports are not well suited to address questions around variations of self-regulation within in iduals and influences from social-contextual factors. Measures relying on child observations are uniquely positioned to address these questions and to advance the field by shedding light on self-regulatory variability and incremental growth. In this paper, we review traditional measurement approaches (direct assessments and adult reports) and recently developed observational measures. We discuss which questions observational measures are best suited to address and why traditional measurement approaches fall short. Finally, we share lessons learned based on our experiences using child observations in educational settings and discuss how measurement approaches should be carefully aligned to the research questions.
Publisher: Academy of Science of South Africa
Date: 07-08-2020
DOI: 10.17159/2078-516X/2020/V32I1A8415
Abstract: Background: The International Study of Movement Behaviours in the Early Years, SUNRISE, was initiated to assess the extent to which young children meet movement behaviour guidelines (physical activity, sedentary behaviour, screen time, sleep). Objective: The South African SUNRISE pilot study assessed movement behaviours in preschool children from two low-income settings, and associations between these movement behaviours, adiposity, motor skills and executive function (EF). Methods: Preschool child arent pairs (n = 89) were recruited from preschools in urban Soweto and rural Sweetwaters. Height and weight were measured to assess adiposity. Physical activity was assessed using accelerometers while sedentary behaviour, screen time and sleep were assessed via parent report. Fine and gross motor development were measured using the Ages and Stages Questionnaire-3, and EF was assessed using the Early Years Toolbox. Results: The proportion of children meeting the physical activity guideline was 84% , 66% met the sleep guideline ,48% met the screen time guideline , and 26% met all three guidelines. Rural children were more active, but spent more time on screens compared to urban children. Most children were on track for gross (96%) and fine motor (73%) development, and mean EF scores were in the expected range for all EF measures. EF was negatively associated with screen time, and gross motor skills were positively associated with physical activity. Conclusion: The South African SUNRISE study contributes to the growing literature on 24-hour movement behaviours in SA preschool children, and highlights that these behaviours require attention in this age group.
Publisher: MDPI AG
Date: 09-01-2023
Abstract: This study examined changes in physical activity (PA), sedentary behavior (SB), screen time, sleep, and executive function among Japanese preschoolers between COVID-19 pre-pandemic and pandemic periods, using cross-sectional and longitudinal data. Accelerometer data from 63 children aged 5–6 years were collected from three kindergartens in Tokyo, Japan, in late 2019 (pre-COVID-19). This was compared to the data of 49 children aged 5–6 years from the same kindergartens, collected in late 2020 (during COVID-19). Sixteen children in the pre-COVID-19 cohort also participated in the 2020 survey and provided data for the longitudinal analysis. The mean minutes of PA, SB, screen time, and sleep duration, as well as executive function, were compared between the pre- and during COVID-19 cohorts. After adjusting for school, sex, and accelerometer wear time, there were no significant differences in any of the measured outcomes between the two cohorts. However, the analysis of longitudinal data revealed significant increases in time spent in SB and on screens, and a decrease in light-intensity PA and sleep duration during the pandemic compared to the pre-pandemic period. Results suggest that, despite the COVID-19 pandemic, young children’s activity levels and SB did not significantly differ from pre-pandemic levels. However, school-aged children’s SB, light PA, and sleep time were affected, although this cannot be disentangled from the effects of the transition to school.
Publisher: Elsevier BV
Date: 12-2014
Publisher: Frontiers Media SA
Date: 11-02-2021
DOI: 10.3389/FEDUC.2021.621320
Abstract: The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a erse s le of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) and modern approaches (Rasch Analysis) yielded a valid and reliable 25-item scale, comprising three distinct yet related subscales (i.e., confidence in knowledge, attitudes, self-efficacy). For educators assigned to the intervention group, self-efficacy significantly predicted educators perceived competency to implement the self-regulation intervention as well as their perceptions around the effectiveness of the intervention to enhance children’s self-regulation. For educators assigned to the control group (i.e., practice as usual), educator attitudes longitudinally predicted children’s end-of-year status and change in self-regulation (over 6 months later). Findings from this study suggest the importance of pre-school educators’ beliefs for fostering early self-regulation and highlight a need to further explore the impact of these beliefs with regard to educator engagement with intervention.
Publisher: Center for Open Science
Date: 02-01-2022
Abstract: A child’s home environment has been shown to be related to the development of earlynumeracy skills in some countries. However, significant relationships between home learningenvironment and math achievement have not consistently been found, and likely vary acrossdifferent cultural and socio-political contexts. Here we explored the home environment andearly numeracy skills of 243 children (3-5 years), who were not attending preschoolprogrammes in very low-income settings in Cape Town, South Africa. Caregiverscompleted a questionnaire including information regarding experiences of children in thehome children completed a number identification task, a counting task and the Give-N task. The amount of resources in the home learning environment (e.g. the number of books and toys), frequency of home learning activities caregivers did with their children, and caregiver levels of education and income were not associated with number knowledge. While the home learning environment has been shown to be important for developing early numeracy skills in previous research, this study suggests that factors other than the home learning environment may also be important targets to foster numeracy skills and school readiness in low-income settings in South Africa.
Publisher: MDPI AG
Date: 12-10-2021
DOI: 10.3390/NU13103561
Abstract: Supplementation of omega-3 long chain polyunsaturated fatty acids (n-3 LCPUFA) may enhance self-regulation (SR) and executive functioning (EF) in children of preschool age. The aim of the Omega Kid Study was to investigate the effect of n-3 LCPUFA supplementation on SR and EF in typically developing preschool-aged children. A double-blind placebo-controlled pilot trial was undertaken, the intervention was 12 weeks and consisted of 1.6 g of eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day compared to placebo. The HS-Omega-3 Index® was assessed by capillary blood s les at baseline and post-intervention. Seventy-eight children were enrolled and randomised to either the n-3 LCPUFA treatment (n = 39) or placebo (n = 39) group. Post intervention, there was a significant three-fold increase in the HS-Omega-3 Index® in the n-3 LCPUFA group (p 0.001). There were no improvements in SR or EF outcome variables for the n-3 LCPUFA group post intervention compared to the placebo group determined by linear mixed models. At baseline, there were significant modest positive Spearman correlations found between the HS-Omega-3 index® and both behavioural self-regulation and cognitive self-regulation (r = 0.287, p = 0.015 and r = 0.242, p = 0.015 respectively). Although no treatment effects were found in typically developing children, further research is required to target children with sub-optimal self-regulation who may benefit most from n-3 LCPUFA supplementation.
Publisher: Human Kinetics
Date: 09-2016
Abstract: An area of growth in physical activity research has involved investigating effects of physical activity on children’s executive functions. Many of these efforts seek to increase the energy expenditure of young children as a healthy and low-cost way to affect physical, health, and cognitive outcomes. We review theory and research from neuroscience and evolutionary biology, which suggest that interventions seeking to increase the energy expenditure of young children must also consider the energetic trade-offs that occur to accommodate changing metabolic costs of brain development. According to Life History Theory, and supported by recent evidence, the high relative energy-cost of early brain development requires that other energy-demanding functions of development (ie, physical growth, activity) be curtailed. This is important for interventions seeking to dramatically increase the energy expenditure of young children who have little excess energy available, with potentially negative cognitive consequences. Less energy-demanding physical activities, in contrast, may yield psychosocial and cognitive benefits while not overburdening an underweight child’s already scarce energy supply. While further research is required to establish the extent to which increases in energy-demanding physical activities may compromise or displace energy available for brain development, we argue that action cannot await these findings.
Publisher: SAGE Publications
Date: 23-12-2021
DOI: 10.1177/18369391211061188
Abstract: There is need and opportunity for assessments that support quick and playful – yet also accurate, rigorous and developmentally sensitive – appraisals of early numeracy. Ideally, these should be accessible to those who have opportunity to support children’s learning development and ultimately shift children’s trajectories. The iPad-based Early Years Toolbox (EYT) Early Numeracy assessment was developed and evaluated to determine its validity and reliability, and appropriateness of use by researchers and preschool educators. Results from two studies with 246 children aged 3–5 years indicated the following: construct validity and internal consistency, concurrent validity with established measures, developmental sensitivity, test–retest reliability and highly comparable results whether used by a researcher or an educator. This yields a brief and playful assessment of early numeracy and a potential approach to develop broad-use early years assessments.
Publisher: Elsevier BV
Date: 2019
Publisher: American Physical Society (APS)
Date: 17-07-2013
Publisher: Human Kinetics
Date: 10-2020
Abstract: Background : The aim of this study was to examine the efficacy of an embedded after-school intervention, on promoting physical activity and academic achievement in primary-school-aged children. Methods : This 6-month, 2-arm cluster randomized controlled trial involved 4 after-school centers. Two centers were randomly assigned to the intervention, which involved training the center staff on and implementing structured physical activity (team sports and physical activity sessions for 75 min) and academic enrichment activities (45 min). The activities were implemented 3 afternoons per week for 2.5 hours. The control centers continued their usual after-school care practice. After-school physical activity (accelerometry) and executive functions (working memory, inhibition, and cognitive flexibility) were assessed pre- and postintervention. Results : A total of 60 children were assessed (7.7 [1.8] y 50% girls) preintervention and postintervention (77% retention rate). Children in the intervention centers spent significantly more time in moderate to vigorous physical activity (adjusted difference = 2.4% 95% confidence interval, 0.6 to 4.2 P = .026) and scored higher on cognitive flexibility (adjusted difference = 1.9 units 95% confidence interval, 0.9 to 3.0 P = .009). About 92% of the intervention sessions were implemented. The participation rates varied between 51% and 94%. Conclusion : This after-school intervention was successful at increasing moderate to vigorous physical activity and enhancing cognitive flexibility in children. As the intervention was implemented by the center staff and local university students, further testing for effectiveness and scalability in a larger trial is required.
Publisher: Wiley
Date: 23-03-2021
Publisher: Springer Science and Business Media LLC
Date: 19-10-2016
Publisher: Springer Science and Business Media LLC
Date: 15-08-2014
Publisher: Emerald
Date: 14-09-2015
DOI: 10.1108/JARHE-02-2014-0013
Abstract: – The purpose of this paper is to address the issue of failing to psychometrically test questionnaire instruments when measuring university students’ attitudes towards plagiarism. These issues are highlighted by a psychometric evaluation of a commonly used (but previously untested) plagiarism attitudinal scale. – The importance of psychometric testing is shown through an analysis of a commonly used scale using modern techniques (e.g. Rasch analysis) on 131 undergraduate education students at an Australian university. – Psychometric analysis revealed the scale to be unreliable in its present form. However, when reduced to an eight-item subscale it became marginally reliable. – The main implication of this paper is that questionnaire instruments cannot be assumed to function as they are intended without thorough psychometric testing. – The paper offers valuable insight into the psychometric properties of a previously untested but commonly used plagiarism attitudinal scale. – The paper offers a straightforward and easy to understand introduction to researchers in higher education who use questionnaires/surveys in their research but lack an understanding of why psychometric testing is so critical. While similar papers have been written in other fields which advocate psychometric approaches, such as Rasch analysis, this has not been the case in higher educational research (or mainstream educational research for that matter).
Publisher: Springer Science and Business Media LLC
Date: 04-04-2017
Publisher: Springer Science and Business Media LLC
Date: 05-02-2019
Publisher: Elsevier BV
Date: 10-2018
Publisher: Elsevier BV
Date: 06-2023
Publisher: SAGE Publications
Date: 16-12-2015
Abstract: Although researchers agree that the first 5 years of life are critical for children’s developing executive functions (EFs), further advances are hindered by a lack of consensus on the design and selection of developmentally appropriate EF tasks for young children. Given this debate, well-established adult measures of EF routinely have been adapted for young children. Given young children’s comparatively limited cognitive capacities, however, such adaptations do not guarantee that the task’s critical EF demands are retained. To investigate this possibility, the current study examined the characteristics that optimize measurement of young children’s EFs—specifically, their inhibitory control—using the go/no-go (GNG) task as an exemplar. Sixty preschoolers completed six GNG tasks differing in stimulus animation, presentation time, and response location. Comparison EF tasks were administered to examine concurrent validity of GNG variants. Results indicated effects of stimulus presentation time and response location, with animation further enhancing task validity and reliability. This suggests that current GNG tasks deflate estimates of young children’s ability to inhibit, with implications for future design and selection of developmentally appropriate EF tasks.
Publisher: Springer Science and Business Media LLC
Date: 25-03-2022
DOI: 10.1007/S10643-022-01336-Z
Abstract: Due to the lack of tools that can be easily used by practitioners, there is a need to develop acceptable embedded ways to assess children’s fine motor skill development within early childhood education and care settings. This study examined the validity and reliability of a brief and ecologically valid fine motor assessment tool for preschool-aged children the fine motor growth assessment (i.e., FINGA). Children’s fine motor performance on FINGA was compared with widely-used and validated performance-based (Peabody Developmental Motor Scales 2nd edition) and informant-based (Ages and Stages Questionnaire 3rd edition) fine motor assessments. Ninety-one children [mean age (y) ± SD = 4.50y ± 0.68] were assessed within seven early childhood education and care services in New South Wales, Australia. Exploratory factor analyses (EFA) and linear regression analyses showed that FINGA had good internal consistency (EFA of 73%) and age sensitivity ( B std = 0.69, p 0.001), and bivariate correlation analyses demonstrated good concurrent validity ( r s from 0.69 to 0.84, p s 0.001) against the two comparison assessments. Because of its brevity and ecological validity, the FINGA tool should be further examined as a routine fine motor skills assessment administered within the context of universal early childhood education and care service provision.
Publisher: American Psychological Association (APA)
Date: 08-11-2018
DOI: 10.1037/ARC0000034
Publisher: SAGE Publications
Date: 11-2017
Publisher: Elsevier BV
Date: 09-2018
DOI: 10.1016/J.ACAP.2018.04.012
Abstract: To investigate: 1) prospective associations between media exposure (television viewing, computers, and electronic games) at 2 years and self-regulation at 4 and 6 years, and 2) bidirectional associations between media exposure and self-regulation at 4 and 6 years. We hypothesized that media exposure and self-regulation would show a negative prospective association and subsequent bidirectional inverse associations. Data from the nationally-representative Longitudinal Study of Australian Children when children were aged 2 years (n = 2786) and 4/6 years (n = 3527) were used. Primary caregivers reported children's weekly electronic media exposure. A composite measure of self-regulation was computed from caregiver-, teacher-, and observer-report data. Associations were examined using linear regression and cross-lagged panel models, accounting for covariates. Lower television viewing and total media exposure at 2 years were associated with higher self-regulation at 4 years (both β = -0.02 95% confidence interval [CI], -0.03 to -0.01). Lower self-regulation at 4 years was also significantly associated with higher television viewing (β = -0.15 95% CI, -0.21 to -0.08), electronic game use (β = -0.05 95% CI, -0.09 to -0.01), and total media exposure (β = -0.19 95% CI, -0.29 to -0.09) at 6 years. However, media exposure at 4 years was not associated with self-regulation at 6 years. Although media exposure duration at 2 years was associated with later self-regulation, and self-regulation at 4 years was associated with later media exposure, associations were of small magnitude. More research is needed to examine content quality, social context, and mobile media use and child self-regulation.
Publisher: MDPI AG
Date: 08-02-2021
Abstract: Executive functions and psychosocial health during childhood are positively associated with health and developmental outcomes into adulthood. Electronic media use has been reported to adversely affect health and development in children however, what remains unclear is whether contemporary media behaviors, such as electronic application (app) use, exerts similar effects on health and development. We investigated the associations of electronic media use (program viewing and app use) with cognitive and psychosocial development in preschoolers. Parents of preschool children (n = 247, 4.2 ± 0.6 years) reported the time their child spent using electronic media. Direct assessment of the children’s executive functions (working memory, inhibition, and shifting) and educator-reported psychosocial difficulties were also collected. Associations were examined using linear regression adjustments for covariates and preschool clustering. Small, but significant, negative associations were observed for total electronic media use (b = −0.001 95% CI: −0.003, −0.000 p = 0.026) and program viewing (b = −0.002 95% CI: −0.003, −0.000 p = 0.033) with children’s visual–spatial working memory. However, high-dose app users demonstrated higher phonological working memory scores compared to non-users (MD = 0.31 95% CI: 0.04, 0.58 p = 0.025). Similarly, compared to non-users, low-dose app users displayed statistically significantly fewer total difficulties (MD = −1.67 95% CI: −3.31, −0.02 p = 0.047). No associations were evident for high-dose app users and the remaining outcomes. The results may suggest that attempts to reduce program viewing while promoting moderate levels of app use may exert positive influences on children’s executive functions and psychosocial development.
Publisher: Springer Science and Business Media LLC
Date: 15-08-2017
Publisher: Oxford University Press
Date: 29-05-2020
DOI: 10.1093/ACREFORE/9780190264093.013.879
Abstract: In 1956, Miller first reported on a capacity limitation in the amount of information the human brain can process, which was thought to be seven plus or minus two items. The system of memory used to process information for immediate use was coined “working memory” by Miller, Galanter, and Pribram in 1960. In 1968, Atkinson and Shiffrin proposed their multistore model of memory, which theorized that the memory system was separated into short-term memory, long-term memory, and the sensory register, the latter of which temporarily holds and forwards information from sensory inputs to short term-memory for processing. Baddeley and Hitch built upon the concept of multiple stores, leading to the development of the multicomponent model of working memory in 1974, which described two stores devoted to the processing of visuospatial and auditory information, both coordinated by a central executive system. Later, Cowan’s theorizing focused on attentional factors in the effortful and effortless activation and maintenance of information in working memory. In 1988, Cowan published his model—the scope and control of attention model. In contrast, since the early 2000s Engle has investigated working memory capacity through the lens of his in idual differences model, which does not seek to quantify capacity in the same way as Miller or Cowan. Instead, this model describes working memory capacity as the interplay between primary memory (working memory), the control of attention, and secondary memory (long-term memory). This affords the opportunity to focus on in idual differences in working memory capacity and extend theorizing beyond storage to the manipulation of complex information. These models and advancements have made significant contributions to understandings of learning and cognition, informing educational research and practice in particular. Emerging areas of inquiry include investigating use of gestures to support working memory processing, leveraging working memory measures as a means to target instructional strategies for in idual learners, and working memory training. Given that working memory is still debated, and not yet fully understood, researchers continue to investigate its nature, its role in learning and development, and its implications for educational curricula, pedagogy, and practice.
Publisher: Frontiers Media SA
Date: 23-01-2020
Publisher: Leibniz Institute for Psychology (ZPID)
Date: 31-07-2023
DOI: 10.5964/JNC.8061
Abstract: A child’s home environment has been shown to be related to the development of early numeracy skills in some countries. However, significant relationships between home learning environment and math achievement have not consistently been found, and likely vary across different cultural and socio-political contexts. Here we explored the home environment and early numeracy skills of 243 children (3-5 years), who were not attending preschool programmes in very low-income settings in Cape Town, South Africa. Caregivers completed a questionnaire including information regarding experiences of children in the home children completed a number identification task, a counting task and the Give-N task. The amount of resources in the home learning environment (e.g. the number of books and toys), frequency of home learning activities caregivers did with their children, and caregiver levels of education and income were not associated with number knowledge. While the home learning environment has been shown to be important for developing early numeracy skills in previous research, this study suggests that factors other than the home learning environment may also be important targets to foster numeracy skills and school readiness in low-income settings in South Africa.
Publisher: Center for Open Science
Date: 07-03-2023
Abstract: The current study focused on the collaboration between cognitive scientists and educators to co-develop and progressively refine the Orchestrating Numeracy and The Executive (“The ONE”) Programme, an evidence-based integrated Executive Functions and Mathematics intervention composed of professional development and play-based activities. This iterative process resulted in high ratings of acceptability and feasibility, as well as acceptable adherence and fidelity across settings, combined with knowledge gains for early years practitioners and preliminary evidence of improved early numeracy, in particular for disadvantaged children. At the same time, the study highlighted general and specific barriers to intervention implementation in early years settings, and multiple possible steps for future refinement. Given the initial preliminary evidence, the intervention is being further evaluated in a larger scale trial funded by the Education Endowment Foundation and The Stronger Practice Hubs.
Publisher: Springer Science and Business Media LLC
Date: 05-06-2015
Publisher: Informa UK Limited
Date: 17-08-2018
Publisher: Springer Science and Business Media LLC
Date: 16-04-2019
Publisher: Elsevier BV
Date: 09-2020
Publisher: Springer Science and Business Media LLC
Date: 24-01-2018
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/SPQ0000340
Abstract: Standardized testing is ubiquitous in educational assessment, but questions have been raised about the extent to which these test scores accurately reflect students' genuine knowledge and skills. To more rigorously investigate this issue, the current study employed a within-subject experimental design to examine item format effects on primary school students' standardized assessment results in literacy, reading comprehension, and numeracy. Eighty-nine Grade 3 students (ages 8-9 years) completed tests that varied only in item format: multiple choice open-ended error detection and correction explain and, for numeracy questions, low literacy. Analyses contrasted students' performance across these conditions, as well as item response theory-derived item difficulty and ability discrimination estimates. Findings revealed that difficulty increased and accuracy decreased from multiple-choice to open-response to error-correction and explain questions. However, the most difficult item formats tended to yield the greatest discrimination across student ability levels. Despite previous findings to the contrary, low-literacy numeracy questions did not improve student performance or reduce item difficulty. Overall, findings indicated the impact of differing methods of assessment on standardized test performance and highlighted the need for careful consideration of not only the content of assessments but also their approaches to assessment. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Publisher: MDPI AG
Date: 13-01-2021
DOI: 10.3390/NU13010213
Abstract: Self-regulation, the regulation of behaviour in early childhood, impacts children’s success at school and is a predictor of health, wealth, and criminal outcomes in adulthood. Self-regulation may be optimised by dietary supplementation of omega-3 long-chain polyunsaturated fatty acids (n-3 LCPUFAs). The aim of the “Omega Kid” study is to investigate the feasibility of a protocol to investigate whether n-3 LCPUFA supplementation enhances self-regulation in preschool-aged children. The protocol assessed involved a double-blind, randomised, placebo-controlled trial of 12 weeks duration, with an intervention of 1.6 g of eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day (0.3 g EPA and 1.3 g DHA) in a microencapsulated powder compared to placebo. Children (n = 78 40 boys and 38 girls) aged 3–5 years old were recruited and randomly allocated to the treatment (n = 39) or placebo group (n = 39). The HS–Omega-3 Index® served as a manipulation check on the delivery of either active (n-3 LCPUFAs) or placebo powders. Fifty-eight children (76%) completed the intervention (28–30 per group). Compliance to the study protocol was high, with 92% of children providing a finger-prick blood s le at baseline and high reported-adherence to the study intervention (88%). Results indicate that the protocol is feasible and may be employed in an adequately powered clinical trial to test the hypothesis that n-3 LCPUFA supplementation will improve the self-regulation of preschool-aged children.
Publisher: Elsevier BV
Date: 2022
Publisher: SAGE Publications
Date: 28-02-2017
Abstract: Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and social development. In the current study, results of our large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity. Results were also suggestive of better capture of children’s emerging abilities relative to comparison measures. Preliminary norms are presented, showing a clear developmental trajectory across half-year age groups. The accessibility of the EYT, as well as its advantages over existing measures, offers considerably enhanced opportunities for objective measurement of young children’s abilities to enable research and educational applications.
Publisher: Oxford University Press (OUP)
Date: 22-08-2018
DOI: 10.1093/HER/CYY022
Abstract: Advertisements are persuasive texts designed to communicate ideas explicitly and implicitly through visual grammar. Counter-advertisements allow students to engage with advertising texts as creators rather than consumers and challenge media messages. Based in critical media literacy theory, this paper explores how elementary students interpret and redesign advertisements to create meaning. This study focused on the messages upper-elementary school students created about alcohol following a 10-lesson alcohol media literacy programme. Text from the counter-advertisements (n = 161) was analysed using discourse analysis. The counter-advertisements were also content analysed for message content, persuasion strategies and production components using a media literacy framework. The content of male-targeted, female-targeted and gender-neutral ads was compared using chi-square analyses. The four main themes identified in the discourse and content analysis were 'vomit', 'sick', 'danger' and 'poison', highlighting an emphasis on short-term consequences of alcohol misuse. Sensory (un)appeal was the most frequently used persuasion strategy, while objects/symbols and colour were the most frequently used production components. The use of these devices differed depending upon the advertisement's target gender. Involving elementary students in the redesign of advertisements is a powerful pedagogy that enables students to demonstrate their understanding of media literacy practices and create health promotion messages.
Publisher: Frontiers Media SA
Date: 05-04-2022
DOI: 10.3389/FPSYG.2022.842271
Abstract: The evidence regarding associations between intensity-specific physical activity and cognitive and learning outcomes in preschoolers is inconsistent and limited by low s le sizes and analytical approaches that cannot handle the multicollinearity among multiple physical activity intensity variables. We aimed to determine the multivariate physical activity intensity signatures associated with self-regulation, executive function, and early academic learning in preschool children aged 3–5 years. A 711 Norwegian preschool children (mean age 4.6 years, 52% boys) provided valid data on physical activity (ActiGraph GT3X+), self-regulation, executive function, and early academic learning during 2019–2020. Multivariate pattern analysis was used to determine associations between uniaxial and triaxial intensity spectra (time spent in intensities from 0–99 to ≥15,000 counts per minute) and the outcomes in the total s le and in subgroups split by sex and age (median split). Uniaxial data led to the highest explained variances ( R 2 ) and were reported as the primary findings. We found significant association patterns between physical activity and numeracy ( R 2 = 4.28%) and inhibition ( R 2 = 1.48%) in the total s le. The associations with numeracy were negative for time spent sedentary (0–99 counts per minute) and positive for time spent in moderate to vigorous intensities (≥ 1,000 counts per minute). The associations with inhibition were positive for time spent sedentary (0–99 counts per minute) and in vigorous intensities (≥ 8,500 counts per minute) and negative for time spent in low to moderate intensities (100–3,499 counts per minute). Associations with numeracy were stronger in boys ( R 2 = 5.58%) and older children ( R 2 = 7.27%), and associations with inhibition were stronger in girls ( R 2 = 3.12%) and older children ( R 2 = 3.33%). In conclusion, we found weak associations with numeracy and inhibition across the physical activity intensity spectrum in preschool children.
Publisher: Alcohol Research Documentation, Inc.
Date: 11-2016
DOI: 10.15288/JSAD.2016.77.950
Abstract: A 10-lesson alcohol media literacy program was developed, underpinned by the message interpretation processing model, inoculation theory, and constructivist learning theory, and was tailored to be culturally relevant to the Australian context. This program aimed to increase students' media deconstruction skills and reduce intent to drink alcohol. The purpose of this study was to evaluate the effectiveness of the program in achieving these goals through a short-term quasi-experimental trial. Elementary schools were assigned to either the intervention group (83 students) or a wait-list control group (82 students). Student questionnaires were administered at three time points (baseline, after the intervention group completed the program, and after the wait-list control group completed the program) to evaluate the effectiveness of the intervention. The intervention and wait-list control groups reported significantly higher media deconstruction skills as a result of the intervention. Both groups reported significantly lower social norms, whereas the wait-list control group reported significantly lower positive alcohol expectancies. There were no significant changes to self-efficacy to refuse alcohol, preference for alcohol-branded merchandise, and understanding of persuasive intent as a result of the intervention. To date, the majority of alcohol media literacy studies have been conducted in the United States and have focused on deconstructing television and print-based ads. This evaluation provides evidence that an alcohol media literacy program that was developed for a specific cultural context, and that incorporates a broad range of multimodal advertisements, can have a positive impact on beliefs and attitudes that are known predictors recursors of drinking behaviors.
Publisher: American Psychological Association (APA)
Date: 20-09-190728635
DOI: 10.1037/BUL0000227
Abstract: This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence that self-regulation relates to 25 discrete outcomes. Results showed that self-regulation in preschool (∼age 4) was positively associated with social competency, school engagement, and academic performance, and negatively associated with internalizing problems, peer victimization, and externalizing problems, in early school years (∼age 8). Self-regulation in early school years was positively related to academic achievement (math and literacy), and negatively related to externalizing problems (aggressive and criminal behavior), depressive symptoms, obesity, cigarette smoking and illicit drug use, in later school years (∼age 13). Results also showed that self-regulation in early school years was negatively related to unemployment, aggressive and criminal behavior, depression and anxiety, obesity, cigarette smoking, alcohol and substance abuse, and symptoms of physical illness in adulthood (∼age 38). Random effects metaregression identified self-regulation measurement as the most important moderator of pooled mean effects, with task-based assessments and teacher-report assessments often showing stronger associations than parent-report assessments. Overall, findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Publisher: Wiley
Date: 29-05-2019
DOI: 10.1111/DESC.12854
Abstract: The widely and internationally replicated socioeconomic status (SES) gradient of executive function (EF) implies that intervention approaches may do well to extrapolate conditions and practices from contexts that generate better child outcomes (in this case, higher SES circumstances) and translate these to contexts with comparatively poorer outcomes (often low-SES populations). Yet, can the reverse also be true? Using data from equivalent assessments of 1,092 pre-schoolers' EFs in South Africa and Australia, we evaluated: the SES gradient of EF within each s le and whether this SES gradient extended cross-culturally. The oft-found EF-SES gradients were replicated in both s les. However, contrary to the inferences of EF-SES associations found nationally, the most highly disadvantaged South African subs le outperformed middle- and high-SES Australian pre-schoolers on two of three EFs. This suggests the possibility of EF-protective and -promotive practices within low- and middle-income countries that may aid understandings of the nature and promotion of EFs.
Publisher: Elsevier BV
Date: 07-2019
DOI: 10.1016/J.ACAP.2019.02.010
Abstract: To investigate associations of traditional (program viewing) and contemporary (electronic applications, or apps) electronic media use with preschoolers' executive function and psychosocial development 12 months later. We conducted an analysis of longitudinal data from 185 children (mean age, 4.2 ± 0.6 years). Parents reported children's weekly electronic media use: 1) viewing programs on television or other devices and 2) app and game play using tablets, computers, consoles, or other devices. Direct assessments of children's executive functions (working memory, inhibition, and shifting) and educator-reported psychosocial difficulties were also collected. Linear regression models assessed associations between baseline predictors and developmental outcomes 12 months later, adjusting for covariates, preschool clustering, and baseline levels of predictors. Higher levels of program viewing at baseline were significantly associated with increases in externalizing behaviors (β = 0.008 95% confidence interval [CI], 0.002-0.014 P = .010) and total difficulties (β = 0.013 95% CI, 0.005-0.022 P = .005) at follow-up. High-dose app users (≥30 min/d) had a significantly lower inhibition score (mean difference = -0.04 95% CI: -0.09 to -0.00 P = .044) at follow-up compared to low-dose app users (1 to 29 min/d). Limiting electronic app use to <30 min/d and limiting media program viewing may be positively associated with preschool children's cognitive and psychosocial development.
Publisher: Informa UK Limited
Date: 27-11-2020
Publisher: Elsevier BV
Date: 12-2018
DOI: 10.1016/J.JSAMS.2018.05.020
Abstract: Adolescents spend large proportions of the school day sitting potentially increasing their health risks. This study aimed to evaluate the feasibility, acceptability and potential efficacy of a school-based intervention to reduce adolescent sitting time during the school day. Two-arm parallel-group randomised controlled trial. Adolescents (13-16 years) were recruited from four private high schools in New South Wales, Australia. Schools were pair-matched and randomised to treatment or control. Research assistants were blinded to intervention aims and treatment allocation. Intervention initiatives included classroom and outdoor environmental measures to break up and reduce the proportion of adolescent school time spent sitting. Teacher and students surveys assessed intervention feasibility, acceptability and potential efficacy. Proportional sitting time was the primary outcome, measured by activPAL monitors, worn for one week during the school day. Secondary outcomes included body mass index, body fatness, working memory and non-verbal reasoning. Data were analysed using a general linear model for continuous variables and adjusted for clustering. While teachers and students supported the program, process evaluation results indicate aspects of the intervention were not implemented with fidelity. Eighty-eight adolescents (M These findings contribute to limited research in this area, providing guidance for future interventions in the high school environment. The study was registered with the Australian and New Zealand Clinical Trials Registry (ACTRN 12614001001684).
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 07-2018
Publisher: Springer Science and Business Media LLC
Date: 16-01-2020
DOI: 10.1186/S12966-020-0910-6
Abstract: Participation in adequate levels of physical activity during the early years is important for health and development. We report the 6-month effects of an 18-month multicomponent intervention on physical activity in early childhood education and care (ECEC) settings in low-income communities. A cluster randomised controlled trial was conducted in 43 ECEC settings in disadvantaged areas of New South Wales, Australia. Three-year-old children were recruited and assessed in the first half of 2015 with follow-up 6 months later. The intervention was guided by Social Cognitive Theory and included five components. The primary outcome was minutes per hour in total physical activity during ECEC hours measured using Actigraph accelerometers. Intention-to-treat analysis of the primary outcome was conducted using a generalized linear mixed model. A total of 658 children were assessed at baseline. Of these, 558 (85%) had valid accelerometer data (mean age 3.38y, 52% boys) and 508 (77%) had valid accelerometry data at 6-month follow-up. Implementation of the intervention components ranged from 38 to 72%. There were no significant intervention effects on mins/hr. spent in physical activity (adjusted difference = − 0.17 mins/hr., 95% CI (− 1.30 to 0.97), p = 0.78). A priori sub-group analyses showed a greater effect among overweight/obese children in the control group compared with the intervention group for mins/hr. of physical activity (2.35mins/hr., [0.28 to 4.43], p = 0.036). After six-months the Jump Start intervention had no effect on physical activity levels during ECEC. This was largely due to low levels of implementation. Increasing fidelity may result in higher levels of physical activity when outcomes are assessed at 18-months. Australian New Zealand Clinical Trials Registry ACTRN12614000597695 .
Publisher: Frontiers Media SA
Date: 05-02-2020
Publisher: Frontiers Media SA
Date: 22-04-2021
DOI: 10.3389/FEDUC.2021.648324
Abstract: The accurate measurement of the cognitive load a learner encounters in a given task is critical to the understanding and application of Cognitive Load Theory (CLT). However, as a covert psychological construct, cognitive load represents a challenging measurement issue. To date, this challenge has been met mostly by subjective self-reports of cognitive load experienced in a learning situation. In this paper, we find that a valid and reliable index of cognitive load can be obtained through item response modeling of student performance. Specifically, estimates derived from item response modeling of relative difficulty (i.e., the difference between item difficulty and person ability locations) can function as a linear measure that combines the key components of cognitive load (i.e., mental load, mental effort, and performance). This index of cognitive load ( relative difficulty) was tested for criterion (concurrent) validity in Year 2 learners ( N = 91) performance on standardized educational numeracy and literacy assessments. Learners’ working memory (WM) capacity significantly predicted our proposed cognitive load (relative difficulty) index across both numeracy and literacy domains. That is, higher levels of WM were related to lower levels of cognitive load (relative difficulty), in line with fundamental predictions of CLT. These results illustrate the validity, utility and potential of this objective item response modeling approach to capturing in idual differences in cognitive load across discrete learning tasks.
Publisher: Human Kinetics
Date: 11-2019
Abstract: Purpose : To examine the acute effects of a reduced sitting day on executive function (EF) and musculoskeletal health in preschoolers. Methods : A s le of 29 children (54% boys 4–5 y) participated in a randomized cross-over trial. Each child completed 2 protocols, which simulate a day at childcare in random order for 2.5 hours a typical preschool day (50% sitting) and a reduced preschool day (25% sitting) where most sitting activities were replaced with standing activities. Sitting, standing, and stepping time were objectively assessed using an activPAL accelerometer. EF was evaluated using tablet-based EF assessments (inhibition, working memory, and task shifting). Musculoskeletal health was assessed using a handheld dynamometer and goniometer. Results : Compared with the typical preschool day, the reduced sitting day showed no significant differences for EF scores. Effect sizes for inhibition ( d = 0.04), working memory ( d = 0.02), and shifting ( d = 0.11) were all small. For musculoskeletal health, no significant differences were reported after the reduced preschool day. The effect sizes for the hip extension force, hamstring flexibility, gastrocnemius length, and balancing on 1 leg were all small ( d = 0.21, d = 0.25, d = 0.28, and d = 0.28). Conclusions : This study suggests that reducing sitting time is unlikely to result in acute changes in EF and musculoskeletal health among preschoolers.
Publisher: Edith Cowan University
Date: 2014
Publisher: Australian Association for the Education of the Gifted and Talented, Ltd.
Date: 06-2016
Publisher: Frontiers Media SA
Date: 03-07-2020
Publisher: Frontiers Media SA
Date: 28-08-2020
Publisher: Springer Science and Business Media LLC
Date: 17-03-2017
Publisher: SAGE Publications
Date: 21-09-2018
Abstract: Objective. Alcohol media literacy (AML) programs have achieved positive results for alcohol prevention however, gender may moderate program effectiveness. This study investigated gender differences for an Australian AML intervention. Method. Fifth and sixth graders ( N = 165), allocated to an intervention or wait-list control group, participated in an AML program. Student questionnaires were administered at three time points. Results. The intervention resulted in significantly higher media deconstruction skills but did not lead to less preference for branded merchandise or greater understanding of persuasive intent, and these effects did not differ by gender. Gender differences were present in social norms for drinking and alcohol expectancies. Conclusions. AML education likely has appeal and benefit to both genders as it connects with students’ lifeworlds. Social norms may be more difficult to shift for males due to a more ingrained drinking culture. Future research could explore contextual factors responsible for gender differences.
Publisher: Springer Science and Business Media LLC
Date: 11-2017
Publisher: Wiley
Date: 10-10-2022
DOI: 10.1002/ICD.2375
Abstract: It has become increasingly apparent that publishing research on child development from certain countries is especially challenging. These countries have been referred to collectively as the Majority World, the Global South, non‐WEIRD (Western, Educated, Industrial, Rich, and Democratic), or low‐ and middle‐income countries. The aim of this paper is to draw attention to these persistent challenges, and provide constructive recommendations to contribute to better representation of children from these countries in child development research. In this paper, we outline the history of publication bias in developmental science, and issues of generalization of research from these countries and hence where it ‘fits’ in terms of publishing. The importance of explaining context is highlighted, including for research on measurement child development outcomes, and attention is drawn to the vicious publication‐funding cycle that further exacerbates the challenges of publishing this research. Specific recommendations are made to assist child development journals achieve their stated goals of creating a more inclusive, equitable, erse, and global field of child development.
Publisher: Springer Science and Business Media LLC
Date: 02-02-2017
Publisher: Elsevier BV
Date: 06-2015
DOI: 10.1016/J.NEUROSCIENCE.2015.03.047
Abstract: Standards-referenced educational reform has increased the prevalence of standardized testing however, whether these tests accurately measure students' competencies has been questioned. This may be due to domain-specific assessments placing a differing domain-general cognitive load on test-takers. To investigate this possibility, functional magnetic resonance imaging (fMRI) was used to identify and quantify the neural correlates of performance on current, international standardized methods of spelling assessment. Out-of-scanner testing was used to further examine differences in assessment results. Results provide converging evidence that: (a) the spelling assessments differed in the cognitive load placed on test-takers (b) performance decreased with increasing cognitive load of the assessment and (c) brain regions associated with working memory were more highly activated during performance of assessments that were higher in cognitive load. These findings suggest that assessment design should optimize the cognitive load placed on test-takers, to ensure students' results are an accurate reflection of their true levels of competency.
Publisher: Wiley
Date: 10-03-2019
DOI: 10.1111/DESC.12820
Abstract: Executive function is foundational for cognitive development. Previous research has shown both gross motor skills and physical activity to be related to executive function. However, evidence for these relationships in the preschool years, as well as in low- and middle-income countries is lacking. Therefore, this study aimed to investigate the relationships between components of executive function (inhibition, shifting and working memory) and gross motor skills (locomotor skills and object control skills) in a s le of preschool children from urban and rural low-income settings in South Africa. Results revealed that inhibition and working memory, but not shifting, were associated with gross motor skills. More specifically: inhibition was associated with both locomotor [β = 0.20, p = 0.047] and object control skills [β = 0.24, p = 0.024], whereas working memory was only associated with locomotor skills [β = 0.21, p = 0.039]. Physical activity was not associated with inhibition and shifting but was negatively associated with working memory. These results elaborate a growing evidence base linking executive function and gross motor skills in the early years, and it is the first to look at specific associations of locomotor and object control skills with executive function in the South African context (a low- and middle-income country).
Publisher: Center for Open Science
Date: 21-06-2023
Abstract: School readiness is highly salient in South Africa (SA), a country with extreme and persistent inequities that undermine early childhood development. The aim of this short-term longitudinal study was to identify social ecological factors influencing school readiness in young children from low-income settings in Cape Town, SA. Participants were 152 3-5-year-old children and their primary adult caregiver from low-income settings. Hierarchical linear regressions found that, compared to home- and community-level factors, child-level factors were the strongest predictors of scores on the International Development and Early Learning Assessment (IDELA, total and subscale scores for literacy, numeracy, social emotional and motor). At the child level, attending ECCE services was the strongest predictor, followed by early numeracy and age. Household socioeconomic status only predicted social emotional scores, and dysfunction in the parent-child relationship predicted literacy and total scores. These findings contribute to a contextually relevant understanding of school readiness in low-income SA settings.
Publisher: Informa UK Limited
Date: 06-05-2023
DOI: 10.1080/02701367.2022.2059435
Abstract: Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children.
Publisher: Wiley
Date: 19-03-2023
DOI: 10.1002/ICD.2417
Abstract: This qualitative study explored caregivers' perceptions of factors influencing early childhood development in low‐income, urban South African settings, from a social ecological perspective. In idual interviews were conducted with 15 caregivers of 3–5‐year‐old children a reflexive thematic analysis approach was adopted. In the family and home context, caregivers spoke about their role in developing, nurturing, providing, protecting and disciplining their children. Risks included low socioeconomic status, dysfunctional relationships and caregiver mental health resources related to early learning and social support. In the preschool/school context, caregivers discussed the value of early learning, and priorities for selecting early childhood care and education settings. Community risks included violence and crime resources mentioned were social support, community programmes and infrastructure. The social ecological model provides a holistic and contextually relevant perspective for understanding multiple factors (risks and protective factors) influencing early childhood development in low‐income South African settings.
Publisher: Informa UK Limited
Date: 10-09-2020
Start Date: 2017
End Date: 2019
Funder: Australian Research Council
View Funded ActivityStart Date: 07-2023
End Date: 06-2027
Amount: $1,091,123.00
Funder: Australian Research Council
View Funded ActivityStart Date: 01-2017
End Date: 01-2020
Amount: $316,376.00
Funder: Australian Research Council
View Funded ActivityStart Date: 02-2021
End Date: 02-2028
Amount: $34,934,592.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2019
End Date: 05-2024
Amount: $368,704.00
Funder: Australian Research Council
View Funded Activity