Associations Between Preschooler Screen Time Trajectories and Executive Function.

Objective: To examine associations between preschooler screen time trajectories and executive functions and effortful control at age 5.

Methods: Prospective, community-based convenience sample of 315 parents of preschoolers (54% male), studied at the ages of 3.5 (2020), 4.

The use of a computer-based program focused on the syllabic method to support early literacy in children with cochlear implants.

Background: Children with cochlear implants (CIs) often lag behind children with normal hearing (NH) in early literacy skills. Furthermore, the development of language skills associated with their emergent literacy skills seems to depend on good auditory access. Supporting language acquisition and early literacy in children with CIs may prevent difficulties in primary school.

Narrative skills and language comprehension in preschool children with cochlear implants: A comparison with children with Developmental Language Disorder or typical development.

Introduction: The narrative skills of children with cochlear implants (CIs) are fragile, but the factors at play and whether these difficulties could be similar to those detected in language impairment are not clear. The present study aims to assess, at the microstructural level, narrative skills, comparing children with CIs with children with Developmental Language Disorder (DLD) or Typical Development (TD). Furthermore, the relationship between verbal (lexical and morphosyntactic) comprehension and narrative skills across groups is investigated.

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

The present contribution aimed to analyze the effects of a motor program intervention (i.e., I-MovE intervention) implemented indoors and outdoors at nursery school, on children's motor, socio-emotional, and cognitive skills.

Control and value appraisals and online multiple-text comprehension in primary school: The mediating role of boredom and the moderating role of word-reading fluency.

Background: Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations with primary-school students in the reading domain, and specifically for online multiple-text comprehension, and to how such relations are moderated by basic cognitive abilities.