Differences in Well-Being at School Between Young Students With and Without a Refugee Background.

Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school.

Discordance between Adolescents and Parents in Functional Somatic Symptom Reports: Sex Differences and Future Symptom Prevalence.

Functional somatic symptoms, i.e., physical complaints that cannot be sufficiently explained by an objectifiable biomedical abnormality, become increasingly more prevalent in girls than in boys during adolescence.

The relation between clinically diagnosed and parent-reported feeding difficulties in children with and without clefts.

A cleft lip and/or palate (CL/P) is one of the most common craniofacial malformations, occurring worldwide in about one in 600-1000 newborn infants. CL/P is known to influence the feeding process negatively, causing feeding difficulties in 25-73% of all children with CL/P. Because there is a risk for serious complications in these children regarding feeding difficulties, there is often a need for intensive medical counseling and treatment.

Longitudinal relations between autistic-like features and functional somatic symptoms in adolescence.

Autistic-like features and functional somatic symptoms (FSS) frequently co-occur. It remains unknown how autistic-like features and FSS affect each other and develop throughout adolescence. This study examined reciprocal relations between autistic-like features and FSS in adolescence.

Distinguishing dimensions of emotion dynamics across 12 emotions in adolescents' daily lives.

Research on emotion dynamics as indices of emotion functioning has become muddled by conceptual confusion, methodological heterogeneity, and seemingly conflicting results. One way to address this chaos is the study of profiles of emotion dynamics across 12 emotions and how they differ between 246 adolescents. The interpretation of these dynamic profiles was guided by auxiliary variables including age, personality, depressive symptoms, and social experiences.

Co-regulation of movements during infant feeding.

The process by which infants move from liquid feeding to caregiver-assisted spoon feeding of semi-solid food is quite a dramatic transition. In previous studies, we observed that in the weeks after the introduction to solid food, mother-infant dyads showed increased co-regulation and synchronization of their respective feeding behaviors (e.g.

Emotion dynamics in children and adolescents: A meta-analytic and descriptive review.

Theories on children and adolescent emotion dynamics were reviewed using data from 102 ecological momentary assessment studies with 19,928 participants and 689 estimates. We examined age-graded differences in emotional intensity, variability, instability, inertia, differentiation, and augmentation/blunting. Outcomes included positive versus negative affect scales, discrete emotions (anger, sadness, anxiety, and happiness), and we compared samples of youth with or without mental or physiological problems.

A complex dynamical systems approach to the development of feeding problems in early childhood.

Though it is commonly agreed upon that the development of feeding problems in early childhood is a complex process, much of the research on these problems has a component-oriented focus, and very little attention is paid to the mechanisms that lead to these kinds of problems in individual children. The aim of this theoretical paper is to interpret the development of feeding problems in early childhood from a complex dynamical systems viewpoint. In addition to its focus on self-organization and nonlinearity, this approach defines several central properties of development: soft-assembly, embodiment, iterativity, the emergence of higher-order properties, and intra-individual variability.

Co-Adaptation Processes of Syntactic Complexity in Real-Time Kindergarten Teacher-Student Interactions.

Under the premise that language learning is bidirectional in nature, this study aimed to investigate syntactic coordination within teacher-student interactions by using cross-recurrence quantification analysis (CRQA). Seven teachers' and a group of their students' interactions were repeatedly measured in the course of an intervention in early science education. Results showed changes in the proportion of recurrent points; in case of simple sentences teachers and students became less coordinated over time, whereas in case of complex sentences teachers and students showed increasing coordination.

Creativity in the Here and Now: A Generic, Micro-Developmental Measure of Creativity.

Creativity is a relevant yet elusive concept, and consequently there is a large range of methods to assess creativity in many different contexts. Broadly speaking, we can differentiate between creativity measures on the level of the person (such as the Torrance tests), the level of the creative product (consensual assessment), and the level of the creative process. In the recent literature on children's creativity, 80% of the studies employed measures on either the person or the product level (Kupers et al.

Synchronization of mother-infant feeding behavior.

In the weaning period, infants are introduced to solid food after being fed solely on milk, which involves a deliberate reorganization of the infant-caregiver feeding interaction. This multiple case study, involving 5 dyads with 10 repeated observations, analyzed its dynamical structure using Cross-Recurrence Quantification Analysis. The results showed that an optimal interaction occurs when the caregiver is leading by roughly 1-2 seconds.

Measuring feeding difficulties in toddlers with Down syndrome.

Early feeding problems occur frequently across the population, but have a higher incidence in children with Down syndrome (DS). Early identification can possibly be improved with the help of a valid screening instrument based on caregiver reports. In a previous study, we investigated the concurrent validity of the Dutch version of the Montreal Children's Hospital Feeding Scale (MCH-FS, SEP in Dutch) in a sample of typically developing toddlers, and we found a correlation between the score on the instrument and observed behavior during a regular meal.

Trajectories of scientific reasoning: A microgenetic study on children's inquiry functioning.

From the literature, we know that young children engage in inquiry as an organized activity aimed either at confirming or refuting the relevance of certain ideas. The current study provides a characterization of changes in inquiry using a multiple case study of four 5-year old children. Three computer-based tasks were presented to the children as multivariable problem solving situations concerning moving objects.

Children born preterm and full term have similar rates of feeding problems at three years of age.

Aim: We determined the prevalence of feeding problems and their association with perinatal risk factors in three-year-old children born preterm and compared them with a full-term reference group.

Methods: This pilot study assessed feeding problem scores in 35 preterm children, with a median gestational age of 30 weeks (range 26-32) and median birthweight of 1260 grams (730-2250), who were enrolled during their admission to a neonatal intensive care unit. These were compared with existing data on 248 term children from child healthcare centres at the age of three.

A Dynamic Network Model to Explain the Development of Excellent Human Performance.

Across different domains, from sports to science, some individuals accomplish excellent levels of performance. For over 150 years, researchers have debated the roles of specific nature and nurture components to develop excellence. In this article, we argue that the key to excellence does not reside in specific underlying components, but rather in the ongoing interactions among the components.

The relation between child feeding problems as measured by parental report and mealtime behavior observation: A pilot study.

Because feeding problems have clear negative consequences for both child and caretakers, early diagnosis and intervention are important. Parent-report questionnaires can contribute to early identification, because they are efficient and typically offer a 'holistic' perspective of the child's eating in different contexts. In this pilot study, we aim to explore the concurrent validity of a short screening instrument (the SEP, which is the Dutch MCH-FS) in one of its target populations (a group of premature children) by comparing the total score with the observed behavior of the child and caretaker during a regular home meal.

Variability in eating behavior throughout the weaning period.

During the introduction of solid food (usually indicated as the weaning period), infant and caregiver have to adjust their feeding interactions to a completely changed feeding context. In this paper, we argue that these adjustments can be seen as a complex process in which many factors are involved. As a result of these complex interactions, eating behavior can be highly variable between infants and from feed to feed.