Unlabelled: The main purpose of this study is to investigate the changes in the signs of flatfoot of preschool-aged children in a 1-year follow-up study. This study performed follow-up on a total of 580 preschool-aged children (boys, 297 children; girls, 283 children) with a median age of 54 (range 36-71 months), and the average follow-up period was 11.8 months. This study used the Chippaux-Smirak index (CSI) of footprint as the assessment tool, and CSI > 62.70 % was used as the standard for determining whether preschool-aged children suffered from flatfoot. The results showed that the signs of flatfoot of preschool-aged children improved with increasing age. At the 1-year follow-up, the average CSI was 5.1 % lower, and the proportion of children with flatfoot was 14 % lower. The follow-up on the change in the signs of flatfoot showed that 37.6 % of the children originally with flatfoot had improved to normal, verifying that flatfoot indeed improves with increasing age. However, the results also showed that 9.9 % of the children who originally had normal feet had developed flatfoot with increasing age, which deserves subsequent investigation. The results of the follow-up also showed that children who were relatively younger, male, obese, and experiencing excessive joint laxity were more likely to experience the signs of flatfoot.
Conclusion: The 1-year follow-up found that some preschool-aged children with flatfoot may develop normal feet, while children with normal feet may begin to experience the signs. Relevant factors affecting flatfoot in preschool-aged children continue to require further clarification.
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http://dx.doi.org/10.1007/s00431-012-1884-4 | DOI Listing |
Obes Rev
January 2025
Nutrition and Dietetics Group, Sydney Nursing School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.
Early childhood is a key opportunity to establish healthy eating behaviors and prevent future non-communicable diseases associated with poor diets. How to effectively intervene in the system of the many determinants influencing children's dietary intake remains unclear. This scoping review aimed to map the determinants of nutrition and eating that have been addressed in early childhood nutrition interventions and identify which of these improve dietary intake.
View Article and Find Full Text PDFIntroduction Young children with intellectual and developmental disabilities (IDD) who have limited speech and language require access to augmentative and alternative communication (AAC) intervention, including technology and instruction. While research shows that AAC intervention can effectively support communication from children with IDD, research on its impact on school readiness skills is limited. Methods Two preschool aged children with IDD participated in this study.
View Article and Find Full Text PDFPhysiol Meas
January 2025
University College London Department of Medical Physics and Biomedical Engineering, Malet Place Engineering Building, Gower Street, London, WC1E 6BT, UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND.
Objective Screening for disease using a smartphone camera is an emerging tool for conditions such as jaundice and anaemia, which are associated with a colour change (yellowing in jaundice; pallor in anaemia) of the external tissues. Based on this, we aimed to test a technique to non-invasively screen for anaemia in a population highly affected by anaemia: pregnant women in India. In this group, anaemia can have severe health consequences for both the mother and child.
View Article and Find Full Text PDFToday's children are experiencing a secular decline in gross motor skill development, resulting in developmental delays (DD). Understanding which development facets affect gross motor DD presentation supports prevention strategies. This study explored the influence of executive function, self-concept, and others associated with gross motor DD in preschool-aged children with and without disabilities.
View Article and Find Full Text PDFFront Child Adolesc Psychiatry
August 2024
Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, United States.
Introduction: Using clear explicit translatable language, we translated the Welch Emotional Connection Screen into a new universal language instrument, the . In this study, we had two aims: Aim 1 was to establish of the uWECS by comparing scores coded by primary Spanish-speaking coders using the Spanish translation of the uWECS to scores coded by bilingual, secondary Spanish-speaking coders using the oWECS. Aim 2 was to establish the in terms of oWECS and uWECS performance in tracking change in autonomic emotional connection (AEC) during the course of an intervention among preschool aged children.
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