Infancy and toddlerhood are critical periods for brain development in children.Nutritional feeding and scientific care are the material basis to ensure their quality of life and effective measures to promote their healthy growth. As a scientific way of care, responsive care aims to identify the needs signals of infants and toddlers and make timely and correct responses through the interactive communication and keen observation between caregivers and infants, which is conducive to improving the quality of parenting.This paper systematically reviews the current situation of responsive care research at home and abroad, analyzes its connotation, theoretical basis, guiding basis, implementation effect and challenges, and aims to provide theoretical basis for clinical care practice of infants and young children.

Objective To develop a mathematical ability assessment tool suitable for preschool children, and to conduct reliability and validity analysis, so as to provide a scientific and feasible instrument for the early clinical identification of children with mathematical learning difficulties. Methods The framework and items of the scale were constructed and revised based on expert consultations and preliminary surveys, ultimately forming the Preschool Children's Mathematical Learning Ability Scale. A multi-stage sampling method was employed, and a total of 500 children aged 3 - 6 years were included in the study. Reliability and validity analysis were conducted on the sample data. Results The Preschool Children's Mathematics Learning Ability Scale consisted of 24 items across four dimensions. In terms of validity testing, the exploratory factor analysis yielded a KMO value of 0.945, with four dimensions extracted. Confirmatory factor analysis showed that the scale structure model fit well, with χ²/df=3.033, RMSEA=0.064, CFI=0.917, TLI=0.907, and IFI=0.918. The correlation coefficients between each dimension and the total scale ranged from 0.755 to 0.924. Using the arithmetic subtest of the Wechsler Preschool and Primary Scale of Intelligence-Third Edition as a criterion, the correlation coefficient with the total scale was 0.811, and the correlation coefficients with individual dimensions ranged from 0.589 to 0.777. The reliability tests confirmed that the Cronbach's α coefficient for the total scale was 0.937, with each dimension ranging from 0.787 to 0.872. The split-half reliability of the total scale was 0.911, with each dimension ranging from 0.679 to 0.899. The test-retest reliability of the total scale was 0.986, with each dimensions ranging from 0.822 to 0.927. Conclusion The Preschool Children's Mathematics Learning Ability Scale demonstrates good reliability and validity, providing theoretical basis for the early identification and intervention of children with Mathematics learning difficulties.

Objective To explore the prefrontal cortex (PFC) activation levels in children with attention deficit hyperactivity disorder (ADHD) during task states using functional near-infrared spectroscopy (fNIRS), and to evaluate the diagnostic value of combining PFC activation with behavioral assessments for distinguishing ADHD, so as to provide a basis for early diagnosis. Methods A total of 40 children diagnosed with ADHD and 30 healthy children undergoing routine health check-ups atthe Children's Health Department of Xi'an People's Hospital (Xi'an Fourth Hospital) from July 2023 to July 2024 were recruited. A 22-channel fNIRS device was used to measure changes in oxygenated hemoglobin (HbO₂) concentration in the PFC during a verbal fluency task (VFT). The Conners Parent Symptom Questionnaire (PSQ) was administered, and correlations between PSQ scores and PFC HbO₂ levels were analyzed. Receiver operating characteristic (ROC) curve analysis was performed to assess the sensitivity and specificity of combining HbO₂ levels with PSQ scores for ADHD diagnosis. Results Compared to healthy children, ADHD children exhibited significantly lower HbO₂ levels in the right dorsolateral prefrontal cortex (rDLPFC), left dorsolateral prefrontal cortex (lDLPFC), right frontopolar cortex (rFPC), medial prefrontal cortex (mFPC), and Brodmann area 8 (BA8) (Z＝4.115, 2.363, 3.591, 2.578, 2.936, P<0.05). ADHD children also scored higher on the PSQ subscales for conduct problems, learning problems, impulsivity-hyperactivity, and hyperactivity index (Z＝3.827, 4.065, 5.531, 4.827, P<0.05). Negative correlations were observed between learning problems and HbO₂ levels in the rDLPFC, rFPC, and mFPC (r＝-0.336,-0.412,-0.310, P<0.05), between impulsivity-hyperactivity and HbO₂ levels in the mFPC (r＝-0.382, P<0.05), and between the hyperactivity index and HbO₂ levels in the rDLPFC, rFPC, mFPC, and BA8 (r＝-0.393,-0.445,-0.431,-0.339, P<0.05). The area under the ROC curve (AUC) for the combined prediction of ADHD using HbO₂ levels in the rDLPFC, lDLPFC, rFPC, lFPC, mFPC, and BA8 along with the hyperactivity index was 0.884, 0.877, 0.883, 0.900, 0.896, and 0.884, respectively, all of which were higher than the AUCs for HbO₂ levels or the hyperactivity index alone. Conclusion Children with ADHD exhibit impaired PFC function, and the combination of PFC HbO₂ levels and PSQ scores demonstrates significant diagnostic value for ADHD.

Learning difficulty is a commonly used clinical term that broadly represents a syndrome and narrowly refers to specific learning disabilities. Its etiology encompasses physiological, psychological, and environmental factors. Clinically, a comprehensive assessment is required to identify the spectrum of learning difficulties, make a diagnosis and differential diagnosis, and provide interventions and treatments. The child health care physicians play a crucial bridging role in clinical practice. Beyond assessment and referral, they must also emphasize the integration of medical and educational approaches and interdisciplinary team collaboration.

Objective To investigate the efficacy of play therapy within the framework of family co-activities for children with autism spectrum disorder(ASD), in order to provide a scientific basis for exploring effective intervention methods that enable long-term adherence to family-based training for children with ASD. Methods A total of 120 children aged 12 to 48 months with ASD, who visited the Ganzhou Maternity and Child Healthcare Hospital from September 2022 to April 2024, were selected as study participants. They were randomly divided into three groups using a random number table. The observation group received parent training and hands-on teaching, with the subjects engaging in family co-activity play for 3 hours per day. The conventional intervention group underwent conventional applied behavior analysis(ABA) intervention therapy. The home care group did not receive any intervention treatment and was managed through routine home care practices. The intervention period lasted for 6 months, and the Gesell Developmental Scale was used to assess the treatment outcomes of the children. Results There were no statistically significant differences in gender and age distribution among children in the observation group, conventional intervention group, and home care group(P＞0.05).Before the intervention, there were no statistically significant differences in total developmental quotient(DQ), adaptability, language, and personal-social skills among children in the three groups(P＞0.05). After the intervention, statistically significant differences were observed in total DQ, adaptive DQ, language DQ, and personal-social DQ among the three groups(F=15.010, 4.942, 14.102, 22.665, P＜0.05). Compared with the home care group, the observation group had higher total DQ(69.51±9.17 vs. 60.18±9.92), adaptive DQ(62.23±10.61 vs. 54.73±11.36), language DQ(54.95±12.41 vs. 44.38±10.71), and personal-social DQ(61.21±13.58 vs. 47.81±11.74) (P＜0.05). Compared with the conventional intervention group, the observation group had higher total DQ(69.51±9.17 vs.59.65±8.56), language DQ(54.95±12.41vs.42.50±11.28), and personal-social DQ(61.21±13.58 vs.44.63±8.50)(P＜0.05). Conclusions By training parents to engage in co-activity play at home,play therapy within the framework of family co-activities can effectively improve the adaptability, language ability, and personal-social skills of children with ASD, reducing the economic burden on the family and improving the efficiency of caregiving. This model has the potential to become an effective long-term intervention method for ASD families and is worthy of widespread promotion among children with ASD and their families.

Prenatal caffeine exposure (PCE) refers to the consumption of caffeine-rich substances including tea, coffee, cola, energy drinks, and chocolate, and certain caffeine-containing cold and pain medications during pregnancy. Current epidemiological and animal studies have revealed that even a safe dose of caffeine during pregnancy might lead to adverse effects on offspring. Improper PCE, considered an adverse environmental factor during early development, might correlate with an elevated risk of various diseases in both childhood and adulthood. Studies suggest an association between maternal caffeine intake during pregnancy and an increased likelihood of offspring overweight/obesity, as well as cognitive and behavioral developmental disorders, although this association remains debated. This article reviews the impact of PCE on the long-term growth and development of children, and summarizes the potential mechanisms, offering clinical insights into the etiology of childhood overweight, obesity, and cognitive and behavioral developmental disorders.

The period from 0 to 3 years of age is the most rapid phase of brain development in infants and young children, making it a critical window for early intervention. Providing high-quality family nurturing care is a crucial means of maximizing the early developmental potential of infants and toddlers. Enhancing the capacity of families in caregiving has become a key strategy for promoting the physical, mental, and comprehensive development of children aged 0 to 3. Professionals in child healthcare at maternal and child health institutions and community health centers play a significant role in guiding families in infant and toddler care. This article discusses key issues in the practice and guidance of family caregiving for infants and toddlers, emphasizing the importance of responsive care throughout the nurturing process, the mental health of caregivers, the early cultivation of socio-emotional skills in infants and toddlers, and the risks associated with screen exposure. It calls for increased attention from both primary heath care professionals and the broader society to collectively enhance the capacity of families in providing care for infants and toddlers.

Objective To investigate the long-term trend of explosive power among Chinese children and adolescents aged 7 to 18 years from 1985 to 2019, predict the status of explosive power in 2029, so as to provide reference for the formulation of future physical health policies. Methods The mean, standard deviation, and sample size data of standing long jump test results for Han Chinese children and adolescents aged 7 to 18 years from the national student physical health surveys conducted between 1985 and 2019 were selected. Descriptive and inferential analysis were conducted using t tests, χ² tests, development increments, and growth rates. Time series analysis was used to predict the mean explosive power in 2029. Results Over the 34-year period, the overall standing long jump performance of children and adolescents aged 7 to 18 years showed a declining trend. The cumulative decline for urban boys aged 7 to 18 years was 2.24 cm, with a chain growth rate of -1.77%; and for urban girls, the cumulative decline was 0.86cm, with a chain growth rate of -1.12%. For rural boys aged 7 to 18 years, the cumulative decline was 10.83 cm, with a chain growth rate of -2.39%, indicating a relatively large decline; for rural girls aged 7 to 18 years, the cumulative decline was 10.54 cm, with a chain growth rate of -2.84%. The prediction results showed that by 2029, the overall level of explosive strength among Chinese children and adolescents aged 7 to 18 years, both urban and rural, would increase. Conclusion The overall level of explosive power among Chinese children and adolescents declined from 1985 to 2019 but the rate of decline has slowed in recent years, and it is projected to increase by 2029.

Objective To explore the chain-mediating effects of school connectedness and academic burnout on the relationship between stress and depressive symptoms in adolescents, in order to provide insights for early prevention and intervention of adolescent depression. Methods A cross-sectional survey was conducted from May to June 2019 among 490 adolescents in grades 7 - 11 from one middle and one high schools in Nanjing, China. The Center for Epidemiologic Studies Depression Scale (CES-D), Adolescent Academic Burnout Scale, School Connectedness Scale, and Perceived Stress Scale were used to assess depressive symptoms, academic burnout, school connectedness, and perceived stress, respectively. Spearman's rank correlation was used to analyze the relationships among variables, and the PROCESS macro in SPSS was employed to examine the chain mediation effects of school connectedness and academic burnout between stress and depressive symptoms. Results Significant correlations were observed among stress, school connectedness, academic burnout and depression (r=-0.487 to 0.634, P<0.001). Stress significantly predicted depressive symptoms (b=1.233, P<0.001). School connectedness and academic burnout independently mediated the relationship between stress and depression, with mediation effect sizes of 9.00% and 11.92%, respectively. Additionally, school connectedness and academic burnout acted as chain mediators between stress and depressive symptoms, with a mediation effect of 3.57%. Conclusion Perceived stress is directly related to depression and is also indirectly associated with depression in adolescents through the chain-mediating effects of school connectedness and academic burnout.

Objective To explore the relationships between parental emotion socialization, children's emotion regulation, and children's anxiety, in order to provide empirical evidence for family-based prevention of anxiety in preschool children. Methods A cluster sampling method was used to select 415 children aged 3 - 6 years from three public kindergartens in Xi'an. The Coping with Children's Negative Emotions Scale (CCNES), the Preschool Anxiety Scale (PAS), and the Emotion Regulation Checklist (ERC) were administered for data collection. Pearson correlation analysis was conducted using SPSS 27.0 to examine the relationships among variables. The Bootstrap method and the Process plugin were employed to test the mediating effects. Results 1) Parental supportive responses were significantly positively correlated with children's emotion regulation (r＝0.228, P<0.01) and significantly negatively correlated with children's anxiety levels (r＝-0.166, P<0.01). In contrast, parental non-supportive responses were significantly negatively correlated with children's emotion regulation (r＝-0.349, P<0.01) and significantly positively correlated with children's anxiety levels (r＝0.281, P<0.01). 2) In the mediation analysis, the direct effect of parental supportive responses on children's anxiety was not significant (β＝-0.060, P＝0.230). Children's emotion regulation fully mediated the relationship between parental supportive responses and children's anxiety, with a mediation effect of 0.087, accounting for 62.14% of the total effect. Parental non-supportive responses had a significant direct effect on children's anxiety (β＝0.145, P=0.002), and children's emotion regulation partially mediated the relationship between parental non-supportive responses and children's anxiety, with a mediation effect of 0.102, accounting for 48.57% of the total effect. Conclusions Parental emotional socialization and preschooler's emotional regulation have significant effects on preschooler's anxiety, and preschooler's emotional regulation plays a mediating role in the influence of parental emotional socialization on preschooler's anxiety.

Parental burnout refers to a set of negative symptoms resulting from parental role and long-term parenting stress. Scholars both domestically and internationally have conducted a series of studies revolving around parenting burnout, exploring its concept, measurement tools, causes, impacts, and consequences.This study systematically reviews the causes of parenting burnout and conducts an in-depth analysis of its effects on the physical and mental health of children, proposing corresponding intervention measures, in order to provide valuable insights for preventing parental burnout, alleviating children's behavioral issues, and enhancing the quality of parenting and children's well-being in families.

Objective To compare the differences in intelligence levels and the distribution of intelligence levels among children aged 6 to 16 years with language development disorder (LDD), functional articulation disorder (FAD), and learning difficulties (LD), in order to provide a more scientific basis for precise diagnosis and intervention. Methods A retrospective study was conducted to collect data of 139 children with LDD, 142 children with FAD, and 106 children with LD who met clinical diagnostic criteria in the Child Healthcare Department of Henan Children's Hospital from October 2014 to September 2022. The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-Ⅳ) was used to assess the intelligence levels of these three groups of children. Based on IQ scores, participants were categorized into five levels: Borderline, low-average, average, high-average, and superior. Results The proportions of children at the borderline IQ level were 22.3%, 33.1%, and 34.0% for LDD, FAD and LD groups, respectively; the proportions in the low-average range were 33.1%, 30.3%, and 21.7%; the proportions in the average range were 38.9%, 32.4%, and 42.5%; the proportions in the high-average range were 3.6%, 3.5%, and 1.9%; and the proportions in the superior range were 2.2%, 0.7%, and 0%, respectively. The verbal comprehension index of children with LDD was significantly higher than that of children with FAD (P<0.05); the processing speed index of children with FAD was significantly higher than that of children with LD (P<0.05). After controlling for gender, parental education level was significantly positively correlated with verbal comprehension, perceptual reasoning, working memory indexes and full-scale IQ of children with LDD (r=0.416, 0.288, 0.239, 0.409, P<0.01). For children with FAD, parental education level was only significantly positively correlated with their verbal comprehension index (r=0.224, P<0.01). For children with LD, grade was significantly positively correlated with their perceptual reasoning index (r=0.206, P<0.05), and parental education level was significantly positively correlated with their verbal comprehension and working memory indexes (r=0.195, 0.234, P<0.05). Conclusions Children with LDD demonstrate better verbal comprehension abilities compared to children with FAD, while children with FAD exhibit faster processing speeds compared to children with LD. Different patterns emerge in the association of IQ and various indices with grade and parental education level among the three groups of children.

Functional constipation(FC) is a common disorder affecting children worldwide, significantly impacting the social, physical, and emotional functioning of both the affected children and their caregivers. Currently, the diagnosis of FC is clinically based on the Rome Ⅳ criteria. Non-pharmacological treatments include health education, lifestyle advice, and toilet training. Pharmacological interventions include disimpaction, maintenance therapy, and eventual withdrawal of medication if possible. Polyethylene glycol(PEG) is considered the first-choice laxative for disimpaction and maintenance therapy. Additionally, various osmotic laxatives, stimulant laxatives, lubricants, and enemas can serve as alternative therapeutic options. For probiotics and newly emerging drugs, there is a lack of evidence supporting their widespread use in childhood FC, necessitating more high-quality research. This review summarizes the currently available scientific evidence and clinical experience to facilitate better clinical management of FC in children by pediatricians.

Objective To analyze the therapeutic effect of cognitive behavioral therapy (CBT) on anxiety symptoms in patients with autism spectrum disorder by Meta-analysis. Methods Seven Chinese and foreign databases, including CNKI, Wanfang Data, China Biology Medicine (CBM), PubMed, Cochrane Library, Web of Science, and Embase, were searched for relevant literature published from the inception of the databases to May 1st, 2024. Two researchers independently assessed the quality of the included studies according to the relevant criteria in the Cochrane evaluation tool. The outcome indicators included the Spence Children's Anxiety Scale-Child/Parent version (SCAS-C/P), Pediatric Anxiety Rating Scale (PARS), Anxiety Disorders Interview Schedule (ADIS), Multidimensional Anxiety Scale for Children-Parent version (MASC-P), and State-Trait Anxiety Inventory (STAI). The included literature data were analyzed using RevMan 5.4 and Stata 17.0 software. Results A total of 11 foreign language articles were included in the Meta-analysis, with a total sample size of 483.Meta-analysis showed that the anxiety symptom-related assessment scale scores in the experimental group after treatment were better than those in the control group (SMD=-0.69,95%CI:-0.88~-0.50,P＜0.001), and there was a statistically significant difference in treatment outcomes between the experimental and control groups. The subgroup analysis results showed that the improvements in anxiety symptoms was the most obvious in PARS scale (SMD=-0.98, 95%CI:-1.30 to -0.66, P<0.001). CBT specifically tailored for ASD (BIACA) had the most significant effect on improving anxiety symptoms compared to other types of CBT (SMD=-0.98, 95%CI:-1.30 to -0.66, P<0.001). The best improvement in the severity of anxiety symptoms was observed with a treatment duration of over 14 weeks (SMD=-0.87, 95%CI:-1.16 to -0.58, P<0.001). Conclusions CBT has a good therapeutic effect on improving anxiety symptoms in children with ASD. However, its effectiveness may be influenced by factors such as outcome indicators, types of CBT, and treatment duration. Appropriate treatment duration with BIACA can better improve anxiety symptoms in patients with ASD.

Objective To explore the emotional and behavioral problems of preschool children and their correlation with family factors, in order to provide a basis for early prevention of such problems. Methods From March to June 2023, a cluster sampling method was adopted to select 912 preschool children aged 3 to 6 years from 10 kindergartens in Haidian District, Beijing. The Strengths and Difficulties Questionnaire (SDQ) was used to assess children's emotional and behavioral problems, while the 12-item General Health Questionnaire (GHQ-12) was employed to evaluate parents' mental health status, and the Parenting Stress Index/Short Form (PSI/SF) was used to assess parenting stress. The χ² test was applied to compare differences in the detection rates of children's emotional and behavioral problems. Multivariable logistic regression analysis was conducted to explore the correlation of children's emotional and behavioral problems with parents' mental health status and parenting stress. A structural equation model was constructed to test the mediating effect of parenting stress on the influence of parents' mental health status on children's emotional and behavioral problems. Results The detection rate of emotional and behavioral problems among preschool children in Haidian District, Beijing, was 19.0% (173/912), with varying detection rates among children with different living and behavioral characteristics and socioeconomic status. The detection rates of poor mental health status and increased parenting stress among parents were 18.0%(164/912) and 20.0%(182/912), respectively. Poor mental health status of parents (OR=2.73, P<0.001) and increased parenting stress (OR=6.62, P<0.001) were associated with an increased risk of emotional and behavioral problems in children. Parents' mental health status could influence children's emotional and behavioral problems through parenting stress (β=0.25, P<0.001). Conclusion Poor mental health status of parents and increased parenting stress are associated with emotional and behavioral problems in preschool children. Early identification and intervention in parents' mental health issues and relief of parenting stress have positive implications for the prevention of emotional and behavioral problems in preschool children.

Objectives To explore the relationship among parenting styles, physical activity (PA), and sleep problems in 3- to 4-year-old children, so as to provide basis for improving young children's sleep issues. Methods By random sampling, a total of 347 Chinese children aged 3 to 4 years were recruited from 3 common public kindergartens in Jiaxing City from March to April 2022. Sleep problems were defined as a total score >41 on the Children's Sleep Habits Questionnaire. Logistic regression models were used to analyze the relationship between parenting styles and children's sleep problems, and moderation effect models were employed to investigate the moderating role of children's PA. Results Supportive/involved parenting behaviors from both fathers (OR=0.941, 95%CI: 0.903 - 0.980) and mothers (OR=0.938, 95%CI: 0.901 - 0.977) were negatively associated with sleep problems, while hostile/coercive parenting behaviors from both fathers (OR=1.034, 95%CI: 1.002 - 1.067) and mothers (OR=1.038, 95%CI: 1.005 - 1.072) were positively correlated with sleep problems. Children's PA significantly moderated the associations between parents' hostile/coercive or supportive/involved parenting behaviors and children's sleep problems (P<0.05). Conclusions Positive parenting behaviors are associated with reduced sleep problems in 3- to 4-year-old children, while negative parenting behaviors are associated with increased sleep problems. Children's PA moderates the relationship between parenting styles and sleep problems, and engaging in 2 hours of PA daily can buffer the adverse effects of parenting styles on children's sleep problems. Strategies to improve parenting styles and promote PA levels among 3- to 4-year-old children may benefit their sleep.

Neuroscience is one of the most promising research fields in the 21st century,holding significant importance for studies on child development and education.This article begins with findings from neuroscience research to outline the fundamental patterns of brain development in children.It then analyzes the impact of brain science on child development from three aspects:cognitive development,emotional development,and social development.Specifically,it examines influences on attention,types of memory,and thinking abilities within cognitive development.The article proposes educational recommendations based on neuroscience to promote healthy brain development in children,including providing appropriate environmental stimuli,fostering good living habits,emphasizing emotional support and guidance,and implementing personalized education.These suggestions aim to offer scientific guidance for the healthy growth of children.Additionally,the article offers a perspective on the future prospects of brain technology in the field of child health development.

Cow's milk protein allergy(CMPA) is a common allergic reaction among children. The milk ladder approach involves gradually introducing cow's milk protein through steps of varying degrees of denaturation and increasing doses, which can induce earlier long-term tolerance to cow's milk protein in children. Existing research has proven the milk ladder to be a safe and effective method. However, as an emerging treatment, the milk ladder necessitates diverse improvement strategies based on individual and cultural differences, and requires further research to verify its long-term safety.

In mathematics learning, some students frequently encounter various difficulties when completing arithmetic tasks, including have error-prone and slow responses.The developmental difficulty could be developmental dyscalculia (DD).DD, also known as arithmetic difficulty, is a specific mathematical learning disability that affects approximately 5% to 7% of school-age children.Although there are differences in mathematical performance among children from different cultural backgrounds, the prevalence of DD remains relatively stable worldwide.In recent years, abacus, as a traditional computational tool in the economic field, has gradually become a cognitive learning tool that promotes children's development, particularly in enhancing their arithmetic skills and addressing the arithmetic disorders.This article outlines the characteristics and incidence rates of dyscalculia, intervention methods, and the role of abacus learning in promoting computational skill development and its effectiveness in intervening with dyscalculia.

Objective To investigate the serum levels of follicle-stimulating hormone (FSH), luteinizing hormone (LH), and testosterone (T) in early male neonates of different gestational ages and their relationships with penis length and testicular volume, so as to provide basis for the timing of early intervention in male sexual underdevelopment and fertility preservation. Methods From January 2022 to February 2023, 50 clinically stable early male neonates with a gestational age of ≥32 weeks admitted to the neonatal ward of the First Affiliated Hospital of Henan University of Science and Technology were selected into this study, and were divided into a preterm group and a term group based on their gestational age. Penis length and testicular volume were measured, and serum levels of FSH, LH, and T were tested using chemiluminescent immunoassay. The correlation of penis length and testicular volume with serum levels of FSH, LH, and T were analyzed. Results No significant differences were observed in serum levels of FSH, LH, and T between the preterm and term groups (P>0.05). Serum FSH and LH levels were positively correlated with penis length in both groups (preterm group: r=0.466, 0.632, P<0.05; term group: r=0.449, 0.501, P<0.05), while serum T levels were not significantly correlated with penis lengthand testicular volume in either group (P>0.05). Serum FSH level in the term group and serum LH level in both groups were positively correlated with (r=0.435, 0.578, 0.433, P<0.05). Conclusions Serum levels of FSH, LH, and T are not related to gestational age. FSH and LH promote the growth and development of the penis, and LH promotes testicular volume growth. Additionally, FSH is found to promote testicular volume growth only in term infants.

Objective To analyze the correlation between screen exposure content and family rearing environment, in order to provide more reasonable guidance on screen exposure for parents. Methods Caregivers of 353 children aged 3 to 6 years who underwent physical examinations at four maternal and child health hospitals in Shanghai from January to August 2022 were selected as participants. A self-designed Screen Exposure Questionnaire and Family Rearing Environment Scale for Urban Children Aged 3 to 6 Years were used to investigate screen exposure and family rearing environments.The relationship between children's screen exposure content and family rearing environments was analyzed. Results Children's exposure to children's/adult and violent videos significantly varied across different genders, age groups, parental education levels, and family rearing environments(χ²=6.055, 8.145, 9.136, 8.080, 13.327, P<0.05). Similarly, children's exposure to educational/non-educational, animated/real and fast/slow screen-switching videos also differed across different family rearing environments(χ²=14.177, 11.221, 10.544, P<0.05). Boys(OR=1.739, 95%CI:1.112 - 2.718) and poor family rearing environment(OR=2.506, 95%CI:1.173 - 5.356) were risk factors for children's exposure to adult and violent videos(P<0.05). Children aged 3 to 4 years(OR=3.144, 95%CI: 1.472 - 6.715) and those in a poor family rearing environment(OR=4.018, 95%CI: 1.659 - 9.731) were more likely to be exposed to non-educational videos(P<0.05). Children in a poor family rearing environment(OR=0.329, 95%CI: 0.122 - 0.892) were less likely to be exposed to slow screen-switching videos(P<0.05). Conclusion Children's screen exposure content is related to the family rearing environment, and targeted guidance on the rearing environment can help improve children's screen exposure.

Learning difficulties are a common and complex behavioral issue in child development, characterized by significantly low academic achievement, which severely impacts children's academic performance and mental health. In recent years, with the deepening understanding of learning difficulties, the early identification and intervention of these difficulties have increasingly become an important topic in the field of child healthcare. Based on both domestic and international research evidence as well as clinical practical experience, this article systematically elaborates on the approaches and strategies for the early identification and intervention of learning difficulties, aiming to provide guidance for child healthcare professionals.

Objective To investigate the association between sleep and precocious puberty in children, in order to provide a scientific basis for the prevention and early intervention of precocious puberty. Methods This case-control study recruited children diagnosed with precocious puberty for the first time at Wuhan Children's Hospital between October 2022 and February 2024, along with healthy children from the health examination center as controls, matched 1∶1 with the precocious puberty group. A family health questionnaire was used to collect general demographic data and lifestyle habits, and the Sleep Disturbance Scale for Children (SDSC) was employed to assess the degree of sleep disturbances. A binary Logistic regression model was used to analyze the relationship between sleep disturbances and precocious puberty. Results A total of 274 participants were included in the study, with a mean age of (8.75±1.12) years. There were no statistically significant differences between the precocious puberty group and the control group in terms of sleep environment (χ²= 2.279) or the habit of sleeping with a night light (χ²=0.769) (P>0.05). However, significant differences were observed between the two groups in terms of mode of delivery (χ²=5.500), maternal age at menarche (χ²=4.202), parental history of precocious puberty (χ²=9.460), sex education exposure (χ²= 7.831), disorders of initiating and maintaining sleep (Z=2.968), excessive daytime sleepiness (Z=2.384), and total SDSC score (Z=1.968) (P<0.05). After adjusting for baseline characteristics, binary Logistic regression analysis indicated that more severe disorders of initiating and maintaining sleep were associated with a higher risk of precocious puberty(OR=2.30,95%CI: 1.06 - 5.00, P=0.036) and central precocious puberty (OR=3.20,95%CI: 1.23 - 8.35, P=0.017),and severity of excessive daytime sleepiness positively correlated with precocious puberty risk (OR=2.13, 95%CI: 1.09 - 4.14, P=0.026). Conclusions Both initiation and maintenance of sleep disorders and excessive daytime sleepiness are associated with an increased risk of precocious puberty in children, with higher scores correlating with greater risk.It warrants clinical attention and requires evidence-based interventions.

Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children, which lacks objective tests and is difficult to diagnose. This paper reviews the application of machine learning and deep learning in ADHD diagnosis and the value of assisted diagnosis. Research in this field focuses on several key areas: text analysis, electrophysiological testing, neuroimaging, behavioral data analysis, genomics, and multi-omics studies. Despite the significant potential demonstrated by machine learning and deep learning in diagnosing ADHD, challenges such as data quality, overfitting, model interpretability, and ethical issues remain. Future research needs to be focused in the areas of improving algorithm performance, enhancing model interpretability, ensuring data privacy and security, and validating on a broader range of clinical samples.

China has a large population of children with autism spectrum disorder (ASD), yet there remains a significant gap between available service resources and the needs of these children.To enhance the capacity of the national maternal and child health system in serving children with ASD, the China Maternal and Child Health Association initiated the "Standardized Construction of a Three-Tier Autism Prevention and Intervention Network" project.The Committee on Autism Prevention and Intervention organized experts to develop this consensus, which addresses the establishment of a three-tier network and outlines standardized approaches for screening, diagnosis, rehabilitation therapy, and family support.

Objective To investigate the current status of early warning signs screening for psychobehavioral development among preschool children in Guiyang and its influencing factors, in order to provide a basis for promoting healthy child development and formulating preventive and control measures. Methods From May to July 2024, a stratified cluster random sampling method was used to investigate 1 668 children aged 3 to 6 years and their primary caregivers in 11 community health service centers/township hospitals in three districts and counties of Guiyang. The primary caregivers completed questionnaires on general information, the Chinese version of the Parent-Child Interaction Questionnaire, the Parenting and Family Adaptation Scale, and the Home Nurture Environment Scale for Children aged 3 - 6. Children were screened for psychobehavioral development problems using early warning signs. The χ² test and Wilcoxon rank-sum test were used for comparison of differences, and multivariate analysis was conducted using logistic regression analysis. Results The positive detection rate of early warning signs among children aged 3 to 6 years was 5.6%, with fine motor development issues being prominent, accounting for 6.2%, 3.5%, 2.5%, and 1.7% at 3、4、5、6 age groups, respectively. Age (χ²=13.675), maternal education level (χ²=6.743), parenting skills (Z=2.266), encouraging parenting (Z=2.171), parental adaptation (Z=2.690), neglect/punishment/interference (Z=-2.322) were associated with the positive detection rate of early warning signs in children (P<0.05). Multivariate analysis showed that being 3 years old (OR=3.441) and 4 years old (OR=2.362), maternal education(high school or college OR=3.113, junior high school education or below OR=2.623), and premature (OR=2.241) were positively correlated with positive early warning signs in children (P<0.05). High and medium levels of parenting skills (OR=0.515, 0.537) were negatively correlated with positive early warning signs in children (P<0.05). Conclusions The issue of psychobehavioral development among preschool children in Guiyang still requires attention. Child health professionals should provide targeted health education to caregivers based on the characteristics of each age group and enhance their parenting skills, thereby improving the family rearing environment and promoting healthy child development.

Objective To conduct a scoping review of family-based early intervention studies in autism spectrum disorder (ASD), and to determine the essential components of early family interventions, so as to provide reference for clinical practice. Methods A systematic search was performed across PubMed, CINAHL, Embase, WOS, Cochrane Library, SinoMed, China National Knowledge Infrastructure, Wanfang Medical Database, and VIP Information Chinese Science and Technology Periodical Database, with the time span ranging from database inception to February 2024. Results Fourteen articles were included in the synthesis. Predominantly, interventions were grounded in structured training methodologies, the Denver Model of Early Intervention, Picture Exchange Communication System (PECS). Intervention strategies encompassed online guidance, parent-child play interactions, and naturalistic scenario interventions. The duration of interventions typically spanned three to four months. Outcome measures entailed assessments of the child's symptoms, abilities, and parental evaluations. Findings indicated that family-based early interventions facilitated skill development in children with ASD and improved parental psychological well-being; however, inconsistencies in intervention intensity, evaluation metrics, and completion rates were evident. Conclusions Research on family-based early interventions for ASD is still evolving. Future endeavors should focus on refining assessment frameworks, intensifying intervention efforts, leveraging internet technologies, and devising scientifically sound and efficacious family intervention protocols.

Objective To investigate the association between different feeding methods and infant gastrointestinal health, in order to provide evidence to promote exclusive breastfeeding during early infancy. Methods Participants were recruited from November 2021 to September 2022 in Nanjing, Chengdu, Xi′an, Wuhan, Guangzhou, and Qingdao.Infant gastrointestinal health was assessed using the Infant Gastrointestinal Symptom Questionnaire (IGSQ).Generalized linear models and Logistic regression analyses were employed to examine the relationship between feeding methods and IGSQ scores, as well as common gastrointestinal symptoms. Results A total of 765 mother-infant pairs were included.The median IGSQ scores were 21.00 (17.00, 25.00) for the exclusive direct breastfeeding group, 22.00 (18.00, 26.00) for the exclusive breastfeeding (direct + bottle-fed) group, and 22.00 (18.00, 27.00) for the mixed-feeding group.The average IGSQ score of infants in the mixed feeding was 1.106 points higher than that of the exclusive direct breastfeeding group (95%CI: 0.060 - 2.152, P=0.038).Compared with exclusive direct breastfeeding, mixed feeding was associated with a higher risk of constipation in infants(AOR=1.96, 95%CI: 1.198 - 3.202, P=0.007).The risk of dysphagia in infants in the exclusive breastfeeding (direct+bottle-fed)group and mixed feeding group was 2.14 (95%CI: 1.074 - 4.256, P=0.030) and 2.52 (95%CI: 1.371 - 4.637, P=0.003) times as high as that in the exclusive direct breastfeeding group, respectively.Additionally, exclusively breastfed infants exhibited fewer signs of irritability. Conclusions Exclusive direct breastfeeding in early infancy may help reduce gastrointestinal burden and negative emotional expressions in infants, demonstrating beneficial effects on gastrointestinal health.

Objective To explore the relationship between the level of responsive care and caregivers' social support, so as to provide a theoretical basis for improving the level of responsive care for infants and young children. Methods A cross-sectional survey was conducted among 896 infants and young children who received health examinations in the child health clinic of Wuchang District Maternal and Child Health Hospital in Wuhan from March 2023 to January 2024. General information questionnaire, Social Support Scale, and Infant and Young Child Responsive Caregiving Scale were used for the survey. The correlation between caregivers' social support and responsive care for infants and young children was analyzed, along with its influencing factors. Results The level of responsive care was correlated with children's health status (Z=-4.127), child insurance (H=10.873), paternal education level (H=9.092), maternal education level (H=9.254), family's per capita monthly income (H=9.642), and marital relationship (H=44.810) (P<0.05). There was a significant positive correlation between responsive care for infants and young children and social support (r=0.176, P<0.01). Multivariate linear regression analysis showed that after controlling for demographic factors, social support still had a significant positive effect on the level of responsive care for infants and young children (β=0.206, 95%CI: 0.08 - 0.25, P<0.01). Conclusions Social support affects the level of responsive care in infants and young children. Health care professionals should provide caregivers with guidance on nurturing care to improve the level of responsive care for infants and young children.

Objectives To explore the network structure of anxiety, depression, and test anxiety among middle school students using network analysis, and to identify key symptoms and bridge symptoms within the symptom cluster, so as to get a deeper understanding of the comorbidity among these three conditions and provide a basis for effective prevention and intervention. Methods From December 2023 to January 2024, 1 309 middle school students were surveyed using the Generalized Anxiety Disorder sub-scale from the Screen for Child Anxiety Related Emotional Disorders (SCARED), the Center for Epidemiologic Studies Depression Scale (CESD), and the Multidimensional Test Anxiety Scale (MTAS). Gaussian graphical network models were used to estimate the network structure. Results Core symptoms in the network included "worrying about whether I can do things well (GAD8)", "depressed (CESD3)", "heart races when I take a test (MTAS8)", "worrying about being good as other kids (GAD3)", and "feeling panicked before exams (MTAS11)". Symptoms bridging anxiety, depression and test anxiety included "feeling depressed (CESD1)", "worrying that one is not as good as other children (GAD3)", "feeling nervous and uneasy (GAD2)", "worrying about things that have already happened (GAD9)", "feeling lonely (CESD6)", "having difficulty concentrating during exams (MTAS14)",and "feeling stomach discomfort during exams (MTAS12)". Conclusions The negative impacts of the comorbidity of anxiety, depression and test anxiety symptoms on middle school students could be reduced through prevention and interventions targeting core and bridge symptoms.

The metabolism of lactose primarily relies on the hydrolytic action of lactase, whose activity is regulated by genetic factors and developmental stages.Lactose intolerance can be classified into four types: primary, secondary, congenital, and developmental, with diverse clinical manifestations.Diagnostic methods include hydrogen breath test, lactose tolerance test, and genetic testing, but there is currently no simple and reliable standardized diagnostic approach.Treatment strategies encompass dietary modifications, enzyme replacement therapy, and probiotic supplementation.This article summarizes the metabolic mechanisms of lactose in the intestine, as well as recent advances in the pathophysiology, diagnosis, and treatment of lactose intolerance.A deeper understanding of lactose metabolism is crucial for improving the management of lactose intolerance.

Developmental coordination disorder (DCD) in children is a common neurodevelopmental disorder with a steadily increasing prevalence.It seriously impairs children's social adaptability and the development of their physical and mental health.Studies have shown that if DCD is not identified and intervened early, motor difficulties may persist and have long-term negative impacts on academic performance, social functioning, and mental health.Early identification and timely intervention are crucial for slowing disease progression, improving functional outcomes, and promoting social participation.Compared to adults, children with neurodevelopmental disorders have a higher rate of comorbidity.In clinical practice, in addition to accurately distinguishing DCD from other neurodevelopmental disorders, close attention should also be paid to its comorbid characteristics to facilitate the development of more precise and individualized diagnosis and treatment strategies.

Individuals with autism spectrum disorder(ASD) may have varying degrees of daily living skills deficits(DLS), and DLS interventions play an important role in improving quality of life and better integrating into society.This study provides an overview of the current status of DLS in individuals with ASD, the influencing factors, and types of intervention programs,and provides insights and suggestions for the development of relevant intervention plans.

Neuroscience, as a comprehensive discipline that studies the structure, function, and developmental patterns of the nervous system, provides a critical theoretical foundation for understanding human cognition, emotions, and behavior.The rapid advancements in neuroscience research have offered fresh perspectives on child health and development. This paper systematically explores the intrinsic connections between neuroscience and child health development, with a particular focus on the characteristics of brain development and its influencing factors during the critical period of 0 - 6 years.Research on children′s brain health development reveals the complexity of the interaction between neural development and environmental factors.Moving forward, it is essential to integrate multidisciplinary findings and develop neuroscience-based intervention strategies to create an optimal growth environment for children.

Objective To evaluate the intervention effect of active head control training in different periods in children with torticollis, so as to provide scientific basis for promoting the prognosis and gross motor development of these children. Methods A total of 70 children with torticollis who visited the Second Rehabilitation Clinic of Shengjing Hospital of China Medical University from January 2022 to December 2023 were selected as the study subjects. Based on the timing of the introduction of head control training, the children were divided into an observation group and a control group, with 35 children in each group. Both groups underwent passive stretching exercises for the shortened sternocleidomastoid muscle. The control group received active head control training when the child could actively lift their head to 45° in prone position and maintain the position for ≥30s. The observation group received active head control training from the beginning of the first treatment. Neck passive range of motion (rotation to the affected side and lateral flexion to the unaffected side), the ratio of sternocleidomastoid muscle thickness between the two sides, and gross motor function were compared between the two groups before and after training. Results After training, the observation group significantly outperformed the control group in terms of the Test of Infant Motor Performance (TIMP) score (96.26±10.01 vs. 89.97±8.96, t=2.769, P<0.05) and evoked items score (86.80±9.29 vs. 80.91±7.95, t=2.847, P<0.05). Further analysis showed that the differences in TIMP total score (49.20±10.83 vs. 43.54±7.87, t=2.500, P<0.05) and evoked items score (43.66±10.30 vs. 38.37±7.33, t=2.474, P<0.05) between pre- and post-training were significantly greater in the observation group compared to the control group. Conclusion Early intervention with active head control training can promote gross motor development and symmetrical contraction of bilateral sternocleidomastoid muscles in children with torticollis.

Artificial intelligence (AI), as an emerging technology capable of augmenting or even replacing certain human functions, has significant potential in enhancing the accuracy of disease diagnosis, enabling personalized treatment, and improving disease management. Bronchial asthma, one of the most prevalent chronic inflammatory airway diseases, has long been a focus in terms of its diagnosis, treatment, and management. AI can utilize techniques such as representation learning, machine learning, deep learning, and natural language processing to collect and analyze vast amounts of textual, visual, and auditory data. By establishing complex, non-linear relationships, AI can construct models to assist physicians in the identification, treatment, and management of bronchial asthma. This paper primarily discusses the application and research progress of AI in pediatric bronchial asthma from the perspectives of diagnostic classification, treatment, and management and monitoring. Additionally, it briefly analyzes the advantages and limitations of various intelligent assistance methods.

Developmental dyslexia is a common type of learning disability characterized by slow reading speed, difficulties in word recognition and spelling. This neurodevelopmental disorder cannot be explained by sensory or neurological impairment, lack of educational opportunities and learning motivation, or lower intelligence. Studies have shown that children with this condition often have auditory processing defects, which may be masked by good peripheral hearing and therefore often overlooked. This article summarizes and discusses the auditory processing characteristics of children with developmental dyslexia from multiple aspects, including neuroanatomical structures, behavioral studies, electrophysiology, intrinsic neural mechanisms, and genetic phenotypes, so as to provide scientific basis for early identification and rehabilitation intervention.

Objective To assess the level of daily physical activity, and associations between daily physical activity and family supportive factors for school-aged children, in order to provide a reference for promoting children's physical activity. Methods From April to June 2024, a total of 88 school-aged children aged 8 - 12 years were recruited from an elementary school in Hangzhou, with the average age of (10.72±0.96) years old. Among them, 57(64.8%) were boys. All the participants wore triaxial accelerometers for 7 consecutive days to collect data on sleep, sedentary behavior , low-intensity physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). The Physical Activity Parenting Questionnaire for Children (PAP-C) was used to assess children's self-perceived family supportive factors, including parental autonomy support, parental involvement, and parental physical activity structure. Multiple linear regression analysis was conducted to examine the associations between physical activity and family supportive factors. Results The average daily sleep duration of school-aged children was (9.28±0.71) hours, sedentary time was (10.12±1.19) hours, LPA was (2.99±0.86) hours, and MVPA was (1.61±0.57) hours. Overall, family supportive factors were significantly associated with MVPA time in school-aged children (P<0.05), but not with sleep duration or SB time (P>0.05). Gender-specific analysis revealed that parental autonomy support scores were positively correlated with MVPA time in boys (β＝0.281, P<0.05), while parental physical activity structure scores were negatively correlated with LPA time in girls (β＝-0.760, P<0.05). Conclusions School-aged children generally exhibit prolonged sedentary time and relatively high levels of physical activity. Family supportive factors are closely related to MVPA in school-aged children. Future efforts should emphasize the influence of family supportive environments on the physical activity of school-aged children.