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Introducción: La diversidad alimentaria constituye una medida cualitativa del consumo de alimentos, tiene una asociación positiva con la calidad de la dieta y es un factor importante para alcanzar los requerimientos nutricionales. Objetivo: Evaluar la variabilidad en el patrón de consumo de los alimentos de niños pre escolares residentes en Asunción, de condición socioeconómica alta y su relación con el estado nutricional. Metodología: Diseño observacional, trasversal, cualitativo. Se realizó la evaluación de niños prescolares de 2-6 años de nivel socio económico alto de Asunción, de setiembre a octubre de 2014 mediante medición antropométrica y con dos encuestas: una de datos demográficos y otra con la lista de todos los alimentos disponibles en el mercado, mediante entrevista directa. Se evaluó estado nutricional y su relación con la diversidad alimentaria. Se utilizó medidas de frecuencia y el programa Anthro 3.2 de la Organización Mundial de la Salud. Resultados: Se estudiaron 67 niños, con predominó del sexo femenino. El 89,5 % de madres tuvo estudios terciarios concluidos. Se encontraban eutróficos (63% de los niños) y 31,5 % con malnutrición por exceso (sobrepeso y obesidad) Un 19% presentó riesgo de talla baja y el 1,5% talla baja. Se hallaron un total de 172 tipos de alimentos que se distribuyeron en 9 grupos, la media de número de alimentos consumidos por los niños pre escolares fue de 69,19 (IC 95%: 63,79- 74,59). El rango mínimo fue de 28 alimentos y el máximo 126 alimentos. No se encontró diferencias significativas con el Índice de Masa Corporal y la diversidad alimentaria; sin embargo la relación fue estadísticamente significativa entre diversidad de la alimentación y la talla alta. Conclusión: Se constató que existe poca variabilidad en el consumo de alimentos de niños pre escolares sin restricción socio económica. Se encontró relación significativa entre diversidad Alimentaria y la talla del niño
Introduction: Food diversity can be used to measure the quality of the feeding habits. It has a positive association with diet quality and constitutes an important factor to reach the nutritional requirements. Objectives: Assess the variability in feeding patterns of pre-schoolers living in Asunción, from families with high socioeconomic status and the relation with their nutritional status. Methodology: Observational, transversal in time, qualitative study. The researchers evaluated children from 2-6 years of age, from families with high socioeconomic status living in Asunción, from September to October of 2014, using antromopetric measures and two questionnaires applied in direct interview format: the first one with demographic data and the second one with a list of locally available food. The nutritional status and its relation with food diversity were assessed, measuring frequency. World's Health Organization's Software Anthro 3.2 was used for anthropometric evaluation. Results: In total, 67 children were included in the study, mainly female. 89,5% of the patient's mother had concluded tertiary education. 63% of patients were well-nourished and 31,5% had excess weight (overweight and obese). 19% were in risk of stumpting and 1,5% were in the range of stumpting. A total of 172 food varieties were found, distributed in 9 groups, the mean quantity of food varieties consumed by children was of 69,19 (CI: 95%, 63,79-74,59), ranging from 28 to 126 food varieties. Significant differences were not found in Body Mass Index and food diversity; but a statistically significant relation was found between food diversity and height. Conclusion: Low variability in feeding patterns was found in children with high socioeconomic status. There was a significant relation between food diversity and the child's height
ABSTRACT
@#Vision impairment when undetected early can affect the social and mental development of a child. Early detection of visual impairment can provide better prognosis and can be conducted through vision screening at pre-school. Vision screening performed using pre-school teachers would allow cost and time savings while providing greater access to perform this screening. The objective of this study was to determine the effectiveness of vision screening conducted by pre-school teachers. A total of sixty pre-school teachers from KEMAS Tabika’s and Taska’s in the Klang Valley were randomly selected and divided into two groups i.e. a Study Group and a Control Group. The Study Group was given participative and handson vision screening training whereas the Control Group was only given brief verbal instructions on conducting the screening. Each of these pre-school teachers was asked to conduct vision screening on 15 pre-school children aged 4 to 6 years old. Trained optometrists then repeated the vision screening on the same children. The results showed that there was a higher validity in the vision screening findings from the Study Group (sensitivity = 79%, specificity = 95%) compared to the Control Group (sensitivity = 26%, specificity = 95%). The level of agreement concurrence between the pre-school teachers in the Study Group and the optometrist was high for all tests (AC1 ≥ 0.89). In conclusion, the vision screening program conducted by pre-school teachers was effective but needed proper training for the screeners. This program is seen to be able to empower pre-school teachers using vison screening techniques to allow them to identify pre-school children with vision impairment who would then require further examination and management by an eye-care professional. This program would be able to reduce the prevalence of vision impairment among pre-school children in Malaysia in the long term.
Subject(s)
Vision ScreeningABSTRACT
Background: Post operative pain is a major concern in children particularly in developing countries were opioids are not freely available. Use of opioids is associated with side effects increasing patient discomfort and delaying patient discharge from hospital. We conducted a study comparing the use of different doses of rectal paracetamol with rectal diclofenac when used as pre-emptive analgesics on postoperative pain and recovery in paediatric patients considering the relative risk of diclofenac to increase bleeding in surgeries like tonsillectomy, cleft lip and cleft palate. Methods: Study groups included 20 patients in each. Group P40 receiving 40 mg/kg rectal paracetamol, Group P20 receiving 20 mg/kg rectal paracetamol, Group D receiving rectal diclofenac 1 mg/kg. Pain scoring was done by TPPPS (Toddler Pre-schooler postoperative pain scale) time to first need of analgesia and total dose of analgesia was noted. The rates of recovery were evaluated by using “Modified Steward Coma Scale”at 5 and 10 minutes after extubation. Results: Time of first demand of analgesic was delayed in Group-P40 as compared to Group-D and Group-P20 and difference was statically significant. TPPPS of the three studied groups varied significantly at different time intervals in favour of Group-P40. Total duration of analgesia in Group- P40 was (646±9.94) min Group- D (501±10.63) min and in Group-P20 (294±23.17) min Total analgesic requirement was also low in Group P40 and the difference between groups was significant. Conclusion: Pre-emptive high dose rectal paracetamol appears to be more effective than rectal diclofenac sodium suppository for postoperative analgesia in children without additional risk of bleeding in surgeries like tonsillectomy and cleft lip and cleft palate repair. Hence, high dose rectal paracetamol can be used as an alternative to diclofenac sodium due to higher risks of bleeding with diclofenac sodium in surgeries with increased risk of bleeding.
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El presente estudio explora las relaciones entre nivel socioeconómico, género y tipo de centro educativo preescolar y el desempeño cognitivo de niños preescolares (N = 323) de Lima (Perú), con una prueba multidimensional de aptitudes. Con la aplicación de la técnica multivariada de análisis de perfiles se hallaron diferencias estadísticamente significativas y de moderada magnitud del efecto en los puntajes cognitivos, debidas a la ubicación del centro educativo; no se detectaron diferencias que se atribuyan al género y al tipo de centro. Se trabajó en base a tres hipótesis: La primera es la hipótesis de igualdad de niveles, en la que se examinan las diferencias que en promedio existen entre los dos grupos. La segunda es la hipótesis de igualdad de la dispersión, que examina si las variables de respuesta (puntajes en las subescalas) tienen la misma respuesta en promedio. Y la tercera, la hipótesis de paralelismo, que prueba si el patrón de elevaciones en el perfil es similar entre los dos grupos. Los resultados fueron evaluados con respecto a la consistencia interna y a la definición del nivel socioeconómico (ubicación geográfica). Se discuten las diferencias halladas en el aspecto socioeconómico y relacionándolas con la bibliografía sobre el tema y la utilidad de la batería multidimensional de aptitudes para niños preescolares. Es importante destacar que el estudio reporta información normativa acerca del desempeño de los niños preescolares, en lo que respecta al género y ubicación de los centros educativos y su carácter correlacional y la magnitud del efecto de los resultados.
The present study explores the relationship between socioeconomic level, gender and type of pre-school education center, and cognitive development in 323 pre-schoolers in Lima (Perú), using a multidimensional aptitude test. By applying the multivariate technique, we found statistical significant differences and medium size effects on the cognitive scores due to the educational center location, whereas gender and type of educational center differences were not found. The results were considered taking into account reliability levels and also according to the definition of socioeconomic levels. The differences found are discussed based on other articles as well as on the usefulness of the multidimensional aptitude tests for pre-schoolers. The sample consisted of 323 children of 5 years old, 167 boys and 156 girls, who go to both private and public pre-schools in a district of Lima. The proportion of public pre-school students (67.2%) was double the amount of private pre-school students (32.8%). Moreover, the private pre-schools had been recently formed (4 to 5 years before) and had children from families with a medium or medium to low socioeconomic level. In order to assess general and relevant aspects of pre-school learning, we applied a pre-school diagnostic test (De la Cruz, 1991), which can be used at a pre-school level (4-5 year-olds). This test contains the following areas: Verbal concepts, Quantitative concepts and Auditive memory, Visual perceptual aptitude and Visual-motor coordination. It is a potentia test because the time varies from one student to another so as to allow every child to answer every item. Furthermore, it is also a maximum performance test because the student tries to obtain the best possible score. We contacted several educational centers (private and public) from three different districts in Lima which accepted to participate in this study. The time of application of the test varied considering: individual skills, the number of children in the collective application, the presence of a teacher's aide for the collective application, and the attitude and motivation of the students. We used MANOVA to analyze profiles, a post hoc univariate contrast, and effect size estimations such as Cohen's d. Our study was based on three hypotheses: The first hypothesis was on the equality of levels (variability between subjects) that explores the differences that exist between both groups separately. As a result, we found no correlation between test performance and gender or school location. However, when considering type of school (public or private), we did find significant differences in one scale: Auditive memory, which was higher in public schools. The second hypothesis was the equality of dispersion (within-group differences), to identify if the answer variables have the same answers on average. We found similarities regarding school conditions (public or private); but there were small differences between gender and school location. The third hypothesis was regarding parallelism, which tests whether the pattern of elevations on the profile is similar between the two groups or not. We did not find important statistical dispersions and the effect size was small. The results coincide with other studies on the correlation between gender and socioeconomic level, and cognitive development. Among some of the limitations of our study, we list the following: for example, we used the school location to determine the children's socioeconomic level. Therefore, there were also extreme scores (outliers), which could vary the central tendency estimations and the dispersion. However, they were not trimmed, since in a previous unreported analysis without these data, researchers found only minimum changes. We also had occasional difficulties in applying the tests, due to the children's disposition to participate as well as their reaction concerning the test situation, which could have added random error on the results. However, we presume their negative reactivity was reduced because of the playful manner in which the tests were presented. The results of our research shed normative information regarding the performance of preschoolers due to gender and location of their educational centers. It is important to emphasize correlations as well as effect size of the results so as not to reach erroneous conclusions.