Recognition of facial expressions of emotions in tactile drawings by blind children, children with low vision and sighted children.

In the context of blindness, studies on the recognition of facial expressions of emotions by touch are essential to define the compensatory touch abilities and to create adapted tools on emotions. This study is the first to examine the effect of visual experience in the recognition of tactile drawings of facial expressions of emotions by children with different visual experiences. To this end, we compared the recognition rates of tactile drawings of emotions between blind children, children with low vision and sighted children aged 6-12 years. Results revealed no effect of visual experience on recognition rates. However, an effect of emotions and an interaction effect between emotions and visual experience were found. Indeed, while all children had a low average recognition rate, the drawings of fear, anger and disgust were particularly poorly recognized. Moreover, sighted children were significantly better at recognizing the drawings of surprise and sadness than the blind children who only showed high recognition rates for joy. The results of this study support the importance of developing emotion tools that can be understood by children with different visual experiences.

Feasibility of an observational procedure to enhance early identification of autism spectrum disorder in paediatric settings: A mixed-methods study on an Ecuadorian sample.

LAY ABSTRACT: In Ecuador, the low official estimate of the number of persons with autism spectrum disorder suggest that many children are not identified and are not receiving support. Screening tools are short parent-addressed questionnaires used to identify children that may be developing with autism. Their use is recommended, but their application can be perceived as challenging in paediatric routines. Some professionals prefer looking for autism-related behaviours in a child rather than using screening questionnaires. Although a short observation does not replace the use of validated screening questionnaires, tasks to guide the observation of autistic early signs can help professionals decide to screen or refer the family for assessment and early intervention. In this study, we tested observational tasks that could be adapted to the Ecuadorian paediatric contexts.

Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years.

Children's emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expression of emotions and were co-constructed with teachers. Children were tested before and after the training on emotion, language, and mathematics skills. Results showed an improvement in emotional abilities in young children of L1 (3-4 years) and L2 (4-5 years) in the intervention group compared to those in the non-intervention group. Also, although children's emotion basic abilities were correlated with their language comprehension and mathematics abilities, the nature of this link was not demonstrated to be causal. Findings are discussed in regard to the influence of the level and in regard to links with academic variables.

Effects of two types of numerical problems on the emotions experienced in adults and in 9-year-old children.

It is widely acknowledged that emotions and cognition are closely related, and that negative emotions are detrimental on school achievement, especially on mathematical performance. On the other hand, positive emotions have a positive impact on motivation and cognitive abilities underlying the learning processes. Nevertheless, studies about the effects of experienced emotions on problem solving, a specific type of mathematical activity, are sparse. The present research focuses on experienced epistemic and achievement emotions after the resolution of two types of numerical word problems: the application problems, that requires the use of a specific and expected algorithm to be solved and are regularly proposed at school; and the non-application problems, which cannot be solved directly but using different solving strategies. This type of numerical word problems appears less frequently in French school curricula. In experiment 1, 105 adults (M = 24.4 years), of which the majority was university students, were involved in an online experiment with APs and NAPs problems and were asked to rate their experienced emotions after the resolution of the problems. In experiment 2, 65 children aged 9-year-old were asked to individually solve APs and NAPs problems with age-appropriate difficulty and then rate their associated emotions. The adults' sample reported higher epistemic and achievement positive emotions towards APs compared to NAPs. In both adults and children NAPs were more associated to surprise than APs. In children anxiety was more experienced after resolution of NAPs than APs. Results suggest the importance of varying the types of problems proposed in school curricula so that children become accustomed to using different solving strategies. This approach could be useful in decreasing negative emotions toward mathematics such as anxiety, which begins to settle as early as elementary school.

Maternal Voice and Tactile Stimulation Modulate Oxytocin in Mothers of Hospitalized Preterm Infants: A Randomized Crossover Trial.

Prematurity is a major risk factor for perinatal stress and neonatal complications leading to systemic inflammation and abnormal mother-infant interactions. Oxytocin (OT) is a neuropeptide regulating the inflammatory response and promoting mother-infant bonding. The release of this hormone might be influenced by either vocal or tactile stimulation. The main objective of the current randomized, crossover, clinical trial was to assess the salivary OT/cortisol balance in mothers following the exposure of their baby born preterm to two types of sensorial interventions: maternal voice without or with contingent tactile stimulation provided by the mother to her infant. Among the 26 mothers enrolled, maternal voice intervention alone had no effect on OT and cortisol levels in the mothers, but when associated with tactile stimulation, it induced a significant increase in maternal saliva oxytocin (38.26 ± 30.26 pg/mL before vs 53.91 ± 48.84 pg/mL after, p = 0.02), particularly in the mothers who delivered a female neonate. Maternal voice intervention induced a significant reduction in cortisol and an increase in OT levels in mothers when the maternal voice with a tactile stimulation intervention was performed first. In conclusion, exposure to the maternal voice with a contingent tactile stimulation was associated with subtle changes in the maternal hormonal balance between OT and cortisol. These findings need to be confirmed in a larger sample size and may ultimately guide caregivers in providing the best intervention to reduce parental stress following preterm delivery.

Multisensory Texture Perception in Individuals with Williams Syndrome.

The sensory profile of people with Williams syndrome (WS) is characterised by atypical visual and auditory perceptions that affect their daily lives and learning. However, no research has been carried out on the haptic perception, in particular in multisensory (visual and haptic) situations. The aim of this study was to evaluate the communication of texture information from one modality to the other in people with WS. Children and adults with WS were included, as well as typically developing (TD) participants matched on chronological age (TD-CA), and TD children matched on mental age (TD-MA). All participants (N = 69) completed three matching tasks in which they had to compare two fabrics (same or different): visual, haptic and visuo-haptic. When the textures were different, the haptic and visual performances of people with WS were similar to those of TD-MA participants. Moreover, their visuo-haptic performances were lower than those of the two TD groups. These results suggest a delay in the acquisition of multisensory transfer abilities in individuals with WS. A positive link between MA and visual and visuo-haptic abilities only in people with WS suggests that they could benefit from an early intervention to develop their abilities to process and transfer multisensory information.

Pretend play-based training improves some socio-emotional competences in 5-6-year-old children: A large-scale study assessing implementation.

The purpose of this study is to evaluate the effect of a pretend play-based training in 5-6-year-old children in a large scale school context on emotion comprehension, emotion regulation, prosocial behaviour and on their pretend play competences. The analysis of implementation variables was carried out in order to ensure program implementation quality in the experimental group. Results show an improvement in emotion comprehension and a decrease in aggressive behavioural responses in children in the experimental group (n = 101) compared to those in the control group (n = 79). Findings are discussed in regard to implementation outcomes and the influence of this form of play on the improvement of these variables.

The effects of Swiss summer camp on the development of socio-emotional abilities in children.

This quasi-experimental research explores the relationship between participation in two-week summer camps and changes in children's altruism and self-esteem. Data were collected from 256 children aged 6 to 16 years. A self-reported altruism scale, a self-evaluation questionnaire and a temperament measure (EAS) were administered on two occasions either two weeks apart during the summer holidays or in class before and after the autumn holidays. The responses of 145 children attending summer camps were compared with those of 111 pupils. A significant increase in the altruism score was found between the pre-test and post-test in the camp condition, but no change in the children's self-esteem was found with the entire sample. Exploratory analyses suggest variables that may be associated with more favourable participation in summer camps; certain dimensions of temperament are among them, as well as factors related to the camps themselves. Differences in the increase of altruism and self-esteem scores in summer camp were observed according to the identified child profiles. The limitations of this work are highlighted before proposing perspectives for future research.

Perception, Beliefs, and Causal Attribution of Autism Early Signs in Ecuadorian General Population.

The identification and diagnosis of children with autism currently rely on behavioral presentation and developmental history. Cultural norms and other socio-demographic factors can influence what is expected or non-expected behaviors in a developing child. Perceptions, beliefs, and causal attribution of early signs can influence families' help-search behaviors. Lack of recognition of autism's first manifestations can critically delay the age of diagnosis, the provision of informed guidance to families, and the implementation of adapted interventions during the critical period of early development. Furthermore, a lack of understanding of early signs as the manifestations of a developmental condition may increase stigma and non-conventional explanations. Still, cultural and socio-demographic factors are largely understudied, particularly in low-and middle-income settings. Based on the hypothesis that non-specialists such as family members and friends are one of the first sources of referral in Latin American contexts, we aimed to study the general population's perceptions and the explanatory causes of autism's early signs. One-hundred-and-eighty-three Ecuadorian adults responded to a questionnaire developed for this study, describing sixteen ASD-related behaviors. Results indicated that, with the exemption of language impairment and self-injurious behaviors, a substantial proportion of participants did not endorse many behaviors as "concerning and requiring professional attention." Also, language impairment was the only behavior identified as related to a developmental disorder. Additionally, most participants attributed the majority of behaviors listed in the questionnaire to causes unrelated to ASD, such as child personality. We discuss the impact of those findings in clinical practice and on awareness programs.

Eye-tracking-based experimental paradigm to assess social-emotional abilities in young individuals with profound intellectual and multiple disabilities.

Individuals with Profound Intellectual and Multiple Disabilities (PIMD) experience a combination of severe cognitive and motor impairments frequently associated with additional sensory deficits and numerous medical disorders. The purpose of the present study was to propose an experimental paradigm based on eye-tracking that combines various pre-existing tasks from infancy research as an assessment tool. This would enable the investigation of social-emotional abilities in nine young individuals with PIMD through their visual preferences for different types of stimuli. The first objective was to test the feasibility of this paradigm, by expecting individuals to look more at the tasks' presentation screen than elsewhere during its implementation. The second objective was to investigate whether PIMD individuals exhibit visual preferences for (a) biological (vs. non-biological) motion, (b) socially salient (vs. non-social) scenes, (c) the facial area of the eyes (vs. the mouth), (d) happy (vs. angry) faces, (e) objects of joint attention (vs. non-looked at ones), and for (f) prosocial (vs. anti-social) behaviors similar to those of a control group of typically developing children aged two years on average. Overall, the feasibility of this paradigm proved to be good, resulting in high individual looking rates that were not affected by the presentation or the content of the tasks. Analyses of individual social-emotional abilities, supported by the visual preference patterns of each PIMD individual, firstly revealed strong-but expected-variability both within and between subjects, and secondly highlighted some individual task-specific abilities although few similarities between these individual results and those of the control group were found. These findings underline the great relevance of using this type of paradigm for assessing PIMD individuals and thus contribute to a better understanding of their social and emotional development.

Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire.

Emotion regulation develops from the earliest years of a child's life and mostly through visual information. Considering the importance of emotion regulation in daily life situations, it is important to study the effect of visual experience on the development of this ability. This study is the first to examine the effect of visual experience and age in emotion regulation by comparing groups of children with different visual status and age. For this purpose, after testing the reliability and consistency of the French version of Emotion Regulation Checklist (ERC-vf) with 245 parents of blind, visually impaired and sighted children aged 3-5, 6-8 or 9-12 years, we conducted analyses on the effect of visual status and age on emotion regulation composite scores. The first result confirmed that the ERC-vf can be reliably used on populations of blind and visually impaired children. The second result revealed an effect of visual status on ER composite scores of emotion regulation: Blind children and visually impaired children each had significantly lower composite scores than sighted children. Moreover, the effect of age and the interaction between age and visual status were not significant on ER composite scores. The ER subscale results suggest, however, that age may have a variable effect for blind and visually impaired children as blind children's scores become lower and those of visually impaired children become equal to sighted children with age. The results of our study may help the children's entourage to better adapt their interactions in a context of visual impairment.

Experiences and Attitudes on Early Identification Practices of Autism: A Preliminary Survey of Pediatric Professionals in Ecuador.

Early identification of children with autism is necessary to support their social and communicative skills and cognitive, verbal, and adaptive development. Researchers have identified several barriers to early diagnosis. Data collected in low- and middle-income contexts-where the vast majority of children in the world live-is scarce. In Ecuador, as in many other countries, estimates are lower compared to the global prevalence. Health authorities estimate a prevalence of 0.28% (0.18%-0.41%) in children aged five years old or less. Based on the hypothesis that, as in many parts of the world, children in Ecuador are not routinely screened and that this situation may result from poor recognition of this condition, our objective was to identify potential obstacles to case identification in pediatric settings. Several barriers, consistent with those identified in other countries, were reported by 153 participants on a survey, including lack of time, lack of resources to refer, fear of unnecessarily alarming families, and lack of information to guide families with concerns. The vast majority of participants are aware of the need for a screening tool for autism detection but report a lack of knowledge of its formal application. Most of the barriers reported in this study could be overcome by educational programs tailored to professional needs in order to support the well-being of children with autism and their families.

The Behavioral Effects of Montessori Pedagogy on Children's Psychological Development and School Learning.

This review examines the quantitative behavioural studies that have evaluated the effects of Montessori pedagogy on children's psychological development and school learning. The analyses of only three "Randomized Controlled Trials-RCT" studies published to date reveal varied and contradictory effects. Firstly, these findings are discussed in the light of several methodological limitations: the absence of active control groups, small sample sizes, diversity of measures, or lack of control over the implementation fidelity of both Montessori and conventional pedagogy. Secondly, these findings are discussed in the light of what Montessori pedagogy does not emphasise in its conception of development and the role of the teacher, namely the place given to language and pretend play.

The cross-modal transfer of emotional information from voices to faces in 5-, 8- and 10-year-old children and adults: An eye-tracking study.

The present study examined the evolution of emotional cross-modal transfer throughout childhood compared to adulthood, using an experimental design first used with infants. We studied whether verbal children spontaneously look at emotional faces differently depending on the emotional voices previously heard, demonstrating a real intrinsic understanding of the emotion. Thus, sequences of emotional (happy vs. angry) cross-modal transfer were individually presented to 5-, 8- and 10-year-old children and adults. Spontaneous ocular behaviors toward the visual stimuli were recorded by eye-tracking. Results of the emotional cross-modal transfer suggested that participants looked spontaneously longer at the congruent face. However, this result was significantly revealed only as of age 8 with the happy voice and as of age 10 with the angry voice. Thus, the modulation of behavior indicators related to the control of the ability to extract amodal emotional information and spontaneously match the congruent information seems to increase with age and depends on the specific emotion presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children.

What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children's SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.

A study on visual preference for social stimuli in typical Ecuadorian preschoolers as a contribution to the identification of autism risk factors.

The goal of this study was to examine the visual preference towards socially salient stimuli, using a low-cost eye-tracking device in a group of typically developing (TD) Ecuadorian preschoolers aged 11 to 60 months, from rural and urban areas, and from families with low to high socioeconomic status (SES). Series of original stimuli inspired by those used in Western experiments on the early detection of Autism Spectrum Disorder (ASD) were proposed in two eye-tracking tasks. Two types of movements (human vs. object) were presented in task 1, and dynamic speaking faces in task 2. Parental perceptions of the adaptability of the low-cost eye-tracking device used here were also investigated through a questionnaire. The analyses of mean fixation times showed a visual preference for human movements compared to moving objects whatever age, residency location or SES. In task 2, visual preference for the mouth's area compared to the eyes' area was observed in specific conditions, modulated by residency location and SES but not by age. The analyses of the parental perception indicated that the eye-tracking technique is well accepted. The findings suggest that these stimuli, along with the experimental procedure and low-cost eye-tracking device used in the present study may be a relevant tool that can be used in clinical settings as a contribution to the early identification of at-risk factors of ASD in low- and middle-income contexts.

Exploring 3D miniatures with action simulations by finger gestures: Study of a new embodied design for blind and sighted children.

Tactile books for blind children generally contain tactile illustrations referring to a visual world that can be difficult to understand. This study investigates an innovative way to present content to be explored by touch. Following embodied approaches and evidence about the advantages of manipulations in tactile processing, we examined 3D miniatures that children explored using their middle and index fingers to simulate leg movements. This "Action simulations by finger gestures-ASFG" procedure has a symbolic relevance in the context of blindness. The aim of the present study was to show how the ASFG procedure facilitates the identification of objects by blind and sighted children. Experiment 1 examined the identification of 3D miniatures of action objects (e.g. the toboggan, trampoline) by 8 early blind and 15 sighted children, aged 7 to 12, who explored with the ASFG procedure. Results revealed that objects were very well identified by the two groups of children. Results confirmed hypotheses that ASFG procedures are relevant in the identification process regardless of the visual status of subjects. Experiment (control) 2 studied identification of tactile pictures of same action objects by 8 different early blind and 15 sighted children, aged 7 to 12. Results confirmed that almost all objects obtained lower recognition scores in tactile pictures than in 3D miniatures by both groups and showed surprisingly higher scores in blind children than in sighted children. Taken together, our study provides evidence of the contribution of sensorimotor simulation in the identification of objects by touch and brings innovative solutions in book design for blind people. Moreover, it means that only the ASFG procedure has a very inclusive potential to be relevant for a larger number of subjects, regardless of their visual skills.

The effects of a 'pretend play-based training' designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5- to 6-year-old Swiss children.

The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.

Influence of swaddling on tactile manual learning in preterm infants.

BACKGROUND AND AIM: Swaddling is a well-known technique in developmental care programs as there is some evidence that swaddling is an appropriate stress-reducing method for preterm infants in the NICU. However, no experimental study has investigated the influence of swaddling in a learning context. This study aimed to assess the impact of swaddling on tactile manual abilities in preterm infants. METHODS: Two phases were introduced for all infants: habituation (successive presentation of the same object, prism or cylinder in the left hand), followed by discrimination (presentation of a new-shaped object). The infants were assigned to one of the two conditions (swaddled; non-swaddled). RESULTS: Forty preterm infants were included (between 28 and 35 weeks' postconceptional age). First, swaddled and non-swaddled infants exhibited similar tactile habituation abilities. However, all infants needed more time and more trials to habituate to the cylinder than to the prism. Second, they all exhibited an effective discrimination, but the importance of the increase in holding time for the new-shaped object varied according to the habituated-shape and the condition. Moreover, stress intensity was higher in non-swaddled infants during tactile exploration. Finally, infants with greater previous swaddling experience during the week preceding the test took more time and more trials to habituate to the object, regardless of the condition. CONCLUSION: Swaddling preterm infants during sensory learning did not influence the tactile memorization process but would improve the use of their attentional resources. Swaddling seems to provide favorable conditions for sensory learning by improving attention to tactile stimuli. CLINICAL TRIAL REGISTRATION: This trial, EMMASENS, has been registered at www.clinicaltrials.gov (identifier NCT04315428).

Prosocial lying in children between 4 and 11 years of age: The role of emotional understanding and empathy.

This study examined whether emotional understanding and empathy were predictors of prosocial lying in children aged 4 to 11 years. A total of 144 children participated in the study. To assess children's prosocial lying, we used the Helping Scenario, a classical experimental paradigm that allows children to lie to help others at their own expense. Children's emotional understanding was assessed using the Test of Emotion Comprehension, a test that measures the nine components of emotional understanding. Children's empathy was assessed using the Griffith Empathy Measure, a questionnaire completed by parents that measures affective and cognitive empathy. Results indicated that emotional understanding plays a crucial role in the development of children's ability to produce prosocial lies from 4 to 11 years of age. However, we found no significant relationship between empathy and prosocial lying. Finally, our results confirm that as children grew up, they lied more and more effectively. Overall, the results allow us to better understand the factors that contribute to the emergence and development of children's ability to produce prosocial lies.