Promoting Positive Family Interactions: Evaluating a Free Early Childhood Book Distribution Program

The Dolly Parton Imagination Library (DPIL) program encourages reading among families of preschool children by mailing age-appropriate books, once per month, until the child reaches the age of five. An evaluation of a DPIL program in a southern state in the U.S. was conducted to assess the impact on enrolled children. Focus groups were conducted and a survey was administered to over 100 parents of children in the program to determine parents’ satisfaction with–and assessment of–the program relative to its activities and stated outcomes. To what extent the program promoted reading in the family, and children’s enjoyment of reading and school readiness was explored. In addition, family communication styles and relationships were assessed relative to these outcomes. The parents reported that the program introduced more diverse reading choices, fostered their children’s love of reading, promoted cognitive development and readiness for school, increased use of public libraries, and encouraged family interaction. Some differences in reading activities based on family communication styles were found. As well, parents provided recommendations for outreaching to underserved children. Implications of these findings for groups that sponsor this program and for further research are presented.     

IV. GROWTH FAILURE IN INSTITUTIONALIZED CHILDREN

Children within institutional care settings experience significant global growth suppression, which is more profound in children with a higher baseline risk of growth impairment (e.g., low birth weight [LBW] infants and children exposed to alcohol in utero). Nutritional insufficiencies as well as suppression of the growth hormone–insulin‐like growth factor axis (GH‐IGF‐1) caused by social deprivation likely both contribute to the etiology of psychosocial growth failure within these settings. Their relative importance and the consequent clinical presentations probably relate to the age of the child. While catch‐up growth in height and weight are rapid when children are placed in a more nurturing environment, many factors, particularly early progression through puberty, compromise final height. Potential for growth recovery is greatest in younger children and within more nurturing environments where catch‐up in height and weight is positively correlated with caregiver sensitivity and positive regard. Growth recovery has wider implications for child well‐being than size alone, because catch‐up in height is a positive predictor of cognitive recovery as well. Even with growth recovery, persistent abnormalities of the hypothalamic‐pituitary‐adrenal system or the exacerbation of micronutrient deficiencies associated with robust catch‐up growth during critical periods of development could potentially influence or be responsible for the cognitive, behavioral, and emotional sequelae of early childhood deprivation. Findings in growth‐restricted infants and those children with psychosocial growth are similar, suggesting that children experiencing growth restriction within institutional settings may also share the risk of developing the metabolic syndrome in adulthood (obesity, Type 2 diabetes mellitus, hypertension, heart disease). Psychosocial deprivation within any caregiving environment during early life must be viewed with as much concern as any severely debilitating childhood disease.     

The impact of the coronavirus disease 2019 pandemic on physical activity in U.S. children

BackgroundDaily moderate-to-vigorous physical activity (MVPA) is vital to the physical, mental, and social well-being of children. Early restrictions during the coronavirus disease 2019 (COVID-19) pandemic included the closure of schools and physical activity (PA) amenities across the US. This study aimed to examine the impact of the pandemic on the PA and play behavior of U.S. children and to provide evidence-based recommendations to improve their PA.MethodsA cross-sectional, online, parent-reported survey was conducted of children aged 3–18 years between April and June 2020 to assess light PA and MVPA using a modified Godin Leisure-Time Exercise Questionnaire. Additional items included family/child socioeconomic demographics, child adaptability to the pandemic, and community access. The survey was shared through social media and snowball sampling distribution.ResultsAnalysis of 1310 surveys indicated child PA scores declined significantly during the pandemic (from 56.6 to 44.6, max 119, p < 0.001). Specifically, MVPA score decreased (from 46.7 to 34.7, max 98, p < 0.001) while light PA remained the same. Age-based changes were seen in the quantity, variety, and intensity of PA, with the lowest pandemic-related impact seen in preschoolers and the highest in high schoolers (–4.7 vs. –17.2, p < 0.001). Community-based peer PA decreased across all age groups.ConclusionThis study shows decreased PA levels in U.S. children, according to parent reporting, during the COVID-19 pandemic. Recommendations for community leaders, educators, and parents to improve PA in children are provided. With continued spread of COVID-19, these results and recommendations may be imperative to the physical well-being of U.S. children.     

Collaborative Approaches to Resolving Difficult ILL Borrowing Requests: Using a Working Group and a Wiki for Knowledge Sharing

Interlibrary loan borrowing staff at the University of Arizona Main Library, who handle difficult interlibrary loan requests, are taking a collaborative approach to obtaining unique, difficult-to-locate materials. A working group within the document delivery team meets weekly to share examples processed during the preceding week to increase the fill rate of challenging interlibrary loan requests. The group also established a wiki for the purpose of sharing resources that have been used to solve difficult requests. The wiki serves as an advanced interlibrary loan training resource that can be accessed by a greater number of staff, enabling them to gain the skills necessary to process difficult requests.     

Transformation to Virtual Societies: Forces and Issues

This article presents a conceptual research framework for investigating virtual societies. As this subject area is relatively new to the research world, this paper presents a framework for studying virtual societies. To date, much of the relevant research has been in the area of telecommuting or teleworking. But the changes to people's lives that may be a result of the movement to virtual societies encompass far more than alterations to the way we perform work in the future. The framework portrays the driving forces and the issues related to the study of this ensuing societal form. A review of the driving forces and issues of the virtual society stimulated the development of the research framework. It identifies technology as the enabler that is paving the way for society to be transformed into virtual communities, but does not dwell solely on the technology. Our endeavors focus on identifying the critical forces and issues within a global context in order to provide a foundation for future research.     

Making Science Relevant: The Experiences of Prospective Elementary School Teachers in an Innovative Science Content Course

Journal of Science Teacher Education -