Актуальность создания специализированных кондитерских изделий для питания детей старше трех лет

The actual nutrition of the child population reflects the influence of both the socioeconomic conditions in the country and the local social environment of the child, while forming a reserve of adaptive opportunities and health in general. Aim. Analysis of the actual home nutrition of urban children of preschool and school age. Material and methods. A retrospective study was conducted to assess the actual nutrition of children and adolescents at home, living in the city of Perm. The method of 24-hour (daily) dietary recall for the weekend preceding the survey was used. Hygienic assessment of nutrition was made in accordance with the age physiological requirements. The observation group included children of preschool age and children who were studying in elementary, middle and high school. The total sample size was 717 people (351 boys and 366 girls). Results and discussion. The rations of all analyzed age groups were deficient in vitamins B1, B2, C, A, E and calcium, in addition to vitamin E, protein and total energy in preschool age. Nutrition was unbalanced by the content of macronutrients: against the background of a sufficient protein quota in total dietary calorie intake, an excess of fats along with a lack of vegetable fats, animal proteins and total carbohydrates were found. Consumption of individual products didn't always depend on the age. The main contribution to the daily calorie intake was made by inexpensive low-density foods - confectionery, sugar and fats (37-44% of energy). Products of mass consumption, bread, cereals and flour provided 21-25% of energy; milk and dairy products - 15% at a younger age and half as high in high school students; meat, poultry and fish, on the contrary, provided 15-17% in schoolchildren and less in the preschool age group; the share of fruits and vegetables was minimal in each of the age groups (3-6%). The actual diet of children and adolescents at home did not meet the physiological requirements. More than half of children had 3-fold meals, the intervals between meals reached 8 hours; the distribution of calories in meals was irrational, especially among older students, due to the increase in calorie intake in the afternoon. Conclusion. Home diet of urban children of preschool and school age on weekends did not comply with well-known principles and was associated with an irrational food set.

The article highlights the pedagogical ideas of S. Rusova in the context of the socio-cultural concept of the functioning of the developing environment for children of preschool and primary school age on the territory of the then Ukraine. We consider the sociocultural concept of the functioning of developing environments in the pedagogical heritage of S. Rusova in the context of the influence of social and cultural factors on the formation of the child’s personality. The results of the study of printed works and manuscripts from the personal fund of S. Rusova (Form 3889) of the Central State Archive of the highest authorities and administration of Ukraine are evidence of the influence of the environment on the comprehensive development of children of preschool and primary school age and the formation of their social and cultural skills. To achieve the goal of the study, we used the following methods: historical and retrospective methods to study the views of S. Rusova on the role of the developing environment for the social and cultural development of children of preschool and primary school age; constructive-genetic for the analysis of the socio-cultural concept of the functioning of developing environments in the works of S. Rusova; chronological – to establish the time limits of S. Rusova’s pedagogical activity; hermeneutic for a new reading of works and pedagogical materials from the personal archive of S. Rusova. To generalize the data, we used a complex of general scientific and historical-pedagogical research methods: specific historical analysis – with the aim of analyzing the works of S. Rusova about the role of the social and cultural component in creating a developing environment in public institutions for children on the territory of Ukraine within certain chronological limits; generalization of the worked out materials – for the formulation of conclusions, recommendations for the introduction of S. Rusova’s pedagogical ideas into the modern system of preschool and primary education in Ukraine. Application of our research: the results of the research will help teachers creatively adapt the productive ideas of S. Rusova regarding the socio-cultural concept of the functioning of the developing environment for preschool and primary school children in the modern educational space of preschool education institutions and primary schools. The purpose of the study is to highlight the socio-cultural concept of the functioning of developing environments for children of preschool and primary school age in the legacy of Sofia Rusova. To achieve a scientific search, the following tasks have been identified: to highlight the pedagogical views of Sofia Rusova on the creation of developing environments for children of preschool and primary school age, taking into account the socio-cultural factor; to highlight the socio-cultural significance of the developing environment in the personal development of children of preschool and primary school age in the works of Sofia Rusova. Based on the results of studying the theoretical and practical heritage of Sofia Rusova, we have identified ideas that reflect the sociocultural basis of the functioning of developing environments for children of preschool and primary school age. It was revealed that the environments of kindergartens and schools are separate social organizations for the allround development of the child and a factor in the formation of culture. Therefore, the activity of Sofia Rusova was aimed at adapting the software of kindergartens and schools to the individual characteristics of children of preschool and primary school age.

The article highlights the ways of organizing the artistic space of children in educational institutions, which require new approaches aimed at revealing the algorithm of artistic interaction between the teacher and children, directing all efforts to the development of the preschooler's intelligence, his emotional sphere. The formation of artistic competence is a way of humanizing and aestheticizing the pedagogical process and the humanistic position of the teacher, which involves the ability to take responsibility for the fate of the child, his life, spiritual and psychological comfort; focus on the organization of a humane pedagogical process in preschool and primary education, the adequacy of artistic values, the flexibility of professional thinking, the presence of a professional humane orientation. The article is devoted to the current problems of the formation of the aesthetic culture of the younger generation – children of preschool and primary school age. On the basis of empirical research, the pedagogical potential and prospects of methods and forms of art pedagogy in the context of the continuity of preschool and primary education are presented, the key approaches to the definition and characteristics of the concepts of "artistic competence" and "aesthetic culture" in modern psychological and pedagogical research are highlighted and summarized. The essence and significance of aesthetic culture in the spiritual development of a child's personality, art pedagogy as a special direction and the conditions under which education, upbringing and development of a child takes place on the basis of art are determined. The special role of the teacher in the process of aesthetic education of children of preschool and primary school age, development of their emotional sphere, is clarified. As a result of the study, the factors affecting the formation of positive dynamics of the formation of artistic competence in preschool age and its development in primary school age were determined. The article reveals the peculiarities of the formation of artistic competence of children in the conditions of the educational process with the aim of forming the general and aesthetic culture of younger schoolchildren. The authors of the article present the ways and means of forming the artistic and aesthetic competence of children of preschool and primary school age.

The aim: Generalization of the results of research by various scientists in the context of anxiety as a stable personality trait, determining the list of causes of anxiety during play in children of preschool and school age. Materials and methods: The research was conducted within the framework of the agreement for international cooperation between Borys Grinchenko Kyiv University and University of Natural Sciences and Humanities in Siedlce. 400 people took part in the research from the Ukrainian side, 125 people from the Polish side, a total of 525 people. Of them: 130 (100/30) preschool children, 132 (105/27) primary school children, 130 (96/34) adolescents and 133 (99/34) young people. The methodologies "CMAS Explicit Anxiety Scale" (adapted by A. Prihozhan) and "Personal Anxiety Scale" (A. Prihozhan) were used to achieve the stated goal of the research. Results: Play as a social phenomenon has a positive impact on the health of preschool and school children. The positive impact is in identifying and resolving emotional and social issues. Negative effects on the health of preschool and school-age children have also been identified. This is the formation of anxiety as a stable personality trait. Three blocks of causes of anxiety in children of preschool and school age have been identified. The first block of reasons concerns the low level of organization of preparation for the game. The second block includes the reasons that are a consequence of the low level of the game process. Subjective experience of participation of children of preschool and school age in the game is reflected in the third block of reasons "Negative subjective result of the game". Conclusions: The article summarizes scientific data on the need to take into account during play the levels of activity of preschool and school age children, their individual psychophysiological capabilities and the existing situational and personal anxiety. Also, three blocks of causes of anxiety during the game were identified (block I - during the preparation of the game; block II - during the game; block III - getting a negative subjective result in the game).

The article objectifies the problem of formation of moral feelings in children of senior preschool and primary school age. The author's definition of the concept of moral feelings is offered “moral feelings of children of senior preschool and primary school age we consider to be emotional attitudes to the behavior of others and to their own, which reflect social morality, moral traditions, the real attitude of people to each other”. The main types of moral feelings that should be formed in children at the stage of senior preschool and primary school age are outlined. These include feelings of truth, trust, justice, empathy, kindness, commitment, dignity, friendship and camaraderie, fear, shame, guilt, conscience, altruism, responsibility, duty, success (failure), and civic feelings. Theoretical analysis of scientific and pedagogical literature showed that at the present stage of development of Ukrainian society scientists have paid insufficient attention to the development of theoretical and experimental model of moral feelings of preschoolers and primary school students, did not study the pedagogical conditions of their formation. The article highlights theoretical substantiation and development of pedagogical conditions for the formation of moral feelings in older preschool children. Here the researchers mean deepening and expanding children's knowledge and ideas about moral and ethical categories and their characteristics; emotional saturation of the content of tasks aimed at stimulating the manifestations of children's moral feelings in interaction with the social environment; acquisition by children of moral experience by involvement in various kinds of activity (game, educational-cognitive, pictorial, communicative, estimation-orientation, charitable, socially useful); maintaining a positive emotional state of each child; systematic diagnosis and correction of negative experiences. Various forms and methods were used for their implementation: reading and discussion of fiction and fairy tales, staging, puppet theatrical performances, fairy-tale game technologies and psychological technologies, ethical conversations, moral choice situations, building classes on the methodology of "philosophy for children", ethical training, various games, exercises, project and volunteer activities. Among the pedagogical conditions for the formation of moral feelings of junior students are identified: sufficient comprehension of moral knowledge, norms and rules of conduct by children of primary school age; development of the emotional sphere as a basis for the inclusion of students in educational and cognitive and diverse extracurricular activities, which is based on the principles of personality-oriented approach; gradual process of education of moral feelings of moral schoolchildren with systematic diagnosis and correction of negative experience. Their implementation is ensured by the propaedeutic course "Steps to Responsibility" and the club of extracurricular reading of children's works "Grammar of Morality".

Differential effects of sleep disordered breathing on polysomnographic characteristics in preschool and school aged children

Parenting plays a crucial role in child development. Emotion Regulation (ER) is considered as an important ability during development since it is tightly associated with children’s future social competence and also their external and internal behaviors. This research investigation explores the profound impact of positive and negative parenting on pre-school and school age children's ER. The essay finds positive parenting, characterized by warmth, support, and consistent discipline, emerges as a crucial factor in nurturing healthier emotion regulation in pre-school children. These children exhibit greater emotional awareness and competence, fostering overall well-being and improved social interactions. Conversely, negative parenting, marked by harsh discipline and emotional neglect, obstructs emotional growth, leading to emotional dysregulation and behavioral challenges. Additionally, this paper delves into the nuances of the influence exerted by fathers and mothers on children's emotion regulation. While both parental figures play vital roles in a child's emotional development, their impact can vary due to unique parenting styles and interactions. In conclusion, this research underscores the pivotal role of positive parenting practices in cultivating robust emotion regulation skills in pre-school children. It emphasizes the necessity for parents to establish nurturing and supportive environments conducive to emotional growth and the importance of recognizing the distinct roles of fathers and mothers in shaping children's emotional development. Ultimately, comprehending the dynamics of parenting and their implications on children's emotional regulation is vital for creating a positive and nurturing environment that promotes children's well-being and emotional resilience.

The purpose of the article is to present the experience of pedagogical work on the use of new forms of organization of children of senior preschool age, in particular the organization of a cartoon studio in kindergarten, in order to develop speech. The development of speech in children is a very important condition for the development of thinking and other mental processes, the formation of the child’s personality and further schooling. The informatization of our lives has influenced the interests of preschoolers; since childhood, they have been drawn to computers, smartphones and other information media. Therefore, in order to maintain children’s interest in learning, kindergarten teachers need to search for new forms and means of developing children in accordance with the requirements of the federal state standard for preschool education. The use of the educational module of the multi-studio “I create the world”, which is part of the partial modular program “STEM-education of children of preschool and primary school age” (authors: T. V. Volosovets, V. A. Markova, S. A. Averin), in pedagogical process of the kindergarten, from our point of view, is such a new form of organization of children.

Advancing drug discovery and treatment evaluation for schistosomiasis : improved screening, drug repurposing and rescuing, and the metabonomics of praziquantel treatment

Objective:To investigate the prevalence of Helicobacter pylori (Hp) infection in pre-school and school age children with C-14 urea breath test, and to explore its association with age and socioeconomic factors in Turkey.Methods:Hp infection status was determined by using Urea Breath Test (UBT). Patients who had previous gastric surgery, Hp eradication treatment or equivocal UBT results were excluded. A questionnaire was administered to elicit information on gender, age, ABO/Rh blood group type, presence of gastric disease in the family, domestic animal in the household, and treatment for idiopathic Iron Deficiency Anemia (IDA).Results:This retrospective study included 500 pediatric patients (179 boys, 321 girls, mean age 10.7±4.3 years) of whom 62 (12.4%) were aged ≤6 years and 438 (87.6%) were aged 7 to 16 years. Helicobacter pylori (Hp) was positive in 245 (49%) cases. In the pre-school age group, 21/62 cases (34%) had positive UBT while in the school age group 224/438 children (51%) had positive UBT. A family history of dyspepsia and pet ownership were not associated with Hp positivity. Hp positive 76 (29.8%) children were on IDA treatment but this was not statistically significant.Conclusion:The Hp infection positivity rate was 49% in the pediatric age study group. The positivity rate was significantly lower at preschool age than school age, and it increased with age. There was no association with gender, ABO/Rh blood groups, presence of domestic pets, IDA, or history of gastric disease in the family.

Alteraciones en el discurso narrativo en hijos de madres con preeclampsia

Objectives: This study was conducted to determine and highlight the spectrum and patterns of skin diseases among pediatric patients attending the pediatric dermatological clinic at King Hussein Medical Center and Queen Rania Abdullah Hospital for Children. Methods: All newly diagnosed pediatric patients who presented to the outpatient clinic of pediatric dermatology clinics between February 2008 and March 2013 were included in the study. Inclusion criteria included patients with skin disease below the age of 15 years. Patients were divided into three age groups: infant, preschool and school age children. Skin diagnosis was made clinically and laboratory investigations were ordered when necessary. Descriptive statistical analysis was used to describe the study variables. Results: A total of 5,004 patients were included in the study. Some subjects had more than one disorder. The age ranged from one day to 15 years with a mean of 8.6±7.4 years. There were 2,577 males (51.5%) and 2,427 (48.5%) females, with a male to female ration of 1.1:1. Preschool children were more frequently affected than other children. Analysis of underlying etiologies revealed that the majority of dermatoses were infections and infestations (35.3%), followed by eczema (30.1%) and hypersensitivity reaction (6.5%). Conclusions: Skin diseases are common in children especially the preschool age group with no significant difference between genders. The most common skin disease in this study was cutaneous infections followed by eczema. Higher consanguinity, overcrowding and hot humid environment may explain the high prevalence of infections.

Objective. To evaluate the effectiveness of complex treatment in combination with ozone therapy in children with moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis.
 Materials and methods. Under observation were children of preschool and primary school age with moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis. In these children, we studied clinical indicators, the content of populations and subpopulations of lymphocytes in the blood, immunoglobulins and circulating immune complexes in the blood serum, phagocytosis indicators, expression of toll-like receptors on leukocytic cells. Patients were divided into two groups depending on the therapy. The first group received complex conventional therapy, the second group received complex treatment in combination with ozone therapy.
 Results. It was found that in the first group of patients during the period of clinical remission, changes in immunological reactivity persisted. In the second group of patients, a more rapid onset of clinical remission was recorded, during which normalization of most immunity parameters was noted. The duration of complete clinical remission in the second group of patients more than twofold exceeded its duration in the first group of patients.
 Conclusions. The inclusion of ozone therapy in complex treatment of preschool and primary school children suffering from moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis provides a more rapid onset of clinical remission. During the period of clinical remission, normalization of most immunity parameters, a pronounced increase in the expression of toll-like receptors-2 and toll-like receptors-6 on lymphocytes, monocytes and neutrophils are recorded. This indicates an increase in nonspecific antibacterial resistance. Conducting a repeated course of complex treatment in combination with ozone therapy ensures the preservation of complete clinical remission, the duration of which is twice as long as in the first group. High therapeutic effect of ozone, the availability of ozone therapy, the absence of complications and adverse reactions when using complex treatment in combination with ozone therapy allow us to recommend the widespread use of this method in children of preschool and primary school age suffering from moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis.

Background: We have previously reported altered gene expression in adults with asthma compared to healthy controls from the U-BIOPRED study (Bigler, 2016). Altered transcripts may define dysregulated biological pathways and identify novel therapeutic targets. We hypothesised that similar dysregulation would be seen in children with asthma.\n\nAim: To compare blood transcriptomic profiles of children and adults with asthma.\n\nMethods: Affymetrix blood transcriptomic profiles of severe asthmatic adult non-smokers, n=152, were compared to mild moderate asthmatics, n=50 (Shaw, 2015; Fleming, 2015). Profiles of school-aged children with severe asthma, n=75, were compared to mild moderate asthmatics, n=37, and in the preschool age group severe wheeze, n=62, was compared to mild moderate wheeze, n=42. Differentially expressed genes (DEG) were identified as probe sets with maximum median group intensity >log2 5, with a significant (raw P≤0.01) change ≥ 20%. Overlapping genes were determined and pathway analysis performed.\n\nResults: We found 1887 DEG comparing severe and mild moderate asthmatic adults. Only 28 DEG were found between the severe wheeze and mild pre-school age children, with a larger signature (569 DEG) in the school aged children. 480 genes were specific to school-aged children and 1801 specific to adults, with 89 DEG in common between the adults and school-aged children.\n\nConclusions: Preschool age children were poorly defined in terms of blood transcriptomics by the clinical definitions used. While the school-aged children showed some DEG overlap with the adults, they were distinct in many DEG and pathways indicating that childhood and adult asthma may be mechanistically different.

Approximately 600 million children of preschool and school age are anaemic worldwide. It is estimated that half of the cases are due to iron deficiency. Consequences of iron deficiency anaemia during childhood include growth retardation, reduced school achievement, impaired motor and cognitive development, and increased morbidity and mortality. The provision of daily iron supplements is a widely used strategy for improving iron status in children but its effectiveness has been limited due to its side effects, which can include nausea, constipation or staining of the teeth. As a consequence, intermittent iron supplementation (one, two or three times a week on non-consecutive days) has been proposed as an effective and safer alternative to daily supplementation. To assess the effects of intermittent iron supplementation, alone or in combination with other vitamins and minerals, on nutritional and developmental outcomes in children from birth to 12 years of age compared with a placebo, no intervention or daily supplementation. We searched the following databases on 24 May 2011: CENTRAL (2011, Issue 2), MEDLINE (1948 to May week 2, 2011), EMBASE (1980 to 2011 Week 20), CINAHL (1937 to current), POPLINE (all available years) and WHO International Clinical Trials Registry Platform (ICTRP). On 29 June 2011 we searched all available years in the following databases: SCIELO, LILACS, IBECS and IMBIOMED. We also contacted relevant organisations (on 3 July 2011) to identify ongoing and unpublished studies. Randomised and quasi-randomised trials with either individual or cluster randomisation. Participants were children under the age of 12 years at the time of intervention with no specific health problems. The intervention assessed was intermittent iron supplementation compared with a placebo, no intervention or daily supplementation. Two authors independently assessed the eligibility ofstudies against the inclusion criteria, extracted data from included studies and assessed the risk of bias of the included studies. We included 33 trials, involving 13,114 children (˜49% females) from 20 countries in Latin America, Africa and Asia. The methodological quality of the trials was mixed.Nineteen trials evaluated intermittent iron supplementation versus no intervention or a placebo and 21 studies evaluated intermittent versus daily iron supplementation. Some of these trials contributed data to both comparisons. Iron alone was provided in most of the trials.Fifteen studies included children younger than 60 months; 11 trials included children 60 months and older, and seven studies included children in both age categories. One trial included exclusively females. Seven trials included only anaemic children; three studies assessed only non-anaemic children, and in the rest the baseline prevalence of anaemia ranged from 15% to 90%.In comparison with receiving no intervention or a placebo, children receiving iron supplements intermittently have a lower risk of anaemia (average risk ratio (RR) 0.51, 95% confidence interval (CI) 0.37 to 0.72, ten studies) and iron deficiency (RR 0.24, 95% CI 0.06 to 0.91, three studies) and have higher haemoglobin (mean difference (MD) 5.20g/L, 95% CI 2.51 to 7.88, 19 studies) and ferritin concentrations (MD 14.17µg/L, 95% CI 3.53 to 24.81, five studies).Intermittent supplementation was as effective as daily supplementation in improving haemoglobin (MD -0.60 g/L, 95% CI -1.54 to 0.35, 19 studies) and ferritin concentrations (MD -4.19µg/L, 95% CI -9.42 to 1.05, 10 studies), but increased the risk of anaemia in comparison with daily iron supplementation (RR 1.23, 95% CI 1.04 to1.47, six studies). Data on adherence were scarce and it tended to be higher among those children receiving intermittent supplementation, although this result was not statistically significant.We did not identify any differential effect of the type of intermittent supplementation regimen (one, two or three times a week), the total weekly dose of elemental iron, the nutrient composition, whether recipients were male or female or the length of the intervention. Intermittent iron supplementation is efficacious to improve haemoglobin concentrations and reduce the risk of having anaemia or iron deficiency in children younger than 12 years of age when compared with a placebo or no intervention, but it is less effective than daily supplementation to prevent or control anaemia. Intermittent supplementation may be a viable public health intervention in settings where daily supplementation has failed or has not been implemented. Information on mortality, morbidity, developmental outcomes and side effects, however, is still lacking.