Diet in the first years of life is a key determinant of lifelong disease risk and is highly affected by socioeconomic status (SES). However, the specific relation between SES and food consumption in toddlers and preschoolers is poorly understood. This study assesses SES-related differences in food consumption in 1–5-year-olds in Germany using weighed food records (3+1 days) of a subsample of 887 children from the cross-sectional Children’s Nutrition Survey to Record Food Consumption (KiESEL) undertaken 2014–2017. Children were categorized as having a low, medium, or high SES depending on parental income, education, and occupation. A two-step generalized linear model corrected for age and sex was applied to assess differences in food consumption, using bootstrapping to address unequal group sizes. Differences between SES groups were found for unfavourable foods (and the subgroups sugar-sweetened beverages and confectionary/desserts), fruit, bread/cereals, and fats/oils (pBoot < 0.05). Mean daily consumption in the low SES-group as compared to the high-SES group was 84 g lower for total fruit, 22 g lower for bread/cereals, and 3 g lower for fats/oils, while being 123 g higher for sugar-sweetened beverages and 158 g higher for unfavourable foods in total (based on bootstrap 95 % confidence intervals). In conclusion, this study suggests a social gradient in the diet of German toddlers and preschoolers, with lower SES linked to lower diet quality. To prevent adverse health trajectories, public health measures to improve early life nutrition should address all children, prioritizing those of lower SES.

The present study examines whether presenting words in song versus spoken sentences can lead to differences in word learning in 47–50-month-old children. This work extends previous findings on this topic and evaluates whether the location of pitch changes within the song may contribute to how well the words are learned. Using a Preferential Looking Paradigm, 32 children were taught the names of objects, either in spoken sentences or in a song that followed an unfamiliar melody. In both conditions, the novel word was emphasized by a pitch change. Looking patterns indicated that children learned the names of the novel items better when the words were trained in the spoken sentence compared to the song condition. The findings are discussed in relation to theories of word learning, and how differences in the characteristics between speech and song may relate to variability in how well new words are acquired.

Evidence indicates hypervitaminosis A may be attributed to overconsumption of natural preformed vitamin A (VA) and overlapping VA intervention strategies. Hypervitaminosis A can disrupt metabolic processes; however, the extent and mechanisms of these impacts are not well understood. This study aims to assess metabolic differences related to hypervitaminosis A and VA supplementation by performing metabolomics analysis. A subsample of South African preschoolers participating in the country’s VA supplementation programme was selected. Participants were divided into two groups: adequate VA (n 15; 0·59–0·99 µmol/g total liver reserve and high VA (n 15; ≥ 1·0 µmol/g total liver reserve). Serum samples were collected at baseline and 28 d after consuming a 200 000 IU VA supplement. Lipidomics and oxylipins assays were conducted using ultraperformance LC-MS. At baseline, unsaturated lysophosphatidylcholines and unsaturated phosphatidylcholines were significantly lower in the high VA group (P < 0·05). A group-by-time interaction with VA supplementation was observed for polyunsaturated lysophosphatidylcholines and polyunsaturated phosphatidylcholines (P < 0·05). Additionally, a group effect was noted for oxylipins, and a time effect in response to VA supplementation was seen with decreased arachidonic acid and lipoxygenase- and non-enzymatically derived oxylipins (P < 0·05). Hypervitaminosis A is associated with modifications in lipids involved in cell structure and signalling, particularly unsaturated lysophosphatidylcholines and phosphatidylcholines. Further research is needed to identify the mechanisms behind these modifications, their physiological effects and their potential as biomarkers of elevated vitamin A status.

Sentences with a plural subject receive a distributive reading if the predicate refers to the atomic members, or a collective one if it relates to the whole group. Previous accounts suggest that the distributive representation includes an additional semantic operator, and comprehension experiments show that adults interpret an ambiguous sentence as collective. However, children accept distributive readings more frequently, questioning their presumed greater difficulty. The current study investigates these interpretations in a novel way through a production study, where Italian adults and preschoolers described distributive and collective pictures. Adults produced more distributive expressions, in line with semantic theories and psycholinguistic findings. Preschoolers, however, showed limited sensitivity to the need for disambiguating markers, showing in particular that knowledge of distributive quantifiers is not fully acquired by the age of five, at least in the production domain. We discuss our results at the intersection of language acquisition, semantic theories, and cognitive development.

Data on the behavioral development of preterm infants are inconclusive. The aim of this study was to explore behavioral development during preschool years, considering prematurity, measurement time, gender, and informant. This is a prospective longitudinal analytical observational study, with a sample of 98 parents and 98 teachers of children aged 4, 5, and 6 years with and without a history of prematurity, who were evaluated by the Child Behavior Checklist and Teacher’s Report Form. Parents and teachers of the preschoolers report average scores on all behavioral scales. We observed variability according to degree of prematurity, age, and informant. Teachers detected more attention difficulties in the very preterm group (VPTG) than in the born-at-term group at 4 years. Parents and teachers coincided in detecting greater withdrawal in the moderate and late preterm group (MTPG) compared to the born-at-term group and an increase in difficulties with increasing age. The General Linear Model revealed that moderate prematurity, the age of 6 years, and parental report have a greater risk of behavioral difficulties. The need for follow-up also in moderate preterm infants is emphasized, especially at 6 years of age and with multi-informants.

This study investigated the psychometric properties of the Highly Sensitive Child-Rating System (HSC-RS), the existence of sensitivity groups, and the characterization of sensitivity at behavioral, genetic, and physiological levels in 541 preschoolers (M(SD)age = 3.56(0.27); 45%male; 87%Caucasian). Temperament, genetic, cortisol, and electroencephalography asymmetry data were collected in subsamples (n = 94-476). Results showed a reliable observational measure of sensitivity. Confirmatory factor and latent class analysis supported a one-factor solution and three sensitivity groups, that are a low (23.3%), medium (54.2%), and a high (22.5%) sensitivity group. Hierarchical regression analyses showed moderate associations between HSC-RS and observed temperament traits (i.e., behavioral level). In addition, a small negative association between HSC-RS and a genome-wide association study polygenic risk score (GWAS PGS) for Attention Deficit Hyperactivity Disorder was found. No relations with candidate genes, other GWAS PGS phenotypes, and physiological measures were found. Implications of our findings and possible explanations for a lack of these associations are discussed.

Internalizing and externalizing problems tend to co-occur beginning in early childhood. However, the dynamic interplay of symptom-level internalizing and externalizing problems that may drive their co-occurrence is poorly understood. Within the frameworks of the Network Approaches to Psychopathology and the Developmental Cascade Perspective, this study used a panel network approach to examine how symptoms of internalizing and externalizing problems are related in early childhood both concurrently and longitudinally and whether the pattern may differ in American (N = 1,202) and Chinese (N = 180) preschoolers. Internalizing and externalizing problems were rated by mothers in two waves. Results from cross-sectional networks showed that the bridge symptoms underlying the co-occurrence of internalizing and externalizing problems were largely consistent in American and Chinese preschoolers (e.g., withdrawal, aggressive behavior, anxiety and depressive moods). Results from cross-lagged panel networks further showed that the co-occurrence was manifested by unidirectional relations from internalizing to subsequent externalizing symptoms in both American and Chinese preschoolers. The findings contribute needed cross-cultural evidence to better understand the co-occurrence of internalizing and externalizing problems and highlight the temporal heterogeneity of the symptom networks of internalizing and externalizing problems in early childhood.

The Basque version of the MacArthur-Bates Communicative Development Inventory (BCDI-1) can be used to evaluate 8–15-month-old children’s receptive and expressive verbal skills, as well as nonverbal gesture production. This paper reports on data of 1002 children of an extended age range obtained with the BCDI-1 as a proxy measure of Basque children’s communicative competence up to 24 months. Statistical analyses revealed a large effect of age on four BCDI-1 scales: phrases understood, production of gestures, receptive vocabulary, and expressive vocabulary, while sex, amount of exposure, educational level, and birth order showed small or no effect. The strong effect of age as well as the high between-scale correlations confirmed the advantage of using the BCDI-1 instrument for the extended age range.

Code-switching, switching between different languages within the same conversation, is a prominent feature in bilingual communication. This study aimed to elucidate to what extent the linguistic abilities and age of dual-language-learning preschoolers influence the frequency and purposes of code-switching (compensatory, to bridge linguistic gaps; preferential, to express content as fluently as possible; pragmatic, to phrase something appropriately for the situation). Parental code-switching ratings of 101 German/French–Turkish/Italian dual-language learners aged 32–78 months were analyzed. Generalized linear mixed models revealed positive but no negative effects of societal- and heritage-language skills on children's code-switching frequencies independent of switching purposes and with no evidence of age effects. Hence, code-switching across the preschool age mainly reflects high linguistic competences. Models with linguistically and psychometrically parallelized language scores indicated a strong switching tendency toward the societal language when proficiency in both languages is high, and away from the societal language when language proficiencies are low.

Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.

This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about the early development of this language, prior to elementary school. We analyzed 60 stories: the first and last story told by 10 children in each of three preschool classrooms (3-, 4-, and 5-year-old classes) that used STSA throughout the school year. Stories were coded for evaluative expressions and evidential expressions. Five-year-olds used significantly more evaluative language than did 3-year-olds, and children at all ages used significantly more evaluative language at the end than at the beginning of the year. The number of stories told throughout the year explained unique variance in children's evaluative language growth.

This study evaluates the ability of different measures of socioeconomic status (SES) to predict lexical outcomes for preschoolers raised in a context of nationwide bilingualism. The participants were 58 children aged 3;11–4;3 from Maltese-dominant homes who attended state preschools. Receptive picture name judgement and picture naming, in Maltese and English, were employed to measure receptive and expressive lexical abilities, respectively. Lexical outcomes for four individual SES variables and a single composite SES measure were similar but not directly interchangeable. The composite SES variable emerged as most strongly predictive of children's lexical performance. Receptive judgement of phonological accuracy improved similarly in both languages with higher composite SES. Naming skills increased significantly in English but not in Maltese, suggesting differences in English input related to parental SES. A focus on SES in relation to lexical skills in two majority languages is novel and adds to current understanding of normative bilingual acquisition.