***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Background Given that relatively little is known about the development of resilience in early childhood , this longitudinal study aim ed to identify preschool re source factors associated with young children ’s mental health resilience to family adversity . Methods A community sample of 474 young Australian children was assessed in preschool ( mean age 4.59 years , 49 % male ) , and again two years later after their transition into formal schooling . At each assessment , st and ard question naires were used to obtain ratings from both parents and teachers about the quality of children ’s relationships with parents and teachers , children ’s self-concept and self-control , mental health ( Strengths and Difficulties Question naire ) , and family adversities ( including stressful life events and socioeconomic disadvantage ) . Results Greater exposure to cumulative family adversities was associated with both greater teacher- and parent-reported child mental health difficulties two years later . Multiple method ologies for operationalizing resilience were used to identify re sources associated with resilient mental health outcomes . Higher quality child – parent and child-teacher relationships , and greater child self-concept and self-control were associated with resilient mental health outcomes . With the exception of child-teacher relationships , these re sources were also prospect i ve antecedents of subsequent resilient mental health outcomes in children with no pre-existing mental health difficulties . Child – parent relationships and child self-concept generally had promotive effects , being equally beneficial for children facing both low- and high-adversity . Child self-control demonstrated a small protective effect on teacher-reported outcomes , with greater self-control conferring greater protection to children under conditions of high-adversity . Conclusions Findings suggest that early intervention and prevention strategies that focus on fostering child-adult relationship quality , self-concept , and self-control in young children may help build children ’s mental health and their resilience to family adversities OBJECTIVE : To evaluate the impact of an early childhood , family-centered , school-based intervention on  children ’s kindergarten academic achievement . METHODS : This was a cluster ( school ) r and omized controlled trial with assessment s from pre-kindergarten ( pre-k ) entry through the end of kindergarten . The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black , low-income population . Participants were 1050 black and Latino , low-income children ( age 4 ; 88 % of pre-k population ) enrolled in 10 schools over 4 years . Universal intervention aim ed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school , and increasing parent involvement in education . Intervention included after-school group sessions for families of pre-k students ( 13 2-hour sessions ; co-led by pre-k teachers ) and professional development for pre-k and kindergarten teachers . The outcome measures were st and ardized test scores of kindergarten reading , writing , and math achievement by independent evaluators masked to intervention condition ( primary outcome ) ; developmental trajectories of teacher-rated academic performance from pre-k through kindergarten ( secondary outcome ) . RESULTS : Relative to children in control schools , children in intervention schools had higher kindergarten achievement test scores ( Cohen ’s d = 0.18 , mean difference = 2.64 , SE = 0.90 , P = .03 ) and higher teacher-rated academic performance ( Cohen ’s d = 0.25 , mean difference = 5.65 , SE = 2.34 , P = .01 ) . CONCLUSIONS : Early childhood population -level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged , urban neighborhoods Correctable weaknesses in the design , conduct , and analysis of biomedical and public health research studies can produce misleading results and waste valuable re sources . Small effects can be difficult to distinguish from bias introduced by study design and analyses . An absence of detailed written protocol s and poor documentation of research is common . Information obtained might not be useful or important , and statistical precision or power is often too low or used in a misleading way . Insufficient consideration might be given to both previous and continuing studies . Arbitrary choice of analyses and an overemphasis on r and om extremes might affect the reported findings . Several problems relate to the research workforce , including failure to involve experienced statisticians and method ologists , failure to train clinical research ers and laboratory scientists in research methods and design , and the involvement of stakeholders with conflicts of interest . Inadequate emphasis is placed on recording of research decisions and on reproducibility of research . Finally , reward systems incentivise quantity more than quality , and novelty more than reliability . We propose potential solutions for these problems , including improvements in protocol s and documentation , consideration of evidence from studies in progress , st and ardisation of research efforts , optimisation and training of an experienced and non-conflicted scientific workforce , and reconsideration of scientific reward systems Self-regulatory abilities are robust predictors of important outcomes across the life span , yet they are rarely taught explicitly in school . Using a r and omized controlled design , the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum ( KC ) delivered in a public school setting on executive function , self-regulation , and prosocial behavior in a sample of 68 preschool children . The KC intervention group showed greater improvements in social competence and earned higher report card grade s in domains of learning , health , and social-emotional development , whereas the control group exhibited more selfish behavior over time . Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification . Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group . These findings , observed over a relatively short intervention period , support the promise of this program for promoting self-regulation and prosocial behavior in young children . They also support the need for future investigation of program implementation across diverse setting Background : Childhood is important and critical period in human life . The foundation of ego is shaped in childhood . Play therapy is one of the successful strategies to help children with inner conflicts problems . This method of psychotherapy is base on the normal learning processes of children , provides solutions to relieve feelings of stress , and exp and s self-expression .  Group play therapy can enhance the self-awareness , self- regulation , social communication , empathy and adoptability in children . Methods : Present study investigated the effects of play therapy on relational and emotional skills of pre-school children . For this purpose , the total numbers of 372 pre-school children were r and omly selected , and divided into two equal groups ( case and control ) . In next step , the BUSSE-SR methodology was used for evaluation and comparison of self-awareness , self-regulation , social interaction , empathy , adoptability , and control groups . Pre-test were performed for both groups and case group was involved in-group play therapy . According to the results of post-test , correlation of variables between case-control groups was examined by multivariate analysis of covariance . Results : Frequency of boys and girls in our sample were 51.3 and 48.7 percent , respectively . The mean age of children was 5.1±0.6 year . According to the results of present study , play therapy significantly enhanced the social-emotional skills ( P < 0.001 ) . Our findings are consistent with the results of previous studies in other nations with different environmental and cultural properties . In conclusion , it seems that play therapy can be used in pre-school centers to help children  learn problem-solving skills and communicate with others Background Little is known about how contributing factors of development change during early childhood in Japan . The aim of this study was to investigate the factors that contributed to the developmental attainment of children between 9 and 18 months of age using prospect i ve longitudinal data from a developmental cohort study . Methods We used data from observations at 3 time points ( at infant age of 4 , 9 and 18 months ) in the Japan Children ’s Study . Mothers were administered question naires that requested information about their child ’s perinatal outcomes , temperament , family structure , family income , parental education , parenting stress , and child-rearing environment at home . At 9 and 18 months , mothers completed the Kinder Infant Development Scale to evaluate their child ’s development . Results A total of 284 children were available for analysis . Female children and children having siblings had higher probability of attaining developmental norms at 18 months than male and only children . Birth weight , gestational age , and temperament were associated with development at 9 months , but the effects of gestational age and temperament on development disappeared at 18 months .  Stimulation  from the mother at 9 months was not only related to development at that age but also promoted development at 18 months . Conclusions Our findings suggest that the role of family environmental factors such as early mother ’s stimulation and sibling ’s existence in development during early childhood might become more important as the child gets older Research Findings : The purpose of this study was to test the premise that children 's effortful control ( EC ) is prospect ively related to their academic achievement and to specify mechanisms through which EC is related to academic success . We used data from 214 children ( M age at Time 1 [ T1 ] = 73 months ) to test whether social functioning ( e.g. , social competence and externalizing problems ) mediated the relations between EC and academic achievement .  Children 's adult-reported and observed EC were assessed at T1 . Parents ' and teachers ' reports of social functioning were obtained 2 years later ( T2 ) , whereas teachers ' and children 's reports of academic achievement were obtained 4 years after T2 ( T3 ) . Children 's T2 social functioning fully mediated the relation between T1 EC and T3 academic achievement in a structural equation model . Practice or Policy : Findings highlight the importance of considering social and emotional processes when attempting to improve academic achievement and have implication s for curriculum developers and professionals working in preschool programs and elementary schools Social experiments are powerful sources of information about the effectiveness of interventions . In practice , initial r and omization plans are almost always compromised . Multiple hypotheses are frequently tested . " Significant " effects are often reported with p-values that do not account for preliminary screening from a large c and i date pool of possible effects . This paper develops tools for analyzing data from experiments as they are actually implemented . We apply these tools to analyze the influential HighScope Perry Preschool Program . The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years . It was evaluated by the method of r and om assignment . Both treatments and controls have been followed from age 3 through age 40 . Previous analyses of the Perry data assume that the planned r and omization protocol was implemented . In fact , as in many social experiments , the intended r and omization protocol was compromised . Accounting for compromised r and omization , multiple-hypothesis testing , and small sample sizes , we find statistically significant and economically important program effects for both males and females . We also examine the representativeness of the Perry study This study examines the role of one component of emotion regulation , behavioral control , in the growth of children 's early behavior problems by examining whether increases in parental positive behavior support brought about by a family-centered intervention were associated with greater child behavioral control , and whether greater behavioral control at age 3 mediated the association between improvements in aspects of positive behavior support from ages 2 to 3 and decreases in growth of behavior problems from ages 2 to 4 . The sample included 713 at-risk children ( 50 % female ) and their primary caregivers ( 50 % European American , 28 % African American , 13 % biracial , 9 % other ) who were r and omly assigned to the intervention or control group . Children had a mean age of 29.91 months at the initial assessment . Data were collected through home visits at child ages 2 to 4 , which involved question naires for primary caregivers and structured and unstructured play activities for children with primary and alternative caregivers and siblings . Results indicated that the intervention improved parental positive behavior support and reduced growth of child behavior problems . One dimension of positive behavior support , proactive parenting , was modestly associated with behavioral control at age 3 , which in turn was significantly associated with growth in behavior problems from ages 2 to 4 , with greater behavioral control related to lower levels of growth in behavior problems . Results provide support for the notion that proactive parenting is an important factor in the development of children 's behavioral control and that behavioral control plays an important role in the growth of behavior problems Based on theoretically driven models , the Chicago School Readiness Project ( CSRP ) targeted low-income children 's school readiness through the mediating mechanism of self-regulation . The CSRP is a multicomponent , cluster-r and omized efficacy trial implemented in 35 Head Start-funded classrooms ( N = 602 children ) . The analyses confirm that the CSRP improved low-income children 's self-regulation skills ( as indexed by attention/impulse control and executive function ) from fall to spring of the Head Start year . Analyses also suggest significant benefits of CSRP for children 's preacademic skills , as measured by vocabulary , letter-naming , and math skills . Partial support was found for improvement in children 's self-regulation as a hypothesized mediator for children 's gains in academic readiness . Implication s for programs and policies that support young children 's behavioral health and academic success are discussed Research Findings : This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI ( REsearch -based , Developmentally Informed ) intervention compared to usual practice Head Start .  Using data from a large-scale r and omized controlled trial ( N = 356 children , 42 % African American or Latino , all from low-income families ) , this study tests the logic model that improving preschool social-emotional skills ( e.g. , emotion underst and ing , social problem solving , and positive social behavior ) as well as language /emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten . Validating this logic model , the present study finds that intervention effects on 3 important kindergarten outcomes ( e.g. , reading achievement , learning engagement , and positive social behavior ) were mediated by preschool gains in the proximal social-emot 
    Output:
    
Funnel plots of EQIs and observational studies showed asymmetric distributions and potential for small study bias .
There is some evidence that non-cognitive skills associate with improved outcomes .
Interventions design ed to develop children ’s non-cognitive skills could potentially improve outcomes .