Child brain function and development Other
Conditions
Interventions
Participants will be selected from two previous early childhood parenting training interventions of “Parenting the Future” conducted by the research team in rural western China. The intervention provi
Sponsors
Minzu University of China
Eligibility
Sex/Gender
All
Age
10 Years to 14 Years
Inclusion criteria
Inclusion criteria: 1. Children of any sex and their primary caregivers who participated in "Parenting the Future" 2. Children drawn from "Parenting the Future", including a treatment group and the control group of one county government-led parenting intervention programme, as well as another large-scale randomised parenting training programme targeting infants aged 6-24 months in nationally designated poverty counties 3. Children who were aged 6-24 months at baseline and children who are approximately 10 to 14 years old at the 2026 follow-up 4. Children with complete information on key baseline covariates and available information from the latest primary-school-stage follow-up 5. Children and caregivers who can be contacted, with written informed consent provided by the child’s parent or legal guardian
Exclusion criteria
Exclusion criteria: 1. The child never participated in any previous parenting training programme of "Parenting the Future" 2. Children who are not selected for the follow-up sample 3. Children whose baseline age is not between 6 and 24 months 4. Children with incomplete information on key baseline covariates, or without available information from the latest primary-school-stage follow-up 5. Children or caregivers who cannot be contacted, or children whose parent or legal guardian does not provide written informed consent
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Child brain function measured using electroencephalography (EEG): 1.1. Resting-state EEG data, including EEG signals recorded under both eyes-open and eyes-closed resting conditions, are analysed by spectral power analysis and EEG microstate analysis. The spectral power analysis primarily focuses on power in different frequency bands, including delta, theta, alpha, beta, and gamma brainwaves, as well as metrics such as absolute power and relative power. EEG microstate indicators include microstate category, duration, occurrence frequency, coverage, and transition probability, which are used to assess the dynamic characteristics of children’s brain functional networks during rest. 1.2. The Mismatch Negativity (MMN) task metrics involve collecting event-related potentials using a passive auditory oddball paradigm with Mandarin syllables. The primary measures extracted are the average amplitude, peak amplitude, and peak latency of the MMN, which are used to assess children’s ability to automatically detect phonetic differences at follow-up evaluations during the summers of 2026 and 2027;Child cognitive development measured using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV): 2.1. The Verbal Comprehension Index, used to assess children’s verbal reasoning and language comprehension skills. 2.2. Perceptual Reasoning Index, used to assess children’s visuospatial perceptual reasoning abilities. 2.3. The Working Memory Index, used to assess children’s ability to actively process short-term information. 2.4. Information Processing Speed Index, used to assess children’s information processing speed. 2.5. Full-scale IQ, used to comprehensively assess a child’s overall cognitive development at follow-up evaluations during the summers of 2026 and 2027;Children’s socio-emotional skills and behavioral development measured using 3.1. The OECD Social and Emotional Skills Survey (SSES) is used to assess children’s social and emotional competencies, includin | — |
Secondary
| Measure | Time frame |
|---|---|
| Children’s mental health, school adjustment, and developmental expectations measured using children’s questionnaires and structured interviews: 1.1. The risk of mental disorders in children is assessed using the child version of the Brief International Neuropsychiatric Interview (MINI-KID). 1.2. Children’s mental health status was assessed using mental health questionnaires to evaluate symptoms of psychological distress, such as depression, anxiety, and stress. 1.3. School adjustment in children, assessed through a children’s questionnaire that measures their attitudes toward school, how much they like school, their emotions related to school, and their willingness to attend school. 1.4. Children’s academic performance is assessed based on information such as their class rank, grade-level rank, Chinese scores, math scores, and the maximum possible score on the most recent major exam. 1.5. Children’s Educational and Career Expectations: A questionnaire for children is used to assess their desired level of education, future career aspirations, preferred location for future work and life, and confidence in the future. 1.6.Children’s self-efficacy: A questionnaire for children is used to assess their perceived ability to solve problems, achieve goals despite opposition, handle unexpected situations, remain calm when facing difficulties, and cope with problems using their own abilities. 1.7.Children’s interests: A child questionnaire is used to assess children’s interests and hobbies at follow-up evaluations during the summers of 2026 and 2027;Children’s time allocation, learning activities, and digital media use measured using a children’s questionnaire: 2.1. Study time, including time spent during school hours and on weekends completing homework assigned by teachers and work from after-school tutoring programs. 2.2. Extracurricular learning and development activities, including after-school tutoring, talent development, interest-based activities, and time for ex | — |
Countries
China
Contacts
Public ContactYu Bai
Outcome results
None listed