Participation in Activities Fostering Children’s Development and Parental Concerns about Children’s Development: Results from a Population-Health Survey of Children Aged 0–5 Years in Quebec, Canada
Bibliographic record
Abstract
This study aims to: (1) describe children’s participation in activities fostering their development, (2) document parental concerns about their children’s development, and (3) explore the influences of family characteristics on children’s activity participation and parental concerns. We conducted a phone survey with parents of children aged 0-5 years (n = 895). Survey results are presented as weighted proportions for the parent’s age, sex, and area of residence. Statistical comparisons were made using chi-square with p < 0.05. Most children were exposed at least weekly to fine motor (85.1% ± 2.4%), physical (83.0% ± 2.5%), and reading (84.2% ± 2.4%) activities. However, only a small proportion were exposed to those activities daily (49.7% ± 3.3%, 35.4% ± 3.2%, and 32.4% ± 3.1% respectively). Many (46.8%) parents had concerns about their children’s development. The most frequent domains of concern were communication skills (22.8% ± 2.8%), affective and behaviour skills (22.1% ± 2.7%), and autonomy (19.6% ± 2.6%). The proportion of parents having concerns was higher among families with lower incomes. The small proportion of children exposed daily to activities fostering their development, and the high proportion of parents with concerns about their children’s development are alarming. The integration of health and education services and the use of best practices fostering children’s development at home, at school, and in daycare centres is needed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".