ResumenEl siguiente estudio propone describir los niveles de autoestima de niños y niñas así como analizar si existen diferencias en función del sexo. Para ello, contamos con una muestra constituida por 1.757 niños y niñas de entre 3 y 7 años de edad. Para la evaluación de la autoestima utilizamos el cuestionario EDINA, que presenta un índice de fiabilidad adecuado (0.803).El nivel de autoestima de las niñas y niños estudiados resultó ser elevado. Los análisis estadísticos realizados mostraron: a) puntuaciones significativamente superiores en la autoestima de las niñas; b) una disminución de la misma en los niños y niñas de mayor edad; c) diferencias en función de la variable nivel socioeconómico; y d) un nivel de autoestima más alto en los niños que tienen tutora a cargo del grupo clase. De cara a futuras investigaciones, se sugiere la necesidad de profundizar en la evolución e implicaciones de estas diferencias en relación con la autoestima infantil.Palabras clave: sexo, edad, autoestima global, dimensiones de la autoestima, infancia. AbstractThe following study proposes describing the levels of self-esteem in children and analyzing whether there are differences based on their sex. The sample consists of 1,757 children aged from 3 to 7. For self-esteem assessment, the EDINA questionnaire was administrated, which shows an appropriate reliability rate (0.803). The self-esteem of girls and boys studied is high. Statistical analyzes showed: a) significantly higher scores on self-esteem of girls; b) a decrease on self-esteem associated to age of children; c) significant differences depending on the socioeconomic status; and d) higher level of self-esteem in children when they have a woman as advisor of class group. In future researches, we suggest the need to study in depth the evolution of sex differences in relation to self-esteem.

A brief visual memory test was almost as good as Full Scale IQ in predicting reading disability.

The COVID-19 pandemic is a public health crisis that continues to impact individuals worldwide. While children may be less susceptible to severe medical complications, they are nonetheless vulnerable to stress and anxiety associated with the pandemic. However, current understanding of psychological functioning and potential strategies to mitigate distress amid a pandemic is naturally limited. Consequently, this article is an attempt to fill that gap. Existing literature on pandemics, health-related anxieties, intolerance of uncertainty, and psychopathological sequelae is summarized within the context of the COVID-19 outbreak. Conclusions from the empirical data and emerging theoretical models are reviewed and synthesized. Finally, several potentially engaging and effective examples of developmentally appropriate interventions targeting intolerance of uncertainty and health-related anxieties in pediatric patients during the peri-and post-pandemic periods are described.

No abstract

The results show that the proportion of children originally diagnosed with ADHD (18%) was significantly higher than posttest diagnosis of ADHD (6% p <.001). Also, the frequency of pretest diagnosis of learning disorder (LD; 31%) was significantly different from posttest diagnosis (66% p <.01). The overdiagnosis of ADHD and underdiagnosis of LD in this sample of children with nonsyndromic unilateral cleft lip and palate appears to be due to lack of language-learning assessment.