A trajectory analysis of body mass index for Finnish children

The aim of this study is to investigate the early development of body mass index (BMI), a standard tool for assessing the body shape and average level of adiposity for children and adults. The main aim of the study is to identify the primary trajectories of BMI development and to investigate the changes of certain growth characteristics over time. Based on our longitudinal data of 4223 Finnish children, we took anthropometric measurements from birth up to 15 years of age for birth years 1974, 1981, 1991 and 1995, but only up to 11 years of age for the birth year 2001. As a statistical method, we utilized trajectory analysis with the methods of nonparametric regression. We identified four main trajectories of BMI growth. Two of these trajectories do not seem to follow the normal growth pattern. The highest growth track appears to yield to a track that may yield to overweight and the low birth BMI track shows that the girls’ track differs that of boys on the same track, and on the normal tracks. The so-called adiposity rebound time decreased over time and started earlier for those on the overweight track. According to our study, this kind of acceleration of growth might be more of a general phenomenon that also relates to the other phases of BMI development. The major change seems to occur especially for those children on high growth tracks.     

Diversity management in preschools using a critical incident approach

Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and Bennett). Four different understandings and approaches to ethnic and cultural diversity were discernible in the empirical material (i.e. ‘instrumental,’ ‘co-productive,’ ‘facilitative proactive,’ and ‘agitative proactive’). The data suggest that preschool teachers, in order to be interculturally competent, need to work systematically with intercultural pedagogy, intercultural communication skills, and with their discursive awareness. Moreover, it is concluded that if preschool teachers fail to scrutinize their own values, modes of behavior, and a-priori understanding of what ‘is’ cultural behavior, they may sustain cultural stereotypes.