即使你没有学龄期的孩子，这个建议仍然有效。
This advice applies even if you don't have school-age children.
阅读可以从婴儿期开始，并继续贯穿于整个学龄期。
Reading can begin with babies and continue throughout the preschool years.
目的：初步探讨影响学龄期儿童适应行为的家庭因素。
Objective: to examine family factors which have influenced on adaptive behavior of school-age children.
目的：掌握学龄期儿童胫骨疲劳性骨折特点并正确诊断。
Objective: To characterize the clinical presentation of fatigue fracture of tibia in school age children.
目的：分析学龄期儿童行为问题与家庭环境因素的关系。
Objective: to analyse the relation between the school age children's behavior questions and the family environment factors.
目的探讨学龄期脑瘫儿童粗大运动功能与智力的相关性。
Objective to explore the correlation between gross motor function and intelligence in school-age children with cerebral palsy.
结论扁桃体在青少年阶段随年龄增长而增重，学龄期最为突出。
CONCLUSION The tonsillar weight increases with ages in adolescents, and remarkably increase before school age.
年龄：婴幼儿47例，学龄前儿童67例，学龄期儿童50例。
Age: 47 infants, 67 preschool children, 50 school age children.
共同问题学龄期儿童和青少年包括改变的物理特性和身体形象的关注。
Issues common to the school-age child and adolescent include changing physical characteristics and body image concerns.
结论：部分学龄期AS儿童缺乏表情归因和判断他人错误信念的能力。
Conclusion: Some as children are incapable in expression reasoning and could not understand others false belief.
学龄期孩子会担心自己是否能在餐桌礼仪上做得很好，所以家长们还应该多教导他们。
School-age children are anxious to do the right thing so they may need some advanced lessons in table manners.
目的比较西替利嗪与酮替芬治疗学龄期儿童急性荨麻疹的疗效和不良反应。
Objective to compare the efficacys and adverse reaction between cetirizine and ketotifen fumarate in the treatment of acute urticaria for school children.
这项研究的主要目的是分析学龄期前过敏性鼻炎的早期风险因素和保护因素。
The aim of this study was to analyze early risk factors and protective factors for allergic rhinitis at preschool age.
进入学龄期后，与学校和学习有关的事件成为诱发我国儿童恐惧的首要因素之一。
The affairs of relevant study and school become one of the initial factor which arouse fear, after the children enter the school age period .
儿童行为问题检出率为11.7%，学龄前儿童行为问题检出率明显高于学龄期儿童。
The rate of behavioral problems of children was 11.7%, and the behavioral problems of preschool children were much more than those of school-ager ones.
学龄期哮喘儿童的自理行为的三个维度中以满足健康不佳自理需求的自理行为最为薄弱；
Score on subscale of self behavior meeting health deviation self-care requisites were the lowest among three subscales of self-care behavior questionnaire.
目的为实施学龄期儿童加强免疫计划和选择孕妇最佳筛查方案提供卫生经济学的研究证据。
Objective To provide the health economic evidence for a potential booster immunization strategy for school children and for choosing best screening regimen for pregnant women.
结论：学龄期胫骨疲劳性骨折的诊断，要注意与骨髓炎、骨肉瘤和骨样骨瘤区别，预后良好。
Conclusions: Fatigue fracture of tibia in children of school-age should be distinguished from osteomyelitis, osteosarcoma or osteoid osteoma. The prognosis is good.
目的：分析学龄期儿童行为问题与母孕期、围生期、婴幼儿期不良生物学因素及家庭环境因素的关系。
Objective: to analyze the relationship between the behavior disorder of schoolchildren and bad biological factors during pregnancy, perinatal and infant stage and family environment factors.
结果：学龄期智商落后的儿童18个月内语言、运动发育迟缓和新生儿重症黄疸的发生率明显高于正常儿童。
Results:The morbidity of grievous infant jaundice and abnormal development in language and athletics within 18 months old were higher than those in normal children.
减轻学龄期哮喘患儿行为问题的因素有：首次发病年龄、患儿坚持学习与应学习时间比例及一天平均户外活动时间。
The factors reducing behavioral problems of school-age children with asthma involved the first onset age, the actual proportion of learning time and the daily mean duration of outdoors activity.
我们的研究提示健康的饮食应该始于胎儿期。在以前甚至延后到学龄期，主张给儿童提供更好的学校饮食就是最好了。
Our research suggests that healthy eating habits should start during the foetal life of an individual, before they even reach school age.
学龄期组，前3位过敏原分别为户及粉尘螨(45.33%)、真菌组合(28.00%)、矮豚草及蒿(25.33%)。
The top three allergens in school age group were dust mites and house dust mites (45.33%), fungus combinations (28.00%), Short ragweed and artemisia (25.33%).
结论：视觉运动整合能力发育测验作为一种筛查工具，能方便有效地反映出学龄期聋童的认知发育和智能水平，并可反映大脑视觉运动整合中枢的脑电活动水平。
CONCLUSION: VMI test can efficiently reflect the development status of visual-motor integration or intelligence of the school-age deaf children and represent the level of central EEG activity.
结论：视觉运动整合能力发育测验作为一种筛查工具，能方便有效地反映出学龄期聋童的认知发育和智能水平，并可反映大脑视觉运动整合中枢的脑电活动水平。
CONCLUSION: VMI test can efficiently reflect the development status of visual-motor integration or intelligence of the school-age deaf children and represent the level of central EEG activity.
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