Steiner's norms for North Indian pre-school children

Related Experiment Video

Updated: Aug 12, 2026

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
14:05

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Published on: January 23, 2017

Anuradha1, J R Taneja, S L Chopra

  • 1Government Dental College and Hospital, Amritsar, Punjab.

Journal of the Indian Society of Pedodontics and Preventive Dentistry
|March 1, 1991
PubMed

Insights

Steiner

Area of Science:

  • Orthodontics
  • Pediatric Dentistry
  • Craniofacial Development

Background:

  • Cephalometric analysis is crucial for orthodontic diagnosis.
  • Established norms, like Steiner's, are widely used.
  • North Indian craniofacial morphology in preschoolers is under-researched.

Purpose of the Study:

  • To evaluate the applicability of Steiner's cephalometric norms in North Indian preschool children.
  • To establish baseline cephalometric data for North Indian children aged 4-5 years.

Main Methods:

  • A roentgenographic cephalometric investigation was conducted.
  • The study included 60 North Indian children aged 4-5 years.
  • Standard cephalometric analysis was performed on lateral cephalograms.

Main Results:

  • North Indian children exhibited a convex profile, steeper occlusal and mandibular planes, and more upright incisors compared to Caucasian norms.
  • No statistically significant sexual dimorphism was observed in the measured parameters.
  • Significant differences were noted between North Indian children and established Caucasian Steiner norms.

Conclusions:

  • Steiner's cephalometric norms derived from Caucasian populations are not directly applicable to North Indian preschool children.
  • This study highlights the need for population-specific cephalometric standards in orthodontics.
  • Further research is recommended to establish definitive North Indian cephalometric norms.

More Related Videos

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Breakfast Habits among Schoolchildren in the City of Uruguaiana, Brazil06:48

Breakfast Habits among Schoolchildren in the City of Uruguaiana, Brazil

Published on: July 29, 2020

Related Concept Videos

Adler's Individual Psychology01:28

Adler's Individual Psychology

Alfred Adler, a prominent figure in psychology, founded the school of individual psychology. In contrast to Freud's emphasis on sexual or aggressive motives, Adler suggested that individuals are primarily motivated by their purposes and goals. He believed that people strive for perfection rather than pleasure. Adler argued that individuals could creatively act upon their genetic inheritance and environmental experiences to shape their own lives, emphasizing conscious motivation over unconscious...
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
Parenting Styles01:27

Parenting Styles

Diana Baumrind's four parenting styles — authoritarian, authoritative, neglectful, and permissive — each influence children's socio-emotional development differently.
Authoritarian Parenting
This style is strict and controlling, with little room for open dialogue. Authoritarian parents demand obedience and often enforce rules with minimal warmth. Children raised this way may lack social skills and initiative, usually comparing themselves to others unfavorably.
Authoritative Parenting
This...
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.