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Substantial research has aimed to characterise and measure early childhood education and care (ECEC) quality. However, heterogeneity in measures, methods and contexts across studies has made it difficult to reconcile the inconsistent associations reported between quality dimensions and child outcomes. While there is broad consensus that early interactions and experiences may be most strongly and directly influential to children’s developmental progress, attempts to identify aspects of quality interactions that relate most highly to child outcomes have tended to focus on particular measures and/or contexts. The aim of this systematical review was to reconcile the available evidence on associations of dimensions of quality interactions in formal ECEC settings (adult–child interactions and associated context and content) with the outcomes of children aged 3–5 years. Uniquely, this review examined how rates of significance differed by measure, country and study characteristics (e.g. sample, study design, risk of bias) – providing nuanced insights on quality indicators that most reliably account for children’s developmental progress. Seven databases were searched for the years 2000–2022, yielding 90 studies reporting 870 associations of interaction quality with various child development and educational outcomes. Results indicated little evidence for global ECEC quality indices (e.g. those integrating process quality indicators with structural elements) relating to child outcomes. The consistency in patterns of association improved for some dimensions of interaction quality (e.g. supporting play), with other dimensions showing low support even when they aligned with the outcome (e.g. instructional support with cognitive-academic outcomes). By providing an overview and reconciliation of evidence on the child-level associations in ECEC quality, across diverse measures and contexts, this review raises important questions of current ECEC quality assumptions and practices. [ABSTRACT FROM AUTHOR]

Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the pandemic and first lockdown was unfolding in Australia. Data was collected through questionnaire (N = 101) and semistructured interview (n = 20) about status and change in children's digital practices, and parents' rules and flexibility in governing these experiences. Quantitative findings suggested children's frequency and duration of digital device use trended upwards during lockdown, and parents were more flexible in their rules about the amount of screen time, as well as when and where children could use digital devices. Qualitative results suggested that, more than a temporary and situational change, for many parents, exposure to new ways of engaging with digital technologies facilitated a shift in their perceptions, leading to greater consideration of quality in their choices for their children. This study highlights the influential role of parents in shaping children's digital experiences. Understanding their perceptions, as well as children's current and shifting digital practices in the home, is important for informing efforts and guidance for supporting young children's safe and effective use of digital technologies. [ABSTRACT FROM AUTHOR]

Objective. Alcohol media literacy (AML) programs have achieved positive results for alcohol prevention; however, gender may moderate program effectiveness. This study investigated gender differences for an Australian AML intervention. Method. Fifth and sixth graders (N = 165), allocated to an intervention or wait-list control group, participated in an AML program. Student questionnaires were administered at three time points. Results. The intervention resulted in significantly higher media deconstruction skills but did not lead to less preference for branded merchandise or greater understanding of persuasive intent, and these effects did not differ by gender. Gender differences were present in social norms for drinking and alcohol expectancies. Conclusions. AML education likely has appeal and benefit to both genders as it connects with students’ lifeworlds. Social norms may be more difficult to shift for males due to a more ingrained drinking culture. Future research could explore contextual factors responsible for gender differences. [ABSTRACT FROM AUTHOR]

Background: Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings.Methods: Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data.Results: Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic sensitivities, classroom management challenges, and fitting new programs into already busy school schedules.Conclusion: Overall, the program content and individual lessons were well received by the teachers and students. The lessons learned from the development, implementation and evaluation of this program can provide health professionals with key pedagogical strategies for designing culturally responsive educational programs. Culturally responsive programs are critical for ensuring interventions are effective for their specific context. [ABSTRACT FROM AUTHOR]