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Di George syndrome is a disorder well known by pediatricians, caused by deletions in chromosome 22q11.2 and presenting with a wide range of clinical abnormalities, including immunodeficiency. Thymic function is diminished, leading to a decreased output of naive T cells (naïve T-helper cells, naïve T-regulatory cells, naïve cytotoxic T cells) as compared to healthy age matched controls. Immunedysregulation, such as autoimmunity and immunoproliferation are common in these patients, because the lack of a correctly functioning T cell repertoire. treatment of these complication are a challenge in many immunodeficiencies, including Di George syndrome. Gu et al. discuss a case of a patient with 22q11 deletion and lymphoproliferation and treated successfully with Sirolimus. This opinion paper highlights the need to collect information on the treatment of patients with immunoproliferation through sharing of information of individual cases and international cooperation.

The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves.

The scientific discourse on vegan diets for children and adolescents primarily involves referencing position statement papers from different scientific and professional organizations, including paediatric associations. Over the past two decades, specialized associations have issued official statements and published position papers about adopting well-designed vegan diets during crucial life stages, including pregnancy and lactation, infancy, and childhood. A subset of these associations firmly supports the notion that a well-designed vegan diet can indeed be healthy and support normal growth and development during particularly delicate life stages, emphasizing careful planning, vitamin B12 supplementation, and regular supervised medical and dietetics oversight. In contrast, specific paediatric associations caution against vegan diets for children and adolescents, citing potential harm and the lack of adequate substantiation. These criticisms in position papers frequently point to lower-quality studies and/or outdated studies. Additionally, concerns extend to comparing vegan and omnivorous diets, considering public health issues such as obesity and early stages of cardiovascular disease as well as the risk of prediabetes and type 2 diabetes. Notably, some scepticism stems from studies where children’s adherence to a well-designed vegan diet is incomplete. Scientific rigor suggests performing a comparable assessment of omnivorous and vegan diets. This narrative review highlights the need for a comprehensive, up-to-date literature review to inform balanced perspectives on vegan diets for children and adolescents. Researchers and decision-makers should aim to actively improve the design and consistent implementation of both diet types.

Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

The article investigates whether Intensive Mobility training with Variability and Error (iMOVE) therapy is as effective as conventional therapist-directed (CONV) therapy in enhancing gross motor development in young children with cerebral palsy.

The article examines the effectiveness of intensive child-initiated mobility training with variability and error (iMOVE) compared to conventional therapist-directed training in improving gross motor skills in young children with cerebral palsy.

Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design-based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate-related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate-related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi-emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical-based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic.

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.

Purpose: While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as "Teaching Chinese as a Second Language in Local Schools" and "Serving the Community through Teaching English," this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients. Design/methodology/approach: SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students' reflective journals, co-created personal narratives and podcasts and semi-structured interviews. Findings: This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting. Social implications: Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients. Originality/value: This paper focuses on a brand new SL course, "Storytelling for Understanding: Refugee Children in Hong Kong," offered in Semester 1, 2022-2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

The article focuses on a commentary discussing a critically appraised paper titled "Hand-arm bimanual intensive therapy including lower extremities (HABIT-ILE) improves bimanual performance and gross motor function in pre-school children with unilateral cerebral palsy." It mentions the efficacy of HABIT-ILE in enhancing bimanual performance and gross motor function among preschool-aged children diagnosed with unilateral cerebral palsy, offering insights into its benefits for this demographic.

The article focuses on a critically appraised paper titled "Hand-arm bimanual intensive therapy including lower extremities (HABIT-ILE) improves bi-manual performance and gross motor function in pre-school children with unilateral cerebral palsy." It discusses the efficacy of HABIT-ILE in enhancing manual dexterity and overall motor function in young children diagnosed with unilateral cerebral palsy, highlighting its potential benefits for this specific population.

The purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7-16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.

Several philosophers and psychologists of education have taken the position that wellbeing should be at theheart of our educational system, if not its primary goal. The aim of this paper is to outline, question, andchallenge this position. It starts by discussing the main approaches that consider student wellbeing as theprimary goal of the educational system -- the propositions of positive psychology and those of certain educationalphilosophers and psychologists. It follows with an examination of some major social critiques of the idea ofwellbeing as a goal of schooling. Drawing mainly on Foucault, the paper questions the extent to which theaim of wellbeing contributes to normalization and hinders the possibility of self-government. The paperconcludes that wellbeing should not be conceived as a goal, but rather as an ongoing preoccupation of care forthe self.

In Pakistan, children with disabilities face a two-fold disadvantage with respect to education - First, lack of access due to the country's heavily constrained education sector, and second, if they do access schools then the quality of education imparted is questionable. In this paper, we investigate the access to education and learning performance of children with disabilities in four administrative units of Pakistan-Islamabad, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa Merged Region and Punjab. We use household data from the Annual Status of Education Report (ASER) of 2018, which included questions on disability status of children aged 3 to 16 years, their enrolment in school, and their performance of reading and arithmetic. Broadly, our findings indicate that children with mild disability are more likely to enrol in schools compared to children without disabilities. On the other hand, children with severe disability are less likely to access schools, when compared to their counterparts with no disabilities. In terms of type of school (government, private, religious) access, there are regional differences. In terms of learning outcomes of children with disabilities, we see a small gap between children with and without disability. This paper underscores policy considerations for children with disabilities based on the severity of disability faced.

Social-emotional deficits in school-aged children diagnosed with autism spectrum disorder (ASD) greatly hinder these children from fully participating in various school activities in the inclusive education setting. Previous studies have demonstrated evidence regarding the effectiveness of using virtual reality (VR) for enhancing the children's affective expression and social reciprocity. However, considering the technical and logistical complexity of the enabling hardware and software systems, how such approaches can be effectively and sustainably delivered in the school setting remains underexplored. This paper presents a study that utilised VR headsets to enhance affective expression and social reciprocity for children with ASD and explored how the approach could be effectively and sustainably delivered at schools. A total of eight VR learning scenarios were designed based on Kolb's experiential learning framework. 176 children aged 6-12 with a clinical diagnosis of ASD participated in the study. The statistical analyses showed that the participants who received the intervention significantly improved in affective expression and social reciprocity, compared to those who were in the control group. Moreover, the approaches to enhance long-term sustainability have also been presented and discussed in this paper.

Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this paper explores the ways in which the term allyship may be well placed to represent the complex primary adjacent and vicarious disability experiences parents of dyslexic children have within schools. Drawing on interviews with 10 Australian parents, this study found that parents of dyslexic children felt they took on additional responsibilities to support their children within the school context and externally. This paper contributes a conceptual lens for viewing these activities as a form of allyship, rather than traditional understandings of advocacy. Findings highlight the need for greater recognition and understanding of the extensive responsibilities assumed by parents of dyslexic children and the ways in which their allyship roles within school settings can impact them.

Objective: Previous research indicates that head teachers in Sweden frequently fail to see school lunch as part of the educational activities of a school. This study contributes to an understanding of how head teachers in Sweden perceive and experience current national policy intentions related to school lunch. Design: Qualitative inquiry. Setting: Ten municipal state schools in Sweden. Method: Individual semi-structured interviews were conducted with 10 head teachers responsible for the compulsory education of 6- to 15-year-olds in state schools. Data from digitally recorded and transcribed interviews were thematically analysed. Results: Head teachers primarily saw school lunch as a means to ensure pupils were fed and energised. Their focus tended to be on what followed after school lunch in the form of academic performance and mood, rather than the stated intentions of national school meal policy. Head teachers stressed the value of a free and nutritious school lunch for social equality, and the importance of good collaboration with food service managers and school meal personnel, despite the difficulty of achieving this. Conclusion: This paper highlights a gap between head teachers' perspectives with respect to school lunch and official intentions stated in Swedish national school meals policy. The meanings head teachers saw as connected to school lunch were those of social equality and ensuring pupils were fed, rather than the wider potential envisioned by the authorities. This paper identifies factors that affect the possibility of realising national policy intentions for school lunch in Sweden.

Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution -- which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach -- which entails ways through which access to education can be delivered through the lens of equity -- will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential.

Although enjoyment has been linked to participation in physical activity (PA), a thorough analysis of the concept is lacking. Health-related behavior research emphasizes the necessity of focusing on individual psychological requirements, such as enjoyment in PA, to boost children and adolescents' motivation for PA. The current paper is a report on a conceptual analysis of the enjoyment of PA among children and adolescents. We adopted the concept analysis procedure by Walker and Avant. Several databases (PubMed, CINAHL, ERIC, PsychInfo, and Sport Discus) were searched and used to extract relevant articles about the enjoyment of PA. The review process yielded a final set of 72 papers. A refined definition of enjoyment in PA, attributes, cases, antecedents, and consequences of enjoyment in PA were presented. A conceptual understanding of enjoyment in PA can enable nurses to plan interventions that help children and adolescents get appropriate PA and improve their health habits.

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection.

This paper uses critical discourse analysis and critical literacy to analyze the first in a series of literacy primers developed with US support for children in Afghanistan in the 1980s, called 'Jihad literacy'. The text is analyzed for its ideological content as related to the themes of religion, violence, and martyrdom in the historical perspective of the Cold War and the Soviet Union's invasion of Afghanistan. The paper demonstrates how the notion of 'Jihad' was subverted to promote a holy war against the Soviet invasion. The educational system supported by the US created a radical version of Islam based on violence and martyrdom, shaping the Afghan society to this day. We contend that the same or similar institutions shape current discourses as in the past and that children are the main victims of politico-economic warfare.

Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or 'at risk'--including care-experienced young people--affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This paper presents findings from an empirical project that explored the role of sport/physical activity within the day-to-day lives of care-experienced young people in England. A participatory methodology, underpinned by a youth voice perspective, was employed to generate data via semi-structured, activity-based focus groups with care-experienced young people (aged 8-21 years) and via narrative interviews with care leavers (aged 23-32 years). Data were analysed using inductive and deductive procedures in a process also informed by the work of Bourdieu. Drawing on data related specifically to PESS contexts, this paper looks to theorise the potential of PESS to support the educational engagement, transitions and outcomes of care-experienced young people. It demonstrates how this context can support the acquisition of physical, social and cultural capital, which can both facilitate engagement and support personal outcomes. In addition, it documents how social support provided within/through PESS can be promotive of positive transitions into further and higher education contexts. As such, it can be recognised as a valuable site within the educational landscape for care-experienced young people.

Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine-grained moment-by-moment analysis of video-recorded interaction of children and their adult carers around science-themed objects. Taking an enactive cognition perspective, the analysis enables access to subtle shifts in interactants' perception, action, gesture, and movement to examine how young children engage with exhibits, and the role adult action plays in supporting young children's engagement with exhibits and developing ideas about science. Our findings demonstrate that intergenerational "embodied scaffolding" is instrumental in making "enactive potentialities" in the environment more accessible for children, thus deepening and enriching children's engagement with science. Adult action is central to revealing scientific dimensions of objects' interaction and relationships in ways that expose novel types of perception and action opportunities in shaping science experiences and meaning making. This has implications for science education practices since it foregrounds not only "doing" science, through active hands-on activities, but also speaks to the interconnectedness between senses and the role of the body in thinking. Drawing on the findings, this paper also offers design implications for informal science learning environments.

School-age children constitute a significant portion of the Syrian refugee population in Türkiye. However, the number of studies examining the Syrian refugee children with disabilities (SRCwDs) is very limited. This paper examines intersections of race, disability, and refugee status by providing a systematic review of the available research focusing on SRCwDs residing in Türkiye. After giving contextual information regarding the status of Syrian refugees and presenting research on Syrian refugee children in Türkiye, this paper analyses existing studies on SRCwDs within the theoretical framework of DisCrit. This analysis reveals that research focusing on SRCwDs living in Türkiye is very limited and reliable and comprehensive data is necessary to identify their number in the country. There are also numerous problems regarding their access to services and schooling. Finally, this paper offers recommendations for practice and further research.

Introduction: This review aimed to synthesize and review computerized cognitive rehabilitation studies on children with disabilities to confirm their effectiveness. Methods: In 2021, an electronic search of academic articles was performed using PubMed, CINAHL, Science Direct, and Cochrane databases. Results: First, two experienced researchers selected 325 papers. 85 non-SCI studies published before 2017 were excluded. Further, duplicate studies were removed, remaining with 71 papers. After reviewing the title and abstract, 14 studies were selected. Finally, after performing a full text review, 7 studies were selected. All studies on computerized cognitive rehabilitation in children were randomized clinical trials that showed a positive impact to this therapy. Computerized cognitive rehabilitation targeting children with various diseases improved their memory, math ability, and activities of daily living. Conclusion: Computerized cognitive rehabilitation can be effectively used in clinical practice in line with non-face-to-face treatment of children with various difficulties caused by the coronavirus pandemic.

This paper starts with the increasing discussions on juridification in education. Concerning theorizing on such processes, we examine the poor implementation of the UN Convention on the Rights of Persons with Disabilities Convention on the Rights of Persons with Disabilities, CRPD (2008) in the school sector of Germany. The paper considers the reasons for this failed endeavor by analyzing the complex, multilevel relations between policy and law in different national and historical contexts. With this, aspects of juridification as a process in education policy can be illuminated. In this regard, we suggest crucial aspects regarding juridification in public education: a focus on regulative failures in juridification processes, juridification's contexts, the mandate for putting it into action, the allocation of resources, and finally, its objective and subjective rights dimensions, i.e. how an individual can claim rights within the machinery of public education.

In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves.

This paper applies a posthumanist lens, informed by the work of Hollett and Ehret and of Ingold, to consider children's playful affective entanglements with the human and the more-than-human during fluctuating periods of social distancing in the COVID-19 pandemic. Through this refracting theoretical lens, I (re)examine a selection of play and leisure experiences of an emergent subject -- the pandemic child -- during the national U.K. lockdowns of 2020 and 2021. Via a national online, qualitative survey, children and families were invited to share examples of their play and leisure experiences during the pandemic to the Play Observatory, a U.K. research project that ran from 2020 to 2022. These survey contributions provide portals through which to (re)consider children's connection, participation and emergent becomings, attuning analytical attention towards children's affective place-event entanglements during pandemic times. A posthumanist (re)telling of children's Play Observatory contributions demonstrates how children were imbricated in constantly emergent affects, meanings, becomings and potentialities, that waxed and waned, intensified and dissipated, transcending the physical locus of lockdown. This paper contributes to the field by unsettling discourses of rupture, loss and deficit that have tended to dominate public and policy discussions of children's experience of lockdowns. It contributes to ongoing, collective attempts to interrupt policy responses to the pandemic that centre individualising practices of curriculum 'catch-up' and fail to invite into the debate consideration of the potential richness of experiences and events encountered by the pandemic child outside of the strictures of normal schooling and curriculum.

Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.

The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors were interviewed during the first month and after 5 and 10 months of their mentoring involvement employing phenomenological in-depth semi-structured interviews. Interpretive Phenomenological Analysis (IPA) was subsequently applied using QSR NVivo software for data analysis. This paper reports the findings of an IPA analysis of one of the central theme of mentors' experience, common to all interviewed mentors: initial motivation to volunteer in formal youth mentoring relationships (FYMRs). The findings of the IPA analysis are discussed using the framework of self-determination theory (SDT) with its continuum of autonomous and controlling motivations. As a result, we argue that the initial motivations of mentors can be assessed according to the level of autonomy in mentors' motivation, in other words, congruence of their motivations with the authentic self. We argue that the level of congruence of mentors' motivation with the authentic self can be considered as the quality feature of the mentors' motivation. We conclude that, in theory, this feature has an impact on the subsequent dynamics and perceived satisfaction of formal youth mentoring relationships. We recommend that the mentors' motivation, and specifically, the level of autonomy in mentors' motivation to volunteer with socially disadvantaged children be assessed in mentoring programmes as a qualitative feature in mentors' training and recruitment.

As the story is often told, P4C was established after Matthew Lipman, then a professor of education at Columbia University, observed a deficiency in reasoning skills among his students and colleagues during the student protest of April 1968. Lipman pondered whether there might be a way to enhance the critical thinking skills of individuals through an educational reform; and thus, P4C was born. Consequently, Lipman and P4C are frequently presented as beacons of hope for a more sustainable democratic future in the face of systemic discrimination, pervasive private interests and corruption, and the erosion of justice. I contend that this narrative relies on the delegitimization of a successful grassroots anti-racist campaign against the aggressive gentrification of Black and Puerto Rican families that Columbia had undertaken. Building on Darren Chetty's critique of reasonableness in P4C, I present the conventional narrative of P4C's origin as an instance of reasonableness' gatekeeping function in philosophy for children. I specifically argue that the narrative of Columbia 1968 serves as an explicit example of how reasonableness can silence successful pro-Black educational reforms by labeling the actions of students as "unreasonable". In other words, this paper highlights a significant oversight in P4C practitioners' awareness of their own discipline, particularly in relation to the racial politics of the 1960s.

Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

This paper presents a systematic literature review aimed at consolidating knowledge on the application of eye-tracking technology in the diagnosis of dyslexia among school-aged children (6-12 years). Through a meticulous search and selection process, 20 studies conducted over the last 10 years were identified and analyzed to evaluate the effectiveness of this technology. The findings highlight the varied methodologies, participant demographics, and outcomes of these studies, underscoring the potential of eye tracking as a non-invasive, objective tool in the early detection of and intervention for dyslexia. Despite facing limitations such as heterogeneity in study designs and the need for standardized protocols, this review illuminates the significant promise of eye-tracking technology in enhancing dyslexia diagnosis. It identifies gaps in current research, proposes avenues for future investigation, and offers evidence-based recommendations for practitioners. This endeavor not only enriches the present understanding of dyslexia diagnosis, but also establishes a foundation to ultimately improve educational outcomes for dyslexic learners.

Causal inference involves determining whether a treatment (e.g., an education program) causes a change in outcomes (e.g., academic achievement). It is well-known that causal effects are more challenging to estimate than associations. Over the past 50 years, the potential outcomes framework has become one of the most widely used approaches for defining, identifying, and estimating causal effects. In this paper, we review the potential outcomes framework with a focus on potential outcomes notation to define individual and average causal effects. We then show how three canonical assumptions, Unconfoundedness, Positivity, and Consistency, may be used to identify average causal effects. The identification results motivate methods for estimating causal effects in practice, which include model-based estimators, such as regression, inverse probability weighting, and doubly robust estimation, and procedures that target covariate balance, such as matching and stratification. Examples and discussion are grounded in the context of a running example of a study aimed at assessing the causal effect of receipt of special education services on 5th grade mathematics achievement in school-aged children. Practical considerations for education research are discussed.

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication study exploring the relationship between 'key skills' and challenging behaviour. (2) a longitudinal study follow-up exploring change in 'key skill' levels and challenging behaviour. Results: The replication study recruited 74 participants, those scoring lowest in 'key skill' had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance. The follow-up study recruited 39 participants, we found a significant increase in children's 'key skill' level (p < 0.001) and a decrease in their challenging behaviour (p = 0.046). Conclusion: Building 'key skills' in children with an intellectual disability may help reduce or prevent challenging behaviour.

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children and adolescents (CAA) and its treatment plan includes a multimodal approach. Psychoeducation is a potential therapeutic modality in the multimodal treatment of ADHD. Psychoeducation intervention generally consists of single or multiple sessions providing education to the recipient regarding ADHD with the aim to facilitate an informed, self-responsible management of the disorder and to improve the quality of life of patients and their families. Previous reviews have highlighted the positive effects of parental psychoeducation on ADHD symptoms, behavioral problems and social skills of CAA with ADHD. However, the effects of child only and combined parental and CAA psychoeducation interventions are unclear and under investigated. In the current paper, for the first time, we review, individually, the outcomes of parent only psychoeducation, child only psychoeducation and combined parental and CAA psychoeducation across a range of domains in CAA with ADHD. The findings reveal that including psychoeducation in the treatment of ADHD may improve clinical symptoms, social skills, functioning and family relationships in CAA with ADHD.

This study provides a big picture of research in the field of food marketing communication targeting children. It aims to identify conceptual and methodological gaps, and set future research agenda for investigating less-explored aspects of food marketing communication effects on children's food choices. A content analysis of the most influential scientific literature related to food marketing communication targeting children was conducted. Each eligible paper was analyzed based on lines of research and methodology. Analysis of 495 eligible papers revealed that "advertising" was the dominant line of research, followed by "sales promotion". The most common research method was content analysis, and the most common analysis technique was comparison tests. Among data gathering methods, two categories of "structured questionnaires and surveys" and "nonreactive measures" had the most frequencies. One of the main findings of this study is the scarcity of research within the domains of "personal selling", "direct marketing" and "public relations", all of which have significant potential in influencing children's food behaviors, both unhealthy and healthy. Additionally, there is the lack of studies using methods to consider children's voices that will be discussed based on the United Nations Convention on the Rights of the Child. [ABSTRACT FROM AUTHOR]

Plain abdominal radiographs and gastrointestinal contrast studies remain the first line of investigation for the evaluation of several conditions due to their easy availability and ease of use in pediatric patients. A systematic approach to evaluating the plain radiograph for pediatric abdomen can lead the radiologist to a relevant differential diagnosis in most cases. In other cases, it leads the radiologist to the next line of investigation. The plain radiograph of the abdomen is requested for several conditions ranging from abdominal pain, vomiting, failure to pass meconium, abdominal distension, perforation, mass or for suspected obstruction. The radiation dose involved in abdominal radiography, although significant, the diagnostic information provided outweighs the risk. Dose reduction techniques should be employed to reduce the radiation dose to infants and children. Spectrum of atresias and stenosis from the esophagus up to the rectum, Hirschsprung disease, small left colon syndrome, and anorectal malformations can be identified with a detailed and systematic contrast study. They act as an adjunct in the diagnosis of conditions such as intussusception and hypertrophic pyloric stenosis. Inflammatory conditions such as acute appendicitis, necrotizing enterocolitis, and acute conditions such as pneumoperitoneum are also well appreciated on plain abdominal radiographs. [ABSTRACT FROM AUTHOR]

Epidemiologic data suggest an increased prevalence of pediatric food allergies and intolerances (FAIs) during the last decades. This changing scenario has led to an increase in the overall healthcare costs, due to a growing demand for diagnostic and treatment services. There is the need to establish Evidence-based practices for diagnostic and therapeutic intervention that could be adopted in the context of public health policies for FAIs are needed. This joint position paper has been prepared by a group of experts in pediatric gastroenterology, allergy and nutrition from the Italian Society for Pediatric Gastroenterology Hepatology and Nutrition (SIGENP) and the Italian Society for Pediatric Allergy and Immunology (SIAIP). The paper is focused on the Diagnostic Therapeutic Care Pathway (DTCP) for pediatric FAIs in Italy. [ABSTRACT FROM AUTHOR]

The use of standardized imaging protocols is paramount in order to facilitate comparable, reproducible images and, consequently, to optimize patient care. Standardized MR protocols are lacking when studying head and neck pathologies in the pediatric population. We propose an international, multicenter consensus paper focused on providing the best combination of acquisition time/technical requirements and image quality. Distinct protocols for different regions of the head and neck and, in some cases, for specific pathologies or clinical indications are recommended. This white paper is endorsed by several international scientific societies and it is the result of discussion, in consensus, among experts in pediatric head and neck imaging. [ABSTRACT FROM AUTHOR]

Street children: who are they? Why are they homeless? How do they actually live on the streets? What quality of life do they enjoy? What are the characteristics of these children? These questions appear to be simple, but the answers are so very complex. Very often the public lacks proper information about these children and they instinctively judge and cast aspersion on them. This non-empirical paper presents a clear understanding about some of the characteristics of street children. With the use of existing literature, it tries to provide a definition and quantify the number of street children. It explains the difference between children "on" and "of" the streets and highlights some of the notions of street culture. It is the firm view that if the public is more cognizant of the reasons these children live on the streets, they may tend to be sympathetic and understanding to their needs. This paper does not evoke sensationalism but tries as far as possible to create an awareness of the lifestyle of street children.

Multisystem inflammatory syndrome in children (MIS‐C) is a rare, but severe complication of coronavirus disease 2019 (COVID‐19). It develops approximately 4 weeks after severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2) infection and involves hyperinflammation with multisystem injury, commonly progressing to shock. The exact pathomechanism of MIS‐C is not known, but immunological dysregulation leading to cytokine storm plays a central role. In response to the emergence of MIS‐C, the European Academy of Allergy and Clinical Immunology (EAACI) established a task force (TF) within the Immunology Section in May 2021. With the use of an online Delphi process, TF formulated clinical statements regarding immunological background of MIS‐C, diagnosis, treatment, follow‐up, and the role of COVID‐19 vaccinations. MIS‐C case definition is broad, and diagnosis is made based on clinical presentation. The immunological mechanism leading to MIS‐C is unclear and depends on activating multiple pathways leading to hyperinflammation. Current management of MIS‐C relies on supportive care in combination with immunosuppressive and/or immunomodulatory agents. The most frequently used agents are systemic steroids and intravenous immunoglobulin. Despite good overall short‐term outcome, MIS‐C patients should be followed‐up at regular intervals after discharge, focusing on cardiac disease, organ damage, and inflammatory activity. COVID‐19 vaccination is a safe and effective measure to prevent MIS‐C. In anticipation of further research, we propose a convenient and clinically practical algorithm for managing MIS‐C developed by the Immunology Section of the EAACI. [ABSTRACT FROM AUTHOR]