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The aim of this review was to systematically summarize the literature about physical education (PE) programs and their effects on preschool children's physical activity levels and motor, cognitive, and social competences. A systematic search of relevant articles was carried out using four electronic databases up until February 16, 2022. The main findings were that the inclusion of PE in early childhood is a suitable alternative for improving development in three main areas. For motor competence, specific fundamental motor skill programs are a key opportunity to improve preschool children's ability. Physical activity levels may be improved considering structured and regular PE programs (two to three classes per week). Regarding cognitive competence, PE classes are effective for improving creativity, attention, and mental abilities, and also, for reducing the symptoms of attention-deficit/hyperactivity disorder. Finally, group-based activities are the most suitable alternative for boosting social competence in preschool children with or without motor disabilities. Improving these competences and physical activity levels in preschool is necessary for the children's health and holistic development; the educators' daily decisions have key importance. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) and nutrition in children have an impact on overall physical and mental well-being, cognitive, and social development. This study aims to report on the best current available evidence on PA, body composition proxies, and nutritional status of South African children and adolescents, based on the published findings between 2018 and 2022, which comprise the 2022 Healthy Active Kids South Africa Report Card. Methods: A comprehensive literature search of online databases, along with hand searching and a gray literature search, was conducted based on PA, body composition proxies, and nutrition indicators defined, in part, by the Active Healthy Kids Global Alliance. Results: Compared with the 2018 report card, there was an improvement in the majority of PA indicators which include overall PA (B–), active transportation (B–), physical fitness (B–), and government policy and programs (C). Body composition proxies and most of the nutrition indicators remained unchanged. The indicators that regressed from 2018 to 2022 included community and environmental influences (D), as well as participation in organized sport (D–). Conclusions: Despite the apparent improvement in overall PA levels in children and adolescents, there is a lack of tangible evidence of actual implementation of policies and programs. There was also a lack of nationally representative data for most indicators. Overall, there is a need to identify intersectoral, equitable approaches for promoting PA and healthy eating in South African children and adolescents and ongoing monitoring and surveillance. [ABSTRACT FROM AUTHOR]

Physical literacy development in early childhood, viewed by many as the foundation for lifelong physical activity engagement, is significantly influenced by parents. Our aim was to explore parents' understanding of physical literacy and gain insight into their perspectives on physical literacy promotion. We recruited 18 parents of children between 5 and 8 years old in Australia. Using semistructured interviews and thematic analysis, we identified several key issues regarding parents' understanding and implementation of physical literacy. Parents expressed interest in improving their implementation of physical literacy practices and had (often unintentionally) provided support for physical literacy subcomponents in the past. However, they described difficulties prioritizing physical literacy above other parental demands and expressed conflicting perceptions regarding where the responsibility should lie for developing their child's physical literacy (e.g., at home or at school). To ensure that the physical literacy "message" reaches parents, we encourage physical literacy promoters to consider the target (e.g., responsibility, priorities, and awareness) of their promotional strategies. Further investigation into the influence of sociocultural and economic factors on parents' understanding and application of physical literacy is warranted. [ABSTRACT FROM AUTHOR]

There is growing public urgency to close equity gaps in health and development by addressing inequities at multiple levels of childrens developmental ecosystems. Current measurement strategies obscure the dynamic structural and relational patterns of oppression, adversity, and disadvantage that children can experience in their local intimate developmental ecosystem, as well as the leverage points that are necessary to change them. The purpose of this study is to examine the relationship between a universally available measure of neighborhood socio-economic context, the National Neighborhood Equity Index (NNEI), and a population measure of early child development and well-being, the Early Development Instrument (EDI). Data from a convenience sample of 144,957 kindergarteners in neighborhoods across the US demonstrate that children living in neighborhoods with more equity barriers are more likely to be on vulnerable developmental trajectories than those who reside in neighborhoods without any equity barriers. A multi-dimensional measurement approach that incorporates both the EDI and the NNEI can be used to quantify ethnoracialized patterns of structural disadvantage during critical periods of health development. These measures can inform community action to intervene early in the lifecourse to optimize childrens health development trajectories at a population level.

This study tested the assumption that the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4) functions similarly for boys and girls and for four age groups. The Bayley-4 American norming sample of 1,700 children ages 0–42 months (3.5 years) was used, which included 50% boys and girls. Fifty-three percent of the children identified as White, 22.1% as Hispanic, 12.5% as Black, 8.5% as other, and 4.0% as Asian. A confirmatory factor analysis demonstrated the three-factor structure of cognitive, language, and motor abilities fit the data well (comparative fit index =.99, root-mean-square of error of approximation =.08, standardized root-mean-square residual =.02) and fit significantly better than the two- and one-factor models. The correlations between the latent factors were moderate (r =.73) to large sized (r =.81). Measurement and structural invariance were tested for boys and girls and four age groups (0–5, 6–13, 14–25, and 26–42 months). Residual invariance was supported for girls and boys, and intercept invariance was supported for the four age groups. The measurement invariance results suggest the Bayley-4 is not biased toward these gender and age groups, and group comparisons and decision making can be made with the Bayley-4 scores. Structural invariance findings suggested some differences for gender and age groups. The relations between the cognitive, language, and motor factors and factor variances were equal across girls and boys but differed significantly across the four age groups. Girls scored significantly higher on the three latent means, but these differences were small to negligible. Public Significance Statement: Young children's test scores on the Bayley-4, an early childhood test of cognitive, language, and motor functioning, had the same meaning for girls and boys and infants, toddlers, and preschoolers. Girls' and boys' and infants', toddlers', and preschoolers' Bayley-4 scores can be compared and used for decision making across these groups. Girls' language, motor, and cognitive abilities were significantly higher than boys, but differences were small. [ABSTRACT FROM AUTHOR]

There is growing interest in telomere length as an indicator of current and future health. Although early childhood is a period of rapid telomere attrition, little is known about the factors that influence telomere biology during this time. Adult research suggests that telomere length is influenced by psychological characteristics. This study's goal was to test associations among repeated measures of temperament and telomere length in a community sample of children (N = 602; 52% male, 73% non-Hispanic White, middle-to-high socioeconomic status) from infancy to age 3 years. Relative telomere length was assessed from DNA in saliva samples collected at infancy (M = 8.4 months), 2 years (M = 24.9 months), and 3 years (M = 37.8 months). Temperament was assessed via maternal report questionnaires administered at infancy (Infant Behavior Report Questionnaire–Revised) and ages 2 and 3 years (Early Childhood Behavior Questionnaire). Temperament was operationalized in two ways: using the established domains of negative affectivity, surgency/extraversion, and regulation/effortful control and using person-centered scores that identified three groups of children with similar profiles across domains (emotionally and behaviorally regulated; emotionally and behaviorally dysregulated; introverted and overcontrolled). Analyses revealed that greater regulation/effortful control was associated with longer telomere length across time points. Additionally, higher surgency/extraversion, beginning in infancy, was associated with decreased rate of telomere attrition. There were no sex differences in the relations between temperament and telomere measures. These findings suggest that, as early as infancy, temperament may influence telomere biology, with a potential protective effect of positive temperament characteristics on telomere erosion. Public Significance Statement: This study suggests that positive temperament characteristics may buffer telomere erosion in early childhood. Telomere erosion is a measure of cellular aging that may contribute to many diseases across the lifespan. Identifying factors in early life that influence telomeres may enhance our understanding of the origins of health and disease and our ability to identify at-risk individuals and to develop targeted, effective interventions that maximize health outcomes across the lifespan. [ABSTRACT FROM AUTHOR]

Temperamental inhibitory control is a foundational capacity for children's social, emotional, and behavioral development. Even though temperament is suggested to have a biological basis, the physiological indicators of inhibitory control remain unclear amid mixed empirical results. In this study, we leveraged a multicohort longitudinal design to examine resting respiratory sinus arrhythmia (RSA) as a physiological correlate of inhibitory control across the early and middle childhood years. Data were collected annually across four time points from cohorts of 4- (n = 150, Mage = 4.53; SD = 0.30; 49.7% female) and 8- (n = 150; Mage = 8.53; SD = 0.29; 49.7% female) year-old children and their caregivers. There were weak, albeit significant, associations between resting RSA and caregiver-reported inhibitory control in middle childhood but not in early childhood. A stronger association was found for older children when latent trait assessments of RSA and inhibitory control were derived from commonalities across the four annual assessments. We conclude that using repeated measures to extract latent trait scores increases power to detect potential physiological indicators of temperament. Public Significance Statement: In the current study we examined resting respiratory sinus arrhythmia (RSA) as a biological correlate of temperamental inhibitory control with a multicohort, 4-year longitudinal design across early and middle childhood. The analyses examining associations between resting RSA and inhibitory control across the latent trait models (derived from four repeated measures) showed significant associations between resting RSA and inhibitory control in middle childhood but not in early childhood. Results indicated that the biological correlates of temperamental inhibitory control might become more crystalized in middle childhood and showed that the use of repeated measures to extract latent trait scores would increases power to detect potential physiological indicators of temperamental inhibitory control. [ABSTRACT FROM AUTHOR]

Interventions for promoting physical activity designed specifically for preschoolers with autism spectrum disorders (ASD) are lacking, which is problematic given the low rates of physical activity among this population. This study used a stakeholder-engaged approach to adapt the Wellness Enhancing Physical Activity for Young Children (WE PLAY) teacher training for preschoolers with ASD. Specifically, we solicited and integrated feedback from experts in ASD, adapted physical education, and school-based physical activity promotion, and we incorporated behavioural teaching strategies while preserving the intervention's core components and theoretical basis. Following the adaptation process, teachers and a public preschool director implemented WE PLAY-Autism. This case study reports on the adaptation process and process evaluation from the WE PLAY-Autism pilot study. Results indicated high feasibility and acceptability. WE PLAY-Autism warrants further research and dissemination to preschools that aim to appropriately include students with ASD in physical activity. [ABSTRACT FROM AUTHOR]

Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race, gender, and age) in ethnically minoritized children's peer groups change from infancy through early childhood and tested whether the diversity of early peer groups remained stable across time. Over a 6‐year period we followed 234 children (ages 1–6; 115 girls) from three large ethnic/racial minority groups in the United States: African American, Dominican American, and Mexican American. With age, children's peer groups increased in ethnic/racial diversity but decreased in gender and age diversity. Moreover, children's early peer diversity (at/around age 2–4) positively predicted the diversity of their later peer groups (at/around age 6) across all three types of diversity. This study provides novel insights into how children's peer groups change and grow in early development, particularly focusing on children from backgrounds that have been historically underrepresented in psychological science. [ABSTRACT FROM AUTHOR]

In this article, we explore inconsistencies in the implementation of outdoor learning across Australian early years' education. The benefits of outdoor learning justify regular employment of this pedagogical approach in both early childhood education and primary school settings. Early childhood education services provide daily outdoor learning opportunities as required by Australian national policy documents. However, Australian primary schools are not subject to such requirements and teachers often face challenges regarding outdoor learning, thus regular implementation in primary classes can be a low priority. As children in the year before school and the first year of school have similar learning and developmental needs, we argue that the benefits of outdoor learning should be available to all children across the early years. We also recommend regular outdoor learning in the first year of schooling to promote continuity as children transition from early childhood education to primary schools. [ABSTRACT FROM AUTHOR]

Temperament is a key predictor of human mental health and cognitive and emotional development. Although human fear behavior is reportedly associated with gut microbiome in infancy, infant gut microbiota changes dramatically during the first 5 years, when the diversity and composition of gut microbiome are established. This period is crucial for the development of the prefrontal cortex, which is involved in emotion regulation. Therefore, this study investigated the relationship between temperament and gut microbiota in 284 preschool children aged 3–4 years. Child temperament was assessed by maternal reports of the Children's Behavior Questionnaire. Gut microbiota (alpha/beta diversity and genera abundance) was evaluated using 16S rRNA sequencing of stool samples. A low abundance of anti‐inflammatory bacteria (e.g., Faecalibacterium) and a high abundance of pro‐inflammatory bacteria (e.g., Eggerthella, Flavonifractor) were associated with higher negative emotionality and stress response (i.e., negative affectivity, β = −0.17, p = 0.004) and lower positive emotionality and reward‐seeking (i.e., surgency/extraversion, β = 0.15, p = 0.013). Additionally, gut microbiota diversity was associated with speed of response initiation (i.e., impulsivity, a specific aspect of surgency/extraversion, β = 0.16, p = 0.008). This study provides insight into the biological mechanisms of temperament and takes important steps toward identifying predictive markers of psychological/emotional risk. [ABSTRACT FROM AUTHOR]

Digital technologies are a common part of everyday life for families with young children (aged 0–8). Despite public anxiety around this reality, much of the current guidance for families and practitioners is conflicting and lacks sufficient evidence. This article maps recent research to gauge the extent to which it is providing nuanced understandings of digital technology use that can positively contribute to this context. Through a large-scale, multi-disciplinary scoping review, this article provides a high-level view of dominant topics, research designs, and conceptual approaches. It finds that the field is largely rooted in methodological and conceptual approaches to childhood, family, difference, and technology that are insufficient for capturing the breadth and complexity of experiences in this area. Rather than arguing for a specific approach, we call for forward momentum in the form of greater ambition to look beyond current methods, concepts, and questions – especially those that are no longer fit for purpose. The review identifies several issues and gaps around which research agendas could be reframed. These include the need for more precise articulations of technologies, greater emphasis on dimensions of use other than time, abandoning dosage models of media effects, and greater attention to diverse digital childhoods. Impact Summary: Prior State of Knowledge: Research on digital technology use by families with very young children is now well established and speaks to important and contested social and policy contexts. Yet there is little evidence about broad trends shaping the field or their implications. Novel Contributions: This large-scale, multi-disciplinary scoping review analyses recent research on digital technology use by families with young children (aged 0–8). It establishes a foundational understanding of the dominant topics, methods, and concepts across this field. Practical Implications: This article argues for greater attention to diverse childhoods, more methodological rigor and innovation, and conceptual approaches that move beyond entrenched paradigms. This will strengthen research, ensuring that the evidence base from which recommendations are developed better reflects family experiences. [ABSTRACT FROM AUTHOR]

Many families use video chat to sustain relationships between children and distanced family members, such as grandparents. However, little is known about the nature of these interactions. Could grandparent-grandchild video chat provide not only opportunities for meaningful social interaction but act as a source of high-quality linguistic experiences? High-quality language experiences that include question-asking and distancing prompts has shown to support children's language and subsequent academic success. The current study asks whether grandparents and grandchildren produce high-quality language (e.g. questions and distancing prompts) with each other as they engage with media (watching a video and series of pictures) through video chat. Forty-three grandparents (23% male) and their grandchildren between the ages of 48- to 72-months (grandchildren 42% male, 91% White) participated in a one-time video chat session with both these activities. Results revealed that grandparents were eager conversational participants, primarily using statements and questions when interacting with their grandchildren instead of directing grandchildren's behavior and attention. Grandparents facilitated dialogic interactions using distancing prompts 26% of the time and tended to open these bouts through question-asking. Findings suggest that including videos and pictures during video chat may promote rich interactions between grandparents and grandchildren. Impact Summary: Prior State of Knowledge: Many families use video chat to develop and maintain relationships between children and their grandparents. However, little is known about the linguistic input that occurs during grandparent-grandchild video chat interactions. Novel Contributions: Results revealed grandparents primarily used statements and questions when interacting with their grandchildren over video chat. Additionally, grandparents and grandchildren engaged in dialogic interactions about 26% of the time. Practical Implications: Findings have potential implications for supporting children's language skills by encouraging them to connect with distant loved ones. [ABSTRACT FROM AUTHOR]

Using a sample of 868 unmarried fathers who did not live with their children from birth to age 9, this study focused on the association between patterns of father–child contact during infancy and early and middle childhood and children's perceptions of their relationship with the father at age 9. Children perceived significantly better quality relationships with fathers at age 9 when they had regular contact with fathers during infancy and early and middle childhood, than fathers who never saw their children. Children who no longer saw their fathers after infancy perceived more negative relationship quality at age 9. Contact with fathers at ages 1 and 5 were associated with better quality relationships even if there was no contact at age 9. Implications for policy and programs are discussed. [ABSTRACT FROM AUTHOR]

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This paper reports findings from a research and development project to support fathers’ involvement with their children’s literacy development. Eighty Emirati fathers attended workshops about sharing reading with their young children, where they were provided with a variety of children’s picture books in both Arabic and English, and reported their experiences of sharing reading in their homes with their young children. In the context of a rapidly evolving United Arab Emirates, the role of fathers is changing within this multilingual society to encompass enhanced engagement with their young children. Emirati fathers reported their experiences via WhatsApp voice-notes and text messages, which offered a naturalistic and culturally appropriate way for them to share their everyday shared reading activities. The overarching takeaway from these responses indicates a sense of their joy at engaging with their children in such volitional shared reading experiences. This leads to a feeling of wellbeing for themselves and their children, as well as a way of being more engaged in child-rearing in this nation which is moving towards more shared spousal responsibilities and more of an emphasis on the importance of connecting with their young children, for not only their children’s benefit but also their own. [ABSTRACT FROM AUTHOR]

ABSTRACT This content analysis explored children's fictional storybooks and informational science books to determine their differences in high‐quality text features that support oral language (OL) development. We also explored the opportunities for OL development in curricular books compared to trade books. Using systematic coding procedures, we evaluated the genre, vocabulary, syntactic variety, supportive visuals and cultural sensitivity in books from three kindergarten and Grade 1 reading curricula (n = 521) as well as a sample of commercially‐available trade books (n = 48). Descriptive information was averaged to determine the percentage of high‐quality text features included in each book type and genre. Results indicated that informational science trade books offered more opportunities for rich language experiences than their curricular counterparts or any of the fictional books. Thus, there is reason to believe that informational science trade books with high‐quality text features may promote OL development and enhance the learning of young students. [ABSTRACT FROM AUTHOR]

We tested the generalizability of the sensitivity-security link in a sample of 35 preschooler-mother dyads from a low socioeconomic district in Lima, Peru. We first describe maternal sensitivity and attachment security at two timepoints during early childhood. Second, we investigated the stability of attachment security and maternal sensitivity over a time span of one year. Third, we tested the association between sensitivity and security at each timepoint. Finally, we investigated whether changes in maternal sensitivity predict changes in child security. The results indicated that sensitivity and security were lower than scores reported in the literature for middle-class samples. T2 maternal sensitivity scores were significantly higher than T1 sensitivity scores, and no significant differences were found between T1 and T2 security. Sensitivity and security were associated at both timepoints, after controlling for socio-demographic variables. One-tail test indicated that changes in maternal sensitivity were associated with changes in child security. [ABSTRACT FROM AUTHOR]

This study examined parents' experience of involvement in their children's engineering activities. A convenient sample of 24 parents, whose children were enrolled in pre-kindergarten to second grade, participated in the interviews individually. Results indicated that parents enjoyed their time with their children when engaging in engineering activities, they enjoyed the family time and they were happy to see how capable their children were. At the same time, results also revealed some challenges that parents experienced, such as selecting a topic, giving up control, and breaking up the projects into sessions. Parents reported engineering toys at home but some of them need help recognising what constitutes an engineering toy. Suggestions for supporting parents and improving their experience of involvement in their children's engineering activities are provided. Implementations in terms of carrying out engineering activities at home and at school are also included. [ABSTRACT FROM AUTHOR]

Introduction: This study is the first to assess whether infants' developing social brains may be susceptible to the vicarious social experience of interparental positivity. Specifically, we explored whether infants' exposure to interparental positivity may vicariously shape their neural substrates of social development. Methods: In a sample of 45 infants (MAgeMonths = 11.01; 48.9% girls), infant left-frontal resting alpha electroencephalogram (EEG) asymmetry was derived as a reliable indicator of neural substrates linked to adaptive social development. Moreover, positive characteristics of the mother-father couple relationship were assessed both by means of observation and self-report by mother and father. Importantly, various relevant covariates were considered, including interparental negativity (observed and self-reported), as well as infants' direct caregiving experiences and duration of infant exposure to mother-father relationship-dynamics (parent-report). Results: Results indicated that higher levels of observed interparental positivity were associated with greater infant left-frontal alpha EEG asymmetry, even after accounting for covariates (ß's > 0.422). Discussion: The current study's results are first to suggest that positive vicarious social experiences in infants' day-to-day lives play a significant role for early neural development. [ABSTRACT FROM AUTHOR]

This study aims to determine whether parents' media mediation roles are related to their early childhood children's digital game addiction tendencies. In addition, it examines whether these variables are related to the child's and parent's digital device usage habits and whether they differ according to various sociodemographic variables and digital device usage habits. In this context, we collected data from 433 parents (mother = 336, father = 97) with children aged 3–6. We analyzed the data using correlation analysis, one-way ANOVA, and t-test. Active-supportive, restrictive-supportive, active-limiting, restrictive-limiting, and active-interpreter roles of parents were negatively related to children's digital game addiction tendencies. In addition, parents' and children's digital device screen time was negatively associated with parents' media mediation roles and positively with children's digital game addiction tendencies. Mothers found their children more likely to have digital game addiction than fathers. Children of parents who play digital games have higher digital game addiction than those of parents who do not play, male children than female, children who have their own digital devices than those who do not, and children who only watch YouTube videos than those who only watch television channels for kids. Finally, we observed that mothers are more active in media mediation roles than fathers and that parents behave more restrictive toward their daughters. [ABSTRACT FROM AUTHOR]

AbstractThis study investigated the effects of a shared reading and guided play vocabulary intervention on the science vocabulary acquisition of children who were at risk for oral language difficulties. Fifty-five children from five preschool programs participated in a 15-day science vocabulary intervention. Children randomly assigned to the treatment group (n = 29) received explicit science vocabulary instruction through shared readings of informational science books and follow-up scientific investigations. Children in the business-as-usual group (n = 26) received typical instruction from their classroom teacher. Vocabulary knowledge was measured at pre- and posttest using two standardized vocabulary assessments and one researcher-developed science vocabulary test. Results of the researcher-developed test showed that the treatment group significantly outperformed the BAU group on explicitly taught science vocabulary words (p < 0.001). No significant differences were found between the two groups on measures of general vocabulary knowledge. Limitations and practical implications of this study are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT Although the presence of early helping behavior has been firmly established, it is unclear to what extent children are willing to adopt costs to help others, as well as how this willingness changes as children get older. Canadian 21‐ to 36‐month‐olds (N = 48) participated in four helping tasks varying in the type and degree of effort required to help (lifting force, cognitive load, the number of steps in a task, and pushing force). When costs were lower, toddlers were not only more likely to help but also provided help more readily and helped in ways that prioritized others’ needs. Importantly, we found that age and how costly helping was to individual children each uniquely predicted high‐cost helping, but not low‐cost helping. Overall, we demonstrate that toddlers’ helping is sensitive to a variety of effortful costs, while simultaneously demonstrating that maturation and individual costs appear to uniquely influence high‐cost helping. [ABSTRACT FROM AUTHOR]

This paper examines the formation of children's subjectivities, related to the metaphysical conditions of being and becoming a subject, within outdoor early childhood provision in Scotland. It applies a sociomaterial metaphysical framework to propose an alternative way of understanding how subjectivities come to form in early childhood environments, bringing together Spinozist monism in relation to Deleuze and Guattari's concepts of assemblage and affect. Methodologically, an ethnographic approach inspired partly by the postqualitative field of scholarship is employed to gather data on children's subjectivities at Wood Fire, a primarily outdoor early childhood setting. The data produced in this study affords an opportunity to understand the materiality and relationality of primarily outdoor early childhood provision through which subjectivities are in-formed. Thus, they demonstrate a more expanded understanding of how we, humans, are produced as individuals in specific encounters through processes of 'affective sociomaterialisation'. Practically, this carries implications for how researchers might attune to the child's sense of self on more expansive terms through processes of affective sociomaterialisation. [ABSTRACT FROM AUTHOR]

In justice movements, solidarity means showing up for the humanity of others. This paper explores DisCrit mothering as a form of solidarity with children and families dehumanized by ableism and racism. As three motherscholars, who occupy varying spaces of privilege/marginalization in the academy, we reflect on our attempts to support our communities through DisCrit mothering, especially amid a global pandemic, uprisings for racial justice, and ongoing climate crises. As we encountered physical distance from our children's learning communities, we asked: What might solidarity look like? To answer this question, we share how we attempted solidarity from a distance. [ABSTRACT FROM AUTHOR]

We examined the extent to which dynamic coupling of (a) maternal sensitivity and (b) children's responsive and assertive behaviors toward mothers during a semistructured play session predicts children's responsive and assertive behavior toward an unfamiliar peer at 39 months and a close friend at 58 and 66 months. Maternal and child behaviors were rated in 30-s epochs during play when children were 32 months old (Time 1; N = 128; 66 girls). Children were rated on their responsiveness and assertiveness toward an unfamiliar peer in the early preschool years (Time 2) and toward a friend in the late preschool years (Time 3). Residual dynamic structural equation models showed that stronger positive contemporaneous coupling of maternal sensitivity and children's responsiveness in a given 30-s epoch of the play session predicted greater observed responsiveness toward a friend in the late preschool years, after controlling for mean levels of maternal sensitivity and child responsiveness. On the other hand, positive contemporaneous coupling of maternal sensitivity and child assertiveness predicted children's higher levels of observed assertiveness toward an unfamiliar peer in the early preschool years, after controlling for mean levels of maternal sensitivity and child assertiveness. Results suggest that the dynamic coupling of specific positive behaviors during mother–child interaction may provide children with social scripts to draw on in diverse peer contexts. Public Significance Statement: This study identifies mother–child interaction patterns in toddlerhood that shape children's behaviors with their peers in the preschool years. Findings can inform interventions designed to promote children's social competence. [ABSTRACT FROM AUTHOR]

A fundamental question in early childhood mathematics concerns the relationship between young children's own informal signs and the formal abstract symbolic language of mathematics. This study presents research investigating the genesis of mathematical semiosis from a Vygotskian cultural-historical (social-semiotic) perspective. In this study we look at the premature stages of dealing with quantity and their relationships. Our aim is to reveal the interweaving of young children's sign-use and to consider the role of intertextuality in mathematisation. Longitudinal, ethnographic data were gathered from case studies of seven children aged 3–4 years in an inner-city nursery school in England, documenting observations of their spontaneous pretend play. The data are interrogated through interpretive analysis and show that some graphical signs moved between individuals' texts, also borrowed from others including the teacher, and woven together. Children's progressive understandings of mathematical sign-use appear to be attained in part through intertextual exchanges in social and culturally meaningful contexts, such as pretend play. [ABSTRACT FROM AUTHOR]

The Screen for Child Anxiety Related Emotional Disorders: Parent Version (SCARED-P) was originally developed for use in middle childhood and adolescence. The present study examined the psychometric properties and validity of the SCARED-P in an early childhood sample (predominantly aged 4–7 years). The 41-item version of the SCARED-P was administered to the parents of 233 children (mean age = 6.31 years, SD = 1.08; females = 34.3%). Confirmatory factor analysis provided mixed support for the original five-factor model of the SCARED-P. The SCARED-P demonstrated good to excellent internal consistency (total α =.94, subscale α =.68–.89), and good construct validity with the Child Behavior Checklist, Strengths and Difficulties Questionnaire, and the Developmental and Well-being Assessment. These findings indicate overall initial support for the SCARED-P's utility as a measure of anxiety in early childhood, but further psychometric and validation studies are needed in larger community-based samples of young children. [ABSTRACT FROM AUTHOR]

This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case design); research populations; and reported content, structure, and processes of early childhood coaching. Descriptive analyses revealed that almost half of the study designs were causal (45.99%); over 75% of the studies were interested in the outcomes or experiences of teachers. The most targeted coaching content domains were social-emotional (44.92% of studies) and language/literacy development (43.58% of studies). Reporting on coaching structure was inconsistent across studies. Observation was the most reported coaching strategy during instruction (73.53% of studies), and provision of evaluative feedback was the most frequently reported coaching strategy outside of instruction (62.83% of studies). The review identified the literature base includes a diversity of study designs, and a great majority of studies occur in preschool settings (70.32%). Findings also suggest that a growing number of coaching studies are focused on child outcomes (60.16%). Results indicate a need for more studies that focus on coaches directly as well as research about coaching in infant/toddler programs and in content domains beyond social-emotional and language/literacy. [ABSTRACT FROM AUTHOR]

The aim of this paper was to examine the influence of picturebooks on children's physical literacy (PL). Fostering PL in early childhood can promote a physically active lifestyle in children and later adults. Picturebook use is a great opportunity for movement exploration in physical education classes, and recent research findings suggest that the joint use of read-aloud picturebooks and movement activities can enhance children's motor, cognitive, and affective development. Thus, following the research evidence and the emerging importance of PL, in this paper we provide suggestions and support for the effective use of picturebooks as a tool to cultivate PL in early childhood. [ABSTRACT FROM AUTHOR]

Picturebooks can play an important function in the development of language by promoting language acquisition and enriching the overall language development of the child. Reading picturebooks to children builds a number of developmental domains and fosters significant learning outcomes for future achievements. In this study, children's ability to acquire language through picturebooks was tested to determine if more exposure to picturebooks related to higher vocabulary language development. Participants for this study were anonymous parents of children 16–30 months of age (N = 60), who agreed to answer questions on a survey distributed via social media. The survey included demographic information, specific questions related to shared picturebook reading in the home, and the MacArthur-Bates Communicative Development Inventory, and the information gathered was used to determine the relationship between the shared reading of picturebooks to language development. Results showed that children who are exposed to a higher amount of time being read to by parents had higher language abilities than children who had less exposure to picturebook reading. [ABSTRACT FROM AUTHOR]

Climate change is a global crisis that all of humanity must collectively address. Therefore, there is a need to educate future generations, namely infants, on climate change through international cooperation. In this context, this study aimed to analyze picturebooks on climate change read by infants in China and Korea, two neighboring countries in East Asia. To achieve this, we examined the publication status of climate change picturebooks in both countries, identifying similarities and differences in content. The research yielded the following results. First, there were significant differences in the publication status of climate change picturebooks in China and Korea. Second, both Chinese and Korean picturebooks realistically presented the causes of climate change, but depicted its impacts as a combination of real and fictitious effects. Finally, Korea demonstrated a broader range of actions to mitigate climate change compared to China. Based on these findings, we provided insights for climate change education in China and Korea, and proposed inter-country educational cooperation. [ABSTRACT FROM AUTHOR]

While previous research has highlighted the significance of pedagogical approaches such as story, embodiment, and play for young children's science learning, limited attention has been given to how these three approaches can be integrated into a learning environment to support science learning for young children. Accordingly, this study designed a learning environment, "story-driven embodied play," by integrating story, body movements, and guided play to encourage children's agency in investigating a science phenomenon. Video data were collected for three iterations of the activity with preschool-age children (aged 3–5) at a local children's science museum and local preschools. Employing a sociocultural perspective on science learning through story, embodiment, and playful learning, the study found that the story-driven embodied play activity promoted children's agency by positioning them as protagonists when they investigated the science phenomenon through guided play. Furthermore, the results suggest that children, as embodied learners, used their bodies to interact with and figure out the science phenomenon during guided play. These findings extend our understanding of how to integrate story, embodiment, and play to generate synergy and promote young children's agency in science learning. [ABSTRACT FROM AUTHOR]

Because literacy is a twenty-first century education skill (OECD, 21st-century readers: developing literacy skills in a digital world, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a83d84cb-en, 2021), educational stakeholders across the United States have consistently advocated for initiatives to increase literacy among the general population but especially in the early years and elementary grades. In the following manuscript, we will discuss literacy initiatives in the state of Tennessee with a particular emphasis on the Governor's Early Literacy Foundation (GELF). We position this initiative against the backdrop of failing literacy scores and the removal of classroom books across the state. Next, we discuss relevant literature on culturally responsive teaching frameworks, which leads us to make the case that, though necessary, improvements to literacy scores in Tennessee cannot rely solely on the books distributed by the state. It is imperative that the books children have access to introduce them to diverse lived experiences and that educational stakeholders begin questioning who gets to decide which books children can access. Using the specific example of Tennessee, we make the case that this is relevant to all educational stakeholders, because everywhere in the world, there are people and systems who have the power to choose what education looks like and what knowledge and whose experiences are deemed valid. Our purpose within this manuscript is to engage in a critical examination of one early childhood initiative as an example of how others can use a critical lens to examine the implications of initiatives and decisions being made in their own locales and how using a critical lens can also guide practices for advancing equity in classrooms. [ABSTRACT FROM AUTHOR]

Picturebooks can be an effective resource to provide opportunities for classrooms to engage in community building conversations and activities. Community building mantras have been developed from several picturebooks that are used as a means of implementing the National Association for the Education of Young Children (NAEYC) components of creating a caring community. The NAEYC components of creating a caring community of learners include: [1] each member of the community is valued by the others, [2] relationships are an important context through which children develop and learn, [3] each member of the community respects and is accountable to the others to behave in a way that is conducive to the learning and well-being of all, [4] practitioners design and maintain the physical environment to protect the health and safety of the learning community members, and [5] practitioners ensure members of the community feel psychologically safe [and] the overall social and emotional climate is positive. Each mantra has been developed from a picturebook and is formulated around a NAEYC component of creating a caring community of learners. The mantras explored are "stand tall", "we are a family", "mistakes are how we learn", "what if everybody did that", and "be a carrot." Book and author information, ideas for community building conversations, and related engaging activities are provided in relation to each mantra. [ABSTRACT FROM AUTHOR]

Preschool picturebook read-alouds have the power to capture the attention of young students by providing an immersive experience that stimulates imagination while addressing learning objectives. The instructional strategies or practices that teachers use during picturebook read-alouds impact student engagement with the story and narrative comprehension. Too little is known about teacher practices during read-alouds, particularly their use of drama-based instructional practices while reading narrative picturebooks. To examine the frequency and quality of teacher read-aloud practices, we developed the Teachers' Use of Strategies for Storytime Drama rubric, an observational tool that captures shared reading, drama-based, and expressive read-aloud practices preschool teachers may use during read-alouds. In general, teachers rarely used commonly recommended read-aloud practices, and when used, quality was often low. Read-aloud practices varied by picturebook type. Books that incorporated a true narrative alongside sequenced events were associated with more frequent strategy use. Drama-based strategies during read-alouds in particular supported children's retelling of the picturebook story. These outcomes align with our hypotheses and with research-based recommendations that teachers carefully choose picturebooks to have increased opportunities for dialogic and dramatic strategies that support students' language skills. Implications for practice are discussed as they relate to preschool teachers' incorporation of drama-based strategies during read-alouds. [ABSTRACT FROM AUTHOR]

While society attempts to shield children from death, many are exposed to and impacted by death in their early years, either through the death of someone they know or through media portrayals of death. Even though adults often avoid discussing death with children, children as young as age three can understand the concept and benefit from discussing it with a trusted adult. One way to foster these conversations is through reading picturebooks. This research examines young children's literature that focuses on dying and death. We report findings from a systematic review of children's books focusing on how death is portrayed and discussed in these books. Data indicates that most books are written in a way that does not align with the explicit messaging young children need on the topic. There are also gaps in which characters died, how the characters died, and how much diversity is present within the books. Many books lack additional resources, which would be a beneficial support as parents and teachers tackle this tough topic. [ABSTRACT FROM AUTHOR]

In this manuscript, we recognize that young children learn stories that propagate white supremacist narratives through selective traditions of early childhood curriculum. The role of early childhood teachers, therefore, is to critically examine curriculum for biases, omissions, and distortions, as well as to rewrite curriculum to tell accurate stories and disrupt what Viet Thanh Nguyen refers to as "narrative scarcity". Through a qualitative study of pre-service teachers' (PSTs) re-imaginings and revisions of early childhood structures, processes, and texts, we highlight the moves that teachers made to rectify, represent and expand narratives related to communities of Color. [ABSTRACT FROM AUTHOR]

Over the last decade, the discourse of inclusive early childhood education has been actively promoted in Chile. However, the implementation of appropriate models has been slow and challenging. The purpose of this study is to assess users' perceptions of the inclusive service they received in an early childhood education centre. In addition, it seeks to obtain the ex-post perspective of the education professionals who participated in this intervention, with the aim of providing information for similar proposals in the future. This study explores the fundamental characteristics of the implementation of the inclusive-ecological model in a kindergarten located in a vulnerable area of the city of Santiago, analysing the results of an opinion survey of families and the testimony of educational agents. The research findings suggest a positive perception by family members and neighbours with respect to people with disabilities; they also underline the importance of continuous training of educational staff and collaboration in networks, and show that themodel implemented had a favourable impact on the early detection of educational support needs. [ABSTRACT FROM AUTHOR]

Policies for early childhood inclusion in South Korea have been enacted and implemented over 3 decades. However, early childhood educators' experiences and perceptions toward inclusion in early childhood education settings have been understudied. In this qualitative study, we interviewed 11 early childhood educators with inclusive teaching experiences using a semi-structured format. The teachers conceptualized the definition of and suggestions for inclusion in early childhood education settings and discussed the benefits of and challenges for inclusion in current South Korean education settings. We use their suggestions to provide implications for research and practice. [ABSTRACT FROM AUTHOR]

Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) reported personal and professional growth over the period of the program. Subsequently, their enriched knowledge, skills and understanding of mentoring impacted their own, other individuals and wider practices within their workplaces. Enablers to participation were a supportive director and the scheduling of the program out of hours. The predominant challenge for ongoing enactment of learnings was time constraints due to daily demands of early childhood workplaces. Recommendations for sustainability of effective mentoring practices are proffered and warrant the attention of governments, employers and the sector. [ABSTRACT FROM AUTHOR]

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Early childhood social-emotional development profoundly shapes a child's well-being and future success. This study explains how legislative and regulatory strategies and policies regarding early childhood social-emotional development impact a developing country, specifically focusing on Thailand. Using a qualitative approach, in-depth interviews with 12 key informants in Thailand were conducted via purposive sampling. Data analysis involved documentary and content analyses. The study unveiled critical policies and strategies to support early childhood social-emotional development. These encompass early childhood education and care programs, enhanced professional development and support for educators, increased family engagement, accessible mental health support, and robust assessment and monitoring systems. Social-emotional development carries substantial economic implications, affecting education, workforce productivity, healthcare, crime rates, and overall societal well-being. Effective early childhood social-emotional development policies and strategies can boost children's well-being and future success. Therefore, investing in early childhood education and care programs, improving professional development for educators, fostering family involvement, offering mental health support, and implementing vigilant assessment and monitoring systems can empower young children to thrive in the short and long term. [ABSTRACT FROM AUTHOR]

Objective: Despite public health efforts, most children in the USA do not meet nutrition and physical activity guidelines. Moreover, there are nutrition-related health disparities between non-Hispanic and Hispanic communities. Caregivers are critical role models that shape health behaviours in children. To promote healthy behaviours, health promotion interventions must consider the entire family unit. This study aimed to assess the impact of parent's health behaviours on children's health behaviours in a sample of non-Hispanic and Hispanic low-income parents. Design: A mixed-methods design was used to identify how parent health behaviours including fruit and vegetable intake, beverage intake, physical activity, and screen time influence corresponding child health behaviours. In addition, the study aimed to investigate whether the strength of association between parent and child health behaviours varied as a function of ethnicity. Survey data and semi-structured qualitative interviews were utilised for the analyses. Setting: The study was a part of the Culture of Wellness in Preschools Programme, a multi-level obesity prevention programme. The data were obtained from the parent wellness workshops, a direct education intervention aimed at increasing fruit and vegetable consumption and physical activity among parents and their children. Data Analysis: The quantitative analyses utilised survey data from the Family Wellness pre-survey. Hierarchical linear regression models assessed the relationship between parent–child-health behaviours. Interaction terms were created to understand if this relationship varied as a function of ethnicity. Data from qualitative interviews were analysed using thematic analysis to gain an in-depth understanding of the relationship between parent and child health behaviours. Results: Parent health behaviours significantly predicted child health behaviours across all models, and these relationships did not vary as a function of ethnicity. The quantitative data were supported by the qualitative analysis: parents modelled health behaviours and thus influenced their child's health behaviour through a variety of mechanisms. Conclusion: Future efforts to promote a healthy lifestyle in children should engage with both family practices and the wider social context. [ABSTRACT FROM AUTHOR]

This study aimed to examine (1) the psychometric properties of The Teachers' Sense of Efficacy Scale (TSES) in early childhood (EC) preservice (N = 202) and in-service (N = 182) teachers, and (2) the effect of teaching experience on efficacy beliefs. Findings indicated that EC teachers' efficacy beliefs were best represented by a bifactor model (i.e., one general and three specific factors); teachers generally perceived their capabilities in teaching at a more general level rather than specific to different classroom functions. Teaching experience had a significant effect on efficacy beliefs for preservice but not for in-service teachers. This study fills a gap in our understanding of EC teachers' sense of efficacy by providing empirical evidence on the structure of efficacy beliefs and the effect of teaching experience on efficacy beliefs in preservice and in-service EC teachers. In this study, a new efficacy factor named Responsive Teaching emerged, capturing an element of in-service EC teachers' perceptions of their capabilities that may be specific to the EC setting. Findings regarding the effects of experience on preservice EC teachers' sense of efficacy may provide guidance on targeted instruction to increase sense of efficacy. [ABSTRACT FROM AUTHOR]

In this paper we discuss the value of multiculturalism in early childhood settings, barriers to cultural inclusion, and the importance of partnering with families of young children to enrich school learning and engagement. Examples from our work will provide illustrations of research-practice partnerships using asset-based, culturally grounded approaches and principles of co-construction to create school and community spaces of learning that honor the lived experiences and cultural heritages of children from immigrant families. [ABSTRACT FROM AUTHOR]

This article explores video-stimulated recall as a novel approach to understanding children's decisions to engage in relational and physical aggression. Past studies have relied on caregiver and observer reports to investigate children's social behaviors, omitting children's experience and interpretation of their own behavior. Within this Australian study, 68 children age 3 to 5 years were assessed for relational aggression by teachers. Nine children identified by teachers with high relational aggression and seven children identified with average levels of relational aggression were video recorded while engaging in free play. Immediately afterward, video footage of the child engaging in aggressive behavior was shown to the child to stimulate recall of the reasons for their behavior. Subsequent analysis were focused on assessing the intentions and functions of children's aggressive behaviors, as reported by the child. Focusing on children's own interpretations enabled a more nuanced and accurate understanding of the child's social cognitive processes about the intent and functions of their aggression. We demonstrate that video observations alongside video-stimulated interviews can be used to effectively elicit children's interpretations of their own behaviors. Incorporating children's perspectives in research and practice has several implications, such as improving communication between children and adults and fostering children's self-reflective awareness. [ABSTRACT FROM AUTHOR]

This statement from the Pediatric Academic Societies Maternal Child Health: First 1,000 Days Special Interest Group provides an overview of the rationale, evidence, and key action steps needed to engage Community Health Workers (CHWs) into team-based well-child care (WCC) for families in low-income communities. CHWs have been defined as public health workers who have a trusted and valued connection to a community. Integrating CHWs into early childhood WCC can allow for greater cultural relevancy for families, reduce the burden on clinicians to provide the wide range of WCC services, many of which do not require the expertise of a high-level clinician, and improve preventive care services to families during the vulnerable but critical period of early childhood. There are evidence-based approaches to integrating CHWs into early childhood WCC, as well as payment models that can support them. Implementation and spread of these models will require collaboration and engagement across health systems, clinics, payors, and CHWs; flexibility for local adaptation of these models to meet the needs of clinics, practices, CHWs, and communities; publicly available training resources for CHW education; and research findings to guide effective implementation that incorporates parent and caregiver engagement as well as sustainable payment models. [ABSTRACT FROM AUTHOR]

Abstract\nIMPLICATIONS FOR REHABILITATIONThis mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children’s AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ2 = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children’s AT use but not on gains in early literacy. Teachers’ comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.This research emphasized the importance of a comprehensive approach to PD that involves hands-on AT experience and coaching to bolster the AT practices of early childhood educators.The multi-faceted PD provided to preschool staff increased children’s teacher-supported AT use but was not shown to result in increased gains in early literacy skills. These results highlight the need for additional focused research to elucidate how to best leverage AT to advance foundational early literacy competencies.Professional development that trains teachers and classroom assistants collaboratively as a unit promotes inclusive, empowered implementation and allows for integrated AT planning that utilizes assistants’ expanding roles vis-á-vis students with disabilities.Future research should investigate flexible coaching approaches, just-in-time learning, and train-the-trainer models that cultivate site-based AT expertise and on demand resources to provide ongoing, tailored support and build local capacity, promoting sustainability and mitigating barriers like time constraints and high teacher turnover.This research emphasized the importance of a comprehensive approach to PD that involves hands-on AT experience and coaching to bolster the AT practices of early childhood educators.The multi-faceted PD provided to preschool staff increased children’s teacher-supported AT use but was not shown to result in increased gains in early literacy skills. These results highlight the need for additional focused research to elucidate how to best leverage AT to advance foundational early literacy competencies.Professional development that trains teachers and classroom assistants collaboratively as a unit promotes inclusive, empowered implementation and allows for integrated AT planning that utilizes assistants’ expanding roles vis-á-vis students with disabilities.Future research should investigate flexible coaching approaches, just-in-time learning, and train-the-trainer models that cultivate site-based AT expertise and on demand resources to provide ongoing, tailored support and build local capacity, promoting sustainability and mitigating barriers like time constraints and high teacher turnover. [ABSTRACT FROM AUTHOR]