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Arising from increasing globalization, growing numbers of families may find themselves relocating internationally because of work, while children in these families, often referred to as Third Culture Kids, may find themselves grieving for family, friends or possessions left behind. Research suggests that what Doka (2002) describes as disenfranchised grief may influence how such students perceive their experience with school transition programs. This article is part of a larger, ongoing study on Third Culture Kids and their experience with transition programs. Schools are increasingly recognising that supporting Third Culture Kids is essential to ensuring student transitions are successful, while continuing to develop strategies to guarantee the positivity of the student transition experience. International schools also need to consider and include strategies for specifically addressing disenfranchised grief in the Third Culture Kid transition programs. Academic research, as opposed to anecdotal evidence, is needed to better understand how Third Culture Kids experience grief during their transition and how they can best be supported by the school. This article examines the current research around several existing grief models, and how they potentially relate to Third Culture Kids and transition programs. The article is a position paper that presents a call for further research relating to Third Culture Kids through the theoretical lens of grief and loss, in order to provide education professionals with resources that can best support Third Culture Kids on their educational journey.

The recently revised NAEYC position papers and the fourth edition of NAEYC's Developmentally Appropriate Guidelines (NAEYC. 2022. "Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8," edited by S. Friedman, 4th ed. Washington: National Association for the Education of Young Children) focus on children's strengths and diversity, and the need for equitable opportunities in early childhood programmes. We applaud these recent shifts. Yet previous ideas of risk, abnormality and inappropriateness are still embedded in the document, with still hidden, and negative, consequences for children, their families and communities, and for the educators and programmes that serve them. Drawing on critiques of developmentalism, the ideas of postdevelopmentalism and the framework of "governmentality," we engage in a dialogue between an early career teacher educator and long-time advocate for DAP change and explore the control DAP has over early childhood education programmes. Despite claims that the fourth edition is too 'woke', we challenge educators and organisations in the USA (and elsewhere) to move away from the past and current approaches that still focus on children as innocent and in need of protection, as well "as normal (and therefore, abnormal) childhood(s)" -- and to open up towards an education that is more fluid, one that focuses on children's diverse strengths, unimagined interests and as-yet-unknown possibilities.

This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt's conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard's notion of "la transposition didactique" to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.

This paper analyzes the risks to child development and school readiness among children under age 6 in Pakistan. Drawing on a nationally representative telephone survey conducted in the midst of a global pandemic, between December 2021 and February 2022, we present the first nationally representative estimates of child development for children under 3 years of age and school readiness for children 3-6 years of age, using internationally validated instruments. The paper examines how risk factors that were exacerbated due to the COVID-19 pandemic, such as parental distress, lack of psychosocial stimulation, food insecurity, low maternal education, no enrollment in early childhood education, and living in a rural area, are associated with children's outcomes. The data indicate that more than half (57 percent) of parents with children under age 3 were distressed and that 61 percent of households reported cutting down on the size of or skipping meals since the start of the pandemic. The data reveal that over half of parents fail to engage in adequate psychosocial stimulation with their child and enrollment in early childhood education is very low (39 percent). The paper finds that child development outcomes decline rapidly as the number of risks increase. Specifically, for children under 3 years, lack of psychosocial stimulation at home and higher levels of parental distress were most significantly associated with lower child development levels. For a child aged 3-6 years, early childhood education enrollment and the amount of psychosocial stimulation the child received at home had the strongest association with school readiness scores.

According to the World Health Organization, there are currently more than 55 million people living with dementia worldwide, and this figure is expected to triple by 2050. Recent studies suggest that there may be a link between childhood trauma (which refers to exposure to overwhelmingly stressful experiences before the age of 18 years) and the onset of dementia in later life. Therefore, in communities caring for persons living with dementia, some residents may have been exposed to trauma in childhood. Currently, there is an increasing awareness of the negative impact of childhood trauma on later adult health and well-being, and a corresponding recognition of the need for services, including for dementia care, to be trauma-informed. In the last decade, the Montessori Method has become established as a legitimate approach to elder/dementia care. However, it has not yet been examined as a trauma-informed approach. The aim of this paper is to address that gap by (a) highlighting how Maria Montessori took steps to integrate interdisciplinary knowledge of trauma into her Method when she began to understand the potential of childhood trauma to adversely impact adult health and well-being, and (b) outlining how the Montessori Method, when applied to dementia care, incorporates many of the core principles of trauma-informed practice. This paper concludes that the Montessori Method for dementia care has the built-in capacity to be trauma-sensitive and trauma-responsive, but that its ongoing rollout should follow Montessori's lead by specifically integrating knowledge about the neurobiology of trauma into its training programs.

The First 1000 Days (the period from conception to a child's second birthday) is an important developmental period. However, little is known about experiences of parents with refugee and migrant backgrounds during this period. A systematic review was conducted according to PRISMA guidelines. Publications were identified through searches of the Embase, PsycINFO, PubMed, and Scopus databases, critically appraised, and synthesised using thematic analysis. A total of 35 papers met inclusion criteria. Depressive symptomatology was consistently higher than global averages, however maternal depression conceptualisations differed across studies. Several papers reported changes in relationship dynamics as a result of having a baby post-migration. Consistent relationships were found between social and health support and wellbeing. Conceptualisations of wellbeing may differ among migrant families. Limited understanding of health services and relationships with health providers may impede help-seeking. Several research gaps were identified, particularly in relation to the wellbeing of fathers, and of parents of children over 12 months old. [ABSTRACT FROM AUTHOR]

Caribbean nations have leaned on and undergirded their early childhood programmes with Developmentally Appropriate Practices promulgated by the NAEYC. For many years the guidance provided by DAP has been used in both the development of standards of practice for early childhood professionals as well as curriculum development. In recent years however, as Caribbean nations have attempted to employ more Caribbean-centric approaches and understandings of Early Childhood Care and Education, the role of DAP and its applicability to Caribbean Early Childhood Care and Education systems have been questioned. Now that DAP has evolved to provide greater consideration to socio-cultural differences across settings, the role of DAP must be re-examined. This paper focuses on the evolving role of DAP in Caribbean early childhood settings. Importance will be placed on presenting the work of Caribbean early childhood educators in relation to the new philosophical and theoretical tenets of the fourth version of DAP. This paper identifies ways in which the revised DAP position guidelines more readily address cultural and social nuances of ECCE practice in the Caribbean. It also identifies areas where specific focus should be highlighted to ensure that DAP represents the Caribbean reality.

The way a young child uses language has an impact on their future life. Early language acquisition is a determinant in adult employment, mental health and relationships with others. At the same time there is a broad evidence base that play and learning in the natural environment is beneficial for young children's physical, emotional, social and cognitive development. However, literature about how these two contributions to children's early development intersect and combine, in particular whether and how early language learning in children aged between 3 and 7 years might be enhanced in nature, is harder to find. For this paper, we undertook a systematic literature review to explore and report on research within this important area. Based on an in-depth study of 181 articles, we found that scant literature exists about how children's language is developed within natural environments. Although this appears to be a topic that is discussed in practice-oriented publications, it was found that very few researchers are focusing on and reporting within this area. Twelve papers were thoroughly analysed and three themes identified and discussed; desire to communicate, communication skills and literacy skills. This paper concludes by suggesting areas for future research.

Purpose: This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a "soft option", the study defines "restorative consequences" within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation. Design/methodology/approach: This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP's perceived lack of accountability. It defines "restorative consequences" within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values. Findings: In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the "with" approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations. Research limitations/implications: The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff "buy-in", requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values. Practical implications: While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP's reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP's clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences--RP relationship, enhancing the understanding of the SDW Social implications The research's social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences--RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings. Originality/value The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining "restorative consequences" within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.

Consistent, sensitive caregiving across home and childcare contexts supports optimal development. In this paper, we share the story of the development of Hearts and Minds on Babies (HMB) for Early Head Start (EHS) administrators, teachers, and parents. HMB was designed to support caregiver reflective functioning and sensitivity and reduce caregiver stress. This paper describes a series of Plan-Do-Study-Act cycles used to adapt an existing parenting intervention into the HMB programming for EHS. Throughout the paper, we present HMB concepts and learning objectives and share teachers' and parents' feedback and adaptations to content and delivery options that support implementation by EHS programs. Feedback from the final cycle suggests that HMB supports EHS administrators, teachers, and parents in their roles and improves relationships. The paper highlights the importance of research-practice partnerships in developing programming that meets the needs of EHS.

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.

Children frequently respond differently to therapies compared to adults. Differences also exist between paediatric age groups for pharmacokinetics and pharmacodynamics in both efficacy and safety. Paediatric pharmacovigilance requires an understanding of the unique aspects of children with regard to, for example, drug response, growth and development, clinical presentation of adverse drug reactions (ADRs), how they can be detected and population‐specific factors (e.g., more frequent use of off‐label/unlicensed drugs). In recognition of these challenges, a group of experts has been formed in the context of the conect4children (c4c) project to support paediatric drug development. This expert group collaborated to develop methodological considerations for paediatric drug safety and pharmacovigilance throughout the life‐cycle of medicinal products which are described in this article. These considerations include practical points to consider for the development of the paediatric section of the risk management plan (RMP), safety in paediatric protocol development, safety data collection and analysis. Furthermore, they describe the specific details of post‐marketing pharmacovigilance in children using, for example, spontaneous reports, electronic health care records, registries and record‐linkage, as well as the use of paediatric pharmacoepidemiology studies for risk characterisation. Next the details of the assessment of benefit–risk and challenges related to medicinal product formulation in the context of a Paediatric Investigation Plan (PIP) are presented. Finally, practical issues in paediatric signal detection and evaluation are included. This paper provides practical points to consider for paediatric pharmacovigilance throughout the life‐cycle of medicinal products for RMPs, protocol development, safety data collection and analysis and PIPs. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study focusing on the dimensions of object relations in people with autism spectrum disorder. An object relation denotes a relationship with a significant other, within which several identification processes take place through a meaningful emotional exchange. This is described by the developmental process of separation and individuation, which primarily occurs in children from birth to their third year of life. Although deficits in social relationships represent the most typical features of autism, there is still a great deal of uncertainty in this field. Based on the theoretical background, we hypothesised that differences in the characteristics of object relations in people with autism spectrum disorder compared to the characteristics of object relations in people without autism spectrum disorder are reflected in a greater expression of disturbances in object relations, especially in the more pronounced dimensions of greater social isolation and symbiotic merging. The quantitative research sample comprised 38 adults with autism spectrum disorder with normal intellectual abilities and 100 adults without autism spectrum disorder. The Test of Object Relations, which measures the individual dimensions of object relations, was used for data collection. The results show that there are statistically significant differences between the two groups of respondents, as the dimensions of symbiotic merging, social isolation and separation anxiety are more pronounced in adults with autism spectrum disorder. These findings serve as a basis for designing professional support for people with autism spectrum disorder in order to promote autonomy to strengthen the skills needed for social relatedness and social inclusion.

This paper follows an earlier report of young children's object play activities investigated in a cross-sectional sample of 289 typically developing children. Thirty-minute videotaped observations were taken of children at 8, 12, 18, 24, 30, 36, 42, 48, 54, and 60 months of age in their homes. Forty-nine percent were boys. Children were identified as White (70%); mixed racial/cultural backgrounds (14%); Asian (7%); Black (6%); and Latinx (3%). This study reports patterns of cognitive development based on mastery scores derived from frequency and variety of activities in the 27 categories identified in the earlier study. Mastery scores afforded evaluation of the robustness of certain play categories, and the retention and reduction of others, yielding a final set of 14 to describe and assess developments in play. Discussion centers on the value of differentiated categories along with scores that yield a standard for an assessment of children's play.

Research on children's literature focuses on preschool children's books (children aged 3-6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0-3). In this paper, I present a definition of the genre of "toddler books" (often referred to as "boardbooks," despite it including non-boardbooks), while focusing on the illustrational aspects, that are at least as dominant as the written texts, if not more so. I also examine the plots and themes that are presented in toddlers' books, distinguishing between "concept books" (lexical books with no narrative), "ritual books" (which engage in instilling certain habits), and "narrative books" (toddlers' books that depict a complex narrative and serve as preparation for prereader books). The findings of the study indicate that toddlers' books are often infants' first encounter with both narrative thought and visual art, hence their significant place in their development.

Culturally Relevant Pedagogy and use of diverse picturebooks to support reading development and social-emotional skills are gaining acceptance and broader use. With this shift, new measures of efficacy are needed to confirm, bolster, and source new policies and strategies for family and classroom literacy practices. To this end, the Reading Builds Empathy (RBE) literacy study sought to develop and pilot a new instrument that uses picturebook reading as a way to understand empathy development. The RBE study participants included 21 parent-child dyads (N = 42) and piloted a tool that was created to measure children's empathy development for children ages six-eight. The tool includes collecting parent reports of children's at-home literacy practices and engagement with picturebooks as well as parents' perspectives on their child's empathy development. The tool also includes a researcher-administered tool to directly measure children's empathy development in a developmentally appropriate format across three domains: affective, cognitive, and ethnocultural empathy. This paper describes the process for instrument development, initial pilot data, considerations for changes to the instrument, and ideas for how the instrument can be used in future intervention studies.

Music contributes to the expansion of the outlook, memory training, and the development of children's creative abilities. The main objective of the work is to determine the effectiveness of music education for preschool children through the use of modern technologies aimed at the development of the memory of students, taking into account the relationship between parents and teachers. The study relied on the methods of analysis and comparison, which contributed to the development of approaches to teaching preschoolers. The learning mechanisms were based on the development of musical hearing, sense of rhythm, technical aspects, and speech clarity. To implement the training, GNU Solfege, MUSIQUEST, LOOPIMAL, and Penxy were used. The study determined the preschoolers' performance in Experimental Group 1 (EG1) (with parental involvement) and Experimental Group 2 (EG2) (without parental involvement). The findings suggested that 46% of members in EG1 and 12% of members in EG2 obtained strong knowledge after three months of study. After six months, the number of students with proficient knowledge increased to 83% and 21%, respectively. The increase in performance is associated with the development of practical skills, memorization of information, and the narrow focus of the used online learning applications. It was found that the training influenced the development of long-term memory in preschoolers of EG1 (0.98) and the development of short-term memory in students of EG2 (0.97). The paper's practical implications are attributed to identifying the need for the implementation of preschool music education and the use of modern online music technology.

The preference of preschool children for interactive traditional paper books has long been proved. More novel than traditional interactive books are the Augmented Reality (AR) books, which took a place in the book market for more than a decade now. For this study, we have used the Mosaic approach as a form of participatory research. The main methods used included children's presentations, interviews, observations, photo-taking, and taking part in a voting procedure. Our findings showed that the requirements for using AR books are not yet met by mobile devices that the youngest users have, so their audience is still limited. Even though the AR book seemed to be more promising for engaging children's attention longer, this was not possible because of the constraints imposed by the very delicate screen handling and children expressed their preference for the traditional interactive book. [ABSTRACT FROM AUTHOR]

The purpose of this theoretical paper is to examine the links between the philosophical underpinnings of Froebelian pedagogy (where pedagogy is understood as the basis on which early childhood practices are developed) and the pedagogy of a recent movement in environmental education for young children; the Common Worlds Research Collective. Current concerns about environmental damage highlight the importance of finding ways of engaging children with environmental concerns without placing them in untenable positions as "planet savers." The global reach of the pedagogies under discussion make them valuable platforms for promoting ecological education in the Early Years. Using levels of pedagogical discourse put forward by Le Grange (2018)--ultimate premises, platform-principles and practice--the paper examines the relationship between Froebelian thinking and the Common Worlds approach. Through a discussion of the common philosophical underpinnings, views of children's agency and relationship with the natural world, I will argue that the Common Worlds' critique of pedagogy based on Froebel's thinking and call for a new pedagogy for young children is based on an incomplete reading of Froebel's nature pedagogy, and does not pay sufficient attention to the common grounds on which these pedagogical approaches are based- namely a view of the world as being infinitely connected and the role of education as a means of supporting children to understand their connections with the world as it is, and how they can engage with it ethically.

As the most influential figure in the field of learning science, Piaget's research on children's concepts and consciousness, his concept of 'Piagetian education', his contribution to constructivism have been greatly adopted in education. However, the weaknesses of his work have been criticised by many scholars. This paper illustrates how Piaget's work has challenged traditional educational approach regarded as instructionism and the differences between Piaget's and Vygotsky's theories. This paper also discusses and compares the theories proposed by a number of other researchers based on Piaget's constructivism, including Papert's constructionism and his theory of children's use of computers; Lave's situated learning, and Wells' theory of group learning.

The Neurosequential Model in Education (NME) is described as a developmentally sensitive and biologically respectful approach to development and learning. This paper postulates that the NME shares many commonalities with the Montessori Method in that it, too, is developmentally sensitive and adheres to biologically respectful concepts. This paper compares some of the core principles and recommended practices of the NME with those in the Montessori Method and argues that they are consistent in many ways. The paper also examines Dr. Montessori's unique use of "sensitive periods" in development for educational purposes, in particular her use of the sensitive periods for movement, the social aspects of life, and the sensitive period for order respectively. It argues that in doing this, she was actively promoting an approach to human development and education that appears to correlate with what Dr. Bruce Perry calls a developmentally sensitive and biologically respectful approach to learning. The goal of this study is to show the science behind why many of Dr. Montessori's original practices worked and had such a positive effect on children. This knowledge should empower Montessori educators and give them the confidence to promote authentic Montessori practices in the knowledge that they are in line with current neuroscientific theories that have been shown to be beneficial to children.

Person‐centred care, with its central focus on the patient in partnership with healthcare practitioners, is considered to be the contemporary gold standard of care. This type of care implies effective communication from and by both the patient and the healthcare practitioner. This is often problematic in the case of the paediatric population, because of the many communicative challenges that may arise due to the child's developmental level, illness and distress, linguistic competency and disabilities. The principle of universal design put forth in conventions and legislation means that the design of products and services should be usable by all people, to the greatest extent possible. Augmentative and alternative communication encompasses strategies, for example pictures and apps, that are typically used with people with communication disability. In this position paper, we argue for the universal use of augmentative and alternative communication to support person‐centred communication and care for children, regardless of age or potential disability. Clinical examples are shared from three different paediatric care settings where pictorial supports were applied universally. Interviews were conducted with children and adolescents (with and without disabilities), parents and healthcare practitioners, and the principles of universal design were used as a framework to demonstrate how person‐centred communication is supported in paediatric care. [ABSTRACT FROM AUTHOR]

Background: More than 20 million children in the United States lack access to primary health care. Practice Learning: Research shows that students with regular access to physical and mental health services have fewer absences, are more social, less likely to participate in risky behaviors, have improved focus and higher test scores. Implication For School Health Policy, Practice, And Equity: School-based health centers (SBHCs) can be an important, valuable and viable health care delivery option to meet the full-range of primary health care needs of students where they spend the majority of their wake hours, ie, in school. Children in rural and other underserved communities, as well as those underinsured, non-insured, economically challenged, underserved, and the most vulnerable among us are especially at risk. Conclusions: This paper discusses the history, value, and importance of SBHCs from myriad perspectives, including physical and emotional wellbeing, academic and social success, and the promotion of a positive transition to adulthood. In addition, the authors' experiences that resulted in building the first SBHC in the Mid-Hudson Valley Region of New York State are shared. These experiences form the foundation for creating an important roadmap for individuals and school leaders that are interested in bringing a SBHC to their school and district.

Playgroups are a unique form of early childhood provision involving parents and their children attending together. Parents' attendance at playgroups provides opportunities for involvement in play. However, little is known about parents' practices of co-play in playgroups and the potential for these practices to enhance children's play experiences in early childhood. Drawing on practice architectures theory, this paper identifies parents' practices of co-play in a community playgroup, and the enablers and constraints on those practices. Data were collected through ethnographic methods, which included participant observation and informal individual interviews. The findings show that parents' practices of co-play consider the child's needs and interests in ways that support development and enhance children's play in the community playgroup. This research contributes new knowledge about the range of co-play practices engaged in by parents with children in community playgroups.

A large body of research has established a relation between maternal education and children's neurocognitive functions, such as executive function and language. However, most studies have focused on early childhood and relatively few studies have examined associations with changes in maternal education over time. Consequently, it remains unclear if early maternal education is longitudinally related to neurocognitive functions in children, adolescents, and young adults. In addition, the associations between changes in maternal education across development and more broadly defined neurocognitive outcomes remain relatively untested. The current study leveraged a large multicohort sample to examine the longitudinal relations between perinatal maternal education and changes in maternal education during development with children's, adolescents', and young adults' neurocognitive functions (N = 2,688; M[subscript age] = 10.32 years; SD[subscript age] = 4.26; range = 3-20 years). Moreover, we examined the differential effects of perinatal maternal education and changes in maternal education across development on executive function and language performance. Perinatal maternal education was positively associated with children's later overall neurocognitive function. This longitudinal relation was stronger for language than executive function. In addition, increases in maternal education were related to improved language performance but were not associated with executive functioning performance. Our findings support perinatal maternal education as an important predictor of neurocognitive outcomes later in development. Moreover, our results suggest that examining how maternal education changes across development can provide important insights that can help inform policies and interventions designed to foster neurocognitive development. [This paper was written on behalf of program collaborators for Environmental Influences on Child Health Outcomes.]

This paper examines the acquisition of demonstratives (e.g., "that," "there") from a cross-linguistic perspective. Although demonstratives are often said to play a crucial role in L1 acquisition, there is little systematic research on this topic. Using extensive corpus data of spontaneous child speech, the paper investigates the emergence and development of demonstratives in three European (English, French, Spanish) and four non-European languages (Japanese, Chinese, Hebrew, Indonesian) between age 1;0 and 6;0. The data show that, across languages, demonstratives are among the earliest and most frequent child words, but their frequency decreases with age and MLU. As children grow older, they tend to use other types of referring terms (e.g., anaphoric pronouns) and other types of spatial expressions (e.g., adpositions). Considering these results, we hypothesize that children shift from using a body-oriented strategy of deictic communication to more abstract and disembodied strategies of encoding reference and space during the preschool years.

This paper explores the term involvement in relation to children's experiences within early years pedagogy, where it is used as a marker of a quality learning environment. We explore how philosophical enquiry offers ways of thinking more deeply about involvement as a vital quality, and how this prompts us to move beyond universal and progressive child development theories. Our discussion is grounded in the widely used Leuven Scale developed by Ferre Laevers, which we view through the prism of two data examples. The ensuing examination of both data and the scale open an appraisal of the genealogical influences underpinning the scale as well as an opportunity for us to re-read the scale through the vector of Deleuzian philosophy. The paper concludes by speculating what the repercussions might be when philosophy plays a more productive and forceful place within the context of early years education.

This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children's talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is in fact the expression of an unarticulated theoretical tension between teleology and dialogicity in Vygotsky's theory, which is the foundation, together with Bakhtin's work, for many dialogic approaches to education. This paper describes this tension in Vygotsky's theory and presents a type of talk that enables the articulation of teleology and dialogicity at a practical level: conceptually driven inquiry. In this type of talk, children form meaning spontaneously in conditions of dialogicity, but under the influence of a higher-generality meaning that the child simultaneously forms non-spontaneously -- through intellectual imitation. Although not itself the "telos," this higher-generality meaning provides teleological direction to children's dialogic inquiry.

This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space.

This paper examines the changes in infant homes for children under the age of three in West Germany after the Second World War by combining two research perspectives. First, it will show that the increase in institutional care in the decade after 1945 was not simply dictated by a growing number of orphans. Instead, it primarily resulted from the way how authorities dealt with single mothers and their children. In a second step, the adverse influence of "Maternal Care and Mental Health," the WHO report by British psychiatrist and psychoanalyst John Bowlby, will be analysed. It will become clear that this monograph from 1951 was enormously influential within West German infant home education, such that institutional care for children under the age of three was almost completely abolished only a few years later. Thus, the paper contributes to the historization of residential childcare and of attachment theory.

This paper describes the application of an integrated theoretical framework that consists of behavioral change models to plan preventative educational programs and target interventions to facilitate parent implementation of tummy time (prone positioning) to promote infant development and prevent flattening of the infant's skull. A qualitative study design was used to explore tummy time barriers and facilitators and to gain an in-depth understanding of the behaviors that influence tummy time implementation. Twenty-three parent participants completed an open-ended survey designed to gain information on parental perspectives related to tummy time. Data were analyzed using thematic analysis. Physical Capability of the infant and Psychological Capability of the parent, Physical and Social Opportunity, Reflective Motivation, Automatic Motivation, Emotion, Memory, Attention, & Decision Processes, Skills, Environmental Context & Resources, Social Influences, Beliefs about Consequences, Beliefs about Capabilities, and Knowledge are components to target during intervention. Occupational therapists and other healthcare providers can use the comprehensive behavioral change models described in this paper to develop evidence-informed, theory-based interventions to promote parental implementation of tummy time.

In order to extend research on children's Theory of Mind (ToM) within moral development, researchers have proposed a novel area of research, Morally Relevant ToM. It has been argued to better account for the moral and social considerations that children are required to make when using their ToM abilities in real life situations. To further the research in this area, the Social Domain Theory can be used to provide a theoretical framework and new insight into children's developing Morally Relevant ToM. The current paper reviews the existing literature on Morally Relevant ToM, and applies the Social Domain Theory to this literature in order to conceptualize current findings. Finally, the current paper presents how the Social Domain Theory can be used to extend the current research through future studies. Considering this new and innovative research within a Social Domain framework will expand upon our understanding of Theory of Mind development.

Friendship is of great concern to young children (Unicef 2011. "The State of the World's Children." New York: United Nations Children's Fund). Research also suggests the positive outcomes friendships have on children's development, learning and well-being (Daniels, Tina, Danielle Quigley, Lisa Menard, and Linda Spence. 2010. "My Best Friend Always Did and Still Does Betray Me Constantly: Examining Relational and Physical Victimization Within a Dyadic Friendship Context." "Canadian Journal of School Psychology" 25 (1): 70-83; Hedges, Helen, and Maria Cooper. 2017. "Collaborative Meaning-Making Using Video Footage: Teachers and Researchers Analyse Children's Working Theories About Friendship." "European Early Childhood Educational Research Journal" 25 (3): 398-411). This paper highlights how young children select their friends and how practitioners might use these data to support children's friendship choices. It draws upon on a phenomenological study of 5 and 6 year olds during which data were collected through small world play interviews. Findings provide new insights into how children select their friends, including pre-selection, using a selection criteria and putting selection into action. This paper argues for the need to listen to children's friendship selections and consider potential implications for practice.