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Elbow flexion contracture development in school-age children with a brachial plexus birth injury (BPBI) is common. Reports indicate onset between 2 and 4 years; however, little is known about early childhood prevalence, development, and trajectory of these contractures. To determine the prevalence and predictors of BPBI elbow flexion contractures during early childhood. A retrospective cross-sectional study. Demographic, diagnostic, treatment, and elbow contracture data were collected for children with a BPBI <4 years between 2015 and 2019 from a prospectively collected database. Spinal root motor contributions and injury were determined using Active Movement Scale (AMS) scores at 6 weeks of age and used to predict contracture development. Of the 171 children that met inclusion criteria, 87% (n = 149) had upper plexus injuries. The mean age at the time of evaluation for an elbow contracture was 21.4 ± 12.7 months. The prevalence of elbow flexion contractures was 22% (n = 38), with mean onset at 13.4 ± 11.0 months. Mean contracture degree was −10.8 ± −6.9 degrees with 76% (n = 29) <−10 degrees. AMS shoulder abduction, flexion, and external rotation; elbow flexion; forearm supination; and wrist extension scores at a mean 2.3 ± 1.4 months were significantly lower in children who developed elbow flexion contractures (p < 0.001). Logistic regression found that low AMS elbow flexion with high elbow extension scores were a significant (p < 0.003) predictor of elbow contracture development. The prevalence of elbow flexion contractures in early childhood is greater than previously understood. These findings indicate that C5-C6 injury affecting elbow flexion with relative preservation of elbow extension is a predictor of contracture development. Further research is needed to investigate the nature and sequelae of C5-C6 injury and its effects on elbow flexion contracture development. • Early childhood prevalence of BPBI elbow contractures was 22% with a mean onset at 13.4 months of age. • The magnitude of the contractures was mild and a mean 10.8 ± -6.9 degrees. • C5/C6 injury affecting elbow flexion with preserved extension predicted contracture development. [ABSTRACT FROM AUTHOR]

The transition from early childhood special education into school-based special education services is often the first major educational change for children with special needs. Parents are critical to children's successful transitions. This systematic review compiled parent-reported data from 20 peer-reviewed quantitative and qualitative empirical studies to identify consistent themes regarding parents' experiences during the early childhood special education transition. Themes for parents' reported experiences reflected three ecological contexts of children's development: family, school, and the special education system. Parents reported challenges relating to communication with their new schools and confusion navigating special education procedures but relied on support from their early childhood service providers. These experiences were differentially related to parents employing advocacy strategies for their child or taking a passive role in the process. Findings suggest a need for improved parent resources to support families' adjustment and their roles in their child's education in this transition period. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Spatial reasoning is critical to early mathematics learning, but it is unclear how early elementary educators learn to teach and are supported in teaching its comprising skills. One view of the available supports can be found by examining the alignment of spatial reasoning skills and mathematics education standards, as standards provide the content of the intended curriculum children are expected to learn at each grade level. This study used content analysis methods to investigate how spatial reasoning might be taught through broadly adopted early elementary education standards in the United States, the Kindergarten through Grade 2 Common Core State Standards for Mathematics. The paper describes the frequency and degree of explicitness with which 38 spatial reasoning skills are therein represented. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few standards contain explicit spatial linkages. The implications and limitations of this analysis are discussed in relation to teaching spatial reasoning in early elementary grades and students' opportunities to learn these critical skills. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Elementary Education in Theory & Practice is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research's aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in antiviolence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Shy‐withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher‐child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children. Thirty preschool teachers of children aged 3–5 years were interviewed, using a semistructured guide. The thematic analysis revealed that most preschool teachers were aware of the main manifestations, transactional influences and consequences of shy‐withdrawn behaviours, and of the empirically validated strategies that may be useful to modify them. However, a noteworthy proportion of participants reported misconceptions about the intentionality of shy‐withdrawn behaviours, negative emotions and inconsistent or less effective practices. Our findings highlight that strengthening pre‐service and in‐service training and providing coaching to the preschool staff may be helpful to restructure dysfunctional beliefs about shy‐withdrawn behaviours, translate developmental knowledge in evidence‐based classroom practices and enhance professionals' self‐awareness. Highlights: This study explored, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children.Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy‐withdrawn behaviours.Our findings highlight the need to strengthen teachers' training, bridging theoretical knowledge with professional development. [ABSTRACT FROM AUTHOR]

Copyright of International Primary Education Research Journal is the property of International Primary Education Research Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dual language learners (DLLs) are a growing student population in the United States, especially in early childhood. However, DLL growth is uneven across the United States, and in many classrooms, DLLs will constitute a language minority—that is, they will be the sole or one of few students who speak a non-English home language. Given the importance of teacher perceptions for children's development, data are needed to understand how early childhood teachers view their language-minority DLL students. We use prekindergarten data collected in the American South and two-level hierarchical linear modeling to examine teacher perceptions of language-minority DLL students' end-of-year academic and social-emotional abilities. Findings indicate that teacher perceptions of language-minority DLL status were positively related to social-emotional abilities, but non-significantly related to academic abilities. Implications include collecting localized data in order to understand how early childhood teachers perceive their language-minority DLL students and using these data to enhance teacher training. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate the effects of learning trajectories-based coding (LTs) and LTs-based program on preschoolers' length, area, volume, and angle measurement skills. A quasi-experimental research design was utilized with a quantitative approach. The study's participants were 47 children between the ages of 55–71 months who attended a state kindergarten. The children were randomly assigned to three groups: experimental 1 (n = 15), experimental 2 (n = 17), and control (n = 15). The current preschool education curriculum was implemented in the control group, LTs-based coding activities were implemented in experimental 1, and LTs-based activities were implemented in experimental 2. Data regarding the children's measurement skills were collected using the Early Measurement Assessment Tool (EMAT) before the implementation of programs, immediately after, and four weeks after the final session. The EMAT scores were analyzed using Hierarchical Linear Modeling (HLM), and the results indicated that both programs had a significant and permanent effect on preschoolers' measurement skills when compared to the control group. However, there was no significant difference between the experimental groups. The results were consistent across length, area, volume, and angle and turn subtests. The study contributes to the existing literature on the effectiveness of the LTs approach in improving preschoolers' mathematics skills and highlights the potential benefits of incorporating the LTs approach and coding into preschool education. [ABSTRACT FROM AUTHOR]

Copyright of Arab International Journal of Digital Art & Designs is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child's academic journey. [ABSTRACT FROM AUTHOR]

Children who open their eyes to a digital world begin interacting with screens in the early years of life. The interaction between screens and children starts from the very first moments of life and intensifies over time. The aim of this study is to examine the effects of screen use patterns on the life habits of preschool children. In this context, the relationships between problematic media use, eating habits, and self-care skills among preschool children are analyzed from various perspectives. Structured according to a mixed-methods research approach, this study employs both qualitative and quantitative research designs. The study group consists of 582 children continuing their education in preschool institutions across seven different regions and nine different provinces in Turkey, along with 20 of their parents. Random and non-random sampling methods were used to form the study group. Quantitative data were collected using the Problematic Media Use Measure, Children's Eating Behavior Inventory, and Preschool Children (36–72 months) Self-Care Skills Scale—Teacher Form, while qualitative data were gathered through a semi-structured parent interview form. The study results indicate that problematic media use and eating behaviors significantly vary according to the screen time of children, with an increase in problematic media use linked to a rise in negative eating behaviors. Parents are found to perceive the use of media devices during mealtime as a necessity, thus employing them, and believe that their children's social behaviors are shaped according to screen content. [ABSTRACT FROM AUTHOR]

Background: A growing body of literature examines the utility of emotion-focused parenting programs, as behaviorally based programs currently dominate the parenting literature. Few of those studies examine differences in how Black parents may benefit. This mixed-methods pilot study examined preliminary fidelity, efficacy, and acceptability of Tuning in to Kids (TIK), an emotion-focused parenting program targeting parenting practices and children's emotion regulation through a strengths-based approach. Methods: Pre, post, and one-month follow-up measurements were collected from 21 parents in the United States who were randomly assigned to a treatment (i.e., TIK) or waitlist control group. They were assessed across several self-report parent measures (parental emotion regulation, emotion socialization parenting practices and beliefs) and parent-report of children's social-emotional competence. Parents in the TIK group completed interviews to further understand their experience participating in the intervention. Results: Descriptive analyses showed general improvements and positive change in parenting practices, beliefs, parental emotion regulation, and children's self-regulation. Large effect sizes indicate reductions of parents emotion dismissing and distressed reactions to children's negative emotions. TIK was overall rated as a highly acceptable intervention. Parent interviews offer essential information to provide context to Black parents' experiences utilizing TIK as well as themes related to challenges in raising Black children with self-regulation difficulties. Conclusions: Overall, these preliminary mixed-methods outcomes suggest that TIK is a promising parenting program to improve Black parents' emotion regulation, emotion coaching beliefs and positive parenting practices. Further research is needed to investigate the effectiveness of TIK and other emotion-focused parenting programs with Black parents and assess the necessity of future cultural adaptations. [ABSTRACT FROM AUTHOR]

This study investigated the acquisition of early expressive vocabulary among young children who are deaf and hard-of-hearing (DHH; n  = 68) using auditory technology (hearing aids and cochlear implants). Parents completed a standardized vocabulary checklist, which allowed analyses of (i) the size of their child's spoken vocabulary; (ii) composition of the expressive lexicon (e.g. parts of speech such as nouns and verbs; semantic categories such as routines and body parts); and (iii) demographic and audiologic factors (e.g. chronologic age, degree of hearing access) potentially associated with these metrics. Young children who are DHH and use auditory technology acquired fewer spoken words than peers with typical hearing (TH) matched for chronologic age but more spoken words than peers with TH matched for listening experience. Action verbs—not nouns—significantly increased the odds of a child who is DHH achieving a vocabulary quotient within the normative range. These findings support the exploration of early expressive vocabulary size and composition—especially the number of active verbs—to guide clinical management and decision-making for young children who are DHH. [ABSTRACT FROM AUTHOR]

Introduction and aim. The objective of this study is to evaluate the nutritional status of children aged 0-24 months, and analyze its association with socioeconomic status during the COVID-19 pandemic in Morocco. Material and methods. This cross-sectional study was carried out in the outpatient health network between 2021 and 2022, by taking anthropometric measurements of children in accordance with World Health Organization standards and using a questionnaire sent to consenting mothers. Results. 1012 children were included in this study. The prevalence of overweight was 13.3%, obesity 3.2%, wasting and severe wasting 2.7%. The study revealed that boys had a higher prevalence of overweight compared to girls (p=0.01), while girls were more likely to have a normal weight than boys (p=0.001). Furthermore, a statistically significant association was observed between nutritional status and age in boys (p=0.003); however, malnutrition such as overweight and wasting increased after the age of 12 months in both genders. There was a significant correlation between child nutritional status, gender, and residence, but no significant association was found with parental education or household income. Conclusion. This study suggests that it is important to develop strategies to improve socio-economic status in the aftermath of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children's innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research describes processes of developing and evaluating hypothesized developmental progressions. Inclusive engagement of children with and without disabilities is described in examples for each level of each developmental progression. Implications for teaching and learning with inclusive practices are described for children with and without disabilities. [ABSTRACT FROM AUTHOR]

The concept of children's theories is central to the approach of the municipal infant-toddler centers and preschools of Reggio Emilia, Italy. The author investigates children's theories about Judaism. Methods include semi-structured interviews and pedagogical documentation from American Jewish early childhood centers. Analysis involves open coding toward the development of a grounded theory positing that (1) children hold theories that impact the Jewish education they experience and (2) when the Jewish learning experience aligns with these inherent theories, children develop a new mental model, that they can make their mark on Judaism. [ABSTRACT FROM AUTHOR]

This research aims to know application of learning models motion base manipulative of participants educate aged 5-6 years. Loading experimental method pre test and post test as well as skills test results motion base manipulative. Population from study This participant educate 5-6 years old totaling 120 students. Experiment 12 meetings were held. Pretest and posttest were carried out with instrument motion base throwing, catching, dribbling, kicking and bouncing the ball. Based on the results of the data normality test stated that the data was not so that data analysis with using non-parametric statistics. Test results with using Wilcoxon states there is difference between group experiment and control with sig. 0.00. With thereby can concluded that application of learning models with a motion model base manipulative effective For increase results ability motor rough child 5-6 years old. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research was to estimate Patellofemoral Joint Dysfunction in obese postmenopausal women. Methods: Depending on selection criteria, 100 obese postmenopausal women were selected by simple random sampling method. Written consent was taken and a detailed outcome assessment was done by using a Numerical Pain Rating Scale for pain assessment, Range of motion of hip, knee, ankle joint, Waldron Test, Eccentric Step-down Test, and Quadriceps angle. Statistical analysis was done and results were obtained. Findings: Among the 100 participants, 63% of women experienced pain during their daily activities. The mean pain intensity at rest was 2.25 ± 1.91, and during activity, it increased to 3.28 ± 6.60 (p value < 0.0001). The range of motion in the hip, knee, and ankle joints was reduced compared to that of individuals in the same age group without pain. Specifically, Hip extension-adduction, knee extension, and ankle plantarflexion-inversion-eversion had a p value of <0.0001. For hip flexion-abduction-medial and lateral rotation, knee flexion, and ankle dorsiflexion, the p values were 0.0003, 0.1952, 0.0001, 0.003, 0.0392, and 0.0333. Additionally, 35% of women had quadriceps angles greater than 180 degrees, while the remaining 65% had angles less than 180 degrees. 63% of women exhibited crepitus during activities like stair climbing and walking. 52% of women tested positive on the Waldron Test. 60% of women showed positive findings on the Eccentric Step-down Test. Conclusion: It concluded that there is significant Patellofemoral Joint Dysfunction in obese postmenopausal women. [ABSTRACT FROM AUTHOR]

Architecture for children should receive higher priority to achieve adequate educational facilities for the next generation of the nation. Creativity is crucial in the development of fine and gross motor skills in children. Research on child-friendly architecture has yet to explore its architectural manifestations. This study aims to develop important indicators for the architectural aspects of child-friendly schools. The benefits include guiding practitioners in designing child-friendly schools and enriching the theory of child-friendly schools. The operational steps include: (1) Reviewing Sarah Scott's theory on child-friendly schools; (2) Implementing indicators of child-friendly schools in Fuji Kindergarten and Farming Kindergarten buildings, both of which embody child-friendly concepts; (3) Analyzing the compatibility of Sarah Scott's theory with these two school buildings as case studies; (4) Developing guidelines and implementation of designs for child-friendly schools based on these case studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A multifaceted, participatory, open program based on a qualitative and quantitative approach was developed in the Region of Murcia (Spain) aimed to reduce antibiotic use in children under 3 years of age diagnosed with upper respiratory tract infections (acute otitis media, pharyngitis, and common cold). Antibiotic consumption was measured using the defined daily dose per 1000 inhabitants per day (DHD). Pre-intervention data showed a prevalence of antibiotic prescriptions in the primary care setting of 45.7% and a DHD of 19.05. In 2019, after the first year of implementation of the program, antibiotic consumption was 10.25 DHD with an overall decrease of 48% as compared with 2015. Although antibiotic consumption decreased in all health areas, there was a large variability in the magnitude of decreases across health areas (e.g., 12.97 vs. 4.77 DHD). The intervention program was effective in reducing the use of antibiotics in children under 3 years of age with common upper respiratory diseases, but reductions in antibiotic consumption were not consistent among all health areas involved. [ABSTRACT FROM AUTHOR]

Preferred interests are characteristic of autism spectrum disorder and are reported by parents starting at an early age. However, limited research has explored the presentation of preferred interests in toddlerhood. Previous literature suggests that both the intensity and type of preferred interests held by autistic individuals differ from those held by peers with developmental delay and no diagnosis and that autistic interests are more unusual in nature. While preferred interests are seen in typical child development, previous research suggests that the presence of preferred interests in children with no diagnosis declines with age. Literature also indicates that the sex and cognitive ability of autistic children influences preferred interests. Identification of early preferred interests commonly held by autistic toddlers could serve as a useful clinical indicator of future diagnosis. This article explored whether diagnostic group, age, sex, and cognitive ability predict the likelihood that parents reported preferred interests in children aged 12–36 months with diagnoses of autism, developmental delay, and those with no diagnosis. Additionally, we explored potential diagnostic group differences in interest type. Results suggest that diagnostic group, but not age, sex, or cognitive ability, predicts the likelihood that parents report preferred interests. No differences in the type of interests among diagnostic groups were identified. These results support the use of preferred interests as an early sign of autism but suggest that interest type may not be a helpful clinical indicator of autism in toddlerhood. Lay Summary: Many children have intense or preferred interests, but the interests of autistic children are often more intense, more unusual, and focused on different topics (e.g., license plates, elevators) than their peers. However, little is known about these differences in toddlers. In this study, we explored whether a toddler's diagnosis (i.e., autism, developmental delay, or no diagnosis), age, sex, and learning ability predict whether their parent reported preferred interests. We examined possible differences in the interest types held by children with a diagnosis of autism, developmental delay, and those with no diagnosis. We find that parents of autistic children were more likely to report their child had preferred interests than parents of developmentally delayed or no diagnosis children. No differences in the interest types were found among groups. These results help us better understand the similarities and differences of preferred interests in toddlerhood between autistic and non‐autistic children. [ABSTRACT FROM AUTHOR]

The underrepresentation of women and girls in children's picture books and the use of gender stereotypes persists, as seen in a sample of 335 books published between 2010 and 2020. Previous research showed a significant lack of female representation in children's picture books and stereotyped presentation. A pilot study was conducted to establish stereotypes for coding gender representation of characters in children's picture books. This article shows that children's picture books continue to be a significant source of gendered stereotypes, specifically that females should engage in domestic tasks and care while males should be aggressive and breadwinners. Additionally, this article identifies an ongoing disparity in numerical representation, with a female-to-male ratio of 1:1.35 in the picture books sampled. Future research should address the impact of this underrepresentation and stereotyping in picture books on a child population. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children's creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important. [ABSTRACT FROM AUTHOR]

The objective of this study is to disseminate the results of a pilot system of early detection of neurodevelopmental disorders in early childhood education centres in Cartagena de Indias, Colombia. A total of 280 preschool children, their caregivers and teachers who were recruited from five early childhood education centres participated. Using a three-phase system for early detection of neurodevelopmental disorders, 15 cases were detected with delays in different developmental areas, with adequate levels of sensitivity and specificity. The phases of this system include: 1) Screening for risk of developmental delay, 2) In-depth developmental assessment of children at risk and specialised evaluation for suspected cases of neurodevelopmental disorder and 3) referral to specialised intervention and connecting children with special educational needs to educational inclusion strategy of their schools. A collaborative/interdisciplinary approach was used in which families played a crucial role. Once identified, students with neurodevelopmental disorders benefited from receiving the necessary support for their school progress through educational experiences that foster integrative development. This study provides evidence that supports the usefulness of detecting slow development early in childhood as a strategy to improve the life opportunities of children and encouraging educational inclusion in early childhood education. [ABSTRACT FROM AUTHOR]

Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions about the potentially causal association between motor and executive function skill development in early childhood. We also consider the broader implications of this work for informing typical and atypical development. [ABSTRACT FROM AUTHOR]

This study utilises diversity dolls to elicit young children's perceptions of visual disabilities. The study which involved 20 participants aged between six to seven years old suggests that although many children have positive attitudes towards peers with physical disabilities, attitudes are often grounded in the deficit medical model, with concepts related to assistive devices, medical causes, social consequences, and dependency. The study contributes to the literature through its use of a child centred method and open discussion, which enabled children to offer their innermost thoughts that might have otherwise remained hidden. Some of the comments gathered were quite derogatory, particularly with regards to facial features, and without disability awareness education children risk carrying negative and hostile views into adulthood. Methods which help to unearth children's core belief structures about disability provide an important foundation on which early years practitioners can build intervention programs which critically examine social inequalities and deconstruct dominant discourses, helping young children to develop positive attitudes towards disability. [ABSTRACT FROM AUTHOR]

Background: Canada, Australia, the World Health Organization and other countries have released 24-hour movement guidelines for the early years which integrate physical activity, sedentary behaviour, and sleep, focusing on supporting children to achieve a healthy 24-hour day. The guideline evidence synthesis, however, highlighted the dearth of high-quality evidence, particularly from large-scale studies. The Sleep and Activity Database for the Early Years (SADEY) project aims to assemble a large, pooled database of 24-hour movement behaviours and health indicators in young children (birth to 5.99 years), to advance knowledge in these areas. This paper describes the SADEY design and methods. Methods: Data sets were identified with > 100 children and device-measured (hip-worn ActiGraph accelerometers) physical activity and sedentary behaviour, parent-reported or device-measured sleep, and at least one health outcome: physical (BMI, waist circumference, blood pressure), social-emotional (Strength and Difficulties Questionnaire), cognitive (Early Years Toolbox), or motor development (Test of Gross Motor Development 2). Led by the University of Wollongong co-ordinating centre, the SADEY project collates the datasets to create a pooled database. Findings: To date, 13 studies from 7 countries have been included in the database. Ethics clearance and data sharing agreements have been secured for all studies and the SADEY 1.0 database is being assembled including ~ 8,000 participants. Discussion: SADEY will be used to address questions of global importance to public health policy and practice, for example – Is the mix of movement behaviours across the 24-hour day associated with healthy development?, What is the optimal mix of these behaviours?, and; What factors can be targeted to support young children in achieving the optimal mix of 24-hour movement behaviours? Additionally, SADEY seeks to develop and disseminate protocols, develop capacity on the device-based measurement of movement behaviours, and seeks partnerships with stakeholders that promote knowledge translation on movement behaviours to support healthy development among young children. [ABSTRACT FROM AUTHOR]

Background: Intestinal parasitic infections remain a significant global health issue, particularly affecting poor and marginalised populations. These infections significantly contribute to children's diseases, malnutrition, poor school performance, cognitive disorders, and future economic losses. This study aimed to explore and compare the occurrence of intestinal parasites in early childhood among the group of infants from the Slovak majority population and from marginalised Roma communities (MRCs). Furthermore, it aimed to explore the health complaints of children with and without intestinal parasitic infection in the past month and assess the effect of various risk factors on the occurrence of intestinal parasitic infection in infants from MRCs. Methods: We obtained cross-sectional data from mothers and stool samples of their children aged 13–21 months using the first wave of the longitudinal RomaREACH study. A total of 181 stools from infants were analysed: 105 infants from the Slovak majority population and 76 from MRCs. Results: Infants from MRCs are significantly more often infected by Ascaris lumbricoides, Trichuris trichiura and Giardia duodenalis than their better-off peers from the majority population. Infection rates are 30% in infants from MRCs vs. 0% in the majority population (p < 0.001). Single and mixed infections were observed in children from MRCs. Infants with intestinal parasitic infections suffer significantly more often from various health complaints, particularly cough, stomach ache, irritability, and diarrhoea. Within MRCs, the risk of parasitic infections in infants is significantly increased by risk factors such as the absence of flushing toilets in households (OR = 4.17, p < 0.05) and contact with un-dewormed animals (OR = 3.61, p < 0.05). Together with the absence of running water in the household, these three factors combined increase the risk more than ten times (p < 0.01). Conclusion: Maintaining hygienic standards in conditions of socioeconomic deprivation in MRCs without running water and sewage in the presence of un-dewormed animals is problematic. These living conditions contribute to the higher prevalence of parasitic infections in children from MRCs, causing various health complaints and thus threatening their health and healthy development. [ABSTRACT FROM AUTHOR]

Aim: Families from socioeconomically deprived backgrounds appear to have been greatly impacted and face worsening inequalities as a result of the COVID-19 pandemic. With more than half of children in Newham, East London, living in poverty, this study aimed to investigate the impact of the COVID-19 lockdowns on families with a child under 5 years-old in Newham and identify their immediate needs to inform recovery efforts. Subjects and methods: This was a qualitative study. Semi-structured interviews were conducted with 13 participants (2 fathers; 11 mothers) exploring the impact of the COVID-19 lockdowns on family life, neighbourhood and community and important relationships in the child's world. Results: All parents experienced significant impacts on family life and well-being because of the pandemic. Families were placed under increased stress and were concerned about the impacts on child development. Low-income families were most disadvantaged, experiencing lack of professional support, community engagement and inadequate housing. Conclusion: Families were placed under increasing pressure during the pandemic and recovery efforts need to target those most affected, such as families from low-income households. Recovery efforts should target child social and language development, family mental health, professional service engagement and community involvement. [ABSTRACT FROM AUTHOR]

The concept of identity has been used to interrogate a wide range of topics about children's learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study. [ABSTRACT FROM AUTHOR]

The more-than-human turn in early childhood education has highlighted the relevance of children's intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child's sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school. [ABSTRACT FROM AUTHOR]

Co-design approaches have roots in participatory research design methodologies, amplifying participants' experiences, cultures, and beliefs by co-designing or co-creating an artifact or activity for and with other people. Little research has incorporated Spanish-speaking Latine families in co-designing early math tools and resources. Therefore, this study explored how six Latina mothers engaged in co-creating a math activity for their children. The results revealed that Latina mothers used cultural repertoires to navigate the co-design sessions and construct mathematical knowledge. Additionally, this study found that co-design methods centered Latina mothers as designers and users of their own math learning experience, positioning them as experts in their own learning and allowing for the co-creation of a meaningful math learning experience. These results provide insights into how co-design methods herald a different, more engaging way to involve Latine families in the design of math learning experiences and tools to standard family engagement interventions. [ABSTRACT FROM AUTHOR]

Contemporary early childhood classrooms in the United States are becoming even more diverse with increasing cultural, linguistic, and developmental complexity. Given the movement toward implementing universal early education and care and the changes in educational policy toward inclusive education, early childhood classrooms have become important sites for inclusion of diverse young children with and without disabilities. However, it is not uncommon to witness exclusionary practices that marginalize young children, especially those with immigrant backgrounds. Situated in a prekindergarten classroom in New York City, this study aims to counter common narratives in exclusionary practices that dehumanizes young children on the margins and to build evidence of inclusive practice from teachers' lived experiences in the classroom. Grounded in Freire's notion of humanization and framed by Salazar's tenets of humanizing pedagogy, this study highlights one immigrant teacher's perspective and her inclusive practice of humanization for immigrant students with and without disabilities. Through qualitative research methods, this study presents an emic view of incidences in her classroom that illuminate the meaning of inclusion and the critical role of the teacher as a mediator, facilitator, and visionary worker. Implications for future research and teacher education are discussed. [ABSTRACT FROM AUTHOR]

Early childhood (EC) education has usually involved in-person teaching and learning. However, the COVID-19 pandemic has imposed remote teaching on EC practitioners and complicated practicum students' fieldwork experiences. This study explored EC practicum students' fieldwork experiences in the U.S. during the pandemic and their preparedness for online teaching and technology employment and integration. Participants included 28 students enrolled in Directed Field Experience in Spring 2021. A mixed-methods approach incorporating multiple sources of data, including reflection papers, interviews, and questionnaires, was used. The findings showed that the EC practicum students changed their perceptions of and attitudes toward a remote field experience course and online teaching with young children over the semester. Additionally, EC practicum students' challenges and professional and academic growth were evident in their reporting. These findings have implications for the development of effective strategies for alleviating EC practicum students' challenges, facilitating their professional growth, and providing resources to integrate digital technology in their teaching in developmentally appropriate ways. [ABSTRACT FROM AUTHOR]

Poverty interferes with parents' breastfeeding, child-care, and employment options and ability to meet their parenting goals. This study—the first randomized controlled trial of early childhood poverty reduction in the United States—investigates how increased economic resources affect 1,000 low-income US mothers' breastfeeding, child-care, and employment practices and the ability to meet their intentions for these practices in the first year of their infant's life. The likelihood and length of breastfeeding, use of nonparental child care, and maternal employment did not statistically differ among mothers who received a high ($333) or low ($20) monthly unconditional cash gift. The higher monthly cash gift, however, delayed the starting age of child care by almost 1 month and increased mothers' ability to meet their breastfeeding intentions reported at birth. [ABSTRACT FROM AUTHOR]

Although the importance of psychological well-being in early childhood is emphasized, the number of studies conducted with children and adolescents in this field is less than those carried out with adults. The present study aimed to explore the role of child emotion regulation in the relationship between parenting and psychological well-being among a sample of Turkish preschoolers aged 5–6. It further examines the mediating role of emotion regulation. The sample consisted of 416 mothers with children aged 5–6 (Mage = 5.38, SD = 0.48; 50% girls-boys). We collected the data using the Multidimensional Assessment of Parenting Scale (MAPS), the Emotion Regulation Checklist (ERC), and the Psychological Well-Being Scale for Children (PWBS-C). The findings revealed significant relationships among parenting practices (positive/negative), the child's emotion regulation/dysregulation, and the child's psychological well-being. Moreover, the findings revealed that positive parenting, directly and indirectly, affects children's psychological well-being through children's emotion regulation. On the other hand, findings disclosed that negative parenting has both a direct and indirect impact on children's psychological well-being through children's emotion regulation. Overall, the study may shed light on a possible process in which positive parenting boosts a child's emotional regulation and psychological well-being among preschoolers. [ABSTRACT FROM AUTHOR]

While reflective supervision and trauma-informed care are often implemented separately within early care and education (ECE) settings, there is meaningful intersection between these two approaches that may support ongoing efforts to support young children who have experienced trauma. The current study presents secondary analysis of qualitative data from three focus groups with 11 ECE supervisors who attended a reflective supervision training, paired with reflective consultation. ECE supervisors who engaged in a reflective supervision training noted shifts in experience and practice that intersect with Substance Abuse and Mental Health Services Administration (SAMHSA's) six principles of trauma-informed care: 1) safety, 2) trustworthiness and transparency, 3) peer support, 4) collaboration and mutuality, 5) empowerment, voice, and choice, and 6) cultural, historical, and gender issues. Reflective supervision may serve as an effective tool for organizations to invest in trauma-informed care, which creates a space for teachers to engage in relational learning. This investment can lead to enhanced support for young children, especially those who have experienced trauma. [ABSTRACT FROM AUTHOR]

This study investigated the extent to which sensory responsivity in infancy contributes to adaptive behavior development among toddlers at high-familial likelihood for autism. Prospective, longitudinal data were analyzed for 218 children, 58 of whom received an autism diagnosis. Results indicated that sensory profiles at age one year (hyperresponsivity, sensory seeking) were negatively associated with later adaptive behavior, particularly for socialization, at age 3 years regardless of diagnostic status. These results suggest that early differences in sensory responsivity may have downstream developmental consequences related to social development among young children with high-familial likelihood for autism. [ABSTRACT FROM AUTHOR]

Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed. [ABSTRACT FROM AUTHOR]

This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space. [ABSTRACT FROM AUTHOR]