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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. [ABSTRACT FROM AUTHOR]

Many K-12 computer science (CS) education initiatives at the local, state, and federal levels have recently started to focus on engaging the young children. Although most CS education research has focused on the secondary level, only minimal research has explored how computer science (CS) and computational thinking (CT) can be taught in elementary and especially at kindergarten. Understanding how CS and CT are taught at the youngest levels is critical to support the creation of progressive quality curricula and professional development. Therefore, in this study, we delved into the CT/CS curriculum design considerations of five teachers for kindergarteners. Our findings revealed that the primary learning objectives encompassed: 1) Social skill acquisition, 2) Fostering a growth mindset, and 3) Developing basic CT competencies. Moreover, when crafting their CT/CS curriculum, teachers weighed factors such as 1) Their approach to adapting the CT/CS curriculum—whether it be a personalized approach or relying on a pre-packaged curriculum—and 2) Adhering to Developmentally Appropriate Practice (DAP), which took into account individual abilities, interests, and socially relevant contexts. We conclude by discussing the ramifications of these findings in terms of professional development and the shaping of future CT/CS curricula for young learners. [ABSTRACT FROM AUTHOR]

The article emphasizes the importance of clarity in early childhood education, focusing on how educators can effectively communicate learning objectives to children. It discusses topics such as the what, why, and how of learning, using intentional language and strategies to empower children's understanding and agency in their learning journeys.

The article discusses the importance of bringing one's authentic self, passions, and unique vision to work, especially in advocacy and leadership roles within early childhood education. Topics include the significance of developmentally appropriate practice (DAP), the ongoing impacts of Covid-19 on early childhood education, and the necessity of addressing inequity within the profession.

The purpose of this qualitative study was to explore preschool teachers' beliefs and practices on developmentally appropriate practices. The study sites are a mix of public and private preschools that are located in Gondar City, Ethiopia. From these study sites, six participants were purposively selected. Date data were collected through in-depth interviews. Audio-recorded in-depth interviews were transcribed verbatim. Then the Amharic transcript was then translated into the English language and made ready for further thematic analysis. The results indicated a discrepancy between preschool teachers' beliefs and their actual classroom practices of DAP. The participants reported strong beliefs about the importance of DAP for children's development and learning. However, they did not follow the DAP guides when teaching children. The preschool teachers attributed this discrepancy to external factors such as shortage of inputs, large class size, lack of parental support and administrative problems. Therefore, the Ministry of Education, policy makers, teacher training colleges and school administrators should design strategies that enable preschool teachers to practice their strong beliefs in implementing DAP in the classroom. [ABSTRACT FROM AUTHOR]

The Indian Government released the latest version of its National Education Policy (NEP) on 31 July 2020 – a document last revised in 1986. The Early Childhood Education (ECE) section of this new policy urges a Developmentally Appropriate Practices (DAP) approach incorporating 'play-based, activity-based, and discovery-based learning' (NEP [2020]. "Ministry of Human Resource Development." Government of India. New Delhi, India, 6). The purpose of this article is to examine the policy's core recommendations for early childhood education, analyse the language and content borrowed from the global ECE discourse and identify the constraints posed by the local realities of the Indian school system. [ABSTRACT FROM AUTHOR]

The article discusses the effectiveness of playful learning as a teaching method in the early childhood setting. Topics include how teachers can connect learning goals to children's play, the book "Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8," and how playful learning can facilitate development and learning in young children.

The author reflects on partnering with families and the National Association for the Education of Young Children's (NAEYC) position statement on developmentally appropriate practice (DAP) in early childhood education. She expresses her commitment to advocating for accessible, affordable, high quality early care and education for all children. She discusses the importance of fostering a sense of belonging by allowing them to experience connections with their home and community.

In the article, the author discusses the implementation of joyful learning and developmentally appropriate practice (DAP) in early childhood education during the coronavirus pandemic. Also cited are how children enjoyed learning during virtual school, the experiences of Julia Luckenbill in photographing her daughter while attending school virtually, and how Nicol Russell monitored her 5-year-old daughter while attending classes from her toy car.

International study results point to potential negative associations of time spent in early childhood education and care (ECEC) centres in the first 3 years of a child's life and socio-emotional outcomes. However, the transferability of international results to the German ECEC system and the impact of characteristics of the home learning environment and the child on these effects remain unclear. Therefore, we investigated (a) whether the duration of ECEC is associated with child's socio-emotional outcomes and (b) whether results differ according to child's temperament and parental sensitivity by using data of the German National Educational Panel Study. Contrary to international study results, we find that, irrespective of parental sensitivity, more years spent in early childcare under the age of 3 significantly relates to lower rates of peer problems. Particularly children with a moderately difficult temperament seem to profit from attending more years in ECEC with regard to their prosocial behaviour. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the transference of an informational brochure elucidating the importance of developmentally appropriate practice, along with assessing the interplay between prior implicit beliefs about educating and raising children and the informational brochure. Participants included 210 college students who completed the modified Modernity Scale and half of the participants read a brochure designed to highlight developmentally appropriate practice. All participants then viewed videotaped vignettes showing preschool children participating in either a child or teacher directed numeracy project. Following the video presentation, all participants were asked to rate the video's curriculum using an author created questionnaire. In general, participants preferred developmentally appropriate practice (DAP) to didactic practice (DP) regardless of whether they read the brochure. Additionally, participants with higher traditional child rearing beliefs preferred the DP video, while more modern beliefs preferred the DAP video. [ABSTRACT FROM AUTHOR]

This study examined perceptions of pre-service teachers at the university of Jordan towards Developmentally Appropriate Practices DAP. It also examined the influence of the demographic characteristics on their perceptions of DAP or DIP. A total of 189 pre-service teachers completed a survey questionnaire describing their demographic information and perceptions regarding their DAP using the TBS scale. Results indicated that pre-service teachers have high perception of DAP on the TBS scale. In addition, there was a statistical significance in DAP due to pre-service teachers' practicum experience in favor to students with less experience. On the other hand, there was no statistical significance in DAP due to pre-service teachers' age, college year, GPA nor academic major. Final result indicated that there was a significant difference in DIP due to pre-service teachers' college year in favour of freshmen year. In the light of the findings of this study, some recommendations are presented. [ABSTRACT FROM AUTHOR]

Physical activity participation of persons with disabilities might be enhanced by careful application of motor behavior research to instructional settings. However, it is argued that this research is not easily stated in terms that are useful to practitioners. The purpose of this paper is to examine the relationship between theoretical research and practice, and to suggest research strategies that will translate findings into helpful information for instruction. A number of applied research strategies are proposed, intended to gradually move from laboratory-inspired problems to issues applicable in typical instructional settings. These strategies include a clear conceptual rationale for including people with disabilities in the research, task modifications, a powerful initial study, replications, investigating interactions, conducting comparative studies, modifying the unit of analysis, generalization, and instructional considerations. [ABSTRACT FROM AUTHOR]

The article presents information related to the acquisition of perceptual-motor skills. It presents a thorough and specific critique of the article "A Working Model of Skill Acquisition with Application to Teaching," by A. M. Gentile. The basic emphasis in both the articles, in this article and in Gentile's article, is to consider man as an information-processing system. Much of the work on skill which is being done currently is concerned with input characteristics only and as a result the output side is being neglected. Gentile's work is speculative but nevertheless very interesting and thought-provoking.

The article discusses development of adult earners practices. Topics discussed include adult learning and development through developmentally appropriate practice (DAP); talks about independency and responsibilities of adult learners for their own decisions; and mention about individual experiences, preferences and dispositions of learners in their learning.

The article proposes ways to create meaningful movement experiences for middle school students. The age group has to be recognized and appreciated for its adolescent phase, as well as given appropriate activities for their developmental characteristics. The meaningful movement experiences should consist of pedagogical and student-centered practices that engage students on a physical, intellectual, social and emotional level. The cooperative learning (CL) model of Perkins (1999) and the Teaching Games for Understanding (TGfU) instructional model are mentioned.

An interview with kindergarten teacher Amy Blessing of North Carolina is presented. She talks about her plan to offer children opportunities for choice to help them become independent in their learning and experiences and developmentally appropriate practice (DAP). She discusses the need to focus on helping children to develop self-regulation skills. She cites the need to exploit technology to provide hands-on learning to children.

Executive functions (EFs), used to guide goal-directed behavior, are essential for adequate classroom functioning. The current study aims to, (1) examine development and stability of three core EFs (working memory, inhibition, cognitive flexibility) across the transition to first grade; and (2) investigate the relationship of EFs with academic achievement, taking into account their multidimensionality and interconnections. EF tasks were administered at the end of kindergarten and first grade (n = 89) and standardized achievement tests at the end of first grade. Results indicate moderate to large growth and stability in working memory and cognitive flexibility and small improvements and stability in inhibition. Working memory predicted academic achievement, cognitive flexibility had a limited role and no additional contribution of inhibition was found. The current study suggests that the transitional period to first grade can be an important period to promote EF development, which in turn can support the prevention of later school problems. [ABSTRACT FROM AUTHOR]

The article offers information about development on productive imagination of children. Topics discussed include development of the creative abilities and modification of the methodology in children; talks about modification developing tools for creative imaginations; and mention about parallelism between esthetics of symbolism and features of a child's imagination.

The article offers information about stereotypes of Consciousness, and Imagination in children. Topics discussed include reshaping the content of culture and endows human things for child development; talks about improvements in their learning of scientific concepts of life; and mention about imagination of nonstereotypical and perspective of child.

This study investigated whether mothers' measured reading proficiency and their educational level predict, over and above each other, their children's receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled. The sample included 155 children (aged 3-5 years) and their mothers (aged 20-44 years) of low income and low educational background from Western Canada. Findings support the conclusion that maternal reading level predicts both their children's receptive vocabulary and reading proficiency prior to schooling after maternal education is taken into account. The findings also show, after the effects of maternal reading ability are removed, maternal education predicts their children's reading ability prior to school but not their receptive vocabulary proficiency. Thus, maternal reading proficiency and maternal education appear not to serve as proxies for each other, and the use of both variables should be used in studies where children's reading and receptive vocabulary proficiency are dependent measures. Early childhood educators dedicated to the improvement of the language and literacy levels of children in their care may consider the implementation of programs that focus on improving mothers' reading proficiency whereby their children's levels also improve. Early childhood education is the prime time to provide a richer and more fruitful approach to reduce the persistent knowledge gap of children from low-income and low-educational background families. [ABSTRACT FROM AUTHOR]

The article focuses on adoption of assessment approaches by child care centers as an approach for observation of infants and toddlers. Topics discussed include significance of assessment process in analysis of child's development behaviour among infants; incorporation of developmentally appropriate practices for assessment of toddlers; familiarization of careteachers with infants; and incorporation of several approaches by careteachers such as shorthand for assessment.

Objectives: We aimed to (i) explore how health professionals and managers who work with young people seek to define developmentally appropriate healthcare (DAH), (ii) identify the range of conceptual dimensions present in their definitions and (iii) explore the controversies embedded in their characterisations of DAH.Methods: A qualitative multisite ethnographic study was conducted across three hospitals in England. We undertook face-to-face semi-structured interviews with health professionals and managers; and non-participant observation in clinics, wards and meetings. Anonymised field notes and interview transcripts were analysed using thematic analysis. The theme 'conceptualisations of DAH' was then further analysed, and the resulting themes categorised to form conceptual dimensions.Results: We recruited 192 participants and conducted 65 interviews (41 with health professionals and 24 with managers) and approximately 1600 hours of non-participant observations (involving 103 health professionals and 72 managers). Despite the wide range of definitions provided by participants, five conceptual dimensions of DAH were identified: (i) biopsychosocial development and holistic care, (ii) acknowledgement of young people as a distinct group, (iii) adjustment of care as the young person develops, (iv) empowerment of the young person by embedding health education and health promotion and (v) interdisciplinary and interorganisational work. Also, some controversies were identified within most dimensions.Conclusions: This study illustrates the lack of a generalised definition of DAH for young people among UK health professionals and managers, and presents a set of five core dimensions that can inform future research to help define and evaluate DAH for young people. [ABSTRACT FROM AUTHOR]

The Foundation Phase is a Welsh Government flagship policy of early years education (for 3–7 year-old children) in Wales. Marking a radical departure from the more formal, competency-based approach associated with the previous Key Stage 1 National Curriculum, it advocates a developmental, experiential, play-based approach to teaching and learning.The learning country: A paving document(NAfW, 2001) notes that, following devolution, Wales intended to take its own policy direction in order to ‘get the best for Wales’. Building on a three-year mixed methods independent evaluation of the Foundation Phase we discuss in detail the aims and objectives of the Foundation Phase, including the context to its introduction, the theory, assumptions and evidence underlying its rationale, and its content and key inputs. We then contrast this with how the Foundation Phase was received by practitioners and parents, how it has been implemented in classrooms and non-maintained settings, and what discernible impact it has had on young children’s educational outcomes. The paper concludes with a critical analysis of the policy process and identifies a number of contextual issues during the inception of the Foundation Phase that has, it could be argued, constrained its development and subsequent impact. We argue that these constraints are associated with an educational policy landscape that was still in its infancy. In order for future education policy to ‘get the best for Wales’ a number of important lessons must be learnt. [ABSTRACT FROM AUTHOR]

Early childhood educators are concerned about a ‘shovedown’ of elementary school expectations, standards, and curriculum on to young children due to policy-makers’ moves towards utilising preschool programmes to address disparities in academic achievement. This study employs interviews and classroom observations to contrast the perspectives of two transitional kindergarten (TK) teachers – one a former preschool teacher and one a former kindergarten teacher – to understand how they adapted practices from both early childhood and elementary education to support their students’ development in TK. Key intersections include (1) developing both self-regulation and academic skills, (2) exposing students to kindergarten standards rather than teaching to mastery and (3) differentiating expectations to match children's development and interests. The study suggests that TK, operating in the hybrid space between preschool and kindergarten, has the potential to ‘push up’ child-centred practices of early childhood educators into primary grades. [ABSTRACT FROM PUBLISHER]

Although developmentally appropriate practice (DAP) has strong merits, there are considerations pertaining to its development and implementation which must be raised. In order for educators to include diverse voices of young children, the time has come for a new conversation to unfold introducing developmentally universal practice (DUP). With this new discourse, DUP would be considered a framework for early childhood pedagogy by supporting creative possibilities for teaching and learning, providing leadership and guidance for children, and addressing issues regarding diversity and inclusion. DUP would focus on intentional high-quality activities and promote equal access for young children, birth to age 8. This evaluative paper will address characteristics of DUP and using DUP for a variety of learners both from diverse cultural and/or linguistic backgrounds. A section is also devoted to relational pedagogy and preparing teachers to teach DUP with instructional strategies for early learning environments. [ABSTRACT FROM PUBLISHER]

The current study is an examination of early childhood preservice and in-service teachers’ beliefs and self-stated practices about social competence instructional strategies, developmentally appropriate practices (DAP), and the relationship between the two. Teachers in this study generally believed that the social competence instructional strategies were more acceptable than feasible in the consideration of their classroom practice. Among the environmental, natural activity and intensive strategies, the intensive strategies were the least acceptable and feasible. In-service teachers showed stronger beliefs in the acceptability of the strategies. These results are supported by the self-stated practice based on the specific strategies that they use or observe. In-service teachers stated various environmental and natural activity strategies that they currently use. Preservice teachers reported the importance of social competence with relevant examples of classroom practice from the field experiences. In an investigation of the relationship between social competence instructional strategies and DAP, there was a statistically significant relationship between beliefs about overall acceptability and feasibility of social competence instructional strategies and DAP. The findings expand the literature about domain specific teachers’ beliefs within the DAP research, and offer implications for early childhood teacher educators to provide tailored support for preservice and in-service teachers in the area of social competence instructional strategies as well as DAP. [ABSTRACT FROM PUBLISHER]

The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards developmentally inappropriate practices in teaching reading and writing more than developmentally appropriate practices. Moreover, the results revealed no statistical significant difference regarding teachers' perceptions of teaching reading and writing due to gender and type of school, whereas there was a significant difference due to years of working experience. This study highlights the need to provide information to first grade teachers about the developmentally appropriate practices in teaching reading and writing. [ABSTRACT FROM AUTHOR]

This paper sets out an argument and approach for moving beyond a primarily arts-based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1-30] proposed the concept of 'science capital' (science-related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11-15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having 'high' science capital and 27% 'low' science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post-16 plans (regarding studying or working in science) and different levels of self-efficacy in science. They also vary dramatically in terms of whether they feel others see them as a 'science person.' The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 922-948, 2015. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the relationship between developmentally appropriate practices (DAP) and parental involvement beliefs of preschool teachers and the parents of preschool children. Data were collected from 279 teachers and 589 parents via a demographic information questionnaire,Teachers' Beliefs Scale[Jones, L. D., Burts, D. C., Buchanan, T. K., & Jambunathan, S. (2000). Beginning prekindergarten and kindergarten teachers’ beliefs and practices: Supports and barriers to developmentally appropriate practices.Journal of Early Childhood Teacher Education,21, 397–410];Parents' Beliefs Scale[Yen, Y. (2008).Parents’ beliefs about developmentally appropriate practice in early childhood programs in Taiwan(PhD thesis). Retrieved from ProQuest Dissertations and Theses database (UMI No.3352157)] and theSchool and Family Partnerships Questionnaire[Epstein, J. L., & Salinas, K. C. (1993).School and family partnerships: Surveys and summaries. Baltimore, MD: Center on School, Family, and Community Partnerships, John Hopkins University]. The results underline the relationship of parental involvement beliefs of teachers and parents with their DAP and Developmentally Inappropriate Practice (DIP) beliefs, as well as providing that DAP or DIP beliefs are not independent in their nature; they are influenced by parental involvement beliefs. [ABSTRACT FROM PUBLISHER]

Research Findings: The National Association for the Education of Young Children's guidelines for developmentally appropriate practices (DAP) have been imported and researched by others across the globe. A central issue that has arisen for these international early childhood educators is whether these best practices are sensitive to the sociocultural contexts in which they work. To shed further light on this issue, a qualitative metasynthesis was conducted that examined findings from published peer-reviewed studies of DAP in international early childhood contexts that investigated how early educators conceptualized and/or engaged in practices with young children. It then looked at whether these understandings and/or practices culturally contrasted with DAP. In brief, matters involving culture that contrasted with the framework of DAP arose frequently for the early educators in the data set. Yet researchers rarely offered suggestions for early educators to attend to these issues. Practice or Policy: It seems that to address matters involving culture that contrast with the framework of DAP in international contexts early educators should examine the 3 central tenets of DAP simultaneously when addressing the needs of children—their sociocultural, individual, and developmental needs. It also appears that advocates for DAP need to consider whether particular materials, resources, and/or policies should be in place in any early childhood education context for early educators to conceptualize as well as practice DAP. Lastly, there is a need for further research that examines how teachers in international contexts are responding to cultural issues that contrast with DAP in their conceptions of and/or practices in early education. [ABSTRACT FROM AUTHOR]

Kindergarten has become increasingly academic in nature. One of the primary dilemmas arising from this shift is the tension between the use of developmentally appropriate practices and the obligation to teach academic standards. To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, we look beyond these competing perspectives to develop a theoretical framework informed by Schwab's conception of the eclectic and the four commonplaces. We re-envision the four commonplaces – subject matter, teacher, milieu, and learner – to align them with contemporary conceptions of educational purposes, practical theory, classroom climate, and childhood. Acknowledging that kindergarten is an eclectic space, we create a robust theoretical framework for researchers interested in classroom research. The application of this framework is explored using an ethnographic methodology that integrates data from classroom observations, teacher interviews, and photo elicitation interviews with the students in one kindergarten classroom. [ABSTRACT FROM PUBLISHER]

An introduction to the journal is presented in which the editor discusses the various topics within the issue, including developmentally appropriate practice (DAP) in early childhood education, children's joyful learning during the COVID-19 pandemic, and kindergarten teacher Amy Blessing.

Early intervention is key for children with special educational needs or disabilities ( SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The Early Years Developmental Journal ( EYDJ), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the EYDJ. Use of the EYDJ to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs ( SEN) reforms is also described. [ABSTRACT FROM AUTHOR]

Purpose: Use of whole body vibration as an exercise method has rapidly increased over the last decade. The aim of this study was to evaluate effects of different amplitudes of whole body vibration training with progressive frequencies on flexibility, vertical jump height, anaerobic power and agility. Methods: 26 healthy male students were randomly divided into three groups: high-amplitude vibration group ( n = 9), low-amplitude vibration group ( n = 9), and control group ( n = 8). The vibration training consisted of 5-week whole body vibration three times a week with amplitudes of 4 or 2 mm and progressive frequencies from 25 Hz with increments of 5 Hz weekly. As outcome measures flexibility, vertical jump height, anaerobic power and agility tests were performed initially and after 5 weeks. Statistical analysis was done using 2-way ANOVA with group × time (3 × 2) as model factors. Results: The 5-week high-amplitude vibration training caused a significant improvement in agility ( p = 0.001) and flexibility ( p = 0.004). Vertical jump height showed improvement albeit not significantly ( p = 0.054). Low-amplitude vibration training caused a significant improvement in agility ( p = 0.02) and flexibility ( p = 0.033). However, between groups there was no significant effect on flexibility ( p = 0.51), vertical jump height ( p = 0.99), anaerobic power ( p = 0.98), and agility ( p = 0.78). Conclusion: We recommend taking benefit of low or high WBV training to improve agility and flexibility. [ABSTRACT FROM AUTHOR]

The article focuses on the conceptualization of educational programs for early childhood teachers through the association of developmentally appropriate practice (DAP). It discusses the two major challenges faced in early childhood teacher preparation such as the articulation of a professional knowledge and the challenge to design an effective teaching methods that would acquire the common core standards.

The negative impact of the technical means (computer, TV) on children's development is characterized. This negative impact means damage of physical and mental health; lack of positive moral-ethic influence, forming a soulless, spiritless person; children's detachment from real life and their impossibility to realize themselves; increased aggressiveness; disappearance of the components of children subculture; availability (in virtual world) of the information which can influence child's development negatively; children's dependence on computer games, Internet-addiction, etc. The recom-mendations for parents to reduce the negative influence of technical means on children are given. [ABSTRACT FROM AUTHOR]

This article presents findings from a qualitative metasynthesis that examined whether teachers and/or administrators were engaging in appropriate practices, and if so, how might such practices influence children's cognitive development. [ABSTRACT FROM AUTHOR]