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Background and purpose Early years experiences shape a child’s physical, cognitive and emotional development. Spending time in greenspaces offers benefits for children’s development, but access and use can be limited in urban settings. There is increasing interest in the health and developmental benefits of Forest Schools for primary-aged children, but little is known about the benefits for pre-school children. This study aims to identify these and explore the processes and activities associated with a Forest School intervention for early years children that may influence outcomes. Methods This paper reports on an ethnographic approach involving 65 hours of observations with two cohorts of 10 3-year-olds attending 11 weekly Forest School sessions in an urban setting. The children attending had little or no previous experience of natural spaces. 14 in-depth interviews were conducted with parents, and nursery and Forest School staff. The data were analysed using thematic analysis, and outcomes were identified using the Early Years Foundation Stage Statutory Framework. Results Despite logistical challenges, the intervention benefitted age-specific health and development outcomes, particularly personal, socio- and emotional development, verbal communication, and mathematics. Unexpected benefits were observed among nursery staff and parents attending Forest School. Conclusion Forest Schools are a promising and feasible method to improve nature connectedness and development in children aged 3 years and support school readiness. The maintenance and protection of urban woodland spaces are paramount to facilitate this.

This study explored the online education experiences of students, teachers and parents of kindergarten in Bangladesh during the emergency situation created by COVID-19. A qualitative research paradigm approach was followed. Students, teachers and parents of kindergartens from eight divisions of Bangladesh, one respondent of each category from each division, were selected through purposive sampling. Semi-structured interviews were conducted using mobile phones due to COVID-19. This study revealed that online education brought opportunities to engage students in academic activities and reduced education loss but created physical, psychological and video games addiction problems. Challenges that arose included device shortages, lack of training and technical skills, network connectivity problems, slow internet speed and the high-cost of internet data packages to implement the online education of kindergartens successfully. As the world comes out of the pandemic the learning acquired during this time informed possibilities for future online teaching in kindergarten including upskilling the early childhood workforce in this digital age. [ABSTRACT FROM AUTHOR]

Objectives: Disorders of the gut-brain interaction (DGBI) arise from a complex interplay of psychosocial factors, altered physiology, and early life factors. In adults, adverse childhood experiences (ACEs) have been associated with DGBI. While both ACEs and DGBI are prevalent among children, the relationship between ACEs and DGBI in childhood is not well understood., Methods: Retrospective review of patients aged 3-18 years with ACE scores documented between October 1, 2019 and April 30, 2022 who were divided into three comparison groups: (1) not referred to pediatric gastroenterology (GI); (2) referred to GI and diagnosed with a DGBI; and (3) referred to GI and not diagnosed with a DGBI., Results: Of 29,490 patients with ACE scores documented during the study period, 897 completed a GI consultation. Four hundred one (44.7%) were diagnosed with a DGBI. With each additional adverse experience, patients were 1.09 times more likely to have a DGBI diagnosis (95% confidence interval [CI] = 1.056-1.163; p ≤ 0.001). An anxiety diagnosis mediated 73% of this relationship (p = 0.012)., Conclusions: Among patients receiving pediatric GI specialty care, higher ACE scores were associated with a higher likelihood of a DGBI diagnosis. Anxiety largely mediates this relationship, suggesting potential avenues for targeted, multidisciplinary interventions in both primary and specialty care settings., (© 2024 European Society for Pediatric Gastroenterology, Hepatology, and Nutrition and North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition.)

School readiness includes the readiness of each individual child, the school’s readiness for children, and the ability of families and communities to support optimal early childhood development. Current knowledge about early childhood development, particularly in the field of neuropsychology, provides empirically verified evidence that the factors determining early childhood experiences can be modified, which may affect the trajectory of children’s development and learning, and thus their school readiness. Early identification of the needs and resources of the children and their families, as the primary development environment, can significantly reduce or eliminate the deficits in development and functioning with which many children enter formal education. Optimal support includes health, educational and preventive practices that promote the child’s school readiness in all of its areas, i.e. physical, socio-emotional, cognitive. The child and their family should be given special care in order to recognise irregularities as soon as possible and to intervene at an early stage, and to prevent problems and difficulties from developing and accumulating. The main aim of the article is to demonstrate the necessity of considering school readiness as a result of the support received by the child from their environment from the moment of their birth. It is assumed that their functioning has a decisive impact on the child’s cognitive, socioemotional and motor functioning, making them ready to undertake educational challenges to varying degrees. To focus solely on the child’s readiness to start formal education is to ignore the importance of their early development and to diminish the role of their experiences. This belief has been supported by a wealth of empirical evidence cited in this article. [ABSTRACT FROM AUTHOR]

This article draws on the literature in development economics, psychology and sociology to explicate how decolonised early childhood education and care services can reverse the metacolonial cognition lingering in the postcolonial era. In particular, the author shows that colonial institutions persist even after formal colonisation has ended through the application of de facto power. Self-knowledge developed during early childhood impacts adult socio-economic life outcomes. Thus, decolonising early childhood development and care by ensuring positive representations of self will improve self-perceptions and self-awareness. The implications for practice and policy are discussed within the context of deploying decolonised early childhood development and care services to raise a new generation of confident Africans to accelerate the development of the continent and regions with similar histories of colonisation. [ABSTRACT FROM AUTHOR]

Background and Purpose: Early years experiences shape a child's physical, cognitive and emotional development. Spending time in greenspaces offers benefits for children's development, but access and use can be limited in urban settings. There is increasing interest in the health and developmental benefits of Forest Schools for primary-aged children, but little is known about the benefits for pre-school children. This study aims to identify these and explore the processes and activities associated with a Forest School intervention for early years children that may influence outcomes., Methods: This paper reports on an ethnographic approach involving 65 hours of observations with two cohorts of 10 3-year-olds attending 11 weekly Forest School sessions in an urban setting. The children attending had little or no previous experience of natural spaces. 14 in-depth interviews were conducted with parents, and nursery and Forest School staff. The data were analysed using thematic analysis, and outcomes were identified using the Early Years Foundation Stage Statutory Framework., Results: Despite logistical challenges, the intervention benefitted age-specific health and development outcomes, particularly personal, socio- and emotional development, verbal communication, and mathematics. Unexpected benefits were observed among nursery staff and parents attending Forest School., Conclusion: Forest Schools are a promising and feasible method to improve nature connectedness and development in children aged 3 years and support school readiness. The maintenance and protection of urban woodland spaces are paramount to facilitate this., Competing Interests: No competing interests were disclosed., (Copyright: © 2024 Cronin de Chavez A et al.)

The current study empirically tests a financial well-being (FWB) model built on financial socialization (FS) and early childhood consumer experience (ECCE). The current study was conducted based on primary data obtained through structured questionnaires. By using a convenient sampling technique, data were collected from 1,500 respondents from Pakistan. Results advocated that childhood experiences directly affect the FWB in adults. In addition, FS agents, such as parents, have direct and indirect effects on the FWB in adults. Findings revealed that financial coping behaviors mediate the relationship among FS agents, such as parents, students, and the FWB. Surprisingly, FS agent peers do not impact adult FWBs. The study concluded that FWB could be improved by socializing with parents and teachers and using childhood experiences. Considering the importance of the role of parents and teachers, they should discuss financial issues with children. Policymakers should work to provide some opportunities for children so that they can practice and gain experience. [ABSTRACT FROM AUTHOR]

The current study empirically tests a financial well-being (FWB) model built on financial socialization (FS) and early childhood consumer experience (ECCE). The current study was conducted based on primary data obtained through structured questionnaires. By using a convenient sampling technique, data were collected from 1,500 respondents from Pakistan. Results advocated that childhood experiences directly affect the FWB in adults. In addition, FS agents, such as parents, have direct and indirect effects on the FWB in adults. Findings revealed that financial coping behaviors mediate the relationship among FS agents, such as parents, students, and the FWB. Surprisingly, FS agent peers do not impact adult FWBs. The study concluded that FWB could be improved by socializing with parents and teachers and using childhood experiences. Considering the importance of the role of parents and teachers, they should discuss financial issues with children. Policymakers should work to provide some opportunities for children so that they can practice and gain experience.