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Learning to write is a complex process involving linguistic, cognitive, and socio-emotional factors. From a developmental perspective, little research has explored the content of young children's writings in terms of specific cognitive skills such as Theory of Mind (TOM). This study explores how young children's writing may foster representations of inner life, their own and others, through the characters created and through an awareness of the reader's perspective. A total of 204 written compositions were gathered throughout one school year from 24 6-to-7-year-olds. The results indicate that while tackling the complexity of word and sentence composition, significant cognitive resources are allocated to the content of the stories, the characters' experiences but also the reader's understanding of the plots created. The findings offer important implications for supporting children's TOM through early fiction writing and highlight the importance of naturalistic data in uncovering young children's growing insights about others' thoughts and emotions.

Early childhood curricula are constructed from what is deemed important for young children's development and learning nationally, while influenced by international policy developments. Following concerns surrounding international neo-liberal agendas in early childhood policy formation, this article examines the position of young children's wellbeing and democratic living in early childhood curricula in China, Colombia, Denmark, England and Portugal. A qualitative documentary analysis revealed multifaceted aspects of wellbeing, where the five curricula share an emphasis on holistic health, though with cultural distinctiveness. Social responsibility, relationships and respect for diversity are positioned as key to promoting safe and caring learning environments, where children's participation, agency and rights are emphasised in the Chinese, Colombian, Danish and Portuguese curricula, and with young children's play as the base for the curricula. However, it is a concern that the position of children's rights and agency is comparatively weak within the English curriculum, especially in the context of England's influence in developing international learning and wellbeing assessments of five-year-olds. The authors urge stakeholders to use this knowledge to promote democratic living and young children's wellbeing, and to challenge when these values are not present in curricula, or national and international contexts.

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six- to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.

Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed by the teachers, but provoked discussion regarding the situational nature of well-being, particularly in the context of scoring well-being as a part of the performative assessment process.

Examined whether activities in the preschool curriculum across Northern Ireland are more adult-directed or child-directed. Findings from observations of 71 preschool settings showed that the curriculum of most reception settings was more adult-directed, while most nursery schools, play groups, and private day nurseries adopted a child-initiated approach. (JPB)

Background. Determinations of renal oxygenation by blood oxygenation level-dependent magnetic resonance imaging (BOLD-MRI) in chronic kidney disease (CKD) patients have given heterogeneous results, possibly due to the lack of a reproducible method to analyse BOLD-MRI. It therefore remains uncertain whether patients with CKD have a reduced renal tissue oxygenation. We developed a new method to analyse BOLD-MRI signals and applied it to CKD patients and controls. Methods. MRI was performed under standardized conditions before and 15 min after IV furosemide in 104 CKD patients, 61 hypertensives and 42 controls. MR images were analysed with the new twelve-layer concentric objects method (TLCO) that divides renal parenchyma in 12 layers of equal thickness. The mean R2* value of each layer was reported, along with the change in R2* between successive layers, as measured by the slope steepness of the relevant curve. Results. Inter-observer variability was 2.3 ± 0.9%, 1.9 ± 0.8% and 3.0 ± 2.3% in, respectively, controls, moderate and severe CKD. The mean R2* of the outer (more cortical) layers was significantly higher in CKD, suggesting lower cortical oxygenation as compared with controls. In CKD patients, the response to furosemide was blunted in the inner (more medullary) layers, and the R2* slope was flatter. In multivariable regression analysis, the R2* slope correlated positively with estimated glomerular filtration rate (eGFR) in patients with an eGFR <90 mL/ min/1.73 m2 (P < 0.001). Conclusions. Using the new TLCO method, we confirm the hypothesis that renal cortical oxygenation is reduced in CKD in humans, and that the level of cortical oxygenation correlates with CKD severity. [ABSTRACT FROM AUTHOR]