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Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers.

Child-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process aspects of Greek private and state preschool settings after the COVID-19 crisis and to provide empirical evidence for efforts to maintain the early childhood education curriculum. Comparisons between state and private preschool settings in two regions of Epirus showed the difference between the two types of preschools. All processes are perfectly in line with the current trends of educational programmes in Greece presented by the Institute for Educational Policy. The Early Childhood Environment Rating Scale-Revised (ECERS-R) in Greek translation was used in schools where children aged 3-5 years are enrolled. The results indicate that the quality of care in private preschools differed significantly from the quality of care in the state samples, although all scored good overall quality. A follow-up study will determine whether the quality of preschool processes is related to the quality of the home learning environment.

The aim of this study was to find out if educational activities about friendship can lead to children's well-being, socialization and adaptation in the preschool setting according to parents' perceptions. It is generally accepted that there are strong links between subjective feelings of well-being and companionship (family solidarity and friendship). We gain happiness through our relationships with other people. The relationships in the early years of human life are significant in the development of a healthy and happy human being. A qualitative study using educational activities such as pretend play, drawings and a friend's party among parents, children and teachers was applied. Fifty-two Greek pre-school kids participated in the project. After the 2-month implementation project, 25 semi-structured interviews were carried out with volunteering parents whose children participated. Each was recorded and then transcribed verbatim. Ethical considerations included confidentiality, possibility to withdraw items and approval of both parents and municipal authorities. Interviews revealed that activities dedicated to friendship at the beginning of the school year, could direct to bonding among children, shorter adaptation period and a positive parents' attitude toward school and staff. Although parents were not actively involved in this curriculum, they were able to recognize changes on their children's well-being and adjustment. The importance of this educational program is highlighted in happy bonding among all and in involving parents in school life.

The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers' ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning & Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion.

Abstract Permanent or temporary hypoparathyroidism may be a debilitating result of radical cervical surgery, as noted most commonly following thyroid or parathyroid surgery. However, it can also be the outcome of any surgical procedure involving bilateral extensive manipulation of the anterior neck triangle, especially in order to ensure oncologically adequate surgical margins. We report our experience of three patients that underwent parathyroid immediate autotransplanation following extensive surgical manipulations of the neck region for oncological reasons. PTH levels were restored to normal by the fourth postoperative week, allowing us to wean the patients off calcium and vitamin D3 supplementation, which was attributed to full autograft function. Parathyroid autotransplantation, immediate or delayed, is a simple and safe technique which should be considered by the surgeon whenever there is a high risk for postoperative hypoparathyroidism following radical operations of the neck for oncological reasons.

Abstract Carcinoid tumours of the common bile duct represent an extremely rare entity. Similarly, primary follicular lymphomas of the ampulla of Vater constitute an infrequent neoplasia. Herein, we report the first case of a synchronous development of a carcinoid tumour of the common bile duct and an ampullary follicular lymphoma that was treated surgically with a Whipple's procedure, due to inability to establish definitive preoperative diagnosis despite the extensive diagnostic investigation.

Abstract Background The liver presents a remarkable capacity for regeneration after hepatectomy but the exact mechanisms and mediators involved are not yet fully clarified. Erythropoietin (EPO) and Granulocyte-Macrophage Colony Stimulating Factor (GM-CSF) have been shown to promote liver regeneration after major hepatectomy. Aim of this experimental study is to compare the impact of exogenous administration of EPO, GM-CSF, as well as their combination on the promotion of liver regeneration after major hepatectomy. Methods Wistar rats were submitted to 70% major hepatectomy. The animals were assigned to 4 experimental groups: a control group (n = 21) that received normal saline, an EPO group (n = 21), that received EPO 500 IU/kg, a GM-CSF group (n = 21) that received 20 mcg/kg of GM-CSF and a EPO+GMCSF group (n = 21) which received a combination of the above. Seven animals of each group were killed on the 1st, 3rd and 7th postoperative day and their remnant liver was removed to evaluate liver regeneration by immunochemistry for PCNA and Ki 67. Results Our data suggest that EPO and GM-CSF increases liver regeneration following major hepatectomy when administered perioperatively. EPO has a more significant effect than GM-CSF (p < 0.01). When administering both, the effect of EPO seems to fade as EPO and GM-CSF treated rats have decreased regeneration compared to EPO administration alone (p < 0.01). Conclusion EPO, GM-CSF and their combination enhance liver regeneration after hepatectomy in rats when administered perioperatively. However their combination has a weaker effect on liver regeneration compared to EPO alone. Further investigation is needed to assess the exact mechanisms that mediate this finding.

Abstract Gastric glomus tumors are rare mesenchymal tumors of the gastrointestinal tract. We describe a 72-year-old patient who presented with episodes of melena and was subsequently investigated for a tumor of the antrum of the stomach. Surgical resection revealed a 2 × 2 × 1.7 cm well circumscribed submucosal tumor, extending into the muscularis propria. The histopathologic examination of the specimen demonstrated a glomus tumor of the stomach. We discuss the preoperative investigation, the diagnostic problems and the surgical treatment of the patient with this rare submucosal lesion.

According to Montessori, children learn more effectively when they discover knowledge on their own, through spontaneous exploratory learning and experiential approach to knowledge, focusing primarily on trusting the child and respecting his exceptional capabilities and skills. The Montessori educational approach was implemented in a public preschool setting in North Greece. Two years after the implementation of the Montessori approach, parents were invited to participate in focus groups interviews. According to parents' views, children gained confidence in mathematics and reading stories by their own, cooperated more easily and resolved problems with maturity. The data indicates that in such an environment, the classroom becomes productive and the children individually give their personal interpretation of the information offered to them.

This article presents a model of teaching as a new entry in the relevant bibliography, under the name "Learning from Each Other" (LEO) Teaching Model. The main purpose of LEO is the cognitive, emotional and social interaction and cooperation between learners of different ages and genders along with the mutual transmission of individual opinions, knowledge, attitudes, experiences, abilities and skills of learners, in the context of simultaneously taking on the role of the "tutor" and the "learner" as well. At the same time, the role of the teacher during the teaching is being revised by becoming not only a "teacher" but also a "learner." Thus, for the teacher there are options about new researches and reflections regarding teaching as well as the progress and value of learning. [ABSTRACT FROM AUTHOR]

Pretend play in early years is considered key to the development of both children's and pre-service teachers' skills. Teachers' involvement in pretend play might be an effective tool for supporting children's play skills and self-confidence, communication, cooperation and decision-making. Drawing on qualitative interviews with pre-service and in-service teachers and on children's observations, this study identifies the importance of pre-service training on pretend play in childhood. This is shown by examining the pre-service teachers' skills development in organizing pretend-play activities with and for children. Eighty pre-service teachers, six in-service teachers and fifty children, aged between 2:6 and 4:0 years, participated in the study for three months, in Greece. Data was collected by video observations, dialogic interviews and field notes, all taken by the researcher, while descriptive statistical analysis was carried out. Results highlighted that pre-service teachers improved their own pretend play skills; overcame fears of exposure and were inspired by the children. According to in-teachers, children showed a greater willingness to participate in pretend-play games and became more confident in other activities. The paper concludes by reiterating the need to include active training with hands-on participation, and an emphasis on children's play at the syllabus of the university courses.

The Montessori method offers an alternative approach to public and independent schooling. In the Greek educational system, the Montessori method is mainly applied in preschool and primary educational contexts. The main research objective was to investigate the early mathematical competence of students aged 4-7 years old attending a Montessori preschool educational center with those of students aged 4-7 years old attending educational institutions where traditional teaching techniques and methods are being implemented at the Eastern Thessaloniki, Greece. The overall research sample was 142 students, 68 taught in the Montessori institution and 74 attending typical ones, as well as 119 parents of the children that were measured. A questionnaire was administered electronically to the parents who agreed to participate in the research, while the measurements of early mathematical competence were carried out via the Utrecht Early Mathematical Competence Scales. Overall findings showed that the scores of the students attending the Montessori educational institution were higher than those of the ones attending typical educational institutions, especially those of pre-kindergarten, kindergarten, and first-grade children. [ABSTRACT FROM AUTHOR]

The home learning environment (HLE) is the first environment in which children's early learning takes place. A number of studies have provided empirical evidence that the HLE contributes to children's cognitive, socio-emotional development. This study addresses the question of the factors that can be associated with creating a positive learning environment for children at home. Pilot quantitative data was collected from 324 families through a questionnaire about the activities parents get involved with their children. The frequency of reading-related activities as well as other in-home and out-of-home learning activities was calculated. Pearson's correlation coefficient was employed to assess the relationship between parent education levels and activities within the HLE. Questionnaire reliability was examined using Cronbach's alpha coefficient. The results showed that the gender and educational level of parents had no influence on the frequency of their involvement in the activities or the type of activities they chose to engage. However, the parents' educational level has an impact on their beliefs, which influence the provision of learning opportunities and the quantity and quality of parent-child interactions. Further research on parental guidance or children's academic performance could collect more information on the factors that can create a more stimulating HLE. [ABSTRACT FROM AUTHOR]

The aim of this study was to find out if educational activities about friendship can lead to children's well-being, socialization and adaptation in the preschool setting according to parents' perceptions. It is generally accepted that there are strong links between subjective feelings of well-being and companionship (family solidarity and friendship). We gain happiness through our relationships with other people. The relationships in the early years of human life are significant in the development of a healthy and happy human being. A qualitative study using educational activities such as pretend play, drawings and a friend's party among parents, children and teachers was applied. Fifty-two Greek pre-school kids participated in the project. After the 2-month implementation project, 25 semi-structured interviews were carried out with volunteering parents whose children participated. Each was recorded and then transcribed verbatim. Ethical considerations included confidentiality, possibility to withdraw items and approval of both parents and municipal authorities. Interviews revealed that activities dedicated to friendship at the beginning of the school year, could direct to bonding among children, shorter adaptation period and a positive parents' attitude toward school and staff. Although parents were not actively involved in this curriculum, they were able to recognize changes on their children's well-being and adjustment. The importance of this educational program is highlighted in happy bonding among all and in involving parents in school life. [ABSTRACT FROM AUTHOR]

Child-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process aspects of Greek private and state preschool settings after the COVID-19 crisis and to provide empirical evidence for efforts to maintain the early childhood education curriculum. Comparisons between state and private preschool settings in two regions of Epirus showed the difference between the two types of preschools. All processes are perfectly in line with the current trends of educational programmes in Greece presented by the Institute for Educational Policy. The Early Childhood Environment Rating Scale-Revised (ECERS-R) in Greek translation was used in schools where children aged 3–5 years are enrolled. The results indicate that the quality of care in private preschools differed significantly from the quality of care in the state samples, although all scored good overall quality. A follow-up study will determine whether the quality of preschool processes is related to the quality of the home learning environment. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the impact of intergenerational play on grandparents and children relationship according to the teachers' and grandparents' point of view during the traditional playing. It is claimed that traditional games improve relationships within the family and strengthen the bond between children and grandparents. Grandparents (n = 83) participated in their grandchildren's play (n = 100) for an hour daily during the study period. Together they experienced traditional games and created low-cost toys from recycled materials in a Greek preschool setting. Thirty-two volunteer grandparents and 8 teachers were interviewed about their experience. The children enjoyed playing in groups and also playing with their own and other children's grandparents. Teachers realized that introducing traditional games into the classroom could have an educational effect. Interviews revealed that all grandparents enjoyed teaching and bonding and felt useful. They also realized that their grandchildren preferred playing with them instead of watching TV or playing computer games. Children as well as teachers boosted their creativity and realized that games have no age. [ABSTRACT FROM AUTHOR]

Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers. [ABSTRACT FROM AUTHOR]