Search Results (2,895)

Language delay is a fairly frequent phenomenon in young children, with associated negative outcomes across the academic, social, and emotional areas of their lives. This qualitative study was designed to deeply examine mothers’ experiences and the ways in which they promote the development of their children with language delay. Twenty mothers of children with language delay (aged four to nine), who were recruited through advertisements posted by language preschool/school teachers, participated in semi-structured interviews. Thematic analysis revealed themes relating to the challenges of raising a child with language delay, along with how mothers create a safe emotional environment for their child’s development, find opportunities and encourage social interactions, utilize their day-to-day routines to promote language and learning, and actively engage with their children’s educational framework. These results highlight how mothers serve as the “architects” of their children’s development. Despite the difficulties they encounter, such as high stress levels, mental health challenges, isolation, and guilt, and the far-reaching implications of their children’s language delay on their day-to-day living, mothers shape the home environment to promote their children’s academic, social, and emotional development. The study thus indicates that mothers intuitively promote their children’s development and that practitioners and others can support mothers’ own initiatives along with providing guidance. Full article

In recent decades, technological advances have fostered new therapeutic approaches for children with neurodevelopmental disorders, particularly Autism Spectrum Disorder. Educational robotics has emerged as a promising resource for acquiring social skills, recognizing emotions, and developing theory of mind. However, there is still a need to understand which dimensions are most susceptible to this specific intervention and how its impact differs based on individual profiles. This study analyzes the effect of a therapeutic intervention based on Educational Robotics on Social Skills, Emotional Recognition, and Theory of Mind in two students diagnosed with Autism Spectrum Disorder. The intervention was structured in seven sessions using the ANDY^® kit. Tests from the NEPSY-II battery and an observational rubric of Social Skills recorded session by session were applied. Both participants showed significant improvements in Social Skills, especially in rules of courtesy, nonverbal communication, and conversational interaction. Regarding Emotional Recognition, one participant improved in identifying highly affective emotions, while the other showed more modest progress. Theory of Mind showed progress in only one of the participants. Adherence was high, although a slight decrease in motivation was identified in the last sessions. These results suggest that Educational Robotics, when applied within a structured therapeutic framework, can effectively foster socioemotional development in children with Neurodevelopmental Disorders. However, variability across domains highlights the importance of tailoring interventions to individual profiles and complementing them with strategies that support the transfer of learning to natural contexts. Full article

Background/Objectives: Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection in children presents with a heterogeneous clinical spectrum, whereas multisystem inflammatory syndrome in children (MIS-C) is a distinct immunological entity characterized by a hyperinflammatory phenotype and a distinct biological architecture. Identifying routine biomarkers with early discriminatory utility is essential for rapid differentiation between MIS-C and coronavirus disease 2019 (COVID-19). Methods: We conducted a retrospective comparative study of 144 pediatric patients with COVID-19 or MIS-C admitted to a single specialized medical center. The analyses integrated classical statistical methods, Benjamini–Hochberg false discovery rate correction (FDR), penalized regression models, and machine learning algorithms to identify biomarkers with discriminative value, using only routine laboratory tests. Results: MIS-C was associated with an intense inflammatory profile, characterized by increases in C-reactive protein (CRP), neutrophil-to-lymphocyte ratio (NLR), and platelet-to-lymphocyte ratio (PLR), lymphopenia, and selective electrolyte disturbances, highlighting a coherent biological architecture. In contrast, COVID-19 showed limited associations with traditional inflammatory markers. Predictive models identified a stable core of biomarkers with excellent performance in Random Forest analysis (area under the curve, AUC = 0.95), and reproducible thresholds (CRP ~3.7 mg/dL, NLR ~3.3, PLR ~376; potassium ~4.2 mmol/L). These findings were independently confirmed using penalized Ridge regression, where the reduced model achieved superior discrimination compared to the full 13-variable model (AUC = 0.93 vs. 0.89) and maintained stable performance under internal cross-validation, reinforcing the clinical relevance of this compact biomarker panel. Conclusions: MIS-C is clearly distinguished from COVID-19 by a specific and reproducible immunological signature. The identified biomarkers may represent a potential foundation for the development of simple clinical algorithms for pediatric triage and risk stratification, opening the prospect of a simplified scoring tool applicable in emergency settings. Full article

Incorporating STEM (Science, Technology, Engineering, and Mathematics) into early childhood education has been associated with children’s holistic development. STEM education not only enhances critical thinking, creativity, problem-solving, and other 21st-century skills but also contributes significantly to cognitive growth, emotional regulation, and social abilities. Within the early childhood context, the use of play and toys emerges as a natural and powerful medium for introducing STEM concepts in developmentally appropriate and engaging ways. Play and toys have a prominent role, and previous studies have provided strong evidence on their educational benefits. Toys enhanced with technological characteristics (Technology-Enhanced Toys—TETs), such as coding and interactive toys, are increasingly being viewed as cultural tools that mediate learning and nurture cognitive and collaborative skills among young learners. However, the impact TETs have on young children’s STEM learning remains largely unexplored. This qualitative observational study, grounded in a socio-cultural perspective, explored how 37 children aged 3 to 4 years in four early childhood settings in Greece exhibited STEM-related behaviours during free play with technology-enhanced toys. Data were collected through systematic video recordings and written observations over a three-month period that involved interacting with various TETs, such as Bee-Bot, Coko Robot, a remote-controlled dog, and others. Results indicate that playing with TETs enhanced problem-solving, computational thinking, and collaboration, thus affirming the positive influence of digital technology and the potential of TETs to enrich early STEM education. Implications for equity, the importance of teachers’ professional development in effectively integrating TETs into early childhood curricula and the need for further research will also be discussed. Full article

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder frequently associated with impairments in executive functions (EF). These deficits have been linked to difficulties across various cognitive domains, including metaphonological skills (MS), essential for phonological awareness and processing abilities. Background/Objectives: This pilot study examines the correlations between EF and MS in ADHD children. Methods: A total of 84 children aged 6–14 years, diagnosed with ADHD and an IQ ≥ 70, were assessed using the NEPSY-II test to evaluate executive functions and the Assessment of Metaphonological Skills Test to assess phonological processing abilities. Results: Correlational analyses and multiple regression models were employed to explore the relationships between EF and MS, focusing on attention, cognitive flexibility, and response inhibition. Rhyme was positively correlated with processing speed and negatively correlated with response inhibition. Phonemic segmentation was significantly related to auditory attention and response inhibition. Age emerged as a significant predictor of phonemic synthesis and final syllable deletion, consistent with the developmental maturation of executive and phonological abilities. Conclusions: The findings suggest that deficits in executive functioning in ADHD children are closely linked to metaphonological abilities, which play a crucial role in the acquisition of reading and writing skills. Integrating EF training into phonological interventions can help reduce learning difficulties and improve cognitive and language outcomes. Full article

Background: Food allergy [FA] is a growing public health concern among school-age children, with schools and childcare/daycare settings representing high-risk environments for accidental exposure and anaphylaxis. Objective: To systematically review evidence on digital health interventions supporting FA education, prevention, and management in school settings. Methods: A systematic search of PubMed, Scopus, Web of Science, and CINAHL was conducted to identify studies published between January 2015 and December 2025 [PROSPERO CRD420251185553]. Eligible studies evaluated e-learning, mHealth, or web-based programs targeting school staff, parents, or students. Results: Sixteen studies met inclusion criteria. Digital health emerged as a catalyst for professional development, interprofessional communication, and health equity within school communities. Interventions consistently improved knowledge, preparedness, and self-efficacy in anaphylaxis management among school staff, strengthened parental empowerment and communication with schools, and supported coping and inclusion among allergic children. Evidence on clinical outcomes; however, remains limited. Conclusions: Digital health can meaningfully enhance school preparedness and reduce inequalities in allergy management. Integrating digital tools into national school health frameworks—particularly where school nursing is not yet institutionalized—may represent a pivotal step toward safer, more equitable inclusion of children with food allergy. Full article

Background/Objectives: In light of the concerning research data on students’ mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven European countries, Italy (project leader), Greece, Croatia, Latvia, Malta, Portugal, and Romania. Its core activities included the development of the PROMEHS curriculum, grounded in three key components: social and emotional learning, resilience, and the prevention of behavioral problems, alongside a rigorous evaluation of its implementation. The main research aim was to test the effect of PROMEHS on students’ and teachers’ mental health. Methods: In Croatia, the curriculum was introduced following the training of teachers (N = 76). It was implemented in kindergartens, and primary and secondary schools (N = 32), involving a total of 790 children. Using a quasi-experimental design, data were collected at two measurement points in both experimental and control groups by teachers, parents, and students. Results: The findings revealed significant improvements in children’s social and emotional competencies and resilience, accompanied by reductions in behavioural difficulties. These effects were most evident in teachers’ assessments, compared to parents’ ratings and student self-reports. Furthermore, teachers reported a significantly higher level of psychological well-being following implementation. Conclusions: Bearing in mind some study limitations, it can be concluded that this study provides evidence of the positive effects of PROMEHS in Croatian educational settings. Building on these outcomes and PROMEHS as an evidence-based program, a micro-qualification education was created to ensure the sustainability and systematic integration of the PROMEHS curriculum into Croatian kindergartens and schools. Full article

A sustainable future is possible by educating children about the climate crisis and environmental issues. In this context, this study aims to examine the views of primary school teachers on integrating climate crisis awareness and nature-based learning into curricula. The sample of the study consisted of 15 primary school teachers working in the province of Adıyaman in the Southeastern Anatolia Region of Türkiye. Data were collected using a personal information form and a semi-structured interview form. The data were analyzed using the content analysis method. The results of the study revealed the perspectives of teachers on climate crisis awareness and the integration of nature-based learning into curricula. It is concluded that curricula are found inadequate in both quantitative and qualitative terms, while the integration of climate crisis awareness and nature-based teaching into curricula is viewed positively. Teachers criticize the lack of materials, low public awareness, and insufficient physical infrastructure in schools. In the educational process, whether conducted face-to-face or through digital tools, the aim is to present children with hopeful scenarios rather than fear and anxiety. It is observed that local, cultural, and ecological contexts guide the teaching process, and teachers require in-service training. Full article

This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and crop farmers in rural east Africa developing their practice through various communications. The intention was to see if there were common actions or principles important for the establishment of ground rules in dialogic spaces in general. Understanding the nature of dialogic space has become increasingly important in many areas of education. STEM subjects, particularly when integrated, frequently involve collaborative interaction, and utilise a dialogical approach. Some initial aspects of ground rules were collaboratively identified, with both studies then independently analysed to identify emerging themes related to these ground rules. Several key elements emerged: developing the processes for interaction and communication; developing trust between participants; developing respectful dialogue; teacher roles; and facilitating collaborative work and the co-construction of meaning. The comparative case study suggested that these were important for other education work when establishing dialogic space. Full article

Interactive science galleries have transformed how the public engages with science, shifting from object-centred displays to immersive, design-led experiences. This study situates these changes within broader cultural and economic contexts, exploring how design mediates our understanding of science and reflects neoliberal and experiential values. Using archival research, qualitative interviews with museum professionals, and reflective practice, the research examines the evolution of interactive science spaces at the Science Museum in London—The Children’s Gallery, Launch Pad, and Wonderlab. The findings reveal that exhibition design increasingly prioritises entertainment, immersion, and pleasure, aligning with the rise in the experience economy and the influence of corporate models such as Disneyland. While such strategies enhance visitor engagement and accessibility, they risk simplifying complex scientific narratives and reducing learning to consumption. The study concludes that effective science communication design should balance enjoyment with critical inquiry, using both comfort and discomfort to foster curiosity, reflection, and ethical awareness. By analysing design’s role in shaping the “science experience”, this research contributes to understanding how cultural institutions can create more nuanced, thought-provoking encounters between audiences, knowledge, and space. Full article

The sensory system plays a critical role in development, as it enables the processing and integration of internal and external stimuli. Dysfunctions in this system lead to sensory processing disorders (SPDs), which affect approximately 5–13% of children aged 4–6 years, impacting not only sensory responsiveness but also social interaction, emotional regulation, motor coordination, learning, attention, communication, and sleep. Although SPDs have been extensively investigated from molecular to behavioral levels, their underlying neurobiological mechanisms remain debated, and reliable biomarkers are still lacking. Moreover, due to overlapping behavioral manifestations, SPDs are frequently misdiagnosed as attention deficit hyperactivity disorder (ADHD), leading to challenges in accurate diagnosis and treatment planning. This narrative review aims to synthesize current evidence on the neurofunctional and molecular underpinnings of SPDs in relation to ADHD, providing an integrated perspective on their converging and diverging pathways. By comparing neuroimaging and neurophysiological findings across the two conditions, we seek to deepen understanding of their shared mechanisms, clarify diagnostic boundaries, and inform the development of targeted, evidence-based interventions to address a critical gap in the field. Full article

Developmental Language Disorder (DLD) is associated with abnormalities in both intrinsic resting-state brain networks and task-evoked neural responses, yet direct electrophysiological evidence linking these levels remains limited. This study examined multi-level EEG markers in 21 typically developing children and 15 children with DLD across resting-state, a semantic matching task, and an auditory oddball task. Resting-state analyses revealed frequency-specific connectivity imbalances, reduced stability of intrinsic microstate dynamics, and atypical transitions between microstates in the DLD group. During the semantic matching task, DLD children showed weaker occipital P1 and N2 responses (100–300 ms) and lacked the right fronto-central difference wave (500–700 ms) observed in TD children. In the auditory oddball task, DLD children exhibited high-theta/low-alpha event-related desynchronization at left frontal electrodes (400–500 ms), in contrast to TD children. A machine learning framework integrating resting-state and task-based features discriminated DLD from TD children (test-set F1 = 70.3–80.0%) but showed limited generalizability, highlighting the constraints of small clinical samples. These findings support a translational neurophysiological signature for DLD, in which atypical intrinsic network organization constrains emergent neural computations, providing a foundation for future biomarker development and targeted intervention strategies. Full article

This study examined the effectiveness of an Artificial Intelligence (AI)-supported self-coaching system designed to improve preschool teachers’ implementation of embedded instruction (EI) for young children with autism in inclusive early childhood classrooms. Using a multiple-probe across participants single-case design with four teacher–child dyads, the study evaluated changes in teacher fidelity, child learning outcomes, maintenance, generalization, and teacher perceptions. Following baseline and an initial EI training, teachers engaged in weekly AI-supported self-coaching cycles that included planning, data entry, reflection, and AI-generated individualized feedback. Results demonstrated clear functional relations between the introduction of the AI-supported system and increases in teachers’ EI fidelity. All teachers reached high levels of accurate implementation, maintained their performance after AI supports were withdrawn, and generalized EI procedures to non-targeted routines. Correspondingly, children showed substantial improvements in unprompted correct responding on individualized goals, with gains sustained across maintenance and generalization probes. Social validity data indicated that teachers found both EI and AI-supported self-coaching highly acceptable, feasible, and helpful for guiding instructional decision-making. Findings provide promising initial evidence that AI-supported self-coaching can serve as a scalable, cost-effective professional development approach that strengthens teacher practice and enhances learning outcomes for young children with autism in inclusive preschool settings. Full article

Background/Objectives: The effects of online physical activity (PA) interventions on executive function (EF) and Attention-Deficit Hyperactivity Disorder (ADHD) symptoms are promising; nonetheless, their benefits for Latinx youth remain unclear. Methods: This study explores levels of adherence, cognitive and behavioral outcomes and acceptability of an online PA intervention, Zing Performance, among a Latinx youth sample; only a few of the participants completed their condition (n = 6). Results: There was wide variability in adherence levels at mid-treatment (n = 5) and high-level adherence at post-treatment (n = 2). A Mann–Whitney test yielded a statistically significant (p = 0.004) improvement in the treatment group’s inattention symptoms at mid-treatment (n = 5), compared to the Waitlist Control; (WLC; n = 6). EF and hyperactivity/impulsivity were not significantly different. Further, pre-, mid- and post-participant trajectory data revealed that one participant benefited significantly from treatment, one participant demonstrated little to no response to treatment, and most of the WLC participants remained in the severity ranges throughout the 12 weeks. The parents of the two children who completed treatment reported high levels of acceptability informally and on the quantitative measure. Conclusions: Exploratory findings support further investigation of Zing among Latinx families with cultural consideration to study procedures. The lessons learned from this study are valuable for future research procedures and interventions with this marginalized population. Full article

Background: The World Health Organization and the Australian physical activity guidelines, in line with contemporary research, recommend regular muscle-strengthening activities for optimal muscular fitness in children and adolescents. However, the extent to which muscle-strengthening or muscular fitness receives curricular emphasis is unknown in Australia. Objectives: To examine to what extent the Australian Health and Physical Education Curriculum, Foundation to Year 10 (AHPEC; F–10) addresses and/or promotes muscular fitness. Methods: This study involved a mixed-methods content analysis of the AHPEC F–10 using: (i) conceptual analysis to identify muscular fitness-related terms; and (ii) relational analysis to examine alignment between muscular fitness content and curriculum rationale/aims. A search of national and international physical activity guidelines and school-based muscular fitness intervention literature generated a keyword set to guide abstraction from the AHPEC. Curriculum aim, rationale, level descriptions, achievement standards and content were coded to determine the extent to which muscular fitness was embedded. Intercoder reliability was established via consensus meetings. Muscular fitness content coverage was quantified as the proportion of directly aligned muscular fitness relevant content points per stage and aggregated primary (F–6), secondary (7–10), and F–10 scores. Results: A review of 32 national and one international physical activity guidelines identified 88 muscular fitness activities in total, with some activities appearing in multiple guidelines; 53.1% of national guidelines did not provide explicit muscular fitness examples, and where examples existed, they emphasised accessible modes (e.g., climbing, bodyweight tasks, jumping, and lifting). Additionally, analysis of school-based muscular fitness intervention literature identified 22 distinct muscular fitness activities to guide abstraction. Muscular fitness was absent in the AHPEC rationale and aims, was largely inferred in primary years level description and achievement standards and became more explicit in secondary achievement standards. Direct alignment of content with muscular fitness was non-existent or low across stages of learning (Foundation = 0%, Stage 1 = 0%, Stage 2 = 6.1%, Stage 3 = 9.1%, Stage 4 = 8.6%, Stage 5 = 8.8%). Overall, muscular fitness content coverage averaged 3.8% in primary, 8.7% in secondary, and 5.4% across F–10. Conclusions: The AHPEC treats muscular fitness as a low priority in primary schooling and a minor content area in secondary, yielding developmental messaging that is less aligned with contemporary evidence and physical activity guidelines. Full article