Search Results (74)

This article examines training itineraries for early childhood education professionals in Portugal, focusing on promoting social and human development through music and the arts for infants. The training models discussed are categorized as short-term and long-term, encompassing both theory and practice through a transdisciplinary approach. Based on initiatives promoted by the Companhia de Música Teatral (CMT) and the Education and Human Development Group of the Centre for the Study of Sociology and Musical Aesthetics (CESEM) at NOVA University Lisbon, the article highlights projects such as: (i) Opus Tutti and GermInArte, developed between 2011 and 2018; (ii) the Postgraduate Course Music in Childhood: Intervention and Research, offered at the University since 2020/21, which integrates art, health, and education, promoting collaborative work between professionals; and (iii) Mil Pássaros (Thousand Birds), developed since 2020, which exemplifies the integration of environmental education and artistic practices. The theoretical basis of these training programs combines neuroscientific and educational evidence, emphasizing the importance of the first years of life for integral development. Studies, such as those by Heckman, reinforce the impact of early investment in children’s development. Edwin Gordon’s Music Learning Theory and Malloch and Trevarthen’s concept of ‘communicative musicality’ structure the design of these courses, recognizing music as a catalyst for cognitive, emotional, and social skills. The transformative role of music and the arts in educational and social contexts is emphasized, in line with the Sustainable Development Goals of the 2030 Agenda, by proposing approaches that articulate creation, intervention, and research to promote human development from childhood onwards. Full article

Background/Objectives: Communication disorders in childhood, including expressive, receptive, pragmatic, and fluency impairments, have been consistently linked to mental health challenges such as anxiety, depression, and behavioural difficulties. However, existing research remains fragmented across diagnostic categories and developmental stages. This scoping review aimed to synthesise empirical evidence on the relationship between communication disorders and mental health outcomes in children and adolescents and to identify key patterns and implications for practice and policy. Methods: Following the PRISMA Extension for Scoping Reviews (PRISMA-ScR) and Arksey and O’Malley’s framework, this review included empirical studies published in English between 2000 and 2024. Five databases were searched, and ten studies met the inclusion criteria. Data were charted and thematically analysed to explore associations across communication profiles and emotional–behavioural outcomes. Results: Four interconnected themes were identified: (1) emotional and behavioural manifestations of communication disorders; (2) social burden linked to pragmatic and expressive difficulties; (3) family and environmental stressors exacerbating child-level challenges; and (4) a lack of integrated care models addressing both communication and mental health needs. The findings highlight that communication disorders frequently co-occur with emotional difficulties, often embedded within broader social and systemic contexts. Conclusions: This review underscores the need for developmentally informed, culturally responsive, and interdisciplinary service models that address both communication and mental health in children. Early identification, family-centred care, and policy reforms are critical to reducing inequities and improving outcomes for this underserved population. Full article

Although smart device use among children is increasing, most interventions overlook their cognitive and emotional development or rely too heavily on external control. Such approaches often overlook the developmental needs of children for emotional regulation and autonomy. Therefore, this study aims to propose a child-centred user experience (UX) framework to support digital self-regulation in preschool-aged children. The proposed system integrates multiple psychological theories—including Piaget’s concept of animistic thinking, executive function theory, Self-Determination Theory, and Acceptance and Commitment Therapy—to support cognitive and emotional regulation during screen use. Key features include persistent visual cues to enhance time awareness and behavioural anticipation, narrative-based character interactions to foster empathy and agency, and ritualised closure routines supported by multimodal and tangible interaction elements. Developed as a mobile prototype, the system was iteratively refined through two-stage consultations with child and adolescent psychiatrists and a developmental psychologist, including formative design feedback and follow-up expert review. Their feedback provided preliminary validation of the system’s developmental validity and emotional coherence. These findings suggest that affectively attuned UX design is a viable alternative to conventional control-based screen-time interventions in early childhood. Full article

Adequate and diverse diets are essential for children’s physical and cognitive development, yet food insecurity and malnutrition continue to threaten this fundamental right, which remains a pressing concern in many resource-poor settings. This study investigated food and nutrition security in Early Childhood Development (ECD) centres in Makhanda, South Africa, through a community-based participatory research approach. Using a mixed-methods approach combining questionnaire interviews, focus group discussions, direct observations, and community asset mapping across eight ECD centres enrolling 307 children aged 0–5 years, the study engaged ECD facilitators and analysed dietary practices across these centres. Results indicated that financial constraints severely affect the quality and diversity of food provided at the centres, thus undermining the ability to provide nutritionally adequate meals. The average amount spent on food per child per month at the centres was R90 ± R25 (South African Rand). Although three meals were generally offered daily, cost-driven dietary substitutions with cheaper, less diverse alternatives, often at the expense of nutritional value, were common. Despite guidance from Department of Health dieticians, financial limitations contributed to suboptimal feeding practices, with diets dominated by grains and starchy foods, with limited access to and rare consumption of protein-rich foods, dairy, and vitamin A-rich fruits and vegetables. ECD facilitators noted insufficient parental contributions and low engagement in supporting centre operations and child nutrition provision, indicating a gap in awareness and limited nutrition knowledge regarding optimal infant and young child feeding (IYCF) practices. The findings emphasise the need for sustainable, multi-level and community-led interventions, including food gardening, creating ECD centre food banks, parental nutrition education programmes, and enhanced financial literacy among ECD facilitators. Strengthening local food systems and establishing collaborative partnerships with communities and policymakers are essential to improve the nutritional environment in ECD settings. Similarly, enhanced government support mechanisms and policy-level reforms are critical to ensure that children in resource-poor areas receive adequate nutrition. Future research should focus on scalable, locally anchored models for sustainable child nutrition interventions that are contextually grounded, community-driven, and should strengthen the resilience of ECD centres in South Africa. Full article

Background: This study explores barriers and facilitators to psychological safety during medical procedures among individuals diagnosed with chronic illnesses in childhood. Psychological safety in healthcare, detected via neuroception and the autonomic nervous system’s responses to perceived safety or threat, is essential for the well-being and mental health of chronically ill patients, especially those with early diagnoses. Methods: Using Polyvagal Theory as a framework, semi-structured interviews were conducted with six participants (aged 20–64) who experienced chronic disease from a young age. The Neuroception of Psychological Safety Scale (NPSS) guided thematic exploration to understand participants’ experiences. Thematic analysis identified key themes that reflect contributors and detractors to psychological safety during medical care. Results: Four primary themes were developed: (1) knowledge empowerment through information and facilitated inquiry, (2) holistic acknowledgment of psychological and social impacts, (3) the role of parental involvement in healthcare interactions, and (4) the need for an individualised, patient-centred approach. Participants expressed a need for psychological support integrated with their medical treatment and the importance of autonomy and clear communication. Conclusions: Psychological safety is central to medical experiences for chronically ill individuals and requires a patient-centred, psychologically informed approach. Emphasising tailored support, family involvement, and comprehensive mental health consideration can foster more effective care and enhance patients’ long-term well-being. Full article

Background: Early Hearing Detection and Intervention (EHDI) is essential for minimising the negative impact of childhood hearing loss on speech, language, and cognitive development. However, in low- and middle-income countries such as South Africa, various challenges hinder the implementation of EHDI services, leading to delayed diagnosis and intervention. Aim: This study explores caregivers’ experiences with EHDI services, identifying key challenges and facilitators affecting access and timely intervention. Methods: A narrative inquiry approach was used as part of a broader research initiative on family-centred EHDI. Nine caregivers of children who are deaf or hard of hearing (DHH) were purposively sampled, and data were collected through semi-structured interviews. Results: Thematic analysis revealed systemic and structural challenges, logistical and financial constraints, and caregiver-related factors that hindered access to EHDI services. Key facilitators included caregiver knowledge and advocacy, family support services such as counselling and South African Sign Language training, and high-quality audiological and educational services. Conclusions: Findings emphasise the need for policy-driven reforms, including expanding newborn hearing screening programmes, improving financial assistance mechanisms, and increasing public awareness. Addressing these challenges and leveraging facilitators can help South Africa align with global EHDI benchmarks and improve outcomes for DHH children. Full article

Even though the majority of the world’s under 5-year-olds live in low- and middle-income countries (LMIC), our knowledge about the systems and architectures which support and sustain ECEC workforce quality is dominated by evidence from high-income countries (HIC). Drawing on a three-round Delphi study of consensus around essential training needs for early childhood staff in low-resourced contexts conducted among fourteen global experts over a period of four months, this paper highlights challenges faced when resources for teacher preparation are severely constrained, and unique approaches for sustaining quality in workforce preparation in such contexts. Key findings that inform efforts to build a strong ECEC workforce in resource-constrained contexts, include consensus among experts around (i) clear professional pathways which offer practitioner-centred flexibility through initial training, followed by on-going mentoring and supervision. A strong emphasis on the importance of strong systems of high-quality and supportive mentoring and supervision reflects recognition that initial training in such contexts is often relatively short-term; (ii) recognition of the importance of diverse roles (for example, community-based practitioners) in working with communities to deliver ECEC in complex communities; and (iii) systems supported by centralised financing, budget allocation and established professional pathways, but open to support and involvement of non-government entities in supporting workforce development. Full article

The objective of this paper is to ascertain the manner in which the Qurʾān teaching activities are conducted in Jaʿfarī communities that are part of the multicultural structure of Türkiye. The methodological approach of this study is a case study design. This study’s sample consists of nine instructors who voluntarily work in Qurʾān teaching centres for Jaʿfarī communities. Criterion sampling and maximum diversity were employed in the selection of the participants. The data were collected using a semi-structured interview form. The collected data were subjected to a descriptive analysis. This study’s findings are as follows: firstly, the importance of early childhood education in the transmission of the Qurʾān among the Jaʿfarīs is evident. Secondly, the basis of this teaching is the Alif-Baa Juz education. Thirdly, mosques, association centres and neighbourhood houses play an important role in this teaching activity. Finally, according to Qurʾān instructors, traditionally the mosques were the primary centres for Qurʾān education; however, this has been lost especially after the pandemic. In addition to having the knowledge and competency of the recitation of the Qurʾān, the instructors who are supposed to work in these places are required to behave in accordance with Islamic morality. Over the recent times, families have started to prioritise their children’s academic success over religious education. Lastly, Jaʿfarīs do not have any safety concerns pertaining to the state while carrying out religious education activities. The findings, in general, reveal that Jaʿfarīs have similarities with the traditional teaching of Qurʾān in terms of method, content, materials and to some extent instructor competence, etc. The results of this paper are significant in terms of providing a concrete indicator of the pluralistic understanding that Türkiye advocates in religious education policies and in understanding the religious education practices of Jaʿfarī communities. Full article

Drawn from a wider study, the research reported here utilised a phenomenology of practice to investigate Australian early childhood teachers’ perceptions of constructed spaces that enhance the Christian education of children. The study was conceptually framed by the notions of constructed space, affordance theory and a theology of the built environment. Four participants were interviewed using Zoom, and their transcripts analysed using a phenomenological framework. The analysis indicated that the constructed space yielded five types of affordances—emotional space, embodied space, physical space, relational space and theological space. The findings suggest that it is the constructed environment of the early childhood centre itself that affords particular types of spaces, such as emotional space, embodies space and so on. The findings also indicate that it is the educator who makes the difference in seeing the possibility for and creating such spaces, and their intentionality in acting to create such spaces. While there are limitations to this study, including the small sample size, the findings nonetheless indicate the importance of the constructed space in enhancing the Christian education of young children in early childhood educational contexts. Full article

Background: Awareness, diagnosis, and treatment of familial hypercholesterolemia (FH) starting from childhood are a cornerstone of cardiovascular disease prevention. The LIPIGEN Paediatric Group, a network of specialised centres for the diagnosis and management of familial genetic dyslipidemia, is an active part of this mission. Materials and Methods: This is the second exploratory survey organised within the LIPIGEN (LIpid transPort disorders Italian GEnetic Network) paediatric centres. A digital questionnaire consisting of 16 questions was proposed to the principal investigators of 35 LIPIGEN centres in September 2023. We analysed the main FH screening strategies implemented in Italy, which are the referral characteristics to the lipid clinics and clinical and biochemical criteria considered to diagnose FH in paediatric patients. Results: Centres frequently reported conducting cascade screening (88.6%) and reverse screening (57.1%), whereas 28.6% of respondents indicated using selective screening and only 5.7% reported employing child–parent screening. We documented a detailed biochemical characterisation of paediatric patients (62.9% of respondents usually perform full lipoprotein profile and 80% determine lipoprotein(a) for each patient) and a high percentage of genetic analysis (82.9%). We have also highlighted a quite low awareness of FH as a genetic condition involving paediatric patients among primary care paediatricians and general practitioners. Conclusions: The results of our survey show that specialised lipid centres usually have good diagnostic competence when dealing with paediatric patients with hypercholesterolemia. However, FH awareness and the importance of early diagnosis and treatment initiation in childhood still need to be further improved. Full article

A high-quality early childhood workforce is essential for positive child outcomes and boosting economic and social productivity. However, the Australian Early Childhood Education and Care (ECEC) sector faces significant workforce challenges and complexities. Effective governance practices are key to ensuring ECEC quality and workforce retention. This study examined the governance practices of high-quality ECEC services, using complexity theory to understand how governance impacts workforce and service quality. Subset data were derived from a larger qualitative, multiple case study that investigated long day care centres rated as Exceeding the National Quality Standard, and specifically Exceeding in Quality Area 7: Governance and Leadership. Data were collected through observations, educator interviews, and document analysis and analysed using thematic analysis. Complexity was manifested in the various models of governance structures and, consequently, in some of the governance practices across the participating long day care centres. Key practices supporting job satisfaction, retention, and workforce quality included flexible working conditions; whole-staff leadership; staff capacity building through professional development opportunities; financial capacity building to enable staff to deliver high-quality ECEC; and higher-level working conditions, such as higher qualifications and better educator–child ratios. The findings align with literature highlighting governance as critical to workforce quality and provide insights into governance practices that support workforce and service quality. Recommendations are made for policy levers at both sector and service levels to increase workforce quality and sustainability. Full article

Despite being well-positioned to promote healthy lifestyles in young children, early years practitioners often face barriers to supporting child weight management. This mixed-methods study aimed to assess the preliminary effectiveness and acceptability of an e-learning toolkit (HealthyWEY) designed to upskill and support multi-agency professionals to promote healthy weight in early childhood. A total of 54 health visitors/community nursery nurses, 38 children’s centre staff and 17 other health professionals engaged with the HealthyWEY e-learning, which drew on self-determination theory and consisted of nine modules that were completed over 7–10 weeks. Non-parametric statistical analysis using Wilcoxon’s signed-rank tests were used to explore participants’ practice-based knowledge, psychological needs satisfaction and motivations for prioritising pre-school child weight from pre- to post-intervention. Focus groups (n = 11) were conducted with a sub-sample of multi-agency professionals (n = 39) to explore the process of implementation across sites, while interviews were also conducted with two parents/carers who took part in consultations with HealthyWEY-trained practitioners. After completing the HealthyWEY e-learning, participants perceived fewer barriers to pre-school child weight management (median change = −0.7; p < 0.001), greater autonomy (median change = 0.7, p < 0.001), competence (median change = 0.8, p < 0.001) and relatedness (median change = 0.4, p < 0.001) and a higher autonomous motivation towards promoting healthy weight (median change = 0.3, p < 0.001). E-learning was perceived to be highly relevant to participants’ roles and congruent with local child weight strategies. Challenges to implementation included time constraints and disruptions related to the COVID-19 pandemic. Recommendations for a better user experience were offered by enhancing the toolkit’s design and interactivity. Engagement with the HealthyWEY e-learning led to promising changes in perceived barriers and motivational variables. The toolkit was perceived to be acceptable amongst multi-agency workforces, albeit challenging to prioritise within time-pressured health and early years settings. Full article

Introduction: Abnormal body weight, including overweight and obesity, is a common health problem affecting children and adolescents. The present study aimed to analyse weight changes in children from preschool age to adolescence and to identify early predictors of excessive weight in adolescence, such as blood pressure and physical fitness observed in preschool children. Methodology: Data from 3075 children (1524 girls and 1594 boys), collected as part of the Gdańsk Centre for Health Promotion’s “Your Child’s Healthy Life” programme, were analysed, with each child assessed at ages 6, 10, and 14. Results: The results indicated that boys were more likely to be overweight, with a tendency for obesity to increase with age. Children who were overweight or obese at age 6 had a higher risk of remaining so for a longer period of time. In addition, low physical fitness (as measured by the KPRT test) and elevated blood pressure were significantly associated with excess body weight. Conclusions: The study underscores the importance of early intervention and consistent monitoring of childhood overweight and obesity to reduce their long-term impact on health. Full article

This study examines the developmental pattern of spatial frames of reference (FoRs) in Chinese preschoolers using the naturalistic data elicited from the Beijing Early Childhood Mandarin Corpus. Altogether, 2837 static spatial sentences were identified from the corpus, and 785 of them used FoRs; thus, they were analysed using the seven-class FoRs coding system developed from the literature review. The results indicated that: (1) six classes were produced by the Beijing preschoolers, including the direct reference (DR), geomorphic reference (GR), landmark-based reference (LBR), object-centred reference (OCR), relative reference (RR), and people-centred reference (PCR). But, the absolute reference (AR) frequently used by Beijing adults was not produced by the preschoolers; (2) significant age differences were found in the utterances with reference and demonstrative sentences and were also identified in the production of OCR, PCR, and RR; (3) there were no significant gender or gender x age effects in the production of FoRs, except for the no-frame sentences; and (4) there was a stable and consistent pattern of FoRs allocation by age, and the most frequently used was OCR. All these findings indicate interactions among language, culture, and cognition. Full article

In developing countries, there is currently no established waste management plan that includes resource recovery from used disposable diapers (DDs) apart from incineration and landfilling. In low-income areas with limited storage space, the complex composition and odour of used DDs make it impossible to manage properly if not supported by effective waste management systems. In the absence of effective waste management, DDs are dumped in open spaces, burned or buried. These actions pose threats to the safety and health of humans, animals and the environment. Separation and collection of DDs are critical preliminary steps to landfilling, recycling or beneficiation. In this article, we describe a case study of two pilot collection projects in Langa township in Cape Town, South Africa, to determine whether and how a source-separated collection system can work in low-income, resource-constrained areas. The lessons learned highlighted the following: The eagerness of parents to participate for the benefit of their own and their children’s health; the complementarity of the two pilot collection models to serve the needs of the community; the important role non-government organisations play in the implementation of waste management projects; the significance of the possible job creation opportunities and the unintended benefits of enhancing social cohesion. The financial sustainability of these projects needs further exploration. Full article