Search Results (39)

Despite extensive research on early childhood education (ECE) quality at the preschool level, toddler settings remain comparatively understudied, particularly in Chile and Latin America. Research suggests that quality ECE strengthens child development, while low-quality services can be harmful. ECE quality comprises structural features like ratios and classroom resources, and process features related to interactions within classrooms. This study examines how process and structural quality indicators are related in nurseries serving disadvantaged backgrounds. Data were collected from 51 Chilean urban classrooms serving children aged 12–24 months. Classrooms were evaluated using the Classroom Assessment Scoring System (CLASS) for toddlers, questionnaires, and checklists. Latent Profile Analysis identified process quality patterns, while multinomial regression examined associations with structural quality indicators. The results revealed low-to-moderate process quality across classrooms (M = 4.78 for Emotional and Behavioral Support; M = 2.35 for Engaged Support for Learning), with three distinct quality clusters emerging. Marginally significant differences were found between high- and low-performing clusters regarding classroom space (p = 0.06), number of toys (p = 0.08), and staff educational credentials (p = 0.01–0.07). No significant differences emerged for group sizes or adult-to-child ratios, which are heavily regulated in Chile. These findings underscore the need to strengthen quality assurance mechanisms ensuring all children access quality ECE. Full article

This study aimed to compare cognitive, language, and motor development outcomes among children attending public and private Early Childcare Centers (ECCs), considering birth factors and family and daycare environments. Additionally, it examined the proximal and distal factors influencing children’s development. Cognitive, language, and motor skills were assessed in the children, along with evaluations of ECC quality, teacher practices, and knowledge of child development. Results indicated that children enrolled in public ECCs achieved higher scores in cognitive and language development, despite coming from families with lower socioeconomic status and having lower birth weights. They also benefited from longer periods of breastfeeding. Teachers in public ECCs demonstrated greater daily practices, providing enhanced movement opportunities for children. Private ECCs offered more suitable outdoor spaces, whereas public ECCs had better indoor spaces. Regression analysis revealed that daily practice, teachers’ experience, and the availability of gross motor toys explained 41% of the variance in motor development. The duration of breastfeeding explained 24% of the variance in cognitive development. Teachers’ knowledge about children’s development and attendance at public ECCs explained 31% of the variance in language development. These findings underscore the importance of prioritizing teacher education in both public and private ECCs to optimize children’s overall development. Full article

Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how to design and implement playful CT learning effectively. To address this gap, we conducted a collaborative action research project and asked these two questions: (1) How can teachers effectively prepare and design a playful learning CT program using tangible CT toys? (2) How do teachers facilitate playful learning in the CT program? Through iterative cycles of planning, acting, observing, and reflecting, the first and second authors (teacher-researchers) designed and implemented their CT programs in a preschool classroom and an afterschool program respectively, and collected data including video recordings of sessions, participant-generated artifacts, program documentation, and anecdotal reflection notes. Based on our thematic analysis of the data, we identified practical principles for selecting CT toys, three key themes for CT program design and preparation—interest, ownership, and application, and two forms of teacher scaffolding during implementation: embodied approach and storytelling as scaffolding and assessment. The findings highlight practical ways that teachers can enhance children’s engagement, problem-solving skills, and conceptual understanding of CT, while also promoting autonomy and creativity through coding and storytelling. Full article

Objective: To assess the efficacy of a low-cost, Do-It-Yourself training material for emergency call simulation training, compared to a more traditional approach. Methods: A quasi-experimental design without pre-test was used. A final sample of 762 schoolchildren, aged three to twelve years, received two training programmes. The control group (C-G) received training using an adult dummy and an authentic smartphone (336 schoolchildren). The experimental group (ICall-G) was trained using a stuffed toy and the ICalled-DIY device, a low-cost simulation consisting of three sheets of paper held together by a ring that simulates a smartphone. The 20 min training was delivered by a nurse using a didactic–demonstration–simulation methodology. The evaluation consisted of a simulation scenario, in which participants had to identify the emergency and make a call and were then evaluated with a checklist. Results: No statistically significant differences were observed between the two groups in unlocking the phone (ICall-G: 84% vs. C-G: 83%; p = 0.78) or dialling 112 to make the call (ICall-G: 91% vs. C-G: 91%; p = 0.89). Hands-free activation in ICall-G was significantly higher (81%) compared to C-G (54%) (p < 0.001). At the pre-primary level, results were lower than those observed in primary education, with minimal differences between the first cycle of primary education and subsequent cycles. Conclusions: The use of a practical, low-cost and adapted tool for emergency call instruction was found to be comparable to a conventional approach. In addition, the use of the ICalled-DIY device was found to be more effective in facilitating the understanding of hands-free activation. Full article

Background and Objectives: Early childhood development (ECD) significantly influences long-term academic and social outcomes. Family planning (FP) can affect ECD by altering family dynamics and resource allocation. We aimed to investigate the association between the unmet need for family planning (UMNFP) and early childhood development (ECD), as well as family child care practices in Türkiye. Materials and Methods: We included mothers with children under 5 years from the “2018 Turkey Demographic and Health Surveys” (TDHS). Dependent variables included the ECD index, child care practices. Independent variables included FP needs, child–family characteristics. The study applied complex sample analysis. Results: The UMNFP was not associated with poorer child care practices; however, the availability of multiple types of toys or books was associated with the presence of UMNFP. Children from families with UMNFP had engaged in a smaller number of activities compared to their peers. However, on developmental assessments, these children did not perform differently than the comparison group. Factors such as maternal education and socioeconomic status also significantly moderated these effects, highlighting the complex interplay between FP and ECD. Conclusions: UMNFP is not associated with adverse child care practices but is related inversely to some educational activities and engagement in Türkiye, though no direct relationship with early childhood development (ECD) outcomes was identified. Expanding access to FP services and addressing socioeconomic disparities have the potential to improve child care practices, thereby contributing to more equitable developmental outcomes nationwide. Full article

Despite its potential for STEM education, educational robotics remains out of reach for many classrooms due to upfront purchase costs, maintenance requirements, storage space, and numerous other barriers to entry. As demonstrated previously, these physical robot limitations can be reduced or eliminated through simulation. This work presents a new version of RoboScape Online, a browser-based networked educational robotics simulation platform that aims to make robotics education more accessible while expanding both the breadth and depth of topics taught. Through cloud-hosted simulations, this platform enables distant students to collaborate and compete in real-time. Integration with NetsBlox, a block-based programming environment, allows students at any level to participate in computer science activities. By incorporating a virtual machine for running NetsBlox code into the server, RoboScape Online enables scenarios to be built using the same syntax and abstractions used to program the robots. This approach enables more creative curriculum activities while proving that block-based programming is a valuable development tool, not just a “toy language”. Classroom case studies demonstrate RoboScape Online’s potential to improve students’ computational thinking skills and foster positive attitudes toward STEM subjects, with especially significant improvements in attitudes toward self-expression and creativity within the realm of computer science. Full article

Lead poisoning is a serious public health problem, especially for children. Despite screening programs to reduce lead exposure, there is still a lack of knowledge about its harmful impact. The study aimed to analyze how aware people in Georgia are about lead poisoning and its health effects. In this street survey, 384 adults from three municipalities, Batumi, Ozurgeti, and Zugdidi, were interviewed from March to June 2024. We used descriptive statistics and Pearson’s chi-square test for data analysis. The majority of respondents noted that children are at high risk of lead poisoning. In all selected municipalities, people know that lead can be found in toys, but they do not know it can be found in jewelry and cosmetics, especially in Ozurgeti. Many respondents are not aware that lead poisoning can cause cardiovascular disease, anemia, and kidney failure. More educational campaigns are needed to highlight lead poisoning sources and their effects on health to protect the population. Full article

Early childhood education (ECE) settings play a crucial role in promoting physical and social development among children aged 3–7 years. This systematic review sought to examine the associations between characteristics of ECE outdoor environments, social interactions, physical activity, and motor competence. The secondary aim examines previously applied methods to capture children’s behaviour in the context of their social and physical environment. Methods: This review used the PRISMA framework and study quality was assessed using the mixed-methods appraisal tool (MMAT). Keyword searches were conducted in seven databases. Studies were eligible if children were aged 3–7 years in ECE; physical activity, social interactions and/or motor competence were measured; location and/or social context were measured. Results were synthesised using an effect direct plot, a table of associations, and narrative synthesis. Results: Twenty-three studies from eight countries met the inclusion criteria. Intervention and controlled cross-sectional studies (n = 9) favoured high-quality outdoor environments rich in affordances, portable play equipment, and natural features to increase children’s physical activity, social interactions, and cooperative play. Cross-sectional and descriptive studies (n = 14) positively associated open grassy space, portable and fixed equipment, wheeled toys, and paths with physical activity (p < 0.05). Based on limited evidence, playground size and active games in small groups were associated with greater MC. Conclusions: The findings highlight the benefit of creating diverse affordance rich outdoor environments in early childhood settings to promote physical and social development. Limitations include variability in study designs and protocols for conducting systematic observations, thus emphasising the need for standardised approaches to future research. Full article

Background: Atopic dermatitis (AD) is a chronic inflammatory skin disorder common in children. Successful pediatric AD therapy requires parental assistance. Thus, evaluating parental knowledge, attitudes, and behaviors regarding childhood AD may lead to more educational recommendations to help children control AD in the future. This study examined parents’ knowledge, attitudes, and conduct concerning AD in families with and without children with AD. Method: The Pediatric Department, Faculty of Medicine, Khon Kaen University, Thailand, conducted a cross-sectional study from June to December 2023. Parents of children who visited the dermatology clinic with or without AD were asked to complete a Google form questionnaire. Results: A total of 372 parents answered a questionnaire about AD pathophysiology, knowledge, attitudes, and practices. The participants were 293 (78.8%) female participants and 79 (21.2%) male participants. The average age was 29.79 (SD 4.91). Most parents (319, 85.8%) did not work in the medical field, and more than half (228 instances, 61.29%) had children diagnosed with AD. Conclusions: Parents of children with AD understood AD causes and triggers better than parents of children without AD. But, “exposure to furry toys” that may contain dust and allergies and “infection” that may cause AD flare-ups were the most common triggers, regardless of the group. Appropriate information should be supplied because both the parents of children with AD and those of children without AD reported immediate food avoidance without confirmatory testing, which might lead to malnutrition. Clinicians and families handling patients with AD require further education. Full article

New technology has brought about a novel approach to play termed digital play. Digital play shares many characteristics with traditional play but also presents new possibilities (e.g., building concepts and skills about STEM, opportunities for physical, outdoor activities). Despite new toys with technological characteristics being popular, there is limited research on this specific area for children under four years old and their parents. This study explored parental perspectives and was part of a larger investigation that examined 68 (38 boys and 30 girls) very young children’s (1–4 years) engagement with technology-enhanced toys (TETs) in early childhood settings. A sequential explanatory design was employed, wherein parents completed questionnaires before and after their children engaged with TETs. Statistical and thematic analysis revealed that family demographics play an important role in children ‘s use of TETs and digital technologies (e.g., on the quality of engagement with their children during playing with TETs). Parents noted improvements in their children’s skills, including fine motor skills, language, and creativity. This study underscores the importance of considering parental backgrounds in digital technology initiatives for early childhood development. Policymakers and educators may benefit from these insights to tailor digital integration and support children’s digital competence effectively. Full article

This study introduces a novel tool for classifying user needs in user experience (UX) design, specifically tailored for beginners, with potential applications in education. The tool employs the Kano model, text analysis, and deep learning to classify user needs efficiently into four categories. The data for the study were collected through interviews and web crawling, yielding 19 user needs from Generation Z users (born between 1995 and 2009) of LEGO toys (Billund, Denmark). These needs were then categorized into must-be, one-dimensional, attractive, and indifferent needs through a Kano-based questionnaire survey. A dataset of over 3000 online comments was created through preprocessing and annotating, which was used to train and evaluate seven deep learning models. The most effective model, the Recurrent Convolutional Neural Network (RCNN), was employed to develop a graphical text classification tool that accurately outputs the corresponding category and probability of user input text according to the Kano model. A usability test compared the tool’s performance to the traditional affinity diagram method. The tool outperformed the affinity diagram method in six dimensions and outperformed three qualities of the User Experience Questionnaire (UEQ), indicating a superior UX. The tool also demonstrated a lower perceived workload, as measured using the NASA Task Load Index (NASA-TLX), and received a positive Net Promoter Score (NPS) of 23 from the participants. These findings underscore the potential of this tool as a valuable educational resource in UX design courses. It offers students a more efficient and engaging and less burdensome learning experience while seamlessly integrating artificial intelligence into UX design education. This study provides UX design beginners with a practical and intuitive tool, facilitating a deeper understanding of user needs and innovative design strategies. Full article

Word learning encompasses the understanding of interconnected clusters of words, where the comprehension of one word aids in the learning of another. Semantic networks, which have a long history in cognitive science, are commonly employed to explore these semantic relationships. However, limited research has been conducted on adults’ use of semantically relevant conversations in the field of early childhood education, and there is insufficient information regarding contextual factors influencing the development of semantic networks. The present study investigated the extent to which the use and effectiveness of semantically relevant conversations vary across activity contexts. This study analyzed data from the Home-School Study of Language and Literacy Development (HSLLD) Corpus available in the CHILDES database, focusing on a subset of 62 children. This study utilized four statistical features to describe the structure of semantic networks: short path length, diameter, density, and clustering coefficient. The following findings emerged: (1) Book reading displayed a significantly greater diameter than toy play and mealtime, indicating that there exist specific pairs of concepts or words within its semantic networks that are notably more distant from each other than in the other two activity settings. (2) Toy play exhibited a significantly greater density in comparison to book reading and mealtime, suggesting a higher degree of overlap or interdependence among the concepts within its semantic networks. (3) Book reading demonstrated a significantly greater clustering coefficient compared to toy play and mealtime, signifying the existence of cohesive word communities or groups of words characterized by dense internal connections. (4) Adults’ use of semantically relevant conversations during book reading was positively associated with children’s lexical diversity. Full article

Children play with different toys in different ways which may be associated with different developmental outcomes. While existing work has investigated different categories of toys, differences may also be present within specific toy categories. Therefore, understanding how specific toys promote play behaviours and their associated developmental outcomes has important implications for teachers, parents, caregivers, and researchers. To better understand how children play with toy trains, whether groups of children show a particular preference for toy trains and what (if any) associated benefits there are for playing with toy trains, 36 studies published in psychology and educational databases up to December 2022 were reviewed. A key finding emerged regarding the importance of the structured, realistic, and familiar nature of toy trains being important for facilitating pretend play as well as social collaboration behaviours during social play. Whilst findings in relation to gender-stereotyped preferences for playing with toy trains were mixed and no gender differences were found in research investigating play styles, neurodivergent children were found to have a preference for toy trains. These findings are important given that certain play styles, pretend play in particular, have been associated with benefits in children’s executive function, language, creativity, and social understanding. Full article

Preschoolers now play digital games on touch screens, e-toys and electronic learning systems. Although digital games have an important place in children’s lives, there needs to be more information about the meanings they attach to games. In this context, the research aims to determine the perceptions of preschool children studying in different regions of Turkey regarding digital games with the help of metaphors. Four hundred twenty-one preschool children studying in seven regions of Turkey participated in the research. The data were collected through the “Digital Game Metaphor Form” to determine children’s perceptions of digital games and through “Drawing and Visualization”, which comprises the symbolic pictures children draw of their feelings and thoughts. Phenomenology, a qualitative research model, was used in this study. The data were analyzed using the content analysis method. When the data were evaluated, the children had produced 421 metaphors collected in the following seven categories: “Nature Images, Technology Images, Fantasy/Supernatural Images, Education Images, Affective/Motivational Images, Struggle Images, and Value Images”. When evaluated based on regions, the Black Sea Region ranked first in the “Fantasy/Supernatural Images and Affective/Motivational Images” categories. In contrast, the Central Anatolia Region ranked first in the “Technology Images and Education Images” categories, and the Marmara Region ranked first in the “Nature Images and Value Images” categories. In addition, it was determined that the Southeast Anatolia Region ranks first in the “Struggle Images” category. Full article

There has been a rise in the prevalence of atopic dermatitis (AD) globally, especially in low-and middle-income countries such as Nigeria. The condition has been linked to genetic predisposes, living conditions, and environmental factors. Environmental factors are considered a significant contributor to AD in low- and middle-income countries. This study determined the prevalence of AD in south-western Nigeria and identified risk factors in home and school environments that children aged 6 to 14 years are exposed to. A cross-sectional study was adopted, and the total sample size was 349. Four randomly selected health facilities were used for the study. A questionnaire was used to determine the risk factors in the population. Data analysis was performed using the latest version of Statistical Package for Social Science (SPSS). The prevalence of atopic dermatitis in this study is 25%. Atopic dermatitis was found to be common in females (27%). According to the univariate analysis, children who lived where trucks pass on the street almost daily had the highest cases of atopic dermatitis (28%). Children with rugs in their houses (26%) and those whose houses are surrounded by bushes (26%) had higher cases of atopic dermatitis. Children who played on school grass (26%), attended creche with rubber toys (28%), and attended school where wooden chairs (28%) and chalkboards (27%) are used had a higher number of AD. Bivariate analysis showed an association between AD with a mother’s monthly income (p = 0.012) and eating potatoes (p = 0.005), fruits (p = 0.040), and cereal (p = 0.057). In the multivariate analysis, the consumption of fruits (p = 0.02), potatoes (p < 0.001), and cereal (p = 0.04) were identified as risk factors associated with AD. It is envisaged that the study will serve as a basis for possible research on evidence-based and primary prevention options. Hence, we recommend health education activities to empower communities to protect themselves against environmental risk factors that are preventable. Full article