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Search Results (682)

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Keywords = kindergartens

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13 pages, 1412 KiB  
Article
Person-to-Person Transmission During a Norovirus Outbreak in a Korean Kindergarten: A Retrospective Cohort Study
by Yongho Park, Hyelim Jang, Jieun Jang and Ji-Hyuk Park
Children 2025, 12(8), 1027; https://doi.org/10.3390/children12081027 - 4 Aug 2025
Abstract
Objectives: Norovirus outbreaks occur in densely populated environments, such as long-term care facilities, hospitals, and schools. On 22 October 2022, an outbreak of acute gastroenteritis was reported at a kindergarten in Korea. An epidemiologic investigation was conducted to identify the source of the [...] Read more.
Objectives: Norovirus outbreaks occur in densely populated environments, such as long-term care facilities, hospitals, and schools. On 22 October 2022, an outbreak of acute gastroenteritis was reported at a kindergarten in Korea. An epidemiologic investigation was conducted to identify the source of the infection and prevent further spread. Methods: Rectal swab and environmental samples were collected for bacterial and viral testing. A retrospective cohort study was conducted among 114 kindergarteners at the kindergarten. Relative risks (RRs) and 95% confidence intervals (CIs) were calculated to assess associations of contact with the primary case, as well as food and water consumption. Results: Of the kindergarteners, 28 out of 114 (24.6%) met the case definition. The primary case occurred on 19 October, and subsequent cases began on 21 October. Sharing the same four-year-old class as the primary case (RR, 2.56; 95% CI, 1.35–4.87), being in the same regular class (RR, 2.37; 95% CI, 1.27–4.41), being on the same floor during after-school class (RR, 3.49; 95% CI, 1.74–7.00), and attending the same English class (RR, 1.98; 95% CI, 1.05–3.72) were statistically significant. Consumption of drinking water on the third floor and fourth floor on 20 October had significantly higher and lower RRs, respectively. Norovirus was detected in 9 out of 18 rectal swab samples (50.0%). Conclusions: This norovirus outbreak at the kindergarten was presumed to have been caused by person-to-person transmission from the primary case. Isolation and restriction of symptomatic children in kindergartens should be thoroughly implemented. Additionally, enhanced surveillance among family members of affected individuals is necessary to prevent further outbreaks. Full article
(This article belongs to the Section Pediatric Infectious Diseases)
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16 pages, 1053 KiB  
Article
The Relationship Between Parental Phubbing and Preschoolers’ Behavioral Problems: The Mediation Role of Mindful Attention Awareness
by Antonio Puligheddu, Annamaria Porru, Andrea Spano, Stefania Cataudella, Maria Lidia Mascia, Dolores Rollo, Cristina Cabras, Maria Pietronilla Penna and Daniela Lucangeli
Children 2025, 12(8), 1022; https://doi.org/10.3390/children12081022 - 2 Aug 2025
Viewed by 294
Abstract
Phubbing, a relatively new phenomenon in the field of digital risks, refers to the act of ignoring someone in favor of focusing on a smartphone during face-to-face interactions. Parental phubbing, a specific form of this behavior, is a prevalent negative parenting practice that [...] Read more.
Phubbing, a relatively new phenomenon in the field of digital risks, refers to the act of ignoring someone in favor of focusing on a smartphone during face-to-face interactions. Parental phubbing, a specific form of this behavior, is a prevalent negative parenting practice that can affect parent–child relationships and child development. However, the impact of parental phubbing on the emotional and behavioral development of preschool children remains unclear. This study aims to explore the relationship between parental phubbing and preschoolers’ behavioral problems, as well as test whether parents’ mindful attention awareness (MAA) acts as a mediator between them. Method: A questionnaire was administered to 138 Italian parents (mean age = 38.5, SD = 6.2) of 138 kindergarten preschoolers (mean age = 3.9, SD = 1.03). Questionnaires included the Generic Scale of Phubbing (GSP), the Mindful Attention Awareness Scale (MAAS), and the Strengths and Difficulties Questionnaire (SDQ). Results: Analyses revealed a significant negative correlation between the MAAS and SDQ total scores, a positive correlation between the GSP total score and the SDQ total score, and a negative correlation between the GSP total score and the MAAS total score. The mediation analysis did not show a direct effect of GSP on SDQ, suggesting that parental phubbing did not directly predict children’s behavioral difficulties. Nevertheless, the indirect effect measured by bootstrapping was significant, indicating that parental MAA fully mediated the relationship between parental phubbing and preschoolers’ problematic behaviors. Conclusions: Although further research is needed, parental mindfulness may influence phubbing behaviors in parents providing valuable insights for early interventions aimed at reducing problem behaviors in young children. Full article
(This article belongs to the Section Pediatric Mental Health)
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20 pages, 1309 KiB  
Systematic Review
Computational Thinking in Primary and Pre-School Children: A Systematic Review of the Literature
by Efrosyni-Alkisti Paraskevopoulou-Kollia, Christos-Apostolos Michalakopoulos, Nikolaos C. Zygouris and Pantelis G. Bagos
Educ. Sci. 2025, 15(8), 985; https://doi.org/10.3390/educsci15080985 (registering DOI) - 2 Aug 2025
Viewed by 227
Abstract
Computational Thinking (CT) has been an important concept for the computer science education community in the last 20 years. In this work we performed a systematic review of the literature regarding the computational thinking of children from kindergarten to primary school. We compiled [...] Read more.
Computational Thinking (CT) has been an important concept for the computer science education community in the last 20 years. In this work we performed a systematic review of the literature regarding the computational thinking of children from kindergarten to primary school. We compiled a large dataset of one hundred and twenty (120) studies from the literature. Through analysis of these studies, we tried to reveal important insights and draw interesting and valid conclusions. We analyzed various qualitative and quantitative aspects of the studies, including the sample size, the year of publication, the country of origin, the studies’ design and duration, the computational tools used, and so on. An important aspect of the work is to highlight differences between different study designs. We identified a total of 120 studies, with more than half of them (>50%) originating from Asian countries. Most studies (82.5%) conducted some form of intervention, aiming to improve their computational thinking in students. A smaller proportion (17.5%) were assessment studies in which the authors conducted assessments regarding the children’s computational thinking. On average, intervention studies had a smaller number of participants, but differences in duration could not be identified. There was also a lack of large-scale longitudinal studies. Block-based coding (i.e., Scratch) and Plugged and Unplugged activities were observed in high numbers in both categories of studies. CT assessment tools showed great variability. Efforts for standardization and reaching a consensus are needed in this regard. Finally, robotic systems have been found to play a major role in interventions over the last years. Full article
(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)
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15 pages, 478 KiB  
Article
Towards Inclusive and Sustainable Nature Education in Austria: Evaluation of Organization, Infrastructure, Risk Assessment, and Legal Frameworks of Forest and Nature Childcare Groups
by Elisabeth Quendler, Dominik Mühlberger, Bernhard Spangl, Daniel Ennöckl and Alina Branco
Sustainability 2025, 17(15), 6965; https://doi.org/10.3390/su17156965 - 31 Jul 2025
Viewed by 127
Abstract
Early childhood forest and nature education plays a vital role in shaping values and promoting sustainability throughout life. Conceptualized in Denmark, forest and nature childcare groups have been established in Austria for over 20 years, contributing to mental well-being and supporting both Education [...] Read more.
Early childhood forest and nature education plays a vital role in shaping values and promoting sustainability throughout life. Conceptualized in Denmark, forest and nature childcare groups have been established in Austria for over 20 years, contributing to mental well-being and supporting both Education for Sustainable Development (ESD) and Early Childhood Education and Care (ECEC). With increasing demand for childcare and a growing disconnect from nature—factors linked to physical and mental health challenges—there is a pressing need to expand these groups and integrate them into formal legal frameworks. This study examines the organization, staffing, infrastructure, risk prevention, and hygiene of 79 Austrian forest and nature kindergarten groups, identifying key areas of improvement to ensure safe access for all children, including those in public childcare. A semi-standardized online survey of 72 groups was analyzed using descriptive and statistical methods, including a Spearman correlation, Kruskal–Wallis test, Chi-square test, and ANOVA. Results revealed three main infrastructure types—house, container/trailer, and tipi—with houses offering the most comprehensive facilities. The ANOVA indicated significant effects of sponsorship type (p < 0.01), caregiver numbers (p < 0.001), and their interaction (p < 0.05) on half-day care costs. Currently, legal frameworks exist only in Tyrol and Salzburg. Broader access requires standardized infrastructure and risk assessment guidelines, collaboratively developed with stakeholders, to ensure safety and inclusivity in Austrian forest and nature childcare groups. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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19 pages, 4572 KiB  
Article
The Role of Craft in Special Education: Insights from the CRAEFT Program
by Danae Kaplanidi, Athina Sismanidou, Katerina Ziova, Christodoulos Riggas and Nikolaos Partarakis
Heritage 2025, 8(8), 303; https://doi.org/10.3390/heritage8080303 - 29 Jul 2025
Viewed by 521
Abstract
This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how [...] Read more.
This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how such creative activities could enhance the learning experience of children with intellectual and motor impairments, foster socialization, and develop fine motor skills. With reference to literature in art therapy, craft education, and inclusive pedagogy, the study applied a mixed-methods approach combining observation, visual analysis, and a survey. The findings indicate that, despite varied levels of participation based on individual needs, all students engaged meaningfully with the materials and activities. School professionals observed increased student engagement, emotional comfort, and communication, while also identifying the activity as well adapted and replicable in similar contexts. The results highlight the value of crafts in special education, not only as a sensory and cognitive stimulus but also as a means of fostering inclusion and self-expression. The study concludes with a call for further research into the role of tactile materials and hand gestures in relation to specific impairments. Full article
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26 pages, 449 KiB  
Review
A Comparison of Preschool-Aged Children’s PA on Schooldays vs. Weekend Days Using Technological Devices: A Systematic Review
by Markel Rico-González, Adrián Moreno-Villanueva, Vladimir Martínez-Bello and Ricardo Martín-Moya
Appl. Sci. 2025, 15(15), 8302; https://doi.org/10.3390/app15158302 - 25 Jul 2025
Viewed by 166
Abstract
Background: Considering the critical role of physical activity (PA) beginning in early childhood education and the demonstrated validity and reliability of contemporary technological measurement tools, this paper aimed to systematically review and analyze studies comparing PA levels in preschool-aged children during weekdays versus [...] Read more.
Background: Considering the critical role of physical activity (PA) beginning in early childhood education and the demonstrated validity and reliability of contemporary technological measurement tools, this paper aimed to systematically review and analyze studies comparing PA levels in preschool-aged children during weekdays versus weekend days, using objective technological devices, and highlight what factors correlate with children’s PA. Methods: The search strategy was designed based on the PICOS framework. A systematic review was conducted using two databases (PubMed and Web of Science) to identify studies that included preschool children doing PA during weekdays, measured through technological devices, and compared to PA during weekend days. Study quality was evaluated using the MINORS scale. Results: From 1959 articles, 30 documents met the inclusion criteria, encompassing 32,251 preschool children. Conclusions: The results suggest that preschoolers were generally more active on weekdays than weekends, although it could depend more on contextual or individual factors than on the day of the week. In this sense, parental/maternal behavior (sedentary behavior, shared activities during weekend days, parents’ educational level, and parental/maternal screen time) influences children’s PA level, as well as other factors such as gender, morphology, motor competence level, the type of activity (indoor vs. outdoor), age, meeting PA guidelines, and the community transportation environment. Considering these factors, professionals working in preschools or kindergartens, as well as parents/mothers, should consider these factors to foster children’s PA level from early childhood, which could influence children’s lifespan. Full article
(This article belongs to the Special Issue Recent Advances in Applied Biomechanics and Sports Sciences)
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12 pages, 231 KiB  
Article
Enhancing Preschoolers’ Motor Creativity Through Playfulness and Social Engagement
by Despoina Ourda, Eleni Polyzoudi, Athanasios Gregoriadis and Vassilis Barkoukis
Children 2025, 12(8), 969; https://doi.org/10.3390/children12080969 - 23 Jul 2025
Viewed by 335
Abstract
Background/Objectives: Motor creativity is a vital component of preschoolers’ growth and development. However, its underlying determinants remain largely underexplored. This study investigates the interrelationship among playful behavior, social profile, and motor creativity in preschool children, emphasizing its implications for holistic health and [...] Read more.
Background/Objectives: Motor creativity is a vital component of preschoolers’ growth and development. However, its underlying determinants remain largely underexplored. This study investigates the interrelationship among playful behavior, social profile, and motor creativity in preschool children, emphasizing its implications for holistic health and development. Methods: A total of 200 children and their kindergarten teachers from Greece participated in the study. The Children’s Playfulness Scale (CPS) was employed to assess the children’s playfulness, while a sociometric test was used to evaluate their social standing within peer groups. Motor creativity was measured through TCAM, a performance-based test focusing on fluency, imagination, and originality. Results: The findings revealed that the dimensions of playful behavior, particularly motor and social playfulness, significantly and positively influenced motor creativity, a core component of physical and mental health in early childhood. Conversely, certain aspects of social behavior had a negative association with imaginative capacities. Conclusions: The study underscores the critical role of movement-based playful activities in fostering children’s physical, emotional, cognitive, and social health. It highlights the need for educators to design developmentally appropriate motor play activities that cultivate creativity and social integration, promoting a balanced and health-oriented early education framework. The results contribute to educational policy and practice by reinforcing the importance of structured motor play in supporting preschoolers’ well-being and comprehensive development. Full article
(This article belongs to the Section Global Pediatric Health)
26 pages, 381 KiB  
Article
Environmental Burden and School Readiness in an Urban County: Implications for Communities to Promote Healthy Child Development
by Rebecca J. Bulotsky-Shearer, Casey Mullins, Abby Mutic, Carin Molchan, Elizabeth Campos, Scott C. Brown and Ruby Natale
Sustainability 2025, 17(15), 6692; https://doi.org/10.3390/su17156692 - 22 Jul 2025
Viewed by 375
Abstract
Geographic disparities threaten equitable access for children to health-promoting safe green spaces, and quality early education in the communities in which they live and grow. To address gaps in the field, we integrated the fields of developmental psychology, public health, and environmental science [...] Read more.
Geographic disparities threaten equitable access for children to health-promoting safe green spaces, and quality early education in the communities in which they live and grow. To address gaps in the field, we integrated the fields of developmental psychology, public health, and environmental science to examine, at the population level, associations between the environmental burden, socioeconomic vulnerability, and kindergarten readiness in a diverse urban county. Three administrative datasets were integrated through an early childhood data sharing research partnership in Miami-Dade County. The Bruner Child Raising Vulnerability Index, the five domains of the Environmental Burden module from the Environmental Justice Index, and public school kindergarten readiness scores were aggregated at the census tract level. Analysis of variance and multiple regression analyses found associations between socioeconomic vulnerability and race/ethnicity. The socioeconomic vulnerability levels were highest in census tracts with a higher percentage of Black residents, compared to all other races/ethnicities. Areas of greater social vulnerability had lower kindergarten readiness and a higher environmental burden. A higher environmental burden predicted lower kindergarten readiness scores above and beyond race/ethnicity and socioeconomic vulnerability. The findings advance our understanding of global challenges to sustainable healthy child development, such as the persistence of a disproportionate environmental burden and inequitable access to resources such as green spaces and early education programs. The present study results can inform community health improvement plans to reduce risk exposures and promote greater access to positive environmental and educational resources for all children. Full article
28 pages, 1805 KiB  
Article
Development and Validation of the CHDSI Questionnaire: A New Tool for Measuring Disease-Specific Quality of Life in Children and Adolescents with Congenital Heart Defects
by Paul C. Helm, Ulrike M. M. Bauer, Peter Ewert and Julia Remmele
Medicina 2025, 61(7), 1311; https://doi.org/10.3390/medicina61071311 - 21 Jul 2025
Viewed by 298
Abstract
Background and Objectives: Congenital heart defects (CHD) affect around 1% of the population, making them the most common congenital disease worldwide. Thanks to advances in treatment, over 90% of affected children are able to reach adulthood, shifting focus to long-term outcomes such [...] Read more.
Background and Objectives: Congenital heart defects (CHD) affect around 1% of the population, making them the most common congenital disease worldwide. Thanks to advances in treatment, over 90% of affected children are able to reach adulthood, shifting focus to long-term outcomes such as disease-specific quality of life (DsQoL). To date, there has been no validated, standardized instrument for assessing DsQoL in young German CHD patients. This study introduces the Congenital Heart Disease Specific Inventory (CHDSI), the first freely available German-language instrument for measuring DsQoL in children and adolescents with CHD. Materials and Methods: The CHDSI was developed at the German Heart Center Munich in collaboration with affected children and adolescents and validated nationwide via the National Register for Congenital Heart Defects (NRCHD) with 1201 participants (46 kindergarten children, 530 children, 625 adolescents). Two age-specific versions (36/37 items) and a 31-item preschool version were created, alongside a 6-item short form (CHDSI-SF) for rapid screening. Reliability was assessed using Cronbach’s alpha and split-half methods; construct validity via confirmatory factor analysis (CFA) using DWLS; and score interpretation through standardized stanine scales. The small sample size of kindergarten children precluded a model test for this group. The standard values given for this subsample should therefore be interpreted with caution. Results: The CHDSI showed excellent internal consistency (Cronbach’s α = 0.856 to 0.900) and high split-half reliability (>0.95). CFA confirmed a robust six-factor structure with excellent model fit (CFI and TLI ≥ 0.991, RMSEA ≤ 0.05). Subscales showed strong discriminant validity, and significant differences were found by CHD severity and sex. Conclusions: The CHDSI is a psychometrically valid, age-appropriate, and freely available instrument for assessing DsQoL in children and adolescents with CHD. It provides valuable support for clinical decision-making and research. Further studies should explore international validation and cultural adaptation. Full article
(This article belongs to the Section Cardiology)
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20 pages, 320 KiB  
Article
Integrating Digital Tools with Origami Activities to Enhance Geometric Concepts and Creative Thinking in Kindergarten Education
by Kawthar M. Habeeb
Educ. Sci. 2025, 15(7), 924; https://doi.org/10.3390/educsci15070924 - 20 Jul 2025
Viewed by 394
Abstract
This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were [...] Read more.
This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were randomly assigned to experimental (n = 30) and control (n = 30) groups. The experimental group received a four-week intervention using the Paperama app and paper folding, while the control group followed the standard curriculum. Wilcoxon signed-rank tests showed significant gains in the experimental group’s geometric understanding (Z = 3.82; p < 0.001) and creative thinking (Z = 4.15; p < 0.001), with large effect sizes (r = 0.78). Descriptive analysis further revealed that the experimental group outperformed the control group in post-test scores for geometric understanding (M = 84.06 vs. M = 74.39), reinforcing the intervention’s practical impact. The control group showed no significant improvement (p = 0.16). These findings highlight the value of blended origami instruction in developing spatial reasoning and creativity. This study contributes to early STEAM education and supports the integration of digital tools into kindergarten learning and teacher training. Full article
17 pages, 1622 KiB  
Article
Knowledge About Attention Deficit Hyperactivity Disorder (ADHD) Among Kindergarten and Primary School Teachers in Hungary
by Ágnes Tóth-Szerecz, Tun Zaw Oo and Melinda Csima
Educ. Sci. 2025, 15(7), 922; https://doi.org/10.3390/educsci15070922 - 18 Jul 2025
Viewed by 761
Abstract
Understanding the students’ Attention Deficit Hyperactivity Disorder (ADHD) is crucial for teachers as it significantly impacts their ability to support and manage ADHD students effectively. Thus, this study aimed to investigate ADHD knowledge among kindergarten and primary school teachers (n = 732). [...] Read more.
Understanding the students’ Attention Deficit Hyperactivity Disorder (ADHD) is crucial for teachers as it significantly impacts their ability to support and manage ADHD students effectively. Thus, this study aimed to investigate ADHD knowledge among kindergarten and primary school teachers (n = 732). The ADHD-related knowledge questionnaire was employed to gather teachers’ required knowledge about ADHD. The findings showed that teachers were knowledgeable in ADHD knowledge, especially its etiology and symptoms. A significant difference was also found between teachers with special education need (SEN) training and those without SEN training. However, there was no significant difference in ADHD knowledge between kindergarten and primary school teachers. Based on the regression analyses, SEN training significantly contributed to the prediction of teachers’ ADHD knowledge acquisition in both kindergarten and primary schools. This study provides valuable insight into ADHD knowledge among kindergarten and primary school teachers, particularly in etiology and symptoms, highlighting gaps in treatment and diagnostic understandings. It also emphasized the importance of SEN training in enhancing teachers’ ADHD knowledge. Full article
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16 pages, 1200 KiB  
Article
Development of Language and Pragmatic Communication Skills in Preschool Children with Developmental Language Disorder in a Speech Therapy Kindergarten—A Real-World Study
by Dieter Ullrich and Magret Marten
Children 2025, 12(7), 921; https://doi.org/10.3390/children12070921 - 11 Jul 2025
Viewed by 420
Abstract
Background: Several studies document the importance of communicative abilities for children’s development. Especially in recent years verbal communication in preschool children with developmental language disorder (DLD) has been studied, relying heavily on statistical analysis, outcome measures, or/and parents’ reports. Purpose: This explorative study [...] Read more.
Background: Several studies document the importance of communicative abilities for children’s development. Especially in recent years verbal communication in preschool children with developmental language disorder (DLD) has been studied, relying heavily on statistical analysis, outcome measures, or/and parents’ reports. Purpose: This explorative study investigates the effects of speech therapy on the development of language and verbal communication skills in preschool children with DLD within their peer group in a day-to-day setting using objective video-documentation. Hypothesis: Speech therapy leads to improvement of language, communication, and possibly to concurrent development of both language and verbal communication skills in preschool children. Methods: Preliminary prospective study to assess language and verbal communications skills of nine preschool children (seven boys, two girls, 4–6 y) with DLD in a speech therapy kindergarten using video recordings over a one-year therapy period. The communicative participation of the members of the peer group was assessed and included the verbal address (Av) and the ratio of “verbal address/verbal reaction” (Av/Rv). Results: The investigation results in evidence for two outcome groups: One group with suspected preferential verbal communication disorders (n = 4) was characterised by a high Av/Rv value, meaning they were scored to have a normal or high verbal address (Av) and a low verbal response (Rv) (predominantly interpersonal communication related disorder). This group showed minimal changes in the short term but demonstrated improvement after 5 years of schooling; thus, pedagogical activities seemed to be particularly effective for these children. The second group showed a balanced Av/Rv ratio (predominantly language related disorder) (n = 5); but after five years they demonstrated a partial need for special school support measures. This group may therefore particularly benefit from speech therapy. Conclusions: The present study clearly shows that even with speech-language therapy, the linguistic ability of DLD-disturbed children does not necessarily develop simultaneously with their communication ability. Rather, the investigations provide evidence for two groups of preschool children with DLD and communication disorder: One group demonstrated a predominantly verbal communication related disorder, where pedagogical intervention might be the more important treatment. The second group showed predominantly DLD, therefore making speech therapy the more effective intervention. In this study, all children expressed their desire to communicate with their peers. To the authors’ best knowledge, this is the first study determining the ability to communicate in a preschool cohort with DLD using characterisation with video documentation in a follow-up for 1 year. Full article
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24 pages, 7542 KiB  
Article
Supporting Oral Language Development in Preschool Children Through Instructional Scaffolding During Drawing Activity: A Qualitative Case Study
by Mengyun Xiao, Fadzilah Amzah, Noor Azlina Mohamed Khalid, Weihan Rong and Xiaolong Zhou
Behav. Sci. 2025, 15(7), 908; https://doi.org/10.3390/bs15070908 - 4 Jul 2025
Viewed by 601
Abstract
The research on teaching scaffolding for preschool children’s oral language development (OLD) has become an important topic in the academic world. However, there remains a lack of evidence-based research on the integration of scaffolding strategies integrated into creative art contexts to support children’s [...] Read more.
The research on teaching scaffolding for preschool children’s oral language development (OLD) has become an important topic in the academic world. However, there remains a lack of evidence-based research on the integration of scaffolding strategies integrated into creative art contexts to support children’s creative expression and language production. In this study, a qualitative case study was conducted to analyze the non-participatory observation and artwork analysis of five-year-old children’s drawing activities in a kindergarten in China based on socio-cultural and scaffolding theories. Three types of core scaffolding strategies were summarized. The findings reveal that the three strategies work together dynamically within the children’s Zone of Proximal Development (ZPD): (1) the visual prompt strategy enriches the vocabulary diversity of metaphors, adjectives, and ordinal words; (2) dialogic narrative co-construction effectively improves narrative coherence across exposition, rising action, climax, and resolution; and (3) emotional engagement strategies foster a safe expressive environment, promoting the integration of affective vocabulary with intrinsic motivation. Accordingly, a three-dimensional integrated “visual-linguistic-emotional” scaffolding model was constructed, emphasizing the practical guidelines of simultaneous scaffolding and gradual scaffolding withdrawal during the warm-up, creation, and sharing sessions of the drawing activity. This study expands the application of scaffolding theory in unstructured art contexts, and provides a systematic practical framework for the design of cross-contextual language support strategies and teacher training in preschool education. Full article
(This article belongs to the Topic Educational and Health Development of Children and Youths)
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12 pages, 237 KiB  
Article
Teacher Self-Efficacy in Asthma Management in Elementary and Middle Schools
by Ethan Schilling, Stacey Neuharth-Pritchett, Sofia H. Davie and Yvette Q. Getch
Allergies 2025, 5(3), 25; https://doi.org/10.3390/allergies5030025 - 3 Jul 2025
Viewed by 453
Abstract
Background/Objectives: This study assessed teacher self-efficacy in school-based asthma management in two southern states in the United States. Current literature focuses primarily on supporting school-based asthma management, but few studies have focused on teacher self-efficacy in the asthma management process. Methods: With data [...] Read more.
Background/Objectives: This study assessed teacher self-efficacy in school-based asthma management in two southern states in the United States. Current literature focuses primarily on supporting school-based asthma management, but few studies have focused on teacher self-efficacy in the asthma management process. Methods: With data collected from a two-state survey of a randomly selected group of teachers in grades kindergarten to grade eight (n = 379), teachers’ demographic variables, general opinions about asthma management practices, and their self-perceptions on the Teacher Asthma Management and Information Seeking Scale, which assesses self-efficacy, were examined. Results: Teachers’ self-efficacy in managing asthma and seeking information was significantly higher among teachers who had completed in-service professional learning sessions and those who had access to community resources or links to community agencies. Additionally, teachers with personal experience of chronic illness, asthma, or allergies and those who had students with chronic illnesses in their classrooms reported higher self-efficacy scores. Conclusions: Findings suggest that providing professional learning about asthma for teachers, offering access to asthma action plans and community resources, and increasing awareness of chronic conditions and training for handling medical emergencies can enhance teachers’ self-efficacy and improve outcomes for students with chronic illnesses. Full article
(This article belongs to the Section Asthma/Respiratory)
18 pages, 849 KiB  
Article
Seroprevalence of Measles-, Mumps-, and Rubella-Specific Antibodies in Future Healthcare Workers in Serbia: A Cross-Sectional Study
by Ana Banko, Andja Cirkovic, Vladimir Petrovic, Mioljub Ristic, Vladimir Vukovic, Dobrila Stankovic-Djordjevic and Danijela Miljanovic
Vaccines 2025, 13(7), 700; https://doi.org/10.3390/vaccines13070700 - 27 Jun 2025
Viewed by 540
Abstract
Background/Objectives: Measles, mumps, and rubella (MMR) continue to pose a significant public health challenge due to insufficient immunization coverage. This study aimed to provide the first seroprevalence data against MMR and to explore self-reported immunity among future healthcare workers (HCWs) in Serbia, including [...] Read more.
Background/Objectives: Measles, mumps, and rubella (MMR) continue to pose a significant public health challenge due to insufficient immunization coverage. This study aimed to provide the first seroprevalence data against MMR and to explore self-reported immunity among future healthcare workers (HCWs) in Serbia, including women of childbearing age. Methods: We included 1296 future health care workers (HCWs) aged 19 to 29, born in Serbia. All HCWs supplied a blood sample for serology and filled in a questionnaire. Antibodies were measured using an enzyme immunoassay against measles, mumps, and rubella (MMR). Results: Anti-measles, -mumps, and -rubella seronegativity rates were 25.6%, 26.5%, and 4.4%, respectively, among future HCWs in Serbia. The mumps seronegativity rate was significantly higher in the oldest (27–29-year) age group, accompanied by significantly lower anti-mumps IgG GMCs in the same age group compared to younger participants (p = 0.035 and p < 0.001, respectively). Anti-mumps seronegativity also increased significantly across birth cohorts, from the youngest to the oldest (p = 0.004). Furthermore, anti-mumps IgG antibody GMCs were significantly higher among females, those who attended nursery/kindergarten, and unvaccinated individuals (p = 0.050, p = 0.020, and p = 0.005, respectively). Finally, older age and unvaccinated status were identified as independent factors associated with anti-measles and anti-mumps seronegativity among future HCWs in Serbia. Conclusions: The cross-sectional seroprevalence data revealed insufficient seroprotection in this population of particular importance, i.e., future HCWs, and women of childbearing age. These results strongly support the national recommendations for the mandatory vaccination of these populations. Identified immunity gaps should be closed promptly by strategic, targeted serologic screening, followed by vaccination of those lacking MMR antibodies. Full article
(This article belongs to the Special Issue Vaccines and Immunization: Measles, Mumps, and Rubella)
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