Search Results (287)

This paper foregrounds the study life of students in Early Childhood and Social Education through the concept of educational belonging, conceptualized as situated, relational, affective, and spatial practices that are continually renegotiated. As an affective and spatial practice, educational belonging foregrounds that places, spatial designs, and interiors play a constitutive role in shaping study life, including students’ study experiences and learning processes. The paper is based on a research project conducted at University College Copenhagen, which investigates the significance of educational architecture for students’ learning processes and sense of belonging within their education. Drawing on a substantial body of data generated through architectural plan interviews, the research project offers insight into how the design and atmosphere of educational spaces and places co-constitute students’ sensory experiences of belonging. The analytical parts of the paper illuminate how students’ narratives about their positioning within classrooms reveal that teaching and learning situations are social and affective events, in which students are recognized as occupying specific student positions, such as serious, nerdy, or disengaged. Full article

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring. Full article

Background: Chronic pain is consistently associated with increased vulnerability to suicidal ideation, particularly among individuals with a history of early adverse experiences. However, the cognitive mechanisms linking childhood trauma to suicidal thoughts in this population remain insufficiently understood. Methods: A cross-sectional study was conducted with 251 adults living with chronic pain. Participants completed validated measures assessing childhood trauma, perceived burdensomeness, hopelessness, pain catastrophizing, and suicidal ideation. Correlational analyses were conducted to examine associations among variables, followed by a multiple mediation model to test the mediating role of cognitive processes. Data were analyzed using Pearson correlations and robust-estimation mediation procedures implemented in JASP. Results: Childhood trauma showed positive and significant associations with perceived burdensomeness, hopelessness, pain catastrophizing, and suicidal ideation. Mediation analyses showed that perceived burdensomeness, hopelessness, and pain catastrophizing significantly mediated the relationship between childhood trauma and suicidal ideation, with small-to-moderate indirect effects. These findings suggest that maladaptive cognitive patterns may partially explain how early adverse experiences are associated with suicidal thoughts in individuals with chronic pain. Conclusions: The results highlight the relevance of considering early adverse experiences and pain-related cognitive processes in the clinical assessment of suicidal ideation among individuals with chronic pain. Further research using longitudinal and multimethod designs is needed to refine explanatory models and guide psychological interventions aimed at reducing vulnerability to suicidal ideation in this population. This study expands existing knowledge by simultaneously examining perceived burdensomeness, hopelessness, and pain catastrophizing as mediators between childhood trauma and suicidal ideation in individuals with chronic pain. These findings contribute to refining trauma-informed clinical approaches and identifying specific intervention targets. Full article

This Children in Cities research project examines an approach to storying research that foregrounds collaborative meaning-making between educators and young children in their city. Through exploring how educators and young children might “think otherwise” about teaching, learning, and participation with history, Place noticing and entanglements between humans, more-than-human, and non-humans, three stories and a metaphor surface in the data. Drawing on three stories, metaphor is employed as an analytic and integrative device to deepen interpretation of lived experiences. Central to the methodology is a democratic orientation that seeks to reduce hierarchical boundaries, engaging children aged 3–5 as co-researchers in the selection, interpretation, and representation of stories. This positioning recognizes children as competent participants whose perspectives offer valuable contributions to life learning such as storying Place and taking up socio-historical responsibilities. Findings suggest that such visits with city places can broaden conceptions of fairness in early childhood education, fostering more welcoming and relational approaches to both research and teaching. Full article

This study investigates parents’ experiences of partnerships with their children’s preschool teachers in Sweden, focusing on two questions: (1) How do parents describe communication with preschool teachers, and what information about their child is valued? (2) How do parents position preschool in their child’s life? Framed through Bourdieu’s concept of habitus, the analysis examines how parents’ dispositions, values, and prior experiences shape engagement with early childhood education. Data were collected via interviews with 25 parents across three counties in western Sweden and analysed using narrative methods. Findings show that parents prioritise communication about children’s well-being and social development as central to partnership, while instructional information is largely viewed as the teacher’s domain. Preschool is primarily seen as a context for socialisation, developing norms, values, and behaviours, rather than formal academic preparation. By exploring consistencies and contradictions in parental accounts, the study offers a nuanced understanding of how habitus informs parental expectations and communication practices, highlighting the complex interplay between family dispositions and preschool engagement. Full article

Preschool teaching is a highly demanding profession that requires constant socio-emotional attunement and the ability to engage in reflective reasoning. Despite the central role of these skills in effective early childhood education, little is known about whether preschool teachers’ socio-affective and cognitive capacities vary as a function of accumulated professional experience. To address this knowledge gap, we compared the performance of 30 professional preschool teachers with a matched control group of 30 non-teachers on tests measuring emotion recognition, active-empathic listening, interpersonal reactivity, and abstract reasoning. We found that preschool teachers were significantly better on all dimensions of active-empathic listening (sensing, processing, and responding) and better in emotional self-regulation than controls. Moreover, years of preschool teaching experience were positively correlated with emotion recognition, improved listening skills, and more deliberate abstract reasoning strategies. Notably, socio-affective competencies were correlated with abstract reasoning performance within the preschool teacher group. According to these results, long-term professional involvement in preschool teaching enhances socio-affective skills and integrates them with higher-order cognitive processes, both of which are essential for responsive teaching, efficient classroom management, and the development of children’s social and cognitive abilities. Full article

Background: Schools play a central role in child development and socialization and can function as protective environments that mitigate the effects of adversity. Building on the Social Ecological Model and Community School Transformation, we propose a “Schools-as-Neighborhoods” framework that conceptualizes schools as intentionally designed microenvironments capable of generating social capital, promoting positive childhood experiences, and buffering harmful neighborhood exposures through trauma-informed programming. Methods: We conducted a convergent mixed-methods study across four public and charter schools in Milwaukee, Wisconsin, serving grades five through nine. STRYV365’s peak team and Brain Agents gamified intervention were implemented between 2022–2024. Quantitative surveys and qualitative data assessed students’ lived experiences, exposure to adversity, emotional awareness, coping skills, and school connectedness/climate across multiple waves. Results: Across the four schools (n = 1626 students), baseline academic proficiency was low, and exposure to adversity was high among surveyed participants (n = 321), including bereavement (74%) and family incarceration (56%). Despite these challenges, qualitative findings revealed strengthened emotional regulation, empathy, motivation, and goal setting among students engaged in trauma-informed programming. Teachers reported improved peer interaction and community building during sustained implementation. Conclusion: The Schools-as-Neighborhoods framework highlights the value of trauma-informed, relationship-centered school environments in promoting student well-being. By positioning schools as cohesive ecosystems that foster belonging and cultivate social capital, this approach offers educators and policymakers a pathway for mitigating the effects of hostile lived environments and supporting students’ mental health, social development, and engagement in learning. Full article

Cross-modal and immersive technologies offer new opportunities for experiential learning in early childhood, yet few studies examine integrated systems that combine multimedia, mini-games, 3D exploration, virtual reality (VR), and augmented reality (AR) within a unified environment. This article presents the design and implementation of the Solar System Experience (SSE), a cross-modal extended reality (XR) learning suite developed for preschool education and deployable on low-cost hardware. A dual-perspective evaluation captured both preschool teachers’ adoption intentions and preschool learners’ experiential responses. Fifty-four teachers completed an adapted Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) questionnaire, while seventy-two students participated in structured sessions with all SSE components and responded to a 32-item experiential questionnaire. Results show that teachers held positive perceptions of cross-modal XR learning, with Subjective Norm emerging as the strongest predictor of Behavioral Intention. Students reported uniformly high engagement, with AR and the interactive eBook receiving the highest ratings and VR perceived as highly engaging yet accompanied by usability challenges. The findings demonstrate how cross-modal design can support experiential learning in preschool contexts and highlight technological, organizational, and pedagogical factors influencing educator adoption and children’s in situ experience. Implications for designing accessible XR systems for early childhood and directions for future research are discussed. Full article

According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s growth, development, and wellbeing, and yet, in contemporary society, outdoor experiences have significantly declined. This scoping review explores the benefits and affordances of nature-based risky play and adventure education across early childhood and adolescence, asking what developmental opportunities emerge when children and adolescents engage in meaningful outdoor challenges. Adopting a benefit–risk approach where safety is “as safe as necessary” rather than “as safe as possible,” the review identifies common elements across developmental stages. A scoping review following PRISMA-ScR guidelines synthesised empirical studies (2015–2025). Our review included 40 empirical studies from a total of 5218 references, using diverse methodologies conducted predominantly in Western nations. All 40 studies reported positive associations across multiple developmental domains. Eight key themes developed: resilience and confidence, wellbeing, physical skills, autonomy and agency, nature connectedness, quality play provision, and educator influence. Authentic child agency and autonomy functioned as critical mechanisms through which benefits are realised across early childhood and school-aged populations. Key benefits included enhanced mental health, social competence, and anxiety prevention. Implementation barriers persist, including parental anxiety, institutional liability concerns, and cultural risk aversion. Evidence overwhelmingly supports nature-based risky play and outdoor adventure education as beneficial for child and adolescent development. Translation into practice remains limited by stakeholder attitudes and systemic barriers. Future research should prioritise longitudinal studies, cross-cultural investigation, and equity-focused approaches addressing disparities in access to positive risk-taking. Full article

Attention-Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder. While there have been many empirical studies of childhood ADHD, there have been few qualitative studies investigating first-hand accounts of the lived experiences of children with ADHD. This study addresses that gap with qualitative data from open-ended interviews with 12 children ages 8 to 14 years about the positive and negative aspects of their ADHD. Overarching themes were identified using Interpretive Description and Thematic Analysis. An important point to emerge was a discrepancy between the generally negative perception of ADHD by society and the medical profession (a psychiatric disorder that needs to be cured) and the more nuanced perceptions of children who themselves have ADHD, where they express positive as well as negative aspects. Positive aspects reported included having more energy, the ability to hyper-focus, and being more creative and more fun because of their ADHD. The children’s nuanced view of their ADHD is also at odds with an exclusively asset-based neurodiversity perspective that focuses only on strengths. The children perceived that some aspects of their ADHD are not advantageous. Implications are discussed with reference to rethinking how we understand ADHD, treatment practices for ADHD, and how to involve children with ADHD in future research. Full article

Argumentative reasoning (AR) refers to the kind of reasoning used when individuals engage in argument about a disputed claim or proposed action. In its mature, most proficient form, AR involves several reasoning skills such as providing effective justification for one’s claims, anticipating and defending against challenges to those claims, and critiquing the position and reasoning of one’s opponent in the argument. Mature AR also involves an idealized understanding of argument as a rule-governed, rational process in which arguers seek to persuade one another through reasons, rather than through force or emotion. WE There is compelling evidence that proficiency in AR, resulting from natural development or from targeted educational experiences and training, is associated with better academic outcomes in middle childhood, adolescence, and emerging adulthood. These outcomes include greater depth and breadth of learning in specific content areas (e.g., science), more effective written communication, and higher order critical thinking. This article begins with a discussion of the nature and significance of AR, followed by an account of the link between AR and academic achievement in primary and secondary school. In the principal sections of the article, the development of AR skills is discussed along with the results of explicit efforts to train AR. The section on training effects includes a discussion of how motivation, culture, and gender influence student engagement in argument-based classroom activities. Full article

Existing research has shown that individuals’ early-life experiences exert a sustained impact on their social life in adulthood. However, there remains a lack of understanding regarding how childhood migration experiences influence entrepreneurial behaviors. Using data from the 2017 China Migrants Dynamic Survey (CMDS), this paper examines the effects of childhood migration experiences on migrants’ entrepreneurial propensity. The findings indicate that childhood migration experiences increase the likelihood of migrants engaging in self-employment or entrepreneurship in China, and this result holds consistent across several robustness checks. The research further reveals that social capital and human capital mediate the relationship between childhood migration experiences and entrepreneurial choices. Additionally, for migrants aged over 35, and those who migrated alone during their first-time migration, the positive effects of childhood migration experiences are more significant. Also, among the three age cohorts of childhood migration, the entrepreneurial effects of migration at ages 7–12 and 13–18 are significantly stronger than those of migration before age 6. This research highlights the long-term impact of childhood migration experiences on shaping individuals’ entrepreneurial choices, which provides theoretical and practical evidence for government policies that promote entrepreneurship. Full article

Objectives: Latinx Americans represent the largest ethnic minority group (nearly 19% of the U.S. population). Their behavioral health has received increasing attention as they exhibit elevated prevalence rates of anxiety (ANX), depression (DEP), and substance use disorders (SUDs). The National Latino and Asian American Study (NLAAS) is the first national population-based mental health study of Latinx Americans and is the most comprehensive resource for understanding their behavioral health. This systematic review aims to synthesize peer-reviewed publications using the NLAAS dataset to identify psychosocial determinants of the three key outcomes. Method: We followed PRISMA to search for English peer-reviewed articles published in EBSCO, Embase, PsycINFO, Web of Science, and PubMed. Inclusion criteria were as follows: (1) Latinx in the NLAAS database; (2) ANX, DEP, or SUD; (3) risk or protective factors; and (4) peer-reviewed publications in English. Search terms such as Latino, Latina, anxiety, depressive symptoms, substance abuse, and NLAAS were used to search for relevant articles. Two authors screened the articles independently and extracted data from each study. Results: Thirty-two studies published between 2007 and 2024 were included in our final review. Among them, 12 studies investigated ANX, and 17 studies examined DEP and SUD, respectively. Sixteen studies assessed protective factors. Ten articles assessed multiple key outcomes. All risk factors were grouped into three categories: Trauma and negative relationships (e.g., childhood maltreatment, negative family relationship, traumatic life experience), acculturation- and immigration-related factors (e.g., nativity, acculturation experience, English proficiency, discrimination), and sociodemographic and social participation factors (e.g., gender, education, income level). Protective factors such as family cohesion, religious activity, gender, and education were also identified. Conclusion: This first systematic review provided comprehensive NLAAS findings on multifaceted cultural, social, and intrapersonal factors that were either negatively or positively associated with three behavioral health outcomes within the U.S. Latinx population. Potential mechanisms by which risk and protective factors influence their mental health, as well as limitations of this review, were discussed. Findings of this review can inform culturally responsive prevention strategies and interventions to reduce behavioral health disparities and to improve mental health outcomes among Latinx Americans. Full article

This study aims to identify the most significant characteristics of non-university teaching staff within the general system in Spain who participate in non-traditional tasks outside the school and the classroom within the educational field. An exploratory study was conducted on a sample of 6512 teachers in Spain, using a 13-item Likert-scale questionnaire structured into three scopes (Technical–Political, Scientific–Academic, and Teacher Training). The results identify three distinct profiles of teachers who participate in tasks away from the classroom and the educational institution, according to the educational level at which they work. In the case of Early Childhood Education teachers who participate most in such tasks, the most significant variables are gender, holding a management position, type of school, and Continuous Teacher Training (CTT). For Primary Education teachers, the most important variables are teaching experience, holding a management position, and CTT. Finally, for Secondary Education teachers who participate most in these tasks, the most significant variables across all three scopes are teaching experience, holding a management position, and CTT. Although the proportion of teachers who report dedicating time to tasks outside the classroom and the school is small, a deeper understanding of the characteristics of those who do such activities for the consideration and design of strategies, plans, and policies, targeted by educational level, in order to increase or improve the degree of teacher participation in the three scopes under investigation. Full article

Children and youth with special healthcare needs (CYSHCN) face elevated risks of adverse childhood experiences while also having unique opportunities for positive childhood experiences (PCEs). Medical specialty camps can serve as protective environments promoting resilience and well-being in this population. We examined current literature to determine whether camp experiences align with the Healthy Outcomes from Positive Experience (HOPE) framework and function as PCEs for CYSHCN. A comprehensive literature search was conducted across PubMed, Google Scholar, and Elsevier databases using terms related to camps, positive childhood experiences, and childhood illness. Studies were systematically mapped onto the four HOPE framework categories and analyzed for qualities of effective PCE settings. Twenty-six studies demonstrated alignment between camp experiences and all four HOPE framework components: nurturing relationships, safe environments, social engagement opportunities, and social–emotional competency development. Four qualities of effective PCE settings emerged: being outdoors, engagement in meaningful activities, finding meaning in life, and experiencing “being away.” Research representing medical specialty camps demonstrates strong theoretical alignment with PCE frameworks, suggesting potential protective benefits against ACEs for CYSHCN. A conceptual model is proposed to guide future empirical research examining camps as facilitators of PCEs and their long-term health outcomes for this population. Full article