Search Results (493)

The terms democracy and the pedagogy of the possible name an approach imagining schools as sites where more just, inclusive and participatory collective life can be practised, particularly in early childhood. The entry brings three traditions into dialogue. (a) Critical pedagogy, particularly in its post-structuralist, Foucauldian, and post-Marxist readings, engages with Rancièrian critiques of pedagogical mastery and offers a vocabulary for examining how power, knowledge, subjectivity, and hegemony are produced and contested within educational life. (b) Freinet pedagogy, extended through Fernand Oury’s Institutional Pedagogy, contributes a politically grounded, practice-first repertoire of cooperative techniques, classroom institutions, and democratic forms of organisation. (c) Educational commons approaches frame knowledge, space, time, and pedagogical relations as shared goods, collectively produced, cared for, and democratically governed by a community of teachers, children, and families. In this perspective, the child is approached as a commoner and agent in the here and now. The educator, in turn, is understood as a fellow commoner and reflexive practitioner, capable of acting beyond the logics of both the state and the market. Together, they co-shape the everyday life of education. Eight shared dimensions, namely the relational, the political, praxis, agency, anti-enclosure, prefiguration, community, and the schoolized mind, traverse all three traditions, with care as their transversal thread. The framework is conceived as a hospitable theoretical and practical space, not as a self-contained doctrine. It is heuristic in orientation, bringing these traditions into conversation because each contributes a complementary layer to democratic educational life. Full article

Background: Household food insecurity (HFI), defined as the lack of reliable access to adequate food because of limited money or resources, may influence children’s nutritional status. This study aimed to examine the association between HFI risk, based on a single screening item, and underweight and obesity among kindergarten children in Nevada. Methods: Cross-sectional data from the Kindergarten Health Survey (KHS) collected across three school years (2022–2023, 2023–2024, and 2024–2025) were analyzed using a pooled sample of 7267 children. HFI risk was assessed using one item from the Hunger Vital Sign. Weight status was determined using Body Mass Index (BMI) guidelines from the Centers for Disease Control and Prevention (CDC). Descriptive statistics and multinomial logistic regression examined associations between HFI risk and underweight and obesity, adjusting for confounders. Results: Across the pooled sample, 16.3% were at risk for HFI, 16.0% were underweight, and 21.9% had obesity. In pooled analysis, HFI risk was associated with higher odds of obesity (Adjusted Odds Ratio [AOR] 1.29; 95% Confidence Interval [CI]: 1.05–1.59), but not underweight, compared with food-secure children. In year-specific analyses, higher odds of underweight were observed in 2023–2024 (AOR 1.74; 95% CI: 1.14–2.66) and 2024–2025 (AOR 1.58; 95% CI: 1.04–2.38). Conclusions: HFI risk was associated with obesity among kindergarten children in Nevada, while associations with underweight were observed only in certain school years and should be interpreted cautiously. These findings suggest HFI risk as an important early childhood health concern and support the need for nutrition support, family assistance, and longitudinal research. Full article

Childhood is a crucial period for enhancing socioemotional skills, which lay the foundation for development and mental health in adulthood. Consequently, research in early years focuses on emotion understanding as a central component of broader emotional skills, highlighting the role of Social and Emotional Learning (SEL) programs and the influence of factors such as sex, culture, socioeconomic status, and context. This study examines the impact of a seven-month school-based SEL intervention on children’s emotion understanding across two cross-cultural contexts, Spain and Venezuela. A quasi-experimental factorial design with pretest and post-test measures, under a quantitative methodology, was conducted with 224 children enrolled in the 4- and 5-year-old levels of Early Childhood Education, and Grades 1–2 and 3–4 of Primary Education. The Emotion Matching Task and the Test of Emotion Comprehension were used for data collection. Results indicated that participation in the intervention was associated with improvements in emotion understanding, although the magnitude varied across schools and educational stages. Therefore, this study argues how SEL initiatives interact dynamically with school culture, community characteristics, and the organizational structures that support SEL. Full article

In this study we describe the refinement process from the first to the second phase of a teaching–learning sequence development and implementation. The TLS comprises several experimental activities that aim to support understanding of Control of Variables Strategy (CVS) reasoning in the context of floating/sinking and properties of magnets. The research was carried out during a science laboratory course in a department of early childhood education. The participants numbered 67 in the first phase of the survey and 45 pre-service early childhood teachers (referred to as student teachers) in the second phase. The analysis is theoretically grounded in Pickering’s model of scientific practice, as adapted in science education, which provides the analytical framework for identifying and categorizing refinement changes. The results showed that the refinements are differentiated from each other according to the factors that guide them. Specifically, the three refinement changes guided by the educational factor were local-guided, i.e., related to a specific activity dealing with the student teachers’ educational needs, and the other two, also driven by the scientific factor, were holistic-open refinements, i.e., related to a set of activities adjusting the TLS to the new scientific trends. These findings contribute to the literature on Teaching-Learning Sequence development by illustrating how theoretically grounded analysis can make refinement processes more explicit and analytically interpretable. Full article

Background/Objectives: Allergic rhinitis (AR) is increasingly recognized in early childhood; however, its prevalence and environmental determinants within urban informal settlements remain under-researched. This study investigated the prevalence and risk factors associated with allergic rhinitis among children under five years old attending preschools in Alexandra Township, Johannesburg. Methods: A cross-sectional study was conducted involving 3265 children. Data were collected through self-reported surveys with caregivers, designed to assess demographic, clinical, and environmental variables. Multivariate logistic regression analysis was employed to determine adjusted odds ratios (AORs) and p-values for potential environmental and clinical risk factors. Results: The findings show a prevalence of 37.3% (n = 1214) for allergic rhinitis, 47.3% (n = 1544) for rhinitis, and 42.7% (n = 1394) for rhinoconjunctivitis. Exposure to open sewerage pipelines was associated with the highest risk (AOR: 4.85, p < 0.001), followed by prolonged residence in the township (greater than 24 months; AOR: 2.74, p < 0.001) and proximity to local waterways (AOR: 1.89, p < 0.001). Additional significant factors included frequent paracetamol consumption and walking to school, while asthma and eczema exhibited an association with the presence of AR. Conclusions: The elevated prevalence of allergic symptoms within this cohort is linked to localized macro-environmental hazards, suggesting that infrastructural challenges in informal urban settings may influence early respiratory health outcomes. Protecting pediatric respiratory health may necessitate multisectoral interventions, with a specific emphasis on ensuring safe sanitation and clean household energy, to complement traditional clinical management in these vulnerable communities. Full article

Background: While cardiovascular diseases (CVD) manifest in adulthood, vascular changes may begin in childhood. Early markers of CVD, such as carotid intima-media thickness (CIMT), have not been well studied in children in the African setting. The potential influence of environmental and genetic factors on the CIMT of African children is not well understood. Objective: This study assessed the cardiovascular risk profiles of Ghanaian children and adolescents in rural and urban settings using carotid intima-media thickness (CIMT) and ultrasound-measured adiposity. Methods: A cross-sectional study was conducted involving 343 asymptomatic, healthy school children (10–16 years) from the Ashanti region of Ghana. Participants were recruited from one urban and one rural school. Data collected included height, weight, blood pressure, and ultrasound measurements of CIMT, subcutaneous, preperitoneal, and Visceral fat. Results: The mean CIMT for the cohort was 0.60 ± 0.07 mm. Urban children had significantly higher BMI (p < 0.001), subcutaneous fat (p = 0.005), and preperitoneal fat (p < 0.001) compared to rural children, yet there was no significant difference in CIMT between the two sites (p = 0.497). Multiple linear regression revealed that peritoneal fat thickness (p = 0.029) and male gender (p < 0.001) were significant predictors of CIMT, whereas BMI and blood pressure were not. Conclusions: Ghanaian children exhibit elevated CIMT values compared to Western pediatric cohorts despite having lower BMI and normal blood pressure. The significant correlation between peritoneal (visceral) adiposity and CIMT suggests that fat distribution is a more sensitive indicator of early vascular remodeling than BMI in this population. This highlights the need for population-specific screening strategies that move beyond BMI. Full article

In recent decades, Early Childhood Education has consolidated its role as a decisive stage for socio-emotional, identity, and moral development. However, attachment pedagogy, identity construction, and character education have traditionally been addressed through fragmented theoretical frameworks. The main aim of this article is to propose and theoretically ground an original pedagogical integration of these three constructs from the perspective of the Ethics of Care, offering a relational integrative model for Early Childhood Education. Through a theoretical analysis drawing on attachment theory, identity development, and moral education philosophy, a dynamic and interdependent model is proposed in which secure attachment supports identity construction, identity structures character, and character, in turn, reinforces the quality of relational bonds. The findings show that character education cannot be reduced to normative instruction but rather emerges progressively from lived educational experiences of care, recognition, and shared responsibility. Finally, practical implications are derived for the classroom, the school as an institution, and teacher training, aimed at fostering character education grounded in relational bonds, identity development, and human flourishing from early childhood. Full article

Introduction: Oral health in early childhood is essential. Parents, as the primary caregivers, must possess basic knowledge to achieve optimal oral health status. Objectives: The study aims to assess parents’ knowledge and perspectives on early childhood oral health and to evaluate how nationality and educational attainment influence their preventive habits and dental priorities within a nursery and primary school in the province of Huelva (Spain). Materials and Methods: The sample consisted of 129 parents of children aged 3, 4, and 5 years from the aforementioned educational center. A modified questionnaire, validated by experts in the field, was used as the assessment tool. Results: Nationality and education were key determinants of oral health literacy. Spanish-born guardians reported significantly higher dental attendance for their children compared to foreign-born guardians (97.7% vs. 84.2%; p = 0.030). A profound cultural gap was observed in caries etiology: 71.1% of foreign-born respondents attributed caries to “infections or heredity,” while 98.4% of Spanish-born respondents correctly identified behavioral factors (p < 0.001). Regarding educational attainment, 75% of the high-education group prioritized functional health (posterior sector) compared to only 26.3% in the low-education group (p < 0.001). Additionally, a non-linear gap was found in knowledge of primary tooth complications, with the medium-education group showing the lowest awareness (34.8%; p = 0.047). Full article

Background: Promoting physical activity in early childhood is essential for supporting motor, cognitive, and socio-emotional development. Outdoor environments rich in natural stimuli may further enhance these benefits. Recent approaches suggest that integrating movement with narrative contexts may provide additional developmental opportunities by engaging cognitive and affective processes. This study examined the associations between three outdoor motor activity approaches—Storytelling in Motion, Free Play, and Traditional Motor Instruction—and motor competence and inhibitory control in preschool children. Methods: Eighty-seven preschool children (M_age = 5.32 ± 0.60 years) participated in a quasi-experimental pretest–posttest study conducted in outdoor educational settings in Northern Italy, including a natural environment, a structured playground, and a school courtyard. Participants were assigned at the class level to three groups of unequal size (Storytelling in Motion n = 36, Free Play n = 22, Traditional Motor Instruction n = 29). All groups completed ten weekly sessions lasting approximately 60 min. Motor competence was assessed using selected tasks derived from the Test of Motor Competence and the Movement Assessment Battery for Children-2, while inhibitory control was evaluated using the Day/Night Test. Results: Significant Time × Group interactions were observed for several outcomes. The Storytelling in Motion group showed numerically greater improvements at a descriptive level in dynamic balance (Heel-to-Toe Walking: p < 0.001, η²p = 0.229) and fine motor control (Bicycle Trail: p < 0.001, η²p = 0.194) compared to the other groups. The Free Play group showed greater improvements in coordination-related tasks and upper-body strength. No significant differences between groups were observed for inhibitory control. These differences remained significant after adjustment but should be interpreted cautiously due to the non-randomized design. Accordingly, these findings should be considered preliminary and hypothesis-generating (ANCOVA, p < 0.05). Conclusions: Narrative-based outdoor motor activities may represent a potentially relevant approach; however, no firm conclusions can be drawn from the present design. Given the quasi-experimental nature of the study and the contextual differences between intervention settings, the findings should be interpreted with caution. Future research using randomized controlled designs and standardized environments is needed to clarify the independent and combined effects of instructional and environmental factors. Full article

Background and Objectives: Pediatric forearm fractures are among the most common childhood injuries. COVID-19-related societal restrictions, including school closures and suspension of sports activities, altered children’s daily routines and may have influenced injury patterns. This study aimed to evaluate whether periods of stricter COVID-19 restrictions were associated with changes in the incidence of pediatric distal and diaphyseal forearm fractures after accounting for seasonal variation and long-term temporal trends. Materials and Methods: This retrospective observational time-series study analyzed pediatric patients aged 0–17 years who underwent forearm radiography between January 2018 and June 2023 at a tertiary pediatric trauma center. Cases with radiologically confirmed distal or diaphyseal forearm fractures or epiphyseal injuries were included. Monthly fracture counts were analyzed using generalized linear models with logarithmic link functions. Exposure variables included a COVID-19 restriction index based on governmental measures and a binary pandemic indicator. Seasonal variation and long-term temporal trends were included as covariates. Results: A total of 5702 forearm radiographs were identified, of which 4041 trauma-related presentations met the inclusion criteria. Among these, 2014 children had confirmed forearm fractures. Boys accounted for 61% of cases, and the median age was 9 years (IQR 5). Most fractures were treated conservatively (88%). The most frequent injury mechanisms included soccer-related injuries (9.6%) and bicycle falls (7.3%). In regression analyses adjusted for seasonal variation and temporal trends, neither the COVID-19 restriction index (IRR 1.01, 95% CI 0.87–1.17; p = 0.95) nor the pandemic period indicator (IRR 0.99, 95% CI 0.37–2.65; p = 0.98) was significantly associated with monthly fracture counts. The wide confidence interval of the pandemic indicator reflects limited statistical precision and suggests that both clinically relevant decreases and increases in fracture incidence cannot be excluded. Conclusions: No sustained long-term changes in the incidence or injury patterns of pediatric forearm fractures were observed during the COVID-19 pandemic. Temporary fluctuations during early lockdown phases were not independently associated with governmental restrictions after adjustment for seasonal variability and long-term trends. Full article

Background/Objectives: Oral health promotion in early childhood depends strongly on caregivers’ preventive care at home and educational centers. The aim of this study was to investigate socioeconomic, educational, cultural, and oral health factors associated with caregivers’ decisions to decline their children’s participation in school-based oral health promotion programs. Methods: Caregivers who did not authorize their children’s participation in the project were identified through school records and contacted using available information (name, telephone number, and email address). Participants were selected through simple random sampling. Results: Among the 58 caregivers included in the study, the main reasons reported were failure to return the consent form or missing the deadline (36.2%), considering the child too young (19.0%), already receiving private dental care (13.8%), not understanding the consent form (13.8%), not having received the document (10.3%), lack of trust in the professional (3.4%), and other reasons (3.4%). Higher income was significantly associated with higher educational level (p = 0.002), increased toothbrushing frequency (p = 0.007), shorter time since the last dental visit (p < 0.001), and lower levels of embarrassment related to oral health (p < 0.001). Additionally, lower-income caregivers were more likely to seek dental care only in the presence of problems (p = 0.046), while higher-income families were more likely to report private dental care as a reason for non-authorization (p < 0.001). Conclusions: These findings associate socioeconomic and educational inequalities with adverse effects on family oral health among parents, by reducing the frequency of preventive dental examinations and daily oral hygiene practices; and among children, by limiting authorization to participate in school-based oral health promotion programs. This evidence underscores that successful promotion of children’s oral health in educational settings requires addressing social disparities while strengthening caregivers’ knowledge and motivation to support participation. Full article

Background: Posttraumatic stress disorder (PTSD) in ages 3–18 is associated with disturbances in attention, working memory, processing speed, and executive control, as well as persistent difficulties in affect regulation. These neuropsychological vulnerabilities might interfere with learning, peer relationships, and the consolidation of age-appropriate developmental skills. Methods: We conducted a narrative review informed by a structured literature search in PubMed, Scopus, PsycINFO, Embase, EBSCOhost, Web of Science, and Google Scholar. English-language publications from 1990 to 2025 were considered if they examined (1) neuropsychological outcomes of trauma exposure or PTSD in youth and/or (2) interventions with potential to modify neurocognitive or affective functioning, including trauma-focused cognitive behavioral therapy (TF-CBT), mindfulness-based interventions, cognitive rehabilitation strategies, and biofeedback/neurofeedback. Results: Across study designs, trauma exposure and PTSD in youth are consistently linked to impairments in attentional control and executive functioning, with downstream effects on everyday memory and academic performance. Neurobiological studies commonly implicate altered reactivity within amygdala-centered threat circuits and reduced top-down modulation by prefrontal networks, although findings vary with trauma type, developmental stage, and comorbidity. TF-CBT remains the best-supported intervention for pediatric PTSD symptoms; however, neurocognitive outcomes are measured less frequently. Mindfulness-based programs show promise for strengthening attention and emotion regulation when carefully adapted for trauma-exposed youth. Neurofeedback and targeted cognitive rehabilitation represent emerging approaches with preliminary evidence, but the literature remains heterogeneous. Conclusions: An intervention strategy that combines symptom-focused trauma therapy with explicit targeting of executive control, memory processes, and affect regulation may represent a developmentally informed clinical framework for trauma-exposed youth. Future trials need to incorporate standardized neuropsychological endpoints and examine moderators that inform treatment matching. Full article

Artificial Intelligence (AI) and robotics constitute two major technological fields frequently integrated into education. Both of them provide advantages to educational settings, stemming from approaches integrating them at all educational levels. The emergence of generative Artificial Intelligence and the growing popularity of related tools have accelerated the integration of AI into education. An aspect of interest is to explore the combination of AI with robotics in education, aiming to benefit from the advantages of both technological schemes. This paper reviews work regarding the combination of generative Artificial Intelligence and robotics in K-12 and higher education. Scopus was used to search for relevant work. Fifty-four relevant papers were retrieved and analyzed after an exhaustive search. Trends in this combination are highlighted, taking into consideration learning, teaching, robot functionality and capabilities of generative AI tools, teaching subjects, sample size, and educational levels. Five main types of generative AI and robotics combinations are discerned. The overall combination benefits and challenges are analyzed. To the best of the authors’ knowledge, there is no other review discussing this subject in this specific context. Full article

This paper investigates whether sustainability consciousness is already developed in the final years of primary education. The study involved n = 1532 students in grades 5 and 6 from n = 48 primary schools in the Epirus region of Greece during the 2024–2025 school year. To assess their knowingness, attitudes, and behaviors related to sustainable development, we used the Sustainability Consciousness Questionnaire, which was reverse-translated into Greek and tested in a pilot study for age appropriateness. Reliability was examined, and all three subscales—knowingness, attitudes, and behavior—showed statistically significant positive correlations. Students generally reported high levels of sustainability consciousness, with girls consistently scoring higher across all categories. The findings highlight the potential to foster sustainability-related values and practices early in education, providing original evidence from Greek primary schools and expanding the instrument’s international use among younger learners. Full article

Background: School feeding programs aim to improve child nutrition, and they may influence weight outcomes insofar as program modalities and household responses alter children’s total energy intake. This is especially relevant in countries facing the double burden of malnutrition, where undernutrition and micronutrient deficiencies coexist with rising overweight and obesity. This study estimates the effect of Peru’s former National School Feeding Program on obesity and excess weight among children aged 36 to 59 months under a selection-on-observables identification strategy and assesses whether impacts differ across operational modalities, particularly breakfast-only versus breakfast plus lunch and ready-to-eat rations versus foods delivered for preparation. Methods: We use repeated cross-sectional microdata from the Demographic and Health Survey (ENDES) pooled over 2014 to 2018 and link them to administrative information. The sample includes 18,959 children aged 36 to 59 months. To improve comparability, we estimate propensity score weights targeting the average treatment effect on the treated (ATT) using a machine learning generalized boosted model (GBM), and assess covariate balance using standardized mean differences and Kolmogorov–Smirnov statistics. Identification assumes conditional independence given observed covariates and overlap (common support). Main estimates rely on weighted probit models with fixed effects, progressively adding exposure duration, modality indicators, and controls. Distributional effects are examined using quantile regression on the continuous weight-for-height z-score. Results: Without differentiating modalities, beneficiary status is not associated with a statistically significant change in obesity, while pooled baseline estimates indicate a statistically significant higher probability of excess weight. Modality-specific results show that obesity declines only when Qali Warma is delivered as breakfast plus lunch through products to be prepared (approximately −1.0 percentage point in parsimonious models and −0.4 percentage points after controls). Evidence for excess weight is directionally consistent by modality but less conclusive once controls are included. Conclusions: Qali Warma’s effects on early-childhood weight outcomes depend on implementation modality. Evaluations of school feeding programs should incorporate operational heterogeneity, particularly during program redesign. Full article