Early childhood educators who are also parents represent an important yet understudied population within workforce development research. This qualitative narrative inquiry explored the lived experiences of early childhood educators who are also parents as they navigated workforce development programs, parenting responsibilities, and organizational practices in pursuit of career advancement and economic stability. Guided by work-family border theory (Clark, 2000) and ecological systems theory (Bronfenbrenner, 1979), the study examined how parenting responsibilities shaped engagement in workforce development opportunities and influenced professional trajectories over time. Twenty-two early childhood educators who were also parents participated in virtual semi-structured interviews lasting approximately 60 to 90 minutes. Narrative data were analyzed using Polkinghorne’s (1995) narrative analysis framework, resulting in eight emergent themes organized around two research questions. Findings revealed that workforce development served as both a pathway to career advancement and a source of professional affirmation, while organizational and leadership support played a significant role in shaping participants’ professional experiences. Participants demonstrated persistence and adaptability in pursuing professional growth and described economic stability as closely connected to family well-being. Parenthood was found to reshape professional perspectives, create competing demands, and influence participation in workforce development opportunities. Support systems, boundary setting, and redefining success emerged as important factors in sustaining professional engagement. Findings suggest that workforce development systems, organizational practices, and compensation initiatives should more intentionally address the realities of working parent-educators to better support career advancement, economic stability, and long-term workforce retention within early childhood education.
Background. The digital transformation of education requires preschool teacher education to move beyond the instrumental use of technology towards the ability to purposefully design learning experiences for young children. Design competence, understood as the capacity to analyse learning needs, model, prototype, implement and evaluate developmentally appropriate learning environments and resources, remains insufficiently conceptualised in early childhood teacher education. Aim. This article substantiates the theoretical and methodological foundations for developing design competence among future preschool educators in a digital educational environment. Methods. The study applies a conceptual-methodological approach based on thematic analysis of the theoretical literature and on the integration of the TPACK, DigCompEdu, backward design and constructive alignment frameworks. Results. A working definition of design competence is proposed, together with a five-component structure (conceptual-pedagogical, digital-technological, creative-design, reflective-evaluative and ethical-value), a three-level scale of development, and a four-stage methodological model of training (orientation, modelling, practice-based implementation, reflection). Pedagogical conditions and an assessment approach are specified. Conclusion. The proposed model provides a coherent basis for curriculum design and for future empirical validation through mixed-methods research.
Digital technologies are increasingly embedded in young children’s lives, yet uncertainty remains regarding their role in early childhood education and care (ECEC). This study explores Irish early years educators’ beliefs and perceptions concerning digital play, employing Bronfenbrenner’s bioecological framework to examine how policy, parental expectations and professional identity interact to shape children’s learning opportunities. Semi-structured interviews with 10 educators identified five themes: developmentalist beliefs prioritising ‘natural’ play, cautious openness to digital tools, professional identity and ethical tensions, perceptions of children and families and concerns about policy directives. Findings reveal a persistent policy–practice gap, where limited professional development and unclear guidance leave educators uncertain about how to define and implement quality digital play. The study emphasises that educators’ attitudes are closely associated with the extent and quality of children’s digital engagement, highlighting the need for sustained professional development and strengthened mesosystemic communication across home, school and policy contexts. Implications include the creation of context-sensitive frameworks that integrate digital and traditional play while supporting children’s holistic development. This study demonstrates that educators’ definitions of digital play are shaped by the interaction of professional identity, policy ambiguity, family expectations and resource conditions, offering new insight into the conditions that constrain digital play in Irish early years settings.
Introducing the environment and cultivating emergent literacy represent crucial foundational aspects of early childhood education. However, practical environmental instruction in classrooms continues to require concrete, contextual, and developmentally appropriate learning media. This performance-based development aims to design the Big Book of Environmental Literacy (BiLiNG) as an instructional medium to introduce environmental concepts while stimulating emergent literacy among young learners at KB Al Hidayah Pemalang. The media development was conducted through four procedural stages: planning, content and visual structuring, physical assembly, and instructional implementation. BiLiNG was engineered as a large-format book incorporating real-world environmental photographs familiar to children, simple narrative texts, vibrant illustrations, and interactive inquiry prompts. The classroom implementation was conducted through shared reading sessions, guided questioning, and structured dialogues. The implementation results demonstrate that utilizing the BiLiNG media effectively enhanced children's visual attention, learning enthusiasm, communicative participation, and verbal responsiveness during the learning process. The children exhibited greater proficiency in identifying, categorizing, and naming various environmental components displayed in the book. These findings confirm that the BiLiNG media serves as a simple, contextual, and relevant alternative instructional medium to foster early environmental awareness and emergent literacy skills in early childhood education. ABSTRAK Pengenalan lingkungan dan pengembangan literasi awal merupakan aspek esensial dalam pembelajaran anak usia dini. Namun, pelaksanaan pembelajaran pengenalan lingkungan di lapangan masih membutuhkan media konkret yang kontekstual, menarik, dan selaras dengan tahapan perkembangan anak. Karya kinerja ini bertujuan untuk mengembangkan media Big Book Literasi Nuansa Lingkungan (BiLiNG) sebagai sarana pembelajaran guna mengenalkan lingkungan sekaligus menstimulasi literasi awal anak usia dini di KB Al Hidayah Pemalang. Pengembangan media dilakukan melalui empat tahapan prosedural, yaitu perencanaan, penyusunan isi dan ilustrasi, pembuatan media fisik, serta penerapan dalam proses pembelajaran. Media BiLiNG dirancang dalam bentuk buku berukuran besar dengan memanfaatkan dokumentasi foto lingkungan nyata di sekitar anak, teks bersahaja, ilustrasi visual yang kontras, serta stimulus pertanyaan interaktif. Implementasi media diterapkan melalui kegiatan membaca bersama (shared reading), tanya jawab, dan diskusi terarah. Hasil penerapan membuktikan bahwa penggunaan media BiLiNG efektif meningkatkan atensi visual, antusiasme, partisipasi komunikatif, serta respons verbal anak selama proses pembelajaran berlangsung. Anak menjadi lebih mudah mengenali, membedakan, dan menyebutkan beragam objek lingkungan yang disajikan dalam media. Temuan ini menegaskan bahwa media BiLiNG dapat menjadi alternatif sarana instruksional yang sederhana, kontekstual, dan relevan untuk menumbuhkan kepedulian lingkungan serta literasi awal sejak usia dini.
Background: Mouth breathing (MB) in children is a functional alteration characterized by the substitution of nasal breathing with oral or mixed breathing. Persistent MB, particularly when occurring during sleep (nocturnal MB), may be associated with sleep fragmentation, neurobehavioral disturbances, and alterations in craniofacial development. Although established sleep-disordered breathing (SDB), particularly obstructive sleep apnea syndrome (OSAS), is well-recognized and addressed by international guidelines, children presenting with persistent or nocturnal MB without established diagnostic criteria for OSAS may remain outside conventional diagnostic pathways. The multifactorial nature of MB therefore requires the coordinated evaluation of nasal, allergic, upper airway, craniofacial, dental, and orofacial factors. Methods: This narrative review was based primarily on a structured search of the PubMed/MEDLINE database covering publications from database inception to June 2026, supplemented by manual screening of the reference lists of relevant articles and clinical guidelines. The literature was selected according to relevance to the review objectives, methodological robustness, clinical applicability, and contribution to pediatric, allergological, otorhinolaryngological, and dental/orthodontic perspectives. Priority was given to systematic reviews, meta-analyses, randomized controlled trials, clinical practice guidelines, consensus documents, and high-quality observational studies. A total of 80 references were included in the final manuscript. Results: The reviewed evidence indicates that MB may be associated with allergic and nasal conditions, upper airway obstruction, craniofacial and dental abnormalities, and orofacial functional alterations, and may coexist with SDB in selected children. The evidence was synthesized across pediatric, allergological, otorhinolaryngological, and orthodontic perspectives to develop a multidisciplinary care pathway based on the clinical identification of MB, targeted specialist assessment, objective evaluation of SDB when indicated, and individualized management and follow-up. Conclusions: MB may represent an important clinical entry point for the early recognition of potentially treatable conditions and associated SDB. The proposed multidisciplinary care pathway integrates pediatric, allergological, otorhinolaryngological, and dental/orthodontic expertise to support coordinated assessment, individualized management, and longitudinal follow-up of children with MB.
Luca Pecoraro, Martina Attanasi, Francesca Marra et al.
Aim This study used latent profile analysis (LPA) to investigate the characteristics of resilience among preschool left-behind children in China. We examined the relationship between resilience and problem behaviors in these children and found that the underlying categories of resilience were related to sociodemographics. Design and method A total of 940 preschool left-behind children from kindergartens in the Zhejiang and Shandong provinces were selected as subjects for this cross-sectional study. We used the Personal Information Form, the Devereux Early Childhood Assessment for Preschoolers (Second Edition), and the Social Skills Improvement System-Rating Scales for measurements. Results The four resilience profiles for preschool left-behind children showed the best model fit, including the high-resilience group (17.5% of the sample), medium-resilience group (34.5% of the sample), low-resilience group (37.7% of the sample), and risk group (10.3% of the sample). A one-way analysis of variance showed that there were significant differences in problem behaviors among the four groups of children. A multinomial logistic regression analysis showed that child sex, age, parental education, and annual family income had significant predictive effects on the membership of the profiles. Conclusion Preschool left-behind children generally lack resilience, which is related to their problem behaviors. Therefore, the results of this study can assist in the development of resilience-focused interventions to promote better psychosocial adjustment among preschool left-behind children.
Adaptive Digital Service Management is increasingly essential for developing intelligent, personalized, and trustworthy digital service ecosystems that can adapt to diverse user requirements. In inclusive Early Childhood Education (ECE), children with disabilities require adaptive assistance mechanisms that continuously respond to individual learning conditions. This study aims to develop and validate an Adaptive Digital Service Management framework by integrating the ASYIK ATIK SIUUL Models with Prompt-based assistance mechanisms to support basic life skills development in inclusive ECE environments. The research applied a Research and Development (R&D) methodology using a mixed-method approach with the ADDIE development model. The participants consisted of 10 children with disabilities from Class A and Class B at PAUD Baitul Huda Kebon Jeruk, West Jakarta. The framework was implemented through 12 basic life skill activities involving 12 achievement indicators over a six-month intervention period. Data were collected using structured observation instruments with a 1–4 rating scale and analyzed using N-Gain evaluation and the Wilcoxon Signed-Rank Test due to the small non-normally distributed paired dataset. The findings demonstrate that the integration of ASYIK ATIK SIUUL Models with Prompt mechanisms improves adaptive learning service effectiveness through continuous observation, personalized assistance adjustment, and progressive fading strategies. The proposed framework provides an adaptive service mechanism that dynamically manages learning support based on individual performance conditions. This study contributes to IJCITSM by presenting a trustworthy and intelligent service management approach that integrates human-centered adaptation, performance monitoring, and personalized digital service delivery. The proposed framework provides practical implications for educators, caregivers, and digital service developers in designing resilient and adaptive learning service systems for inclusive education environments.
Cognitive difficulties may emerge early in childhood epilepsy and are not necessarily restricted to patients with a long disease duration or prolonged exposure to antiseizure medications. Particular attention has recently been directed toward interictal epileptiform activity during sleep, when physiological changes in neuronal synchronization may facilitate epileptiform discharges. Since sleep plays an essential role in memory consolidation, learning, and neuroplasticity, increased sleep-related epileptiform activity may interfere with cognitive processing during critical periods of brain development. Assessment of this relationship at the onset of epilepsy may therefore provide clinically relevant information on early cognitive vulnerability.
Background: Childhood obesity in Wales is a significant public health issue, with prevalence rates particularly high among socioeconomically disadvantaged communities. The Welsh Government has responded to this issue by launching the Healthy Weight: Healthy Wales strategy, which includes the Children and Families Programme. The Children and Families Programme takes a whole-systems approach to increase the proportion of children leaving the school foundation phase (aged between three and seven years) at a healthy weight. This study presents a process evaluation of the early-phase implementation of a childhood obesity-focused evaluation, the Children and Families Programme, across three contrasting localities in Wales: Anglesey, Cardiff, and Merthyr Tydfil. Methods: Thirteen stakeholders involved in the Children and Families Programme were recruited through purposive sampling. The participants represented key roles in public health, dietetics, and community engagement. Semi-structured interviews were co-produced with public health leads and conducted online. Reflexive thematic analysis was used to analyse the interview data. Results: Four key themes were identified: (1) development of the whole-systems approach, (2) partnership working, (3) systemic challenges, and (4) recommendations for future implementation. The findings emphasised the importance of strong leadership, co-production, and cross-sector collaboration. Challenges emerged around system maturity, siloed working, cultural perceptions of weight, and limited time for embedding systemic change. Conclusion: This process evaluation not only highlights the potential of whole-systems approaches in tackling childhood obesity as a complex public health issue, but also underscores the need for time, trust-building, and deeper community engagement. These findings offer actionable guidance for future whole-systems approach initiatives, particularly in the early stages, aimed at reducing health inequalities and improving childhood health outcomes in and beyond Wales.
Background. Complementary feeding practices and timing are thought to significantly influence early life immune development, with the early introduction of allergenic foods being especially important for prevention of food allergy. We hypothesized that allergen-containing foods such as peanut, tree nuts and sesame may indirectly influence the immune system via their effects on gut microbiota composition and metabolism. Methods. Fecal samples were sequenced from children at 12 months (n=343) using whole genome metagenomic sequencing. An online questionnaire was used to collect dietary data. In vitro human fecal fermentations with peanuts were performed in bioreactors. Changes in taxa and metabolism were measured using 16S rRNA gene sequencing and untargeted metabolomics respectively. A panel of 7 Bifidobacterium longum strains and 3 B. pseudocatenulatum strains were cultured in vitro in the presence of peanuts and human peripheral blood mononuclear cells (PBMCs) were used to assess culture supernatant immunomodulatory effects. Results. Peanut consumption by 12-month-old children was associated with significant changes in gut microbiota composition and metabolism including increased levels of Ruminococcus bromii , Megasphaera micronuciformis , Blautia wexlerae and enrichment of genes supporting short-chain fatty acid (SCFA) production. The addition of peanut flour or pre-digested peanuts to human fecal bioreactors increased levels of megasphaera, clostridia and bifidobacteria, associated with high levels of SCFA production. 246 metabolites were significantly altered following peanut fermentation. All 10 tested bifidobacterial strains were able to metabolize peanut in vitro , with B. longum strain 160 being the most effective. Following growth on peanuts, bifidobacterial supernatants enhanced IL-10 secretion, but reduced TNF-alpha and IL-5 secretion from stimulated PBMCs. Conclusions. Peanuts are metabolized by early life microbes generating immunoregulatory metabolites. These metabolites may play an important role in their allergy protective effects complementing mechanisms associated with direct antigen sampling by the immune system.
Emer Shannon, Hannah Devotta, Cebile Ndwandwe et al.
