The development of emotional skills is essential for the integral growth of people, impacting their well-being, interpersonal relationships, academic and work success, resilience and ability to lead and collaborate. Promoting these skills from an early age has significant benefits, such as reducing behavioural problems and improving academic performance. Emotional education should be addressed both at home and at school. At home, an environment of open communication and mutual respect lays a solid foundation. At school, specific programs and activities integrated into the curriculum offer opportunities to learn about emotions. The use of games and stories facilitates emotional development in a safe environment. These strategies prepare children to face emotional challenges with confidence. Besides, educational institutions that promote social skills and teamwork not only prepare academically, but also promote emotional well-being and civic participation. However, effectively implementing these programs requires strong commitment from all members of the community.
Social media has a bad impact on young children if it is not supervised by parents. Viewings on social media such as TikTok, YouTube shorts and Instagram reels are not intended for children, so young children should not be allowed to access them. If young children access social media without being accompanied by parents or adults, it will have an impact on the development of the child's soul, character and habit of children continuing to watch shows on social media. The development of a child's soul is a good example for children because it is in the golden age stage where stimulation is good. In social media the regulations are not yet strict because many are not suitable for viewing by children, videos circulating on social media are simply uploaded without thinking about the negative impacts if accessed by children. The role of father and mother is very important for children who access the internet and social media, so they need to be supervised, limited to viewing appropriate to the child's age, and provided understanding and explanation when children watch social media by parents because at an early age, the critical stage for children is always asking about anything. Literature was obtained from Google Scholar, Mendeley, and references by the author. The publication documents used as references are based on the year 2020-2023.
During early childhood, the physical and motor development of children is crucial for their growth and well-being. It is recommended that children participate in age-appropriate physical activities that promote coordination, muscle strength, and motor skills. These activities may include running, jumping, climbing, throwing, and catching objects of different sizes and shapes. Playing is essential to stimulate physical and motor development at this stage, as it allows children to explore their environment, experiment with their bodies and develop movement skills. Additionally, playing outdoors offers additional benefits by encouraging physical activity and interaction with nature. Playing outdoors gives children a larger space to run, jump and explore, which contributes to their physical and emotional health. In addition, it allows them to develop social skills by interacting with other children and adapting to different environments. In summary, encouraging active, outdoor play in early childhood is essential to promoting healthy physical and motor development in young children.
Global trends have set the pace for digital literacies to become entrenched in education sectors; hence, we need to rethink and transition our pedagogical practices to cater for societies' demands and the ever-evolving learners' needs. This chapter reports on the literature review study to inform early childhood teachers about transforming teaching practices in early childhood language development contexts. Since the historical trends in literacy education for young children reflect a dynamic interplay between educational theories, societal needs, and technological advancements. Transitioning from traditional pedagogical practices to digital pedagogy accommodates Sustainable Development Goal (SDG) 4.2, which promotes all girls and boys having access to quality early childhood development, care, and pre-primary education. This qualitative literature review-based study focuses on the narrative approach that applies the Technology Acceptance Model (TAM) to gain insights into user reactions to the technology adopted for language learning in early childhood language learning contexts.
Abstract Research on early childhood development has increasingly recognized fathers as influential contributors to children’s cognitive, linguistic, emotional, social, and health-related outcomes. Despite this growing evidence base, early childhood education systems continue to privilege maternal engagement, with limited integration of father-focused knowledge into educational practice and policy. This narrative review synthesizes interdisciplinary research on active father involvement in early childhood, drawing on studies from developmental psychology, education, family studies, and sociocultural scholarship. Using a thematic and interpretive approach, the review examines associations between father involvement and key developmental domains, including cognitive and language development, emotional regulation, social and behavioral adjustment, physical health, and well-being, while also considering the role of paternal mental health. Attention is given to how relationship quality, family dynamics, cultural context, and structural conditions shape both father involvement and its developmental significance. Rather than treating father involvement as a uniform or universally defined construct, the review emphasizes its socially embedded and context-dependent nature. Implications for early childhood education practice and policy are discussed, highlighting the need for more inclusive, culturally responsive, and reflective approaches to family engagement. By integrating evidence across disciplines and translating findings for educational contexts, this review aims to support early childhood professionals in recognizing and engaging fathers as meaningful partners in children’s early learning and development.
In this new chapter, different theories and models of cognitive development in children in the educational stage of Early Childhood Education are developed. Authors such as Piaget, Sternberg, Catell, Gardner, Smith or Guilford, approach from different points of view the cognitive development of students in the early childhood education stage as well as the importance of creative development and critical thinking as a subsection of intelligence and of vital importance for effective problem solving. Throughout the following pages, different activities or strategies that teachers can work with their students in schools to promote critical thinking in their students will be provided.
The purpose of this chapter is to highlight importance of training Early Childhood Development (ECD) practitioners to ensure safety of learners in ECD centres, known as ECE in other countries. Several government departments have established policies to ensure effective implementation of health and safety practices in ECD centres. The problem with ECD policy implementation seems to be minimal training and support of practitioners and caregivers focusing on health and safety issues in ECD centres. Policy cannot always mandate what matters to outcomes at ECD centres because individual practices ought to be central to local responses. ECD policies in South Africa provide guidelines that direct the day-to-day practices of ECD practitioners. However, health and safety of young children appears to be in the hands of untrained practitioners and caregivers. Furthermore, ECD policy implementation reveals an uncertain relationship between policies and program implementation.
AimTo document the clinical features and management of infants presenting with fever after their first meningococcal B vaccination and develop guidance for clinicians.MethodsA prospective case series over 12 months was conducted in a tertiary paediatric hospital. Infants ≤3 months of age with fever who had received their first set of immunisations within the preceding 72 h were included.ResultsA total of 92 infants met the inclusion criteria, accounting for 0.78% of the local vaccinated population. The most commonly described associated features were poor feeding, sleepiness and irritability; 66 patients (72%) were admitted to hospital. Median C‐reactive protein (CRP) was 12 mg/L, and median white cell count (WCC) was 16 × 109/L. Fifteen patients (16%) had a lumbar puncture and were commenced on antibiotics. There was one confirmed bacterial infection in an infant who had presented with fever starting 54 h after immunisation. All other microbiology samples were negative. There were no cases of missed serious bacterial infection (SBI) in those patients who were observed or discharged.ConclusionsThe routine investigation of infants presenting with post‐immunisation fever is not warranted if the infant appears otherwise well on examination. Where other common associated features are present or there is clinical concern, a period of observation is a prudent course of action. Paracetamol should be given peri‐immunisation as per the national guidance. We suggest selective use of investigations, especially inflammatory markers, which are unlikely to discriminate between SBI and post‐immunisation response. We advocate extra caution in infants presenting with fever more than 48 h after immunisation.
ABSTRACTBackground: The delivery of reproductive and child health services is of utmost importance and prime concern in India particularly states like Andhra Pradesh with limited resources, poor infrastructure and huge demand on healthcare system. The SARS-CoV-2 pandemic had presented a challenge even for developed healthcare systems around the world. Objectives: The main aim of this research is to find out Impact of SARS-CoV-2 pandemic on the Reproductive and Child Health Programme of Andhra Pradesh in India over the 3 months after Lock down imposition countrywide in March 2020. Settings & Design: Different indicators group of RCH programme (immunisation, maternal & child health, family planning) for state of Andhra Pradesh were collected and compared from previous year. Materials & Methodology: Secondary data from HMIS of Ministry of Health & Family Welfare Government of India for 2019 & 2020 were taken for analysing and understanding impact of pandemic on RCH programme over 3 months after lock down viz. April/May/June 2020. The data obtained is analysed by using Microsoft Office software. Result: The analysis of secondary data obtained from HMIS of Ministry of Health & Family Welfare website for RCH programme of the state of Andhra Pradesh shows that the lock down period & initial early phase of SARS-CoV-2 pandemic have a negative impact over the delivery of health services as well as the indicators are also affected negatively. Besides the pandemic the state is also having lack of resources, manpower, poor infrastructure as well as positive deviance at community level. These are the barriers in fact beside the epidemic. It seems that there is lack of proper plan to deal with such pandemic situation. Conclusion: The State of Andhra Pradesh has taken various steps and strategy but it seems to be insufficient to give the desired results. The barriers of healthcare system and delivery of services should be rectified added with a proper dynamic plan to carry on usual health delivery services even in pandemics. The state of Andhra Pradesh needs to develop an exclusive plan such as separate RCH cadre to tackle such situations. Keywords- Health, Decrease, Pandemic, Services/service
