INTRODUCTION: Extensive evidence demonstrates that early life adversity (ELA) has enduring contributions to psychological and physical problems, yet little research has examined how ELA may potentially influence positive adaptation. In this longitudinal, multi-method study, we explored prospective relations from childhood ELA subtypes (i.e., relational, environmental, biological) to adolescents' observed prosocial behavior (i.e., resource allocation to benefit others) via parent reports of childhood cognitive and affective empathy. METHODS: Participants were 250 youth (50% assigned female at birth; 46% Latine, 18% Black, 11.2% White, 0.4% Asian, and 24.4% multiracial) and parents who completed laboratory assessments at ages 4, 8, or 17. ELA across the first 4 years of life and childhood empathy (age 8) were assessed via parent reports, whereas prosocial behavior was measured using teacher reports (age 8) and a computer-based behavioral assessment (age 17). RESULTS: Controlling for youth's assigned sex, ethnicity-race, and prior prosocial behavior, path analyses revealed distinct pathways across ELA subtypes. A significant path from relational ELA to decreased prosocial behavior was mediated by lower affective empathy, aligning with deficit-based frameworks of adversity. However, consistent with strength-based perspectives, a significant path from biological ELA to increased prosocial behavior was mediated by higher affective empathy. Neither environmental ELA nor cognitive empathy was associated with prosocial behavior. CONCLUSIONS: Future research should explore socialization factors and interventions that enhance affective empathy among adolescents with biological and relational ELA, while considering multiple forms of prosocial behavior (e.g., helping vs. comforting) and additional mechanisms that may underlie these observed pathways (e.g., sensitive parenting, motivation).
Duyen T. Trang, Stacey N. Doan, Brianne R. Coulombe et al.
Our discussion so far has concerned itself mainly with the way in which the young child comes to use language for ‘talking.’ Children differ in the way in which they learn to speak, in the ability they show in using language, in the rate at which they learn to talk, and in the success they have with articulating sounds. Some differences are important for the teacher to note because they indicate the kind of help that she should try to offer to particular children. When the teacher is listening to what the children are saying to her, or to other children, or to adults in the nursery, or to their mothers, it is possible for her to glean a great deal of information about the stage the child has reached in the development of language.
This study evaluated the effect of Behavioural Classroom Management (BCM) on the Mathematics academic engagement and performance of upper primary pupils with Attention Deficit/Hyperactivity Disorder (ADHD) in Obio-Akpor Local Government Area, Rivers State, Nigeria. Three research questions and three null hypotheses guided the study, tested at a 0.05 level of significance. The study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The target population comprised approximately 27,500 upper primary school pupils across 55 public primary schools in Obio-Akpor LGA. A multi-stage sampling procedure was used to select 12 schools, yielding a sample size of 216 upper primary pupils identified with ADHD behaviors across three intact group conditions: Experimental Group 1 (Class Rules, 𝑛=60), Experimental Group 2 (Structured Routines, 𝑛=49), and Control Group (Conventional Instruction, 𝑛=107). Data were collected using a researcher-developed instrument titled "Behavioural Classroom Management on Mathematics Academic Engagement" (BCMMAE), which was validated by three experts in Educational Measurement and Evaluation and Primary Education/Curriculum Studies. The instrument yielded an internal consistency coefficient of 0.82 via Kuder-Richardson Formula 20 (KR-20). Mean (𝑋̅) and Standard Deviation (𝑆𝐷) were used to answer the research questions, while Paired-Samples t-Test and Analysis of Covariance (ANCOVA) were used to test the null hypotheses. Results revealed that both explicit class rules (Mean Gain=22.17,𝑡=28.79,𝑝<0.05) and structured daily routines (Mean Gain= 25.70,𝑡=40.13,𝑝<0.05) produced statistically significant gains in posttest Mathematics performance among pupils with ADHD. ANCOVA results confirmed a significant main effect of intervention type across groups (𝐹2,212=377.54,𝑝<0.05), with structured daily routines demonstrating the highest efficacy, while conventional instruction yielded minimal improvement (Mean Gain=4.25). It was concluded that proactive BCM strategies serve as effective external cognitive scaffolds for neurodivergent learners. It is recommended, among others, that primary school Mathematics teachers systematically integrate structured daily routines and co-created, positively stated class rules into daily classroom instruction, while the Rivers State Universal Basic Education Board (SUBEB) should provide targeted professional development on proactive behavioral interventions.
Background The existing research on children’s art education still has shortcomings in the field of artificial intelligence creation support and lacks an exclusive generation model and systematic evaluation framework that takes into account the characteristics of children’s cognitive development and physical and mental health needs, which limits the practical application of digital aesthetic education in children’s health promotion. Based on the development law of children’s aesthetic cognition and the needs of mental health promotion, this study constructs an artificial intelligence (AI) generation model for children’s artistic creation. By integrating children’s figurative thinking characteristics, creativity development laws and emotional expression needs, it realises accurate support for children’s artistic creation process. At the same time, a multi-dimensional evaluation system covering creativity, aesthetic literacy, mental health, visual health and social development is established to systematically evaluate the impact of AI-assisted aesthetic education on children’s comprehensive health development so as to provide a theoretical basis and practical reference for children’s health-orientated digital aesthetic education model. Methods From July 2025 to December 2025, 120 children aged 6–14 (divided into three developmental levels: 6–8, 9–11, and 12–14) were selected for a 12-week controlled intervention experiment, and the experimental group (AI man–machine collaborative aesthetic education, using the optimised children-specific improved WGAN-GP creative synthesis model) was set up. In this study, a quasi-experimental design was adopted, and the intervention effect was inferred by the correlation between groups and the changes within groups, without strict causal attribution. In the statistical analysis, age is taken as a covariate into the ANCOVA model, and hierarchical subgroup analysis is carried out according to age levels to test the potential influence of age on the main results. Multidimensional statistical methods such as the independent sample t -test, paired sample t -test, two-factor repeated measurement variance analysis, one-way covariance analysis (ANCOVA) with age as a covariate, Pearson correlation analysis, intra-group correlation coefficient (ICC), standardised mean difference (SMD), and determination coefficient (r) were used. Through the Torrance Creative Thinking Test (TTCT), the self-made Children’s Artistic Aesthetic Literacy Rating Scale, which has been systematically developed and verified by reliability and validity, the generated image quality evaluation system, the Children’s Depression and Anxiety Scale (SCARED), the Children’s Perceived Stress Scale (CPSS), the visual fatigue score, the children’s social expression health scale, the naked eye vision difference and the resting heart rate, the multi-dimensional indicators, the observed image quality evaluation system was generated. All health scales are marked with the applicable age range, and the standardised testing procedures of picture-assisted and item-by-item reading are adopted for children aged 6–8, and the boundaries of adult assistance are defined. Results Compared with the control group, the Fréchet dIStance (FID) of the experimental group is 21.15 ± 1.31, the inception score (IS) is 2.87 ± 0.16, and the anti-loss convergence rate is increased by 29.7%, so the model has excellent stability. The results of interpersonal intervention showed that the creativity fluency (79.68 ± 5.82), flexibility (77.35 ± 5.41), and uniqueness (75.46 ± 5.73) of the experimental group were significantly better than those of the control group (67.52 ± 5.13, 65.94 ± 4.87, and 63.15 ± 5.23). After controlling the age covariate, the difference between groups remained significant ( f value ranged from 87.32 to 156.48, all p < 0.001), and the main effect of age was significant in some indexes but did not change the intervention direction. The scores of aesthetic perception, color matching, and composition creativity in the experimental group (84.36 ± 3.81) were significantly higher than those in the control group (66.28 ± 4.53), in which the scores of works with AI assistance and works without AI were reported separately to distinguish the quality of AI-assisted output from children’s independent aesthetic ability. The scores of anxiety (12.35 ± 2.11), perceived stress (9.62 ± 1.87), and visual fatigue (2.14 ± 0.63) in the experimental group were significantly lower than those in the control group (21.76 ± 3.42, 17.53 ± 2.69, and 4.89 ± 0.92). The fluctuation difference of naked-eye vision after class was 0.12/0.05 in the experimental group and 0.25/0.08 in the control group ( p < 0.01). 5 mins after class, the resting heart rate was 77.93 ± 5.26 beats/min in the experimental group and 86.71 ± 6.22 beats/min in the control group ( p < 0.01). The score of social health expression (87.41 3.65) was significantly higher than that of the control group (64.33 4.17), and the difference of all health indicators among groups was p < 0.001. The score consistency within the group was ICC = 0.84 ( p < 0.001), and the intervention effect amount SMD = 0.68, which was a large-effect positive intervention. Pearson correlation analysis shows that children’s participation in AI creation is highly positively correlated with the quality of creative output ( r = 0.812, p < 0.001), which is a cross-sectional correlation and does not constitute causal inference. Tool familiarity, personal preference, and exploration behavior may be potential confounding factors. Stratified subgroups showed that children with high anxiety and stress at baseline had the greatest improvement. Conclusion This study shows that the optimized creative synthesis model of the generation confrontation network can adapt to children’s artistic creation thinking, and the improvement of creative thinking and aesthetic quality is observed in both AI-assisted creation and children’s independent creation, accompanied by the reduction of anxiety, psychological pressure, and visual fatigue and the improvement of social expression level. In view of the quasi-experimental design and limited sample size of this study, the above results should be understood as intervention correlation rather than strict causal effect, and the performance of works under AI-assisted conditions should not be directly equivalent to children’s independent aesthetic ability. This study provides a preliminary empirical basis for the scientific and standardized development of digital children’s health aesthetic education.
As part of a recent national policy review, young Australian children were consulted through creative listening methods to share their perspectives on changes they would like to see in the Early Years Learning Framework (EYLF). Curriculum embedded in policy has been historically adult-driven, positioning adults as the primary decision-makers in matters affecting children&s;s lives. This 14-month, three-phase national project was underpinned by a commitment to child rights and to children&s;s participation where participatory spaces were created that foregrounded listening to children&s;s voices. Listening was conceptualised as an active and dynamic practice, extending beyond verbal communication to include the co-construction of meaning through social interaction. Listening to children in research contexts raises complex ethical considerations, requiring ongoing reflexivity and informed decision-making by researchers and educators. Dialogic drawing, listening circles and photo elicitation were used to support children&s;s expression of their ideas and experiences. This chapter demonstrates the importance of meaningfully involving children in policy development and highlights ways for authentically listening to children in ways that respect their rights and capacities.
Lennie Barblett, Susan Lee Irvine, Fay Hadley et al.
This study explores nursery teachers’ lived experiences of inclusion within mainstream early years classrooms in Northern Ireland (NI) over the past ten years. An Interpretative Phenomenological Analysis (IPA) approach was employed to examine how teachers experience and interpret inclusion within their everyday professional practice. Data were generated through eight semi-structured interviews (SSIs) with nursery teachers working across a range of statutory early years settings. IPA was selected to enable an in-depth exploration of participants’ lived experiences and the meanings they attribute to inclusion, moving beyond dominant research focusing on attitudes or barriers. The analysis identified that teachers’ experiences of inclusion are shaped by the interaction between personal values, professional identity, and wider structural and systemic influences. Participants described inclusion as emotionally and cognitively demanding work, involving ongoing interpretation and negotiation within contexts characterised by limited resources and support. Inclusion was frequently articulated through accounts of moral tension, particularly in relation to balancing the needs of individual children within group settings. Findings also indicate that inclusion is experienced as a values-based and ethical commitment, central to teachers’ professional identity, rather than as a procedural or curriculum-driven requirement. While tensions were evident between teachers’ commitment to inclusion and the constraints shaping their practice, participants’ accounts suggested a high level of professional skill, adaptability, and ethical engagement, which were often experienced as insufficiently recognised within the wider educational system. The study contributes to existing literature by providing a phenomenological account of inclusion as lived and interpreted within early years practice. It highlights the importance of recognising the relational, emotional, and systemic dimensions of inclusion, and demonstrates the need to consider teachers’ experiences in the development of policy and practice.
Pedagogies in early education should enable children with different characteristics, abilities, and backgrounds to access, participate, and learn. The objective of this study was to analyze the peer-reviewed literature on Teaching Strategies published from 2021 to 2026 to include practices that help promote Inclusive Education in Early Childhood. A descriptive-analytical literature review was conducted. Evidence was identified and selected following the PRISMA 2020 statement. The search was conducted in ERIC, SciELO, Dialnet, DOAJ, and academic publisher websites, while additional references were obtained by following bibliographic references. There were 96 records; after removing duplicates, checking for duplicates, and assessing them for inclusion, 30 studies were included in the synthesis. The results of the studies were organized into six themes: adaptations of learning experiences and accessibility, inclusive routines, play and peer interaction, integrated culturally responsive and anti-bias practices, and Assistive Technology. The most important findings focused on integrated routines and a form of supportive accompaniment, while Universal Design for Learning, peer mediation, and culturally responsive practices provided context and relevance dependent on teacher education. It was concluded that, in Early Education, inclusive practices become a reality by incorporating daily activities and providing collaborative support and institutional resources.
Early childhood caries is one of the most common chronic diseases in children under age 6 and is especially prevalent in Indigenous communities. To help prevent early childhood caries, the team conducted a feasibility study with two tribal communities to adapt an oral health education program using social determinants of health as a guiding framework. This article describes the process used to develop and culturally tailor educational materials for the intervention. The team adapted materials from past oral health projects and analyzed data from early interviews and feedback from community advisory members. These materials were then refined based on a pilot study to ensure they reflected community knowledge, priorities, and culture. Key findings include the importance of establishing trust with the community, drawing on the knowledge of community leaders, and using interviews with community members to gain a fuller understanding of their day-to-day lives. These insights were used to shape the oral health materials in ways that were meaningful, culturally grounded, and locally appropriate. Although there are standard dental care guidelines to prevent tooth decay in children, putting those guidelines into practice varies widely across communities. Our work shows that local social and cultural factors must be considered when designing education programs. By partnering closely with the communities involved, we were able to develop materials that responded to their lived experiences and specific barriers to oral health. This process highlights how culturally tailored education may help reduce oral health disparities in Indigenous populations.
Christine Kirby, Carolyn Camplain, Heather Thomas et al.
This article presents a methodology for developing research skills in preschool children through the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches. Research skills, including curiosity, observation, questioning, prediction, experimentation, and reflection, are foundational to lifelong learning, yet they are often underdeveloped in early childhood education because of fragmented curricula and limited inquiry-based practice. The study draws on constructivist and sociocultural theories of learning and on international frameworks for integrated STEM education. The proposed methodology consists of four sequential stages: stimulating curiosity, guided exploration, collaborative investigation, and reflective presentation. Each stage is linked to specific STEAM activities and to observable indicators of research competence. A three-level assessment framework is also described for monitoring children's progress. The methodology is intended for preschool educators, methodologists, and teacher-training specialists, and it offers a structured pathway for transforming everyday play into systematic inquiry.
Drawing on 22 years of longitudinal data from the Household, Income and Labour Dynamics in Australia Survey, we investigate how exposure to poverty in childhood is associated with poverty risk in early adulthood. We find a substantial and highly non‐linear gradient in poverty persistence from childhood into early adulthood. Compared with children from households with an income between 150 per cent and 200 per cent of the poverty line, those growing up below the poverty line have an early‐adulthood poverty rate that is 22.4 percentage points higher on average, whereas those growing up in near‐poverty, with an income between 100 per cent and 150 per cent of the poverty line, have a rate 8.7 percentage points higher. These associations remain substantial after controlling for childhood family characteristics, indicating that childhood poverty remains a strong marker of later‐life disadvantage. We then examine whether this persistence is related to differences in educational attainment, employment, partnership, family structure and health in adulthood, and the extent to which these outcomes are in turn associated with poverty risk. Substantial associations between childhood poverty and early‐adulthood poverty remain even after accounting for these factors. While our analysis does not identify causal impacts of childhood poverty, our findings nonetheless suggest that policies directly addressing childhood poverty should be considered alongside downstream interventions focused on education, employment and family stability. We also find that these associations are considerably larger for children growing up in single‐parent families, suggesting that these families warrant particular policy attention.
