A semi-structured interview served as a tool for teachers to reflect upon their personal experiences and practices regarding physical activity. Children engaged in physical activity for 29570% of their time at preschool, while teachers maintained 50293% of their time in physical activity, on average. A substantial positive correlation (
=002;
In preschool, a difference of 0.098 percentage points was observed between the time teachers and children spent in moderate-to-vigorous physical activity per day. Free play, both indoors and outdoors, largely consisted of low-intensity activities like stationary play and light walking for children, while teacher-led group sessions typically involved significant periods of sedentary behavior. The teachers' assessment of their impact indicated a positive effect on the physical activity of the children. Educators often highlighted pain or health problems as factors that prevented them from engaging in sufficient physical activity. A positive correlation existed between the physical activity levels of teachers and children. To ascertain the validity of this link and examine the impact of considerable levels of occupational physical activity on teachers' health, further research is essential.
The online document includes supplemental material located at 101007/s10643-023-01486-8.
The online version's supplementary materials are available via the link 101007/s10643-023-01486-8.

Global trends, such as digitization, globalization, and datafication, have had a far-reaching effect on children's literacies, with children's picturebooks being a prime example. Recently, the focus on embodied, affective, and sensory literacies has prompted our interest in multisensory picturebooks that involve all a child's senses, including the sense of smell. The unique properties of smells are crucial in children's olfactory picturebooks, prompting fresh forms of literary conversation that incorporate these odours within the narratives. A systematic survey of children's picture books, covering both print and digital media, which explore the sense of smell, identified three principal ways in which olfaction is currently presented: 1) as an addition to the depiction of tangible items (food, plants, and places); 2) as a tool for introducing humor into the storyline; and 3) as a technique to engage children actively in the unfolding story. Sipe's (2008) seven elements, as they appear in children's picturebooks, are employed to analyze how current olfactory picturebooks incorporate these elements, producing recommendations for the evolution of this genre. Analyzing the generative capacity of literary theories and the olfactory sense's ability to provoke children's non-linguistic embodied engagement with picture books, we propose several additions to the current olfactory picturebook scene.

The key to high-quality early care and education (ECE) is the presence of caring and supportive relationships between families and providers. This study investigates the dynamic relationships between parents and providers in a nationally representative sample of 527 families participating in the two-generation Early Head Start (EHS) program in the U.S., which includes infants and toddlers. acute oncology Weighted lagged regression models demonstrated a relationship between parent-provider reports of positive relationships at age two and child/family outcomes during the final phase of the Early Head Start program at age three. Children's behavior problems decreased, along with an increase in social competence, language comprehension, language production, and improved home environments when providers reported having strong relationships with the parents. Parents who reported better connections with their providers experienced a decrease in both parenting stress and family conflict. Findings suggest that high-quality early childhood education relies on strong, caring relationships between educators and parents, an environment underpinned by a comprehensive ethic of care that includes the entire family.

In order to equip children for kindergarten and future success, the early childhood education teacher workforce continuously supports their academic and socioemotional development. Marginalized and overlooked children, throughout history, are notably identified as being at-risk, a situation that demands attention. Despite the extensive research on pervasive stressors affecting educators, such as teacher/teaching stress, curriculum mandates, quality evaluations, and the COVID-19 pandemic, significantly less research investigates the interplay between stress and teacher identity development. The area of focus requires a deeper understanding of how stress shapes a teacher's micro-identity, and how these negative effects may influence their decision to leave the profession. Previously considered a burgeoning industry, the 'Great Resignation' now paints a picture of substantial employee turnover, with projections of up to 25-30% annually. In an effort to better grasp the reasons behind teacher departures, the present study analyzed the impact of stress on the micro-identities of teachers, highlighting the voices of six Head Start teachers. This qualitative research design investigated the contemporary Head Start teacher workforce. The central question asked is: who are the teachers working today? Fluoroquinolones antibiotics What forms of stress do they particularly experience? What are the potential paths forward for these teachers' micro-identities, given the effects of stress? Findings in Head Start teacher research depicted stress as a lived reality, creating identities that are shaped by stress, and ultimately impacting the choices they make. We delve into the implications and insights.
At 101007/s10643-023-01468-w, you can find supplementary material accompanying the online version.
Online, you will find extra material related to the document; this is located at 101007/s10643-023-01468-w.

The growing body of research and recommended practices emphasizes the importance of early science, technology, engineering, and mathematics (STEM) learning opportunities for all young children. Additionally, high-quality, inclusive educational settings, where all children can access and benefit from learning opportunities, continue to produce optimal outcomes for all children. Findings from a comprehensive survey of early childhood practitioners and directors, focusing on their views of STEM and inclusion, are reported here, including the current STEM and inclusion practices they employ. The majority of surveyed respondents supported the crucial elements of STEM and inclusion, but their opinions on the relevance of these elements to infants and toddlers varied, along with inconsistencies in reported practices. The findings highlight the need for a more pronounced focus on STEM and inclusive professional development for our early childhood workforce. A discussion of the further ramifications for research and practical application follows.
Included in the online version are supplementary materials, which can be found at the website address 101007/s10643-023-01476-w.
The online version of the document includes extra materials, available at 101007/s10643-023-01476-w.

Early childhood education and care services for children under three in Portugal were the first to return to operation after the lockdown periods. this website Though COVID-19 prevention and control measures were mandated nationwide, their effect on educational environments remained to be analyzed. This research sought to illustrate the application of COVID-19 prevention and control procedures within early childhood education and care facilities serving children under three, focusing on the associations between these measures, perceived adaptations to educational practices, and the well-being of these young children. The online survey, distributed during the period from January to February 2021, was completed by 1098 early childhood education and care professionals, encompassing all districts. A significant degree of prevention and control measure implementation was observed according to the results. Moreover, early childhood educators and caregivers who more frequently implemented preventative and control measures tended to find their pedagogical strategies strengthened in areas of adult-child interaction, emotional environment, and family engagement, correlating with higher reported levels of child well-being. The research findings underscore the possible part played by pedagogical approaches in reducing the consequences of COVID-19 within early childhood education and care settings for children under three years of age.

This research delved into the microaggressions encountered by Black children within early childhood education programs throughout the pandemic. Driven by the concept of racial microaggressions, we delved into these experiences, employing counter-narratives from Black parents to broaden our understanding. Insights gained from parents revealed the distinctive realities of early learning for their children, bringing their daily experiences into focus. A crucial focus of this article is the inequitable student status often assigned to Black children. The pandemic's dominant theme in this work was the persistent marginalization of Black children. The pandemic's unique impact on Black children's educational experiences is a significant finding, given the scarcity of prior research on this subject.

Drama therapy strategically incorporates the use of play, imaginative engagement, embodiment, and the assuming of different perspectives, all contributing to the development of interpersonal abilities and emotional competence. Studies exploring school-based drama therapy (SBDT) have exhibited success with particular student groups; however, the findings reported across the SBDT research are frequently inconsistent and disparate. The current body of research concerning SBDT's contributions to socio-emotional development in early childhood, a group often responsive to drama therapy's active, symbolic, and playful methods, requires a more comprehensive synthesis. A scoping review aimed at determining the uses and potential of SBDT in improving socio-emotional development in early childhood.