Teachers employed a semi-structured interview to gain insight into how they perceived and engaged in physical activity. The average proportion of time spent in physical activity was 50293% for teachers and 29570% for children at preschool. A noteworthy positive correlation (
=002;
The average daily time spent in moderate-to-vigorous physical activity for preschool teachers and children demonstrated a difference of 0.098. Stationary play and light walking were the most prevalent forms of activity during children's free play, both indoors and outdoors. Teacher-led group activities, on the other hand, usually involved a substantial amount of inactivity. Concerning children's physical activity, all teachers affirmed a positive influence. A common observation among teachers was the presence of pain or health conditions that limited their physical activity. A positive correlation existed between the physical activity levels of teachers and children. Comprehensive investigation is needed to validate this relationship and analyze the impact of substantial levels of job-related physical activity on teachers' health.
An online supplementary component is available at 101007/s10643-023-01486-8 for the online version.
Supplementary materials associated with the online version are found at 101007/s10643-023-01486-8.

Children's picturebooks, alongside the entirety of children's literacies, are significantly affected by the converging forces of digitization, globalization, and datafication. The recent focus on embodied, affective, and sensory literacies piqued our interest in multisensory picturebooks that engage all a child's senses, including the sense of smell (olfaction). 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 comprehensive review of children's picture books, both printed and digital, concerning the subject of smell, led to the identification of three key approaches to integrating olfaction: 1) as a supporting element to the illustration of objects, such as foods, plants, and environments; 2) as a catalyst for humor within the narrative; and 3) as an interactive device encouraging the active engagement of children in the story. Analyzing current olfactory picturebooks through the lens of Sipe's (2008) seven constituting elements, we delineate how they are applied and provide recommendations for future creation. Emphasizing the generative potential of literary theories and the power of smell to stimulate children's embodied, non-linguistic interactions with picture books, we put forward some expansions of the present olfactory picturebook paradigm.

The key to high-quality early care and education (ECE) is the presence of caring and supportive relationships between families and providers. This investigation, utilizing a nationally representative sample of 527 families enrolled in the two-generation Early Head Start (EHS) program for infants and toddlers in the U.S., delves into the intricate interplay between parents and providers within this program. medical curricula Our weighted lagged regression model findings suggest that the quality of the parent-provider relationship, reported at age two, was significantly associated with observed child and family outcomes at the end of the Early Head Start experience at age three. Children showing reduced behavioral problems and enhanced social skills, language comprehension, language production, and home environments were associated with providers who had good relationships with their parents. Positive provider-parent relationships were linked to lower levels of both parenting stress and family conflict. Key to high-quality early childhood education, according to the findings, are the caring relationships fostered between providers and parents, an environment committed to an ethic of care extending to the well-being of the whole family.

In order to equip children for kindergarten and future success, the early childhood education teacher workforce continuously supports their academic and socioemotional development. It is particularly concerning that children, who have historically been overlooked and marginalized, frequently receive the label of 'at risk'. 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. Although the industry was once thought to be among the fastest-growing, estimates of 'The Great Resignation' indicate an annual workforce departure rate of 25-30%. This study explored the reasons for teachers' departures, investigating how stress impacts teachers' micro-identities, using the accounts of six Head Start teachers as a primary source. Employing a qualitative research design, the present study explored the makeup of the Head Start teacher workforce in today's landscape; identifying the people filling these roles, who are they? histones epigenetics What particular sources of stress do they face? Under pressure, how do these teachers' micro-identities change, and what options become available? Research indicated that Head Start teachers grapple with stress as a significant reality, with their identities being molded by stress and their choices influenced by their identities. A discourse on implications and insights is offered.
Included in the online format are supplementary resources, found at 101007/s10643-023-01468-w.
Within the online document, supplementary materials are situated at 101007/s10643-023-01468-w.

Studies and recommended educational strategies are increasingly demonstrating the value of early science, technology, engineering, and mathematics (STEM) learning opportunities for all young children. Furthermore, high-quality, inclusive environments, where all children can engage with and gain from educational activities, consistently produce the best results for all children. A survey broadly disseminated among early childhood practitioners and directors examines their viewpoints on STEM and inclusion, and this manuscript explores the existing STEM and inclusion practices. Although the majority of respondents acknowledged the significance of both STEM and inclusivity, opinions regarding their application to infants and toddlers were diverse, and reports on specific implemented practices exhibited discrepancies. To address the implications of the research, we need to increase the emphasis and availability of STEM and inclusive professional development for our early childhood workforce. Research and practical implications are further examined in the subsequent discussion.
The online version is enhanced by supplementary materials hosted at the following location: 101007/s10643-023-01476-w.
At 101007/s10643-023-01476-w, supplementary material is included in the online version.

Following periods of lockdown, the first educational services to reopen in Portugal were those focusing on early childhood education and care for children under the age of three. PI3K inhibitor The national adoption of COVID-19 prevention and control measures was unavoidable, yet no study of their influence in educational environments had been conducted. The present investigation aimed to depict the implementation of COVID-19 prevention and control strategies within early childhood education and care services for children under three, and to assess the interrelationships between these strategies, perceived modifications in pedagogical methods, and the well-being of these children. In a study conducted during January and February of 2021, 1098 early childhood education and care professionals, hailing from every district, participated in an online survey. The results clearly demonstrated that a broad range of prevention and control measures had been implemented. Subsequently, early childhood education and care staff who more frequently incorporated preventative and control procedures noticed an enhancement of their pedagogical practices concerning adult-child relationships, emotional atmosphere, and family engagements, evidenced by higher reported levels of child well-being. The study's findings indicate the potential of pedagogical techniques to reduce the effects of COVID-19 on early childhood education and care facilities, impacting children under the age of three.

This study explored the microaggressions faced by Black children in early childhood education settings during the pandemic period. Using racial microaggressions as a theoretical underpinning, we aimed to gain insight into these experiences via counter-narratives from Black parents. Parents' observations provided a unique window into the everyday experiences of their children within the context of early learning environments. This piece of writing delves into the disparities in student status faced by Black children. A recurring motif in this pandemic-era work was the subordinate status assigned to Black children. The scarcity of studies investigating the pandemic's unique influence on Black children's educational trajectories emphasizes the significance of this observation.

Play, imaginary engagement, embodiment, and perspective-taking are integrated in drama therapy to cultivate interpersonal effectiveness and emotional processing. Existing research on school-based drama therapy (SBDT) has highlighted its potential benefits for specific student groups, however, the body of literature on SBDT presents varied and sometimes inconsistent conclusions. Current research concerning SBDT's contribution to socio-emotional development in early childhood, an age group uniquely receptive to the action-based, symbolic, and playful elements of drama therapy, lacks a comprehensive synthesis. Through a scoping review, the research question 'What is the application and potential of SBDT in enhancing socio-emotional skills in early childhood?' was addressed.