Exploring gendered professions in nursery rhymes: Implications for learning and social interaction

The significance of early childhood literature in development and perpetuation of ideas and concepts in the minds of toddlers and preschoolers is well-established. A large body of work talks about the impact and role of children\u27s literature in the process of child development but very less or negligible importance is given to the way stereotypes are formed based on the reading and recital by children. Stereotypes generally serve as an underlying justification for prejudice. The formation and development of stereotypes and prejudices is based on the process of social categorization which is majorly related to personal experience and social learning. The paper argues that the language of early childhood literature, nursery rhymes in particular, plays a pivotal role in the perpetuation of stereotypes relating to gendered roles and therefore a reassessment of nursery rhymes is crucial to promote gender equality, the focal point being the professional roles. The Method of Critical Discourse Analysis is used to analyze the nursery rhymes taught at preschools and primary schools in the city of Ahmedabad. The analysis reflects a need for re-imagining rhymes for fostering a more inclusive and equitable society

The difference childhood makes: Uniqueness, accommodation, and the ethics of otherness

This article examines how the concept of childhood shapes understandings of social difference in education, with a focus on the intersections of ability, disability, and pedagogy. Through an exploration of childhood objects, teacher candidates\u27 reflections revealed three recurring ways to approach difference: as an expression of individual uniqueness, as requiring accommodation, and as an irreconcilable disruption. We draw on Lauren Berlant to show how narratives of uniqueness and accommodation tended to reaffirm the ‘cruel optimism’ of normative developmental frameworks and ideals of assimilation. We further show how moments of disruptive difference unsettled and inconvenienced these paradigms, creating openings to reflect on educators’ own ways of embodying alterity to create a space for criticality. By centering the ethical possibilities inherent in disruptive differences, this work invites educators to imagine education not as a site of management or resolution, but as a space of relational interdependence, where coexistence depends on valuing the inconvenience of difference. Our findings call for a reimagining of pedagogy as an ethical encounter that embraces the complexity of living with and through difference

Assessing social studies competencies of 5-year-olds across different early childhood education programs in Slovenia

The main objective of the research was to analyse the differences in children\u27s competencies in social studies among the various kindergarten programs in Slovenia. The assessment of competencies of five-year-old children enrolled in full-day, half-day, and shorter (240-hour) early childhood education programs were compared. The study included teachers’ assessments of 955 five-year-old children, with a balanced distribution by gender and homogeneous age group, with a special focus on evaluating children\u27s competencies in shorter programs. The results regarding the differences at the beginning and end of the shorter programs for the social studies competencies show statistically significant improvements in competencies, even though the duration of the program is only 240 hours. Comparisons between programs revealed significant differences on all items for the social studies between children in shorter programs and those in full-day or half-day programs, with children in shorter programs scoring lower compared to children in full-day or half-day programs. No significant differences in social studies competencies were found between children in full-day and half-day programs. The study results are crucial for developing teaching and learning strategies in early childhood education as they highlight the need for an approach that considers both the quality and duration of early childhood education programs

A longitudinal case study of a preschool-age child’s acquisition of writing

This article refers to a longitudinal case study, the main aim of which was to depict the development of the writing skills of a child from a high social class background, called Andreas, during the phase of his emergent/early literacy. The writings Andreas produced during literacy events that took place in his family environment from his birth until his entrance in primary school were assessed using the child’s intended purpose and text characteristics as the main axes, while a series of supplementary data was also examined. The results of the in-depth analysis of the written productions provided a satisfactory outline of the process for Andreas’ acquisition of the writing code as this developed over time, and they also brought to light the reasons that prompted him to write

Integrating playful pedagogies with the curriculum: The perspectives and practices of teachers working across infant, first and second classes, in Ireland

While play is a key feature of the early childhood curriculum, its role in primary education can be more peripheral. In Ireland, a new primary curriculum framework aims to strengthen connections between learning in preschool and school through embedding a playful approach, more dynamically, in the primary context. This paper will share findings from an online mixed methods survey of 293 teachers, working in junior and senior infants and in first and second class. Congruent with research in other countries, findings suggest that while play is associated with a broad range of benefits, and is seen as compatible with learning in school, its potential is not optimised due to a myriad of system, school, teacher, and child features. While the prominence of playful pedagogies in the new primary curriculum framework is welcome, the current findings underscore issues which could impact on the fidelity with which it is implemented.  The findings from this study affirm the value of surfacing teachers’ perspectives during times of curriculum reform. The perceived enablers and barriers, to adopting playful and innovative pedagogical approaches, can inform the provision of resources and design of supports which will be required to embed play successfully in Irish primary schools. To harness existing best practice and to propel and sustain curriculum innovation, teachers clearly need to be seen as partners rather than mere consumers or receivers of curriculum redevelopment

Teacher’s perceptions of usefulness of online PD resources

Despite the rise of online professional development (PD) for early childhood educators, few studies have examined their perceptions of the usefulness of learning resources. We developed an online PD centered on teacher-child interactions, based on the critical features of high-quality PD. The PD was composed of 10 units with a variety of learning resources, including video lectures, research notes, testimonials, classroom videos, quizzes, reflection activities, and sharing activities. We examined teachers’ perceptions of the usefulness of such learning resources and explored potential differences based on key demographic variables. Participants were 137 in-service Hong Kong kindergarten teachers. Evaluation surveys and semi-structured interviews were utilized after course completion. Classroom videos, which provided real-life examples, were perceived as most useful resource to improve teaching practices. Participants also considered video lectures, research notes, and testimonials as extremely useful resources, and reflection activities and sharing activities as useful resources. Quizzes emerged as the least useful resource, especially when these involved fact-based questions. Teachers’ perceptions were not influenced by their demographic backgrounds. We conclude that teachers place a higher emphasis on online PD resources that offer practical examples compared to those focus on theoretical knowledge and self-reflection. The current study filled an important gap in the early childhood teacher education literature, specifically in the area of online PD, offering theoretical, practical, and policy-related insights

Climate anxiety in early childhood: A state-of-the-art review

As the climate crisis intensifies, young children are increasingly exposed to psychological stress linked to environmental change, manifesting in emerging forms of anxiety, sadness, and guilt. Although climate anxiety in children is gaining international recognition as a legitimate mental health concern, little is known about how these emotions specifically develop in children under the age of eight. This paper presents the first comprehensive state-of-the-art (SotA) review of research on climate anxiety in early childhood, systematically mapping current knowledge, identifying key conceptual and methodological gaps, and proposing priorities for future inquiry. Findings reveal that empirical studies in this area remain scarce, are often adapted from adult-centered frameworks, and predominantly situated within Euro-Western contexts. The review argues for developmentally appropriate, culturally responsive, and interdisciplinary approaches that seriously engage with both the emotional experiences and agentic capacities of young children. By highlighting critical gaps and outlining future research directions, this review lays the foundation for a more inclusive, child-sensitive, and globally relevant research agenda on climate anxiety in early childhood

Parent perspectives on digital play-based early literacy-learning in marginalized communities

This study examined parent perspectives on digital play-based learning for early literacy development in non-formal educational settings in Pakistan and Bangladesh, where access to quality education remains limited for marginalized communities. Drawing on neo-ecological theory as a guiding framework, we conducted a qualitative focus group study in which we analysed discussions with 40 parents whose children participated in a three-month digital play-based literacy intervention implemented through community learning centres and refugee camps. The parents reported significant improvements in their children\u27s English language capabilities and digital literacies, often describing instances that reversed traditional knowledge hierarchies within families, with children teaching their parents English pronunciation and digital navigation. However, the parents simultaneously expressed concerns about traditional writing skill development and future educational transitions. The intervention affected parent–child engagement in education, with many parents reporting increased school visits and children showing a newfound enthusiasm for attending classes. Notable variations emerged between communities with different levels of prior educational access, with refugee parents in Bangladesh showing greater enthusiasm for digital interventions than those with previous exposure to conventional education. The study demonstrated how parents in marginalized communities carefully evaluated digital play through contextual lenses, and challenged simplistic narratives about technology adoption in resource-constrained environments. The parents’ perspectives highlight both the transformative potential of digital play for early literacy and the importance of contextually responsive approaches to implementing interventions

Factors affecting first-grade pupils\u27 physical activity during the school day: A pilot study

Physical activity is essential for the healthy development of children, yet many do not achieve the recommended levels. This study investigates the influence of school environments and educational practices on pupils\u27 PA during the school day, emphasizing the importance of supportive school conditions and structured activities. This pilot study involved 43 children from three primary schools in the Olomouc region of the Czech Republic. PA was measured using digital pedometers. Data on school conditions and family lifestyle were collected via two questionnaires. The analysis employed variance inflation factor analysis, principal component analysis (PCA), multiple linear regression, and Spearman’s correlation coefficient to identify key predictors of PA. The results show that the most influential factors on PA were passive conditions of the school environment, particularly school size and access to sports facilities. Active conditions, such as organized PA breaks and outdoor learning, also had a positive effect on PA levels. However, family lifestyle did not show a significant direct impact on school-day PA.  The findings underscore the crucial role of school environments and educational practice in maintaining children\u27s PA. There is a significant need for policies and initiatives that promote active school environments. Schools should implement comprehensive PA programs to support children’s overall health and well-being

Critical reflections on care and dyadic relationships in a toddler group

Authors explore role and status of care in a toddler classroom and ways dyadic relationships between children and their educator mirror care processes. Specifically, they investigated the care, and the characteristics of the dyadic relationships established by the educators with the children, with the aim to understand the values of care being played out in the practices that sustained them and their role in the development of the children\u27s emancipation, here understood as the process of growing in autonomy and power over their lives. The case study was conducted in a class of children aged two to three years old. Class was part of a nursery school located in the Greek municipality of Ioannina. Data was collected through non-participant observation, using field notes. Results have revealed that care experiences offered by early childhood educators to toddlers represent important contexts for children´s early affective and autonomy development. Educators become a figure of subsidiary secure attachment, particularly during stressful situations and these care experiences. The dyads established between the child and the educator in care situations strengthen safe attachments if the adult respects the children´s bodies, rhythms, necessities, and interests. These safe relationships benefit all children, including those who experience social problems at home. Children could develop negative expectations and fear about interpersonal relationships and conflictive behaviors of all kinds if established relationships with them are hostile. Results indicate that secure attachments are formed only when educators empower children. In that sense, results highlight that education and care are strongly interrelated