Promoting Dual Language Learners’ Social and Emotional Development Through Creative Drama: A Case Study

The demographic landscape in the U.S. is changing rapidly, and early childhood programs are experiencing an increase in the enrollment of Dual Language Learners (DLLs). The current study focused on the social and emotional aspects of DLL students and employed a case study design to explore the impact of creative drama on young DLLs’ social and emotional development. Six DLL students enrolled in a Head Start center participated in the 9-week creative drama intervention. Results from the paired t-tests showed that participants’ social and emotional skills improved significantly after the intervention. Qualitative data further revealed that participants demonstrated improvements in social interactions, including increased confidence, improved cooperation skills, and better emotion management. Overall, findings from the current study suggest that creative drama is a promising strategy to use with preschool DLLs to increase their social and emotional competence

A non-canonical retina-ipRGCs-SCN-PVT visual pathway for mediating contagious itch behavior

Contagious itch behavior informs conspecifics of adverse environment and is crucial for the survival of social animals. Gastrin-releasing peptide (GRP) and its receptor (GRPR) in the suprachiasmatic nucleus (SCN) of the hypothalamus mediates contagious itch behavior in mice. Here, we show that intrinsically photosensitive retina ganglion cells (ipRGCs) convey visual itch information, independently of melanopsin, from the retina to GRP neurons via PACAP-PAC1R signaling. Moreover, GRPR neurons relay itch information to the paraventricular nucleus of the thalamus (PVT). Surprisingly, neither the visual cortex nor superior colliculus is involved in contagious itch. In vivo calcium imaging and extracellular recordings reveal contagious itch-specific neural dynamics of GRPR neurons. Thus, we propose that the retina-ipRGC-SCN-PVT pathway constitutes a previously unknown visual pathway that probably evolved for motion vision that encodes salient environmental cues and enables animals to imitate behaviors of conspecifics as an anticipatory mechanism to cope with adverse conditions

BNP facilitates NMB-encoded histaminergic itch via NPRC-NMBR crosstalk

Histamine-dependent and -independent itch is conveyed by parallel peripheral neural pathways that express gastrin-releasing peptide (GRP) and neuromedin B (NMB), respectively, to the spinal cord of mice. B-type natriuretic peptide (BNP) has been proposed to transmit both types of itch via its receptor NPRA encoded b

Mapping and functional characterization of structural variation in 1060 pig genomes

BACKGROUND: Structural variations (SVs) have significant impacts on complex phenotypes by rearranging large amounts of DNA sequence.RESULTS: We present a comprehensive SV catalog based on the whole-genome sequence of 1060 pigs (Sus scrofa) representing 101 breeds, covering 9.6% of the pig genome. This catalog includes 42,487 deletions, 37,913 mobile element insertions, 3308 duplications, 1664 inversions, and 45,184 break ends. Estimates of breed ancestry and hybridization using genotyped SVs align well with those from single nucleotide polymorphisms. Geographically stratified deletions are observed, along with known duplications of the KIT gene, responsible for white coat color in European pigs. Additionally, we identify a recent SINE element insertion in MYO5A transcripts of European pigs, potentially influencing alternative splicing patterns and coat color alterations. Furthermore, a Yorkshire-specific copy number gain within ABCG2 is found, impacting chromatin interactions and gene expression across multiple tissues over a stretch of genomic region of ~200 kb. Preliminary investigations into SV's impact on gene expression and traits using the Pig Genotype-Tissue Expression (PigGTEx) data reveal SV associations with regulatory variants and gene-trait pairs. For instance, a 51-bp deletion is linked to the lead eQTL of the lipid metabolism regulating gene FADS3, whose expression in embryo may affect loin muscle area, as revealed by our transcriptome-wide association studies.CONCLUSIONS: This SV catalog serves as a valuable resource for studying diversity, evolutionary history, and functional shaping of the pig genome by processes like domestication, trait-based breeding, and adaptive evolution.</p

A compendium of genetic regulatory effects across pig tissues

The Farm Animal Genotype-Tissue Expression (FarmGTEx) project has been established to develop a public resource of genetic regulatory variants in livestock, which is essential for linking genetic polymorphisms to variation in phenotypes, helping fundamental biological discovery and exploitation in animal breeding and human biomedicine. Here we show results from the pilot phase of PigGTEx by processing 5,457 RNA-sequencing and 1,602 whole-genome sequencing samples passing quality control from pigs. We build a pig genotype imputation panel and associate millions of genetic variants with five types of transcriptomic phenotypes in 34 tissues. We evaluate tissue specificity of regulatory effects and elucidate molecular mechanisms of their action using multi-omics data. Leveraging this resource, we decipher regulatory mechanisms underlying 207 pig complex phenotypes and demonstrate the similarity of pigs to humans in gene expression and the genetic regulation behind complex phenotypes, supporting the importance of pigs as a human biomedical model.</p

Alternative Practicum Experiences for Early Childhood Preservice Teachers

Practicum experiences are an integral part of teacher education programs. The current study drew on perceptions of various stakeholders (preservice teachers, cooperating teachers, and university professors) to examine two practicum models of an early childhood teacher education program. The study focused on the structure of a senior-level practicum and highlighted the strengths and weaknesses of two specific models. Findings showed that both cohorts of preservice teachers experienced stress and confidence boosts during the practicum, but each cohort underwent different learning experiences due to variances in the practicum structures. Cooperating teachers and university professors preferred the new model which allowed preservice teachers to first observe the practice of experienced teachers, then learn about the theory in a classroom context, followed by practicing their own teaching in an authentic environment, and, finally, engaging in reflection and professional dialogue. Our findings may provide helpful insights for those who take part in designing practicum experiences for preservice teachers

Encouraging Shifts in Preservice Teachers’ Beliefs About Writing and Plans for Future Instruction

Preservice teachers’ (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs’ beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course. Participants participated in pre and post belief exercises and pre and post online surveys. We examined differences between PSTs’ beliefs over the course of three time points. Overall, findings revealed that after self-reflection, strategy instruction, and engagement in writing, PSTs were more likely to believe in children’s writing capabilities, reported higher confidence levels in teaching writing, and described plans for integrating more specific writing strategies into their future practice