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This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices. [ABSTRACT FROM AUTHOR]

The paper examines the ways in which preschool children represent the spaces of their daily lives. It is based on the analysis of photographs taken by pupils from two kindergartens located in non‐privileged neighbourhoods of Athens. The children photographed the spaces where they live and move, and talked about their photos. The analysis maps these spaces and explores the social parameters (social class, ethnicity) that shape the children's relationship with private and public space. Thus, photographs become tools that provide a deeper understanding of the children's social worlds and highlight the importance of the social spaces where their practices and experiences are shaped. [ABSTRACT FROM AUTHOR]

Early childhood education and care (ECEC) is a crucial intervention because of its long‐term impact on child development. However, information concerning the effectiveness of the ECEC in developing countries like India is sparsely available. This empirical study drew upon primary data collected from India's eastern state, West Bengal and investigated whether attending preschool contributed to children's cognitive and social skill development. The study found that attending preschool did not provide dividends in the form of cognitive and social skill accumulation. Furthermore, attending private preschool was associated with socioemotional development but no cognitive development. Moreover, parents' education seems to be a strong predictor for child's development. Given the findings of this paper, preschools in India, both in the public and private sectors, would need considerable quality improvement to deliver developmentally appropriate ECEC to children. It is particularly relevant in the context of the new National Education Policy in India, which emphasises the need to provide universal access to high‐quality ECCE to all young children across the country. [ABSTRACT FROM AUTHOR]

This article explores the life‐history research approach, outlining its key aims and traditions. It suggests that what is often missing from life‐history research is the inclusion of young children as life‐history participants. This paper considers some innovative means for constructing children's life‐histories across 5 years of their primary schooling in Britain. These include interviews based on activities, games, role‐play, pictures and filming, and photography. The article concludes by narrating a short life‐history of one child who is a participant in our life‐history study of 23 'lower‐attaining' children. To close, I consider the critical role of life‐history research in highlighting social injustice. [ABSTRACT FROM AUTHOR]

This paper reports on a feasibility study for an evaluation of a UK primary school‐based prevention programme that addresses multiple forms of abuse and neglect, identifying research design and ethical issues and exploring research practice. For this feasibility study, 194 children aged 6–11 years completed a baseline survey and 113 did so following the intervention. Eight focus groups were undertaken with 52 children and nine interviews with school staff. We highlight key considerations for conducting large‐scale mixed‐method research on sensitive topics with younger children, a focus that is largely absent from the extant research methods literature. The feasibility study showed that younger children can contribute their views on sensitive topics in ways that are measurable, replicable and reliable, contesting ideas that certain topics are too sensitive to explore with younger children. [ABSTRACT FROM AUTHOR]

We examined Australian parents' opinions of primary school food and nutrition education (FNE) via a cross‐sectional survey that collected quantitative and qualitative data. Most parents agreed that primary schools should teach FNE, starting at either the first or the second year of primary school and delivered weekly or fortnightly for approximately 1–2 h. The majority of parents believed that FNE could be incorporated into several school subjects. Many believed that FNE should be taught to ensure equity and to promote healthy eating among children. Consideration of parents' opinions about school FNE programmes could help design and deliver more effective FNE programmes. [ABSTRACT FROM AUTHOR]

The continued problem of bullying merits prevention. The resilience programme studied in this research teaches victimisation avoidance skills. The purpose of this study was to determine the effects of a resilience programme on social skills, victimisation, and bullying among eight to thirteen‐year‐old students. This quantitative, quasi‐experimental design sampled students' self‐reported social skills (n = 72), bullying (n = 67), and victimisation (n = 67) in two, Northeastern U.S. schools. Paired samples t‐test analyses showed that the programme had positive effects on social skills, no effects on bullying, and negative effects on victimisation. Recommendations were made regarding bullying prevention and future research. [ABSTRACT FROM AUTHOR]

This study investigated social interactions between students and school foodservice staff in six US school districts. Qualitative data was analysed from 23 in‐depth interviews with school foodservice managers and 17 focus groups in five high schools, seven middle schools and five elementary schools. Applying the lens of school connectedness, findings highlight the various forms of care experienced by students and staff. However, structural constraints limit opportunities for staff and students to interact and demonstrate care, suggesting potential opportunities for interventions to enhance the role of the cafeteria in contributing to students' social‐emotional well‐being. [ABSTRACT FROM AUTHOR]