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We present new estimates of the internal rate of return to early childhood education. Utilizing the nationwide expansion of preschool education in Japan between 1960 and 1980, we initially assess the impact of preschool attendance on high school graduation and college enrollment for men. Subsequently, we compute the social rate of return to preschool attendance for men by drawing upon national wage statistics to project expected wage trajectories and referencing government documents to account for the social cost of preschools. Our findings indicate a social rate of return ranging from 5.7% to 8.1%, consistent with previous estimates in the literature. [ABSTRACT FROM AUTHOR]

Intergenerational interactions between children and older adults are gaining broader recognition because of their mutual benefits. However, such interactions face practical limitations owing to potential disease transmission and the poor health of older adults for face-to-face interactions. This study explores robot-mediated interactions as a potential solution to address these issues. In this study, older adults remotely controlled a social robot to perform a health-screening task for nursery school children, thereby overcoming the problems associated with face-to-face interactions while engaging in physical interactions. The results of this study suggested that the children responded favorably to the robot, and the rate of positive response increased over time. Older adults also found the task generally manageable and experienced a significant positive shift in their attitude toward children. These findings suggest that robot-mediated interactions can effectively facilitate intergenerational engagement and provide psychosocial benefits to both the parties to the engagement. This study provides valuable insights into the potential of robot-mediated interactions in childcare and other similar settings. [ABSTRACT FROM AUTHOR]

• About 40% of two-dose vaccinated nursery school children became ill with varicella. • Outbreaks at nursery schools might be transmitted from older students, perhaps siblings. • Vaccine effectiveness in the nursery school for more than one dose was not confirmed. • Vaccination using one dose or more can reduce severity significantly. In Japan, routine administration to one-year-old children of two-dose immunization for varicella was introduced in October 2014. Object The object of this study was to report outbreaks of varicella under routine immunization at a nursery school and in its surrounding area using data of surrounding areas from the (Nursery) School Absenteeism Surveillance System. Then, we measured the effectiveness of routine two-dose immunization for varicella to onset. We tentatively assessed its severity in a nursery school. The study period extended from April 2017 through March 2018. The study area comprised Nursery school B and other nursery schools, and elementary and junior high schools in City A. Subjects in Nursery school B were 120 children. We analyzed vaccine effectiveness (VE) as an observational study and assessed severity using Fisher's exact test. We also assessed VE for severity using linear regression. Severity was defined as the length of nursery school absence attributable to varicella infection. During the one month preceding a period of two weeks before the initial case at Nursery school B, there were 16 cases of varicella infection in nursery schools, 45 cases in elementary schools, and one case in junior high schools in City A. For children who had received one vaccine dose or more, VE was 48.1% for all ages and 49.2% among children three years old and older. No significant VE against infection was found. Vaccination using one dose or more can reduce severity significantly. Discussion and conclusion: Because many nursery school children who had received two doses of vaccine were infected, VE was estimated as low in the nursery school and not significant. Although VE for severity with more than one dose was confirmed, a second dose might not reduce severity compared to one dose. [ABSTRACT FROM AUTHOR]

Building a strong brand will affirm the position and image of the school in society. Currently, the non-public system of nursery schools is growing and developing along with the trend of socialization of education. Although positive results have been achieved, fierce competition between educational organizations is the difficulty that all schools are facing. The article has analyzed the current situation of planning, organizing, directing, inspecting, and evaluating the branding of non-public nursery schools as well as the management of physical facilities for branding. Thereby clearly identifying the limitations and causes of limitations as a premise to propose measures based on a number of research directions to meet urgent scientific and practical requirements.

In daycare centers, infants come in close contact with each other, and contact, droplet, and mouth-to-mouth infections may occur owing to sharing of toys. Additional effective disinfection methods should be considered aside from wiping with disinfectants—including alcohol or sodium hypochlorite solution—for environmental disinfection of daycare centers. We aimed to examine the usefulness of hypochlorous acid water atomization in the effective disinfection of the classroom environment and toys at a nursery school. Environmental cultures of the nursery and toys were prepared to evaluate the species and bacterial load and to assess the contaminated areas. Staphylococcus aureus petri dishes were placed at high-frequency contact sites, and hypochlorous acid water was atomized to achieve a 0.03-ppm atmospheric chlorine concentration. After the atomization, the amount of S. aureus bacteria on the Petri dish and the changes in bacterial count isolated from the environment and toys were evaluated. Hypochlorous acid water atomization was performed for 5 h to avoid condensation. After a 3-h atomization, ≥99.99% of S. aureus was eliminated on petri dishes; furthermore, a significant disinfection effect was observed on environmental bacteria at least 1 h after atomization. For rubber and textile toys, the significant disinfection effect was observed 1 h after atomization, and for plastic toys, the effect was observed 3 h after atomization. Hypochlorous acid water atomization is a useful strategy to disinfect nursery school classrooms. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the effectiveness of a balance training program using interactive songs to enhance the balance of nursery school children. A total of 39 children (3.35 ± 0.22 years) were randomly assigned to either an Intervention Group (18 children) or a Control Group (21 children). The Intervention Group underwent a training program involving action songs (8 weeks, 2 times·wk-1, total 16 sessions), while the Control Group continued with the standard curriculum. Before and after the intervention, both Groups underwent assessments involving the double-leg stance (sway path length of centre of pressure, ellipse area), the Timed Up and Go Test, walking on a line, and walking heel-to-toe on a line. The findings indicate that the Intervention Group exhibited improved performance in dynamic balance tasks (walking on a line and walking heel-to-toe on a line). However, there were no significant differences in static balance (sway path length and ellipse area). Additionally, the behavior of the children during the double-leg stance test on the force plate raised concerns about the suitability of this test for nursery school children. In conclusion, the balance training program using action songs appears to be an effective and engaging activity for enhancing postural control among nursery school children. [ABSTRACT FROM AUTHOR]

Copyright of EDU REVIEW: International Education & Learning Review / Revista Internacional de Educación & Aprendizaje is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Natural disasters cause numerous short- and long-term psychosocial effects on young children because of their increased vulnerability. This study aimed to examine the mental health of young children at 15 months after the Kumamoto earthquake. We conducted a self-administered questionnaire survey on the parents of 363 children aged 4–6 years across Kumamoto Prefecture. The questionnaire items included current residence, housing damage and evacuation experience during the disaster, as well as the Strengths and Difficulties Questionnaire (SDQ). The results showed that children who could stay in their home during the disaster had lower percentages of scores in the clinical range for conduct problems (odds ratio [OR] = 0.33, 95% confidence interval [CI]: 0.13–0.85) and hyperactivity/inattention (OR = 0.42, 95%CI: 0.19–0.93) on the SDQ. Furthermore, children who experienced living apart from their parents during the disaster had a higher percentage of scores in the clinical range for conduct problems (OR = 2.39, 95%CI: 1.05–5.42). At 15 months post-disaster, the mental health of the sample was worse than the normative data of Japan, indicating that the mental health of young children who experienced living at home and apart from their parents during the disaster was still affected. [ABSTRACT FROM AUTHOR]

The Nursery School Absenteeism Surveillance System (NSASSy), which includes 40% of all nursery schools in Japan, has a degree of effectiveness that is difficult to prove: nursery schools and areas without NSASSy cannot be evaluated for their incidence of infectious diseases as precisely as those with NSASSy. Instead, we examine nursery school countermeasures against infectious diseases by considering the endogeneity bias of NSASSy. After sending questionnaires to 500 Tokyo metropolitan and nearby nursery schools in November 2022, we received their responses through the end of 2022. Questionnaires asked about infection control measures of nursery schools: (1) cooperation with public health centers; (2) cooperation with staff; (3) cooperation with children's parents; (4) precautions among children; (5) countermeasure systems; (6) precaution systems; (7) recording of health conditions of children; (8) usefulness of studying while students; and (9) usefulness of training at nursery schools. Ordered probit with inverse probability weighted adjustment was used as the estimation procedure. The explanatory variable was a dummy variable for using NSASSy. Probability in weight was estimated using the first-step probit for NSASSy. Explanatory variables were a dummy variable for publicly funded nursery schools and a dummy variable for local governments that had adopted NSASSy. We analyzed 193 nursery schools. NSASSy was negative and associated significantly with (3) cooperation with children's parents and (7) recording of health conditions of children. These countermeasures were more likely to have been taken by NSASSy nursery schools. [ABSTRACT FROM AUTHOR]

Recently, social implementation education is one of educational method that aims to cultivate independence and creativity, and it is a method of improving and improving based on the complex demands of society while communicating. In this paper, social implementation education, and making effort for manufacturing through collaboration with companies are described. In addition, it is reported on the development of an electric assist cart for nursery schools, which is one of the efforts of regional collaboration that spreads the concept of social implementation to the development field. [ABSTRACT FROM AUTHOR]

During the epidemic of the Omicron variant of SARS-CoV-2, nosocomial transmissions from healthcare workers (HCWs) to patients occur frequently. The influence of COVID-19 on hospitalized patients from nursing schools affiliated with the hospitals is a concern but it had not been well studied. We here describe COVID-19 outbreaks at the nursery school affiliated with an acute-care hospital, during the surges of the Omicron variants on the transmission of SARS-CoV-2 children as well as for the patients who were judged to be the close contacts of patients of COVID-19 by contact investigation by PCR testing. A total of 36 children and five caregivers were diagnosed with COVID-19 during the study period. Of the 206 preschoolers who had close contact with the infected persons, only 16 became positive (7.6%). Secondary transmission from the 36 preschool children to the parents as HCWs occurred in 19 (61%) out of 31 parents. Three hospitalized patients were judged to have unsafe contact with the infected HCWs but this did not result in their infections, making a total of zero transmission from the nursery school to the hospital. Children at the nursery school are potential reservoirs for nosocomial transmissions at the affiliated hospital, but multiple practical measures might have prevented them to occur. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Preparing children to become the Rabbani, or godly, generation is the parents' choice when educating their children. In Indonesia, children are seen as an investment in the nation, state and religion as they will become the generation to change civilisation for the better. Through gardening education in nursery school, it is hoped that children's monotheism and cognitive, psychomotor and affective development will be achieved. This article offers a service-learning program, developed with the aid of agricultural science and early childhood university education, and partnered with a large social charity, Muhammadiyah. Methods used in this program are group discussion forums, gardening education for class teachers and class action by students in the class. The program involves 60 students aged six at a nursery school, Aisyiyah Bustanul Athfal, in East Java Province, Indonesia. This program is important as it involves measurable assessment of the educational model, learning tool requirements, methods of delivery and evaluation of activities. The program and results shared here demonstrate that gardening education can be accomplished at the nursery school level. Gardening tools are needed, but can be modified to suit this age group. Gardening education for these young children is conducted in accordance with pre-prepared lesson plans. Multilevel learning methods, ranging from reading books, telling stories and watching documentaries to practising and reflecting on gardening activities, are part of the success of this type of gardening education. School support for the implementation of this program markedly determined its success. [ABSTRACT FROM AUTHOR]

This article is the result of a collaboration between the Mater Dei Diocesan School, Ayegui, and the University of Navarre Museum, Pamplona, both located in the Foral Community of Navarre, Spain. This article relates the experience of the Infant section of the Mater Dei Diocesan School in the development of the educational project the "Kids' Museum," which was conducted in collaboration with the University of Navarre Museum and aimed at the first cycle of early childhood education (0-3 years old). In this project, both organizations adopted an educational instruction method using materials for children in early childhood, including the practice of art activities and storytelling. To this end, the museum loaned the school a portable box with varied resources. All materials and activities were connected to the works of art that are part of the permanent collections of the museum. [ABSTRACT FROM AUTHOR]

Individuals who visit hospitals with neurodevelopmental disorders have recently increased. To locate the cause for this increase, various factors, such as environmental and genetic ones, are being investigated. The objective of this study is to analyze the developmental delay in children and their background. The participants were children who underwent the checkup for 18-month-old children in Togane city, Japan, from 2011 to 2021; 4,145 children—2,147 boys and 1,998 girls with a mean age of 18.8 months—were included. To examine the tendency over time and the background, we used the questionnaire about development and lifestyle reported by parents. The number of children who did not produce pointing gestures or respond to their names and low-volume sounds tended to increase over the survey period (p = 0.0125, p = 0.0435, p = 0.0275). Next, we examined the relationship between pointing gestures and lifestyle and found that there was a relationship between attending a nursery school and bedtime and pointing gestures. A slow developmental trend over the last decade has been observed among children. The background was related to attending a nursery school and bedtime, suggesting that interaction with others and sleep are important for the development of children. [ABSTRACT FROM AUTHOR]

Copyright of Preschool & Primary Education / Proscholikī & Scholikī Ekpaideusī. is the property of Preschool & Primary Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intergenerational practice, where children and older adults come together for shared activities, has grown in popularity in many Western countries. However, research about intergenerational practice, particularly in the UK, is limited. This paper reports on the findings from an exploratory case study about a small intergenerational project between a maintained nursery school and a residential care home for older adults with dementia in the South-East of England. The methodology was informed by a narrative dialogic approach drawing on the work of Bakhtin. Data was collected using naturalistic observations of children's weekly visits to the care home and qualitative interviews with nursery school practitioners. The analysis explores how meaningful interactions were created between the children, the older adults, and the nursery school practitioners. Our findings suggest that singing, unstructured moments, continuity, context (open spaces/flexible sessions), and objects contribute to meaningful interactions between young children and older adults. The ability to be flexible and "go with the moment" were identified as key skills for practitioners supporting children and older adults. We conclude that intergenerational projects afford benefits not just for children and older adults, but also for practitioners in the form of "emotional rewards". The importance of re-establishing intergenerational practice is recognised, as well as the ways in which barriers created by social distancing might safely be addressed through the use of outdoor spaces and digital technologies. [ABSTRACT FROM AUTHOR]

This study aims to assess the perception of families, having children attending nursery school, about learning mediated by information and communication technologies (ICTs) in times of COVID-19. Data is gathered by using an opinion questionnaire on family habits. The sample corresponds to 261 families of children ages 4 to 5 years old who participate on virtual classes at 38 educational institutions in the Province of Concepción (Chile). The results show that families acknowledge learning achievements mediated by ICTs. They also recognize the importance of ICTs' educational role in a virtual context. However, families state that they lack sufficient time and technological skills to support their children's learning at home. It is concluded that the families surveyed have a favorable perception of their children's learning through virtual education, but there is evidence that they face challenges to connect to the Internet, which affects achieving a consistent contribution in their children's educational processes. [ABSTRACT FROM AUTHOR]

Preparing children to become the Rabbani, or godly, generation is the parents’ choice when educating their children. In Indonesia, children are seen as an investment in the nation, state and religion as they will become the generation to change civilisation for the better. Through gardening education in nursery school, it is hoped that children’s monotheism and cognitive, psychomotor and affective development will be achieved. This article offers a service-learning program, developed with the aid of agricultural science and early childhood university education, and partnered with a large social charity, Muhammadiyah. Methods used in this program are group discussion forums, gardening education for class teachers and class action by students in the class. The program involves 60 students aged six at a nursery school, Aisyiyah Bustanul Athfal, in East Java Province, Indonesia. This program is important as it involves measurable assessment of the educational model, learning tool requirements, methods of delivery and evaluation of activities. The program and results shared here demonstrate that gardening education can be accomplished at the nursery school level. Gardening tools are needed, but can be modified to suit this age group. Gardening education for these young children is conducted in accordance with pre-prepared lesson plans. Multilevel learning methods, ranging from reading books, telling stories and watching documentaries to practising and reflecting on gardening activities, are part of the success of this type of gardening education. School support for the implementation of this program markedly determined its success.

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Lodziensis: Folia Litteraria Romanica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, research in phraseology has been developing around large oral corpus and, for example, proposes to examine the prefabricated sentences of interactions. These studies explore prefabrication in the context of oral interactions. This phraseological research has also led to the recent development of phraseology in the second language. However, there is less investigation and didactic proposals relating to the learning of preformed units in the first language. This contribution therefore intends to focus on the uses of prefabricated phrases of interactions by young native speakers, in order to contribute to the development of thoughts on the acquisition of phraseologisms in the first language. The oral corpus on which the proposals of the article are based consists of the interactions of 20 pupils of the nursery school (5–6 years old) in two types of discursive situations in order to know if the typical prefabricated sentences of each of these types can be mobilized from this age. [ABSTRACT FROM AUTHOR]

Natural disasters cause numerous short- and long-term psychosocial effects on young children because of their increased vulnerability. This study aimed to examine the mental health of young children at 15 months after the Kumamoto earthquake. We conducted a self-administered questionnaire survey on the parents of 363 children aged 4–6 years across Kumamoto Prefecture. The questionnaire items included current residence, housing damage and evacuation experience during the disaster, as well as the Strengths and Difficulties Questionnaire (SDQ). The results showed that children who could stay in their home during the disaster had lower percentages of scores in the clinical range for conduct problems (odds ratio [OR] = 0.33, 95% confidence interval [CI]: 0.13–0.85) and hyperactivity/inattention (OR = 0.42, 95%CI: 0.19–0.93) on the SDQ. Furthermore, children who experienced living apart from their parents during the disaster had a higher percentage of scores in the clinical range for conduct problems (OR = 2.39, 95%CI: 1.05–5.42). At 15 months post-disaster, the mental health of the sample was worse than the normative data of Japan, indicating that the mental health of young children who experienced living at home and apart from their parents during the disaster was still affected.

This study aims to characterize the development of French-Turkish bilingual children’s lexicon in order to better determine the nature of the difficulties they encounter as well as the specificities of their language use. In order to do this, 16 French-Turkish bilingual, 16 French monolingual and 20 Turkish monolingual 5 year-old nursery school children were asked to name pictures whose names are (i) cognates and (ii) non cognates in both languages. Our results reveal a high level of performance in cognate word recognition for French-Turkish bilinguals. This proves that these bilingual children knew these common words implicitly. On the one hand, this result questions the idea according to which a bilingual would not use words resulting from his L1 when he produces the word in his L2; and, on the other hand, it supports arguments in favor of the theory according to which both languages are activated for bilinguals even when using only one language.

The subject-matter of the research presented in this article is the preparation of Polish preschool and early-school education for work with refugee children that have fallen victim to the war in Ukraine. The research is a review one, and the analysis of Polish and foreign literature relevant to the matters referred to in the title of the article is included in it. As the result of the conducted archive and library searches, it was ascertained that, hitherto, rather little research into this problem has been conducted in Poland (the reason for which fact is the absence of previous experiences with a minor being a war refugee), and also rich relevant experiences in the countries of the West, confirmed by the extensive literature of the subject. This article indicates the principal directions of research and activities – the problem of war trauma as experienced by a child, supporting the families of refugee children, and providing an ECEC teacher with competences required for the purpose of work with a child refugee afflicted by war. This article constitutes a sui generis prolegomena of research the objective of which is to prepare Polish ECEC teachers for facing the challenges connected with war in Ukraine and the presence of an Ukrainian child refugee in the Polish institutions of education.

Playing is one of the main approaches in the teaching process in early childhood, being advocated by several authors with authority on the subject, such as Vygotsky, Piaget, Kishimoto, Montessori, and described by the Common National Curricular Base as one of the rights to learning and development of the child. This study aimed to identify the vision of play as a practice used by early childhood educators from different countries. The methodology used was the Scoping Review, with a search in five databases, totaling 19 selected articles. The contributions of the articles were relevant in demonstrating that play as a practice in early childhood education is not completely widespread, and is not yet valued for its benefits in the child's learning process and in teacher formation, and the application of pedagogical practices still does not look at play as an essential focus for preschool curricular. [ABSTRACT FROM AUTHOR]

Due to the global COVID-19 pandemic, covering the mouth region with a face mask became pervasive in many regions of the world, potentially impacting how people communicate with and around children. To explore the characteristics of this masked communication, we asked nursery school educators, who have been at the forefront of daily masked interaction with children, about their perception of daily communicative interactions while wearing a mask in an online survey. We collected data from French and Japanese nursery school educators to gain an understanding of commonalities and differences in communicative behavior with face masks given documented cultural differences in pre-pandemic mask wearing habits, face scanning patterns, and communicative behavior. Participants (177 French and 138 Japanese educators) reported a perceived change in their own communicative behavior while wearing a mask, with decreases in language quantity and increases in language quality and non-verbal cues. Comparable changes in their team members’ and children’s communicative behaviors were also reported. Moreover, our results suggest that these changes in educators’ communicative behaviors are linked to their attitudes toward mask wearing and their potential difficulty in communicating following its use. These findings shed light on the impact of pandemic-induced mask wearing on children’s daily communicative environment.

Globaliseeruvas ühiskonnas muutub järjest olulisemaks mitme keele õppimine juba koolieelses eas. Pakkumaks eesti ja vene emakeelega lastele võrdseid võimalusi teise keele omandamiseks, avati 2015. aasta sügisel Eestis esimesed kahesuunalise keelekümbluse rühmad. Artikli eesmärk on anda nelja esimese kahesuunalise keelekümbluse rühma laste vanemate kirjalikule küsitlusele tuginedes ülevaade lastevanemate ootustest, kogemustest ja hinnangutest programmi tulemuslikkusele lapsega kodus räägitavast keelest lähtuvalt. Kirjalikus küsitluses osales 54 lapsevanemat, kellest 31-l oli kodune keel eesti keel ning 23-l vene keel. Selgus, et kuigi erineva kodukeelega laste vanemate põhjendused, miks kahesuunalise keelekümbluse kasuks otsustati, olid erinevad, ollakse kodukeelest sõltumata enamasti väga rahul nii lapse arengu kui ka programmiga tervikuna. Samas toodi välja arenguvõimalusi mudeli rakendamisel, näiteks leiti, et rühmas võiks käia ühevanuselised lapsed. Summary

In our rapidly globalising society, already acquiring multiple languages at preschool age is becoming increasingly important, as it creates more opportunities for children to socialise with others and widens their pool of potential educational institutions and jobs. One of the most widespread opportunities for learning a second language is language immersion, which has been used in Estonian kindergartens to teach Estonian as a second language since 2003. In order to offer equal opportunities to children whose first language is Estonian and to those for whom it is Russian, in autumn 2015, the first two-way language immersion (TWI) groups were launched in Estonia, where learning activities are conducted in both Estonian and Russian. There are two teachers in these groups: one teaches the children in Estonian and the other in Russian. TWI programmes are aimed at minority- and majority-language students. Studies of children's academic achievements (Genesee, 1983; Thomas & Collier, 2002) show that children in TWI programmes outperform their peers. Marian, Shook and Schroeder (2013) state that since the aim of TWI programmes is to support the academic achievement of students regardless of the language, TWI is used as a means of shaping the view of the world and developing the knowledge and skills of both minority- and majority-language students. It is also pointed out that the ability to communicate in two languages and with a larger group of people is an advantage in an increasingly globalised world. Language immersion should, therefore, be implemented even more in the field of education (Marian, Shook & Schroeder, 2013). The parent is a key partner in supporting the development of the communication and language skills of the child in co-operation with the nursery school. According to Craig (1996), studies show that the support of the parents whose children are in these groups has been a key factor in the wider spread of TWI programmes. López (2013) claims that the methods of TWI should be introduced to parents so that they are aware of the available options and can expose their child to a bilingual learning environment if they so wish. Parents who are aware of the programme can also initiate the creation of new TWI groups by passing their knowledge, experience and expectations on to local governments and other concerned authorities. In preschool education, it is essential to promote the availability of highquality education in Estonian to all children and to ensure this opportunity is available to all children whose home language is not Estonian. It is also important, from an early age, to enable Estonians to learn other languages and provide all children with an equal opportunity to learn about other cultures and establish friendships with other nationalities. TWI is well-suited to achieving these objectives. However, since the programme has only been implemented in Estonia for a few years, it is important to receive feedback from different parties in the programme with regard to their expectations, experiences, and improvement proposals to maximise the full potential of the programme. In this article, we focused on the feedback received from a written survey filled out by the parents whose children were in the first four TWI groups, with the objective of providing an overview of the parents' expectations, experiences and evaluation of the effectiveness of the programme based on the language spoken with the child at home. [ABSTRACT FROM AUTHOR]

The subject of this article is the preparation of Polish preschool and earlyschool education for working with the refugee children who have fallen victim to the war in Ukraine. The main aim of the research is to review and analyze the Polish and foreign literature on the subject of early childhood education and care (ECEC). As a result of the archive and library searches, it was ascertained that rather little research into the matter has been conducted in Poland (the reason for which is the absence of previous experience with minors being war refugees) and that there is a rich experience in the countries of the West, as confirmed by the extensive literature of the subject. This article indicates the principal directions of research and activities - the problem of war trauma as experienced by a child, supporting the families of refugee children, and providing ECEC teachers with the necessary competences for working with children refugees afflicted by war. This article constitutes a sui generis introduction to research on preparing Polish ECEC teachers for the challenges connected with the war in Ukraine and the presence of Ukrainian children refugees in the Polish institutions of education. [ABSTRACT FROM AUTHOR]

Nursery schools and (full-time and part-time) parental leave are key resources used to ensure the work and family balance of Spanish families. This work examines how the use of unpaid parental leave influences nursery school attendance during the first three years of the child's life. Data from a 2012 survey on parental leave in Spain was used. Three multivariate logistic regression models were created to analyze factors associated with nursery school attendance. The results suggest that part-time parental leave has a positive relationship with nursery school attendance, revealing a relationship of complementarity; on the other hand, it is suggested that full-time parental leave is used as a substitute for nursery school attendance. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper focuses on preschool children’s pre-literacy in natural science with an emphasis on their preconceptions of nature in the current conditions of nursery schools in the Czech Republic. The key objectives of the paper include the following: Examine how children interpret the term nature. The objective and focus of the paper are based on the assumption that if people understand the theory of a particular topic, they are also interested in its practical aspects. In the context of nature and its protection, this idea may be interpreted as follows: If we understand nature and its fundamental laws, we can protect it better. Nature and environmental protection is becoming increasingly relevant and must be supported from early childhood from a global perspective.

This paper examines the role of interprofessional collaboration in the identification and reporting of a child in need. Such collaboration is especially important in the context of the global pandemic caused by the novel Coronavirus disease of 2019, known as COVID-19. The child protection system must have the capacity and resources to respond to increased demands during this time, and early childhood educators serve as an essential link for child protective services in identifying and reporting a child in need. As an effective system to accomplish these two aims requires a working collaboration among its participants, Bronstein's interdisciplinary collaboration model was used as a framework to interpret this practice. A small-scale qualitative study was conducted that included principals of nursery schools and child protection workers from one region in Estonia. Findings indicate that effective collaboration was believed to require communication and ongoing systematic relationship building. Collaboration in practice varied, as principals reported a high turnover rate for the child protection workers, which hindered the development of a working relationship and support for the process of noticing and thereby identifying a child in need. In contrast, child protection workers assessed collaboration more positively, recognizing the need to have a supportive system in place for nursery schools. Both groups of collaborators acknowledged the need to train teachers, particularly to conduct joint training exercises to foster a common understanding of the child in need and of the intervention process itself. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract A nursery school with a skip floor design is situated at the top of a fluvial terrace. This building comprises 4‐tiered floors that reflect the terraced landform characteristic of Iida City. Each grade has a triplet‐type classroom with an environment and role that is highly individuated by the arrangement of various textures of materials. In addition, a semi‐outdoor “grand staircase” is set in the east side of the site, connecting the ground level to the top floor directly and providing 3‐dimensional circulation from the inside to the outdoors. In addition to serving as tiered stands for parents to use at events such as athletic festivals, it plays a symbolic role in the locality. By designing the space in a way that fosters children's development of crisis management skills, this nursery aims to allow children to be active within and outside the building as their minds and bodies grow.