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The OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full-fee paying, subsidised-fee and publicly funded. The social composition within each was examined and the connectedness of the children (n = 472) who attended compared. Publicly funded preschools had more socially diverse populations. The quantity of social connectedness did not differ but children in publicly funded preschools described higher quality social relationships. Not all preschool settings are socially diverse but, where they are, the quality of relationships is highest.

In recent times concerns about possible adverse effects of early separation and advocacy for individual rights have resulted in a movement away from organizational level policies about the separation of twin children as they enter school. Instead, individualized approaches that focus on the twin children's characteristics and family perspectives have been proposed. This study, conducted in Australia where all but a few families had choice about the class placement of their twin children, questioned parents (N = 156) about their placement decisions. Results indicated that most parents opted for placement together in the early years of schooling. The choice to separate twins at school entry was associated with parent identification of risk in the twin relationship, while being kept together was associated with parent identification of absence of such risk. The findings are discussed in light of the current evidence against separation, and suggest that parent choices regarding the separation of twin children in the early years are informative to educational policy and practice. (Contains 1 figure and 3 tables.)

Summary: This paper describes the longitudinal change in sleep, functional, and behavioural characteristics in a cohort of children with Down syndrome, including the effect of sleep interventions in a subset. A prospective longitudinal cohort study was undertaken in children with Down syndrome aged 3–16 years comparing (1) children referred to a tertiary sleep medicine clinic who received sleep hygiene advice and an additional sleep treatment (DSref_I) with (2) children attending the same clinic who only received sleep hygiene advice (DSref_N) and (3) children recruited from the community who, were not receiving any treatment (DScomm). Data collected included demographic and medical history information, Child Sleep Habits Questionnaire‐Abbreviated (CSHQ‐A), Life‐Habits Questionnaire (Life‐H) and Child Behaviour Checklist (CBCL) at baseline and then 6‐monthly for a total of 18 months. Any sleep interventions during this time were recorded. A total of 57 children were included (DSref_I, n = 16; DSref_N, n = 25; DScomm, n = 16). At recruitment, the median CSHQ‐A total score was high (>41) in all three subgroups, but highest in the DSref_I subgroup (median [interquartile range] Dsref_I score 58 [53–66] versus DSref_N score 49 [43–53], p = 0.019). Although improved, 80% of participants in the DSref_I subgroup still had a CSHQ‐A total score >41 at the last assessment point. The median total Life‐H and total CBCL scores were not significantly different between groups at baseline and there was no significant time, group, or interaction effect seen through the study. Over an 18‐month period, sleep problems were seen to persist in children with Down syndrome. Treatment resulted in only modest improvements in sleep. [ABSTRACT FROM AUTHOR]

Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]

Light affects human health and behaviour. Research has demonstrated that children are more susceptible to the effects of light than adults, however this population remains underrepresented in the literature. This systematic review reports evidence of objectively measured light exposure on health and development outcomes in children (0–12 years old). Study (n = 59) outcomes were categorised into five thematic domains. Heterogeneity of light measurement and summarisation techniques were identified. Light's effects on melatonin and activity patterns were relatively robust, while research on sleep was sparse. Mixed findings suggest a protective effect of light on myopia, and vision improvements under cooler, brighter lighting. Increased light during the daytime was broadly associated with beneficial effects on social-emotional, cognitive, and physical health outcomes. Timing, colour, and intensity of light exposures were important in understanding health and developmental effects of light. Heterogeneity in light measurement methods limits comparability across studies and should be carefully considered. Greater understanding about the effects of light on children could inform novel approaches to support children's health, sleep, and development. • Reviews a rapidly emerging field of research into the effects of light for children's health and developmental outcomes. • Lighting exposure was linked to melatonin suppression and daily activity patterns, but sleep research remains sparse. • Increased daytime light was broadly associated with ophthalmological, psychological, and physical health outcomes. • Light measurement and summarisation methods are currently heterogenous across existing literature and research fields. [ABSTRACT FROM AUTHOR]

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The onset of monophasic sleep, in which napping ceases and sleep consolidates into a single night period, is a key developmental milestone of childhood. Yet to date, there is little consensus regarding the timing of cessation of napping in children. The aim of the current study is to examine global evidence regarding napping patterns in childhood, and, through meta-analysis, describe patterns of napping cessation and duration observed in children aged 0-12 y. A systematic search of all published, original research articles reporting children's napping patterns, by age, was conducted. The quality of studies was assessed, and meta-analysis of eligible studies undertaken. Risk of bias and heterogeneity of measurement was high. Current evidence indicates that less than 2.5% of children cease napping prior to age 2, while 94% cease napping by age 5. The preschool period (3-5 y; 36-60 mo) represents a particularly dynamic period in napping cessation, with large variation in rates of napping across studies evidencing potential ecological effects. Future studies should focus on understanding of the underlying mechanisms explaining individual variations in napping patterns and the extent to which patterns of napping may represent a marker of child development. [ABSTRACT FROM AUTHOR]

• Young children have sensory-rich conceptualisations and experiences of relaxation. • Children's relaxation accounts contrast from the dominant medicalised discourses. • Children must be afforded agency to choose where, when, and how they relax. • Carers and educators should consult with children about relaxation preferences. Relaxation is constructed as a health issue, often as a counter to stress. Such constructions serve to medicalise relaxation as a physiological or psychological treatment for stressful experiences. Yet, children's experiences and understandings of relaxation are not well documented and may differ from these prevailing adult conceptualisations. Situated within the sociology of childhood paradigm, this study investigated: How do young children attending childcare experience relaxation? Informed by a child-centric methodology, in 2018, we conducted drawing-prompted group interviews with 46 child participants aged three to five years old recruited from six childcare services in Brisbane, Australia. Children were asked about what it means to relax and what they did to relax. We found that children clearly articulated their relaxation experiences and conceptualised relaxation as sensory-rich experiences that centred on feelings of cosiness, comfortableness, and air temperature. Places and play were key to shaping children's relaxation experiences: common places for relaxation were in nature or at home, and various types of play were central. Recommendations for improving care practices include engaging children in conversations about their relaxation preferences, and affording children agency to choose experiences that are relaxing when in childcare settings. [ABSTRACT FROM AUTHOR]