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Pretend play leads to real-life learning. By imitating a firefighter using a horse, a doctor checking a patient's ear, or a construction worker building a skyscraper, children learn about community roles and services and feel proud and satisfied. When they pretend, children create pictures in their minds of past experiences and use their imaginations to think of new scenarios. These thoughts and images let children think about situations and objects that are not right in front of them and events that have not yet happened. Pretending elements are essential to cognitive, emotional, social, language, physical, and creative development. Through constructive play, children learn by making objects. Constructive play also helps cognitive, emotional, social, physical, creative development. Constructive play is a continuous problem-solving, process and constructive play provides a window into children's thinking (Forman, 2006). The main research questions posed in this study are as follows: (1) What are the pretending elements that appeared in constructive play? (2) What are the pretending elements that appeared in pretend play? and (3) What are the teacher's roles to enhance the pretending elements in constructive play and pretend play? The participants for this study were ninety-eight 5-year-old children (49 boys and 49 girls) attending childcare center and kindergarten located in A and S city in South Korea. One play session lasted for 30-40 minutes. Researchers observed pretending elements in pretend play were more specific and diverse than in constructive play. The constructive play also had symbolic and pretending elements. In constructive play, however, the progress patterns of constructive play were classified into three types. First, children do only constructive play. Second, children construct through blocks or clay, and then they pretend play using their creations. Third, children do constructive play and pretend to play almost at the same time (Park & Han, 2011). Lists of suggested material to facilitate both constructive and pretend play are provided. One very important observation to come from this study is that teachers need to provide plenty of time for elements of both pretend and constructive play elements to develop. Teacher roles in the enhancement of both pretending and constructive elements of play are discussed.

The purposes of this study were to identify the qualities criteria of constructive play and the teacher's role to enhance the qualities of constructive play. The participants for this study were ninety-seven 5-year-old children (53 boys and 44 girls) attending one kindergarten located in S city, K province in South Korea. Ten research assistants were in the course of the master's degree and senior majoring in early childhood education. They were trained to observe and record the qualities criteria of constructive play in block play. Ninety-seven (97) children were divided into 20 groups, each group was consisted of 5 or 6 children. They participated in 10 block play sessions twice a week. The duration of each play session was 40 minutes. During the first 10 of 40 minutes, introduction activities were conducted by research assistants and constructive play session lasted for 30 minutes. Unit Blocks were used in this study. The results were as follows; The qualities criteria of constructive play were time (duration), diversity (number of constructions), organization, elaboration, imagination, concentration, and variety (number of blocks, shapes of blocks). The teacher's roles to improve the qualities of constructive play are teachers should encourage and support children to participate in constructive play, and provide a plenty of time, multiple open-ended materials, diverse stories, fairy tales, many play experiences, and safe environment. Teacher's guidance, preparations, support, and encouragement will promote children's high qualities of constructive play. These high qualities of constructive play maybe contribute to quality learning and development of the young children.

The current challenge in using extracellular vesicles (EVs) as drug delivery vehicles is to precisely control their membrane permeability, specifically in the ability to switch between permeable and impermeable states without compromising their integrity and functionality. Here, we introduce a rapid, efficient, and gentle loading method for EVs based on tonicity control (TC) using a lab-on-a-disc platform. In this technique, a hypotonic solution was used for temporarily permeabilizing a membrane ("on" state), allowing the influx of molecules into EVs. The subsequent isotonic washing led to an impermeable membrane ("off" state). This loading cycle enables the loading of different cargos into EVs, such as doxorubicin hydrochloride (Dox), ssDNA, and miRNA. The TC approach was shown to be more effective than traditional methods such as sonication or extrusion, with loading yields that were 4.3-fold and 7.2-fold greater, respectively. Finally, the intracellular assessments of miRNA-497-loaded EVs and doxorubicin-loaded EVs confirmed the superior performance of TC-prepared formulations and demonstrated the impact of encapsulation heterogeneity on the therapeutic outcome, signifying potential opportunities for developing novel exosome-based therapeutic systems for clinical applications. [ABSTRACT FROM AUTHOR]

This study challenges institutionalised collection and documentation practices at museums, providing a space for the reconfiguration of concepts and boundaries of collections data with respect to digital objects in particular. While various technology-driven approaches have been introduced for the management of collections data, little attention has been given to the nature of collections data and how museums can gather them to improve plurality. As part of the experimental project titled Content/Data/Object at the Victoria and Albert Museum (V&A) in London, this research analyses the public workshop wherein participants discussed a digital object at the museum (i.e., Minecraft) as a case study and proposes a conceptual framework with expanded concepts of collections data and possible documentation methods. It provides museums with a dynamic model to diversify collections data that is able to reflect the various needs of the public and allow the interpretation of our heritage to flourish. [ABSTRACT FROM AUTHOR]