This study investigates five-year-old learners’ vocabulary retention through case studies, on a one week, one month, three months, and five months basis. It concerns the vocabulary learning of kindergarten children learning English as a second language (L2). This study attempts to seek answers to the questions of to what extent the presentation of the three different sets of words more effective than the other two is, both on recall and recognition and whether the recall and recognition levels showed differences in the three sets of words in course of time. In the literature, some studies have favoured semantic mapping in which new words are presented and organized in terms of associated lexical meanings. Some other studies have disfavoured semantic mapping. This study has administered three different sets of vocabulary: semantically related, cognates and semantically unrelated words. This study indicated that all participants were more successful with semantically related words on word recall and with cognates on word recognition. The results of this study do not support those which claim that making semantic associations may cause interference and hinder vocabulary learning. This study further suggests that semantically related words should be taught thematically to facilitate vocabulary teaching, particularly on word recall.

Data show that preschoolers consume few vegetables, fruits, whole grains, and nuts. We investigated whether a properly planned kindergarten menu can contribute to optimized daily intake of healthy foods. In this cross-sectional experimental study, we designed a 5-day prototype kindergarten menu with consistently followed dietary guidelines and randomly divided six invited kindergartens into a prototype group that received the prototype menu (PG, n=4) and a control group that used their regular menu (CG, n=2). From the participating kindergartens, we invited healthy 5-6-year-old children to participate. Outside of kindergarten, participants ate as usual. All completed a 7-day dietary record of foods consumed inside and outside of kindergarten. We used the Dietary Assessment Tool OPEN to analyze the average daily intake of seven food groups and compare it to the dietary guidelines. Fifty-seven participants completed the study, 40 from PG and 17 from CG. The average daily intake of vegetables (54% vs. 28%), whole grains (100% vs. 47%), and nuts (104% vs. 4%) was significantly higher (p<0.05) in participants from PG compared with guideline recommendations than in participants from CG. Average daily intake of fruits, meats, dairy products, and refined grains did not differ significantly between study groups. Only kindergarten diet made a significant contribution, as intake outside of kindergarten did not show significant differences. The study demonstrates the importance of a well-planned menu in kindergartens and can serve as a basis for future interventions aimed at improving the nutritional environment in childcare facilities.

The educational and play-related activities of children are proceeded mainly indoors in a kin-dergarten. The exposure of children to high concentrations of PM2.5 and CO2 indoors have leaded to various harmful effects and negatively impact educational outcomes in a kindergarten. Therefore, this study presents a numerical model of CO2 and PM2.5 concentration based on two classrooms in a kindergarten. Using this numerical model, we present different scenarios of oper-ating mechanical ventilation and air purifiers in kindergartens with the aim of optimizing for reducing the concentrations of CO2 and PM2.5. We found that the amount of ventilation required to maintain good air quality, per child, was approximately 20.4 m3/h. However, we also found that as the amount of ventilation increased, so did the concentration of indoor PM2.5; we found that this issue can be resolved through the use of a high-grade filter (i.e., a MERV 13 grade filter with a collection efficiency of 75%). This study provides a scientific basis for reducing PM2.5concentrations in kindergartens, while keeping CO2 levels low.

It is well known that low back pain (LBP) prevalence is high during the course of school age children’s lives. However, literature concerning the initial onset of back pain between ages of 3 and 11 years remains scarce. The present study aimed to analyze the prevalence of LBP in kindergarten and primary school students. 278 (9.9±2.1 years old; 52.2% girls) students from two public kindergarten and primary schools in Valencia, Spain participated in this cross-sectional study. The Nordic questionnaire on LBP was used to ask questions related to the duration of LBP symptoms over time. The lifetime prevalence of LBP was 47.5% (n = 132), a last year prevalence of 44.2% (n = 123), and a last week prevalence of 18.8% (n = 50) was reported. Boys and girls reached lifetime prevalence of 52.3% (n = 64) and 47.7% (n = 82) (χ2 = 1.978, p = .099), respectively. By age group, lifetime episodes of LBP also showed a higher prevalence with increasing age (χ2 = 32.637; p < .001). In summary, our findings suggest that LBP increases with age. In addition, our results further strengthen the evidence that LBP onset could start as young as 10-years-old.

Micro-level language policy and planning (LPP) primarily concerns local actors' decision-making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro language planning in educational settings, there is a scarcity of research examining early childhood education settings such as micro-level LPP context for young English language learners. By adopting a case study approach, the present study examined the educators' enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Our study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers' different degrees of agency. Also, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators' agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators' contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.

In this work we report on our effort to design and implement an early introduction to basic robotics principles for children at kindergarten age. The humanoid robot Pepper, which is a great platform for human-robot interaction experiments, was presenting the lecture by reading out the contents to the children making use of its speech synthesis capability. One of the main challenges of this effort was to explain complex robotics contents in a way that pre-school children could follow the basic principles and ideas using examples from their world of experience. A quiz in a Runaround-game-show style after the lecture activated the children to recap the contents they acquired about how mobile robots work in principle. Besides the thrill being exposed to a mobile robot that would also react to the children, they were very excited and at the same time very concentrated. What sets apart our effort from other work is that part of the lecturing is actually done by a robot itself and that a quiz at the end of the lesson is done using robots as well. To the best of our knowledge this is one of only few attempts to use Pepper not as a tele-teaching tool, but as the teacher itself in order to engage pre-school children with complex robotics contents. We got very positive feedback from the children as well as from their educators.

Children's ability to adjust to the social rules and expectations in the educational environment is of major concern to researchers and practitioners alike. Accordingly, the main purpose of the present study was to examine predictors of children's social functioning in kindergarten with a specific focus on (a) maternal factors; and, (b) children's social cognition. Using a multi-method (self-reports and direct assessments), multi-informant (child, mother, teacher) design, we collected data from 306 kindergarten children and their mothers tapping the mother's social cognitions (general and child-related) and parenting style, and children's social cognition (social information processing) and functioning in kindergarten. We found direct associations between the mother and child's social cognitions, between the mother's authoritarian parenting style and her child's less competent social cognition and behavior, and between the child's social cognition and social functioning. Finally, as hypothesized, we found a number of interesting mediated effects. Most notably, we found that the association between the mother's social cognition (her tendency to attribute hostile intent to unknown others) and the child's social cognition (his/her tendency to generate less competent responses) is fully mediated by the mother's higher levels of authoritarian parenting style. The important theoretical and clinical implications of our findings are discussed.

This study examined the status of Education for Sustainable Development (ESD) practices and the understanding of Sustainable Development (SD) among Saudi kindergarten teachers in a specific governorate. Two hundred twenty-seven kindergarten teachers participated, and data was collected through a questionnaire. The results indicated that most kindergarten teachers (89.9%) were unaware of SD. The overall status of ESD practices among the participating teachers was weak, with an average score of 2.60 out of 4. Among the different dimensions, values (2.74), competencies (2.69), and practice (2.65) obtained relatively higher scores, while the content dimension (2.49) received the lowest score. Significant differences were found in the mean scores of ESD practices based on teachers’ qualifications and the type of school. However, no differences were observed based on experience. The lack of awareness regarding SD emerged as the primary barrier to implementing ESD in kindergarten institutions. Expanding teacher training was identified as the most crucial step in promoting ESD in kindergartens. The findings highlight the importance of raising awareness among Saudi kindergarten teachers about SD, providing professional development opportunities to enhance ESD implementation in classrooms, and creating teaching materials aligned with ESD principles.