ABSTRACT The professional development of preschool teachers is a core element and key issue in ensuring the quality of preschool education and achieving educational equity. This study explores the impact of preschool teachers' Confucian cultural perception on their professional growth, as well as the chain mediating effects of technology usage intention and technology pressure in this relationship. A questionnaire survey was conducted to collect valid data from 406 teachers in 38 inclusive kindergartens. The results show that preschool teachers' Confucian cultural perception significantly positively promotes professional growth. Technology usage intention serves as a mediating variable between Confucian cultural perception and professional growth, while technology pressure also acts as a mediating variable between Confucian cultural perception and preschool teachers' professional growth. Moreover, technology usage intention and technology pressure together play a chain mediating role in the relationship between Confucian cultural perception and professional growth.

The purpose of this paper is to review the modern curricula of language teaching in Greek preschool education, tracing their evolution from the landmark 1989 syllabus to the implementation of the new 2021 curriculum. The study employs a qualitative policy document analysis of official preschool language curricula issued by the Greek Ministry of Education in collaboration with the Institute of Educational Policy (IEP), between 1989 and 2021. The review analyzes the key pedagogical and theoretical shifts that have shaped early childhood language education over three decades. It follows the progression from a didactic, skills-based model to the introduction of child-centered, interdisciplinary methods and the concept of "emergent literacy" in 2003. The analysis then highlights the formal integration of "critical literacy" as a core theoretical approach in the 2014 revision, culminating in the adoption of a comprehensive "multiliteracies" framework in the 2021 curriculum. The findings demonstrate a clear and progressive trajectory towards a more sophisticated, theoretically-grounded framework that views literacy as a complex, socially-situated practice. This evolution underscores a commitment to developing active, critical thinkers and reflects the understanding that high-quality preschool programs are a key pillar for a child's success in school and in life. This review contributes to international discussions on early childhood literacy by showing how national curriculum reforms in Greece reflect broader global trends toward emergent literacy, critical literacy, and multiliteracies approaches. The review concerns Greek public kindergarten curricula for children aged 4–6, focusing on Greek as a first language.

ABSTRACT Student behaviour has become a pressing concern within Flemish education, yet the concept of ‘challenging behaviour’ remains difficult to define. Its meaning is context-dependent and shaped by interpretations of teachers and educational professionals. Rather than asking whether challenging behaviour is increasing in Flanders, this study examines what is currently constructed as challenging and what this reveals about contemporary understandings of education. Drawing on a critical discourse analysis of motivated reports written by student guidance centres in regular preschool and primary education, the study explores how challenging behaviour is conceptualised. The findings indicate that behaviour is predominantly framed through child-centred and deficit-oriented discourses, locating difficulties within the individual student and foregrounding classroom disruption. Interpretations frequently draw on psycho-medical expertise, employing technical jargon and diagnostic instruments to legitimise individual measures. At the same time, contextual framings occasionally emerge, highlighting the social conditions under which behaviour becomes problematic. These patterns are closely linked to the institutional function of the motivated report as a child-focused, decision-oriented accountability document. Given the absence of a clear definition and the proliferation of overlapping terms, the study questions whether the field of education possesses a sufficiently nuanced lexicon to capture the complexity of this phenomenon.

The article is devoted to the history of kindergarten teacher training at Novosibirsk State Pedagogical University. The purpose of the article is to systematize and publicize the activities kindergarten teachers training in a forty-year retrospective. Special attention is paid to the personalities of the teachers who is the very of the professional training of kindergarten teachers. The main activities of the department, which trained and graduated specialists for kindergartens, are analyzed in relation to the changing government policy in the field of education. The methodology of the presented article is based on the collection of historical facts and memories, a brief overview of archival documents and an analysis of modern strategy in the field of teacher education. The prospects for the development of scientific research and educational activities of the Department of Theory and Methodology of Preschool Education are outlined. Finally, the conclusion is made about the role of the department in the regional education system.

ABSTRACT The study presents the results of qualitative research into the concept of spiritual literacy as understood by forest preschool educators and its integration into educational processes. Data were collected through semi-structured interviews and analysed using interpretative phenomenological analysis. The main thematic motifs highlight the personal journey towards spirituality, the perception of spirituality, the specifics of children’s spirituality, a love for nature, and the development of spiritual literacy in preschool education. The findings indicate that some educators regard spiritual literacy as an important element of children’s personal development, while others focus more on practical activities related to nature and creative learning. The integration of spiritual literacy into the educational process is understood as a means to support the overall development of the child and to enhance their personal and social skills.

Preschool Education Spaces: Interior Design Suggestions within the Framework of the Maarif Education Model–Space Relationship

The article examines the features of the development of creative activity of future teachers of preschool education institutions in the process of professional training. We consider the creative activity of a future preschool teacher as an integrative characteristic of a personality, manifested in the ability for original thinking, initiative, flexibility in solving pedagogical tasks, and the desire for self-realization in professional activity. It combines motivational-value, cognitive, activity, and reflective components. It has been established that the effectiveness of the development of creative activity of future educators in the process of professional training is ensured by the following pedagogical conditions: creation of a creative educational environment (an atmosphere of support, trust and cooperation stimulates students' initiative and self-expression); the use of innovative teaching methods (project activities, trainings, role-playing and business games, case methods, etc. contribute to the formation of creative thinking of future educators); individualization of learning (taking into account the individual characteristics of students allows them to reveal their creative potential); involvement in scientific research (participation in conferences, competitions, preparation of scientific articles develops analytical and critical thinking of future educators); formation of a reflective culture (self-analysis and self-assessment contribute to professional growth and awareness of one's own achievements). It was found that innovative technologies in the training of future preschool teachers ensure the formation of their professional competence, creative activity, and readiness to implement new approaches in working with preschool children. Their systematic application contributes to the renewal of the content of pedagogical education, its improvement in quality and compliance with modern social challenges. It is the innovative orientation of professional training that is the key to the formation of a new generation of educators – creative, competent and open to continuous development.

ABSTRACT This research examines how child well-being is supported in preschool programs within Republika Srpska, specifically in the context of Bosnia and Herzegovina's decentralized education system. Utilizing Bronfenbrenner's ecological model and a qualitative analysis of educators’ perspectives, this study aims to fill a gap in the empirical understanding of how child well-being is implemented in practice. Key factors were identified across different ecological levels: the quality of educator-child relationships and the role of play (micro-level); family-kindergarten partnerships (meso-level); and the impact of decentralization on resources and service quality (exo-level), which creates inequalities. The study emphasizes that achieving full child well-being requires continuous support for educators, substantial investment, and policy adaptation to specific local conditions. The findings highlight the need for a careful review of the implications of decentralized systems globally, pointing to the importance of systemic resource improvement and coordination among various levels of government and educational stakeholders. This research provides crucial insights and recommendations for policy formulation that can contribute to creating more equitable and effective education systems worldwide, with the goal of achieving optimal conditions for the development and well-being of all children.

This article discusses the importance of awakening children's interest in national music at the preschool education stage, fostering their appreciation of cultural heritage and awareness of their national identity, the role of music leaders as key pedagogical figures in this process, engaging children in musical activities, developing a sense of rhythm and melody, and ensuring the correct presentation of national songs and traditional vocal instruments.

Background Digital competence in education is fundamental for the development of various areas of knowledge, as well as for the effective application of learning strategies that promote adequate preparation in preschool education. Given the limited research available on these variables at this educational level, our objective was to evaluate the digital competence and learning strategies in the classroom of preschool teachers in the department of Ancash, Peru, during the year 2024. Methods This study adopted a quantitative, descriptive, correlational, and cross-sectional approach. Three hundred fifty teachers from public and private educational institutions in rural and urban areas were asked to complete two standardized questionnaires. Results To respond to the research objective, a linear regression analysis was applied. The findings show a significant positive association between digital competence and learning strategy ( B = 0.585, p < 0.000). In addition, the digital competence (40%) and learning strategies (40.3%) of preschool teachers are medium. Conclusion The study variables show a medium level, and a positive association was found between digital competence and learning strategies. It is suggested that digital literacy programs and the provision of technological equipment in educational institutions be implemented to optimize the teaching-learning process.

The development of computational literacy (CL) through computational thinking (CT) is becoming increasingly crucial in preschool teacher education. However, a critical gap in the literature persists concerning effective professional development models for pre-service preschool teachers. This study aimed to fill this gap by designing and implementing an educational intervention to support the cognitive, material, and social components of CL. Drawing on a design-based research-informed approach, the intervention was conducted over 5 weeks with second-year preschool education students enrolled in an “Instructional Technologies” course. Twenty-six participants completed the study. Quantitative data from cognitive tests, performance rubric, and attitude surveys were analyzed via paired-sample and Wilcoxon signed-rank tests; qualitative reflections were examined using reflexive thematic analysis. Results showed significant improvements in cognitive knowledge (p < 0.05) and positive attitudes toward CT integration (p < 0.01). Participants engaged in creating instructional activities that reflected the application of CL principles. Qualitative findings highlighted the role of a supportive social environment fostering enjoyment and practical use in building confidence. The study’s main contribution is an empirically informed set of initial design considerations centered on (1) grounding abstract concepts in playful pedagogy, (2) enabling learning through material production, and (3) cultivating socially mediated collaborative sense-making. This framework informs more holistic teacher preparation for the digital age.

This study examines the mediating role of children's preschool education duration in the relationship between parenting self-efficacy and allowing risky play. The cross-sectional quantitative research design was employed. The participants were 479 Turkish mothers. The data were collected using the Berkeley Parenting Self-Efficacy Scale Revised (to assess parents' perceived effectiveness), the Scale for Allowing Risky Play (to measure attitudes toward risky play), and a demographic information form (to gather participant characteristics). To investigate the mediation effect, bootstrapping technique was applied to the data. The findings revealed that children’s preschool education durations played a mediating role in the relationship between mothers' parenting self-efficacy beliefs and allowing risky play. The results highlight the importance of preschool education duration in shaping the link between parenting self-efficacy and mothers’ attitudes toward risky play. These findings may inform the development of intervention programs aimed at strengthening parental efficacy and promoting balanced approaches to children’s risky play opportunities.

The article highlights the significance of mathematics in the upbringing and education of children. It emphasizes that the importance of educational content in the process of mathematical training is reflected in the theoretical developments of foreign scholars. Additionally, a brief overview of the works by Kyrgyz scientists of the 21st century, dedicated to preschool education, is provided. Currently, issues related to the preservation of national traditions are актуальными, which is why President S. Japarov signed the Decree “On the Approval of the National Program for the Preservation and Development of National Values for 2022–2027.” In accordance with this Decree, the relevance of this article is justified. Research objectives: To utilize elements of Kyrgyz folk heritage in forming preschool children’s understanding of elementary concepts of time. To develop children's perceptions of concepts such as time, clocks, shadows, and the sun through familiarization with traditional Kyrgyz time measures and the principle of working with sundials (gnomon). Particular attention was paid to the formation of the concept of time using elements of Kyrgyz national traditions, and relevant information is presented. A set of practical tasks is proposed, including determining the time, parts of the day, the interval “uch chakty” (approximately three hours), etc., using a model of a yurt (boz uy), along with their solutions. Additionally, a lesson plan is developed for forming the concept of time among preschool children based on a STEAM program integrated with elements of Kyrgyz national traditions, as well as the knowledge children need to orient themselves in time. The incorporation of elements of national heritage not only facilitates the development of mathematical concepts but also nurtures a sense of belonging to Kyrgyz culture, which positively influences children’s overall motivation to learn. The importance of early childhood mathematical education and the formation of the concept of time in conjunction with Kyrgyz national traditions are emphasized in the final part of the study.

In recent years, Morocco has carried out a number of actions and reforms to encourage women to play a greater role in the country's social, ‎political, and economic progress. In 2004, it adopted a new constitution that guarantees gender equality. The constitution lays the legal foundations for promoting gender equality and women's rights. The program to support universal preschool education and the reform of the ‎family code (Moudawana) has had a positive effect on girls' education. Microcredit has been developed by the microcredit program to support women's entrepreneurship and economic empowerment. Morocco has devoted funds to the education of girls and women, particularly ‎in rural areas, to improve their access to education and enhance their skills. In 2005, the (INDH) launched awareness campaigns to combat ‎violence against women and promote gender equality.‎ Although Morocco has undertaken reforms and initiatives to promote gender equality and involve women more fully in the country's social, ‎political, and economic development, analyses and studies by international bodies rank it very low. In this work, we examine the Global ‎Gender Gap Report (GGGR) and other similar studies to find and identify areas of weakness and improvement, while comparing with Portugal and Spain‎.

Abstract Background The preschool period represents a critical developmental window for the rapid maturation of children’s emotion regulation abilities and neurobehavioral functions. Early deficits in emotion regulation are closely associated with subsequent attention problems, emotional disorders, and difficulties in social adaptation. Although increasing attention has been given to emotional competence development in preschool education, quantitative research on systematic early emotion regulation interventions and their effects on neurobehavioral development remains limited. In particular, comprehensive evaluations based on behavioral tasks and objective indicators are still lacking. Therefore, this study investigates early intervention strategies for emotion regulation in preschool children and examines their effects on neurobehavioral development, with the aim of improving the effectiveness of preschool educational practices. Methods A quasi-experimental design was adopted to implement a 12-week early emotion regulation intervention among preschool children aged 3-6 years. A total of 96 children were enrolled and assigned to an intervention group or a control group according to class-based grouping principles. In addition to routine preschool curricula, the intervention group participated in two structured emotion training sessions per week, each lasting 30 minutes. The training content included emotion recognition, guided emotional expression, emotion regulation strategy practice, and scenario-based role interaction, while the control group maintained standard educational activities. Assessments were conducted at baseline, at 6 weeks, and after the 12-week intervention using standardized emotion regulation scales to measure emotional awareness, emotional control, and emotional recovery. Behavioral observation coding systems were used to record impulsive behaviors, attentional disengagement, and social interaction performance in classroom and play settings. Results At the 6-week assessment, the intervention group demonstrated a 12.64% increase in total emotion regulation scores compared with baseline, which was significantly higher than the 4.21% increase observed in the control group (p<.05). After completion of the intervention, the total emotion regulation score in the intervention group increased by 21.38% from baseline, significantly exceeding the 8.74% improvement in the control group (p<.01). In neurobehavioral assessments, at 6 weeks the intervention group showed an increase in attentional control task accuracy from 72.15% at baseline to 78.32%, a reduction in mean reaction time of 9.84 ms, and a 10.27% decrease in impulsivity scores, all of which were statistically significant (p<.05). After 12 weeks, attentional control accuracy further increased to 83.46%, cumulative reaction time reduction reached 18.27 ms, and impulsivity scores decreased by 19.62% (p<.05). Behavioral observation results further indicated a marked reduction in the frequency of emotional dysregulation behaviors during classroom and free-play activities in the intervention group at 6 weeks, whereas no significant changes were observed in the control group at either 6 or 12 weeks (p>.05). Discussion The findings indicate that introducing structured and sustained early emotion regulation interventions during the preschool period not only enhances children’s emotion regulation abilities but also exerts positive effects on key neurobehavioral functions, including attentional control and behavioral inhibition. Future studies will integrate neuroimaging or physiological measures and extend follow-up durations to further explore the long-term mechanisms through which emotion regulation interventions influence neurobehavioral development.

Abstract Background Children with autism spectrum disorder (ASD) exhibit significant differences in social skills, emotional regulation, and behavioral adaptation. Statistics show that approximately 1% of children are affected by ASD, with 60% experiencing anxiety symptoms, 40% having depression or mood regulation disorders, and over 50% experiencing functional limitations in daily social interactions. Identifying behavioral indicators that can predict early improvement or deterioration of mental state is crucial for optimizing preschool intervention programs. Specialized preschool intervention, as a proactive intervention combining cognitive, social, and sensory training, can improve emotional management and social adaptation through behavioral practice, emotion regulation training, and group activities. Therefore, this study analyzes the improvement in the mental state of children with autism through psychological scale assessments and evaluates its actual effects on anxiety, depression, and emotion regulation abilities, providing empirical evidence for early non-pharmacological intervention. Methods This study included 120 children aged 3 ~ 6 years who met the clinical criteria for ASD. Participants were randomly assigned to an intervention group (n = 60) and a control group (n = 60). The intervention group received a 12-week special preschool education intervention, 5 times a week for 60 minutes each time, covering social skills training, emotion regulation training, and sensory integration activities. The control group received only routine daily care and play activities. Psychological status was assessed using the Child Behavior Checklist (CBCL) and the Emotion Regulation Checklist (ERC) at pre-intervention (T0), during intervention (week 6, T1), and post-intervention (week 12, T2). Statistical analysis was performed using repeated measures ANOVA, with a significance level set at p<.05. Cohen’s effect size was also calculated to assess the magnitude of the intervention effect. Results In the intervention group, the total CBCL score decreased from 68.4 ± 5.2 in stage T0 to 54.1 ± 4.8 in stage T2 (p<.001, d = 2.80), with significant improvements in anxiety/depression, social problems, and attention problems (p<.01). The total ERC score in the intervention group increased from 29.5 ± 3.1 in stage T0 to 39.7 ± 3.4 in stage T2 (p<.001, d = 3.30), with increased positive emotional responses and decreased negative emotional responses. In contrast, the CBCL and ERC scores in the control group did not change significantly between T0 and T2 (p>.05). Repeated measures ANOVA further confirmed a significant interaction between intervention time and group (F = 18.72 for CBCL, p<.001; F = 22.45 for ERC, p<.001). Discussion After 12 weeks of special preschool education intervention, children with autism showed significant improvements in both their psychological state and emotion regulation abilities. The intervention group exhibited decreased scores across all areas and improved emotion regulation abilities, with the magnitude of improvement being greater than that in the control group. These results indicate that a systematic and structured special preschool education intervention can effectively improve the mental health of children with ASD, providing quantifiable evidence for early clinical intervention. Future research could further explore the duration of intervention, the combination of intervention content, and the long-term follow-up effects on psychological state to optimize intervention strategies and support the design of individualized educational programs.

Abstract Background Patients with depression often suffer from significant social dysfunction, manifested as social withdrawal, difficulties in interpersonal interaction, and impaired role functioning, which severely affects their quality of life and rehabilitation process. Non-pharmacological interventions play an important role in promoting social function recovery. As an intervention combining regular, rhythmic physical activity with the unique aquatic environment, swimming is believed to facilitate social function reconstruction through multiple pathways, such as improving physical symptoms, enhancing emotional states, boosting self-efficacy, and providing low-threat social contexts. Therefore, this study systematically analyzes the effects of structured swimming training on improving social function in patients with depression through standardized scale assessments and explores its potential intervention mechanisms, aiming to provide empirical evidence for the application of exercise rehabilitation in the field of mental health. Methods A total of 120 children aged 3-6 years clinically diagnosed with ASD were enrolled and randomly divided into an intervention group (n = 60) and a control group (n = 60). The intervention group received 12-week special preschool education intervention (5 sessions/week, 60 min/session), including social skills training, emotional regulation training, and sensory integration activities. The control group only received routine daily care and regular game activities. The Child Behavior Checklist (CBCL) and Emotion Regulation Checklist (ERC) were used for psychological assessment at pre-intervention (T0), mid-intervention (Week 6, T1), and post-intervention (Week 12, T2). Repeated measures analysis of variance (ANOVA) was performed for statistical analysis with a significance level of p<.05, and Cohen’s d effect size was calculated to evaluate the magnitude of intervention effects. Results The total SDSS score of the intervention group significantly decreased from 8.6 ± 2.1 at T0 to 5.2 ± 1.8 at T2 (p<.001, d = 1.75), with particularly notable improvements in sub-items such as occupational roles, social withdrawal, and family functioning (p<.01). The total SDS score of the intervention group also showed a significant reduction in the degree of social functioning impairment, decreasing from 18.3 ± 4.0 at T0 to 12.1 ± 3.5 at T2 (p<.001, d = 1.65). In contrast, the control group showed no statistically significant changes in either score from T0 to T2 (p>.05). Repeated measures analysis of variance confirmed significant interaction effects between time and group in social functioning scores (SDSS: F = 16.54, p<.001; SDS: F = 14.89, p<.001). Discussion Ten-week swimming training effectively promotes social function reconstruction in patients with depression, as evidenced by reduced social deficits and restored role functioning. Results indicate that structured, group-based aquatic exercise may serve as an effective complementary intervention for depression rehabilitation through mechanisms such as improving psychophysiological status and providing a supportive social environment. This study provides preliminary evidence for integrating swimming into comprehensive rehabilitation programs for depression. Future research should extend follow-up duration to assess the sustainability of effects and further explore specific physiological and psychological mediating mechanisms to optimize training protocols and achieve individualized rehabilitation.

Abstract Background The internationalization of higher education has intensified challenges for students in Sino-foreign cooperative programs, including language barriers, cultural differences, and academic pressure, which often lead to significant anxiety and hinder learning effectiveness and cross-cultural adaptation. Existing interventions frequently detach psychological support from academic contexts, resulting in inadequate targeting. This study therefore proposes a systematic and structured "cross-cultural language practice activity" as an embedded intervention. By creating a practice environment that integrates cultural awareness, situational simulation, and authentic interaction, the program aims to enhance students’ communicative self-efficacy and provide empirical evidence for innovating support systems in cooperative education. Methods A total of 120 children aged 3-6 years clinically diagnosed with ASD were enrolled and randomly divided into an intervention group (n = 60) and a control group (n = 60). The intervention group received 12-week special preschool education intervention (5 sessions/week, 60 min/session), including social skills training, emotional regulation training, and sensory integration activities. The control group only received routine daily care and regular game activities. The Child Behavior Checklist (CBCL) and Emotion Regulation Checklist (ERC) were used for psychological assessment at pre-intervention (T0), mid-intervention (Week 6, T1), and post-intervention (Week 12, T2). Repeated measures analysis of variance (ANOVA) was performed for statistical analysis with a significance level of p<.05, and Cohen’s d effect size was calculated to evaluate the magnitude of intervention effects. Results The experimental results are shown in Table 1. As shown in Table 1, the total GAD-7 score of the experimental group significantly decreased from 10.2 ± 3.1 at T0 to 5.8 ± 2.5 at T2 (p<.001), indicating a significant alleviation of generalized anxiety symptoms. Similarly, the total FLCAS score of the experimental group significantly decreased from 98.6 ± 12.4 at T0 to 76.3 ± 10.9 at T2 (p<.001), demonstrating a substantial reduction in foreign language classroom anxiety levels. In contrast, no significant changes were observed in the scores of the control group on either scale from T0 to T2 (p>.05). Repeated measures ANOVA revealed significant interaction effects between time and group for both GAD-7 and FLCAS scores (GAD-7: F = 15.83, p<.001; FLCAS: F = 20.14, p<.001). Discussion Following the 12-week intervention, students in the Sino-foreign cooperative program showed significant alleviation of anxiety. The intervention not only reduced generalized anxiety but also notably lowered foreign language classroom anxiety. These findings suggest that structured cross-cultural practice in a supportive environment can enhance students’ self-efficacy, providing empirical support for designing embedded and experiential support systems in such programs. Future research could extend follow-up periods to assess long-term effects and compare the efficacy of different activity modules to develop more targeted and personalized intervention strategies.

In this study, we explore how teachers communicate and construct educational ideals concerning evil and emotions to children in the context of Finnish pre-primary education, and how this contributes to the processes of villainification; making out-groups represent evil and/or anti-villainification; contributing to complex understandings of evil. To understand this construction and communication, we focused on a single case that illuminated how two pre-primary education teachers formulated educational ideals concerning evil. For this purpose, we analyzed two data sets by utilizing discourse analysis. The first set consisted of five interviews with the teachers dealing with the topic of evil and education. The second data set included video recordings of two related educational sessions conducted by the teachers with children. The results show that the ideals were constructed and communicated by discursive practices without direct usage of the word “evil”, and these mainly contributed to anti-villainification processes. To prevent a strict binary of good and evil and following polarization in society, more direct exposure of evil is needed in education. In this way, the children can be more aware of the villainification and anti-villainification processes they are involved in through education.

Against the backdrop of digital and intelligent transformation, AIGC technology offers brand-new possibilities for cultivating the digital and intelligent literacy of preschool education normal students. As the core force driving the digital transformation of early childhood education in the future, the digital and intelligent literacy of these normal students is directly linked to the advancement of preschool education informatization and the improvement of educational quality. Based on the industry standard Teachers’ Digital Literacy and the laws of pre-service teacher training, combined with the technical characteristics of AIGC, this paper systematically analyzes the current realistic dilemmas in AIGC, empowering the enhancement of digital and intelligent literacy of preschool education normal students. The paper puts forward targeted development paths from four dimensions: technology integration, curriculum reconstruction, practical innovation, and evaluation optimization, providing theoretical reference and practical guidance for normal universities to construct a preschool education talent training system in the AIGC era.