0—6 岁教育与 AI 信息流 · 按原始发布日期排序
该研究开发并验证了自由游戏与儿童参与量表（FPCE-S），用于评估3-5岁儿童在幼儿教育自由游戏情境中的参与度。样本包括来自罗马尼亚14个县的3577名儿童（37-60个月），由156名教师在自然自由游戏情境中评估。量表最终包含14个项目，具有高内部一致性、单维结构，并表现出显著的年龄组差异（尽管较小）。
A cross-sectional study of 185 primary school students aged 9-12 in Jaén, Spain found that higher sedentary behaviour was associated with lower emotional regulation, greater emotional lability/negativity, lower intrinsic motivation, and a higher prevalence of sleep disorders. The association with self-esteem was not significant after adjustment. Sleep disorders showed the strongest association. No sex differences were found.
一位发展心理学家兼经济学家正在寻求如何在全球挑战面前培养儿童的韧性，探讨促进人类发展与公平的因素。
A study of 72 parent-child dyads examined how expressive vs. conventional typography in picture books influences shared reading behaviors. Parents were aware of typography but did not consciously see it as affecting their reading. However, expressive typography was associated with longer reading sessions and changes in parents' tone and pace.
A naturalistic pre-post study across three preschool groups examined the impact of a four-month play intervention on children's pretend-play skills and self-regulation during play, with 45 children. Total play-skill and self-regulation scores significantly improved, with strong association between play skills and self-regulation. Individual profiles of three socioeconomically disadvantaged children showed varied change patterns.
本文提出一个将数字工具融入南非学校心理社会支持的概念框架。研究通过证据综合，识别出五种数字形态（远程医疗、AI聊天机器人、结构化数字互动工具、移动/离线应用、整合数字生态），并指出数字工具可扩展支持、辅助任务转移、强化转介与监督，但可能加剧数字鸿沟等不平等。最终提出七要素框架，强调以人本、分阶段、公平的方式强化而非替代学校心理支持。
Laura Bornfreund's new book 'Rediscovering Kindergarten: Embracing Play & Joy in Kindergarten' argues for prioritizing play in kindergarten. The article from The 74 discusses the book's perspective, grounded in the author's personal experience and professional work at New America.
报道关注自然灾害后为儿童设立的日间营地，提供安全恢复空间，以斯波坎市野火疏散后的案例展开。
该研究分析了阿富汗2022-23年多指标类集调查（MICS）数据，探讨24-35月龄儿童完成国家免疫接种计划的情况及相关因素。