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When implemented appropriately, computational thinking (CT) experiences in early childhood settings build essential literacy skills and foster initial explorations of sequencing, engineering design principles, and cause-and-effect relationships. While existing research explores CT in K-12 settings, there is insufficient research documenting the true scope of CT skills for preschool-age children (ages 3–5 years old). Thus, the paucity of research in this emerging area warranted a scoping review approach. This scoping review surveys existing CT studies with preschool-age participants and maps what is known of CT learning experience design, intended educational outcomes, and CT study design. Evidence from the reviewed articles (n = 17) indicate most studies used physical kits, task-oriented activities, and varying experience timeframes and adult scaffolding. Most studies focused on learning sequencing and events with few embedding remixing and reusing skills. Additionally, studies primarily implemented pre-post research design approaches, and few utilized qualitative methods. The analysis of the reviewed articles indicates gaps exist in CT experience designs, scope of CT interventions, and CT tool research and development. We conclude with recommendations for closing the knowledge gaps by providing specific future research directions.

Computational thinking (CT) is considered an essential literacy skill for all children to develop, yet conceptual, practical, and empirical work with preschool-age children is scarce. A particular gap in the research is how CT instruction should be enacted (e.g., free play, guided play, levels of scaffolding, degree of child-initiated activities, and structure of programming tasks). Therefore, we aimed to describe what preschool children’s CT experiences are like when button-operated robots are introduced into their guided play. This interpretive phenomenological study applied the Mosaic Approach to explore the emergence of CT skills during guided play with a button-operated robot (Bee-Bot). Participants were 29 preschool-age children from an early childhood education center in the northeastern United States. Data sources included audio-visual recordings, observations, child focus groups, and child-generated artifacts. The findings suggest children constructed meaning across the CT dimensions, connected with others through dialogue and negotiation, and used guidance from adults to extend their learning.

Research consistently shows that when modes are effectively integrated, learning is enhanced (Pashler et al. 2008; Yale Poorvu Center for Teaching and Learning 2017; Nguyen et al. 2022). [...]we recommend cohesively weaving together several modalities to deepen children's learning experiences. [...]in the creative arts, teachers can integrate multiple modes to bring aesthetic experiences like rhythm, movement, imagery, and sound to life. Creating a Multimodal Study of the Moon: Planning, Implementation, and Assessment Science lessons often stem from children's curiosity about the natural world. In the following section, we offer detailed examples of an educator using multimodal approaches in a science-centered study of the moon to demonstrate that, guided by an understanding of multimodal theory, educators can plan, teach, and assess in inclusive and developmentally appropriate ways.

Aim/Purpose: Graduate programs aim to prepare students for future professional roles, yet doctoral graduates often earn faculty positions at institutions that differ from those in which they were socialized. Navigating this “preparation gap” can produce feelings of uncertainty, tension, and, ultimately, dissonance. This collaborative autoethnographic study explores the gap as it was experienced by two early career faculty in a U.S. context. Background: The landscape of academia is rapidly changing, meaning graduate programs cannot prepare each graduate student for every potential professional role offered to them. Therefore, as doctoral graduates emerge from their respective graduate programs, an inevitable gap in preparation exists. This gap in preparation mirrors a gap in the graduate socialization literature, which is limited in describing how early career faculty are socialized into their first positions. Methodology: The paper discusses a year-long collaborative autoethnographic study conducted by two tenure-track early career faculty in Education & Arts fields at universities in the U.S. The study employs Clancy’s (2010) theory of Perpetual Identity Constructing as a theoretical framework to examine the perceived dissonance produced during the transition from doctoral graduates to early career faculty. Contribution: This collaborative autoethnographic account of two early career, tenure-track faculty members’ transition from doctoral graduate to assistant professors expands the literature on doctoral socialization, academic identities, and the potential of qualitative modes of inquiry. Specifically, it recognizes that doctoral graduates experience dissonance and undergo identity construction during the first year. Findings: Our findings revealed three categories repeated in our collaborative autoethnographic data that potentially serve as a window to illuminate the complexity of the dissonance across the gap: support, connection, and control. Each category includes varying levels of dissonance with the self, department, institution, and fields of which we were part. Using Perpetual Identity Constructing theory, each category was examined through the three-stages of academic identity construction. Recommendations for Practitioners: The study has implications for practitioners, specifically those who help to prepare doctoral students for positions at teaching-intensive universities. We recommend doctoral granting institutions expand formal and informal socialization programming to enhance students’ awareness and preparation for the contexts and tensions they may encounter. Recommendation for Researchers: Additional fine-grained studies, like ours, are warranted to further illuminate the complex interaction between the gap in socialization and the academic identity construction process as early career faculty. Impact on Society: Awareness that deconstruction and reconstruction of identity continues beyond doctoral socialization could better prepare future faculty for the perpetual identity work across a career; it has the potential to produce better adjusted early career faculty who improve student outcomes and conduct research that impacts society. Future Research: Based on the findings of this study, future areas of research should further investigate the experiences of early career faculty, in particular their socialization experiences during the transition from candidacy to first career positions.

This randomized trial comparing labor induction between 39 weeks 0 days and 39 weeks 6 days of gestation with expectant management showed no significant between-group difference in the rate of cesarean section. The trial was not powered to assess effects on stillbirth. The average age of women at childbirth in industrialized nations has been increasing steadily for approximately 30 years. 1 Between 1996 and 2006, births to women 35 years of age or older in the United Kingdom increased from 12% to 20% of all births. 2 In 2006, a total of 5.6% of live births in the United Kingdom were to nulliparous women 35 years of age or older. The risks of perinatal death, hypertensive disease, gestational diabetes mellitus, placenta previa, and placental abruption are higher among women 35 years of age or older than among younger women. 1 , 3 , 4 Older mothers are . . .

Parents are an obvious, but underutilized player in the prevention of child sexual abuse (CSA). A handful of universal parent-focused prevention programs have emerged, however, the evidence for these programs is mixed and the programs suffer ubiquitously from barriers to implementation (e.g., poor engagement, low participation) thereby limiting public health impact. To combat these barriers and improve evidence, researchers previously developed and tested a selective parent-focused CSA prevention program. While promising, the selective approach still leaves a gap in the prevention landscape–parents from the universal audience. However, there appear to be no standardized methods to inform this type of adaptation—interventions designed as universal or selective have primarily been delivered as such. This study sought to adapt the selective curriculum for a universal audience and examined the acceptability and feasibility of the program for evaluation in a future trial. Using mixed methods, N = 31 parents (i.e., primary caregiver for a child under 13) completed pre- and post-workshop surveys followed by a brief individual interview conducted via Zoom. Interviews, coded using content analysis methods, focused on three themes: parents as agents of prevention (e.g., prior action, confidence), curriculum (e.g., content, design), and engagement (e.g., future marketing and promotion). Overall participants’ mean score on CSA-related awareness and intention to use protective behavioral strategies increased. The participants found the curriculum highly acceptable noting strengths in the content and design. All told, the results of this pilot study suggest the acceptability and feasibility of examining the efficacy of the universal parent-focused curriculum in a larger trial. Procedural challenges, such as bots in recruitment, identify areas of caution in design of the larger trial and a roadmap for others seeking to adapt selective programs for universal audiences.

Widespread coral mortality is leading to coral reef degradation worldwide. Many juvenile reef fishes settle on live coral, and their predator-avoidance behaviour is disrupted in seawater exposed to dead corals, ultimately increasing predation risk. Gnathiid isopods are micropredatory fish ectoparasites that occur in higher abundances in dead coral. However, the effect of seawater associated with dead coral on the susceptibility of fish to micropredators has never been investigated. We tested whether the infection rate of cultured gnathiid ectoparasites on individual damselfish, Pomacentrus amboinensis Bleeker 1868, from two different ontogenetic stages (juveniles and adults) was influenced by seawater exposed to three different treatments: dead coral, live coral, or no coral. Seawater treatments were presumed to contain different chemical properties and are meant to represent environmental changes associated with habitat degradation on coral reefs. Gnathiid infection of juvenile fish in seawater exposed to dead coral was twice as high as that of fish in live coral or no coral. Infection rates did not significantly differ between live coral and no coral treatments. In contrast to juveniles, the susceptibility of adults to gnathiids was not affected by seawater treatment. During experiments, juvenile fish mortality was relatively low, but was higher for infected fish (9.7%), compared to fish held without exposure to gnathiids (1.7%). No mortality occurred in adult fish that became infected with gnathiids. Our results suggest that chemical cues released from dead corals and/or dead coral colonisers affect the ability of juvenile, but not adult fish to avoid parasite infection. Considering increased habitat degradation on coral reefs and that gnathiids are more abundant in dead coral substrate, it is possible that wild juvenile fish may experience increased susceptibility to parasitic infection and reduced survival rate. This highlights the importance of including parasitism in ecological studies of global environmental change.

Patients with single ventricle heart disease are living into adulthood due to medical and surgical advancements but have significant physical comorbidities and an increased risk for psychological comorbidities compared to healthy subjects or those with other CHD diagnoses. This study aimed to systematically review psychological functioning in paediatric single ventricle heart disease. Literature was searched using PubMed, Embase, PsycInfo, CINAHL Complete and Scopus. Peer-reviewed articles that included patients ages 0-25 years with single ventricle heart disease, and quantitative measures of psychological outcomes were included. Meta-analysis using a fixed-effect model was conducted for internalising and externalising t-scores, utilised by the Achenbach Child Behavior Checklist. Twenty-nine records met the criteria for inclusion. 13/24 studies demonstrated increased risk for internalising disorders, such as anxiety/depression; 16/22 studies demonstrated risk for externalising disorders, such as attention or behavioural problems. Meta-analysis of four studies revealed that paediatric single ventricle heart disease patients had no significant difference in internalising and externalising t-scores compared to normative values. The current review demonstrates the need for further studies to better understand psychological functioning in patients with single ventricle heart disease, with a majority of studies showing increased risk for psychological problems despite no difference seen in a small meta-analysis. This summary of the literature underscores the need for regular psychological screening, earlier intervention and integrated mental health therapies in paediatric single ventricle heart disease.