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Play has a significant role in children's learning and development. Play in the Early Years examines the central questions about play from the perspectives of children, families and educators, providing a comprehensive introduction to the theory and practice of play for children from birth to eight years. In its fourth edition, Play in the Early Years has been thoroughly updated in line with the revised Early Years Learning Framework and the new version of the Australian Curriculum. It takes both a both a theoretical and a practical approach, and covers recent research into conceptual play and wellbeing. The text looks at social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into early years settings and primary classrooms. Each chapter features case studies and play examples, with questions and reflection activities incorporated throughout to enhance learners' understanding.
As advocates for play, teachers need to have a clear definition of play, a model of play used to guide their practice and a theory of play that underpins their philosophy of teaching and learning. This chapter brings together insights gained about play from all the chapters in this book and invites you to take a position on your own philosophy of play. We then ask you to become an advocate for children’s play.
In this chapter, we seek to examine how play supports children’s overall development. We specifically take the child’s perspective in planning for play development.This chapter has been designed to provide a strong theoretical sense of the concepts of play, learning and development in early education; the capacity to analyse and support play development; a look at planning for play and learning outcomes, drawing on the The Early Years Learning Framework for Australia (V2.0) or Te Whāriki.
At the beginning of this book, we examined your own play memories and those of other people. We concluded that play really matters to children. But what do we really learn about children’s learning and development when we observe and analyse play? We begin this chapter by looking at a play memory of a 16-year-old boy whose parents used play to support their son in dealing with the arrival of his new baby sister.
In this chapter, we will look at how children play in families, and the diversity of roles that parents may take in children’s play. We begin this chapter with details of the play practices of two families living in the same community. We argue that play is learned in families, and in early childhood centres and classrooms, rather than being something that arises naturally within the child. Through reading this chapter on families at play, you will gain insights into how some families play and how play is learned in families, and an understanding that play practices learned at home lay the foundation of children’s play and learning, and that as teachers we should consider how to build upon these early experiences in our early childhood centres and classrooms.
This chapter has been designed to help you learn about: how others plan for play-based learning and intentionality in the The Early Years Learning Framework for Australia (V2.0); what a Conceptual PlayWorld looks like for three groups – infants and toddlers, preschoolers, and children transitioning to school; how to design a Conceptual PlayWorld to support cultural competence; and how to plan a Conceptual PlayWorld for a range of educational settings.
Taking the child’s perspective means looking at the world through the eyes of the infant or the child. This can help us to better understand play practices and better plan for children’s learning and development. But how do we do this in practice? In this chapter we explore these ideas and help you design programs where you gain insight into the importance of documenting infants’ and young children’s perspectives on their play and identify a range of practical ways to find out children’s perspectives on their play.
In this chapter, we look at how play can support children’s learning in schools. We begin by examining how teachers can support children’s learning in play by exploring a range of playful approaches to learning curriculum content. A case study of a play-based approach from the Netherlands is also presented, followed by a range of practical suggestions and resource ideas to support the setting up of a play-based inquiry approach using the Australian Curriculum.
Children’s play reflects the culture and cultural tools of a community. Digital play and digital tools have evolved over time. Described by Susan Edwards as three generations: First generation: 1980 to early 2000s with the focus was on children’s use of digital technologies; Second generation: 2010 with the availability of the iPad and independent digital activity by children; Third generation: the integration of technologies with children’s socio-material activities and everyday lives.
Congenital junctional ectopic tachycardia is a rare arrhythmia that poses significant management challenges. This report presents a case of neonatal-onset congenital junctional ectopic tachycardia treated with cedilanid, amiodarone, and propafenone but persisted in episodes. Sinus rhythm was restored following the initiation of ivabradine therapy. The review of the literature indicates that ivabradine demonstrates efficacy in the treatment of paediatric junctional ectopic tachycardia, particularly in refractory cases, without significant side effects. These findings suggest that ivabradine has broad applications in the treatment of refractory arrhythmias.
Language AI has become a popular tool across the humanities and social sciences, but it has yet to gain traction in socio-cultural anthropology. Fieldnotes, the core data for anthropologists, present a unique opportunity and challenge for applying language AI to understand diverse human behavior and experience. Anthropological fieldnotes are communicative products in cultural contexts through immersive, extensive and idiosyncratic fieldwork. To read fieldnotes, anthropologists typically engage in qualitative, reflexive interpretations, attuned to local meaning systems and intersubjective encounters. This paper demonstrates a novel synergy, combining anthropological expertise and various AI technologies to analyze natural observation texts about children’s peer-interactions, especially their moral dramas, in the historical context of rural Taiwan during the Cold War. These fieldnotes were collected by the late anthropologists Arthur Wolf and Margery Wolf in the world’s first anthropological study focused on Han Chinese children. Engagement with AI in this project began as methodological cross-fertilization, transforming raw fieldnotes into a text-as-data pipeline and discovering how ethnographic close-reading, machine-learning techniques (e.g., unsupervised topic modeling), transformer models (e.g., S-BERT) and generative models (e.g., GPT) can complement and augment each other’s value. Capitalizing on the systematic nature of Arthur Wolf’s fieldnotes, as well as the special protagonists of these fieldnotes – playful children, the most voracious learners – this paper compares how children, the anthropologist and AI make sense of pretend-fight moral dramas. Such a human–AI hybrid experiment embodies layered-interdisciplinarity at methodological, epistemological and, to some extent, ontological levels, anchored at children’s social cognition. Situated at the intersection of anthropology, digital humanities, developmental science and data science, this work sheds light on the similarities and differences in how machines and humans learn and make sense of morality, and by doing so, critically reflect on the nature of socio-moral intelligence.
In “Parental Love and Filial Equality,” Giacomo Floris and Riccardo Spotorno offer an explanation for why parents should treat their children as equals. The authors argue that this moral obligation is grounded in parents’ duty to love their children in an attitudinal, though not necessarily emotional, sense. This duty, they contend, requires them to disregard variations in their children’s status-conferring properties, as long as those properties meet a minimum threshold. This article argues that this account of filial equal treatment has serious shortcomings. In its place, it proposes a more outcome-oriented or consequentialist account.
Children displaced by armed conflict are at high risk of experiencing psychological distress. The ongoing war in Gaza has resulted in widespread trauma among Palestinian youth, yet limited data exist on their mental health following displacement. This study assessed the prevalence and correlates of anxiety and depressive symptoms among war-displaced Palestinian refugee children and adolescents resettled in Qatar.
Aims
To estimate the prevalence of clinically significant anxiety and depressive symptoms and to identify psychosocial and trauma-related factors associated with symptom severity in this population.
Method
A cross-sectional study was conducted among 350 Palestinian children (aged 8–17 years) residing in a residential compound in Qatar. Symptoms of anxiety and depression were measured using the Screen for Child Anxiety Related Emotional Disorders-Child Version and the Short Mood and Feelings Questionnaire-Child Version, respectively. A Resilience and Demographic Questionnaire was devised to assess trauma exposure and psychosocial variables. Multiple linear regression identified factors associated with symptom severity.
Results
Clinically significant anxiety and depressive symptoms were found in 70.9 and 46.0% of participants, respectively. Separation anxiety was the most common subtype. Female gender, witnessing death, physical injury and disrupted caregiving were significantly associated with worse outcomes.
Conclusions
This study highlights the urgent need for trauma-informed, culturally sensitive mental health services for displaced Palestinian children and young people. While clinical interventions are vital, a sustainable resolution to the conflict is essential to mitigate further psychological harm.
To co-develop a systems map of the UK secondary school food system and to understand what factors contribute to food choice within it.
Design:
Participatory methods were used with a range of UK school stakeholders to co-produce a systems map of factors contributing to food choice in the secondary school food system. An online survey with stakeholders (n=26) was used to gather an initial list of factors, and a group model building workshop was conducted with stakeholders (n=13) to establish relationships between these factors. Two school workshops captured views of students (n=17). The map then underwent final refinement by the research team and all stakeholders were provided the opportunity to provide feedback on the final version.
Setting:
United Kingdom
Participants:
UK school stakeholders
Results:
The systems map contained 24 factors with 43 direct causal relationships between them, each factor falling into one of six themes: catering and procurement; school leadership and governance; the priority of food within schools; social experience, behaviours and attitudes; the food space and experience in school; and financial. The map demonstrates how each of the factors interact with each other, including direction of influence. It also reveals feedback loops that shape and sustain food choice patterns in secondary schools.
Conclusions:
The systems map provides a visualisation of the complex secondary school food system and can be used by stakeholders in the design and evaluation of whole-school, multi-component interventions and programmes targeting food choice in secondary schools.
Children are uniquely vulnerable to chemical, biological, radiological, and nuclear (CBRN) events due to anatomical, physiological, and psychological differences. Current decontamination practices are adapted from adult protocols.
Objective
To evaluate current practices, challenges, and special considerations in pediatric decontamination during CBRN events.
Method
A scoping review was conducted using six databases in accordance with PRISMA-ScR framework. Studies were eligible if they evaluated decontamination methods involving children (0-18 years) in real or simulated CBRN scenarios. Fourteen studies met the inclusion criteria, and data were thematically analyzed into four domains.
Results
Disrobing is widely recognized as a critical first step in the decontamination process, and 43% of the studies reviewed identified it as such. When done immediately and appropriately, it can remove a significant amount of contaminants. Although its effectiveness varies based on how much of the body is covered and the nature of the exposure. Dry decontamination was discussed in 21% of studies, and wet decontamination was the most commonly reported approach, appearing in 93%. Key pediatric challenges included hypothermia, psychological distress, separation from caregivers, and difficulties managing non-ambulatory or special needs populations. Few studies addressed age-specific protocols or long-term psychological impacts. The results are presented in procedural order to reflect the typical sequence of decontamination in CBRN response.
Conclusions
Current decontamination guidelines inadequately address pediatric-specific needs. There is a critical need for standardized, age-appropriate guidelines that integrate caregiver support and psychosocial considerations. A pediatric decontamination algorithm was developed to consolidate current evidence into a practical framework for CBRN mass casualty incidents.
Children with CHDs are exposed to ionising radiation during diagnostic and interventional cardiac catheterisation procedures. Data regarding radiation doses a child is exposed to during these procedures are scarce. We aimed to investigate the radiation dose and other related parameters for paediatric cardiac catheterisation and propose these as local reference levels.
Methods and Materials:
We collected radiation exposure data for all diagnostic and interventional cardiac catheterisation cases (excluding electrophysiology procedures) utilising fluoroscopy at “Anonymized for review” between January 1, 2021 and November 30, 2021. Direct measures of radiation usage, i.e. fluoroscopy time, dose-area product value, and air kerma, were reported for each case by the INNOVA 2100 manufactured by Wipro GE Healthcare. The absorbed radiation dose was measured using a Bhabha Atomic Research Centre dosimeter, which was placed directly on the patients’ chests. Differences in measures of radiation exposure across procedural and interventional types were tested using the normality of continuous data by Kolmogorov–Smirnov test. Spearman’s correlation coefficient was calculated when the data violated normality.
Results:
The overall median dose-area product, fluoroscopy time, air kerma, and absorbed dose measured using a Bhabha Atomic Research Centre dosimeter were 300 mg.m2, 10.5 mins, 37 mGy, and 2.4 mSv, respectively. We have further categorised the median exposure parameters into 5 age groups and propose them as local dose reference levels. There was a strong correlation between fluoroscopy time with the absorbed radiation dose (Rho = 0.942). Fluoroscopy time showed fair correlation with air kerma (Rho = 0.65) and dose-area product (Rho = 0.59). Absorbed radiation dose showed fair correlation with dose-area product ( Rho = 0.56).
Conclusion:
Fluoroscopy time alone is not a sufficient metric to monitor radiation exposure. Even when fluoroscopy times were comparable, air kerma and dose-area product levels were quite different. Therefore, the local dose reference levels proposed can be used as a benchmark for future studies aimed at process optimisation and further reducing the radiation exposure in paediatric patients.
Perceptions and bias help explain animosity over food supplies between urban and rural civilians. While differences in rural and urban hunger existed in some places, caution should be exercised when attributing the destitution of urban dwellers to greed or acts of self-preservation by rural farmers. Greater proximity to major food sources did not always equate to greater access to food. Furthermore, proximity to food in both urban and rural areas was not fixed, but changed over the course of the war and its aftermath. People fled or were forced from their homes in both urban and rural areas. This movement of people blurred rural and urban distinctions as people from the countryside flocked into cities and people in the cities took shorter trips to the countryside to search for food. Furthermore, hundreds of thousands of predominantly urban children travelled temporarily to rural landscapes in the early 1920s. Analyses of anthropometric measurements of school children in Germany and Austria suggest that rural and urban differences were small. During the War, children in Vienna may have suffered more nutritional deprivation overall then in other parts of Austria, but after the War, Viennese children had the fastest rate of recovery.
Household food security plays a critical role in determining the nutritional status of children, which in turn impacts their growth and development. This study assessed factors influencing household food security and childhood nutritional status and explored the relationship between these variables in Namutumba District. A total of 299 child-caregiver pairs participated in the study. Data were collected through structured interviews and analyzed, with multi-level mixed effects generalized linear models to examine factors associated with severe household food insecurity and children’s nutritional status. Multilinear regressions were used to evaluate the relationship between severe household food insecurity and child nutritional status. The results revealed that most households (60.2%) were severely food insecure. A double burden of malnutrition was observed, with 28.0% of children stunted and 2.8% overweight or obese. Factors positively associated with improved household food security included secondary-level education (p = 0.011), medium to high wealth percentile (p < 0.001), and the presence of at least one income-earning household member (p = 0.045). Conversely, lack of access to agricultural land, food stocks, and access to treated drinking water were significantly linked to severe food insecurity (p < 0.001). Severe food insecurity was positively associated with wasting (β = 0.81, p = 0.007) and negatively associated with stunting (β = −0.37, p = 0.039). In conclusion, multiple factors influence household food security, and the nutritional status of children aged 24–59 months. A comprehensive, food systems-based approach may be key to addressing malnutrition in Namutumba District.
To date, no research has explored the impact of the COVID-19 pandemic on psychotropic prescription patterns among young people in Japan, where lockdown measures were relatively less stringent.
Aims
This study aimed to investigate changes in the prescription patterns of psychotropic medications for Japanese young people before and after the COVID-19 pandemic, using the DeSC Database.
Method
We conducted an interrupted time-series analysis, with data from February 2016 to November 2022, to assess the pandemic’s effects on psychotropic prescriptions for children, adolescents and young adults. The analysis included subgroups based on age (6–11, 12–17 and 18–22 years) and gender. The number of patients prescribed psychiatric drugs before and after the pandemic was analysed.
Results
Among 93 385 individuals, psychotropic prescriptions – except anxiolytics – increased overall, although not uniformly across age and gender groups. Significant upward trends were observed in the prescription rates of antidepressants (from 2.53 (95% CI 2.21–2.84) to 6.47 (95% CI 5.89–7.05) patients per month), anxiolytics (from −1.83 (95% CI −2.52 to −1.13) to 7.37 (95% CI 6.06–8.67) per month) and hypnotics/sedatives (from −1.48 (95% CI 0.73–2.24) to 6.62 (95% CI 5.21–8.03) per month).
Conclusions
A persistent increase in psychotropic medication prescriptions was observed after the COVID-19 pandemic. Given the influence of age and gender, clinicians and society must prioritise the mental health needs of the female and adolescent populations. These findings may be generalisable to other countries that implemented less stringent lockdown measures.
This chapter looks at local priests and their kinship relations, as recorded chiefly in archives from what is today France. The historiographical focus in this area has been on priests and their wives, but this chapter instead begins with priests and their parents, with a special focus on their mothers. The chapter then turns to priests and their children and wives, and the evidence for how priests made arrangements for these relatives, before turning to their uncles and nephews. The chapter concludes with a study of priests’ families as church owners. Overall, it argues that priests’ kinship ties were not noticeably different from those of the laity, with the possible exception of relations with their mothers, and that change in how these priests feature in charters from the mid eleventh century could be due to shifts in documentary practice.