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The purpose of this paper is to connect emerging conceptions of childhood in the capabilities approach (CA) literature to models of self-directed education in hopes of articulating and defending the educational goal of promoting children's participative capabilities.

This paper offers a conceptual and theoretical exploration of childhood from a CA perspective and seeks to connect it to self-directed education.

The author argues that self-directed education, especially democratic schools in the model of the Sudbury Valley School, is well-suited to the task of promoting children's participative capabilities and that people should, therefore, consider this the kind of education to which children have a right.

By applying the CA framework to self-directed education, this paper makes an original contribution in two directions: first, it offers a new set of theoretical tools for self-directed education scholars; second, it offers capabilities theorists interested in promoting children's participative capabilities with a new model of education.

This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research.

This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education.

Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers.

This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented.

This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.

This paper examines the determinants of children’s schooling under imperfect credit market conditions in Cameroon, with a particular focus on the role of monetary and non-monetary shocks.

The study uses microeconomic data from the fourth Cameroonian Household Survey (ECAM IV) conducted in 2014 by the National Institute of Statistics (INS) and an instrumental variable Probit model to demonstrate its point.

The results show that uncertainty about household income as measured by transitory income and declining household income decreases the probability of children attending school in Cameroon. The same is true for increasing household size. Nevertheless, access to the credit market is a factor in household resilience to shocks.

The purpose of this article is to contribute to the identification of the determinants of children’s schooling in Cameroon in a situation of credit market imperfection. The aim is to examine the influence of different household vulnerability factors and not only income shocks, which have long been considered the dominant factor.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-01-2024-0028

As one of China’s most influential social platforms, Xiaohongshu is considered an underexploited market with significant user traffic. This study aims to build on existing scholarly work on social media marketing by conducting an empirical analysis of Xiaohongshu’s content to explore effective marketing strategies for children’s books.

This study uses qualitative content analysis to investigate the marketing practices for children’s books on Xiaohongshu. By systematically coding and interpreting data, the authors identified core marketing strategies and their interactions among publishers of children’s books on the platform.

Based on viral marketing and social proof theories, the analysis delineates practices and interrelations among three key marketing strategy components: content creation, traffic navigation and sales conversion on Xiaohongshu. From this analysis, a conceptual model titled “Continuous ‘Planting a Seed’ of Interest: Strategies for Marketing Children’s Books on Xiaohongshu” was developed.

This research not only corroborates the existing literature on the transformative power of social media in marketing but also extends it by providing a focused examination of how these principles apply to the promotion of children’s books on Xiaohongshu. It also provides practical insights for publishers looking to develop effective marketing strategies.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

This paper analyzes the differential experiences of women in the Canadian labour market who hold lower-skilled jobs and have school-age children during two waves of Covid compared with more typical conditions pre-pandemic. The article seeks to test the hypothesis that workers at the intersection of womanhood, motherhood and precarious employment would endure even more disadvantageous labour market outcomes during the Covid pandemic than they did prior to it.

We employ a Gender-Based Plus (GBA+) and intersectionality lens to examine the differential effect of Covid on the effect of the trifecta of being a woman in a lower-skilled job and facing a motherhood penalty from school-age children. We use a Difference-in-Difference framework with Canadian Labour Force Survey (LFS) data to examine the differential effect of two waves of Covid on three labour market outcomes: employment, hours worked and hourly wages.

We find that being a woman in a lower-skilled job with school-age children is associated with lower employment, hours worked and wages in normal times compared to males in those same situations. Such women also face the most severe adjustment consequence from the Covid shock, with that adjustment concentrated on the margin of employment and restricted to the First Wave and not the subsequent Omicron Wave.

The paper studies a specific intersectional group, assesses pre-pandemic, peak-pandemic and late-pandemic differences in labour market outcomes and runs separate estimations for different job skill levels. We also study a more comprehensive list of labour market outcomes than most studies of a similar nature.

In light of the inequality in access to farming land and the high prevalence of child malnutrition in Sudan, there is a lack of empirical research on the relationship between land ownership and child nutritional status. This study aims to examine the influence of agricultural landholding on the nutritional status of children under the age of five in rural Sudan.

The study utilizes data from Sudan’s 2014 Multiple Indicator Cluster Survey (MICS), covering a sample of 10,753 rural children. The empirical analysis uses the two-stage least squares (2SLS) approach, adopting various estimation methods and model specifications for robustness check and comparison.

The results demonstrate that agricultural land has a positive and significant effect on reducing child malnutrition, signifying that children from families with agricultural land are less susceptible to malnutrition in Sudan. When examining the male and female sub-samples separately, the findings indicate a positive influence of land ownership on child malnutrition in the female sub-sample, while no significant impact is observed in the male sub-sample. This indicates a gender disparity in the effects of land ownership on child nutrition, with girls benefiting more from access to agricultural land compared to boys.

The study has several significant contributions. First, this is the sole study that examines the impact of agricultural land ownership on child malnutrition in Sudan. Second, considering the gender variations in nutritional status, investigating the influence of land ownership on child nutrition across genders addresses a significant gap in the current literature. Finally, the findings resulting from this study can contribute to achieving the United Nations Sustainable Development Goals (SDGs) to be achieved by 2030, precisely focusing on SDG2 Goal 2: Zero hunger and SDG 10: Goal 10: Reduced inequalities.

This paper focuses on a project to work on the digital library of Arab children's culture for sustainable development (DLACSD).

This project claims to link the past, present, and future by creating a platform that can grow to include not only works by adults but by children who inspire adults with their imagination and the joys they bring to the world.

This project addresses in phases the different aspects of the problem of the lack of material for Egyptian/Arab children at different stages in Arabic on the internet (with copyright law in mind). It is time to fill this gap by having a rich repository of stories, plays, games and songs for children in Arabic in a digital library to enrich the life of the child and to inform the world that much that is worthwhile is available in Arabic for parents, teachers, and children to enjoy.

Through reading samples of the works by Abdel-Tawab Youssef (1928–2015) by using the Dublin Core Elements, it will be informative to see how his writings address the United Nations Goals of Sustainable Development way before these Goals were discussed.

Writers for children, librarians, teachers, psychologists, literary critics, illustrators, and parents need a platform that makes material available to promote children’s culture in the Arab world and to introduce the world to what is of value for children in Arabic.

Currently, communication brings the world together and although the social media and the new technology have introduced problems that are serious, to say the least, collaborators on all levels must play an active role in redressing the social wrongs, especially those affecting children.

This ongoing project by members of a team who believe in interdisciplinarity and multidisciplinarity has taken the first step to create and develop (DLACSD).

To explore the project-specific information-seeking pathways of Chinese parents of children with autism spectrum disorder (ASD) and understand the information seeking in their daily lives.

This study utilized the interview, critical incident technique and information horizon mapping to gather data from 27 Chinese parents of children with ASD during project-specific information seeking. These data were then examined using content analysis and descriptive statistics methods.

First, the information-seeking pathways of parents of children with ASD show the significant importance of both interpersonal and online sources, characterized by the combined use of multiple types of information sources. Second, information-seeking pathways considerably vary across project contexts. For diagnosis and school selection, parents had fewer pathways and primarily relied on interpersonal sources. Meanwhile, they utilized interpersonal and online sources combined for selecting rehabilitation institutions and methods, with the most information-seeking pathways for rehabilitation methods.

This study presents novel insights into the information-seeking pathways of Chinese parents of children with ASD in seeking project-specific information. It provides valuable references for relevant governments and rehabilitation institutions in building information service platforms, strengthening information quality regulation and providing information resources for parents of children with ASD.

Many professionals who work with children champion the concept of child participation. However, professionals’ attempts at listening to children to understand their perspectives and include them in decision-making are often difficult or missing. This paper aims to report on a study that examined the lived experiences of child and family professionals and children, aged five to nine years, to understand what happens in their everyday conversations and interactions and what is needed to prepare pre-service professionals to uphold children’s right to have their views heard and considered in decision-making.

Narrative Inquiry was used as the methodology for this study as it is a useful research methodology for developing interventions for practice. Narrative Inquiry methodology allows the researcher to learn from their participants, and to validate them as knowledgeable in their own lives and as contributors to change.

The findings indicated that everyday conversations and interactions that take place between professionals and children influence an adult’s ability to hear a child’s perspective. The key findings indicate that for adults to hear a child’s perspective and include them in decision-making, there is a need to build trust and acknowledge how power plays a role in having meaningful conversations with children.

To better prepare the child and family practice workforce, they will need theoretical knowledge and practice skills in developing self-awareness about how children are viewed, building reciprocal relationships with children and creating safe spaces for conversations to take place.