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The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective.

A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values.

Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values.

This research is based on answers collected from 18 principals in one municipality in Sweden.

The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools.

Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

This descriptive correlational study describes behavior control by executive function (EF) and explores the relationship among age at seizure onset, duration of epilepsy, seizure frequency, number of antiepileptic drugs (AEDs), family income, the caregiver's education, home environment and behavior control by EF in preschool children with epilepsy.

The purposive sample was 69 caregivers of preschool children with epilepsy. Data were collected in two medical centers in Bangkok from June 2019 to February 2020. The research instruments constituted: (1) a sociodemographic and medical information form for children with epilepsy and the caregiver; (2) early childhood-home observation for the measurement of the environment (EC-HOME) inventory and (3) the behavior rating inventory of executive function-preschool version® (BRIEF-P). The data were analyzed using Pearson's product-moment correlation and Spearman's Rho correlation.

Most of the participants had quite high scores on home environment (mean = 44.35) and mildly elevated levels of EF deficit (mean = 61.04). The duration of epilepsy and the number of AEDs were positively correlated with behavior control by EF. Family income was negatively associated with behavior control by EF. However, age at seizure onset, seizure frequency, the caregiver's education and home environment had no association with behavior control by EF.

Preschool children with epilepsy have poor behavioral control by EF. Consequently, healthcare providers should promote interventions in children to control seizures and to decrease the factors that impact the development of EF.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

The purpose of this study is to explore the concept of long-term thinking in a non-business context to gain deeper insights into bridging the gap between the theory of long-term thinking and its application as a management strategy.

To explore the concept of long-thinking further in a non-business setting, a grounded theory study was conducted with preschool leaders in a municipality in Sweden to examine how the leaders describe, define and apply the concept of long-term thinking in their schools. Interviews with school leaders, both written and oral, were used for data collection.

This study illustrates that the concept of long-term thinking can be twofold. First, the description can be as an anchor that reflects a mission. Second, the description can be a steering mechanism that guides decision-making. The findings also reinforce the importance of organisations developing an organisational culture that connect their vision and goals with the values and needs of their customers.

This study was carried out in a single organisation and shows a snapshot of the organisation's status at the time the data were collected. Therefore, the findings are not generalisable to all organisational settings; rather the findings may be transferable to other settings.

The results can be used to help identify areas where preschools in a municipal context can engage with sustainable quality development in order to build systems that support work with quality in a more structured way.

Long-term thinking is seen, within both theory and organisations, as necessary to achieve success in terms of sustainable development and quality, and this study contributes with knowledge about the current gap between theories of long-term thinking and practice in organisations.

The study aims to test the efficacy of brief-caries risk assessment form with standard caries risk assessment form and to evaluate the application of caries risk assessment following American Academy of Pediatric Dentistry (AAPD) between brief and standard caries risk assessment on dental health status among preschool children.

Brief-caries risk assessment form was developed. Then, experimental study was conducted in public health center 54 among 70 patients (35 test and 35 control) from January to July 2019. Test group used brief-caries assessment form, and control group used standard form. Both groups received the same caries risk assessment criteria and management protocol from AAPD. At baseline, 3-month and 6-month follow-up, caries risk and dental health status (plaque index, cavitated caries lesion and non-cavitated caries lesion) were assessed. Data were analyzed by descriptive statistic, t-test, chi-square test, Fisher's exact test and repeated measures ANOVA.

Percentage of high caries risk decreased from baseline (93.9%: test and 96.9%: control) to 6-month follow-up (66.7%: test and 65.6%: control) in both groups, with no statistically significant differences between groups. Plaque index, cavitated caries lesion and non-cavitated caries lesion were not statistically significant differences between groups. Brief-caries assessment decreased times/visit from 10-15 minutes to 5 minutes.

Brief-caries assessment form decreased caries risk and prevented dental caries as the standard form. Using brief-caries assessment form could save time, is cost-effective and is appropriate for use in public health centers. However, a short follow-up time might have insufficient power to detect the differences between groups.

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.

Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.

Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.

Applications to teacher professional development, and both limitations and suggestions for future research are considered.

This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

In recent decades, childhood in Japan has undergone significant transformations. Government policies geared at boosting women's labor force participation, a declining fertility rate, rising costs of having children on the one hand, and increased spending on public childcare and support measures for families, on the other hand, contribute to these ongoing changes. Having only one child is becoming the norm while mothers' role in society is shifting. The traditional family structure is moving from the previously predominant male breadwinner model to more dual-earner families. Children now spend significant amounts of time in care and education institutions.

In this chapter, we analyze current configurations of early childhood in institutions and the family from a policy perspective and regarding children's predominant education and care arrangements. Drawing on various survey data sets and evidence from demographic statistics to pedagogical ethnographies, we look at how childcare policies and families reshape the organization of children's lives and outline how institutions and educators create learning experiences aligned with the values of a collectivist society. However, despite being deeply rooted in traditional child-rearing goals, many parents also subscribe to rigorous educational arrangements from early childhood onwards to prepare children for success in a competitive education system. The chapter finishes with an outlook on future directions of how policymakers and the ongoing institutionalization of childhood continue to change children's lives.

This mixed-method, collaborative study investigated parents’ perceptions of STEM (Science, Technology, Engineering and Mathematics) learning through use of STEM kits specifically designed for in-home use by parents and preschool-age children.

Parents with a child attending a community-based childhood development center and ranging in age from three to four were invited to participate. Data were analyzed for the participants’ surveys, which were completed at two different times (pre and post) for this study.

After utilizing the STEM materials with their child over a two-week period, the parents’ perceptions of STEM content changed. The results indicate that regardless of the at-home STEM materials, positive outcomes for their child occurred, including the likelihood that their child would pursue additional STEM opportunities.

With a small sample size and a short timeframe for conducting the study, the results lack generalizability. The findings add information about the effectiveness of STEM materials for preschoolers while providing insight into educational opportunities in home environments.

As the nation addresses workforce shortages in many areas, including STEM, rethinking STEM education during the first five years is important. The more opportunities for young children to engage in meaningful STEM, the greater the potential to pique interest and develop critical thinking skills.

Parental leave in Sweden can be taken both as paid and unpaid leave and often parents mix these forms in a very flexible way. Therefore, multiple methodological issues arise regarding how to most accurately measure leave length. The purpose of this paper is to review the somewhat complex legislation and the possible ways of using parental leave before presenting a successful attempt of a more precise way of measuring leave lengths, including paid and unpaid days, for mothers and fathers.

The study makes use of administrative data for a complete cohort of parents of first born children in 2009 in Sweden. The authors examine what characteristics are associated with the use of paid and unpaid leave for mothers and fathers during the first two years of the child’s life, focusing particularly on how individual and household income is associated with leave patterns.

Among mothers, low income is associated with many paid leave days whereas middle income is associated with most unpaid days. High income mothers use a shorter leave. Among fathers it is the both ends with high and low household income that uses most paid and unpaid leave.

A measure that includes unpaid parental leave will be important to not underestimate the parental leave and to prevent faulty comparisons between groups by gender and by socioeconomic status.

A measure of parental leave including both paid and unpaid leave will also facilitate international comparisons of leave length.