The shift to online learning due to the COVID-19 pandemic has led to numerous complaints from caregivers unaccustomed to new technologies, resulting in technostress, defined as "stress or psychosomatic illness caused by working with computer technology on a daily basis." This study investigates the prevalence and impact of technostress…

Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through…

The aim of this study was to examine early childhood professionals' (ECPs) work engagement, burnout and stress regulation in integrated special day-care groups. The participants consisted of 89 ECPs from 21 integrated special day-care groups in Helsinki, Finland. ECPs' work-related well-being was assessed using self-report questionnaires that…

Age and ethnic group differences in cold weather and contagion or germ theories of infectious disease were explored in two studies. A cold weather theory was frequently invoked to explain colds and to a lesser extent flu but became less prominent with age as children gained command of a germ theory of disease. Explanations of how contact with…

This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities…

Background: The purpose of the present study was to test a maternal attachment model of behavior problems in early childhood using phase I data from the NICHD Study of Early Child Care, a prospective study of 1,364 children from birth through sixth grade. Methods: Mothers' and caregivers' ratings of children's internalizing and externalizing…

The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very…