The majority of early childhood practitioners in England receive little or no initial training in how to work in music with young children. To remedy this deficit, mentoring schemes place expert early childhood music educators to work alongside generalist practitioners. A review of literature revealed that little attention has been given to the processes of mentoring in early childhood music education. We invited a team of specialist music educators who had been involved in mentoring to participate in focus group discussions and found that, while they recognised the importance of interpersonal skills for music mentoring, they were less able to elucidate the content and processes of mentoring.

This article quantifies the economic benefits of an influential early childhood program in a developing country, tracking participants with outcomes measured through age 31 years. Drawing on published experimental data encompassing life-cycle benefits – that rely primarily on available labor-market outcomes – alongside a rigorous cost analysis, we estimate an internal rate of return (IRR) of 10.4–10.7% and benefit–cost ratio of ~8. Even though estimates are not that precise, a variety of sensitivity analyses confirm the robustness of these findings. Notably, we find meaningful gender heterogeneity in returns: females exhibit a higher IRR of 11.5%, compared to their male counterparts (9.6%), suggesting that – in developing countries – early childhood programs may generate disproportionately larger economic gains for women.

Although the intergenerational transmission of anxiety is well documented, the underlying mechanisms remain elusive. In a community sample of mother–child dyads (N = 541; 54% male, 72% non-Hispanic White), we examined whether child behavioral inhibition (BI), a temperament characteristic that increases anxiety risk, mediated and/or moderated associations between maternal and child symptoms in early childhood. Greater maternal symptoms in infancy and at 3 years were associated with greater child symptoms at 3 years and 5 years (rs = .15–.23, ps < .01), but not with child BI at 3 years (rs = .00–.01, ps > .92). Thus, evidence for mediation was not observed. Moderation analyses revealed an interactive effect at 3 years (β = −0.13, p = .009): Among children with high BI, child symptoms were elevated regardless of maternal symptoms. Among children with moderate to low BI, greater maternal symptoms were associated with greater child symptoms. A similar pattern was observed at 5 years (β = −0.10, p = .113). Such associations were not observed when testing maternal depressive symptoms as predictor or child externalizing symptoms as outcome, supporting specificity for BI in intergenerational anxiety processes. Sex-specific effects in relation to BI were not observed. These findings contribute to our understanding of the role of child BI in the intergenerational transmission of anxiety in early childhood.

As ecological crises intensify and planetary boundaries are exceeded, early childhood environmental education requires reimagining. Dominant stewardship and child-centred approaches often position children as autonomous actors engaging with a passive environment, reproducing human–nature divisions and obscuring more-than-human agencies. This paper introduces dust pedagogies, a posthuman approach that foregrounds dust and other microworlds as sites of ecological inquiry and relational learning. Drawing on posthuman theory, environmental humanities and Barad’s (2007) concept of intra-action, the study examines children’s encounters with dust through microscopy, multisensory exploration and co-mapping in a kindergarten in Melbourne, Australia. Commonly dismissed as waste, dust is reconfigured as agentic matter entangled with infrastructures, histories and planetary processes. The analysis demonstrates how these encounters connect local, embodied experiences with broader ecological systems, fostering curiosity, care and ethical attentiveness. Dust pedagogies offer a generative pathway for linking early childhood education with environmental justice and planetary boundaries in the Anthropocene.

Maternal internalizing (anxiety and depressive) symptoms are a robust risk factor for the development of internalizing symptoms in offspring, yet the neurobiological mechanisms that influence this association remain relatively unexplored. The aperiodic “slope” of the EEG power spectrum (i.e., aperiodic exponent) is hypothesized to index the cortical excitatory-inhibitory balance and may serve as an early neurophysiological marker of mental health risk. In a prospective longitudinal cohort (N = 323 mother–child dyads), we examined associations among maternal anxiety and depressive symptoms in infancy and at age 5 years, child EEG aperiodic slope at age 3 years, and child internalizing symptoms at age 5 years. We investigated whether the aperiodic slope at 3 years (a) mediated associations between maternal internalizing symptoms in infancy and child internalizing symptoms at age 5 years and/or (b) moderated associations between maternal internalizing symptoms and child internalizing symptoms at age 5 years. There were no significant mediation effects. The aperiodic slope moderated the association between maternal anxiety symptoms and child internalizing symptoms: A steeper slope was associated with a stronger association between maternal and child symptoms. Findings suggest that the EEG aperiodic slope may represent a moderator of intergenerational risk for internalizing symptoms in early childhood.

Head circumference (HC) is a low-cost proxy for early brain development, yet few studies have examined its predictive value for specific neurocognitive outcomes in low- and middle-income countries. This study investigated whether trajectories of HC growth from 1 to 24 months predict executive function and fluid cognitive skills at age 4 in a Kenyan cohort (N = 182). Using latent growth curve modeling, we found that greater HC growth was significantly associated with better EF and fluid cognitive skills, independent of initial HC and sociodemographic factors. These associations were robust across subgroups defined by prenatal exposure to HIV and atypical physical growth (i.e., extreme values for weight-for-length, underweight, or HC). Moreover, the predictive association between early HC and later neurocognition was evident within the first 15 months of life. This study highlights the value of monitoring changes in HC as one aspect of early child health and wellbeing. Infants who do not exhibit normative increases in HC in infancy may benefit from early neurocognitive assessments and/or the receipt of early intervention services.

This study examined longitudinal associations between maternal mindful parenting and child social–emotional, behavioral, and language development. Maternal mindful parenting at 18 months was tested for associations with concurrent observed maternal responsivity and lack of punishment toward the child and as a predictor of child internalizing symptoms, externalizing symptoms, social competence and productive language 6 months later, independent of maternal depressive symptoms (a known predictor of both parenting and child outcomes). We also tested whether child negative emotionality (NE) moderated associations between mindful parenting and child outcomes. Participants (N = 316 mothers) were low-income (mean annual income = $19,024), racially and ethnically diverse mothers (48.4% Black; 43.0% Latinx) recruited from Pittsburgh, PA and New York City, NY. Higher mindful parenting was concurrently associated with higher observed maternal responsiveness toward the child and longitudinally associated with all four child outcomes in expected directions; maternal depression was a significant predictor of child internalizing and externalizing symptoms. Contrary to hypotheses, at moderately high levels of child NE, the positive effects of mindful parenting on child outcomes were attenuated. Results provide preliminary evidence that mindful parenting is meaningfully associated with parenting behaviors and early childhood developmental outcomes above and beyond symptoms of maternal depression.

Economic hardship is known to shape children’s self-regulation, yet little is understood about how fluctuations in hardship unfold over time and whether different patterns of unpredictability carry unique developmental consequences. Using a socioeconomically diverse sample, we tracked families’ subjective economic hardship across 15–36 monthly assessments and applied an environmental statistics framework to quantify four indices of unpredictability: changepoints in mean, changepoints in variance, coefficient of variation, and noise. PCA identified two distinct forms of economic unpredictability: one marked by frequent, unpredictable hardship, and another by infrequent but abrupt hardship. Economic unpredictability was disproportionately experienced by racially minoritized and lower-income families in our sample, reinforcing structural inequities in economic resources. Relations between these indices and caregiver-reported measures of family routines and day-to-day unpredictability were weak, suggesting wide heterogeneity in the ways families adapt to economic unpredictability. Leveraging propensity score methods, we isolated the effects of unpredictability from hardship severity, finding that both were associated with greater self-regulation challenges in early childhood, with the strongest effects for hardship severity. These findings underscore the importance of capturing economic hardship as a dynamic and multidimensional experience, with implications for policy efforts aimed at promoting stability in families’ access to resources over time.

This article explores young children’s relations with soil, drawing on research that positioned soil as animate, lively and interconnected. The paper investigates how animist approaches offered a mode of encounter for children and their teachers, encouraging them to see themselves as part of a larger ecological community. The research began with a “soil biome immersion” experience where teachers engaged with soil through sensory and arts-based experiences. These initial encounters led to further exploration of child-soil relations through experiential learning and storytelling. Children, as active meaning-makers, co-constructed the inquiry through imaginative and sensory engagements. Findings suggest animism cultivates soil relations, challenging traditional notions of soil as inert and promoting a dynamic understanding of soil ecosystems. Through practices such as storying, drawing and listening, educators supported children’s animist perspectives, deepening their attunement to the more-than-human world. This article contributes to environmental education by demonstrating how animism can enrich children’s ecological awareness and their sense of connectedness to the world.

Research shows that parenting plays an important role in the development of callous-unemotional (CU) traits in children. Yet, the specific aspects of positive parenting that may offer the strongest protection against the development of CU traits, as well as the potential role of child attachment to parent in this protection, remain poorly understood. This longitudinal multi-informant study aimed to investigate the mediating role of early mother–child attachment security in the prospective associations between three aspects of maternal sensitivity (positivity, attunement, availability) and subsequent CU traits in children. Maternal sensitivity and mother–child attachment security were observed in the home when children were 12 and 15 months old respectively. Child CU traits were reported by mothers, fathers, and teachers at age 4 years. Analyses revealed that maternal attunement was linked to lower levels of CU traits indirectly through the mediating role of attachment security. There was also a direct, non-mediated negative association between maternal availability and CU traits. Consistent with the notion of equifinality, these findings suggest that different aspects of parenting may be linked to child CU traits via distinct mechanisms, with some but not all of those mechanisms involving parent–child attachment.

Parents involved with child protective services (CPS) often face stressors that compromise their parenting; thus, it is critical to identify sources of resilience at multiple ecological levels. This study leveraged cross-sectional data from a study of CPS-involved parent-child dyads (N = 129). Most parents identified as having a minoritized racial/ethnic identity and as having low income. Parent responsive involvement, constructive discipline, and problematic discipline were coded from observations of parent-child interactions when children were approximately 4 years old (M = 4.19 years, SD = .34; 45.7% female). Neighborhood resource availability was assessed using the Childhood Opportunity Index, a publicly available measure of resources in a given census tract. Parental attachment was coded from the Adult Attachment Interview. Greater neighborhood resource availability and secure-autonomous parental attachment were associated with reduced problematic discipline. Additionally, parental attachment moderated the link between neighborhood resource availability and responsive involvement, such that autonomous parents in more resourced neighborhoods demonstrated strengths in positive, warm parenting. These findings highlight the potential of neighborhood resources and secure attachment to strengthen parenting, even in the face of adversity, supporting the resilience of families in marginalized communities.