Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.

This article analyses data from a study that explored distance learning teaching and nursery school children\'s experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.

Various gender biases have been demonstrated in early childhood educators (ECEs) with unintentional preferential treatment provided to boys during STEM-related play activities. These biases could impact young girls\' identity formation, resulting in continued underrepresentation of women in STEM domains in future. In China, however, little research has been conducted on how ECEs perceive gender equity of STEM fields. Consequently, this study aims to close this gap by investigating the educators\' perceptions on and responses to gender differences in STEM play, drawing on the cultural-historical theory and incorporating feminist perspectives. Adopting a multiple-case study approach, this study collected perceptions and experiences of six Chinese in-service ECEs regarding STEM play and gender-related issues. The participants recognized and valued children\'s equal involvement in STEM play, but failed to preclude ingrained gender preconceptions, leading to contradictory beliefs and performs. Meanwhile, Chinese ECEs considered prejudices from the external environment and peer influence the main obstacles to gender inclusion. Inclusive practices and emphasises are thus discussed relating to ECEs\' multiple roles in supporting gender-neutral environments for STEM play. These preliminary findings shed light on attaining gender equity in STEM within the context of a feminist discourse, and provide Chinese educators, leaders and even the educational system with pioneering information. However, further research on ECEs\' underlying stereotypes and teaching practices is still warranted to examine future professional development possibilities, support ECEs in reducing obstacles to girls\' STEM engagement, and ultimately create a welcoming and inclusive STEM play space for girls.

Social media web 2.0 technologies can be adopted as an inclusive method to assist children in enhancing their quality of education for the Sustainable Development Goals (e.g. SDGs 4 and 17). Social media technologies have been documented as low-cost, synchronous, and convenient methods to assist young children, parents, and early childhood (EC) teachers in communication and collaboration. However, few researchers have explored the potential usage of social media tools in enhancing children\'s physical activities in the early years, particularly during the pandemic period. This article uses the example of WeChat Sports, one of the most famous children\'s games supported by social media web 2.0, to explore the benefits, challenges, and potentialities of using them in ECE. This research uses semi-structured interviews to gain a deeper understanding of the attitudes and perspectives of EC teachers and parents on the potential usage of social media technologies in supporting children\'s physical activities. The results reveal that most participants had a good understanding of using scientific methods to assist children\'s physical development, however, they expressed concerns on children\'s health, privacy, and formal learning in terms of overexposure to social media technologies. Suggestions and implications are also provided for both social media application developers and educators in future research studies.

In 2015, Romania took an important step toward increasing disadvantaged children\'s participation in early education programmes through the passage of legislation creating a nationwide conditional cash transfer programme linked to preschool attendance. The programme was modeled on the incentive component of a 5-year pilot project \"Every Child in Preschool\" (\"FCG\") initiated by Asociatia OvidiuRo (\"OvR\"), a small non-governmental organization. This paper explores how OvR used evidence from its pilot, global research, a quasi-experimental evaluation, collaboration with local authorities, and an intensive advocacy effort toward the legislative and executive branches of the national government to achieve the national scale-up of an early education initiative designed to create equal access in kindergarten among Roma and other impoverished, marginalized children.

The World Health Organization (WHO) recommends exclusive breastfeeding for six months and continuation of breastfeeding for up to two years. Formal child care has an important role in supporting breastfeeding, as many Australian infants commence care before two years of age. Currently, little is known about support or barriers in child care contexts. The present qualitative instrumental case study explores practices which protect, promote and support breastfeeding at a child care centre located in the Australian Capital Territory\'s outer suburbs. Extending from a previously published collective case study, a cultural-institutional focus of analysis was used to explore the roles of proximity, flexibility and communication in supporting breastfeeding within a child care centre located close to an infant\'s home. Interviews with centre staff and mothers, triangulated with observations of the centre environment and policy documents provide insight into the environment. Affirming the roles of flexibility in routine and staff rostering and two-way communication, findings suggest longer-term benefits may be derived from selecting a child care centre close to an infant\'s home, provided mothers can overcome barriers to breastmilk expression in the workplace. The study recognises the role of non-lactating caregivers in the transition to formal child care, and of the support culture for educators who breastfeed. This study extends the knowledge base of breastfeeding support interventions in the child care setting to inform future research and policy.