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A body of research documents teacher-child reading behaviors in educational settings. Few will disagree that the potential for word and narrative comprehension increases when children's prior knowledge is activated and when children's focus is fully on the reading session. Despite this, little is known about the potential for establishment of joint attention and activation of prior knowledge in an early childhood education and care setting and how early childhood educators prepare young children to participate in shared book reading sessions before formal reading starts. Based on video data of teachers (N = 12) and small groups of children (N = 72) reading picture books and picture book apps in kindergarten, we sought to shed light on what behaviors occur before reading starts. The analyses were conducted in two phases. The first phase was based on 48 videotaped readings and followed a descriptive quantitative approach to investigate early childhood teachers' time use before the reading session, with readings of both print books and picture book apps. The second phase was based on two app readings in which the pre-reading phases stood out for their long duration. A qualitative analytical approach was applied to describe the teacher-child behavior, establishment of joint attention, and activation of prior knowledge during the two specific pre-reading events. Even though the sample is small, we find clear examples of pre-reading strategies specific to app readings. In this study, we discuss teachers' strategies to promote joint attention and activation of prior knowledge in new ways and how teachers exploit the pre-reading phase, for instance taking advantage of the books paratext, while adapting to the medium. Nevertheless, there remains a knowledge gap concerning app readings with short or no pre-reading phases.The novel coronavirus (COVID-19), was first detected in Wuhan province in China during late December 2019 and was designated as being highly infectious. selleck products The World Health Organization (WHO) labeled it a "pandemic" on March 11, 2020. Throughout human history, experience has shown that prejudices and viruses spread simultaneously during a viral pandemic. Outgroup members have been associated with various diseases and non-human vectors of diseases. Some epidemics have been named according to various outgroups, just as the novel coronavirus has been referred to by some as the "Wuhan virus" or the "Chinese virus." Associating a virus with a sociodemographic group builds a false illusionary correlation, which can lead to stigmatization and discrimination. Pandemics can also stimulate violent xenophobic reactions. Besides the obvious harmful consequences for the individuals targeted, pandemic-related discrimination also affects the spread of the virus through its effect on public attitudes toward prevention and restriction, health service procurement, and in the establishment of health-related policies. It is important to first understand the relevant concepts and processes, and also to understand the underlying causes of discrimination in order to fight it. Social psychology offers multidimensional and comprehensive explanations of prejudice and discrimination. This review's primary aim was to examine the motivations behind COVID-19-related discrimination based on social psychological perspectives. In line with this aim, the review first defines discrimination in detail, plus the related concepts and main social psychological theories on prejudice and discrimination. Then, pandemic-related discrimination in light of past experiences is discussed and explanations put forward for the theoretical perspectives and inferences specific to COVID-19. Finally, recommendations are made in order to prevent and combat discrimination related to infectious diseases.Children are spending less time in nature. They are not taking advantage of the benefits that are related to experiencing nature, such as the improvement of attentional capacity and stress reduction. Furthermore, they are also losing the opportunity to assess nature in a more positive way and to become more connected to nature, factors that appear to be fundamental to securing a greener future. To overcome this problem, researchers have been focusing on increasing children's contact with nature in schools and in promoting garden-based learning programs. Children spend most of their time in school, where they face many cognitive and relational demands. As such, schools might be the ideal context to increase children's contact with nature with more empirical research being needed to understand the effects that greener schools might have. The goal of this study is to explore the effects of schoolyards in children's perceived restorativeness experiences, attitudes towards nature, connection to nature, and social d had more positive attitudes and were more connected to nature than children from the other two schools. This further suggests that designing greener schoolyards might be an opportunity to contribute to reversing global environmental challenges.Restrictions on outdoor activities, tips for hygiene, and tips for mental health are among the most common initiatives to counter the COVID-19 pandemic. These measures aim to protect people's health and, at the same time, impact their social lives. So far, it is little known how people evaluate those anti-Corona measures with regard to their social spheres (close family, wider family and friends, colleagues, and society). Furthermore, it is plausible that the subjective evaluation of attitudinal objects and especially severe events, like the COVID-19 pandemic and the related counter-measures, is multidimensional. Against this background, we combine the social spheres with the elements of the Theory of Planned Behavior. On the methodological basis of the Means-End Theory of Complex Cognitive Structures, we determine the perceived relevance and quality of the attitude, subjective norm, perceived behavioral control, and social spheres regarding anti-Corona measures. Furthermore, the applied methodology allows thtiveness of the current anti-Corona measures with a high priority by focusing on the protection and practicability with regard to close and wider family and friends. Increasing the effectiveness of the protection and practicability of anti-Corona measures in work and society also has a high priority. Focusing on the subjective norm should be of lower priority.
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