Weekly E-News

Hot Topics
 

Screen Time in Preschool-Aged Children and Attention Deficit Hyperactivity Disorder-Related Behaviors: A Literature Review

In the World Journal of Clinical Pediatrics, Umar, Putra, Mahendika, Stella, and Tandarto reviewed research examining the relationship between screen time and attention deficit hyperactivity disorder (ADHD)–related behaviors in preschool-aged children. The literature indicates a consistent positive association between higher screen exposure and behaviors such as inattention, hyperactivity, and impulsivity. Longitudinal findings suggest that greater screen time at age three predicts increased ADHD-related behaviors at age four. The review also highlights a bidirectional relationship in which children showing early ADHD-related behaviors may be more likely to engage in increased screen use, which can further intensify symptoms. Importantly, screen exposure exceeding two hours per day was linked to a higher risk of clinically significant externalizing behaviors, particularly inattention. The authors conclude that excessive screen time may contribute to worsening ADHD-related behaviors in early childhood, while emotional stressors and behavioral challenges may also increase children’s reliance on digital media.  
 

Ultraprocessed Food Consumption and Behavioral Outcomes in Canadian Children

A new cohort study by Meaghan E. Kavanagh, Zheng Hao Chen, Sukhpreet K. Tamana, et. al. in JAMA Network Open found that higher ultraprocessed food consumption (UPF) among Canadian preschoolers was associated with adverse behavioral and emotional symptoms by age 5. The study included 2,077 children with dietary and behavioral data from September 2011 to April 2018 in the CHILD Cohort Study. The findings suggest that replacing UPF with minimally processed food (MPF) during the preschool years may support healthier behavioral development, with potential benefits for long-term mental health. These findings also support ongoing policy actions that promote MPF and underscore the need for early-life dietary interventions.
 

Unique Components of Preschool Children’s Externalizing Behaviors That Relate to the Development of Early Literacy Skills: Comparing Teacher and Parent Report

In Early Childhood Research Quarterly, Christopher Lonigan and colleagues examined how different dimensions of preschool children’s externalizing behaviors relate to the development of early literacy skills. The study followed 1,078 children from diverse racial and ethnic backgrounds and assessed their vocabulary, phonological awareness, and print knowledge three times during the preschool year. Teachers and parents rated children’s inattentive, hyperactive/impulsive, and oppositional-defiant behaviors at the beginning of the year. Results showed that most externalizing behaviors were negatively associated with children’s initial literacy skills. The findings suggest that early behavioral difficulties—particularly inattention—may influence the development of foundational literacy skills and highlight the importance of early identification and targeted interventions for children at risk of later reading difficulties.
 

NIEER Activity 
 

New White Paper Details Leaders and Trends in City-Based Public Pre-K

NIEER and CityHealth released a new white paper, An Updated Look at Pre-K In Large American Cities, identifying cities that are leading the way on preschool through effective leadership, sustainable funding streams, and improved access and quality. The report was authored by NIEER’s GG Weisenfeld, Erin Harmeyer, and Julie MacLeod.

The new report identified trends among the three fourths of America's 75 largest cities that offer pre-K programming to at least 30% of their four-year-olds. Cities highlighted in the report include Albuquerque, Denver, Boston, NYC, Portland/Multnomah County, Philadelphia, San Antonio, San Francisco, Seattle, DC, and more.

Read the new report.
 

NIEER in the News: Focus on Assistant Pre-K Teachers

According to NIEER’s new report, Help Wanted: Assistant Teachers Policies in State-Funded Preschool, most states fail to provide assistant pre-K teachers with the pay, training, and other supports that recognize the importance of their role as full team members in high quality classrooms. 

The new report caught the attention of reporters in Alabama and California, for different reasons. While Alabama stands out nationally for meeting NIEER’s recommended standards for assistant teacher training and professional development, California’s state-funded pre-K programs do not require those essential elements for quality pre-K.

Check out the coverage:

• Report: Alabama meets national standards for pre-K assistant teachers
  (Alabama Daily News)
• Alabama is doing something right with preschool that most states aren’t
  (AL.com Education Lab)

• Report: CA should increase training for assistant preschool teachers 
  (Public News Service)

   

Examining Latiné Perspectives on Outdoor/Nature-Based Learning

Research links outdoor and nature-based learning to health and developmental benefits. NIEER's new brief, Examining Latiné Perspectives on Outdoor/Nature‑Based Learning by Elise Genao, synthesizes research showing that time spent in natural environments is associated with:

• Increased physical activity
• Support for gross and fine motor development
• Reduced stress and improved concentration
• Opportunities for collaborative play and complex language use

For Latiné children—who are disproportionately affected by health disparities such as higher obesity rates—ONBL may play an important role in supporting physical health and overall well-being.

Read the brief.

International Journal of Child Care and Education Policy (IJCCEP) Weekly Feature 
 

The Relationship Between Structural Factors and Interaction Quality in Norwegian ECEC for Toddlers

This study examined how structural features of early childhood education and care (ECEC) settings influence the quality of teacher–child interactions in Norwegian toddler classrooms. Using data from 206 groups from 2013 to 2015, the researchers analyzed two structural factors—organizational form (stable versus flexible groups) and staff–child ratios—and their relationship to interaction quality measured with the Infant/Toddler Environment Rating Scale–Revised (ITERS-R). Results indicated that classrooms organized into small, stable groups demonstrated significantly higher interaction quality, particularly in teacher–child interaction, communication, and program structure. 
 

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Research
 

Enhancing the Emotion Regulation of Preschool Children Through the EmoPlay Pals App: Evidence from China

In Acta Psychologica, Meng Yao and Melissa Ng Lee Yen Abdullah examined whether a culturally adapted digital application could support emotion regulation in preschool-aged children. The researchers developed the EmoPlay Pals App, a interactive tool designed around familiar preschool routines and cultural contexts for Chinese children. Using a quasi-experimental design with pre-test, post-test, and delayed post-test, the study involved 100 children ages 4–5 from two kindergartens in Chengdu. Children in the treatment group used the app for eight weeks during classroom activities, while the comparison group engaged in traditional picture-book–based emotional learning. Results from repeated-measures analyses showed that children who used the app demonstrated significantly greater improvements in emotion regulation, including gains in attention, impulse control, and adaptability. Teacher interviews supported these findings.

Deep Learning in Early Childhood Education: A Systematic Review of Mindful, Joyful, and Meaningful Pedagogical Integration in the Indonesian Context

This systematic review by Bunga Tri Miftakhul Jannah, Dwi Vera Yuliana, and Dias Putri Yuniar examines how deep learning can be integrated into early childhood education (ECE) in Indonesia. Using a PRISMA-guided systematic literature review of 42 studies published between 2015 and 2025, the authors identify three interconnected pedagogical pillars that support deep learning in young children: mindful learning (reflective awareness), joyful learning (emotionally supportive, play-based experiences), and meaningful learning (contextualized, experiential learning). Across the reviewed studies, instructional strategies such as project-based learning, guided play, collaborative inquiry, and sensory-motor exploration were most frequently associated with these pillars. The synthesis suggests that integrating these approaches can strengthen children’s self-regulation, problem-solving skills, social competence, and cognitive flexibility.

Instruments for Screening and Assessing Oral Language in Preschool Children Via Digital Health: A Scoping Review

This scoping review by Rhadimylla Nágila Pereira, Karinna Veríssimo Meira Taveira, and Joseli Soares Brazorotto in CoDAS examines digital health tools used to assess oral language development in preschool children. Drawing from 2,435 records across major databases, the authors identified 20 eligible studies. Most studies adapted existing face-to-face language assessment instruments for online delivery, while a smaller number developed tools specifically for teleconsultation. The findings indicate that telehealth-based language screening and assessment are feasible and increasingly used, particularly in clinical settings with speech-language pathologists, although community health workers were sometimes involved. The review highlights the potential of digital health technologies to expand access to early language evaluation, especially in regions with limited specialist availability, while emphasizing the need for further research to establish standardized, evidence-based practices.



Opportunities

Data Collector, NIEER

Director of Implementation, Design, and Coaching – Science of Reading

Senior Policy Analyst, ZERO TO THREE

Associate Program Officer, Spencer Foundation

Project Director - Education Research, ICF

Technical Assistant Consultant, Education Systems & Policy (Part-Time), American Institutes for Research

Endowed Chair and Executive Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida

Instructional Superintendent, District of Columbia Public Schools