Definitive diagnosis of Craniosynostosis (CS) with computed tomography (CT) is readily available, however, exposure to ionizing radiation is often a hard stop for parents and practitioners. Lowering head CT radiation exposure helps mitigate risks and improves diagnostic utilization. The purpose of the study is to quantify radiation exposure from head CT in patients with CS using a ‘new’ (ultra-low dose) protocol; compare prior standard CT protocol; summarize published reports on cumulative radiation doses from pediatric head CT scans utilizing other low-dose protocols. A retrospective study was conducted on patients undergoing surgical correction of CS, aged less than 2 years, between August 2014 and February 2022. Cumulative effective dose (CED) in mSv was calculated, descriptive statistics were performed, and mean ± SD was reported. A literature search was conducted describing cumulative radiation exposure from head CT in pediatric patients and analyzed for ionizing radiation measurements. Forty-four patients met inclusion criteria: 17 females and 27 males. Patients who obtained head CT using the ‘New’ protocol resulted in lower CED exposure of 0.32 mSv ± 0.07 compared to the prior standard protocol at 5.25 mSv ± 2.79 (p < 0.0001). Five studies specifically investigated the reduction of ionizing radiation from CT scans in patients with CS via the utilization of low-dose CT protocols. These studies displayed overall CED values ranging from 0.015 mSv to 0.77 mSv. Our new CT protocol resulted in 94% reduction of ionizing radiation. Ultra-low dose CT protocols provide similar diagnostic data without loss of bone differentiation in CS and can be easily incorporated into the workflow of a children’s hospital.

Since an outbreak of COVID-19 in the late 2019 in Wuhan in China, the pandemic and contagious nature of coronavirus did not spare Nigeria as the most populous Africa nation from being affected. Statistical records have shown that a large number of citizens were affected and overwhelming literature has explored different dimensions of the impacts of COVID-19 in the country. However, there is a less attention in exploring legal, economic, health and ethical impacts of the pandemic on Nigerian children. The paper primarily aims at filling this gap in the existing body of knowledge. Systematic literature review (SLR) and content analysis of secondary data of online peer-reviewed, scholarly articles among others were used as methodology. The findings revealed that, the general economic impact of COVID-19 that affects trade and small & medium scale business activities of parents also directly or indirectly affected their children. The health consequence of COVID-19 affects provision of nutritious foods that would help their balanced diet and growth. It is further noted that the ethical impact of COVID-19 affects their right to education as a result of lockdown during the first phase of the out-break. It is however reiterated that, there has not been adequate legal framework to address the multifarious im-pacts of COVID-19 on the Nigerian children. In conclusion, this paper has novel contribution specifically showing concern for children during the period of COVID-19 pandemic in the country. It is therefore suggested that efforts should be galvanized by the stakeholders in addressing multifarious challenges of the impact of COVID-19 on the Nigerian children as explored in this study.

Mr. Tao Xingzhi said: game is a way for children to understand the world, is one of the means of education to children. Game is the basic activity of kindergarten, for children, game is "play", "play" is the pronoun of the game, "play" can make children happy, meet their needs, development, children are living in play, learning in play, growing up in play. Outdoor autonomous game activities are an indispensable part of the kindergarten curriculum system. This paper starts from "combing - self-analysis, facing the problem; Action -- planning and enriching the region; In terms of research -- organization, implementation and continuous adjustment, this paper expounds the experience of using the existing resources of Jinma Kindergarten to reform and attempt children's outdoor autonomous games in the course of curriculum gamification construction.

Objective: To evaluate the clinical and radiographic results and complications of arthroscopic subcapital realignment osteotomy for the treatment of chronic and stable proximal femoral epiphysiolysis (PFE) in an initial series of patients. According to the literature review, the study presents the first description of an arthroscopic technique of this type of osteotomy. Methods: Between June 2012 and December 2014, seven patients underwent arthroscopic subcapital realignment osteotomy for the treatment of chronic, stable PFE. The mean age of the patients was 11 years and four months. Minimum follow-up ranged from 6 to 36 months (mean, 16.5 months). Patients were clinically evaluated according to the Harris Hip Score modified by Byrd and radiographically according to Southwick’s quantitative classification and the epiphyseal-diaphyseal angle. Postoperative complications were analyzed. Results: With regard to the evaluation of the Harris Hip Score Modified by Byrd clinical score, a preoperative mean of 35.8 points and a postoperative mean of 97.5 points were observed (p < 0.05). Radiographically, five patients were classified as Southwick grade II and two as grade III. A mean correction of the epiphyseal-diaphyseal angle of 40° was observed. There were no immediate postoperative complications. One patient developed avascular necrosis of the femoral head, without collapse or chondrolysis at the last follow-up (22 months). Conclusion: The arthroscopic technique presented by the authors for the treatment of chronic, stable PFE resulted in clinical and radiographic improvement of the patients in this initial series.

This study investigates pedagogical content knowledge (PCK) among teachers teaching mathematics at the preschool level in Colombia, highlighting the importance of integrating mathematical knowledge with innovative and effective pedagogical strategies. Using a mixed exploratory and transactional methodology, the perceptions and practices of 82 teachers were examined, focusing on their understanding of mathematical content, pedagogical skills, and knowledge of children’s cognitive development. The findings reveal a significant gap in teachers’ understanding of these concepts, indicating a critical need to strengthen PCK among teachers. To this end, training should be provided to enable teachers to foster meaningful and contextualized mathematical learning in preschool students. The study suggests reviewing teacher training curricula and fostering the development of pedagogical strategies that prioritize conceptual understanding and mathematical reasoning. Additionally, it identifies critical areas for improvement and offers concrete recommendations for transforming mathematics teaching in preschool education. To enhance the quality of mathematics education, several measures are proposed: ensuring continued availability of training programs for teachers, encouraging collaboration between educators, adopting constructivist approaches, and helping teachers understand the value of mathematics learning outside the school.

As the saying goes, "There are a thousand Hamlets for a thousand readers." Every child is a different individual, due to the differences in family environment, social relations, education and so on, personality, special skills, needs will also be different. Our garden adheres to the educational concept of "harmony but different harmonious coexistence", to create a warm, comfortable and appropriate educational environment, follow the children as the main body, inspire children to know themselves, adapt to the environment, gradually release their personality, promote the healthy and happy growth of children, get diversified experience, better integrate into the collective life.