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.

The explosion of information technology, besides its positive aspects, has raised many issues related to personal information and personal data in the network environment. Because children are vulnerable to abuse, fraud and exploitation, protecting children’s personal information and personal data is always of concern to many countries. From the concept and characteristics of personal information and personal data of children in Europe, the United States and Vietnam, it can be seen that children’s personal information and personal data protection is very necessary in every country today. This research focuses on the age considered a child, the child’s consent and his or her parental consent when providing and processing personal information or personal data of children under the laws of the EU, US and Vietnam. Therefore, the article proposes some recommendations related to the child’s consent and his or her parental consent in protecting children’s personal data in Vietnam.

Since January 1, 2016, the national population and family having two child policy comprehensively, the whole country gradually ushered in the second the arrival of the age of the child, in terms of my garden at this stage, the second child children have been accounted for dominated nearly 1/5 of the total number of children, for big kindergarten children, all of a sudden more than a new member in the home, he (she) to share the love of your family, Let the orderly life become no longer regular, their psychological more or less confused and anxious, this paper will from the perspective of kindergarten teachers in our kindergarten in the "two-child era" background to focus on the health of children's psychological practice and exploration.

There are a number of issues that can influence elderly life satisfaction, which can mirror their welfare. This study aims to explore the differences in elderly parents’ life satisfaction across socioeconomic characteristics and investigates how the traits of both children and parents associate with elderly parents’ life satisfaction in Thailand. This study uses individual data obtained from Thailand’s National Statistical Organization covering 2008–2015, 2018 and 2020, with a total sample size of 28,494. To investigate the association between children’s and parents’ characteristics, particularly formal education and parental life satisfaction, this study uses ordered logistic regression for the analysis. Our results show that male parents are more likely to have higher life satisfaction than their female counterparts. Parents who are employed, holding a bachelor’s degree, and living with female children are more satisfied with their life. Statistically, children’s formal education demonstrates its importance for their elderly parents’ life satisfaction. This documents the vital role of schooling in improving parental life satisfaction. Moreover, facing the challenge of entering an aging society, government agencies must take a proactive stance on creating jobs suitable for the elderly or retirees to maintain their sense of independence. The evidence of intergenerational mobility reaffirms the importance of children’s education along with their caring ability, which should be strengthened.

The present study, developed under a quantitative approach, explanatory scope and causal correlational design, aims to determine the influence of invisible learning on the research competence of high school students in two private schools in the city of Lima, Peru, whose educational models seek to develop autonomous learning and research through discovery learning and experimentation. Two questionnaires were applied to 120 students of the VII cycle of basic education, one to measure the perception regarding invisible learning with 20 items and the other to measure investigative competencies with 21 items; both instruments underwent the corresponding validity and reliability tests before their application. Among the main findings, descriptive results were obtained at a medium level for both variables, the correlations found were significant and moderate, and as for influence, the coefficient of determination R² yielded a value of 0.13, suggesting that 13% of investigative competence is predicted by invisible learning. These results show that autonomy, the use of digital technologies, metacognition and other aspects that are part of invisible learning prepare students to solve problems of varying complexity, allowing them to face the challenges of contemporary knowledge in an innovative and effective manner.