The South African government has undertaken to expand universal access to Early Childhood Development (ECD) with a particular focus on children from socially disadvantaged communities and with disabilities. This requires training and support of ECD practitioners, such that they are equipped 399with the necessary knowledge and competencies to implement effective teaching and learning approaches at ECD level. This research explored an innovative, inclusive approach to ECD practitioner development in which both Deaf and hearing students were enrolled in an ECD practitioner training program facilitated jointly by New Beginnings (an ECD non-profit training organization) and the Deaf Federation of South Africa (DeafSA). The research scrutinized key aspects of the training program, including how it extended students content knowledge on ECD, their pedagogical knowledge; as well as epistemological access for Deaf students. The findings and conclusions have important implications not only for equipping ECD practitioners with knowledge and skills, but also demonstrates how practitioner training itself can be effectively structured to cater for diversity among trainees.

A three-factor experiment was set at the Horticulture Laboratory, Hajee Mohammad Danesh Science and Technology University, Dinajpur, to study the effects of the controlled deterioration (CD) on the pea seeds at the constant temperature of 35 ℃. The 3 factors considered were: 3 pea seed sources (Rangpur Local/RL, Dinajpur Local/DL and Thakurgaon Local/TL); 3 ageing periods (0, 8 and 16 days); and 3 seed moisture contents (12, 16 and 20% MC). The 27 treatment combinations compared in the CRD with the 3 repetitions for the 8 arenas were: % germination, % abnormal seedlings, % dead seeds, % soil emergence and seedling evaluation test for the root and shoot lengths as well as their dry matter contents. Identical prototypes of notable (5–1% level) degradations were recorded everywhere. But the disparities were lucid under the extreme stresses. Moreover, highly noteworthy (1% level) relations were traced amid all the traits ranging from -0.9847 (soil emergence × abnormal seedling) to 0.9623 (soil emergence × normal seedling). So, the CD technique was very effectual in judging the physiological statuses of the seed sources studied. Thus, the germination test might be add-on by a vigor test, the latter of which could be assessed by quantifying the seedlings’ root and shoot lengths and/or their dry matter accumulations. Moreover, in the seed quality certification, the suitable limits of vigor for the chosen traits could also be got by this technique. But the seeds of several pea varieties should be exploited to fix-up the agreeable limits of the traits. Furthermore, to save time, the ageing period could be squeezed by raising the seed MC.

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.

The analysis of the accumulation and export of nutrients by the cowpea crop is fundamental for a more sustainable fertilization program, because the definition of the doses of organic fertilizers based only on the estimated maximum yield does not guarantee the maintenance of soil fertility. The objective of this study was to evaluate the effect of fertilization with chicken manure on the productivity, accumulation and exportation of nutrients by the pods of cowpea. A randomized block design was used, with five doses of chicken manure (0; 5; 10; 20 and 40 t ha^-1) and four repetitions. The highest levels of P and Mg were found in the leaves with the application of 40 t ha^-1 of manure. The maximum pod length was 14.47 cm, estimated with the dose of 33.33 t ha^-1 of manure. The highest values of diameter, number of pods per plant and pod productivity were observed at the highest dose of manure applied. In relative terms, that is, total exported in relation to the total extracted by the aerial part, phosphorus is the nutrient most exported by the pods, on average 58%, followed by N (55%), K (43%), Mg (40%), S (38%) and Ca (17%). At the highest dose, although Ca accumulation occurred in large quantities (31.3 kg ha^-1), only 13% of it was exported by the pods. Fertilizing cowpea with chicken manure supplied essential nutrients and increased pod yield from 7.2 (no fertilization) to 16.3 t ha^-1 (fertilization with 40 t ha^-1 of chicken manure). The plant remains of the cowpea constitute an important source of nutrients, being obtained at the highest dose of manure applied (40 t ha^-1) the following amounts of macronutrients (kg ha^-1): N (51.4); P (5.1); K (27.6); Ca (27.1); Mg (8.2); S (5.1), which may return to the soil, with the incorporation of the plants.