During COVID-19 confinement, we observed numerous challenges in using educational technology in early childhood Science–Technology–Engineering–Arts–Mathematics (STEAM) education in Luxembourg. Thus, we designed a conceptual framework on parent-assisted remote teaching with active uses of educational technology supported by cycles of design-based research. After a previous study utilizing computer-aided design (CAD) software and three-dimensional (3D) printing in primary education, we used our initial findings to work with 12 early childhood students (ages 4–6), together with their teachers and parents in the second remote teaching period in Luxembourg. We created a STEAM modeling task with CAD software on robots and collected data through chat responses, messageboards, and online communication channels during a 3-week period. Here, we observed new roles in the parent–child relationship while learning STEAM in remote teaching with technology, and new opportunities in using educational technology overall in early childhood education. In this article, we have described findings that are likely to influence students’ learning and parent-assisted teaching, in particular parents and students’ perceptions and motivations, together with the way in which parents provide technical knowledge and support in remote early childhood STEAM education.

Human wellbeing is highly interconnected with the wellbeing (and survival) of the whole Earth’s ecosystem. Schools are important places in which people learn how to enhance both present and future wellbeing. To date, however, there are no school wellbeing frameworks that holistically consider the psychosocial and physical wellbeing of the entire school community and extend the concept of wellbeing beyond human boundaries. This paper focuses on the need to increase our understanding of what holistic wellbeing in schools means from a broad perspective, including not only various aspects of human wellbeing but also non-human aspects of wellbeing into a single conceptual framework. The framework was developed based on a narrative literature review consisting of 107 articles. The profound joy and happiness of both teachers and learners form the foundation of our conceptualisation of wellbeing. In addition to these core concepts, and based on the earlier conceptualisations of holistic wellbeing, our framework includes physical, psychological, social, creative and socioeconomic dimensions of wellbeing. Finally, all these wellbeing dimensions are highly dependent on planetary wellbeing. The framework is designed to serve as a basis for developing pre- and in-service teacher training programmes and to support school leaders and educational policymakers in their efforts to promote holistic wellbeing at schools.