Introduction Stress is not experienced the same by everyone. Some individuals, such as individuals with autism spectrum disorder (ASD), are at risk of heightened sensitivity to stress responses. ASD is a neurodevelopmental disorder commonly characterised by deficits in social communication and social interaction. Among different stressor stimuli, social stressors are particularly worth our attention due to the social and communication challenges inherent in ASD. This study aims to systematically evaluate different social stressor stimuli in eliciting physiological reactivity in ASD, focusing on the children and adolescent population. Methods and analysis We designed a study protocol for this study and submitted it to PROSPERO for systematic review registration. Any studies with children and adolescents with ASD between the ages of 0 and 18 in clinical and community settings will be included. All types of social stressor interventions will be included. The outcome of interest will include studies with physiological activity of the participants being measured, for example, measures related to autonomic functioning, electrodermal functioning and cortisol level. The primary literature sources will be across four electronic databases: MEDLINE, Embase, PsycInfo and CINAHL in August 2021. The second source of literature will be across grey literature, including ProQuest Dissertations & Theses Global and across clinical trial registries in August 2021. Hand searching of references will be performed on the reference lists of all included studies. Two volunteers pursuing postgraduate-level studies will independently search and screen potential studies for eligibility. Finally, all references considered by hand searching will be reviewed by two researchers. The methodological quality of the research will be assessed by adopting the quality assessment used by a previous study. The assessment consists of four primary categories: descriptive validity, internal validity, external validity and statistical conclusion validity. Ethics and dissemination No ethical approval is required for this study. Results will be disseminated through conferences and publications in relevant peer-reviewed journals. PROSPERO registration number CRD42021244039.

Many children in Canada and the United States experience poor-quality child care on a regular basis. Under the rubric of “parent choice,” governments continue to permit a variety of licensed care providers (centers and homes) as well as unlicensed home child care providers. Research suggests, however, that parents are not well-informed consumers about child care services, unaware of even the basic characteristics of their child’s care. In this study, we provide findings from a latent profile analysis based on a conjoint survey conducted in Toronto, Canada to better understand the factors that influence parents’ decisions in selecting child care services. Based on responses from over 700 parents, we identify five classes of parents that reflect a range of preferences in selecting child care. However, most groups show a strong preference for licensed early childhood education and care (ECEC) options. Limitations of this study and implications for policy are discussed.

This systematic review and meta‐analysis synthesised evidence on teaching problem‐solving skills to children in early childhood education and care settings (ECEC) in the domain of science, technology, engineering and mathematics (STEM). Given the foundational nature of early cognitive development and the growing emphasis on STEM competencies, this review addresses a critical gap by evaluating the effectiveness of intervention strategies in ECEC settings. A total of 13,030 abstracts were screened across PsycInfo, ERIC, Education Source and Child Development and Adolescent Studies. Nineteen studies met inclusion criteria for the systematic review, and 10 of these (comprising 1355 children) were eligible for meta‐analysis. Problem‐solving skills focused interventions in STEM were associated with increased problem‐solving skills for children attending ECEC settings. Specifically, multivariate meta‐analyses for the pooled effects revealed moderately strong effects, r = 0.40. Studies employing an experimental design with random group assignment and author‐created outcome measures showed relatively moderate effect sizes compared to other studies, all falling within a moderately strong range depending on outcome measure types. Analysis of the role of potential moderators and implications for practice were also discussed. This review underscores the importance of intentionally integrating STEM problem‐solving opportunities into ECEC settings. It offers actionable insights for educators, researchers and policy makers aiming to support early learning by equipping young children with foundational skills critical for future academic and workforce success. Implications include the need for curriculum development, professional learning supports, and further research on interventions for infants, toddlers and children facing systemic barriers. Context and implications: Rationale for this study: Problem‐solving is foundational to cognitive and academic development, yet little is known about how to best support its development in early STEM learning contexts. Why the new findings matter: This review identifies effective interventions, revealing that structured curricula and addressing equity gaps in STEM access are important features of effective STEM instruction. Implications for practitioners, policy makers and researchers: Practitioners should integrate flexible, evidence‐based strategies into daily routines. Policy makers should fund scalable, inclusive STEM interventions beginning in early childhood. Researchers must prioritise process‐based assessments, longitudinal tracking, and studies involving infants, toddlers, and at‐risk groups to inform equitable practice and policy.