The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers’ ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

Background: Current research and the bibliography suggest that both synchronous and asynchronous distance education in the early years of education is a new era to explore the teaching of young children. Aims: The aim of this study was to assess the extent of use of online classroom platforms in early years, both in the private and public sector, and to correlate parents' attitudes towards children’s behavioral changes during the pandemic lockdown in Greece. Methodology: The participants were 216 parents with preschool-aged children (between 2:6 to 4:0 years) in Greek pre-school settings in two cities of North and West Greece. A questionnaire on the use of ICT during the pandemic Covid -19 and its’ outcomes was distributed online to all parents. The parents' perception was generally negative and was not preferred to frontal teaching, while they were not satisfied with the results. Results: A remarkable percentage of children did not participate in online education due to their parents' attitude on the appropriateness of their age to participate in online education. However, the deterrent attitude of parents was not related to their level of education and willingness to help their children. The parents' perception was generally negative and was not preferred to frontal teaching, while they were not satisfied with the results. As far as the implementation of distance education is concerned, private broadcasters have introduced more synchronous distance education compared to public ones. Finally, there were positive correlations between asynchronous distance learning of 1-3 hours per day and children's irritability, as well as feelings of stress and anxiety and asynchronous distance learning of more than 6 hours per day. The correlation between children's distraction and asynchronous distance learning for 1-3 hours per day was negative. Conclusion: Further discussions for policy makers and teachers are planned.

The Montessori method offers an alternative approach to public and independent schooling. In the Greek educational system, the Montessori method is mainly applied in preschool and primary educational contexts. The main research objective was to investigate the early mathematical competence of students aged 4-7 years old attending a Montessori preschool educational center with those of students aged 4-7 years old attending educational institutions where traditional teaching techniques and methods are being implemented at the Eastern Thessaloniki, Greece. The overall research sample was 142 students, 68 taught in the Montessori institution and 74 attending typical ones, as well as 119 parents of the children that were measured. A questionnaire was administered electronically to the parents that agreed to participate in the research, while the measurements of the early mathematical competence were carried out via the Utrecht Early Mathematical Competence Scales. Overall findings showed that the scores of the students attending the Montessori educational institution were higher than those of the ones attending typical educational institutions, especially those of pre-kindergarten, kindergarten and first grade children.

Context: A lot of parents whose children are overweight or even obese are in no position to accurately acknowledge the real weight of their children. Parents' perception of their children's weight plays a significant role in the prevention and treatment of childhood obesity. Aims: This paper describes parents' opinions on the real weight status of their children and the sufficiency of quality nutrients in their diet. Settings and Design: The research methodology used in the particular study was based on survey research in preschool settings in West Greece. Methods and Material: The research methodology used in the particular study was based on survey research. Data were collected through questionnaires answered by parents of children attending preschool settings aged between two and five. One hundred and seventy-eight children and their parents participated. All parents had been informed of the aim of the study beforehand and gave their consent on condition that they could withdraw at any stage they wished. Statistical Analysis Used: Data were analyzed using SPSS (Statistical Package for the Social Sciences). Results: Comparing the Body Mass Index of children with the parents' opinion of their children's weight, we noticed 85,71% and 78,13% of the parents whose children were obese and overweight respectively, regarded their weight as normal. The majority of the overweight and obese children's parents were of the opinion that their children's diet was proper and healthy. Conclusions: Most parents whose children were obese or overweight underestimated the real weight of their children and considered their nutrition healthy.

The home learning environment (HLE) is the first environment in which children’s early learning takes place. A number of studies have provided empirical evidence that the HLE contributes to children's cognitive, socio-emotional development. This study addresses the question of the factors that can be associated with creating a positive learning environment for children at home. Pilot quantitative data was collected from 324 families through a questionnaire about the activities parents get involved with their children. The frequency of reading-related activities as well as other in-home and out-of-home learning activities was calculated. Pearson’s correlation coefficient was employed to assess the relationship between parent education levels and activities within the HLE. Questionnaire reliability was examined using Cronbach’s alpha coefficient. The results showed that the gender and educational level of parents had no influence on the frequency of their involvement in the activities or the type of activities they chose to engage. However, the parents’ educational level has an impact on their beliefs, which influence the provision of learning opportunities and the quantity and quality of parent-child interactions. Further research on parental guidance or children's academic performance could collect more information on the factors that can create a more stimulating HLE.

Recently, maternal breastfeeding in Greece has shown a positive trend. However, breastfeeding rates in Greece still lag behind those of other European countries. The participants of this quantitative study were recruited via social media and by personal connections. Data were gathered through questionnaire and analyzed utilizing descriptive statistics with SPSS 20. The study investigates: i) Trust levels among Greek mothers in social groups and their awareness of breastfeeding issues. ii) The impact of active participation in Greek parenting and breastfeeding support groups on Facebook on choosing and sustaining exclusive breastfeeding. iii) Whether engagement in social media groups positively influences the duration of exclusive breastfeeding and extends the overall breastfeeding period for infants. Out of the 776 participants, 727 were part of social media parenting groups. About 27.9% credited these groups for influencing their decision to breastfeed. Moreover, they perceived significant assistance from social media in staying well-informed about breastfeeding. The data collected confirms social media parenting groups positively influence breastfeeding mothers, enhancing knowledge, self-confidence, and deterring negative attitudes. This factor increases the likelihood of sustaining exclusive breastfeeding up to the recommended six months.