Preschool children are immersed in screen media, yet little study has been conducted on screen addiction among them. This study aimed to investigate the relationship between parental screen addiction and young children’s screen addiction and to verify factors that mediate this relationship. A total of 477 parents of kindergarteners (3–6 years old) were recruited via six kindergartens in Henan province, China. They completed the Problematic Media Use Measure Short Form of Children, the Self-Rating Anxiety Scale, the Child–Parent Relationship Scale, and the Parental Screen Addiction Scale. The results showed that the relationships between each pair of parental screen addiction, parental anxiety, and children’s screen addiction were significantly positive, but the parent–child relationship was negatively correlated with the other variables. Parental screen addiction can directly and indirectly affect children’s screen addiction through parental anxiety and the parent–child relationship. The findings contribute to the development of family protection mechanisms against screen addiction in children.

Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.

Research Findings: Digital leadership as an urgent and emerging topic has attracted public attention, but its nature, definition, and constructs have not been thoroughly explored for the Chinese culture. This study uses a grounded theory approach to examine how Chinese principles are utilized at “Model Level” preschools to define, understand, and practice digital leadership in preschools. Eight principals from “Model Level” preschools in Shanghai were purposefully sampled and interviewed individually. The interview transcripts’ inductive coding and interpretive analysis revealed a Chinese definition of digital leadership and its three constructs: Attitude, Cognition, and Capability, resulting in a unique “ACC model.” This model indicates that this Chinese definition of digital leadership has gone beyond the traditional process-capability dichotomy and is a combination of three major constructs. Practice or Policy: This model provides a scientific foundation for the policymakers to develop “Digital Leadership Standards for Chinese Preschool Principals;” a conceptual structure of digital leadership for developing systematic indicators and scales. Digital leadership training can begin with an emphasis on attitude and cognition.

Dense video captioning (DVC) aims at generating description for each scene in a video. Despite attractive progress for this task, previous works usually only concentrate on exploiting visual features while neglecting audio information in the video, resulting in inaccurate scene event location. In this article, we propose a novel DVC model named CMCR, which is mainly composed of a cross-modal processing (CM) module and a commonsense reasoning (CR) module. CM utilizes a cross-modal attention mechanism to encode data in different modalities. An event refactoring algorithm is proposed to deal with inaccurate event localization caused by overlapping events. Besides, a shared encoder is utilized to reduce model redundancy. CR optimizes the logic of generated captions with both heterogeneous prior knowledge and entities’ association reasoning achieved by building a knowledge-enhanced unbiased scene graph. Extensive experiments are conducted on ActivityNet Captions dataset, the results demonstrate that our model achieves better performance than state-of-the-art methods. To better understand the performance achieved by CMCR, we also apply ablation experiments to analyze the contributions of different modules.

Research Findings: This study examined the financial literacy of 5 and 6-year-old children in Shanghai, including their understanding of financial concepts and their preference for and ability to use digital payment methods. Using a mixed-methods research design, a sample of children ranging in age from 62 to 73 months completed multiple tasks to assess their financial literacy and participated in a semi-structured interview. The results suggested that most young Chinese children had a basic understanding of coins and their value, but there was variation in their perceptions of the need to provide change after making a payment. The majority of young children preferred to pay with digital devices and had a positive attitude toward mobile payments, although some children expressed concerns about their ability to use this method accurately. Practice or Policy: The study findings suggest that perceptions of financial literacy may vary across families from diverse socioeconomic backgrounds. These results lay the groundwork for future digital financial literacy rating scales or behavior coding studies based on the initial findings of young children from middle-income families. The study also emphasizes the importance of providing formal and informal financial education to young children, particularly in regards to digital literacy, in order to prepare them for the future.