Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.

This study investigates the social attitudes and acceptance levels towards Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual, and other sexualities and gender identities, collectively referred to as LGBTQIA+, among students within the College of Education at Nueva Ecija University of Science and Technology. Employing a descriptive correlational research design, the research utilized surveys and interviews to collect data from a diverse student body, analyzing their perspectives on LGBTQIA+ inclusion and the impact of educational environments on their acceptance levels. Results indicate a generally positive attitude and high acceptance of LGBTQIA+ students, with significant relationships identified between students' acceptance levels and their gender and year level, while no significant correlations were found with their course and religion. The study emphasizes the critical role of educational settings in fostering an inclusive atmosphere that supports LGBTQIA+ students, highlighting the importance of promoting understanding and acceptance to enhance the educational experience for all students. By shedding light on current attitudes and acceptance levels, this research contributes valuable insights into the efforts required to create more inclusive educational environments for LGBTQIA+ individuals. The findings are of particular relevance to educators, policymakers, and educational researchers interested in advancing LGBTQIA+ inclusion within educational settings.

Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.