| Learning Chinese Mandarin characters in an English-speaking country: The development of a child’s symbolic mind | Wenjie Wang, Annabelle Black Delfin | 87–105 |
| How have after-school clubs adapted in the United Kingdom post-March lockdown? | Pete King | 106–116 |
| Parents’ perspective on a children’s learning | Adrijana Visnjic-Jevtic | 117–125 |
| The impact of the COVID-19 pandemic on children’s mental health and wellbeing, and beyond: A scoping review | Jane Spiteri | 126–138 |
| Defining turn taking in intervention for young children with autism: A review of the literature | Kwangwon Lee, Ashley Staggs | 139–153 |
| In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators | Gabriela Arias de Sanchez, Alaina L. Roach O’Keefe, Bethany Robichaud | 154–166 |
| Are grandparents raising grandchildren receiving the services they need? | Karleah Harris, Gifty Ashirifi, Charlene Harris, Jonathan Trauth | 167–177 |
| Women and children's well-being in Indian nuclear families during the COVID-19 pandemic | Richa Rana, Ridhi Sood, Sonali Bhardwaj | 178–193 |
| The acquisition of autonomy, through benevolence, of children who are victims of domestic violence | Priscelle Andeme Ngui Valandro, Loïc Chalmel | 194–199 |
| Policies and practices of early childhood education and care during the COVID-19 pandemic: Perspectives from five countries | İkbal Tuba Şahin-Sak, Mehmet Toran, Adrijana Visnjic-Jevtic, Anikó Varga Nagy, Gulsah Ozturk, Jesus Paz-Albo, Noelia Sánchez-Pérez | 200–216 |