Practical relevance: For feline practitioners, the cat with a cough or respiratory distress and thoracic radiographs with a bronchial or bronchointerstitial pattern suggests lower airway disease. Two important differentials, allergic asthma and heartworm disease (HWD), have many overlapping clinicopathologic features, but also clear and important differences in terms of cause and disease progression, treatment and prognosis. Notably, asthma is readily treatable and HWD is preventable. Clinical significance: Feline HWD comprises two clinical syndromes: the comparatively recently described heartworm-associated respiratory disease (HARD) and adult HWD. The former is much more common; very few cats with HARD develop adult HWD. In HARD, following death of immature worms, pulmonary lesions may improve over time (‘self-cure’). Lesions of adult HWD also improve over time as long as reinfection does not occur; however, with death of adult heartworms, mortality is high, and the prognosis is guarded. In asthma, morbidity is relatively high, but mortality is low, with an overall good to excellent prognosis. Disease recognition: Feline asthma is encountered worldwide. In the authors’ impression, feline HWD is often under-recognized. Aims: The aim of this review is to assist clinicians in differentiating feline asthma from feline HWD; as such, the emphasis is on distinguishing clinical features, as well as on diagnostics, therapy and prognosis. In differentiating these conditions, clinicians can attempt the goal of properly managing these diseases and can best educate owners on prognosis. Evidence base: For both feline asthma and feline HWD, the authors have drawn on the available peer-reviewed literature studies involving experimental models as well as spontaneous disease.

There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters.

It is estimated that between 10% and 21% of preschool children exhibit challenging behavior (Snell et al., 2012). Children identified as having aggressive behavior in preschool are more likely to experience continuing behavior problems throughout elementary school and into adoles

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Research suggests that toddlers with regulation issues engage in significantly more media use than toddlers without regulation difficulties, and this may be due, in part, to parental strain associated with parenting a child who is difficult to regulate or soothe. The current study sought to determine if the observed relationship between parental strain and child media use in the context of regulation difficulties continues into the preschool years. Data from the 2016 (N = 6,976) and 2017 (N = 3,056) National Survey of Children's Health were used to test a structural equation model (SEM) examining the moderating effect of parenting strain on the relationship between child media use and child regulation after controlling for socioeconomic status (SES) and adverse childhood experiences. The SEM had reasonable model fit. The study did not find a moderating effect for parenting strain but did identify a small significant relationship between child media use and regulation after controlling for parenting strain and SES. Additionally, SES proved to be a strong moderator of regulation and child media use. These findings point to the possibility that the relationship between parental strain and child media use may be more directly related to perceived ability to calm their child identified in previous research rather than perception of child's difficulty. This study demonstrated that the negative link between child media use and regulation may persist into the preschool years. Limitations of the study include broad items used to assess time spent with media and limited depth of questions associated with regulation and parenting strain.

The school-readiness gap for Latino dual language learners in the United States has been well documented, despite a strong research base highlighting effective strategies and practices for supporting their academic success. However, current educational practices reflect the hegemonic discourse that, because the United States is an English-speaking country, English should be the language of instruction. Additionally, educational research during the past decade has been characterized by an emphasis on the use of rigorous experimental designs that are highly generalizable and fail to take into consideration the role of teacher beliefs on classroom practices. This study used a cultural communities lens to explore the beliefs about classroom language use of two Head Start teachers in order to gain insight into how teacher beliefs influence classroom practices, particularly the language of instruction. Analysis of teacher interviews and assessments of classroom language use indicated that teachers had very different beliefs about language use, despite their coming from very similar ethnic and linguistic backgrounds, and that these beliefs were translated into classroom practice. Teacher beliefs were grounded in teachers’ experiences as members of cultural communities, and the findings highlight the need to attend to within-group variability as well as classroom processes that influence teaching and learning.

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