Parenting preterm infants is a unique experience distinct from parenting full‐term infants, characterized by a delayed transition to parenthood and limited caregiving opportunities. This study explored mothers’ and fathers’ lived experiences of parenting during infancy in the context of preterm birth. Semistructured qualitative interviews were conducted with 13 parents (6 fathers, 7 mothers) of preterm infants. Data were analyzed using interpretative phenomenological analysis. Four superordinate themes emerged: (a) An unnatural disaster: The traumatic nature of preterm birth, (b) The immediate aftermath: Disconnected and displaced, (c) Breaking the ice: Moving from frozen to melted, and (d) Aftershocks: Transitioning home. Both parents experienced preterm birth as traumatic. Similarities and differences in mothers’ and fathers’ experiences were identified. Preterm birth posed challenges for nurturant and social caregiving and resulted in anxiety, hypervigilance, and overprotective parenting behavior. The results highlight the need for trauma‐informed care and further research developing and testing empirically based interventions.

<p>This article describes the aims and outputs of the Autonomous Language Learning (ALL) project. It describes the challenges and targets of the project from methodological and curriculum development, to activity and platform design. It further collates feedback from the project pilots. Finally it situates the project in terms of material currently available online both in the specific context of the less widely used languages of the project, and, in the broader context of recent technological innovations in language learning in general. The ALL EU-funded project developed blended learning language courses at A2 level for Lithuanian, Romanian, Bulgarian and Turkish. Courses have multilingual access in French, Italian, Spanish and English. Designers and platform developers faced a dual challenge: to innovate in terms of methodology and to innovate in terms of technology. The methodological framework of the project was to develop CEF competence based syllabi and material that promoted student autonomy and collaboration, using a constructivist task-based approach. The languages share a VLE, specifically adapted to the needs of each language. Project outputs include student and teacher guides, on and offline material and printed blended learning sets for each language.</p>