While teacher-child relationships vary across sociocultural contexts, most research has focused on Western settings. Given Korea’s collectivistic culture and the hierarchical nature of adult-child relationships, this study examined how teacher and child perceptions of their relationships influence children’s math skills mediated by instructional quality. Participants included 283 children and 16 preschool

Computational thinking (CT), defined through its dimensions of abstraction, generalization, algorithmic thinking, and evaluation, fosters cognitive skills for solving problems logically and systematically, preparing individuals for the challenges of the digital society, where interaction with machines is essential. This empirical pre-experimental study arises from an individualized intervention with

This study investigated the effectiveness of the Transition to School Teacher Professional Development Program (TSTPDP) in promoting school readiness and social-emotional adjustment among preschoolers in Southeastern Anatolia, Türkiye. Using a quasi-experimental pretest–posttest control group design, 40 preschool teachers and 152 children aged 48–72 months were assigned to either the TSTPDP intervention

This study examines the dreams of children who have experienced an earthquake and subsequently started preschool education, as well as the reflections of these dreams in their drawings. The participants of the study consisted of 25 children aged 46–60 months attending a public independent preschool in Kahramanmaraş, the epicentre of the earthquake that occurred in Turkey on February 6, 2023. The study

Research abounds regarding the need for young children’s access to authentic play experiences. Yet, while play is considered the main method of learning for young children, mainstream curricula often omit this mode and further perpetuate the artificial divide of play or learning. Guided play is a pedagogical approach in which teachers integrate a balance of child-led exploration alongside intentional

This practice-based case study is taken from a large three-year school-based participatory research project and presents evidence of both teacher-adapted and peer-supported learning in collaborative group work in early years mathematics. We draw on Vygotskian sociocultural theory, incorporating asynchronous and synchronous scaffolding, to examine evidence from one teacher’s unit of work conducted with

Following a significant natural event (e.g., SARS-CoV-2, Hurricane Katrina), some young children adapted effectively while others face academic and social-emotional challenges (Goenjian et al., American Journal of Psychiatry 162(12) (2005)); (Joo & Lee, Child Indicators Research, 15 (2022)); (Stark et al., Psychological Trauma: Theory Research Practice and Policy, 12(S1) 2020); children from groups

Given high exclusionary discipline practices and decisions in early childhood education, it is important to understand teachers’ experiences with challenging behaviors and examine factors associated with their experiences. Depression, as a significant indicator of well-being and prevalent among early educators, is understudied in relation to teachers’ challenging behavior experiences. This study examines

This study examined whether preschoolers’ learning behaviors moderate the process through which maternal media literacy influences their digital literacy via mother–child verbal interaction. A total of 514 South Korean mothers of 5-year-old children participated in the study by completing a structured questionnaire. Data were analyzed using the PROCESS macro (Models 4 and 15), which tested both mediation

The present study sought to examine the use of a structured, shared book reading intervention on preschool-aged children’s vocabulary knowledge using a multiple-probe across stimuli (book) single-case design. Participants included children from two preschool classrooms of three- and four-year-old children at a childcare center located in the Southeast. Across four storybooks, children in both classrooms

The need for trauma-informed care in early childhood settings is well-established. There are many different approaches to conceptualizing trauma-informed care. In this conceptual article, we begin by providing an overview of trauma and trauma-informed care and offering broad critiques of the trauma-informed movement. Then, we outline recommendations for key components of trauma-informed care in early

This research aims to contribute to the field of inclusive early childhood education. It is a case study that explores creative approaches to STEM (science, technology, education, and mathematics) education in the context of an inquiry-based design project. The participants are three children (two girls and one boy, 6 to 7 years old) with diverse cognitive abilities and their teacher. The children

Socioemotional skills in children and youth are vital for protecting against risk factors and promoting prosocial behaviors. Schools play a crucial role in addressing socioemotional issues, with preventive programs enhancing student socioemotional development and fostering positive school environments. This study evaluates the effectiveness of the DROPI program, developed based on principles from the

The inclusion of children with neurodevelopmental disorders or children at risk of such disorders and their families in early childhood intervention programmes must be initiated and implemented in good time so that the most sensitive phases of child development and the emotional support of parents can be optimally utilised. Every country has their own protocol for informing parents about early childhood

Measuring lengths with a ruler poses a challenging task for young children, who often struggle with issues related to identifying the unit on the measuring instrument and interpreting the starting point of the measurement. This study introduces RbySteps, a didactic sequencing proposal designed to address these difficulties by simulating the step-by-step construction of a ruler, significantly including

Scholars have documented that home is a significant theme in children’s literature, serving as a place where protagonists either stay or from which they leave. Children can also learn about home through picture books introduced in their classrooms. However, they may experience discrepancies between their lived home experiences and the representations of home in picture books, as they bring diverse

This study reports on qualitative research that examined the perceived pedagogical challenges and opportunities that early childhood educators face in attempts to deliver effective practice in culturally and linguistically diverse contexts. Framed through the lens of pedagogical content knowledge (PCK), the study examined data from 9 participants with a view to developing a nuanced understanding of

Even before the COVID-19 pandemic the numbers of children entering mainstream education with speech and language learning needs, was significant. Without additional support, these children are at risk of poor academic attainment, mental health difficulties and social problems. This study investigated the feasibility of online delivery of the ‘Books Together’ dialogic book sharing programme. School

This study investigated the relationship between engineering habits of mind (EHoM) and self-regulation (SR) skills in 5- to 6-year-old children. The study employed a relational survey method and included 25 teachers and 400 children in their classrooms as participants. Data were collected using validated scales measuring engineering habits of mind and self-regulation skills and were analyzed using

Science, technology, engineering, arts and mathematics (STEAM) learning is directly connected with children's cognitive development. Measuring the cognitive advancements of young children is more challenging than that of older ones because young children experience vast variations in the different personal, developmental, and environmental factors affecting their learning behaviors. Also, much learning

Writing instruction benefits all learners, but for the early childhood learner, the benefits are especially profound. Early writing instruction serves as a foundation for future literacy skills and an opportunity for learners to develop emergent writing skills. Early writing instruction enables young children to hone fine motor skills and document their thinking, while also supporting them on their

Parents express concern about climate change, yet there is limited research on their role in helping children navigate climate change and climate anxiety—worry and fear related to the awareness of climate change impacts—especially in early childhood. As the direct and indirect effects of climate change become more evident, understanding this role is crucial. Grounded in theories of hope and self-efficacy

Sensory processing disorders are recognized as a condition where the brain’s sensory systems struggle to integrate sensory information. An individual with sensory processing disorders exhibits atypical (exaggerated or muted) response to sensory stimuli such as loud noises, unfamiliar textures, or being touched. It is estimated that between 5-16% of children have sensory processing disorders. Therefore

In the past two decades, Australian governments have initiated a series of reforms to provide accessible, affordable, high quality early childhood education and care (ECEC). At the core of these reforms is the intention to improve learning outcomes for young children in the years where strong foundations are laid and where learning inequalities can be addressed. The Victorian State Government has built

There is a burgeoning area of research in various disciplines to support the assertion that positive interactions between people and dogs can contribute to the wellness of both species. Empirical evidence suggests that even relatively brief encounters between a human who is accepting of dogs and a friendly, well-mannered canine can elevate positive mood and reduce stress. One type of canine, a therapy

This study explores the everyday mathematical activities of babies and toddlers in Australian early childhood education settings. The qualitative study gathered data within six different early childhood education settings in varying geographical locations. The participants included babies and toddlers aged 2–40 months and their educators. The researcher spent up to 2 days in each site, gathering observational

Pupils’ behavioural and emotional difficulties are disruptive to classrooms. These issues have exacerbated post-Covid, but little is known about the specific methods used by teachers to manage such issues in the classroom. An online survey was completed by 133 Key Stage 1 (KS1) educators who use yoga and/or mindfulness activities with their seven- to nine-year-old pupils within 101 mainstream state

This research examines teachers’ and children’s perspectives regarding STEAM (science, technology, engineering, art and math) in early childhood education. The participants of the study consisted of 35 teachers and 73 children selected from the children in the preschool classrooms where the teachers worked. Semi-structured interview forms prepared in line with the relevant literature and expert opinions

This study examined the associations between early childhood development practitioners’ job demands-resources profiles, work capabilities, engagement, and intentions to leave. A cross-sectional survey was administered to a convenience sample (N = 426) of early childhood development practitioners in two provinces in South Africa. The Job Demands-Resources Scale (Rothmann et al., A psychometric evaluation

The HighScope Perry Preschool Project (PPP), a landmark research study that examined the longitudinal impact of high quality early childhood education, began in 1962 to support the academic success of low-income African American children living in a race-restricted neighborhood of Ypsilanti, Michigan. Its conceptualization and initiation, and the subsequent implementation by the teachers, were deeply

The present study examined the use of the Socratic method in developing children’s critical thinking skills. Accordingly, the study group consisted of fifteen 5–6 year-old kindergarteners along with their 2 teachers. The study is a case design study which is one of the qualitative research methods. A Socratic method-based education program prepared by the researchers was implemented twice a week for

The purpose of the current study was to examine the dyadic association between parents’ self-compassion and children’s emotion regulation in early childhood, with a specific focus on the mediating role of the coparenting relationship (cooperation, conflict, and triangulation). The sample of this study consisted of 333 parental dyads (333 mothers and 333 fathers) who had at least one child between 36

The purpose of this article is to elevate the voices of kindergarten through second grade (K-2) educational professionals regarding their experiences teaching writing. Although reading instruction continues to dominate public attention, there is a need to better understand the current state of writing, an often neglected content area, from educational professionals who are delivering instruction. Specifically

This study examines the relationship between the immigrant status of Head Start parents, their perceptions of parent-teacher relationships, and their home-based involvement in their child’s learning. The study utilized a nationally representative sample from 577 children and families from 60 Head Start programs from the 2014 Head Start Family and Child Experiences Survey (FACES, 2014). Immigrant parents

The COVID-19 pandemic led to unprecedented disruptions to children’s education across the globe, including abrupt transitions from in-person learning to learning from home. The current study investigates patterns of change in the educational challenges that 453 children and 454 parents experienced at home during the early (2020–2021) and later stages (2021–2022) of the pandemic. The study took place

Increased stress among teachers during the pandemic has driven global concern about burnout, and initial evidence suggests teacher turnover and attrition increased during the pandemic. Burnout and attrition are of particular concern in early childhood education, where teacher turnover was already high pre-pandemic and is negatively associated with program quality and child outcomes. We interviewed

Writing for publication is a formidable challenge for emerging scholars (graduate students and early career faculty) tied to high-stakes outcomes. One substantial challenge in writing for publication is successfully navigating the blind peer review process. This study focuses on the revision experiences of nine emerging scholars who have successfully published their first solo-authored publication

This study examined parents’ beliefs and potential links with their children’s (1) interest in science, (2) competence in learning science, and (3) science learning opportunities offered to their children. The study included a sample of 1,490 parents who had young children enrolled in U.S. preschool (3 years old, 55.9%) and pre-kindergarten (4 years old, 44.1%) classes. Data were collected via online

The prenatal period is an ideal time for interventions and social service programs to initiate supports for families, such as is done in many home visiting and two-generation programs, including Early Head Start (EHS). EHS works with pregnant people enrolled in the program to determine what their specific needs for services are, and then either provide the services or offer referrals to them in the

Gratitude writing exercises are a common tool used to promote gratitude. However, understanding of the specific writing features that are associated with written expressions of gratitude is limited. In this study, we investigated how fundamental characteristics (words, punctuation marks) of early elementary student’s writing relate to their gratitude. Specifically, we reexamined a subset of data from

In Aotearoa New Zealand autism identification is often delayed due to the limited availability of trained professionals. Early Childhood Educators (ECEs) could play a critical role in referral for autism assessment, given their frequent contact and familiarity with children in their centers and their vast developmental knowledge. Within this study, we evaluated data from 73 ECEs who received Monitoring

While informational texts have been shown to enhance vocabulary and content knowledge, most prior research indicates that early childhood teachers seldom read such texts to their students. This study offers an updated perspective on the frequency of informational text use during read-aloud sessions by kindergarten teachers. These teachers work in a large urban U.S. district committed to building content

The early childhood education (ECE) workforce shapes the developmental outcomes of the next generation. Despite the critical nature of this role, ECE providers face high demands and low resources, impacting their well-being, burnout, and turnover intent. Thus far, there is limited evidence on rural–urban differences in the relationship between job demands, resources and experiences of burnout and turnover

Emergent literacy skills are essential for reading development, yet autistic students face a greater risk of reading difficulties. This qualitative-driven, mixed-methods study explored public preschool teachers’ pedagogical content knowledge in teaching emergent literacy to autistic children. Findings from questionnaires and interviews with ten purposively selected, licensed public-school teachers

Let’s do Engineering was a research and engagement project running for 2 years in Scotland, aimed at broadening perceptions of engineering in the early years (ages 3–7). Engineer role models and creative practitioners co-created educational resources which were tested across a variety of settings, including preschool and primary schools. Twenty engineer role models developed over thirty different activities

Child developmental milestones are deeply rooted in Western developmental theory and, therefore, cannot be assumed to generalize to culturally and racially minoritized (CRM) children and families, including those who are from international backgrounds. When developmental milestones are exclusively used to assess children’s development and make decisions about child goals, Early Childhood Education

Group coaching is defined as a collaborative process where a coach, knowledgeable in facilitating positive group dynamics, is an active member of a community, encouraging productive dialogue and goal achievement. Group coaching is a unique form of professional development because it combines key components of individual teacher coaching within a learning community context. The purpose of this qualitative

The purpose of this study was to investigate the experiences of a group of mothers who participated in an online musical parenting educational program. The participants comprised 18 mothers with infants from birth to 12 months old. This study was conducted for 6 months using qualitative research methods: semi-structured interviews and informal discussions with mother-participants, participants’ digital

This cross-cultural study examines the life skills of preschool children in Turkey and Rwanda, exploring similarities, differences, and the socio-cultural and educational contexts that influence these skills. Life skills, defined as adaptive and positive behaviors that enable individuals to cope effectively with life’s demands, are critical for holistic development. Using an exploratory sequential

Transitions from preschool to kindergarten can be problematic for children and their families when programs prepare children for kindergarten in groups rather than through an individualized process. Another drawback with current transition practices is that parents and families may lack assessment tools that can provide insights into their perceptions of their child’s growth and development. A multiyear

The parent-child relationship is evolving due to the influence of technology in the digital age. Traditional family dynamics are changing, prompting parents to rethink their approach to children’s development and learn how to interact effectively in digital environments. In light of these considerations, this study aims to examine the role of parental media mediation in the relationship between digital

This theoretical article linking theory and practice summarizes current understandings of the importance of teacher-child relationships and provides insights in teacher competencies, strategies, and behaviors that promote positive relationships with young children in classrooms. Drawing from attachment theory, teacher-child relationships are described as dyadic relationships encompassing attachment-based

Many scholarly publishers and leading professional associations publish books that are a collection of chapters written by various academic authors. This practical article begins by delineating the criteria for a high-quality edited book project. It then discusses possible benefits for chapter authors and argues that the edited collection is a unique genre in academic writing. Next, it challenges outdated

The study explores the dynamics and interactions between a father and a child of a multilingual family during their daily shared book reading (SBR) practice. Through Bourdieu’s lens of cultural capital theory, the study specifically explores how meaning was constructed, over time, through the child and parent’s verbal and nonverbal participation during SBR and how literate cultural capital was constructed

Transparent research reporting is essential in ensuring the credibility, replicability, and applicability of scientific findings. This narrative review provides an overview of different reporting standards used for early childhood education research. Reporting standards are guidelines for which information should be reported in research papers. The purpose of this review is to aid researchers and practitioners

Pláticas are informal sustained conversations drawing from the Chicanx/Latinx oral tradition of sharing thoughts, memories, and experiences, embracing storytelling, ambiguities, interpretations, and self-discovery like oral storytelling. This study explored how 13 early childhood teachers in South Texas use pláticas, conversational interactions, as a cultural and linguistically responsive practice

Spatial reasoning comprises a set of skills used to mentally visualize, orient, and transform objects or spaces. These skills, which develop in humans through interaction with our physical world and direct instruction, are strongly associated with mathematics achievement but are often neglected in early grades mathematics teaching. To conceptualize ways to increase the representation of spatial reasoning

This study explores the pivotal role of authentic writing experiences in early childhood education by examining preschool educators' beliefs. Utilizing a comprehensive questionnaire, data were gathered from a diverse group of preschool educators, revealing their perspectives on the significance of authentic writing. The research highlights the importance of self-expression, creativity, and communication

Visual perspective-taking (VPT) is a foundational skill for understanding the social world and emerges in early childhood. However, its developmental trajectory and associations with visual stimuli features and family socio-economic status (SES) remain underexplored. This study examined 254 preschool children aged 3 to 5 years (130 girls) using the “photographer task,” in which children identified

This manuscript provides information about how to support young children who sustain concussions or traumatic brain injuries (TBIs) in their classrooms. A description of concussion or TBI symptoms, ways of communication with young children, classroom accommodations, and parental support are presented. The concussion signs and symptoms in children are slightly different from those of adults. When talking