An international contemporary challenge for early childhood teachers is to integrate digital media in preschool. Research indicates that teachers have concerns regarding the use of digital media in preschool, especially in relation to play. In this study, we explore how an early childhood education and care (ECEC) work team takes on this challenge…

In studies of classroom discourse in early childhood education and care (ECEC), a dominance of the communicative pattern of initiation, response, follow-up (IRF) is shown, and a need of knowledge about extensive dialogue for meaning making is argued. In the present study, communication between children and teacher(s) in play is consider as a form…

The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K…

Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered 'readers' or 'writers' in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and…

Being part of a peer group and feeling a sense of belonging increases the well-being of children in early childhood education and care (ECEC). Still, children face exclusion and rejection by peers. This study examined children's peer exclusion experiences in pre-primary school settings, investigating children's voices and perspectives through…

Contextual approaches to high quality Early Childhood Education and Care (ECEC) seek to capture the complexity of children's lives, developing pedagogical approaches that are responsive to children's needs and interests. In 2020, the COVID-19 pandemic provided a complex layer to the question of what constitutes quality ECEC. A mixed methods…

Research that uses innovative approaches to elicit the views of young children has grown hugely over the last 20 years. Against a backdrop of a greater acceptance of children's rights and sociological approaches to understanding children and childhood, with their combined emphasis on the competences and capacities of children, it is now accepted…

As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically…

How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children's performance and achievement. Pedagogic and curriculum progression shifts from…

This study explores how mothers in the US described challenges to their children's (ages birth to eight) play experiences at home during social distancing due to the COVID-19 virus. Understanding their lived experiences is valuable because it will add insight into the effects of this unique time period on the critical role parent-child…

Indonesia is committed to creating an inclusive education system. Kindergartens have a key role to play in this endeavour. However, there are specific challenges that need to be addressed if this potential is to be fulfilled. It has been suggested that the use of keyword signs within Sign Supported Big Books (SSBB) as part of everyday story time…

Computational thinking (CT) has emerged as an important method in the United States for helping children learn to solve complex problems and develop skills necessary for coding and other computer science-related endeavors. Research has revealed that CT can be encouraged with children as young as 3-4 years of age. While some preschools and schools…

Following a report from the United Nations Convention of the Rights of the Child Monitoring Group in 2017 noting that in Aotearoa New Zealand children's views were not being sought in matters regarding their school, play and feelings of safety, the Children's Commissioner conducted research with school-aged children seeking their related…