Interactions between preschool teachers and children, taking place in early childhood education and care (ECEC) institutions, have an enormous impact on child development. The quality and quantity of these interactions are crucial. This study aims at observing the actual behaviour of preschool teachers during their interactions with children in…

In this study, we examined the effects of training and coaching via video and email feedback on preservice teachers' use of recommended practices. Two preservice teachers in an early childhood special education program developed action plans for implementing recommended practices and videotaped their interactions with children in a blended…

This paper investigates adult-child interaction in the early years of education. The intention is to understand how children's initiatives and practitioners' responses support and/or hinder children's agency. Our ethnographic data include 150 h of video data supplemented by observational field notes from a Finnish Early Childhood Education (ECE)…

In some Western contexts, the pedagogical practices of teachers are to intentionally involve in play-based learning through sustained shared conversations to extend children's thinking (Meade, A., Williamson, J., Stuart, M., Smorti, S., Robinson, L., & Carroll-Lind, J. (2013). Adult-child sustained shared thinking: Who, how and when? Early…

In this paper, we aimed to examine what characterizes teachers' interactions with children in micro-level transitions in Norwegian preschools. We used video and observed transitions at the micro level, such as between meal and sleeping time, and between playing and meals. The participants were 22 teachers from 22 classrooms in 17 preschools. We…

This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The…

Although scalable programs, such as online courses, have the potential to reach broad audiences, they may pose challenges to evaluating learners' knowledge and skills. Automated scoring offers a possible solution. In the current paper, we describe the process of creating and testing an automated means of scoring a validated measure of teachers'…

Background/Context: Young children's engagement with mathematics is occurring in a context in which school transition and readiness concerns that invoke increased institutional rules and disciplinary practices involving power dynamics are coming into play. These trends made us curious to undertake an in-depth investigation of the different ways…

We acknowledge the importance of scaffolding during play; thus, the present study explores the ways early childhood (EC) teachers provide guidance during children's socio-dramatic play and how they employ creative drama in their play interactions. Data collection included the play video recordings of an in-service teacher with a drama background,…

This paper reports on a study exploring metacognition in young children. Developing metacognitive skills helps children become responsible and 'thoughtful about their learning' [Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. "Early Child…

Based on video recordings of five pre-k to grade 4 Chinese dual-language bilingual education (DLBE) teachers' classroom instruction, this article examines the Chinese DLBE teachers' target and first language use and pedagogical moves during their processes of learning to teach in immersion schools in the US. Conversational analyses of classroom…

The present study focuses on exploring the relationships of preschool staff and children with language difficulties in Norwegian and Belarusian contexts. A qualitative case design was used, and data were gathered through video observations and video-based conversations. Through different approaches--narrative analysis and analysis of…

Teachers' professional vision is the ability to notice and interpret classroom interactions and may be considered an aspect of a teacher's competence. Despite research on school teachers, little is known about this competence in early childhood teachers. In this study, the relation between early childhood teachers' professional vision and their…

This study explores how brief in-service training influences preschool teachers' awareness of competences relevant for building high-quality teacher-child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training.…

Educators' acts and verbalizations toward children during daily routines can promote children's early participation, self-agency, and self-esteem. In this study, we investigate the association between the educator's type of Verbalizations (Number of Suggestions, Directions, Orders, Positive and Negative Feedback, Teaching, Questions) and the…