This study's purpose was to elucidate the experiences of educators raising and responding to child-related concerns within Early Childhood Education and Care settings. Parent satisfaction with interactions, educators' ratings of how well interactions went, and educator confidence related to raising or responding to concerns, were examined.…

This phenomenological research investigated what fifteen preschool educators have come to know about children's self-regulation and emotion regulation development, and how we can better enable them to communicate with parents about their children's development. The data sources included over 100 pages of transcripts, field notes and journal…

During COVID-19, many schools in the United States restrict parent visits and parent-teacher face-to-face meetings. Consequently, teachers and parents rely on digital technologies to communicate and build partnerships. Yet, little is known about their perceived experiences with digital communication. To contribute knowledge to this area, this…

The study explored the experiences and perceptions of Black girls as conveyed through the narratives of their parents. In particular, this study focused on racial microaggressions in early childhood education (preschool through third grade). The study employed narratives written by 44 parents of Black children. Ultimately, their narratives…

There is considerable evidence that highlights the importance of family involvement in early childhood education and care (ECEC) on children's development and how when combined with professional involvement has a very positive impact on children's holistic development and therefore, quality ECEC. However, in practice, communicating with families…

Selective mutism is a relatively uncommon, yet significantly impairing anxiety disorder that causes difficulties in young children when communicating in social situations (such as school) even though they speak normally when they are comfortable (such as at home). Early childhood educators play a unique role in helping to identify selective…

Despite the increasing attendance of children with food allergy in schools in Australia and globally, little is known about how affected families manage their children's transition to school. This paper discusses the experiences and support needs of ten mothers during their child's transition to school in Sydney, Australia, drawn from the thematic…

Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies…

Parents and families who are homeless need positive communication experiences with early childhood programs. This article provides several examples of ways to connect with families who are homeless and to meet their needs through continuous communication. Staff development ideas, parent and family involvement, and school-community support…

The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children…

Provides a research-based rationale for using wordless books in early childhood settings. Offers a developmental sequence for introducing children to stories told through pictures. Suggests a general strategy and a wide array of early literacy activities, and recommends ways of communicating with families about the value of wordless books.…