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Kayla Murphy; Keri Giordano; Tanaysha Deloach – Early Childhood Education Journal, 2024
In 2020, the COVID-19 pandemic caused a mandatory shift from in-person instruction to online learning for many young children. Teachers needed to adjust to virtual teaching, children were isolated from their peers, and parents played a bigger role in learning during the pandemic. In 2021, the shift back to in-person learning occurred. Research has…
Descriptors: COVID-19, Pandemics, Teacher Attitudes, Preschool Teachers
Hsiu-Wen Yang; Michaelene M. Ostrosky – Early Childhood Education Journal, 2024
With intentional adult guidance, all children have opportunities to learn new skills across developmental domains during motor play. We collected and analyzed 501 written responses from 16 preschool teachers regarding their perceptions of intervention outcomes across domains, based on their observations during the CHildren in Action: Motor Program…
Descriptors: Preschool Teachers, Teacher Attitudes, Intervention, Program Effectiveness
The Association between Work as a Calling and Turnover among Early Childhood Education Professionals
Allison N. Herman; Tracy Dearth-Wesley; Robert C. Whitaker – Early Childhood Education Journal, 2024
Turnover of early childhood education (ECE) professionals negatively impacts program costs, staff morale, and relationships with children. We determined whether the presence of work as a calling was associated with less intention to leave the ECE field. From an online survey administered to 265 ECE professionals in Pennsylvania, a calling score…
Descriptors: Early Childhood Teachers, Work Attitudes, Career Choice, Faculty Mobility
Nicole Gardner-Neblett; Angelica Ramos; Allison De Marco; Atiya Addie – Early Childhood Education Journal, 2024
A burgeoning body of research shows that children who have stronger oral narrative, or storytelling, skills become better readers and writers later on, suggesting that these complex discourse skills play a pivotal role in literacy acquisition. There is evidence, however, that teachers rarely, if ever, implement oral narrative instruction.…
Descriptors: Teacher Attitudes, Speech Skills, Story Telling, Skill Development
Cynthia A. Wiltshire – Early Childhood Education Journal, 2024
The early childhood education teacher workforce is consistently relied upon to bolster children's academic and socioemotional development in preparation for kindergarten and long-term outcomes. This is especially true of children who, historically overlooked and marginalized, are labeled "at risk." While research has focused on pervasive…
Descriptors: Early Childhood Education, Early Childhood Teachers, Labor Force, Social Development
Chuchu Zheng; Yong Jiang; Beibei Zhang; Fang Li; Tianyan Sha; Xingjiang Zhu; Wei Fan – Early Childhood Education Journal, 2024
Job crafting is the process of individuals redefining and adjusting their job in personally meaningful ways to improve their work experience. In this multiple case study, we explore how a group of kindergarten teachers conducted job crafting and examine its potential outcomes. Based on criterion sampling and purposeful selection, we recruit 28…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Professional Autonomy
Jessica Amsbary; Hsiu-Wen Yang; Ann Sam; Chih-Ing Lim; Megan Vinh – Early Childhood Education Journal, 2024
The importance of early science, technology, engineering, and math (STEM) learning opportunities for all young children has become increasingly documented by research and recommended practices. In addition, high quality inclusive settings where all children can access and benefit from learning activities continues to demonstrate optimal outcomes…
Descriptors: STEM Education, Early Childhood Education, Inclusion, Early Childhood Teachers
John P. Rech; Priyanka Chaudhary; Michaela Schenkelberg; Danae Dinkel – Early Childhood Education Journal, 2024
Preschool teachers are uniquely positioned to impact children's physical activity levels, yet the relationship between teachers' and children's physical activity levels has not been widely investigated. The purpose of this study was to explore preschool teachers' physical activity levels, practices, and perceptions and how this relates to…
Descriptors: Physical Activities, Preschool Education, Preschool Teachers, Preschool Children
Erin R. Baker; Cjersti J. Jensen – Early Childhood Education Journal, 2024
Early childhood aggression is a ubiquitous and developmentally normal behavior; however, different report sources (e.g., child self-report vs. teacher) often yield markedly different interpretations. The current study examined how typical demographic and cognitive factors that have been previously found to explain child behavior (e.g., SES,…
Descriptors: Preschool Children, Aggression, Socioeconomic Background, Child Behavior