In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a…

This study explores Saudi teachers' beliefs about STEAM education in early childhood education settings. The study sample consisted of 245 teachers working in kindergartens. The participants completed a survey comprising twelve items to elaborate teachers' beliefs toward implementing STEAM practices in their classrooms, as well as four close-ended…

Research studies and national education standards support the importance of young children acquiring narrative skills for early language and literacy development. Less is known, however, about teachers' beliefs about how essential it is to provide young children with narrative instruction. Using a person-centered approach, the current study…

Behavior disorders in early childhood are a major public health concern. A large percentage of young children spend their day in childcare settings, making early childhood educators a relevant population to target for behavior management interventions and training. Conscious Discipline® (CD®) is an evidence-based program targeting social emotional…

In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised…

Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to developmental and health benefits for children in the early years. Currently, in Western contexts, children's opportunities for risky play is decreasing. Social factors such as practitioner and parental attitudes and…

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to…

Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers' beliefs about how to support the development of children's CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of…

Government guidelines for relaunching early childhood education and care (ECEC) programs during the COVID-19 pandemic have required the implementation of various practices to minimize the risk of infection transmission. These directives include recommendations regarding serving and handling food, shared spaces, and physical distancing which have a…

An increase in the Dual Language Learner (DLL) population has led to a critical need for early childhood educators to understand how to best serve DLL children and their families. This article describes a qualitative multiple-case study that investigated specific teaching practices for DLLs in six community-nominated exemplary preschool classrooms…

A large amount of research has been conducted on play and in recent years the disappearance of play has been questioned (e.g., Brown in Kindergartners get little time to play. Why does it matter? 2016; Ebbeck and Waniganayake in Play in early childhood education: learning in diverse contexts, Oxford University Press, South Melbourne, 2016).…

The transition to formal education is a critical transition in children's lives that has importance for socio-emotional and behavioral functioning. In the transition process, teachers are key players who work intensively with children and their families. This article focuses on teachers' perceptions of children´s socio-emotional behavior during…

The increasing accountability framework in Kindergarten education has put pressure on teachers to ensure that students reach certain literacy milestones before proceeding to the subsequent grade. One result of this shift is a tension between an emphasis on academic learning and the use of developmentally appropriate practices, such as play.…

The success of new pedagogies depends on teachers' beliefs about what they entail, and the promises and challenges they hold. This study uses a mixed-methods approach to understand the beliefs of early childhood teachers who attended a professional development conference on STEAM teaching, an emerging approach that combine STEM disciplines and the…

Teachers incorporate information from various sources as they form their academic expectations for students. The student record of prior achievement is the most salient factor that educators use to form their expectations for children's achievement. Research on the factors that influence educator expectations has primarily focused on the ways…