The authors describe how an emergent teacher overcame her first-year teaching challenges in reading aloud to preschoolers and explored and adopted reading support strategies to provide equitable and engaging reading experiences for all.

In this article, the second of a two-part presentation, the author advocates for early childhood education, summer school experiences, reduction of absenteeism, and better pay for qualified educators. Part One appeared in the July 2019 issue of the "Record." In this article, the discussion continues with a focus on some other key areas…

Drawing on data from preschools in Australia and the United States, the authors highlight strategies to help teachers demystify the process of engaging young learners with tangible technologies and showcase how robotic manipulatives serve as catalysts for peer collaboration, socio-emotional development, and creative problem solving.

As teachers worldwide struggle to serve an ever-increasing number of children and their families who do not speak the dominant language, the authors present a research-based scenario illustrating practices in Hungarian preschools.

In the technology-enhanced classroom, students' language acquisition is supported through opportunities for engagement, collaboration, concept development, and authentic work.