The purpose of this article is to describe what has been learned over the past 20 years of research on general early childhood preservice teachers’ attitudes toward inclusion. An extensive literature review was conducted to critically examine the purposes that guided the reviewed studies, the methods used to measure preservice teachers’ attitudes toward inclusion, and the major findings of these studies

Early childhood teachers play a central role in children’s learning and development. Yet, they encounter stressors that can negatively impact their well-being, relationships with children, and, ultimately, job retention. To inform efforts to support early childhood teachers’ work-related well-being, the current study examines positive factors that predict work engagement. Participants were 50 early

Building on Froebelian principles that highlight the importance of family and community, this study explored the importance of collaboration and communication as part of a two-way dialogue. The aim was to identify the key characteristics of a model that would encourage interest and commitment to partnerships from both parents and practitioners. The idea of such partnerships has a solid theoretical

This study aims to examine pedagogical meanings of the Mimamoru approach frequently used by Japanese early childhood educators in children’s physical fights. Mimamoru is a strategy in which educators intentionally withhold an intervention, while carefully observing children, to foster children’s voluntary participation in their own learning, socially and cognitively. In this report, we examine why

The Coping Power Program is an evidence-based intervention for children identified to be at risk for developing externalizing behavioral problems. The Coping Power Program has been adapted to universally prevent behavioral problems in school-aged children. This study sought to test the efficacy of this adaptation, the Coping Power Universal program, on preschoolers' behavioral difficulties and pre-academic

This article reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for children in their pre-k classrooms. The professional learning

This manuscript describes the current debate about the use of leveled readers during literacy instruction. Some experts claim that leveled readers are overused in classrooms, at the expense of more complex texts. As a result, students may lack exposure to sophisticated vocabulary and varied text structures. In contrast, other experts assert that leveled readers are needed to ensure that students are

Attendance at high-quality early childhood education and care services can have positive impacts on children’s learning and development, particularly for disadvantaged children. Aboriginal children in the Northern Territory are among the most disadvantaged in Australia and stand to benefit in the short- and long-term from attending high-quality and culturally safe early childhood education and care

Emergent literacy is an umbrella term that encompasses developmental precursor skills, knowledge, and attitudes related to reading and writing. Previous studies have focused on the cognitive aspects of reading, such as word recognition, phonological awareness, and comprehension. However, reading is also an activity that requires effort and involves motivation and attitudes. These affective dimensions

The purpose of this study was to examine children’s reading performance and parents’ use of reading support strategies throughout their participation in a family literacy program. In the program sessions, parents learned strategies to promote discussions around reading and strategies to support children at the word level. The program occurred in a second-grade and third-grade classroom with a culturally

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. Participants were 302 parents and 118 educators from 19 long

Touch screen tablets and story book apps provide opportunities for teachers to support young children’s shared reading experiences. Much research has examined the benefits of digital book reading in children’s learning. However, less is known about how very young children engage with and learn from interactive story book apps and how teachers support these early reading experiences. The case study

In most states, Early Childhood Educators (ECEs) with a Birth-Kindergarten teaching license serve as both the general education teacher and special education teacher for children and their families in inclusive early childhood education (ECE) settings. Prior research suggests that inclusive programming does not guarantee these ECE settings are high-quality. Although evidence-based practices (EBP) and

Long considered a best practice, early childhood educators are now strongly encouraged, if not mandated, to collect and use data to inform instructional practices. However, the methods, processes, and abilities of educators surrounding ongoing data collection and use are largely unknown. Also, there is little evidence on how best to prepare educators to incorporate data use into instructional practices

Go Nutrition and Physical activity Self Assessment in Child Care (NAP SACC) is an evidence based intervention developed to positively impact childhood obesity in early childhood education (ECE) facilities. One focus of Go NAP SACC is the development of physical activity best practices. However, little research has examined differences in achievement of best practices based on age of child and geographic

Children’s attitudes about STEM are formed early. As such, the ecology of early childhood classrooms can either afford or deny access to relevant experiences that help children nurture early self-understandings and ways of positioning themselves in relation to STEM. This early positioning and the funds of identity they afford are critical to early STEM academic identity development. While Fasso and

This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual 2-year-old children. Eight im/migrant Latino mother–child dyads (age: time 1: M = 23.25 months, SD = 3.34; time 2: M = 30.13 months, SD = 4.14; time 3: M = 35.13, SD = 4.34) were observed and assessed at three time points. Regression and linear mixed modeling were used

Although researchers and practitioners have acknowledged that family engagement in children’s schooling occurs in many forms, most studies and program efforts continue to focus primarily on school-based participation, or the school-to-home link. Embedded within this notion of family-school partnership is the reification of a power differential between teachers (the experts) and parents (the learners)

Teacher educators and educational leaders have emphasized the importance of teachers who can effectively elicit and interpret their students’ thinking. This study included the development of elementary education candidates’ capacity to elicit and interpret student thinking while serving as tutors to primary grades students who had not yet met grade level expectations from the previous year. This multi-methods

The aim of this integrative review was to provide a synthesis of existing evidence on the impact of early childhood educators’ (ECEs) personal health and wellness on their ability to model, engage, and interact with children in developing physical literacy (PL). Electronic databases searched included PubMed, APA PsycInfo, EMBASE, Public Health Database, and Scopus, and a search of grey literature,

We studied the working conditions in Early Childhood Education and Care (ECEC). The aim was to explore how ECEC staff experience work demands and resources and how these relate to turnover intentions. The research was based on a modified Job Demands-Resources model (Bakker and Demerouti in J Manage Psychol 22(3):309-328, 2007) according to which job strain is influenced by both job demands and resources

Active engagement in music has numerous academic and social benefits for young children and music-making is included in many early childhood standards and preschool curricula. The purpose of this article is to provide quality resources for classroom teachers to use in providing music-making activities for young children, ages 3–5. Although teachers may use music in their classrooms, we provide resources

The transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) is a stressful time for caregivers of children with disabilities. Existing literature has provided some insights into the challenges parents face during the EI to ECSE transition. However, to date there is no existing summary of the literature in this area despite the benefits such a summary could provide. Therefore

Place value is a challenging concept in children’s developing understanding of number. In this study we examine how first-grade children’s developing understanding interacts with representations of place value in a virtual game. We examined the comments and strategies children produced during the game, particularly attending to those that exhibited emerging knowledge about base-10 structure. Both behaviors

In recent decades, there has been considerable public interest and policy action regarding the issue of exclusionary discipline from early care and education (ECE) settings. While numerous states have pursued legislation to address this practice, the legislation has received scarce empirical attention. Using a qualitative approach, the current study investigated state legislation addressing ECE exclusionary

The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study

Teachers’ valid observational assessments of children’s competencies in kindergarten are critical, as formal classroom testing is not prevalent. Controlling for SES and gender, hierarchical multiple regression was used to test the hypotheses that kindergarten teachers’ ratings of certain learning and behavioral competencies related to literacy, mathematics, and approaches to learning were predictive

Child care centres in many developed countries have expanded exponentially due to the increased participation of women in the workforce. Consequently, children are spending long hours in child care settings, and hence the issue of quality of provision has come under scrutiny. Given the vulnerable age of children, particularly those birth to 3 years, researchers investigated parents’ views of a primary

Children benefit from strong home–school relationships. Yet, parents who are immigrants and refugees are expected to follow frameworks for school involvement that are incongruent with their cultural backgrounds and experiences. Drawing on aspects of world-making (Kondo in World-making: Race, performance, and the work of creativity. Duke University Press, Durham, NC, 2018) and funds of knowledge (Moll

The original version of this article unfortunately contained an error in Abstract section, in-text reference citation and reference section.

The voices of young refugee children are often unheard and unacknowledged in early childhood research. Deficit views that perpetuate their vulnerability and victimization pervade research and media. Such omnipresent views need to be challenged by foregrounding and capitalizing on the strengths, agency, and resilience of refugee children. Grounded in the Community Cultural Wealth framework, this study

This study investigated the repercussions of the Covid-19 pandemic on preschool education and sought answers to how preschool education is implemented, what kind of activities are held, what kind of challenges need to be overcome, and what measures need to be taken to sustain preschool education. The sample consisted of 25 preschool teachers and 30 parents recruited using criterion sampling, a purposive

Evidence suggests that acting mindfully, that is, by stressing the purpose of the action and monitoring its current state, may benefit health, wellbeing, and academic achievements. We sought to investigate the underlying motor abilities affected by mindful-movement (MM) intervention, and which mediate its effect on academic achievement among kindergarteners. To this end, 160 children aged 3–6 years

This paper explores strategies that support Aboriginal parents’ mastery of evidence-based early learning strategies, and their impact on young Aboriginal children’s learning outcomes. The three-year study followed 32 parent-child dyads attending Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities in 2015–2017. Trained FaFT staff provided parents with coaching in

This paper examines the role of interprofessional collaboration in the identification and reporting of a child in need. Such collaboration is especially important in the context of the global pandemic caused by the novel Coronavirus disease of 2019, known as COVID-19. The child protection system must have the capacity and resources to respond to increased demands during this time, and early childhood

Head Start (HS) teachers are central to providing constructive adult–child interactions that prepare preschool-age students for school and future successes. This qualitative study included interviews with teachers and explored teachers’ perceptions of organization and teacher well-being related to improving student outcomes. Understanding the HS teacher setting will help educators and administrators

The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE) mealtimes and high-quality teaching practices and teacher characteristics. We found variation in teachers’ use of responsive feeding practices. Teachers were more often observed using role modeling than supporting eating self-regulation. Programs

The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall health and well-being. This study applied the Job Demands-Resources Model (JD-R) and administered a cross-sectional

This article explores pre-service teachers' personal experiences as they implemented immersive virtual reality using Google Expedition during a summer STEM camp for primary students. The research is situated around semi-structured interviews conducted to determine how pre-service teachers view their experiences using Google Expedition in primary classrooms, and the pedagogical challenges they encountered

The purpose of the study was to investigate prospective early childhood teachers’ conceptions of teaching science, and thus identify their strategies for enabling their future pre-K to 3rd grade students’ construction of science content. For the purpose of this study, we subscribed to the view of conceptions of teaching as having dimensions and orientations reflecting two different models of learning

Suspension and expulsion, typically thought of as discipline practices for high school students, occur at the early childhood level. In fact, 3- and 4-year old children are suspended and expelled from school at a rate three times that of their teenage counterparts (Gilliam, Foundation for Child Development, 2005). In many states, legislation exists preventing the suspension and expulsion of our youngest

The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more

Interactive book reading is an active practice that aims to stimulate children’s language and literacy development. The interactions that take place during book reading are essential to understand; however, there is limited research on the practice of interactive book reading within refugee families. This qualitative study utilized observation and focus group data to capture the interactions taking

Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to address the unique and diverse challenges of families, support and resources may need to be prescribed on a case-by-case basis. This article suggests ways early intervention programs can assess parent stress, self-efficacy and disability specific

The original version of this article unfortunately contains some typo in Table 1.

The present study examined the concurrent relations between culture-specific dimensions of family engagement for low-income, Pan-Latine families and children’s narrative ability, a critical predictor of reading success. One hundred seventy-five children and their caregivers were recruited from seven Head Start centers in a large city in the northeastern region of the US. Family engagement was assessed

Preschools and public libraries are natural partners in that they share similarities in their support for early learning and family engagement for the young children and families in their communities. Because of this, public libraries often partner with preschools to offer rotating book collections and storytimes to increase book access and literacy skills for the young children who attend the preschool

Children in early childhood classrooms (i.e., preschool through early elementary) who engage in persistent challenging behaviors often show social-emotional delays and are at risk for grade retention, referral to intervention or special education, and long-term educational and societal consequences. The social-emotional delays children with persistent challenging behaviors have could impact play skills

Studies showing that early language skills are important predictors of later academic success and social outcomes have prompted efforts to promote early language development among children at risk. Good social skills, a competence identified in many children who are English Language Learners (ELLs), have been posited in the general literature as facilitators of language development. Yet to date, a

Children exposed to the risk factors associated with parental mental illness are seen to be at risk of developing cognitive, emotional, and behavioural difficulties in preschool and later in life. Given that educational settings are seen as optimal for early intervention, preschool teachers have an important role to play in identifying and responding to the needs of these vulnerable children at a critical

School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children’s transition to school and are acknowledged as their child’s first

The original version of this article unfortunately missed to include the Acknowledgement section.

A recent trend in public libraries′ children’s services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using the CLASS (Classroom Assessment Scoring System) measure

Students with ASD frequently experience anxiety disorders as a co-occurring condition (Kent and Simonoff in Anxiety Child Adolesc Autism Spectr Disord. https://doi.org/10.1016/b978-0-12-805122-1.00002-8, 2017). Symptoms related to anxiety disorders affect students with ASD in a variety of domains, including academic performance, inclusion opportunities within school, daily living activities, and social

The original version of this article unfortunately contained a typo in co-author name.

The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions. This study examined the working conditions and physical, psychological, and professional well-being of early childhood teachers and compared the results by the child age group they care for and by teachers’ level of educational attainment

This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged

The Head Start Program Performance Standards (HSPPS) have mandated that Early Head Start (EHS) programs implement coaching experiences for education staff (§ 1302.93, ACF 2016). Therefore, coaching in EHS with the home visitor-as-coachee warrants further attention. Despite multiple calls for coaching home visitors, there remains a lack of research on the delivery of coaching. In this study, five home

Rates of homelessness are worsening in the United States, with a third of individuals experiencing homelessness being families with children. These families face many challenges, including limited social supports, insufficient access to services, and mental health concerns. These challenges inform a nuanced worldview, leading parents experiencing homelessness to understand their child’s school life

This study examined the challenges of pedagogical documentation from the perspectives of Turkish early childhood teachers. Pedagogical documentation was initially introduced as a teaching, learning, and assessment tool in early childhood education settings in Turkey through a three-year project. A total of 22 early childhood teachers working in a variety of early childhood programs participated in