ABSTRACT Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors

ABSTRACT This study uses data from semi-structured interviews conducted with 44 early childhood education (ECE) staff and examines how knowledge dissemination processes operate in ECE centers, including how information from off-site trainings is diffused among staff. Our sample includes administrators, lead teachers, and assistant teachers serving children aged zero to five in a large ethnically-diverse

ABSTRACT A large body of research literature suggests that quality formative assessment has the potential to promote positive outcomes for young children. This paper posits that early childhood educators learn how to use developmentally appropriate assessment practices to effectively assess young children and use these data to make decisions that matter most by having intentional opportunities to engage

(2021). Preparing early childhood professionals to support the social welfare of young children. Journal of Early Childhood Teacher Education: Vol. 42, No. 2, pp. 121-122.

ABSTRACT Stress has been shown to negatively impact early childhood teachers’ abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal

ABSTRACT Because of their frequent and regular contact with families, early childhood educators (ECEs) have the opportunity to get to know parents and forge bonds with them. They may also witness parental violence and be asked to provide support as parent ask for advice. In the context of parental violence, ECEs support can be directed toward the parents (e.g., reporting them to the child protective

ABSTRACT An extraordinary number of young children are exposed to trauma that impacts their development and well-being. Early care and education (ECE) programs are uniquely positioned to support children exposed to trauma yet may lack access to resources and professional development to enhance their capacity to deliver trauma-informed care. Using a qualitative multiple case study methodology, this

ABSTRACT Early science, technology, engineering, and math (STEM) education matters for young children’s learning and their academic trajectories (McClure et al., 2017), but teachers must be empowered and supported to effectively teach STEM subjects to all children, including dual language learners (DLLs). This study focused on a curriculum-agnostic professional learning model (Brenneman, Lange, & Nayfeld

ABSTRACT Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on

ABSTRACT The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to

ABSTRACT The importance of early intervention for developmental disabilities, such as Autism Spectrum Disorder, is increasingly recognized as critical to children’s later success, making it necessary to better understand how professionals who work regularly with young children view the use of developmental screening in their professional practice. This study examined knowledge and attitudes toward

ABSTRACT Children served in early care and education classrooms increasingly represent a variety of racial and cultural backgrounds. Such demographic changes have led to renewed attention to the importance of teachers’ preparation and practices with children of color. Despite classroom demographics, early childhood teaching practices in the United States are informed by the dominant culture. Practices

ABSTRACT This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including

ABSTRACT Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children’s voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who enrolled in the Reception Year module participated

ABSTRACT This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices

ABSTRACT Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused

The integration of technology in the classroom has become commonplace in early childhood education; however, promoting outdoor learning is not as emphasized. A wealth of research has documented how...

The ability to notice students’ mathematical thinking is key to better understanding student learning and effective teaching. Our professional development program utilized a Child Study Assignment ...

Effective parental communication is a professional responsibility that is often overlooked in preparing the next generation of early childhood educators. Preparation programs that incorporate conte...

This article contributes to knowledge about mentoring in preschool, which is important as research on mentoring of preschool teachers is limited. The study examines how in-service preschool teacher...

This research reports on studies conducted in two early childhood education (ECE) teacher preparation programs focused on increasing preservice teachers’ intercultural competence through intercultu...

Effective professional development (PD) interventions that promote high quality teacher-child interactions are important mechanisms to support social-emotional and cognitive development in early ch...

All too often pre-service teachers are not well prepared to discuss issues of racism, oppression and bias with their future students. Teacher educators can prepare their students for this work by d...

Educators strongly influence young children’s behaviors, and their perspectives regarding physical activity (PA) and screen-viewing (SV) may influence their provision in childcare. This study gathe...

Given the recent attention on early childhood mathematics education, it is important to understand how early childhood educators conceptualize the work of mathematics teaching and learning. This ar...

ABSTRACT The field of early childhood education and care in the United States and around the globe is challenged by the growing number of immigrant children in classrooms and their diverse needs. Juxtaposing these concerns is a great silence in the literature on teacher development and education for teaching young immigrant children. Through a series of interviews, classroom observations, and artifact

Teachers’ sense of efficacy refers to the beliefs held by teachers (pre-service and practicing) for completing the tasks associated with teaching. This belief is bound by the nature of tasks which ...

The purpose of this paper is to investigate how preparation for teaching culturally and linguistically diverse children influences early childhood teachers’ motivation to remain in teaching. This s...

Using a constructivist approach to teacher education, the present study compared the learning outcomes of students in two child development courses infused with instruction in how early education a...

This article focuses on student teachers’ professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with...

“Parent involvement”, valued by the field of early childhood education, is shown to contribute to the growth and development of children. However, what has in fact, been “valued” are engagement pra...

Novice teachers’ need for support and induction is widely recognized, and so is the role of principals in that process. Accountability-driven reforms in education have compelled principals to incre...

In this paper, an early childhood teacher educator and researcher describes the experience of facilitating and enacting a practice-focused course design for preservice early childhood teachers. The...

Coaching is becoming widely recognized as a tool to help early childhood educators enhance teaching and build professional skills. Although effective, the use of an external coach can be cost and t...

How can online modules be used to teach undergraduate students or pre-service teachers the principles of Developmentally Appropriate Practices (DAP) for guiding young children’s behavior? To examin...

This study explores common themes in recruitment and retention practices of Latinx undergraduate and graduate students that emerged across interviews of faculty in leadership positions at Institute...

(2020). Recalling childhood: transformative learning about the value of play through active participation. Journal of Early Childhood Teacher Education. Ahead of Print.

According to recent statistics, fewer than 3% of early childhood educators are self-identified men. Thus, at a time when young children are constructing their identities and exploring gender roles ...

This study evaluated the impact of a pilot coaching project that included peer coaching in an early childhood program in the Northeast. A total of 18 coaches provided coaching with 15 teachers. Pee...

This article is on early childhood teacher education in Tajikistan. It is contextualized by the collapse of the Soviet Union and Tajikistan’s rebirth in 1992, followed by Tajikistan’s immediate spi...

ABSTRACT Strong family involvement in children’s education supports positive academic and social-emotional outcomes. Therefore, developing early childhood (EC) professionals’ competence in engaging and involving families in their children’s education is emphasized across state licensure requirements, personnel preparation standards, and professional recommendations (e.g., Division for Early Childhood

Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service ear...

Although there have been calls in the early childhood field for effective approaches to preparing the workforce to support optimal early child development, there is a gap in understanding how diffe...

The US Census states that Americans under the age of five are a majority- minority with 50.2% of this population from minority backgrounds. As our country continues to grow as a rich, diverse multi...

Teachers’ positive relationships with families contribute to the social, emotional, and intellectual development of children in early childhood education programs. Effectively involving, communicat...

This qualitative study explores how a group of preservice teachers, all of whom had been well prepared to become primary-grade teachers, made a transition into infant/toddler group care settings. T...

The early years of a child’s life are critical in supporting their physical development. As a result, early childhood teachers have a profound responsibility and influence on the development of you...

Many within early childhood and early childhood teacher education are concerned about the changed kindergarten. At the same time, students entering early childhood teacher education programs were e...

Pre-service early childhood teachers (PECTs) are expected to support young children’s engaged and meaningful use of ICT for early learning and development. Unless teachers believe that ICT is benef...

ABSTRACT Web-based professional development has the potential to increase the early childhood workforce’s knowledge of young dual language learners (DLLs). Yet there is a gap in the literature on web-based professional development specific to DLLs and its role in changes in actual and perceived knowledge among early childhood professionals. To begin addressing this gap, the current study examines the

Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general educatio...

ABSTRACT This qualitative interview-based study examined the perceptions of 17 diverse, mainly non-traditional age early childhood practitioners enrolled in a 2 + 2 Bachelor of Applied Science degree completion program focused on children birth to age five, as to the perceived influence of program on them personally and professionally. The theories of Self-Efficacy and Possible Selves comprised the

ABSTRACT In this study, researchers examined the collaborative process that occurred when early childhood teacher candidates and engineering students partnered to design exhibits to be used in an informal learning setting for young children. The findings present data from 52 early childhood candidates who participated in the study over the course of two fall semesters in consecutive academic years

ABSTRACT Mindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article

ABSTRACT Teaching is a complex process which includes multiple aspects; similarly learning to teach requires a system of multiple components interacting to support pre-service teachers to become effective teachers. One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service

Looking back over the issues in this volume, article topics ranged from preparing teachers in the areas of technology and math to exploring nurturing and love in teacher preparation and education. We had a fantastic special issue focused on Preparing Early Childhood Teacher to Assist Children who are Caught in Disasters with guest editor Judit Szente. The field of early childhood teacher education

ABSTRACT The present qualitative study explores the beliefs of Iranian early childhood English teachers regarding their roles in teaching English as a foreign language (EFL) to young learners at kindergarten and preschool age. The data were collected through classroom observations and interviews with 13 Iranian EFL kindergarten teachers who volunteered to participate in this study. More specifically

ABSTRACT Given that identity continually evolves within socio-cultural contexts of meaning, is there any perceived connectedness between place-based identity and the development of teacher identity? How might shifting personal and professional stories of experience influence teachers’ sense of place, whereby place is conceptualized through interconnected ways of living and working in time and place

ABSTRACT There is a strong national movement to improve the quality in child care programs nationwide and an important part of this movement includes professional preparation standards. Stakeholders in New York State (NYS) have developed the NYS Children’s Program Administrator Credential (CPAC), designed to meet the need for increased knowledge in child care administration. In response, Empire State

ABSTRACT Face-to-face time with students in the early childhood college setting is at a premium and often flies by before we begin to scratch the surface of active learning. Building a community of learners is one of our main goals as instructors; therefore, we strive to set up active learning environments optimal for all students. This reflection on practice highlights the text connections learning