This article builds on conversations about the nature of a pedagogy specifically for babies, which are defined in this paper as 0–2 year olds. To do this, we explore articulations of social purpose and social pedagogy among 15 baby room educators working in UK nurseries. Our findings suggest four types of social purpose and four types of social pedagogy that inform what baby educators do, how they

At present, research exploring educator’s understandings of displays of student work is scant yet such displays are regularly exhibited within the community spaces of early learning and elementary schools. These displays communicate messages to those within the space about teacher and student agency, curricular priorities, children and their work, and the relationship between teaching and learning

Although quality early childhood education and care (ECEC) and strong collaborations between families and ECEC educators are important for all children, they may be particularly important for children and families who utilize nighttime or weekend ECEC. This study focuses on ECEC educators’ discourses about closeness versus distance in educational collaborations between parents with nonstandard schedules

The body of literature for a professional field is created by voices from people who share their ideas with others through scholarly writing. How do emerging scholars acquire the requisite academic writing skills to publish and contribute to publishing research in our profession? Mentorship is a time-honored practice that could be considered. One possible way to prepare people to amplify their voices

Research on immigrant populations shows that child care choices are dependent on the population’s region of origin. While the Russian immigrant population in the United States comprises the largest group of immigrants from Eastern Europe and is likely to increase in the future, there is virtually no research on Russian immigrant families’ child care search and selection criteria. This qualitative study

Extensive studies have documented cognitive and social-emotional benefits associated with bilingualism. However, past research has considered the cognitive and social-emotional benefits of being bilingual separately, despite research suggesting the convergence of these two domains. This tendency persists even for research that decenters English acquisition and focuses more broadly on benefits associated

As early as preschool, Black children are more at risk than their peers to receive exclusionary practices. These negative early childhood school experiences can create greater risk for entrance into the preschool-to-prison pipeline. However, familial protective factors can help reduce exposure and mitigate this systemic pipeline for young children. The purpose of this study was to determine the familial

Young children are natural scientists, exploring the world around them from infancy. While early childhood classrooms abound in opportunities to integrate Science, Technology, Engineering, and Math (STEM), early educators need to intentionally design and implement accessible learning experiences so that all children can develop STEM knowledge and skills. As such, it is essential to understand teachers’

The present study focuses joint school and university development work in preschool-projects try to increase educational quality. The aim of this study was to explore perceived conditions and perceptions of projects among participants in development projects in eleven preschools. In addition, we were interested in the perceived outcomes of the projects. All projects were aimed at strengthening the

The purpose of this study is to examine the effects of introductory meetings conducted in preschools on children’s school adjustment and teacher burnout. The study included 110 children in the treatment group and 109 children in the control group. A total of 24 participating teachers, with thirteen in the treatment group and eleven in the control group, were involved in the research. Teachers in the

Math language plays a crucial role in early math skill development. However, previous studies have measured math language using children’s knowledge or the environmental input of mathematical language, often limiting the scope to specific types of mathematical language. This study examined both numerical (e.g., number-related) and non-numerical (e.g., geometry, measurement, and spatial relations) mathematical

This study investigates translation strategies that enhance idea generation and linguistic construction in early childhood composing, focusing on high language-growth prekindergarten to first-grade classrooms. Our sample included 28 teachers from two under-resourced districts in the Northeastern United States, serving 324 children. Using an exploratory sequential mixed-method approach, we analyzed

A growing number of early childhood education (ECE) programs are using trauma-informed trainings to support teachers in better managing children’s trauma-related challenging behaviors. However, there is not a great deal of research on how effective these programs are for improving children’s school-related outcomes. This study examines whether a 6-hour trauma-informed training provided to preschool

When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they can contribute to. Eleven preschool teachers

The National Disability Insurance Scheme (NDIS) constitutes a major policy reform for Australian people with disabilities. Despite its ten-year implementation, little is known about the characteristics of the workforce delivering Australia’s NDIS early childhood intervention services (ECI). The present study sought to identify the range of skills, knowledge, and experience of ECI professionals as listed

In Norway, children aged one to five years can attend subsidized and publicly regulated Early Childhood Education and Care (ECEC) centers. These centers focus on holistic child development through play, care, and learning. Therefore, Norway should be capable of providing young children with the best possible ECEC environment, thereby laying a solid foundation for their future school success. However

The early childhood period has lasting effects on physical and mental health. Most U.S. families rely on daily non-parental care for children under five, highlighting the importance of integrating family preferences with educator practices through reciprocal family engagement (RFE). Systems change initiatives are promising to promote RFE due to the potential to realign early childhood systems (ECS)

The early years of childhood represent a critical time frame in emotional development. This qualitative study sought to elucidate the impact of parental relationships and parents’ emotional intelligence on young children’s development of emotional intelligence capacity, as well as changes in this development when a dyadic clinical intervention was applied. The study setting was a children’s psychiatric

The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants

This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on

This study explores the impact of integrating social-emotional learning (SEL) into teacher training programs through children’s literature on the knowledge and attitudes of preservice teachers towards SEL. The research involved creating SEL-themed tote bags, developing lesson plans, and participating in an SEL book reading session to prepare future PreK-4 teachers to nurture essential SEL competencies

The prevalence of early childhood expulsion has been documented for close to two decades, with known disparities for children of color, children with disabilities, and children who have experienced trauma. While empirical data on the lasting impact of early expulsion events continues to emerge, there has been little research focused explicitly on how expulsion impacts caregivers (inclusive of any adult

Kindergarten readiness plays a very important role in children’s later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in

The importance of financial literacy has gained attention worldwide in the last few years. The National Financial Educators Council (2013) defines financial literacy “as possessing the skills and knowledge on financial matters to confidently take effective action that best fulfills an individual’s personal, family and global community goals.” Financial literacy is an essential 21st century global skill

Music and movement activities are universal in children’s play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that

Shared reading sessions utilizing dialogic reading methods have shown promise in supporting children’s language development and comprehension, though variability in implementation among practitioners remains a concern. This study analyzed 33 videotaped, one-on-one dialogic reading sessions implemented by 14 Chilean preservice early childhood educators and children aged 1 to 6. In total, 1289 sequences

The COVID-19 pandemic disrupted education for all children, particularly for children with disabilities. Many preschools closed, offered distance learning or nothing at all, or operated in a hybrid format. We examined the impact of enrollment on young children’s social and emotional adjustment for children with and without disabilities, as well as caregiver stress during the pandemic as reported by

Early Care and Education (ECE) providers earn low wages, have limited access to employer sponsored health insurance, and are at higher risk for poor health (Lessard, 2020). Evidence shows that poor ECE teacher physical and mental health is associated with decreased ability to provide quality care for young children (Esquivel et al., 2016). One potential way to improve ECE teacher health is through

Early childhood educators (birth through second grade) have faced a wide range of challenges while providing education and care for the youngest group of children. Their positions often range from child-care settings to grade school, with different configurations for benefits, class size, and salary. During the first year of the COVID-19 pandemic, 192 early educators shared their perceived stress levels