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Helen Lyndon – European Early Childhood Education Research Journal, 2024
Pedagogic mediation from Pedagogy-in-Participation in Portugal, as a context-specific approach to professional development, provides a participatory framework through which practice enhancements are supported. This research introduced ten ECEC leaders and mentors, within a specific local authority in England, to the democratic nature of pedagogic…
Descriptors: Preschool Teachers, Mentors, Communities of Practice, Foreign Countries
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Leonidas Gavrilas; Marianna - Sotiria Papanikolaou; Konstantinos T. Kotsis – Science Activities: Projects and Curriculum Ideas in STEM Classrooms, 2025
This paper presents a teaching scenario designed to introduce preschool children to electricity, structured around the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The study involves 18 children from an urban kindergarten with diverse backgrounds and learning needs. Over four weeks, children engage in interactive…
Descriptors: Foreign Countries, Preschool Curriculum, Preschool Children, Preschool Education
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Lauren Armstrong – Australasian Journal of Early Childhood, 2024
Australian early childhood education and care [ECEC] has faced a series of change and reform since 2009, including the introduction and later revisions of key curriculum and qualify frameworks, increased qualifications, shifting theoretical knowledge and pedagogies, and challenges from the COVID-19 pandemic. Consequently, early childhood…
Descriptors: Educational Change, Early Childhood Education, Preschool Teachers, Foreign Countries
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Adina Schick; Cassie Wuest; Rachel Lim; Gigliana Melzi – Journal of Early Childhood Teacher Education, 2024
Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and delivery of PD opportunities impact the extent to which the content provided informs classroom practice. In the present study, we explored how teacher…
Descriptors: Preschool Teachers, Culturally Relevant Education, Faculty Development, Cultural Capital
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Birgitta Persdotter; Evelina Landstedt; Karin Hellfeldt – European Early Childhood Education Research Journal, 2024
Teachers in preschools and schools have a central role in detecting children at risk of maltreatment. The aim of this study was to provide a longitudinal understanding of teachers' temporary and prolonged concerns for children's home situations (CCHS), from preschool (age 3-5 years) to year 1-3 of elementary school (age 8-10 years). Teacher- and…
Descriptors: Foreign Countries, Preschool Children, Elementary School Students, Elementary School Teachers
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Ziyue Wu; Dandan Yang; Hasan Tinmaz – Journal of Research in Childhood Education, 2024
In early childhood education in China, kindergarten teachers are facing a period of reform and development in which advanced technologies should be integrated into traditional education. This research aims to identify Chinese kindergarten teachers' opinions on using advanced technologies in their classrooms. The effects of four variables (age of…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Teacher Attitudes
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Flóra Faragó – Journal of Research in Childhood Education, 2024
This mixed-methods study investigated how two White preschool teachers, who were familiar with anti-bias pedagogy but had low training on anti-racist teaching strategies, discussed race and racism, using books, in two predominantly White classrooms. Teachers were observed in two classrooms, during book discussions with children, and teachers'…
Descriptors: White Teachers, Preschool Teachers, Racism, Teaching Methods
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Ahmed Hassan Hemdan Mohamed; Samah Abd Al Fatah Mohamed Marzouk – Education 3-13, 2024
The purpose of this study was to examine preschool teachers' practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven…
Descriptors: Foreign Countries, Preschool Teachers, Online Courses, COVID-19
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Jennifer J. Chen – Policy Futures in Education, 2024
Since the 1990s, Hong Kong has been promoting globally-endorsed, Western-derived early childhood ideologies and approaches, such as the Project Approach (*Chen et al., 2017). This orientation appears to be influenced by policies and practices linked to global neoliberalism and neocolonialism. To shed light on the state of knowledge concerning the…
Descriptors: Early Childhood Education, Educational Practices, Neoliberalism, Colonialism
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Ahmet Erol – Education and Information Technologies, 2024
STEM education, which means integrated thinking, attracts the attention of early childhood educators and researchers. Engineering education, which naturally serves STEM integration, contributes to children's problem-solving skills with failure analysis and continual improvement habits of mind. Children need adult support in this process due to…
Descriptors: STEM Education, Early Childhood Education, Problem Solving, Teacher Role
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Julie Katter; Natalia M. Rojas; Stephanie L. Albert; Bethany Springer; Nicole Huang-Greco; Bonnie Kerker – Journal of Early Childhood Teacher Education, 2024
Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope…
Descriptors: Preschool Teachers, Kindergarten, Collegiality, Teacher Collaboration
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Zlata Stankovic-Ramirez; Brigitte Vittrup – Early Childhood Education Journal, 2024
Physical classroom environments for young children and the quality of those environments have typically been studied by utilizing various rating scales. Research is limited on early childhood educators' perspectives and decision-making processes in striving to create optimal physical classroom environments during the school year. This qualitative…
Descriptors: Preschool Teachers, Teacher Attitudes, Classroom Environment, Barriers
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Hadas Schori; Adiv Gal – Early Childhood Education Journal, 2024
The purpose of this study was to determine the factors that influence the self-efficacy of undergraduate kindergarten teachers and kindergarten teachers to teach science in kindergarten. The research questions were: (1) To what extent, if at all, does the research participants' self-efficacy to teach science change following their academic…
Descriptors: Undergraduate Students, Student Attitudes, Science Teachers, Preschool Teachers
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Görel Sterner; Caroline Nagy; Peter Nyström – Scandinavian Journal of Educational Research, 2024
We report on a scaled-up mathematics intervention in preschool classes (children age six) in Sweden. In the intervention, teachers at seven schools in four municipalities implemented the Thinking, Reasoning and Counting in Preschool Class (TRC) teacher guide in their teaching of 254 students. Results are compared to a previous randomized…
Descriptors: Intervention, Mathematics Instruction, Preschool Children, Preschool Education
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Elena Castro Rodríguez; María D. Torres González; Marina Maniega Fernández – European Early Childhood Education Research Journal, 2024
This case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response,…
Descriptors: Preschool Teachers, Problem Solving, Mathematics Instruction, Instructional Materials
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