In 2017, 5019 educators from primary and preschool settings across Victoria, Australia took part in joint professional learning around effective transition to school processes. Upon registering for this professional learning workshop, participants were invited to identify the most significant challenges associated with transition to school. The…

The aim of this study is to reveal preschool teachers' views on sensory education. In the study, phenomenological design, one of the qualitative research methods, was selected. The study group of the research consists of 20 preschool teachers working in a city in Turkey in the 2022-2023 academic year. Maximum diversity sampling, one of the…

Introduction: Early development of fundamental movement skills (FMS) has various health, social, emotional, cognitive, and physical benefits. However, reports indicate children's motor skill proficiencies are diminishing. Therefore, the early childhood years and early childhood educators are vital for providing opportunities for FMS development,…

Positive education is the teaching of both traditional school skills and skills for enhancing well-being. This study examines teachers' (N = 72) experiences with training in positive education.Qualitative content analysis was used to provide an in-depth understanding of the experiences, and quantitative measures investigated teachers' well-being.…

Going down a slide, dancing to music, and pushing someone on a tire swing are more than simply "play activities" or a means to staying physically fit. Engagement in motor play provides important opportunities for preschoolers to develop a variety of skills, including gross motor, social, communication, and cognitive skills. However,…

The negative impacts of COVID 19 on children's holistic development have been reported by researchers around the world. This qualitative study explored teachers' and parents' perspectives on the impact of physical/social distancing and school closure policies on children's socioemotional development. The study was conducted in fall 2020. The…

This paper presents a narrative case study of an innovative Froebelian approach to professional development, implemented in a large Nursery School and Family Centre in southern England undertaken as part of an extended programme of research and development funded by the Froebel Trust from 2021-2024 which was trans-national, including two early…

The aim of research was to reveal the views of preschool teachers on using out-of-school learning environments in preschool education. It was a qualitative research conducted by phenomenological method and eleven preschool teachers from Turkey were included in it. The research data was obtained by interview and the interview form prepared by the…

The authors propose decentering the child as a critical motion in the education of pedagogists who work to refuse developmental pedagogies in early childhood education. Tracing how child-centered developmental practices are obstacles for deeper ethical and intellectual work and reiterate anthropocentric relationalities, they offer two propositions…

The purpose of this study was to determine the preschool teacher's professional development (PD) needs about education for sustainability (EfS) as the first stage of a PD project. The general knowledge of teachers on sustainable development (SD) and their experience in preparing and implementing EfS activities was investigated. The data were…

Reform initiatives are common throughout the Chinese early years education sector. This paper proposes a conceptual framework of a folk pedagogy of change as a perspective on the systemic barriers to the development of practice which foregrounds some of the tensions within and across these barriers. Our analysis is based on three commissioned…

The problem addressed in this study pertained to two elementary schools whose kindergarten teachers encountered challenges in meeting phonological awareness and phonics standards. This basic qualitative study aimed to explore the experiences of kindergarten teachers regarding effective strategies for enhancing children's phonological awareness and…

Half of all infants and toddlers receive care in nonparental settings, such as centers and family child care (FCC) homes. On average, infants and toddlers spend more hours per week in care than preschoolers do. Yet infant-toddler care has been identified as lower quality than care for older children, suggesting that professional development (PD)…

Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic…

Through a school case study, this research identifies the macro- and micro-elements that influence the continuing professional development of nursery staff in a Spanish educational setting. Organizational theories are employed to highlight the professional learning experienced by nursery staff through types of learning (formal, informal, and…