Most prekindergarten (preK) teachers are probably unfamiliar with the "College, Career, and Civic Life (C3) Framework for Social Studies State Standards." John McDonnell, who teaches a class of eleven four-year-old children, also had not heard of it until he attended the author's workshop on early childhood social studies practices,…

This article investigates the complexities influencing students' access to ICT in order to affect a positive academic outcome. The digital divide metaphor (van Dijk, 2002) has re-entered common parlance in the wake of students being required to learn at home (Duffy, 2020; Nash & Eynon, 2020; Thomson, 2020). Exploration of the digital divide…

Teacher research has been promoted as a context-relevant approach to improving children's learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers' everyday…

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from…

Efforts to improve education should not neglect to provide the rich play opportunities that benefit children in so many ways. In Tanzania, the pre-primary curriculum, for example, guides teachers to use play as the primary method of teaching and learning. Despite this policy mandate for play, however, abundant evidence indicates that Tanzanian…

The concept of Funds of Identity (FOI) comes from a theory of learning that emphasizes the importance of recognizing and using students' cultural, linguistic, and personal backgrounds to enhance their educational experiences. FOI is like a "toolbox" of resources that people gather over time. These resources are shaped by historical,…

Researchers and international organisations recognise that the quality of ECEC services is related to a professional and competent workforce. The latter should be part of a "competent system" that is capable of linking staff's initial good education to the possibility of constantly reflecting on ideas and practices. Continuous…

This article examines children's encounters with dead and dying bumble bees in their everyday entangled lives. Within the context of an early childhood classroom located in suburban British Columbia, Canada, the article stories situated and emergent bee-child worldings to illustrate possibilities for learning with other species in…

Objects are everywhere. People deal with them from the beginning of their lives. From babyhood, they start to recognise them and, progressively, learn to define their attributes and designate the actions related to them. Although the basis of object-oriented programming is translating real-world objects into the object-oriented code, learning…

Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School-based SPS…

This article introduces a center-based direct instruction lesson using picture-based situation cards paired with a problem-solving poster that teachers can implement within the classroom to proactively teach the skill of problem-solving to children between the ages of 3 and 5 years old.

An investment in early childhood education pays off when the benefits continue into adulthood. Although many recent preschool interventions have had positive, short-term effects on young children's language, literacy, mathematics, executive function, and social-emotional development, studies show that related gains in cognitive and academic skills…

This essay is a distillations of decades of efforts at cognitive intervention by many educators. Three likely outcomes for cognitive interventions are described. Recommendations for when interventions can most effectively be conducted, and what children are most likely to respond most favorably are also advanced. Finally, the general nature of the…

This advocacy brief summarizes the key findings from "A World Ready to Learn: Prioritizing Quality Early Childhood Education. Global Report" and its call to action for governments, donors, and partners to invest in pre-primary education. This brief addresses three of the toughest questions ministries of education and finance are likely…

Insofar as urban school systems that are often identified as ineffective include such a large segment of U.S. P-12 students, it is vital to improve academic success. To provide context, the article first discusses key challenges facing urban schools. Second, the article identifies and briefly reviews a variety of approaches to reform models often…