Computational thinking (CT) is widely recognized as a fundamental skill in the information age. However, within the context of Chinese early childhood education (ECE), CT remains underrepresented, with a notable gap in the availability of developmentally appropriate and rigorously validated assessment tools designed specifically for…

Despite the importance of traditional children's literature in children's literacy learning, little is still known about how fairytales can be effectively used for pedagogical purposes to facilitate young children's critical participation in early literacy instruction. The main purpose of this article is to explore the intersection of…

Indonesia is committed to creating an inclusive education system. Kindergartens have a key role to play in this endeavour. However, there are specific challenges that need to be addressed if this potential is to be fulfilled. It has been suggested that the use of keyword signs within Sign Supported Big Books (SSBB) as part of everyday story time…

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by…

Research Findings: The present study analyzes whether child factors are linked to variations in teacher cognitive activation (CA) among individual children in math-related activities within Chinese kindergarten classrooms. The findings show that teachers tend to provide direct CA with high concreteness and that child engagement with tasks is…

Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special…

This paper reports on a study carried out by tutors and students on Early Childhood Studies degree courses at a University in England. The research explored perspectives of three to six-year-old children's outdoor play in Danish forest kindergartens with the aim of troubling and informing approaches to outdoor pedagogy. Inspired by Somerville and…

This study examines associations between the literacy environment of early childhood classrooms and children's engagement. Children's language development relies on quality educational practices in preschool and kindergarten. The literacy environment includes a physical dimension (e.g., books, writing materials, environmental prints) and an…

In this study, we investigated children's classroom engagement and disaffection and their relationships with class size, child gender, child age and school type in Vietnamese kindergartens. Children's classroom engagement and disaffection were examined among 1315 kindergarteners (mean age = 5.49; SD = 0.87) and 33 teachers from 31 classrooms in 8…

Despite the well-documented phenomenon that Chinese parents tend to be actively involved in their young children's education, few studies have explored how Chinese parents manifest math involvement and how their practices operate in early math learning at home. This study investigated Chinese mothers' teaching behavior and its relation to child…

This qualitative, descriptive, naturalistic study investigated literacy activities, instructional assistance, and pre-service teacher's learning engagement within a project-based learning program. The study lasted six months and totaled 100 minutes (about one and a half hours) a week for two credit hours in the fourth semester of the Early…

The number of low-income families in Singapore is increasing. Young children from impoverished backgrounds are at risk of development gaps and challenges. Research has shown that the accumulation of risk factors from adverse childhood experiences can lead to weaker outcomes later in life. The NTUC First Campus (NFC) launched the Child Support…

Cognitive style differences, also known as 'empathizing' and 'systemizing' have been argued as one reason that may explain differences in children's motivation to learn science. Researchers claim that people with a 'systemizing' cognitive style are likelier to engage in science than those with an 'empathizing' cognitive style. As such, they…

The use of tablets in a Greek kindergarten class (16 children aged 4--5) under the digital play framework (Bird & Edwards, 2015) is explored in this study. The Vygotskian framework was adapted with permission in the Greek language and socio-cultural context. The aim was to understand children's use of new, touchscreen technologies, but also to…

This study examines farming practices across regions as "funds of knowledge" that may be integrated into K-12 curricula and instruction. "Funds of knowledge," as conceptualized by Moll, Amanti, Neff, and González (1992), include the knowledge students bring from their families and home communities to the classroom, and serve as…