Publication Date
In 2025 | 53 |
Since 2024 | 574 |
Since 2021 (last 5 years) | 2234 |
Since 2016 (last 10 years) | 5035 |
Since 2006 (last 20 years) | 7628 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
Teachers | 366 |
Practitioners | 226 |
Policymakers | 74 |
Administrators | 56 |
Researchers | 52 |
Parents | 39 |
Students | 35 |
Community | 5 |
Location
Turkey | 574 |
Australia | 453 |
Sweden | 329 |
China | 184 |
Canada | 172 |
California | 163 |
New Zealand | 159 |
Norway | 154 |
United Kingdom (England) | 154 |
United States | 151 |
Hong Kong | 142 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 8 |
Meets WWC Standards with or without Reservations | 16 |
Does not meet standards | 15 |
Sophie S. Havighurst; Maud Edvoll; Ida Tidemann; Evalill Bølstad; Hanne Holme; Marit Bergum Hansen; Hege Cecilie Eikseth; Egil Nygaard – Early Education and Development, 2024
"Research Findings": Early childhood workers (ECW's) play a pivotal role in shaping children's emotional competence. This study examined the efficacy of Tuning in to Kids for Kindergarten Teachers (TIK-KT) used with CLASS observations to improve ECW's emotion socialization, kindergarten emotional climate and children's functioning. Five…
Descriptors: Foreign Countries, Socialization, Preschool Children, Preschool Education
Jiahong Su; Weipeng Yang – Education and Information Technologies, 2024
Digital competence is a vital combination of knowledge, abilities, and attitudes required for effective and responsible use of digital tools and technologies in the modern world. This article presents a review of 23 academic papers that investigate digital competence in early childhood education (ECE) settings from 2012 to 2022. The purpose of…
Descriptors: Digital Literacy, Early Childhood Education, 21st Century Skills, Content Analysis
Nicola A. Conners Edge; Khiela Holmes; Elissa H. Wilburn; Melissa Sutton – Early Childhood Education Journal, 2024
Children with histories of trauma exposure experience a wide-range of developmental, social, emotional, and behavioral symptoms. The effects of traumatic life experiences can impact children's ability to learn and function within the school environment. Trauma-informed (TI) schools seek to create environments in which children with experiences of…
Descriptors: Preschool Education, Early Childhood Education, Trauma, Child Care
Christopher Speldewinde; Coral Campbell – Canadian Journal of Science, Mathematics and Technology Education, 2024
The teaching and learning of design technology that occurs in nature-based early childhood education and care (ECEC) contexts such as nature kindergartens remains under-theorised. There is a growing body of scholarship that describes how teaching and learning occurs in these contexts as well as highlighting the benefits for young children learning…
Descriptors: Early Childhood Education, Science Instruction, STEM Education, Preschool Teachers
Begum Canaslan Akyar; Angélica Monteiro; Preciosa Fernandes – Education and Information Technologies, 2024
This study aims to explore preschool educators' attitudes towards to information and communication technology (ICT), its factors and implementation of ICT tools in preschool education by the educators. To this end, a mixed-method research approach was applied, comprising qualitative and quantitative data, collected using survey and field…
Descriptors: Preschool Teachers, Teacher Attitudes, Information Technology, Learning Activities
Pelin Mete – Research in Science & Technological Education, 2024
Research has shown significant relationships between students' epistemological beliefs and their approaches to learning. This study aimed to investigate the relationships between the scientific epistemological beliefs, science learning approaches, and the scientific inquiry skills of undergraduate students who took science courses by expanding the…
Descriptors: Epistemology, Beliefs, Learning Processes, Inquiry
B. M. Gustafsson; M. Sund Levander – European Journal of Education, 2024
The interprofessional, interagency model PLUSS offers education for preschool teachers on how to detect and support preschool children with neurodevelopmental symptoms. A total of 119 preschool teachers used the Strengths and Difficulties Questionnaire (SDQ) to assess behavioural problems and the Children's Engagement Questionnaire (CEQ) to…
Descriptors: Child Behavior, Behavior Problems, Preschool Teachers, Preschool Children
Stephanie Payne Williams – ProQuest LLC, 2024
Educators are charged with ensuring all students receive quality instruction that addresses their needs regardless of their varying ethnic backgrounds. In places where student populations include a diverse English Language Learner (ELL) population, teachers' roles are expanded to incorporate instructional strategies that support learning relative…
Descriptors: Preschool Education, Preschool Teachers, English Language Learners, Educational Quality
Cornelia Rüdisüli; Isabelle Duss; Patricia Lannen; Corina Wustmann Seiler – Early Child Development and Care, 2024
Adults' behaviour in interactions with children is assumed to influence children's playfulness. However, little is known about how the quality of teacher-child interaction in early childhood education and care affects the development of children's playfulness, although the interaction quality has been identified as a strong predictor of children's…
Descriptors: Correlation, Play, Teacher Student Relationship, Preschool Children
Sera Nur Birro; Heather Faulkner; Alison Britton; Emma Campbell; Fiona Aghajanian; Alicia Horesh; Vanessa Lau; Natalie Munro; Patricia McCabe; Sarah Masso – Child Language Teaching and Therapy, 2024
Background: Quality early childhood interactions, especially quality adult--child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children.…
Descriptors: Preschool Teachers, Teacher Attitudes, Administrator Attitudes, Speech Language Pathology
Linda J. Harrison; Sandie Wong; Judith E. Brown; Megan Gibson; Tamara Cumming; Michael Bittman; Frances Press – Australasian Journal of Early Childhood, 2024
Despite the acknowledged complexity and time pressures of early childhood educators' work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators…
Descriptors: Preschool Teachers, Preschool Education, Working Hours, Educational Quality
Jamlick Peter Ondieki Bosire – Journal of Educational Research, 2024
This study examined the extent to which classroom quality (emotional and instructional climate) moderates the associations between teachers' beliefs about children, self-efficacy, and children's early language gains (receptive and expressive vocabulary). The study employed multilevel modeling with 606 preschool teachers and 2,536 preschool…
Descriptors: Preschool Teachers, Self Efficacy, Language Acquisition, Teacher Effectiveness
Christina Novelli; Scott P. Ardoin – Psychology in the Schools, 2024
Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school-based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR…
Descriptors: Instructional Materials, Intervention, Skill Development, Instructional Effectiveness
Qualitative Study of Kindergarten Teacher-Superintendent Interactions: Symbolic Interaction Analysis
Noa Harduf; Izhak Berkovich – International Journal of Early Childhood, 2024
This paper presents a qualitative study of the interactions between public kindergarten teachers and their superintendents, using the symbolic interaction theoretical framework. The purpose of the study was to gain insight into the meaning-making processes and social dynamics that occur in these interactions, specifically monitoring ones. The…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Superintendents
Allie J. Boquet; Katherine V. Pettrey; Renée E. Lastrapes; Paul Mooney – Exceptionality, 2024
The present survey research's purpose was to continue shaping the makeup of practitioner journal articles within the education field. Practitioner-focused articles have been suggested as vehicles to translate research into practice. One hundred and thirty-four preservice teacher education candidates were asked to indicate what they thought should…
Descriptors: Journal Articles, Educational Research, Theory Practice Relationship, Preservice Teachers