Background/purpose: At the beginning of the 21st century, Computational Thinking (CT) and coding were typically considered part of secondary education programs, focusing on programming and algorithm development. The early childhood classroom was not expected to find students who developed coding skills. Nevertheless, as has been the case lately,…

The preschool years, spanning from birth to age six, are crucial periods for acquiring social-emotional learning (SEL) skills. An effective way to address social-emotional learning deficits is to implement evidence-based intervention programs. The purpose of this article is to review specific evidencebased social-emotional learning intervention…

Computers, laptops, digital tablets, and whiteboards are all commonly used technologies in classrooms today. The COVID-19 pandemic led to an increased use of digital technology to offer virtual learning and maintain social connections. Given the multifaceted nature of technology, the complexities of child development, and the increasing…

This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 teacher candidates studying at the Faculty of…

Research Findings: Computational thinking (CT), which is defined as the systematic analysis, exploration, and testing of solutions to open-ended and often complex problems, is an important skill to foster in early childhood. However, little is known about teachers' role in fostering CT in early childhood classrooms. To address this gap, we…

The study aimed at assessing Problems of Social Skills in Early Childhood Education Program in Ethiopia. Descriptive survey research design was employed through using stratified random sampling procedure to collect the survey data from 280 teachers recruited from early childhood education programs across three cities: Dire Dewa (130 teachers; 10…

Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…

For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills…

Toddlers--from about 16 to 36 months--can learn a variety of skills as they prepare food and follow recipes in developmentally appropriate ways. Early childhood teachers are encouraged to support young children's healthy eating habits by offering simple food preparation experiences. When toddlers--and preschoolers--safely prepare healthy snacks,…

Engineering education for the pre-college years is a developing academic discipline that emanates from the need to understand and improve the ways that engineers are formally educated. To date, there are no curricula available that incorporate engineering at a preschool level. The focus of this study is on the development of an early engineering…

As the demand for services from therapists in the educational environment continues to grow, both physical and occupational therapists seek innovative and effective ways to meet the identified needs of the child and school environment. Train-the-trainer model of service delivery can be used to meet the needs of both the therapist and the preschool…

Objective: This report describes a pilot study to evaluate Animal Trackers (AT), a preschool program designed to (1) increase structured physical activity (PA) during the preschool day; (2) increase practice of gross motor skills; (3) provide teachers with an easy-to-use PA program regardless of teacher experience; and (4) implement a teacher…

In order to meet the NASPE (2002) "Active Start" guidelines for preschool age children, it is important to consider a number of factors. Preschoolers should have plenty of unstructured as well as structured (planned) physical play throughout each day. They are quite capable physically and should accumulate considerable practice of their…

This paper discusses the application of the Montessori method as an intervention for children at risk for learning disabilities. A review of the literature provides background information about the philosophy and history of Montessori methods, and considerations relevant to at-risk children. Described are techniques of the Montessori method,…

This guide contains developmentally appropriate movement activities designed to help teachers of children ages 3 through 5 plan and administer a successful movement education program. The book is organized into three parts. The first part presents a model upon which teachers can base their selection of physical activities for children, addresses…