Quality teacher-child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children's competencies. Teachers' self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research…

This study investigated the pedagogical strategies implemented by preschool teachers to scaffold social and emotional learning (SEL) in socioeconomically disadvantaged children (ages 3-4) during the 2020-2021 school year amidst COVID-19 in the United States. The participants consisted of eight teachers (representing four teaching teams of one lead…

The purpose of the study on which this article rests is to supplement ECERS-3 observations of the learning environment (n = 31) for 3-5-year-old children attending preschool activities in Favrskov Municipality, Denmark. The paper gives an in-depth analysis of characteristic features of high-quality preschool activities within the areas 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…

Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood…

Quality science, technology, engineering, and mathematics (STEM) experiences during the early years provide young learners with a critical foundation for future learning and development. Engineering design is a context that can be used to facilitate connections and learning across STEM, however there is limited research examining the use of…

Practitioners in play-based learning contexts face the challenge of developing developmentally appropriate practices while meeting rigorous academic curriculum standards. To date, play and academic learning have been predominantly conceptualized from an adult perspective. Considering that children are key agents in classroom play contexts, it is…

This qualitative study investigated preservice teachers' experiences working with dual language learners within an early university-based practicum with young children. Our data were multiple reflective journal entries that each preservice teacher composed during the practicum. Our initial analysis revealed a subset of preservice teachers who…

The purpose of this study was to report preliminary reliability and validity data from the Conversation Compass© Communication Screener (CCCS), a teacher-reported language screener intended to capture children's skills related to classroom conversations with peers and teachers. Three preschool teachers completed the CCCS and the Child Observation…

This article explores the nature of classroom conflict as language practice. The authors describe the enactment of conflict events in one kindergarten classroom and analyze the events in order to identify the language practices teachers use, considering teachers' desires for language use in relation to conflict and exploring the nature of the…

This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The…

Describes how one teacher helped preschool children draw. Shows how she guided a 4-year-old to use stencils to draw fish independently, helped children use their knowledge of shapes to guide their drawing of animals, and guided children to draw what was important to them. Asserts that helping children to express their ideas independently in…

Suggests developmentally appropriate ways early childhood teachers can help young children express, interpret, and understand their experiences through song. Discusses the importance of singing for gaining music and literacy skills and encouraging self-expression and creativity. Includes tips related to posture, breathing, vocal exploration, vocal…

Two case studies examined the relationship between preschool teachers' educational level and their interactions with students. Subjects were two preschool teachers with degrees and three without. Specific similarities and differences among the teachers support the need for instruction in developmentally appropriate practices for adults who work…

Explored beliefs and practices of Head Start, kindergarten, first-, second-, and third-grade teachers. Found that belief measures were moderately correlated and observed practices supported what teachers reported as their beliefs and practices. Beliefs were significantly more appropriate than practice at every grade level. As grade level…