This article describes the interplay between age and children's resources during the transition from Finnish early childhood education and care (ECEC) to pre-primary education. We describe how age operates in the structures of ECEC during the time before the actual transition. We approach the transition to pre-primary education and the relation…

Anti-bias in early education is gaining importance, especially given the volatile social climate amidst the COVID-19 pandemic. Yet, Singapore preschools lack focus on anti-bias education despite being a multi-ethnic society. Set in the COVID-19 context, this teacher research developed and examined a curriculum to educate young children on…

Learn how to cultivate a commitment to justice with young children in developmentally appropriate ways (pre-K-grade 6). Transformative social and emotional learning (TSEL) is an asset-based, culturally responsive way of teaching that sees social and emotional learning and social justice as inextricably linked. This practical guide will support…

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…

As teachers worldwide struggle to serve an ever-increasing number of children and their families who do not speak the dominant language, the authors present a research-based scenario illustrating practices in Hungarian preschools.

In order to ensure the success of all children in an inclusive preschool classroom, teachers must utilize evidence-based practices as outlined by the National Association for the Education of Young Children's Developmentally Appropriate Practices and the Council for Exceptional Children's Division of Early Childhood Recommended Practices. This can…

In order to meet the needs of young children, the National Association for the Education of Young Children (NAEYC) recommends teachers utilize developmentally appropriate practice, DAP. For young children with disabilities, teachers must also utilize the Division of Early Childhood (DEC) Recommended practices, evidence-based teaching practices…

Within the United States, publicly funded pre-Kindergarten (pre-K) is a borderland of teacher practice--somewhere between early childhood and Elementary approaches to pedagogy. For pre-K teachers, this can mean negotiating many different, and oft-competing conceptions of what curriculum and practice should look like in order to support the…

This article provides practitioners with a guide to (1) understand the developmental emergence of play skills in young children to inform developmentally appropriate instructional decisions (e.g., toy choices); (2) set up the play space to support social play; and (3) use key strategies from an evidence-based intervention for young children with…

The article describes Tools of the Mind--an instructional program developed 25 years ago and now implemented in a variety of early childhood settings across the United States and in Canada. Based on the principles of cultural-historical psychology, this program addresses developmental and learning needs of young children by offering a…

Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds…

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24…

In March 2020, most preschool programs physically closed at the onset of the COVID-19 pandemic. For state-funded preschool programs, guidance differed in terms of what programs were required to provide to students. While some states mandated the provision of remote learning, others did not, and still others opted to provide alternative types of…

Teachers are on the front line in any educational controversy. Increasingly, some bloggers, newspaper articles, and other media have criticized the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) as being inappropriate for children in kindergarten and first grade. However, both research and expert practice reveal that children are…

Young children have the capability of making decisions, informed choices, and self-assessing their progress on their choices. In this classroom of 4- and 5-year-olds, children used pictorial contracts, rubrics, and various self-assessment techniques as a method for continuous learning. Gathering and reflecting on their own evidence about their…