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Purpose: We examine the content, context, and management of literacy learning opportunities in a large, diverse sample in the US and whether these opportunities were differentiated by children's oral language and decoding skill levels. Method: A total of 1,404 children in 153 preschool-through-third-grade classrooms were observed for several multi-hour observations of their literacy time. Children were administered assessments of code-focused and meaning-focused skills before each observation. Results: Code-focused instruction was most common in kindergarten and was appropriately differentiated only in this grade. Significantly more meaning-focused instruction was observed in 1st–3rd grades than in earlier grades and there was limited evidence of differentiation of this type of instruction. Conclusion: Kindergarten is a focus year for learning to read and children who do not make sufficient progress may face challenges due to limited, undifferentiated learning opportunities in subsequent grades. Meaning-focused instruction time is emphasized in later grades, which is a missed opportunity for younger learners. [ABSTRACT FROM AUTHOR]

Outdoor pedagogies have gained significant traction in Early Childhood Education over the years and European traditions represent a cultural norm in what is generally referred to as Scandinavian outdoor pedagogies. This small-scale ethnographic research adopted an interpretative methodological approach and afforded opportunities to observe young preschool children engaging in an outdoor, allotment, Garden School in the centre of Oslo Norway. Here we were in the privileged position to capture moments vis a vis the environment, and whilst we acknowledge traditional child led discourses, affiliated with healthy child development, we also envisaged a world where children engaged in post-anthropocentric entanglements with human and non-human kinships. [ABSTRACT FROM AUTHOR]

This study examines the development of children's social skills during the crucial transition from kindergarten to grade school. It explores the long-term connection between parenting styles and children's social skills. This study conducted a three-year longitudinal survey involving 121 children and their parents. The results show that early authoritative parenting styles were significant positive associated with children's social skills in second grade, and early authoritarian parenting styles were significant negative associated with children's social skills in second grade. Child-parent relationship closeness and receptive language skills mediate the association between early parenting styles and second-grade children's social skills. We propose that improving the closeness of the child-parent relationship and enhancing children's receptive language skills could effectively enhance children's social skills. This provides theoretical support for intervention programmes aimed at improving children's social skills. [ABSTRACT FROM AUTHOR]

Children from disadvantaged families are at greater risk of developing regulation difficulties. Research suggests that family-level resources such as parental education or income are related to self-regulation development. However, most studies looking at the role of family resources have used single estimators of socioeconomic status or applied a composite score, neglecting that an interplay of resources may affect self-regulation outcomes. In N = 248 at-risk children (Mage: 65.7 months, 51% female), we examined the effect of economic, cultural, and social family resources on behavioral self-regulation in kindergarten. Results showed that family income, maternal education, and available help in child-rearing predicted the Head-Toes-Knees-Shoulders task performance. The results indicate that behavioral self-regulation is associated with different family resources beyond socioeconomic status. [ABSTRACT FROM AUTHOR]

Transition to kindergarten is an important developmental milestone for children and families. This study explored factors associated with kindergarten readiness focusing on the impact of a summer kindergarten transition program. A mixed-method design was employed, and the qualitative data from interviews with 16 randomly selected kindergarten teachers and the quantitative data of assessment scores of 320 kindergarteners were analyzed. Compared with children who were eligible but did not participate in the transition program, those who participated in the program had significantly more family engagement and stronger home-school relations. Smaller class sizes were associated with children's higher readiness scores in both academic achievement and social-emotional development. Larger school enrollment was associated with children's higher readiness scores in academic achievement, more family engagement, and stronger home-school relations. Higher school poverty was associated with children's lower readiness scores in social-emotional development. The findings can be used to inform program development and policymaking. [ABSTRACT FROM AUTHOR]

The ability to identify and report child abuse and neglect at schools plays a significant role in protecting children and reducing the consequences of violence and abuse. This research examines how preschool teachers identify and report child abuse and neglect by focusing on their knowledge and skills in available preventions and interventions. The study sample included 25 preschool teachers from both public and private kindergartens in Türkiye. Thematic analysis was conducted on the interventions around child abuse and neglect using semi-structured interviews. The thematic analysis revealed three themes: (a) challenges in protecting children; (b) being able to identify neglect and abuse; and (c) contributing factors in child protection. Many participants demonstrated an ability to identify the consequences of child abuse and neglect. Key barriers to protecting children were the teachers' difficulties in reporting abuse, struggles within the school environment, parents' normalization of violence and abuse and resistance to changing their behaviors toward children. Based on these findings, a multilevel intervention approach was recommended to address child abuse and neglect in school settings, emphasizing the need for coordinated responses. [ABSTRACT FROM AUTHOR]

This study is a researcher-practitioner action inquiry which was used to explore children's sensory experiences with a focus on the sense of smell (olfaction). We critically considered the early childhood theories that positioned children's sensory learning within equitable, socially just early childhood approaches and connected them to an action inquiry approach. The data comprise a systematic documentation of the odours experienced by children in the classroom, an olfactory log of the kindergarten space as well as children's 'smellmaps' from outdoor 'smellwalks'. We interpret children's olfactory experiences and reflect on the ways in which the multi-sensory approach to literacy might extend the field's understanding of the multi-dimensional ways in which educational researchers and practitioners can cultivate their joint inquiries in early childhood education. We present implications for adopting an olfactory researcher-practitioner collaboration in early childhood and conclude that such an approach exemplifies a sensorially sensitive early childhood curriculum. [ABSTRACT FROM AUTHOR]

We present new estimates of the internal rate of return to early childhood education. Utilizing the nationwide expansion of preschool education in Japan between 1960 and 1980, we initially assess the impact of preschool attendance on high school graduation and college enrollment for men. Subsequently, we compute the social rate of return to preschool attendance for men by drawing upon national wage statistics to project expected wage trajectories and referencing government documents to account for the social cost of preschools. Our findings indicate a social rate of return ranging from 5.7% to 8.1%, consistent with previous estimates in the literature. [ABSTRACT FROM AUTHOR]

Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope with the first full school year during the COVID-19 pandemic. Through qualitative interviews, 14 kindergarten teachers shared the various ways they received and perceived collegial supports, and the system-level resources that enabled them to leverage their colleague's expertise and assistance. ECE teachers expressed how they cared for their own well-being and shared the desire to continue doing so in the future. Implications for low-cost and nimble teacher supports and professional development are discussed. [ABSTRACT FROM AUTHOR]

The article addresses the role of Catholic early childhood education, the parents and the kindergarten in setting the developmental background for the child's future life perspectives and personal development. This research subject is analysed in the context of the situation in Ukraine, and the article focuses on how the respondents – Ukrainian female refugees – perceive the value of the process. The article begins with an outline of the essentials of Catholic education and their practical implementation through the educational conception developed by Edmund Bojanowski. Then it analyses opinions of refugee women from Ukraine, surveyed with action research methodology and a diagnostic survey to discover how the respondents understand the value of Catholic education and its importance in responding to contemporary life challenges. The respondents' opinions reveal how the state of war in Ukraine has brought home the importance of family education and the role of the parents and Catholic early childhood education in kindergarten for the well-being of the individual, the family and society. Research conclusions highlight a need to enhance early childhood education practices in an era of dynamic socio-cultural change, marked the unexpected and highly challenging events. Despite on-going secularisation, there is a growing conviction that Catholic early childhood education can offer a solid foundation for this enhancement, due to its reliance on stable, universal set of values and its emphasis on the regularities of child development. [ABSTRACT FROM AUTHOR]

AbstractMathematics is a core component of cognition. Unfortunately, most young children and teachers cannot access research-based early childhood mathematics resources. Building on a quarter-century of research, we are developing and evaluating an innovative, integrated, intelligent, and interactive system of technologies based on empirically validated learning trajectories that provide the best personal and digital tools for assessing and supporting children’s mathematics learning. This article reviews the research that guided us, then describes the design principles of the new project, justifying their selection using theory and research, and shares how the design principles helped address challenges in development. The goal is to provide teachers, caregivers, and children with high-quality resources to support early mathematics learning in the context of meaningful, motivating, challenging, and achievable experiences. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusionThis study reviews the status of materials in curriculum and reform, as reflected in a network case study of curriculum in one kindergarten classroom in the United States. This paper focuses on the events leading up to and building upon one inquiry unit that became a focal point in promoting progressive curriculum reform at the school.Methods from Actor Network Theory are employed to attend to a wide cast of human and nonhuman actors, trace their mobilities, and map them into curricular networks. Data, collected over 9 months of one school year, included field notes, audio recordings of conversations, and images of classroom objects and arrangements.Three material assemblages—a closet, a bulletin board, and a curriculum timeline—are viewed as agents assisting in stabilizing the inquiry unit and sustaining further student-centred inquiries amidst competing curricular reforms and policies. Findings demonstrate how teachers may mobilize such assemblages to accomplish multiple objectives, as is necessary when navigating tensions from multiple parties or reform mandates.This study contributes to scholarship conceptualizing the status of curriculum materials, with particular attention to their functionality at the nexus of both the micro-interactions of curriculum enactment and the macro-politics of educational reform. [ABSTRACT FROM AUTHOR]

Coding ability has become an essential digital skill for young children. The graphical programming environment is valuable carrier for cultivating children's coding ability. The purpose of this study is to develop a coding ability test for children, to conduct a graphic coding intervention, and to further explore the impact of multiple factors on children's coding ability in ScratchJr intervention. First, the coding ability test for ScratchJr environment was developed based on Item Response Theory to measure kindergarten students' coding ability. The result showed that there are good reliability, content, and structural validity of the test question. Secondly, we conducted a 12-week ScratchJr coding activity teaching experiment on 162 kindergarten students. The analysis of the treated group and the control group showed that coding activity teaching can effectively improve the students' coding ability. Finally, this study analyzed the differences in children's coding ability in coding interest, and coding experience. The results showed that the coding ability was affected by coding experience and coding interest. More interestingly, it was found partial mediation effect among coding ability, coding experience and coding interest. Moreover, ScratchJr coding intervention can influence the direct effect of coding experience on coding ability by improving children's coding interest. [ABSTRACT FROM AUTHOR]

This research examines the use of teaching triads to the classroom-wide implementation of Stay, Play & Talk a peer-mediated social skills program for children in an inclusive Kindergarten classroom in Ontario, Canada. This research used prompting through peers to increase initiations and responses between children identified as having social communicative difficulties and children who were typically developing. Utilising a single-subject, multiple-baseline across participants design, the research investigates the impact of a prompting through peers intervention during teaching triads on the number of utterances (defined as verbal communicative behaviour that is an initiation or response to a peer or adult) for three five-year-old participants identified as having social communication deficits. After exposure to the peer-mediated intervention, results indicate that all three participants demonstrated an increase in their social communication skills with their typically-developing peers. [ABSTRACT FROM AUTHOR]

This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children's language, cognitive, social-emotional, and behavioural outcomes are improved after two years of kindergarten compared to one year. The experiences of (and impacts on) teachers, service leaders, and families will also be examined. The study includes a cross-sectional cohort of 95 early childhood education and care (ECEC) services, and an embedded longitudinal observational cohort of children attending these services. Case studies of 15–20 ECEC services will also be collected, in addition to interviews with policy stakeholders. [ABSTRACT FROM AUTHOR]

Following the increasing impacts on the value of Western play-based pedagogy, early childhood (EC) teachers in China face developmental challenges related to understanding and implementing play-based mathematical education. The purpose of this paper is to explore Chinese EC teachers' perspectives on play-based mathematics teaching. In this qualitative study, semi-structured interviews and lesson plans are collected from six EC teachers in a Chinese kindergarten. Hedegaard's model is applied to frame analysis for capturing EC teachers' views and practices from a holistic perspective. The findings show that all six EC teachers valued play as a pedagogical tool for teaching mathematics, while their pedagogical decisions in applying play to children's mathematics are determined by the various demands from society, parents and children. The multiple demands from different perspectives result in challenges for teachers in designing collective play. This study revealed that only when play activity caters to the possibility of satisfying those demands can teachers pedagogically implement play for children's mathematical learning. The insights emerging from this study might address the pragmatic challenges that teachers face by enhancing teachers' professional development to support the advance of culturally sensitive play-based mathematics teaching in China. [ABSTRACT FROM AUTHOR]

The study evaluated the effects of board games on children in a range of cognitive areas, considering both inclusion (i.e. pre- and post-comparisons, playing style [board games], participants belonging to PreKinder and Kindergarten, and experimental approach) and exclusion criteria (i.e. video games). Nineteen articles were selected using both PsycInfo and PubMed as databases. All of them, except one study, focused on exploring the relationship between board games and mathematical knowledge and numerical skills. These studies show that in 52% of the analysed tasks, significant gains were found considering pre- and post-comparisons in math skills. When comparing intervention and control groups, significant differences appeared for 32% of the cases. Board games enhance mathematical abilities for children from 45.6 to 100.6 months since they help achieve statistically significant gains. Future studies should be designed to explore the effects that these games could have on other cognitive and developmental skills. [ABSTRACT FROM AUTHOR]

Although Chinese early childhood education policies have high expectations for kindergarten teachers' play pedagogy, teaching and play are still discussed as a bifurcation in Chinese kindergartens' daily practice. To support Chinese kindergarten teachers' development of play pedagogy, this study conducted an educational experiment (EE) framed by cultural-historical theory. The study was conducted in a public kindergarten located in the northeast of China. Two teachers and 34 children (4-5 years) were involved in the study. The data were collected using the methods of digital video observation, interviews, and focus group discussions. The findings indicate that EE creates a new social situation that can motivate teachers' development in ways of collaborative teaching. Moreover, the collective reflection and Conceptual PlayWorld (CPW) implementation within the EE amplified teachers' play pedagogy development. We argue that the EE works as a source of teachers' professional development (PD) and builds their identity as experts in creating playful learning environments in a Chinese cultural context. [ABSTRACT FROM AUTHOR]

Play is a highly valued pedagogy in early learning settings around the world. Supporters of play have emphasised the benefits of this approach in promoting children's development and learning and their alleged freedom to choose, explore, and follow their interests. Feminist research, however, has shown that play contexts can be key sites that perpetuate gender inequalities. Building on this scholarship, I apply a critical feminist lens to examine the gendered effects of a recent shift in a Canadian province towards full-day play-based learning in kindergarten. Analysis of ethnographic data collected in two classrooms reveals that not all children may benefit from play-based learning. Instead, the findings show that the play settings in this study implicitly propagated patriarchal values that upheld hierarchal gender divisions and legitimized sexist practices among children in play. Specifically, in this paper I examine the subordination of girls through role allocations in the big blocks center. Given these findings, I discuss the need for critical gender literacy and transformative action among early education stakeholders. [ABSTRACT FROM AUTHOR]

The scope of digital children's books is increasing rapidly; however, the quality of these books needs consideration in view of the educational context in which they are to be read. In this article, we present seven key strands to support early childhood teachers in selecting high quality for shared dialogue-based reading with groups of children. The purpose of the key strands is two-sided: first to provide a tool for assessing the aptness of a digital book for use in shared dialogue-based reading in an early education setting. Second, the purpose is to strengthen the educational competence of professional teachers. The key strands are based on 48 video-filmed reading sessions and educational reflections by participating early childhood teachers after each reading session. This research is part of the project books and apps: evaluating e-books for use in dialogue-based reading in kindergarten (VEBB). The seven key strands identified are 1) Theme, 2) Duration, 3) Verbal text and illustrations, 4) Play with language, 5) Conversation and dialogue, 6) Medium flexibility and 7) Interactivity. The first five strands are also relevant for educational reflections on print books. [ABSTRACT FROM AUTHOR]

In this article, the authors address some of the scientific challenges associated with using observation as a research method. The authors ask how researchers contextualise and understand observation in terms of its theoretical underpinnings and how it is conducted. Using a vignette in the kindergarten context, the authors explore how observation as a research method requires theoretical reflection in and on observational work. They discuss the role of the observing researcher in a dialectical position and process. The researchers discuss both the dependency on – and the critical suspension of preunderstanding that is necessary for – conducting observations. In addition to being grounded in the researcher's own embodied position, observation is directed towards something/somebody and by somebody. The researchers are simultaneously also observed by those they are observing. The conclusion assumes that reciprocity in the understanding of observation contributes to knowledge and discussions about credibility and validity in qualitative research based on observation. [ABSTRACT FROM AUTHOR]

This qualitative study examines strategies used by children in a kindergarten dual language immersion (DLI) class, when enacting and negotiating intersecting social constructions such as ethnicity, social class, and bilingualism. Drawing on data collected during the 2017–2018 academic year, this paper uses an intersectional lens to describe the ways in which children are actively engaged in sociocultural processes of language use and socialization. In addition, it employs the notions of identity and social class position to analyze how children's bilingual understanding and strategic language use is manifested in different ways. The paper ends by encouraging educators and researchers to reconsider the way they evaluate power at work in educational settings and children's ways of displaying it. A more nuanced understanding of children's interactions in bilingual settings is necessary in order to stretch our considerations of power and social relations in present-day school contexts. [ABSTRACT FROM AUTHOR]

This exploratory mixed-method study was conducted to understand parents' perspectives on teaching music in Saudi kindergartens. The researcher surveyed 466 parents of children aged 3–6 years in public, private, and international kindergartens in Riyadh City, Saudi Arabia. Of these, 35 participated in an open-ended written questionnaire to better understand their attitudes towards music. The results suggest that most Saudi parents do not accept teaching music to their children in kindergarten, primarily due to cultural and religious factors. Overall, Participants believed teaching music in kindergarten was unimportant and did not improve their children's learning and development. Suggestions, implications, and recommendations for future research are offered. [ABSTRACT FROM AUTHOR]

AbstractThis study examined the effects of an SLP-delivered whole-class interactive book reading intervention and a professional development program on children’s self-initiated participation. Eleven kindergarten teachers and the children in their classes participated in this quasi-experimental study. They were filmed during book reading at pre- and post-intervention, and follow-up. Children’s types of spontaneous comments appeared to be more diverse after the intervention, and the types that increased or emerged were consistent with the language targets of the interactive book reading. Nonparametric statistical tests were conducted. Significant changes were found in the number of hands raised by children to make a spontaneous comment and in the number of spontaneous comments after the intervention and at follow-up. Results for child-initiated interaction sequences were mitigated. This study invites school-based SLPs to foster children’s self-initiated participation in their tier-1 intervention and to support teachers in using children’s spontaneous comments to further scaffold children’s learning. [ABSTRACT FROM AUTHOR]

AbstractThis study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education [ABSTRACT FROM AUTHOR]

Executive function (EF) is essential for developing social competence (SC) in early childhood. However, previous research has primarily taken a general perspective of SC and overlooked its components. Furthermore, although EF and SC are known to influence each other across childhood, the mechanisms of this interaction remain unclear. Therefore, the current study aims to explore the intricate relationship between EF and overall SC and its distinct components, aiming to clarify the underlying dynamics of their interplay. A total of 448 children, aged 36–72 months, from 12 Chinese kindergartens participated in this study. Results indicated significant associations between EF and overall SC and its components. Moreover, ER mediated the association between EF and SC, while gender moderated this association, with a stronger effect among boys compared to girls. Implications for informing and refining educational practices and policies to foster children's cognition and emotional development are discussed. [ABSTRACT FROM AUTHOR]

This study explores the relationship between parental attitudes toward outdoor activities and children's health-related quality of life, focusing on the mediation of outdoor activity time and nature connections. Data from 399 kindergarten children, supplemented by parental insights, were analyzed using structural equation modelling (SEM). Positive parental attitudes toward outdoor activities were found to predict enhanced physical functioning and kindergarten performance. Additionally, a positive correlation was observed for social functioning, while emotional functioning remained unaffected. Parental attitudes directly influenced physical functioning, with indirect effects on kindergarten performance mediated by outdoor time and nature connections. These findings highlight the importance of parental attitudes in promoting children's well-being and suggest potential strategies to enhance their health-related quality of life. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has presented unprecedented challenges for people, including young children. This study focuses on how teachers and parents foster children’s prosocial behaviours during online learning amidst the pandemic. Data were sourced from 100 articles on WeChat Official Service/Subscription Accounts (WOSA) – a popular Chinese social media platform – and from semi-structured interviews with three teachers and six parents, analyzed using content and reflexive thematic analysis methods, respectively. The key findings reveal that children demonstrated increased pandemic-related prosocial behaviours, as a result of specific strategies implemented by both parents and teachers within their sociocultural environment. These findings emphasize the importance of digital platforms and the collaborative practices of teachers and parents in supporting children’s social development during a social crisis, offering insights for shaping educational policies and practices. Future research could explore the long-term impact of pandemic-relevant practices by teachers and parents on children’s well-being across diverse cultural contexts. [ABSTRACT FROM AUTHOR]

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 development in various domains. The present study examined cross-sectional and longitudinal associations between children's multidimensional playfulness and the quality of teacher–child interactions. At first measurement, 62 teachers in early childhood education and care (ECEC) were observed to assess the quality of their interactions with children using the standardized CLASS Toddler scale. The playfulness of 393 children was assessed using the children's playfulness scale at the same time and one year later. No significant effects were found cross-sectionally. Longitudinally, high interaction quality in learning support was marginally negatively related to children's total score of playfulness and significantly negatively to the playfulness dimensions of cognitive and physical spontaneity. We discuss which teaching styles might hamper or promote children's playfulness. [ABSTRACT FROM AUTHOR]

Mother Tongue Education (MTE) in the Philippines seeks to educate learners from kindergarten to 3rd grade using their mother tongues. However, in Linguistically Diverse Contexts (LDCs) where multiple mother tongues are spoken, a lingua franca is nominated as the alternative MOI. Against this backdrop, our study explores the language attitudes of multilingual learners and parents towards the mother tongues and Tagalog. We argue that the use of Tagalog may challenge and locate local languages in LDCs especially in mother tongue-based classrooms. After conducting individual interviews, we found that the learners have overwhelming use of Tagalog over mother tongues. Meanwhile, parents highlight their age-specific use of their mother tongues which are predominantly spoken with adult speakers. In addition, both groups favour the use of Tagalog as the MOI in the classroom to accommodate the multilingual population, not because they hold negative attitudes to these local languages nor do they reproduce the myths that subvert the use of these languages in the academe. However, favourable attitude to the lingua franca may eventually pose challenge both in the local languages and the MTE itself. For the latter, it may not live out to its promise to engender local languages through the language-in-education policy. [ABSTRACT FROM AUTHOR]

Effective transitions to kindergarten engage families and ease children into new environments. Countdown to Kindergarten (CTK), a program in a southeastern U.S. state that serves more than 1,000 children each year and is grounded in Bronfenbrenner's ecological systems theory, partners kindergarten teachers and families to facilitate effective transitions for those who often experience opportunity gaps. Research partners surveyed 238 CTK educators (98% of participating educators). Educators indicated that CTK had a positive impact on increasing family awareness of school expectations, promoting smooth transitions, and developing positive relationships between teachers and families. The perceived quality of CTK and parent investment in CTK significantly predicted educators' belief that CTK exceeded its goals of enhancing connections between the blended systems in which children interact. The model provides curricular approaches, activities, and materials for six sessions prior to kindergarten entry that can be replicated to better serve children and families in need. [ABSTRACT FROM AUTHOR]

Previous research often leads to inconsistent findings on the relationships between parental involvement and academic achievement. This study theorizes three parenting approaches based on parental expectations, evaluations, and networks—normative parenting, reactive parenting, and competitive parenting—to examine parental involvement and its consequences on academic achievement in the American elementary school context. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K: 2010–11), the results show that compared to normative parenting, competitive parenting is significantly associated with higher levels of parental involvement, while reactive parenting is related to the lowest levels of involvement. Parental involvement does not significantly affect student achievement after controlling for parenting approaches, child, family, and school factors. Interaction analyses suggest that parental involvement may be more effective for reactive parenting. The findings provide theoretical insights into understanding the consequences of parental involvement in examining its relations with educational inequalities. [ABSTRACT FROM AUTHOR]

Malka Haas (1920–2021) was a key pioneer in the founding of Israeli kibbutz kindergartens, and she profoundly influenced both the curriculum and practice of early childhood education (ECE) for the entire country. The article reviews Haas's biography, her professional development, and the main principles in her educational approach: "the kindergarten as a whole life," based on the significant experiences of the child in connection with the community and the Jewish tradition. The article also describes the sources of inspiration from which Haas drew her ideas and the impact of her approach on educational concepts for ECE in Israel today. [ABSTRACT FROM AUTHOR]

While early childhood education worldwide has become increasingly interested in integrating makerspaces into their curricula, little research has examined how this can be done. We conducted a comparative case study to understand how three pioneering and prominent teachers have established such spaces, their perspectives regarding makerspaces and their role in them, and what characterizes these spaces. Observational and interview research data were organized and analyzed for patterns, themes, and relationships. Three main themes were identified: (1) the makerspace design, activities, and teacher's role are impacted by the reasons and goals teachers espouse for establishing them; (2) all three sites provided limited scaffolds for the making process – five different forms of teachers' scaffolding were identified; and (3) while advanced technologies (robotics, 3D printing) were present, their use was limited as they required significant troubleshooting by the teacher and close supervision. These results can be used to construct a theoretical framework that provides guidance to early childhood educators who wish to integrate makerspaces in differentiated ways suited to teachers with different inclinations. [ABSTRACT FROM AUTHOR]

The response to the COVID-19 pandemic impacted educational systems throughout the world. School closures, virtual schooling, and strict safety protocols for in-person learning changed instructional approaches to teaching. These changes were particularly disruptive in early childhood education which relies on play-based learning to support students’ socioemotional and academic development. This study examines the impact of school disruptions on play-based learning during the pandemic and the lasting effect on classroom practices from the perspective of kindergarten educators in Ontario, Canada. An online survey was administered to 100 kindergarten educators with open-ended questions regarding how the pandemic shaped their implementation of play, challenges they faced during this time, and how their practices have changed in the years following the pandemic. Results indicated significant impacts on play-based learning due to changes to the physical space and materials available, decreases in student choice, limits to social interaction, and masking protocols. Post-pandemic, educators indicated some lasting effects on the implementation of play in their classrooms and noted concerns regarding students’ social-emotional development and gaps in their academic skills. These findings provide insight into the continued influence of the pandemic on education and how educators are responding to these lasting impacts. [ABSTRACT FROM AUTHOR]

AbstractDespite the increasing emphasis on social studies in Early Childhood Education, there has been a serious paucity of empirical studies on how culturally and linguistically diverse children develop their emergent understanding on their identities and citizenships in different racial and cultural surroundings. The main purpose of this article is to explore the intersections of bilingualism, early literacy practices, and social studies education by examining bilingual children’s conversations about dual citizenships and ethnic identities during read-aloud sessions. The data were collected by video/audio recordings, open-ended interviews, and children’s artifacts over a period of four months. The findings suggest the potential of bilingual discussions about dual citizenship as a means to help young bilinguals develop their emergent understandings of their rights and responsibilities as young dual citizens. [ABSTRACT FROM AUTHOR]

This study examines the role of nature in children's literature on bookshelves in early childhood education settings to explore how books in kindergarten classrooms represent nature and the relationship between nature and humans. The findings are (a) cursory references, (b) human autonomy over nature, and (c) nature as a learning opportunity. Based on the findings, it is suggested to implement more policies that integrate nature-themed literature into early childhood curriculum. [ABSTRACT FROM AUTHOR]

The scope of this study was to discriminate factors, which could improve students' social relationships in kindergarten classrooms. In this research, 147 volunteer children participated, 67 female students and 80 male students. Every student was between 4.5 and 5.5 years old and they were all attending urban public kindergarten located in central Greece. This study focuses on factors associated with the students' social ability to develop healthy relationships in kindergarten classrooms. Direct observations of children's friendship skills and social play participation, questionnaires for children's social behaviour filled out by teachers and sociometric data were gathered for data analysis. The collected data ware analysed through correlational and Multiple Linear Regression Analysis. Results indicate that social behaviour, social play and social skills for developing friendships have an impact on children's relationships. Higher scores in 'cooperation', 'social collaborative game' and 'social skills for sustaining friends' are positively associated with peer acceptance and friendship. All of the above are highly significant variables for the prediction of healthy relationships in early childhood. All models showed effects, which are meaningful in socio-pedagogical applications. [ABSTRACT FROM AUTHOR]

How do assumptions about where children naturally belong reinforce colonial productions of the human? This paper presents research from a study examining how North American Waldorf educators navigated the colonial legacies of common-sense understandings of childhood. I focus on the ideas about childhood that emerge in a belief that Waldorf kindergartens are ideal places for children. The pedagogical space of the Waldorf kindergarten is built on intuited assumptions about children being close to nature, family, and home. I bring together childhood studies and anticolonial theory to argue that these assumptions are not neutral or ahistorical, but instead originate in colonial stories of the human structured by settler geographies. This paper explores how relying on these assumptions ultimately meant that participants had to negotiate the racism and ableism embedded within their origins, illustrating larger implications for other educators who navigate dominant Western understandings of childhood that organise pedagogy and pedagogical spaces. [ABSTRACT FROM AUTHOR]

There are histories describing in detail the development of early childhood education (ECE) around the world, yet not enough is known about this in the Middle East and the information on the origins of ECE in Iran is scarce and fragmentary. This article is the first of its kind to present an overview of the main developments rendering possible the establishment of the first kindergartens in Iran. In our account, we connect this genealogy of early childhood education in Iran to various trajectories: 1) the work of intellectual reformers; 2) the Iranian feminist movement; 3) the Constitutional Revolution in Iran (1906–1911); 4) religious reformist beliefs in Shia; 5) the missionaries' schools; 6) the Armenians' schools and 7) the age of girls' marriage. As we demonstrate, early childhood education in Iran emerged before the industrial revolution. It was mainly provided for intellectual and influential families, focused on physical education accompanied by music, while religious education was marginal. Our genealogical explorations indicate that compared to kindergartens in Britain and Europe, Iranian early childhood education has been an instrument for intellectual societal reform. It was the fruits of a transplanted tree nourished by various local cultural-socio-political trends and religious beliefs. The paper concludes with an assessment of the importance of local and international influences on the emergence of early childhood education and the need to explore this history with an intersectional approach. [ABSTRACT FROM AUTHOR]

This paper investigates problems of space in Hong Kong kindergartens. It reports survey findings of a policy study relating to the Kindergarten Education Scheme (KES). KES emphasizes holistic development and child-centred pedagogy, which require larger and more flexible spaces than traditional desk-based learning. The study aimed to explore kindergartens' responses to the resulting challenges around providing adequate space within Hong Kong's high density urban environment. Questionnaires were sent to principals of 751 KES kindergartens. 325 valid questionnaires were collected (response rate: 43.5%). Analysis comprised descriptive statistics, inferential tests of relationships between operation mode and other variables, and coding of open-ended question responses. The paper highlights three key findings: (i) kindergartens reported a wide range of challenges relating to space; (ii) most augment their provision by using public spaces outside the premises, but these spaces come with their own challenges; and (iii) there were significant differences in the extent of reported problems between kindergartens operating in different modes, with long-whole-day kindergartens experiencing greater difficulty and disparity. Situating these findings in the historical context of Hong Kong's uneven urban development, we argue that policy improvement of spatial provision will require reducing pressures on kindergarten spaces, rather than merely setting out spatial standards. [ABSTRACT FROM AUTHOR]

The Norwegian Educational Psychological Service (EPS) is a significant partner to guide and support the development of fruitful learning environments and inclusive education (IE) in kindergartens and schools. To do so, collaboration with principals and classroom teachers is crucial. The question addressed in this article is which properties of inclusive education are emphasized in collaborative projects aiming to improve the quality of education for pupils at risk and with special educational needs. Sixty-five EPS advisors' reports from an in-service program are used to identify to what extent and how a set of signature characteristics of IE were called attention to. The analysis shows that the reports mainly focus on placement, while qualities such as involvement and outcome are given less attention. The study accentuates the need for a thorough understanding of the ideals of IE to improve the quality of education for children at risk and children with special educational needs. [ABSTRACT FROM AUTHOR]

The present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children's physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic databases (PubMed, Web of Science) until 19 October 2022. From a total of 674 studies initially found, 16 were included in the qualitative synthesis. The general outcomes suggest that FP, together other methodologies, may foster MC rather than FP by itself. However, other methodologies have shown greater positive effects than FP for improving PA level, CC, and socioemotional competence. Therefore, the implementation of FP methodology rather than others (e.g. structured play) is not supported by published RCT, at least, when it is not implemented with another methodology. [ABSTRACT FROM AUTHOR]

Forest School in England is the practice of young children playing outside, rooted in the outdoor kindergartens of Scandinavia and more especially Denmark. Using observation and semi-structured interviews with children and adults in two settings, this case study approach allowed an in-depth look at where, how and what children played in a Forest School in England compared with a Forest Kindergarten in Denmark. This study found that even though each case had contextual differences, with different conceptualisations of pedagogy and play, children were active in the process of their play. Choosing to play in familiar places, which resources they needed, on their own or with peers, but away from adults, a common theme to the play was play stories or narratives. Bounded by the two cases, and explored through play pedagogy, this study offers practitioners and pedagogues a unique insight into how children experience and operate in two similar yet different forest environments. [ABSTRACT FROM AUTHOR]

Our article explores the challenges that faced Jewish and Arab kindergarten teachers, and their different ways of coping with those challenges, during the implementation of the programme 'My Diverse Kindergarten' in three mixed cities in Israel. The programme aimed at reducing prejudices and improving the relationship between Jews and Arabs in these cities. Based on data from a qualitative study, including interviews with Arab and Jewish kindergarten teachers, we examined the challenges related to the encounter with the other, and identified a variety of coping patterns, mostly related to the ethnic and professional identities of the kindergarten teachers. Our discussion relates to some of the factors that enabled the success of the programme in achieving its purpose. [ABSTRACT FROM AUTHOR]

This study examined the links between Israeli teachers' perceptions of children with developmental delay (DD) in special education kindergartens and changes in children's development. Participants were 47 teachers and children diagnosed with DD. At Time 1, teachers' perceptions were assessed via the valence of their narrative about the child and the extent to which the narrative was multifaceted (i.e. addressing more developmental domains). Kindergarten therapists reported twice, at Time 1 and at Time 2 (12 months later), on children's adaptive behavior in terms of communication, socialization, motor, and daily living skills and on children's peer acceptance. Positive valence of teachers' narratives was associated with more gains in children's adaptive behavior from Time 1 to Time 2. Multifaceted narratives were associated with children's increased peer acceptance from Time 1 to Time 2. Results highlight the importance of supporting teachers' construction of positive and multifaceted perceptions of children through training and supervision. [ABSTRACT FROM AUTHOR]

The current study examines the challenges and coping of Arab women employed as child caretakers in kibbutz kindergartens in Israel. Fifteen semi-structured interviews were conducted with Arab caretakers. Three themes were identified: (1) Self-perception as secular Israelis versus a combined Muslim-Arab one Israeli-civic identity; (2) The families' reaction to their decision to work in a kibbutz and to their adoption of Western and kibbutz norms that clash with traditional Arab ones; (3) Conditional acceptance by Jewish kibbutz society. The main recommendations following this study are to create a training model that would include both the Arab caretakers and other staff members in the kibbutz education system to heighten their awareness of these issues. In addition, since the entry of Arab women caretakers into the Jewish-Israeli early childhood education system is a growing trend, it is important to raise awareness in Israeli society of the complex issues raised by this phenomenon. [ABSTRACT FROM AUTHOR]

The kindergarten teachers of the Religious Kibbutz movement (RK) as a unique group are connected both to the educational approaches of the kindergartens in the general Kibbutz Movement and the state religious kindergartens. A qualitative study included semi-structured interviews with 15 RK kindergarten teachers in order to explore their self-identity. The identity of the RK kindergarten was designed to be an encounter between four axes: the connection to Jewish tradition, the kibbutz community, nature and agriculture, and a constructivist approach. The study findings brought to light the RK kindergarten teachers' unique educational approach, which includes both similarities and differences with the general kibbutz movement kindergartens and the state religious kindergartens. The study contributes to highlighting a specific group of early childhood (EC) educators, reflecting both the diverse mosaic of EC educational approaches among different groups in Israel and the potential that these groups have for enriching each other. [ABSTRACT FROM AUTHOR]

The phenomenon of diverse families has expanded in recent years. Although it has important implications in the field of education, this issue has been largely overlooked in the research on early education in Israel. The aim of the present study is to examine the attitudes of Israeli kindergarten teachers towards diverse families and the practices they use in this context. For this purpose, we conducted a qualitative study, using in-depth, semi-structured interviews among 20 Jewish-Israeli state kindergarten teachers. The main findings are that, overall, the attitudes of kindergarten teachers towards diverse families are positive, and they use different practices for dealing with family diversity and integrate this issue in their routine educational activities. Despite this, due to various factors, the positive attitudes are not always implemented in practice. These findings highlight the need to guide kindergarten teachers to work with diverse families, preparing them to adapt to the changing society. [ABSTRACT FROM AUTHOR]

Research Findings: The transition to kindergarten can be challenging for children and families. Research shows that some transition activities implemented by elementary schools can have small positive associations with children's outcomes. Examining the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011 dataset (N= 13813), we explored whether children and families had access to different combinations of transition activities and whether those combinations were associated with child and family outcomes. Using latent class analysis, we found four distinct groups based on teacher and parent reports. Two groups had opportunities for engaging in many transition activities, while the other two groups had fewer transition activities offered – particularly face-to-face experiences. Children from low-income households were more likely to experience fewer types of transition activities, and children from higher-income households were more likely to experience a more comprehensive set of transition activities. Group membership predicted children's initial adjustment to kindergarten, parent involvement in school, and parent satisfaction with the elementary school. Practice or Policy: These findings suggest that more work is needed to develop policies and practices that ensure children and families with low incomes have transition supports available to them. This research also highlights the importance of considering how transition supports benefit parents, not just children. [ABSTRACT FROM AUTHOR]