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Ayala Raviv; Iris Galili – Early Childhood Education Journal, 2024
This study examines the attitudes of Israeli preschool teachers towards the teaching of science and technology (S&T) in preschools in general, and towards the Israeli Ministry of Education's S&T program in particular. It assesses the connection between the teachers' attitudes and their implementation of the program and examines the…
Descriptors: Preschool Teachers, Science Instruction, Foreign Countries, Program Implementation
Jurka Lepicnik Vodopivec; Aleksandra Šindic – Journal of Baltic Science Education, 2025
Early Childhood Environmental Education (EECE) and Early Childhood Education for Sustainability (ECEfS) are becoming increasingly integrated into preschool curricula, highlighting their key role in shaping environmentally conscious and sustainably oriented generations from an early age. The mentioned concepts represent the theoretical starting…
Descriptors: Early Childhood Education, Sustainability, Environmental Education, Preschool Education
Yesim Yurdakul; Utku Beyazit; Aynur Bütün Ayhan – Early Childhood Education Journal, 2025
The present study aimed to examine the effect of a dialogic book reading program on preschool children's perspective taking skills. In line with this aim, a dialogic book reading program was designed, and its effects were tested in a quasi-experimental study involving both pre/post and follow-up tests. The study group consisted of 42 five-year old…
Descriptors: Dialogs (Language), Reading Programs, Preschool Education, Preschool Children
Ling Zhang; Richard Allen Carter; Jeffrey A. Greene; Matthew L. Bernacki – Educational Psychology Review, 2024
Educators and instructional designers have used the Universal Design for Learning (UDL) framework to guide their design of inclusive instruction for students with and without disabilities. Despite UDL having entered its 4th decade of development and research, there have been ongoing critiques of UDL for lacking clarity in definition, challenges…
Descriptors: Access to Education, Program Implementation, Barriers, Preschool Education
Jessie Ming Sin Wong; Simon Man Fai Wong – Compare: A Journal of Comparative and International Education, 2024
In the face of the rising tension between Hong Kong and mainland China, Hong Kong's Chief Executive Carrie Lam blamed the city's education system for its inability to develop a sense of 'I am Chinese' national identity and vowed to step up 'national education' from preschool. This article explores how 188 young preschool teachers perceived their…
Descriptors: Foreign Countries, Preservice Teachers, Preschools, Preschool Education
Courtney A. Zulauf-McCurdy; Margaret Johansson; Jasmine Rose Hashimoto; Rosemary D. Meza – Prevention Science, 2024
Behavioral interventions delivered in preschools can help young children who need support for their behavior. However, preschool teachers face barriers to implementing behavioral interventions, leading to a research-to-practice gap. To better understand how to support preschool teachers, we conducted a scoping review of determinants (i.e.,…
Descriptors: Behavior Modification, Intervention, Preschool Children, Student Behavior
Maria Suarez – ProQuest LLC, 2024
Preschool teachers in a small county in a southern state are among a growing number of teachers who have expressed concern about not having the skills needed to support young children with challenging behaviors. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) teaching pyramid was developed to help preschool teachers…
Descriptors: Preschool Teachers, Teacher Attitudes, Classroom Techniques, Program Implementation
Jordan Berne; Katia Córdoba García; Brian A. Jacob; Tareena Musaddiq; Samuel Owusu; Anna Shapiro; Christina Weiland – Educational Researcher, 2025
In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK's fit in the early learning landscape. Broadly, we find TK in Michigan reduces some…
Descriptors: Transitional Programs, School Readiness, Preschool Education, Kindergarten
Lindsay Huffhines; Isai Ramirez; Rebecca B. Silver; Christine M. Low; Stephanie H. Parade; A. Rani Elwy – Prevention Science, 2024
High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory…
Descriptors: Reflection, Supervision, Teacher Supervision, Early Childhood Teachers
Kyle DeMeo Cook; Stephanie Michelle Curenton; Olivia Nazaire; Daphne Babrow; Christine Haas; Sara Moran – AERA Online Paper Repository, 2024
Universal prekindergarten initiatives have increased at the local and state levels. With the goals of supporting children's development and increasing families' access to high-quality, affordable early learning opportunities, prekindergarten programs have gained political support and funding. Approaches to program design and implementation vary…
Descriptors: Preschool Education, Access to Education, Program Design, Program Implementation
Playing with Strangeness: Principles of Designing Action Scenarios to Promote Creativity in Children
Vicente Blanco; Salvador Cidrás; Estella Freire – International Journal of Art & Design Education, 2025
As artists and teachers in a Teacher Training Faculty, we have designed proposals for children that transfer our own experience as creators in the studio to the educational field. In this way, the classroom is configured into a versatile workplace, like the studio, allowing us to carry out and analyse different workshops for children with the aim…
Descriptors: Creativity, Workshops, Vignettes, Program Design
Todd Grindal; Paul Burkander; Nicholas Ortiz – SRI Education, a Division of SRI International, 2024
With the increasing frequency and intensity of extreme weather disasters, it is essential for Office of Head Start staff and Early Head Start/Head Start (EHS/HS) program leaders to prepare for and respond effectively to these challenges. This brief presents data on the number and percentage of EHS/HS sites located in extreme weather affected areas…
Descriptors: Weather, Natural Disasters, Social Services, Federal Programs
Jordan Berne; Katia Córdoba García; Brian Jacob; Tareena Musaddiq; Samuel Owusu; Anna Shapiro; Christina Weiland – Grantee Submission, 2024
In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK's fit in the early learning landscape. Broadly, we find TK in Michigan reduces some…
Descriptors: Transitional Programs, School Readiness, Preschool Education, Kindergarten
Élisabeth Bélanger; Sophie McMullin; Elisabeth Hould; Lorie-Marlène Brault Foisy; Steve Masson – Mind, Brain, and Education, 2025
Through professional learning communities comprising preschool and primary school teachers, we investigated factors that facilitate or impede the implementation of neuroeducational principles, including repeated neuronal activation, active learning, spaced learning, feedback and mindset. Findings from this small-scale qualitative study indicate…
Descriptors: Preschool Teachers, Elementary School Teachers, Teacher Attitudes, Neurosciences
Adina Schick; Cassie Wuest; Rachel Lim; Gigliana Melzi – Journal of Early Childhood Teacher Education, 2024
Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and delivery of PD opportunities impact the extent to which the content provided informs classroom practice. In the present study, we explored how teacher…
Descriptors: Preschool Teachers, Culturally Relevant Education, Faculty Development, Cultural Capital