In recent years, the concept of "deeper learning" has generated great interest in the field of preschool education in China. However, deep learning in the preschool stage is different from that in school education, as it requires explaining content characteristics, developing observational tools to identify deep learning, and exploring…

Spatial ability is a significant component of mathematical ability and a foundation for children to master mathematical knowledge. Although many studies have confirmed that technology can enhance children's learning, few have explored the use of technology in the area of children's spatial learning. In this study, we adopted a paradigm for…

In this article, the authors provide some insight into how teachers can potentially facilitate among students' representations and activities on mathematical tasks: between or among -- (1) student representations and the context; (2) multiple forms of student representations; and (3) processes in student representations. The authors use the…

The premiere book in the STEM for Our Youngest Learners Series introduces the Infant Toddler Inquiry Learning Model, a new way to think about how young children (birth-age 3) explore, think, and learn STEM concepts. The book also demonstrates how the Inquiry Teaching Model can guide teachers in implementing STEM experiences for this age group.…

This study aims to develop knowledge about how 'the Deviant' is produced through identificatory mapping materials that operate in Swedish preschools. This is achieved by identifying and critically reviewing a base of mapping materials commonly used in Swedish ECEC today, focusing on how the documents per se, and the formulations therein, risk…

This case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response,…

The study aimed to investigate preschool children's learning needs related to science and their teachers' science activity practices. A basic qualitative research design was applied. Interviews were conducted with 15 preschool teachers and 48 children living in Ankara and subjected to content analysis. It was found that teachers mostly carried out…

Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it's necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021.…

The purpose of this explanatory mixed method study was to assess teachers' perceptions of whole brain learning (WBL) and its effects on student success within eight southern Illinois school districts in rural and suburban areas in kindergarten through fourth grade. Quantitative data were collected from survey questions in SurveyMonkey, providing…

Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre-K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted…

This study reviewed the mobile technology-supported music education (MTSME) studies published in several academic databases, namely Scopus, WOS, ERIC, and RILM, from 2008-2019. Based on the technology-based learning model, the application domains, research issues, sample groups, research methods, adopted devices, and learning strategies were…

The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning (E.U. Council, 2002). To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five to sixyear-old children was developed (Venitz & Perels, 2018).…

Teachers' interactional practices shape children's displays of knowledge. Teachers often rely on direct interactional devices, such as questions, to call for knowledge displays from children. However, case examples suggest that interactional strategies that downgrade teachers' expert status, such as 'I wonder…' formulations may enhance child…

Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child-friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a…

Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child-friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a…