This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants' beliefs and practices. Data were collected through interviews, classroom observations and document review. The results…

Forest School has become increasingly popular in the UK, although little is known about what actually happens in sessions and how these sessions are planned. Using observations of two sessions and semi-structured interviews with two adult leaders this article sets out to explore how the sessions are planned, alongside a young child (aged 2-4…

This study was conducted in order to examine the views of preschool teachers and teacher candidates about the concepts of learning and participation, and to explore how they perceive the relationship between the two. The study group comprised of 10 preschool teachers working at formal preschools located in Afyonkarahisar and affiliated with the…

This mixed methods study focused on the socialization goals for preschool-aged children among parents from three small-sized cities located in northeastern China. A total of 154 parents with preschool-aged children completed questionnaires measuring parental socialization goals for children's social-emotional competence and academic achievement.…

The study examines two years of an educational program for children aged three to four, based on the use of digital cameras. It assesses the program's effects on the children and adults involved in the project, and explores how they help the youngsters acquire visual literacy. Operating under the assumption that formal curricula usually…

This research study set out to explore the education practitioner's role in promoting communication development in early years classrooms. The study was undertaken in the combined nursery and reception early years unit of a small primary school using an ethnographic approach. Qualitative data was collected through 18 three-hour visits to the…

This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with…

This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the…

The purpose of this feminist case study was two-fold: (1) to describe the ways that Collaborative Inquiry (CI) can be proposed as a counter-discourse of professional development that acknowledges the multiple forms of personal and professional knowledge among five women preschool practitioners, and (2) to explore alternative constructs of the…

The importance of parent involvement in children's development and learning is increasingly recognized in the research literature and in federal and state policies; however, no unified definition of parent involvement exists. This study examined different understandings and definitions of parent involvement in a sample of administrators of…

Children coming from refugee families have special psychological, social, and academic needs, and their success greatly depends on the positive support they receive from the host community. Teachers and peers at the school can provide cumulative support to help these children and their families overcome major socio-cultural and educational…

The National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge…

Families play important roles in children's learning. Yet, teachers' values and beliefs may sway how families may participate in assessment of their child's learning within early childhood education. This paper reports on a qualitative case study in a New Zealand early childhood setting that explored teachers' views about involving families in…

Young children's active participation is high on the UK's political, research and policy agendas; at least in rhetoric. However, critiques have emerged regarding the extent to which this rhetoric has been translated into practice and whether participatory rights are linked to the implementation of other human rights. Drawing on an ethnographic…

This aim of this study is to examine the views of teachers, administrators and parents about the problems that emerge during family involvement in preschool activities and solutions for these problems. The participants were 10 teachers, 10 parents and 10 administrators from 4 preschools and 6 kindergartens in the Palandöken and Yakutiye districts…