Purposeful play has many educational benefits that support the whole child. As academic rigor continues to rise, the need for developmentally appropriate practices that support both academic and social emotional learning increases. The purpose of this quantitative study was to understand principals' perceptions of the incorporation of purposeful…

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.,…

The aim of the research was to investigate the methods used by preschool student teachers when developing their educational programmes at pre-primary level (ISCED 02). Data were collected between 2020 and 2021 using a questionnaire with 355 part-time students from nine universities across the Czech Republic. Most of the respondents were also…

Environmental education is an important task conducted in schools at all levels, from preschool to university. This study uses a systematic review of the existing literature to analyze the status quo of pre-service preschool teachers' environmental competencies and the strategies for approaching environmental education in preschool teacher…

There is increased focus on narrowing the research-to-practice gap in education for students with autism. Positive Behavior Interventions and Supports (PBIS) is an evidence-based and widely implemented framework designed to improve outcomes for all students; however, relatively little attention has focused specifically on using the PBIS framework…

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…

The Partnership for Pre-K Improvement (PPI) was launched in 2016 as a project with a vision to develop and sustain high-quality, equitable Pre-K programs that produce improved and more-equitable kindergarten readiness and greater academic success for children through the early elementary grades. The multiyear, multistate (Oregon, Tennessee, and…

Many kindergarten teachers are feeling the effects of standard-based education. The problem is that it is unknown whether teachers implement mandated state standards in a developmentally appropriate way. The purpose of this basic qualitative study was to investigate kindergarten teachers' perspectives on implementing standards in a developmentally…

Objective: COVID-19 has been driving significant changes in all domains, including education. While prior studies tend to focus on the pandemic disruption in higher education, this paper extends this scholarship by focusing on preschool education. In particular, attention is paid to how preschool teachers develop teaching strategies during…

Preschool children have the capacity to engage in scientific practices and inquiry and develop understanding at a conceptual level. While engaging in inquiry with preschool students, teachers transition from being transmitters of knowledge to facilitators in the educational process as students take on an active role in this learner-centered…

This paper explores systemic challenges facing P-12 online education and the role of non-instructional interventions in addressing them. While not exclusively centered on the COVID-19 pandemic, it acknowledges how the global crisis highlighted existing systemic issues in online education. By examining foundational support, needs analysis, and…

Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well…

The study presented in this article investigates how the curriculum is implemented and transformed by teachers in mixed-age and age-homogeneous groups, the most common age-constellations in the Swedish preschool. The data was collected through groups interviews with preschool teachers. The interviews were transcribed and analysed with the support…

Alabama standards for Early Learning and Development have shifted to a more academic-based learning approach that moves away from play-based learning. The problem is Alabama early childhood educators are expected to implement a more teacher-directed approach in the classroom. The purpose of this qualitative, exploratory case study was to explore…

Using play to meet specific learning goals in pre-k can be challenging. In this article, we discuss why play is an essential activity for pre-k learning. We share some research on the importance of supporting unconstrained, trifecta skills like oral language in the context of child-centered, playful activities. We explain the importance of teacher…