This study explores preschool teachers' considerations when organising children into subgroups in Swedish preschools. Grounded on interactionist perspectives and Bronfenbrenner's ecological systems theory, the study hypothesises that preschool teachers' practice of organising children into subgroups is embedded in and shaped through dynamic…

Across the world COVID-19 has impacted teachers' lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children's education and care is provided. However some countries have not responded adequately to support kindergarten teachers' ongoing employment. Bangladesh…

Education reform in early childhood education in China has often adopted western theories and pedagogies in efforts to facilitate educational change. The theory of multiple intelligences (MI) is an example of one adopted. This paper reports on a study that examined factors that influence Chinese kindergarten teachers' use of MI theory in their…

This case study of a US suburban Kindergarten illustrates the challenges and opportunities posed by the shifting context of Kindergarten toward a narrowed academic focus aligned to state goals. In this neoliberal policy context, teachers experienced difficult emotions as they supported children's and families' cultural and linguistic talents and…

Current research points out the need to develop early childhood education science content didactics. This qualitative study contributes to the field, illuminating teacher's and children's communication about physics. Teaching activities in five preschools, children age 1-5, are inspired by a science teaching model including digital support. The…

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…

Early care and education (ECE) settings are influential in shaping children's early experiences. Informed by the Job Demands-Resources model, this study had two aims. First, we examined how ECE teachers' physical (i.e. muscular skeletal strain and infectious disease experience) and psychological (i.e. depression and job dissatisfaction) job strain…

Teaching English as a foreign language in early years has become prevalent in response to contemporary trends of English as a global language. However, early childhood teachers may face challenges that would prevent children from achieving success in learning English in different educational contexts. This study explored the challenges that…

In Norway's 'Framework Plan for kindergartens' digital tools are to be implemented for learning, play and creativity. Implicitly the concept of digital tools, or ICTs, tend to be tablets, computers, and interactive whiteboards, smartphones are as such not taken into account. However, we find that the smartphone is particularly interesting because…

Daily plans are the key tool for teachers to ensure their delivery meets the expectations of the programme, and math activities are one of the important activities required to be offered daily in the early years to form the foundations of future math knowledge. As outdoor environments provide various learning opportunities, assessing the math…

In 2017, 5019 educators from primary and preschool settings across Victoria, Australia took part in joint professional learning around effective transition to school processes. Upon registering for this professional learning workshop, participants were invited to identify the most significant challenges associated with transition to school. The…

Rich play enhances the child's engagement during play, and this improves the potential for learning. This study examines the place of sensory materials focused on visual and tactile stimuli (sensopathic material) during guided play to improve learning in the reception year. Interviews with teachers and observation of the children while playing…

Early educators' perceptions of play and learning influence whether they adopt responsive roles to facilitate learning in play. While studies have investigated perceptions of play as pedagogical practice and its perceived relevance for learning, few have also interrogated educator learning perceptions, and hence compared these perceptions. This…

The aim of this research is to highlight didactical voices on inclusive ideals and special educational tools noted in the written reflections of 178 preschool teachers in 10 Swedish municipalities. The research questions are as follows: How do preschool teachers signify inclusive ideals in written reflections of teaching in language and…

Research into pedagogical approaches used in early years' nature education, more specifically European and UK forest schools, remains according to Leather, 'undertheorised.' In a similar situation in Australia, the bush kindergarten programmes (referred to as 'bush kinders'), have had limited research attention. Influenced by European and UK…