Attempting to encourage and retain male primary school teachers can lead to the 'glass escalator' phenomenon, the fast-tracked advancement that men receive in gender-atypical work. Currently, in primary schools, males are disproportionately represented in management positions making up 35% of senior staff, while conversely only making up 15% of…

This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of…

Toddlers' peer conflicts offer meaningful opportunities for toddlers to learn social-emotional skills, including learning to understand another's perspective and learning how to regulate emotions. This study explored 31 teachers' self-reports of their roles, teaching practices and the conditions that influenced their pedagogical responses to…

Focus group discussions with 21 degree-qualified early childhood education teachers in South Sulawesi, Indonesia, and individual follow-up interviews with 10 volunteer participants, were conducted to investigate the teachers' perspectives on early years professionalism. Thematic analysis of the data identified the key elements that made up the…

In this manuscript, we analyse the attitudes and practices of Estonian parents (N = 198) who allowed their 0-3-year olds to use smart devices. We aimed to discover if there was an interaction between parental use of smart technologies, parents' attitudes and the child's age that would predict young children's usage of smart devices. We also wanted…