This study used naturalistic audio-visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, M[subscript age] = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion-related vocalizations with contingent teacher interventions. Findings indicated a…

This study aimed to adapt and examine the cross-cultural validity and reliability of the Coping with "Children's Negative Emotions Scale -- Teacher Version" (CNNES-T), which assesses the levels of early childhood (EC) teachers' perception of their reactions towards young children's negative emotions. For this purpose, two studies were…

This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers' political dialogues are opened up and closed down. Explorations of 'political dialogue', or "how" teachers respond to issues they deem of political concern, is pertinent for teaching's inherently…

This study explores in-service early childhood educators' understanding of children's spirituality. Utilizing the recently validated instrument, "Early Childhood Educators' Spiritual Practices in the Classroom (ECE-SPC)," responses to the question, "What do you understand children's spirituality to be?" were analyzed.…

This study examined the relationship between teachers' attitudes toward trauma-informed care and teachers' self-reported levels of secondary traumatic stress. Albert Bandura's social cognitive theory and Bronfenbrenner's bioecological theory were used as frameworks for this study. A purposive sample of 132 early childhood and elementary education…

Reviews concerning the enhancement of preschool children's social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children's communication, empathic…

This study addressed researchers call for collecting the perceptions of how Texas Teacher Evaluation and Support System implementation and feedback affect prekindergarten teachers' instructional practices and the alignment of the T-TESS instrument to the Texas prekindergarten guidelines because the focus of such research is usually on teachers of…

Smart learning environments provide students with opportunities to engage in self-regulated learning (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology to examine the SRL supporting instructional practices of five third-grade teachers as they implemented a science…

When it comes to understanding the consequences of school absenteeism, how missing school might be linked to student-teacher relationships remains relatively unexplored. Our work helps to further detail this context by specifically investigating whether teachers' perceptions of students are different based on how frequently those students are…

A total of 40% of children with ASD have clinical symptoms of anxiety. However, there is little research on how teachers respond to this type of behaviour in the classroom. This study aimed to compare teachers' responses towards the anxiety of students with ASD and to explore the relationship between these responses and their ASD awareness and…

The purpose of this study was to explore how first-grade teachers respond to pupils in emotional distress within the framework of co-regulation. Co-regulation in this context refers to an adult-child interactive process that supports children in learning to regulate their emotions. We conducted focus group interviews at four primary schools in…

This paper presents research undertaken in an early learning centre in Melbourne, Australia. The first of four case studies, it explores how arts practices and pedagogies can be embedded within and integrated across an early childhood centre curriculum, with a focus on the role of the teacher in achieving this. Twenty-one children aged 3to-5 years…

Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick's sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers' identity plays a crucial role in how, or if,…

This research examines one lead teacher's and two assistant teachers' emotional discomfort as they participated in an eight-month collaborative ethnography of 19 children's peer-culture aggression in an early care and education classroom in the USA. Two questions guided this analysis: (1) What are the emotional themes of teachers in relation to…

Increasingly, preschools are integrating trauma-informed interventions, which often include components of training, to improve practices and promote the well-being of children who have experienced trauma. Similar interventions have been linked to positive outcomes for older children; however, there is limited research that examines whether or how…