Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood…

The purpose of this project was to investigate the effectiveness of a language-focused professional development programme on the knowledge and behaviour of preschool practitioners (sometimes called early years practitioners) in the UK. In Study 1 we determined whether the training received by practitioners is effective in improving their knowledge…

As teacher shortages or teacher turnover rate continue to proliferate in the field of early childhood education (ECE) across the United States in the past few decades, there seem to be a pressing need for teacher preparation programmes to accommodate prospective ECE pre-service teachers (who do not have the chance to enroll in traditional teacher…

There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual…

Beside parents, teachers in early childhood education and care have the greatest potential to foster language acquisition in children. This is especially important for children with language delays, language disorders or bi-/multilingual children. However, they present teachers with a particular challenge in language support. Therefore, integrated…

"How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before 'I think' and 'We think' that we cannot plan, control or know, but simply experiment with, which is the 'time of the city' and nothing else?" (Rajchman,…

This paper describes some of the findings emerging from a small-scale pilot study investigating the potential of a tablet app, "Our Story (Ar Stòiridh)," to enhance language-learning opportunities for children in Gaelic-medium preschool playrooms. The intervention drew on design-based research, a methodology for investigating the…

Describes how one preschool teacher teaches children to learn to take responsibility for themselves by allowing them to make choices and decisions in the classroom within the limits of the rights and choices of others. (BB)

Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR,…

In this special section on creativity and learning, several articles discuss practices of schools in Reggio Emilia, Italy. Topics include the role of reciprocity between child and adult in creative learning; the importance of play for adults; and ideas directors can use to help teachers translate creativity into classroom practice. (AC)

Describes the early childhood system in Reggio Emilia, Italy, in which educators (1) ensure that children live in "a community of well-being"; (2) create a supportive environment; (3) respect individual rhythms; (4) maintain work areas for the visual arts; (5) respond flexibly to children; and (6) foster peer support. (AC)

Discusses and illustrates the ways in which early childhood teachers can teach preschoolers about peace. Teachers can implement two simple rules: "Don't hurt anyone," and "Use words to settle problems." Explains how these rules would be implemented in particular preschool situations. (BB)

Describes a student project of the Anna Frank school for three to six year olds in Reggio Emilia, Italy, in which students developed creativity by exploring the world of dinosaurs. Underscores the reciprocity between children and teachers in guiding the project. (AC)

Although opportunities for sharing information about early childhood education increased with the disbanding of the Soviet Union in 1991, knowledge about how young children are cared for and educated in countries of the former Soviet Union remains limited. This report presents observations of a kindergarten class in Minsk, Belarus conducted…

Describes four Norwegian kindergarten/day care programs: (1) Tislegard kindergarten and day care center, using community sculptures as the basis for art activities; (2) Bjerkeallen Barnehage, examining the impact on activities and staff relationships when half the staff are men; (3) Labakken, using nature as a central arena for play; and (4)…