Instructional change rarely happens easily in educational settings where complex systems and rigid practices may be well-entrenched (Kovacs, 2018). Yet, educators are routinely called to adapt to shifts that occur when new pedagogical practices are integrated into established models of instruction. For teachers to feel good about their craft, it…

This article aims to analyze discourse about professional development in preschool, represented by knowledge movements in meta-conversations about peer counseling. Empirically, this article presents a case study based on audio recordings of focus group discussions on peer counseling. The underlying study highlights findings in the form of various…

Although children's participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfö2018 in Sweden addresses education for sustainability (EfS) with regards to children's…

Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes.…

The purpose of this paper was to provide a theoretical outline of why critical media literacy (CML) should be included in Korean English education teaching practices and teacher training curricula. CML is a pedagogy designed to sensitize students to ideological meanings embedded in media that socialize people into specific values, beliefs, and…

This study presents the research that Pramling Samuelsson's keynote at the 32nd annual EECERA conference in Brighton 2024 drew upon. The study addresses an important but understudied feature of early childhood education and care for sustainability (ECECfS), namely engaging children in prospective or what-if thinking. Our reasoning is founded on…

Critical reflection on practice is a hallmark of professionalism in early childhood education. In the Australian context, reflection is highlighted as a principle in the national curriculum framework. This paper focuses on the professional learning of early childhood educators by drawing on a pedagogy of discomfort, an approach that aims to…

This study focuses on the systematic collective reflections of four teacher educators as they interrogate their own practice engaging in community-based settings, specifically considering how these settings can serve as an additional teacher. It is informed by a theory that centers educational experiences within the community and is guided by…

Research framed by evolving sociocultural theories have been fundamental in advancing the study of early childhood literacies. More recently the field has been enriched by posthumanist theories that have shifted the analytic gaze from children's participation in literacy practices and events, to the fluid relationality of literacies. Concurrently,…

Gender-transformative pre-primary education requires a coherent system that integrates gender considerations across all its core components for a quality service delivery. This brief presents a set of tools to support policymakers and/or practitioners to progress towards gender-transformative pre-primary education policy and programming, organized…

This book discusses innovative approaches that employ transformative elements (targets, methods, materials, ideas, etc.) in early childhood education. It embraces integrated approaches and conceptualizations, such as the concept of "edu-care," which signifies the inseparability of care and education. Further, it examines the…

This timely and compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter's research review on the impact of Ethnic Studies commissioned by the National Education Association (NEA), the authors show how the traditional…

There is a tremendous need to enhance the cultural competency of teachers working in PK-12 schools. Research indicates that culturally competent teachers who utilize transformative and justice-oriented curriculum and pedagogy provide classroom spaces that are more welcoming and engaging, and that showcase diversity, inclusion, and democracy in…

Access to pre-primary education has increased significantly in the past two decades and, as of today, boys and girls are participating equally. However, despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequalities and address harmful gender stereotypes and norms. In…

This case study examines how preservice teachers make meaning of "American culture" while being cognizant of personal bonding between a Japanese ex-inmate and the community he connected with in prison--whom he refers to affectionately as his Chicano homies--in the college course "Culture and Languages of the United States." The…