How do early childhood education leaders shape professional learning communities?

2024-9-3

Building professionalism in early childhood development in South Africa: professional associations and unions

2024-8-29

Empowering little learners: revolutionizing distance learning DL for Tabuk Region kindergarten students with disabilities

2024-8-29

(Care)fully reconstituting cruel professionalism with and for early childhood educators: how caring activism can resist uncaring conditions

2024-8-22

Working with families: an investigation of early childhood educators’ emotional labour and wellbeing

2024-8-19

Participation profiles in Chilean ECE professional associations and unions: assemblages of agency and professional field orientation

2024-8-7

The development of <i>Birth to Five Matters guidance</i> : reflections on the critical agency and collective advocacy of an English early childhood coalition

2024-8-4

How does emotional intelligence develop in early childhood?: a meta-analysis of two perspectives on emotional intelligence

2024-7-12

Universal mental health support in the early years in the context of the UK: early years professionals’ views

2024-7-12

Transition at a standstill: preschoolers’ motor development during the COVID-19 pandemic

2024-7-11

Telling stories of learning and beyond: using the learning story approach to help kindergarten teachers to conceptualise play-based teaching and learning in China

2024-7-10

Construct validity of the sensory integration infant routines questionnaire (SIIRQ)

2024-7-9

“Disregarded and undervalued”: early childhood teacher’s experiences of stress and anxiety during the COVID-19 pandemic

2024-7-5

Preschool teachers’ perceptions on the use of questioning strategy during storytelling to develop children’s critical thinking in Central China

2024-7-2

Early care and education professionals’ perspectives on mealtime in the US and Taiwan

2024-6-29

Norwegian ECEC teachers’ play practices with children aged 2-3 years

2024-6-26

Introducing cultural-historical genetic-analytical model for studying child’s play: the matryoshka principle – situations within situations covered by situations

2024-6-23

Can we play with science? Preschool teachers’ discussion about play-responsive teaching and how science content can be introduced into play with support of digital tools

2024-6-11

Using action research to infuse nature-based loose parts play into the Kindergarten Program

2024-5-28

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

2024-5-26

Children’s involvement in home-based childcare: are boys more susceptible to caregiver sensitivity than girls?

2024-5-22

The effects of number naming systems and age factor variables on counting skills: Turkish and Dutch children

2024-5-16

If you give them the chance, they will thrive: exploring literacy development through the arts in early childhood education

2024-5-9

Peer-mediated education and autism spectrum disorder (ASD) in preschool inclusive programs: the power of games

2024-5-8

Rehabilitate Defectology! Teaching Foundation Reading as Compensation

2024-5-7

The relationship between preschool teachers’ sense of teaching efficacy and turnover intention during the COVID-19 pandemic: a mediation model

2024-5-7

Pre-primary educators’ views on peace education as a strategy for building a sustainable society in Tanzania

2024-5-3

Early literacy, early numeracy and executive functions of French Kindergartners in Montessori and conventional environments

2024-5-2

Considerations of quality: examining theoretical perspectives informing infant and toddler pedagogy in Aotearoa/New Zealand

2024-5-1

Making toddlers’ numerical competence visible – without relying solely on verbal utterances

2024-4-29

Relationships between teacher–child relationships, resilience, and emotional competence: an empirical study of left-behind children in regional China

2024-4-28

Young children’s expression of gender and sexuality a multimodal research method

2024-4-26

Exploring the experiences of parents and young children during the COVID-19 outbreak

2024-4-9

Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers

2024-3-27

Beyond the rules, behind a smile: children’s oppositional actions in nurseries

2024-3-27

Ongoing attachments with stuffed toys: conceptualizing childhood and teaching through transitional objects

2024-3-18

International perspectives on early childhood education curriculum development: reflections on a documentary review

2024-3-13

Effects of caring climate on career commitment for preschool teachers: the mediating roles of interpersonal trust and cooperative learning

2024-2-29

Home-based early intervention services for children with disabilities in Saudi Arabia: opportunities and challenges from a specialists perspective

2024-2-19

‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development

2024-1-31

What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives

2024-1-30

The ‘it’ factor: expectations of ‘good’ early childhood teachers in Australia

2024-1-19

Impact of Kindergarten Teachers’ Scientific Processing Skills Training on Children’s Science and Mathematics Development

2024-1-8

Using picturebooks to support student teachers to address complex social justice issues in early childhood education settings

2024-1-4

List of reviewers from 2023

2024-1-1

Inclusive active play curriculum in pre-service Canadian early childhood education programs

2023-11-3

Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment

2023-11-1

‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners

2023-10-27

STEAM education with young learners: five different design processes

2023-10-27

A case study of young children’s play negotiations in free play

2023-10-10