Quality of educator-toddler conversations varies across activity settings in centre-based ECEC

2024-8-18

The new (ab)normal: the participation of children attending preschool and elementary school during confinement

2024-8-13

Preservice teachers’ perspectives of play in early childhood education

2024-8-12

Parent–child math talk and early math interest: comparing the effects of written versus hands-on materials

2024-8-12

DAP discourses: hubris, hegemony, or heuristic for teacher education?

2024-8-11

How is inclusion defined on the early childhood level in China, Germany and the UK: a systematic literature review

2024-8-8

The slow pace of reform in a time of criticism, crisis, creativity and opportunity: a call for transformative visions and actions

2024-8-6

Early childhood teacher education for social justice and equity: a systematic literature review

2024-7-17

Curriculum theory and developmentally appropriate practice

2024-7-17

A comparative analysis of early years’ programme culture in the US and Poland – advancing humanism by placing love, freedom, care and consideration for others first

2024-7-9

Mother-child engagement in a categorisation activity: implications for parental pedagogy and early education research

2024-7-2

Re-engaging dialogue about the DAP debate: Implications for teacher education

2024-7-2

Souring palatable formations in DAP: Toward unfamiliar relations with child development in early childhood teacher education

2024-7-1

Children’s perceptions of their parents’ behavior during COVID-19 lockdowns

2024-6-30

Integrating a cultural-historical activity theory [CHAT] analysis to demystify the literary text utilisation in an Indonesian primary school context

2024-6-25

‘Out of the mouths of babes’ – capturing young children's perceptions of disability through the use of diversity dolls

2024-6-25

Exploring and evaluating understandings of children’s centres ‘core purpose’ through qualitative thematic analysis

2024-6-19

Parent needs and preferences for support during their very prematurely born child’s transition to school

2024-6-18

Playing through the pandemic and beyond: exploring the ongoing impact of COVID-19 on play-based learning in kindergarten classrooms

2024-6-17

Contextualising Developmentally Appropriate Practice (DAP): considering Caribbean countries

2024-6-17

A critical discourse analysis of NAEYC's developmentally appropriate practice texts: shifting rhetoric and implications for advancing equity in family-school partnerships

2024-5-30

My child is already whole: inextricable entanglements between DAP and evaluative constructs of disability

2024-5-22

Teacher educators as interpreters: the role of faculty in guiding student learning of DAP within sociocultural, institutional, and individual contexts

2024-5-20

Looking back to move forward: reflecting on developmentally appropriate practice to advance equity in early childhood education

2024-5-13

Dialoguing with developmentally appropriate practice (DAP): what does DAP mean for children with disabilities and inclusion?

2024-4-29

Deconstructing the 2022 National Association for the Education of Young Children (NAEYC) standards: A cross-cultural analysis of developmentally appropriate practices in Australia, Kenya and Nepal

2024-4-27

Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts

2024-4-27

Beyond omission: analysing the erasure of disability and inclusion in the developmentally appropriate practices

2024-4-27

Shall we play?: listening to children’s voices using a playful approach

2024-4-15

Power sharing: participatory research as democracy in early childhood education and in education

2024-4-2

Beyond constraints: interpreting voices to reframe preparation of teachers for inclusive kindergarten classrooms

2024-3-20

Avoiding the ‘touchy feely’ words: state PreK leaders’ intentional language choices

2024-3-17

Engendering preprimary education in Zanzibar: question of male teachers’ under-representation in early childhood teaching and learning

2024-3-16

Parental support of emergent literacy in the final preschool year in Austria during COVID-19-induced lockdowns

2024-3-1

Places, spaces and encounters with nature – socio-material discourses in Swedish preschools

2024-1-30

Lessons learned during online education experiences of kindergarten during the COVID-19 pandemic in Bangladesh

2024-1-19

Learning from babies is an early childhood education

2024-1-2

School location influencing parental involvement and cognitive skills of grade 1 students in Jamaica

2024-1-2

A comparative analysis of creativity: Australian and Iranian early childhood national policy frameworks

2024-1-2

The psychological well-being of children who play digital games during the COVID-19 pandemic

2024-1-1

Children’s perspectives on quality in ECEC as a specific form of participation

2023-12-27

Strategies for optimizing partnership: workshop on teamwork for teachers and parents in early childhood education

2023-12-27

Shifting perspectives: developing and integrating educators’ notions of play and early math learning in kindergarten

2023-12-27

What constitutes a high-quality environment for speech and language development?

2023-12-3

Understanding parent and staff perspectives on bicycle usage in nurseries and at home

2023-11-14

Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night

2023-11-5

Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools

2023-10-19

Length, area, volume, and angle and turn measurement in early childhood: validating the early measurement assessment tool

2023-10-16

The role of early childhood development and education (ECDE) in supporting learning and well-being in rural early childhood and primary schools in South Africa

2023-10-3

Rethinking agency in literacies: Malawian children’s and teachers’ perspectives

2023-10-3