ABSTRACT Singing activities are a staple in early childhood settings. Beyond offering moments of relaxation, singing has potential benefits for children’s development and promotes language learning. Nonetheless, educators seem to value singing more as entertainment than as a learning tool. Furthermore, few studies have examined either the functions of songs in multilingual settings or the manners in which teachers scaffold children’s learning. This study, based on three early childhood centers serving children aged 2 to 4 in multilingual Luxembourg, analyzes the purposes of songs and the young children’s participation in singing with a qualitative methodology. The three centers were selected on account of their different locations, dominant languages, and prior experiences with either literacy or collaboration. The authors selected adult-initiated and child-initiated singing episodes to investigate the purposes of singing throughout the day, identify potential benefits in relation to valuing and encountering institutional languages and home languages and examining children’s engagement. Findings indicated four main areas for the use of songs: structuring the day and helping understand routine activities, enhancing socialization, entertaining children, and valuing home languages. Furthermore, children’s participation varied across centers and educators and depended on the pedagogical practices, the opportunities offered by the educators, and the ways the educators scaffolded learning. We conclude with research and policy recommendations, highlighting the need for professional development training that expands the educators’ knowledge and skills necessary to maximize the benefits of songs in multilingual settings.

ABSTRACT The current study aimed to identify predictors of depression for early care and education (ECE) teachers before and at the beginning of the COVID-19 pandemic. Using large-scale statewide survey data collected during December 2019-February 2020 (N = 1156) and May 2020 (N = 760), we examined the extent to which ECE teachers’ socio-demographic, professional, and work environment characteristics were predictive of depression scores before the pandemic, and how these factors, coupled with COVID-19 stressors, predicted change during the beginning of the pandemic, controlling for pre-COVID-19 variables. Before the pandemic, results showed that ECE teachers’ work hours, child age group taught, and perception of job demands uniquely predicted greater depression, whereas teachers’ age, identifying as Latine, and perception of job support uniquely predicted lower depression. Our results also showed that there was a significant mean increase in depression from pre to post pandemic, and that work hours, job demands, and income worry were each predictive of greater increases in depression. Finally, teachers who were from specific BIPOC groups had less increase in depression compared to White teachers. Implications of these findings on the ECE teacher workforce as well as recommendations for policy and practice are discussed.

ABSTRACT The aim of this study was to determine the effects of the Incredible Years® TCM Program on Turkish preschool teachers’ classroom management skills and children’s social competence and misbehaviors. The study group consisted of 72 preschool teachers and their students, aged 48 to 72 months. Findings from the Teacher Classroom Management Strategies Questionnaire (TSQ) indicated no significant differences in teachers’ perceptions of their classroom management strategies. However, the Social Competence and Behavior Evaluation Scale-30 revealed significant improvement in the Social Competence and reductions in Anger-Aggression and Anxiety-Withdrawal subscale scores.

ABSTRACT This study explores the understanding and application of the infection model, specifically focusing on cystitis caused by Escherichia coli (E. coli) in a diaper-changing context, among preservice teachers (PSTs). Fifty-four PSTs participated in a modeling sequence including experimentation. The PSTs’ comprehension of infection mechanisms and the human body’s response to bacterial infections were analyzed using a framework that addressed components, mechanisms, and phenomena related to the infection model. Data consisted of six tasks (two initial, two intermediate, two final). Findings show that PSTs improved the understanding of the infection model, especially in the components and mechanisms dimension. The experimentation mainly facilitated a deeper knowledge about E. coli. Nevertheless, although the PSTs learned the proper diaper-changing techniques to prevent infections, in some cases they failed to justify their actions using the infection model.

ABSTRACT The early childhood years are critical for the young children’s educational journey and later better future. Well-trained teachers are crucial for children’s adequate development. The current qualitative study presents the experiences of teachers after training in Early Childhood Education (ECE) in the rural context of Pakistan. Data were collected mainly through interviews and classroom observations. Findings revealed that teachers’ participation in professional development program enriched their understanding of ECE and developed their conceptions about social-emotional wellbeing of children. Findings also revealed that besides developing their perceptions about quality ECE that caters to the needs of all children, there exists a gap between the teachers’ perceptions and their classroom practices. This study suggests that special consideration is to be paid by the government towards ECE and ongoing support, guidance, and monitoring of early childhood teachers’ classroom practices.

ABSTRACT This study explores the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service early childhood education (ECE) teachers through a Learning by Design (LBD) approach, specifically the design of digital comics for early literacy instruction. A Design-Based Research (DBR) methodology was employed to iteratively design, implement, and refine a TPACK-based training program for 27 pre-service teachers in Indonesia. Quantitative results from pretest and posttest data indicated significant improvements in all TPACK domains, particularly Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK). Qualitative findings from observations, interviews, and artifact analysis revealed increased teacher confidence in technology use, challenges in aligning technology with pedagogy, and enhanced creativity in digital comic designs. The study concludes that engaging pre-service teachers in the design of digital instructional materials fosters deeper integration of technology, pedagogy, and content knowledge, though further support in developmentally appropriate pedagogy is needed. Recommendations for teacher training programs and future research are discussed.

ABSTRACT Professional development (PD) can produce transformations that matter most to the person who engages in it. However, traditional PD often does not make a meaningful difference. Could experiential learning be a meaningful form of PD for professionals in the field of early childhood education? What are professional reflections on experiential learning in Reggio Emilia, Italy? How do in-service and pre-service professionals perceive their experiences with a short-term study abroad in Italy? This article will share professional reflections on a short-term study abroad in Reggio Emilia, Italy. Ten in-service and pre-service professionals went to the northern Italian town for a ten-day exploration to experience the early childhood approach. Reflections are shared from participants’ point of view based on a survey they completed before the experience in Italy, journal writing that occurred on location during the travels in the Emilia-Romagna region, and follow-up focus group conversations after participants returned home to America. Findings indicate that professionals made meaningful connections with learning on location. Implications for PD and experiential learning abroad are discussed.

ABSTRACT Over the last two decades, there has been increased interest in neuroscience-informed approaches in early childhood, particularly regarding their potential benefits for early childhood education. However, little is known about the neuroscience-related content early childhood educators and teachers receive in their initial training. This study sought to address this gap by examining early childhood pre-service education qualifications in Australia for neuroscience-related content. Findings revealed an absence of neuroscience-related content within vocational early childhood education programs, and only 20% of university-based initial early childhood teacher education programs contained one or more units with some neuroscience-related content. The limited neuroscience-related content in early childhood education qualifications could have implications for educators’ understanding of young children’s brain development, and their interactions and practices with children within their early childhood education and care programs.

ABSTRACT An induction program is the first, and for some, the most crucial step for a teacher’s professional career and the bridge between their academic knowledge, skills, and the school reality. An increasing number of induction programs for teachers are delivered online to reach a broader audience and address existing challenges, such as geographical distance. Considering the importance of success of these programs for teachers’ preparedness for the profession, job satisfaction, and retention, this study investigated the levels of satisfaction of novice teachers who received an online asynchronous induction program in Greece. Previous evidence suggests that participants’ satisfaction is linked with the effectiveness of an induction program. An online survey was conducted to investigate the perceptions of novice foreign language teachers’ satisfaction and effectiveness of an online asynchronous induction program designed to prepare them for teaching English as a foreign language in preschool education. Results demonstrated that novice English language teachers’ satisfaction is mainly affected by the content, structure, and collaborative elements of the program and not by its mode of delivery.

ABSTRACT Progressive practices, such as an emergent curriculum and inquiry pedagogy, work with young children’s natural inclinations toward play while building such skills as critical thinking and collaboration. However, novice teachers often struggle to learn how to use progressive practices in their teaching. This is a reflection of practice targeting the experiences of students in an early childhood teacher preparation program who were tasked with using the Project Approach, a contemporary approach with progressive foundations, in their field placements. In this program, faculty model the Approach and then mentor students to facilitate an inquiry project with young children over four weeks. Students’ experiences show thoughtful engagement with inquiry based-practices in field placements, though some students struggled to understand the deep work of facilitating inquiry projects with children.