There is mixed consensus on the long-term academic impacts of Early Childhood Education (ECE) programs on children’s outcomes. While some studies show sustained benefits from preschool through to secondary school, others report that early gains, particularly in literacy, fadeout by grade 1. One explanation proposed in the literature is that this fadeout may result from ECE programs emphasis on constrained literacy skills over unconstrained literacy skills. This scoping review examined how the terms constrained and unconstrained literacy skills are defined, interpreted, and applied in early childhood education research, and the extent to which researchers find these concepts useful. Findings from 19 peer-reviewed and 22 grey literature articles revealed five main categories: benefits of ECE services, evaluation, family involvement, teacher perception, and skill development and assessment. The review illustrated inconsistent definitions and variable application of the constrained/unconstrained framework yet also highlighted its conceptual value for explaining different developmental trajectories in literacy skills. Overall, findings suggest that unconstrained literacy skills may fade out at a slower rate than constrained literacy skills, underscoring the need for ECE programs to adopt a balanced and comprehensive literacy approach that supports both types of skills.

While opportunities to learn about potential careers in early childhood are often limited to stereotypical role play contexts, a project undertaken in collaboration with three early childhood centres in Gippsland, Victoria, Australia, demonstrated that early childhood settings can play an important role in supporting children to expand their understandings of potential careers in the World of Work [WoW], and help interrupt trajectories of disadvantage and unemployment. For children in this low socioeconomic area, families’ ability to support their educational and career aspirations was sometimes found to be limited by unemployment and a lack of positive educational experiences. Intentional Teaching was identified as an important pedagogy to address children’s lack of knowledge about potential careers and in particular, highlighted the rich potential for drawing attention to the WoW through children’s play interests and incidental conversations.

Climate change exacerbates food insecurity, malnutrition, and health risks, hindering child development in low- and middle-income countries, particularly in Africa. Nutrition education that is contextually relevant empowers caregivers with knowledge on nutrition literacy, food diversity, and hygiene, enabling informed decisions that support child well-being in environments adversely impacted by a changing climate. This article presents a qualitative case study of a facilitator-led nutrition education programme implemented in diverse South African communities. Drawing on Bronfenbrenner’s Ecological Systems Theory, the programme is positioned as a mesosystem intervention that strengthens connections between home, health, and early learning environments. Participant feedback gathered through interactive workshops highlighted increased understanding of dietary diversity, regular health checks, and hygiene practices. Participants reported greater confidence and a willingness to share their learning within their communities. Findings suggest that culturally relevant, community-based nutrition education can reduce malnutrition, strengthen climate resilience, and empower primary caregivers as community change agents. The study demonstrates how everyday caregiving and education practices can serve as practical mechanisms for climate adaptation and sustainable child development.

Early childhood educators may screen for mild motor delay in 4-year-old children but require appropriate resources. This study developed and evaluated the feasibility and acceptability of an instructional resource designed for educators to screen mild motor delay. An explorative sequential mixed methods study was used to co-design an instructional resource through focus groups with early childhood educators, then pilot test and evaluate the feasibility and acceptability of the instructional resource using a survey. Two focus groups guided the development of the instructional resource, a website, and manual. Eighteen educators assessed 18 children using the resources. There was good concordance in scores between educators and physiotherapist (Bland-Altman: M diff = −0.5, limits = −3.5 to 2.5). Educators ‘strongly agreed’ or ‘agreed’ on the instructional resources’ ethicality (90%), efficiency (75%), liked its use (75%), and believed it achieved its intended purpose (70%). These findings suggest that the instructional resource is feasible and acceptable.

Diverse family structures and non-binary and transgender identities have become increasingly visible in Australia. Nonetheless, gender diversity and LGBT parented families are currently challenging topics in early child education and care (ECEC) despite their inclusion in the Early Years Learning Framework. This co-design study explored the current experiences of educators in ECEC services with respect to inclusion of LGBT families and children’s gender diversity. Semi-structured interviews were conducted with ECEC educators from 17 services that were seeking training in diversity and inclusion of LGBT families. Reflexive thematic analysis generated themes relating to knowing queer people, the centrality of the boy in a dress, variations in the ways the topic is handled in ECEC programming (or not), concerns about community reactions (both LGBT and mainstream), and allyship. Findings suggest that work is needed to build educator capacity to have conversations with children, embed learning in programming, and work together with parents.

This study was conducted to explore preschool teachers’ pedagogical content knowledge (PCK) and their self-efficacy in mathematics education across various factors and to determine the relationship between these two variables. The sample consists of 202 preschool teachers. Data were collected using the ‘Preschool Teachers’ Pedagogical Content Knowledge Scale regarding Mathematics’ and the ‘Preschool Teachers’ Self-Efficacy Scale for Preschool Mathematics Education.’ The results indicated that a majority of teachers had low or below-average levels of PCK in mathematics. When examining the levels of self-efficacy, teachers were identified to have high self-efficacy levels for both preparing and implementing mathematical activities. A positive but weak relationship was noted between the level of PCK in mathematics and self-efficacy levels for preparing and implementing mathematics activities. Considering the impact of mathematics education provided during early childhood on academic skills in later years, the importance of teachers’ mathematics-related practices, their pedagogical content knowledge, self-efficacy becomes evident.

Ensuring child safety is paramount in early childhood education yet concerns persist regarding the preparedness of educators from accelerated Graduate Diploma programs in Australia. This study critically examines eleven such programs through qualitative content analysis to assess how child safety is integrated into the curricula. Findings revealed significant inconsistencies, an often-implicit treatment of safeguarding, over-reliance of professional placements for practicum, and limited leadership, trauma-informed practice, and mandatory reporting. These gaps raise serious questions about whether graduates are adequately equipped to fulfil their legal and ethical responsibilities. This paper advocates for urgent reforms in pre-service teacher education, arguing that child safety must be embedded as a core professional competency. Recommendations include mandating explicit curriculum content, implementing dedicated leadership training, and strengthening regulatory oversight. Addressing these systemic inconsistencies is essential to ensure that all early childhood educators are fully prepared to provide safe, ethical, and high-quality education across diverse early learning settings.

This policy commentary overviews how aspects of the evolving ECE policy environment in Aotearoa New Zealand impacts on child and teacher safety and wellbeing. Children’s wellbeing is conceptualised as interdependent on the wellbeing of those connected to them, including their teachers. Drawing on conceptual resources from Te Whāriki , including the concept of Mana Atua, the obligation to create policy decisions that uphold and do not diminish each child’s inherent mana frame the policy review. The commentary considers recent national research pointing to the damaging effects of for-profit private provision on teacher work conditions, pay and wellbeing. It goes onto examine recent political narratives and policy developments, including the review of ECE regulations, the funding system and the repeal of pay parity for some teachers. These developments are situated within the ongoing marketisation of the sector, questioning the blind commitment to marketisation as a provision strategy despite its damaging effects.

This study examines the perspectives of Chinese preschool leaders on gender roles and stereotypes in early childhood education (ECE), with a focus on fathers’ involvement in childcare and the employment of male educators. Fifteen principals and deputy principals from urban and rural preschools across five Chinese provinces participated in semi-structured interviews. Using inductive thematic analysis, four key themes emerged: (1) the persistence of gender stereotypes in child-rearing, (2) the entrenched view of men as primary breadwinners, (3) conflicting perspectives on male educators, and (4) the delineation of gender-based responsibilities in ECE. Findings reveal that societal norms often limit fathers’ engagement in child-rearing and confine male educators to roles that perpetuate traditional stereotypes. While participants acknowledged the value of fathers and male teachers in ECE, their views reflected deep-rooted cultural biases. The study calls for policies to challenge existing gender norms, promote male inclusion, and achieve equity in ECE practices.