Early Childhood Teacher Education Research Articles

Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting

This article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools.

Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities

Inclusive early childhood education teacher preparation programs are tasked with preparing teacher candidates to work with young children with and without disabilities. Yet, many teacher preparation programs continue to function in a medical model of disability, where teacher educators teach candidates to “fix” or “cure” young disabled children. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Instead, practices can be implemented to build on the unique strengths and assets disabled teacher candidates bring to the early childhood field. This call to action has been co-authored by disabled teachers and candidates to highlight the practices teacher educators can instill in their programs with the goal of recruiting and retaining disabled teacher candidates.

Backward Design in Pre-Service Teacher Education to Enhance Curriculum Knowledge

This action research aimed to enhance the curriculum knowledge of 37 pre-service teachers in early-childhood education through backward design (BD) as an innovative framework. Participants enrolled in an online curriculum development course focusing on curriculum elements and underwent BD-based instruction for five weeks. Multiple data collection tools were employed, including pre- and post-achievement tests and curriculum literacy scales, digital learning journals, performance tasks, course observations, and interviews. The results showed a significant improvement in the curriculum knowledge of the pre-service teachers. This was evidenced by a notable increase in curriculum literacy scores, a moderate improvement in achievement test scores, and positive performance task outcomes. These findings highlight the effectiveness of BD-based instruction in enhancing the curriculum knowledge of pre-service teachers. This study provides valuable insights for teacher educators to effectively tailor their instructional approaches. Further research is needed to validate these results and advance instructional practices in pre-service teacher education.

Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure

ABSTRACT Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and second-language learners. The Child Observation in Preschool (COP) instrument measured engagement levels. Our findings reveal that the presence of highly qualified teachers significantly increased the duration of high engagement for all children, regardless of language status. While second language learners initially appeared to show lower engagement, this difference was insignificant in the full model after accounting for classroom structure and teacher qualifications. Classrooms with a higher proportion of qualified teachers demonstrated improved engagement across the board. Policy and Practice: These findings underscore the importance of ensuring a high proportion of qualified teachers in early childhood education and care settings. Creating a supportive, high-quality educational environment is essential for fostering engagement among all children but may be particularly crucial in classrooms with diverse language backgrounds.

Tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries

This special issue provides some needed insight into the tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries. These topics warrant exploration due to complex, and at times contradictory educational landscapes, which must deal with the question of how to generate comprehensive, coherent, and interdisciplinary education programs. Drawing on studies utilizing different theoretical perspectives on tensions, coherence, and progress in higher education, and with the use of a variety of research methodologies, the Nordic authors in this special issue expand our knowledge on current issues and tendencies in ECTE in Sweden, Norway, Denmark, and Finland. In light of the great importance of and real challenges in the field of early childhood education and care, the question of how to educate early childhood education teachers is highly relevant, and requires more research in, and reflection on, how these teachers are educated. This special issue draws specific attention to opportunities and challenges in ECTE, which has so far received limited research attention.

The influence of emotions on science teaching: a case study with three early childhood education teachers

Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

Aesthetic Learning Spaces: An Investigation into the Status in Danish Early Childhood Teacher Education

The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.

‘We have a great deal of influence’: Finnish early childhood in-service teachers’ agency for culturally sustaining pedagogy

ABSTRACT This qualitative study focused on the role of teacher agency and critical reflection in the context of an in-service training programme for early childhood education and care (ECEC) teachers in Finland. The programme emphasised culturally sustainable pedagogy and aimed to support teachers in an increasingly multilingual society. This study aimed to investigate how teachers displayed agency as they tried to promote culturally sustaining pedagogy, and how critical reflection interacted with teachers’ professional agency. The data of the study were versatile, as they consisted of influential texts implemented via the creative writing process, two questionnaires, and interviews with the participants. The data were analysed theoretically and empirically through inductive-deductive reasoning. The investigation revealed four levels at which in-service teachers manifest agency in culturally sustaining pedagogy: individual, child-oriented, institutional, and societal. The results revealed that by writing influential texts, ECEC practitioners significantly challenged their assumptions about their agentic capacity and inspired them to reflect on their practices critically. The findings also revealed that in terms of the targeted audience, participants were not confident in their agentic role in influencing systemic change. These findings highlight the importance of discussing multiple aspects of agency in teacher education by using guided critical reflection.

Building Independent Generations from an Early Age: The Crucial Role of Early Childhood Education Teachers

This study aims to find out the crucial role of early childhood education teachers in fostering children’s independence from an early age. This research was conducted using a qualitative descriptive method with data collection through observation, interviews, and documentation. The main subjects in this study were teachers and children. The results of the study show that the role of teachers in increasing children’s independence by providing opportunities for children, and applying learning in school. The role of a supervisor is carried out in a way that teachers habituate and repeat to children, teachers who have extensive knowledge, and teachers who instill a neat attitude in children. Independent children always want to try their own way in doing things, not depend on others and children know when the time to ask others for help. This study contributes that the special methods used by teachers to instill independent character values in children are using habituation methods, storytelling methods, affirmation methods, singing, poetry, and knowing, feeling, and direct practice both at school and at home so that the application of independent character values is more imprinted in children.

Enriching the professional identity of early childhood development teachers through mentorship

The purpose of this paper is to highlight three professional identity tensions that are experienced by beginning teachers: the change in role from student to teacher; conflicts between expectations and realities of mentor support given to students (mentees), and contradictory notions of learning to teach. Research shows that Early Childhood Development (ECD) is losing many highly qualified teachers due to the perceived lack of proper mentorship in developing professional identity. This article outlines a study to explore the mentoring needs of ECD teachers in developing a positive professional identity. Participatory Reflection and Action (PRA) as a data collection method, which relied heavily on interpretivism as epistemology was conducted. The research sample consisted of all fourth year (final-year) undergraduate BEd students (n=713), who had to attend the compulsory teaching-practice component of the teacher training programme for the first time during the second and third quarters of the academic year. The BEd (Foundation Phase) students’ completed matrices (maps) were transcribed, coded and categorised through thematic analysis. As a result, two dimensions of the participants’ identity construction emerged: (1) Positive Role Modelling and (2) Missed Opportunities. It is suggested that mentor training, as well as scheduled talk-time and reflection opportunities between the mentors and mentees could transform the Work Integrated Learning (WIL) landscape and enrich the professional identity of Early Childhood Education teachers.

Estonian and Finnish early childhood education teachers’ views of well-being and changes at work during the COVID-19 pandemic

ABSTRACT This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers’ well-being at work. Likewise, changes in work were limited. However, there were large individual variations in these experiences between teachers and between countries. Finnish teachers’ well-being at work was only slightly explained by job changes, while Estonian teachers’ well-being was significantly more explained by them. The findings highlight the intertwined nature of well-being at work and work changes and the individual nature of the effects of the COVID-19 pandemic on teachers’ work.

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations.

The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines.

Strategi Profesionalisme Guru PAUD Abad 21 dalam Menstimulasi Kemampuan Membaca Anak Usia Dini

21st-century ECE teachers face challenges in developing effective strategies to stimulate early reading abilities in children. This study aims to explore the strategy of 21st-century early childhood education (ECE) teachers' professionalism in stimulating early reading skills in young children focusing on the effectiveness of these strategies in enhancing children's interest and reading abilities. The study employs a descriptive qualitative research method, with two teachers from groups B1 and B2 of TK Piri Nitikan as the subjects. The findings highlight that the professionalism of 21st-century ECE teachers, particularly in using conventional picture storybooks and digital flipbooks, positively contributes to enhancing early reading skills. Conventional picture storybooks aid in developing fine motor skills and basic language abilities in children, while digital flipbooks offer a more interactive and engaging learning experience. Combining conventional and digital approaches in 21st-century ECE professionalism provides a strong foundation for improving early childhood reading abilities.

Developing TPACK through task design: exploring the use of multiple modes of representation and the promotion of mathematical processes

ABSTRACT This research considers the need to train teachers who can effectively integrate technology for teaching and learning mathematics. The primary goal of this research is to showcase a successful training experience by identifying and describing some indicators of the technological pedagogical content knowledge acquired by pre-service early childhood education teachers during their participation in this initial training programme. Specifically, we focus on the different ways of representing mathematical concepts and the mathematical processes that can be activated by including such modes of representation. The participants in this research were 28 PECTs, who were organised into groups that planned a set of tasks using technology to teach geometric concepts. The results show that the groups employed a variety of modes of representation, translations and transformations (connections), fostering the emergence of different mathematical processes. Thus, our proposal to integrate technology was satisfactory in this sense, suggesting its potential applicability across diverse subjects, particularly those in which the ways of representing concepts play a relevant role. Also, the analysis conducted may be extrapolated to subjects others than mathematics.

A review of Australian early childhood teacher education. Is physical development missing?

ABSTRACT Early childhood education (ECE) settings play an important role in child development, including children’s physical development. However, ECE educators have low competence and confidence in facilitating learning experiences that promote physical development. Content delivered in teacher education may influence educator’s knowledge, competence, and confidence in this area. No studies have comprehensively explored early childhood teacher education in Australia to determine if such content is included. Therefore, the aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development. A desktop audit of Australian university undergraduate early childhood degrees was conducted. Subjects for early childhood degrees were categorized based on their title. Subject overviews and general outlines for subjects which broadly focused on physical development were inductively analyzed. Australian early childhood teacher education degrees offer a variety of subjects, including subjects that focused on play, health and wellbeing, and physical education. No subjects specifically focused on child physical development. We suggest early childhood teacher education degrees need to reconsider their subject offerings and include at least one subject that focus on physical development. Physical development is critically important as it underpins children’s social, emotional, language, and cognitive development. This study highlights a potential content area that could be included in early childhood teacher education degrees within the Australian context and internationally.

Research Competences Focused on Trainee Teachers in Early Childhood Education

This study deals with the research skills of trainee teachers at the early education level at the National University of Education and their valuable contribution to the teaching- learning process of educational research oriented towards the development of their curricular integration work (ICT). The objective is to diagnose the research skills of students in the fifth and seventh cycles of the Early Education course, with the aim of aligning what is learnt in the classroom in the subject of research with the implementation of the end-of-cycle research work known as the Project for the Integration of Knowledge (PIENSA). The methodology applied is framed in a qualitative study, of an interpretative nature, with the use of an interview with the students under study. The results obtained are analysed by means of a first level codification based on the categories of knowledge, skills, abilities, attitudes and effective performance in the research process. The results show that research competences should be strengthened in a logical sequence in educational research that promotes continuous improvement and is adapted to the projects that are developed permanently in each cycle. Furthermore, the fact that there is a convergence of different criteria on the research competences developed prioritises the search for quality in research and the use of methods that contribute effectively to the fulfilment of the objectives set.

Māori leadership and early childhood educational leadership in Aotearoa: A critical literature review

Abstract Five early childhood teacher educators in Aotearoa New Zealand explored a range of literature to respond to the question: What does literature tell us about Māori leadership and how are our findings relevant to leadership in early childhood education (ECE) in Aotearoa? The process of finding and reviewing literature sources about Māori leadership led us to think critically about how Māori values, concepts, and customs have been diminished or sustained in fields such as education and business. ECE in Aotearoa is shaped by the bicultural curriculum Te Whāriki and underpinned by obligations to Te Tiriti o Waitangi. Although education and leadership structures and processes in Aotearoa are overwhelmingly produced within Westernised perspectives, ECE curriculum and practice foregrounds Māori ways of knowing, being, and doing. Through the literature review process, we shared insights and critical discussions that enriched our perceptions of leadership by and for Māori, and of relevance to ECE leadership through shared values. The literature reviewed provided examples from education and business settings where Māori leadership grounded in values of whanaungatanga/reciprocal relationality originating in Māori traditional beliefs and societal structures has been sustained, remembered, and reclaimed through processes of navigating and negotiating present-day colonised contexts. Literature also provided examples of official programmes and policies that seek to acknowledge and enhance Māori leadership in education.

Fostering excellence: professional associations and the cultivation of teachers’ professional identities

ABSTRACT In the Republic of Croatia, there is not a single overarching professional association for early childhood education (ECE) teachers. Instead, six regional ECE teachers’ associations are actively operating. Recognizing the shared responsibility for upholding professionalism, ECE teachers are proactively seeking a nurturing environment that fosters their professional growth and aligns with their practical requirements. This research was conducted with a sample of 206 ECE teachers in the Republic of Croatia and aimed to explore the role of professional ECE teachers’ associations in shaping the professional identity of ECE teachers within the country. To achieve this objective, a survey questionnaire was designed to assess motivation, self-perception, self-efficacy and attitudes of ECE teachers toward educational tasks and ECE teachers’ professional associations. The findings reveal that both education level and membership in professional associations are predictive factors influencing respondents’ perception of their profession and their professional identity.

Valuing Human Rights in Inclusive Education: Challenges and Burnout Prevention for Early Childhood Education Teachers

A inclusão de alunos com necessidades especiais nas salas de aula regulares de educação infantil apresenta diversas dificuldades para os professores. O objetivo deste estudo é identificar as barreiras significativas e desenvolver estratégias para criar um ambiente educacional mais inclusivo e acolhedor. A pesquisa, de natureza qualitativa, baseia-se em revisões bibliográficas e observações da prática em sala de aula. Os resultados indicam que a sobrecarga docente é um desafio constante, impactando a saúde física, emocional e mental dos professores. Conclui-se que a responsabilidade pela educação inclusiva deve ser compartilhada por professores, sistema educativo, políticas públicas e sociedade. É essencial implementar estratégias eficazes para apoiar os professores, garantindo uma educação de qualidade para todos.