Pub Date : 2026-02-14DOI: 10.1007/s10643-026-02112-z
Jin Shi, Yinan Ju
{"title":"How Might Parents Empower Preschool Children To Achieve School Readiness in the Context of Education Involution?","authors":"Jin Shi, Yinan Ju","doi":"10.1007/s10643-026-02112-z","DOIUrl":"https://doi.org/10.1007/s10643-026-02112-z","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"52 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-12DOI: 10.1007/s10643-026-02138-3
Jessie Ming Sin Wong
Artificial intelligence (AI) is beginning to enter preschool and early primary classrooms, offering the potential for personalised learning, inclusive support, and reduced teacher workload. However, this nascent uptake raises acute questions regarding privacy, bias, and children’s developmental well-being. This conceptual article synthesises five foundational educational theories to evaluate AI’s potential affordances and risks for learners aged 3–8. Drawing on a purposive sample of illustrative studies, design reports, and policy documents (2015–2025), five emerging application areas are identified: personalised curricula, inclusive supports, early screening, augmented play, and teacher empowerment. These applications are mapped onto a proposed Holistic Ethical Integration Model, which assigns interdependent responsibilities to designers, educators, parents, and regulators. The model yields design principles and policy recommendations aimed at guiding responsible adoption while safeguarding young children’s rights. Instead of an exhaustive literature review, this theory-driven roadmap lays the groundwork for future empirical testing and evidence-based policymaking.
{"title":"Designing Trustworthy AI for the Youngest Learners: An Integrated Ethical Framework and Implementation Roadmap","authors":"Jessie Ming Sin Wong","doi":"10.1007/s10643-026-02138-3","DOIUrl":"https://doi.org/10.1007/s10643-026-02138-3","url":null,"abstract":"Artificial intelligence (AI) is beginning to enter preschool and early primary classrooms, offering the potential for personalised learning, inclusive support, and reduced teacher workload. However, this nascent uptake raises acute questions regarding privacy, bias, and children’s developmental well-being. This conceptual article synthesises five foundational educational theories to evaluate AI’s potential affordances and risks for learners aged 3–8. Drawing on a purposive sample of illustrative studies, design reports, and policy documents (2015–2025), five emerging application areas are identified: personalised curricula, inclusive supports, early screening, augmented play, and teacher empowerment. These applications are mapped onto a proposed Holistic Ethical Integration Model, which assigns interdependent responsibilities to designers, educators, parents, and regulators. The model yields design principles and policy recommendations aimed at guiding responsible adoption while safeguarding young children’s rights. Instead of an exhaustive literature review, this theory-driven roadmap lays the groundwork for future empirical testing and evidence-based policymaking.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"162 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-12DOI: 10.1007/s10643-026-02126-7
Joseph A. Hogan, Cristin Montalbano, MaryAnn Joseph, Julie Norflus-Good
The COVID-19 pandemic precipitated widespread disruptions across multiple sectors of society, with residual impacts most evident in student performance. Studies conducted post-pandemic have examined outcomes for students who endured closures and shifts to hybrid/online instruction, which indicated lower academic performance and increased social/emotional needs. With existing literature consistently highlighting increases in student needs, this study explored the perceptions of early childhood educators who provide services to students in grades Pre-K to 3. While students currently in grades Pre-K through 3 did not directly experience the same environmental shifts in instructional delivery, their early developmental experiences were disrupted and they are demonstrating increased academic and social/emotional needs similar to those observed in older students. Through a qualitative study grounded in an inductive phenomenological approach and utilizing thematic analysis with 186 Pre-K through grade 3 educators, we major themes emerged indicating perceptions of change from pre-pandemic school: (1) Decreased school readiness; (2) Increased challenges for teachers; and (3) Increased references to special education. Subthemes were also identified within these overarching themes. Findings indicate a need for more support for teachers, more professional development opportunities, and more social/emotional support for students. Implications and future research are also presented.
{"title":"Understanding a Critical Issue: Pre-K to 3 Educators’ Perceptions of Student Needs, Special Education, and Support Services","authors":"Joseph A. Hogan, Cristin Montalbano, MaryAnn Joseph, Julie Norflus-Good","doi":"10.1007/s10643-026-02126-7","DOIUrl":"https://doi.org/10.1007/s10643-026-02126-7","url":null,"abstract":"The COVID-19 pandemic precipitated widespread disruptions across multiple sectors of society, with residual impacts most evident in student performance. Studies conducted post-pandemic have examined outcomes for students who endured closures and shifts to hybrid/online instruction, which indicated lower academic performance and increased social/emotional needs. With existing literature consistently highlighting increases in student needs, this study explored the perceptions of early childhood educators who provide services to students in grades Pre-K to 3. While students currently in grades Pre-K through 3 did not directly experience the same environmental shifts in instructional delivery, their early developmental experiences were disrupted and they are demonstrating increased academic and social/emotional needs similar to those observed in older students. Through a qualitative study grounded in an inductive phenomenological approach and utilizing thematic analysis with 186 Pre-K through grade 3 educators, we major themes emerged indicating perceptions of change from pre-pandemic school: (1) Decreased school readiness; (2) Increased challenges for teachers; and (3) Increased references to special education. Subthemes were also identified within these overarching themes. Findings indicate a need for more support for teachers, more professional development opportunities, and more social/emotional support for students. Implications and future research are also presented.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"81 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-07DOI: 10.1007/s10643-026-02132-9
Yihan Sun, Emily Berger, Helen Skouteris, Emma Barrett, Claire Blewitt
Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.
{"title":"Compassion Satisfaction, Burnout, and Secondary Traumatic Stress Among Australian Early Childhood Professionals","authors":"Yihan Sun, Emily Berger, Helen Skouteris, Emma Barrett, Claire Blewitt","doi":"10.1007/s10643-026-02132-9","DOIUrl":"https://doi.org/10.1007/s10643-026-02132-9","url":null,"abstract":"Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-05DOI: 10.1007/s10643-025-02085-5
Laura A. Bentley, Sonia L. J. White, Sally Savage, Kate E. Williams
Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers ( n = 7) incorporating a rhythm and movement intervention into their everyday educational practice. Qualitative interviews investigating the facilitators and barriers teachers experienced were thematically analyzed deductively using an existing ecological framework derived from implementation science. Key findings emerged across the individual, intervention, and contextual levels of the framework. At the individual level, aligning program goals with teachers’ interests increased engagement. Coaching options and realistic examples of expected behavioral changes addressed varying levels of professional preparedness and workload constraints. At the intervention level, offering flexible training formats and providing clear evidenced-based rationales boosted teacher engagement. Hard copy materials, troubleshooting guides, and adaptable program design supported individual teacher preferences. Contextually, clear program descriptors enabled teachers to effectively communicate the program’s value to leadership. Clear recommendations are made for future program designers and implementers to support the successful scale-up of evidence-based programs within diverse educational environments.
{"title":"Facilitators and Barriers of Implementing evidence-based Programs Delivered by Teachers in Early Childhood Education: Findings from the Rhythm and Movement for Self-Regulation (RAMSR) Program as a Case Study","authors":"Laura A. Bentley, Sonia L. J. White, Sally Savage, Kate E. Williams","doi":"10.1007/s10643-025-02085-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02085-5","url":null,"abstract":"Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers ( <jats:italic>n</jats:italic> = 7) incorporating a rhythm and movement intervention into their everyday educational practice. Qualitative interviews investigating the facilitators and barriers teachers experienced were thematically analyzed deductively using an existing ecological framework derived from implementation science. Key findings emerged across the individual, intervention, and contextual levels of the framework. At the individual level, aligning program goals with teachers’ interests increased engagement. Coaching options and realistic examples of expected behavioral changes addressed varying levels of professional preparedness and workload constraints. At the intervention level, offering flexible training formats and providing clear evidenced-based rationales boosted teacher engagement. Hard copy materials, troubleshooting guides, and adaptable program design supported individual teacher preferences. Contextually, clear program descriptors enabled teachers to effectively communicate the program’s value to leadership. Clear recommendations are made for future program designers and implementers to support the successful scale-up of evidence-based programs within diverse educational environments.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"312 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-04DOI: 10.1007/s10643-025-02088-2
Dana DeMaster, Lauren E. Westerberg, Tricia A. Zucker
{"title":"How to Support “Little Engineers:” Exploring Preschool Parent–Child Talk during an Engineering Bridge Challenge","authors":"Dana DeMaster, Lauren E. Westerberg, Tricia A. Zucker","doi":"10.1007/s10643-025-02088-2","DOIUrl":"https://doi.org/10.1007/s10643-025-02088-2","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-02DOI: 10.1007/s10643-025-02104-5
Fetiye Erbil, Mine Göl-Güven
{"title":"Is a Hug Enough to Continue? The Barriers and Coping Strategies of Early Childhood Educators Relating to their Wellbeing","authors":"Fetiye Erbil, Mine Göl-Güven","doi":"10.1007/s10643-025-02104-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02104-5","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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