Pub Date : 2025-11-29DOI: 10.1007/s10643-025-02069-5
Aysun Ata-Aktürk, Robert M. Capraro, Mary Margaret Capraro, Sonnur Ozturk
{"title":"STEM Education for Children with Disabilities: A Systematic Review","authors":"Aysun Ata-Aktürk, Robert M. Capraro, Mary Margaret Capraro, Sonnur Ozturk","doi":"10.1007/s10643-025-02069-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02069-5","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"106 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145613709","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 : 2025-11-27DOI: 10.1007/s10643-025-02063-x
Jennifer Huey Li Tan, Wan Har Chong
{"title":"Perspectives on Differentiated Instruction in Singapore Preschools: Implications for Practice","authors":"Jennifer Huey Li Tan, Wan Har Chong","doi":"10.1007/s10643-025-02063-x","DOIUrl":"https://doi.org/10.1007/s10643-025-02063-x","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"20 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145608835","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 : 2025-11-27DOI: 10.1007/s10643-025-02054-y
Juliet E. Hart Barnett, Erin Rotheram-Fuller, Jesse Fleming
{"title":"Reconceptualizing Inclusion: A Qualitative Exploration of Parental Perspectives on Autism-Specific Classrooms in Early Elementary Education","authors":"Juliet E. Hart Barnett, Erin Rotheram-Fuller, Jesse Fleming","doi":"10.1007/s10643-025-02054-y","DOIUrl":"https://doi.org/10.1007/s10643-025-02054-y","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"110 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145608836","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 : 2025-11-27DOI: 10.1007/s10643-025-02076-6
Åste Mjelve Hagen, Veslemøy Rydland
Structured language interventions are increasingly recognized as effective tools for supporting young children’s oral language development. However, implementing such interventions in Nordic early childhood education and care (ECEC) settings – anchored in play, child autonomy, and holistic development – presents distinct challenges. This narrative review synthesizes eight intervention studies from Nordic ECECs to consider how structured language support can align with Nordic pedagogical values. We first outline implementation concepts – fidelity, readiness, alignment – and how they intersect with this context. We then summarize interventions ranging from highly scripted, small-group programs to broader curriculum models. Across studies, interventions that targeted children at risk, used small-group formats, and emphasized expressive language were more often associated with positive short-term gains; however, effects frequently faded without sustained support. At the same time, rigid scripting can conflict with professional autonomy, and broad play-based models often lack sufficient instructional focus to yield measurable language outcomes. We identify five recurring dilemmas – alignment with Nordic traditions, scripting versus autonomy, differentiation, implementation capacity, and sustainability – and propose practice-oriented pathways: modular design, co-development with educators, and stronger preschool–school continuity. Because key features (targeting, format, dosage, professional development, fidelity) co-vary across studies, these patterns should be interpreted as associations rather than mechanisms.
{"title":"Preserving Pedagogy, Promoting Language: Implementation Challenges and Possibilities for Structured Language Interventions in Nordic Early Childhood Education","authors":"Åste Mjelve Hagen, Veslemøy Rydland","doi":"10.1007/s10643-025-02076-6","DOIUrl":"https://doi.org/10.1007/s10643-025-02076-6","url":null,"abstract":"Structured language interventions are increasingly recognized as effective tools for supporting young children’s oral language development. However, implementing such interventions in Nordic early childhood education and care (ECEC) settings – anchored in play, child autonomy, and holistic development – presents distinct challenges. This narrative review synthesizes eight intervention studies from Nordic ECECs to consider how structured language support can align with Nordic pedagogical values. We first outline implementation concepts – fidelity, readiness, alignment – and how they intersect with this context. We then summarize interventions ranging from highly scripted, small-group programs to broader curriculum models. Across studies, interventions that targeted children at risk, used small-group formats, and emphasized expressive language were more often associated with positive short-term gains; however, effects frequently faded without sustained support. At the same time, rigid scripting can conflict with professional autonomy, and broad play-based models often lack sufficient instructional focus to yield measurable language outcomes. We identify five recurring dilemmas – alignment with Nordic traditions, scripting versus autonomy, differentiation, implementation capacity, and sustainability – and propose practice-oriented pathways: modular design, co-development with educators, and stronger preschool–school continuity. Because key features (targeting, format, dosage, professional development, fidelity) co-vary across studies, these patterns should be interpreted as associations rather than mechanisms.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"99 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145608864","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 : 2025-11-25DOI: 10.1007/s10643-025-02072-w
Kimberlie K. Todd, Kelly A. Gobrogge, Susanna Hapgood, Katherine K. Delaney, Heather M. Sloane Cleary, Archna K. Virani, Michael D. Toland, David M. Dueber, Christine M. Fox
Early literacy and whole-family wellness and stability practices from birth to five form the foundation for children’s later academic, social, behavioral, and psychological well-being. Families experiencing homelessness or housing instability (H/HI), often face chronic stress and trauma that create significant barriers to supporting early learning, compounded by limited access to literacy resources and social services. This study examined the intersection of H/HI and early literacy by identifying challenges families face in accessing support systems, determining what assistance they need, describing family activities that promote early learning and development, and exploring families’ perceptions of early childcare learning opportunities. A needs assessment survey was developed and implemented with adults caring for children aged 0 to 5 who are experiencing H/HI. Findings show substantive barriers to accessing essential support systems, including financial instability, extensive paperwork, and long wait times. Participants reported unmet needs in areas such as childcare, transportation, legal services, job training, and housing assistance due to a variety of personal and systemic barriers. The findings underscore the urgent need for cross-sector collaboration among early childhood educators, literacy specialists, and social service providers. Identifying and addressing these barriers can guide the design of integrated literacy and social service supports that promote family stability and early learning opportunities for young children in families experiencing homelessness or housing instability.
{"title":"Lived Experiences of Families with Young Children Facing Housing Instability: Literacy and Social Service Access","authors":"Kimberlie K. Todd, Kelly A. Gobrogge, Susanna Hapgood, Katherine K. Delaney, Heather M. Sloane Cleary, Archna K. Virani, Michael D. Toland, David M. Dueber, Christine M. Fox","doi":"10.1007/s10643-025-02072-w","DOIUrl":"https://doi.org/10.1007/s10643-025-02072-w","url":null,"abstract":"Early literacy and whole-family wellness and stability practices from birth to five form the foundation for children’s later academic, social, behavioral, and psychological well-being. Families experiencing homelessness or housing instability (H/HI), often face chronic stress and trauma that create significant barriers to supporting early learning, compounded by limited access to literacy resources and social services. This study examined the intersection of H/HI and early literacy by identifying challenges families face in accessing support systems, determining what assistance they need, describing family activities that promote early learning and development, and exploring families’ perceptions of early childcare learning opportunities. A needs assessment survey was developed and implemented with adults caring for children aged 0 to 5 who are experiencing H/HI. Findings show substantive barriers to accessing essential support systems, including financial instability, extensive paperwork, and long wait times. Participants reported unmet needs in areas such as childcare, transportation, legal services, job training, and housing assistance due to a variety of personal and systemic barriers. The findings underscore the urgent need for cross-sector collaboration among early childhood educators, literacy specialists, and social service providers. Identifying and addressing these barriers can guide the design of integrated literacy and social service supports that promote family stability and early learning opportunities for young children in families experiencing homelessness or housing instability.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"172 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599210","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 : 2025-11-25DOI: 10.1007/s10643-025-02023-5
Karyn A. Allee, Taylor N. Mule’
This mixed-methods study examines undergraduate and graduate students' beliefs about educational priorities for preschool- and elementary-aged children and their perceptions of the biggest threats to healthy development. Participants ( n = 230) in education, psychology, and human services programs completed a forced-ranking survey of instructional materials and experiences and responded to open-ended questions about their rationale and perceived developmental risks. Quantitative analyses (chi-squared, Mann-Whitney U , Kruskal-Wallis H tests) revealed a clear shift in priorities by age group. Preschool rankings emphasized play-based and exploratory activities (e.g., dramatic play, sensory exploration), while elementary responses prioritized structured academic tasks (e.g., group instruction, literacy tools). Demographic subgroup differences were minimal; gender and socioeconomic status had no significant effect, though age and household composition influenced select rankings, such as greater emphasis on STEM materials among younger participants. Qualitative findings highlighted both systemic and classroom-level concerns. Participants expressed worry over inadequate teacher preparation, excessive screentime, high-stakes testing, and the disproportionate impact of accountability systems on marginalized students. Additional perceived threats included poor classroom management and limited opportunities for creativity and social-emotional development. These results illuminate the complex interplay between structural pressures and classroom practices in shaping future professionals’ beliefs. Preparation programs must foster critically reflective learning environments that help candidates integrate developmentally appropriate practices with policy awareness and systemic advocacy. This study contributes to ongoing discussions about coherence across preschool and elementary education, highlighting the need for inclusive, play-based learning environments that promote both equity and rigor.
{"title":"Balancing Development and Rigor: Beliefs about Priorities and Threats in Early Childhood Education among Future Professionals","authors":"Karyn A. Allee, Taylor N. Mule’","doi":"10.1007/s10643-025-02023-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02023-5","url":null,"abstract":"This mixed-methods study examines undergraduate and graduate students' beliefs about educational priorities for preschool- and elementary-aged children and their perceptions of the biggest threats to healthy development. Participants ( <jats:italic>n</jats:italic> = 230) in education, psychology, and human services programs completed a forced-ranking survey of instructional materials and experiences and responded to open-ended questions about their rationale and perceived developmental risks. Quantitative analyses (chi-squared, Mann-Whitney <jats:italic>U</jats:italic> , Kruskal-Wallis <jats:italic>H</jats:italic> tests) revealed a clear shift in priorities by age group. Preschool rankings emphasized play-based and exploratory activities (e.g., dramatic play, sensory exploration), while elementary responses prioritized structured academic tasks (e.g., group instruction, literacy tools). Demographic subgroup differences were minimal; gender and socioeconomic status had no significant effect, though age and household composition influenced select rankings, such as greater emphasis on STEM materials among younger participants. Qualitative findings highlighted both systemic and classroom-level concerns. Participants expressed worry over inadequate teacher preparation, excessive screentime, high-stakes testing, and the disproportionate impact of accountability systems on marginalized students. Additional perceived threats included poor classroom management and limited opportunities for creativity and social-emotional development. These results illuminate the complex interplay between structural pressures and classroom practices in shaping future professionals’ beliefs. Preparation programs must foster critically reflective learning environments that help candidates integrate developmentally appropriate practices with policy awareness and systemic advocacy. This study contributes to ongoing discussions about coherence across preschool and elementary education, highlighting the need for inclusive, play-based learning environments that promote both equity and rigor.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"163 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145593579","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 : 2025-11-25DOI: 10.1007/s10643-025-02080-w
Eerika Länsmans, Mari Saha, Rebecca Bull
The retention of early childhood educators is a critical challenge globally, including in Finland, where turnover intentions in the early childhood education and care (ECEC) workforce have prompted public concern. In this study, we aim to describe educator job demands and resources in the Finnish ECEC context and examine the associations between educators’ job demand and resource latent profiles and their turnover intentions. Based on survey data obtained from 428 educators, we identified three profiles regarding educators’ job demands and resources: a higher demands / lower resources profile, an average profile, and a lower demands / higher resources profile. Educators in the higher demands / lower resources profile had greater turnover intentions. In contrast, educators in the lower demands / higher resources profile had lower turnover intentions. Attention should be paid to fostering organisational structures that support retention by providing job resources, including instrumental resources and supportive working conditions.
{"title":"A Person-Centred Approach to Early Childhood Educators’ Job Demands and Resources: Association with Turnover Intentions","authors":"Eerika Länsmans, Mari Saha, Rebecca Bull","doi":"10.1007/s10643-025-02080-w","DOIUrl":"https://doi.org/10.1007/s10643-025-02080-w","url":null,"abstract":"The retention of early childhood educators is a critical challenge globally, including in Finland, where turnover intentions in the early childhood education and care (ECEC) workforce have prompted public concern. In this study, we aim to describe educator job demands and resources in the Finnish ECEC context and examine the associations between educators’ job demand and resource latent profiles and their turnover intentions. Based on survey data obtained from 428 educators, we identified three profiles regarding educators’ job demands and resources: a higher demands / lower resources profile, an average profile, and a lower demands / higher resources profile. Educators in the higher demands / lower resources profile had greater turnover intentions. In contrast, educators in the lower demands / higher resources profile had lower turnover intentions. Attention should be paid to fostering organisational structures that support retention by providing job resources, including instrumental resources and supportive working conditions.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"32 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599211","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 : 2025-11-25DOI: 10.1007/s10643-025-02055-x
Jennifer Wallace Jacoby
Understanding the features of high-quality early childhood education experiences is critical for supporting the learning and development of the increasingly culturally and linguistically diverse groups of children enrolled in public preschool programs like Head Start. Many prior studies have investigated the role of the teacher in supporting quality in preschool classrooms, but often these studies do not make a distinction between lead and assistant teachers, or those that do, often choose to focus on the contributions of the lead teacher. In contrast, the present study focuses purposefully on assistant teachers in Head Start and how they contribute to quality in preschool classrooms that serve diverse groups of children. Using descriptive data from a demographic survey and multilevel modeling of data from the CLASS observational tool, I found that assistant teachers bring critical linguistic and cultural competencies to the classroom, beyond those the lead teachers in the same classrooms possess. Additional findings reveal assistant teachers contribute similarly to lead teachers in their interactions with children that provide emotional support and classroom organization. Notably, assistant teachers score lower than lead teachers in the provision of instructional support, and in the low range on the CLASS measure for this domain. Implications for policies and practices that address the concerns of assistant teachers, and widen the workforce pipeline in early childhood education are considered.
{"title":"Assistant Teachers’ Contributions to Classroom Quality in Head Start","authors":"Jennifer Wallace Jacoby","doi":"10.1007/s10643-025-02055-x","DOIUrl":"https://doi.org/10.1007/s10643-025-02055-x","url":null,"abstract":"Understanding the features of high-quality early childhood education experiences is critical for supporting the learning and development of the increasingly culturally and linguistically diverse groups of children enrolled in public preschool programs like Head Start. Many prior studies have investigated the role of the teacher in supporting quality in preschool classrooms, but often these studies do not make a distinction between lead and assistant teachers, or those that do, often choose to focus on the contributions of the lead teacher. In contrast, the present study focuses purposefully on assistant teachers in Head Start and how they contribute to quality in preschool classrooms that serve diverse groups of children. Using descriptive data from a demographic survey and multilevel modeling of data from the CLASS observational tool, I found that assistant teachers bring critical linguistic and cultural competencies to the classroom, beyond those the lead teachers in the same classrooms possess. Additional findings reveal assistant teachers contribute similarly to lead teachers in their interactions with children that provide emotional support and classroom organization. Notably, assistant teachers score lower than lead teachers in the provision of instructional support, and in the low range on the CLASS measure for this domain. Implications for policies and practices that address the concerns of assistant teachers, and widen the workforce pipeline in early childhood education are considered.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"16 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599213","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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