Effects of the Havruta learning method using ChatGPT on pre-service early childhood teachers' AI and creative teaching efficacy

A Study on the Effects of Technology Utilization Workshops to Improve Pre-service Early Childhood Teachers' Technology, Pedagogy, and Content Knowledge (TPACK)

A Study on Teachers’ Perceptions of Early Childhood Language Teaching Methods

Guidelines for Organizing Bi-Multilingual Learning Experiences Using the Mother Tongue-Based in Early Childhood Development Centers within Diverse Social Contexts

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

The Serial Multiple Mediating Effects of Play Teaching Efficacy and Play Support Competence on the Relationship between Early Childhood Teachers' Teaching Creativity and Teacher–Child Interactions

Croatian Early Childhood Education Teachers' Perspectives on the Quality of Environments for Children at Risk of Social Exclusion

"Do they see me as a Professional?”: Narratives of an Early Childhood Teacher in the Context of COVID-19 Pandemic

The Effect of Early Childhood Teachers' Job Satisfaction on Teacher-Child Interactions: The Moderated Mediating Effect of Teacher Efficacy and Resilience

How Early Childhood Teachers’ Emotion Helpfulness Beliefs Impact their Reactions to Children’s Negative Emotions

Supervised Teaching Practice in Initial Teacher Education of Early Childhood Teachers in Portugal

A Study on the Relationship Between Pre-service Early Childhood Teachers’ Motivation for Choosing A Teaching Career, Career Resilience: Mediating Effect of Career Decision Self-Efficacy

Digital platforms and technologies in preschool education in Portugal: Perceptions of preschool teachers

Using Philosophical Discussion in Exploring Kindergarten Teachers' Perceptions on the Application of Intercultural Education

The Implementation of Preschool Teachers of Embedded Executive Function – Supporting Activities in the Classroom

An analysis on the mind-mindedness of infant teachers in South Korea

Associations between Preschoolers’ Engagement and Teacher-Child Interaction, and the Role of Gender

Perspectives of Children, Parents and Teachers on School Readiness and School Transitions in Mainland China: A Narrative Literature Review

What Does an Engaged Preschool Classroom Look Like? Teachers’ Conceptions of Student Engagement- Voices from Malaysia

Educating the Teacher Educators: Embedding Te Tiriti o Waitangi Relationships in Ongoing Professional Learning and Development

Understanding The Relationship Between Emotional Competence and Self-Efficacy with Preschool Teacher Commitment: An Analysis of PLS-Predict & IPMA (Importance-Performance Matrix Analysis)

Reclaiming Playful Learning: Exploring the Perceptions of Playful Learning among Early Childhood Preservice Teachers

Experiences and Perceptions of Distance Learning among Early Childhood Pre-service Teachers in Korea during the COVID-19 Pandemic

Preschool Parents’ Ratings of Parent-teacher Relationships. A look at the Impact of Family Demographics

A Study on the Current Status of Childcare Teacher Policy and Policy Evaluation in Korea

Teachers’ Changing Perceptions of Transitions in the Infant Classroom through Learning Community Activities

Group Music Activities in Chinese Kindergartens: Children’s Engagement and Teacher Perspectives

Korean Early Childhood Teachers’ Perceptions of the Importance and Performance of the “Play Environment”

The Effects of Teacher’s Restriction of Children’s Free Play on Children’s Pretend Play

Student Teachers’ Reflections on the Use of Drama in Education to Motivate Young Children’s Science Play

Coaches’ Perception of their Roles and Early Childhood Teachers’ Cognitive Coaching Experiences

Relationship Among the Knowledge, Attitudes, and Practice of Executive Functions of Teachers in Childcare Centers in Thailand

Metaphorical analysis of early childhood teachers on classroom rule

Exploring the Relationship Between an ECEC Teacher and Children from the Perspective of E-series Time: Focusing on the “Slide and Mud Play”

Problems and Constraints of Authentic Assessment among Children's Early Education Teachers

The Impact of Music Pedagogy Education on Early Childhood Teachers’ Self-Efficacy in Teaching Music: The Study of a Music Teacher Education Program in Hong Kong

Perceptions of Parents and Teachers Regarding Policies Related to Fathers’ Engagement in Children’s Early Education

Assessing Cultural, Linguistic, and Indigenous Competencies: The Case of Early Childhood Care and Development Teachers in the Philippines

How to Raise Climate Change Awareness to Early Childhood? Perception of In-Service Teacher and Pre-Service Teacher in Indonesia

A Home Connection Program to Promote Mathematical Interactions of Parents: Effects on Parents’ Mathematical Interactions, Parent-Teacher Cooperative Relationship, and Three-Year-Olds’ Mathematical Ability

“The Weight Falls on My Shoulders”: Perceptions of Compassion Fatigue Among Israeli Preschool Teachers

Early Childhood Teacher’s Approach to Assessment: A Look at Data Collection, Organization, and Lesson Planning Practices

Kindergarten Principals, Associate Principals, and Teachers’ Perceptions of Daily Lesson Plan’s Necessity, Preparation, and Utilization

The Emerging Professional Teacher Identity of Early Childhood and Foundation Phase Pre-service Teachers: Implications for Teacher Education Programmes

Student Teachers’ Perception of Reflective Journal Writing in Placement Practicum: Experience from a Hong Kong Institution

Latent Profiles of Korean Preschool Teachers Three Facets of Pedagogical Content Knowledge in Early Mathematics

Preschool Teachers’ Resilience and Their Readiness to Develop Resilience to Young Children in a Chinese Context

The Level of Teaching Knowledge Preschool Teachers in Malaysia

New Zealand Teachers’ Use of the Mat in Year 2 Classrooms

Examining the Experiences of Lesbian Prospective Kindergarten Teachers

Early Childhood Preservice Teachers’ Mathematics Teaching Efficacy : Effects of Passion and Teacher Efficacy

An Analysis of Attitudes, Perceptions, and Practices of Shared Reading among Preschool Teachers in Malaysia

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

Teachers’ Perceptions about the Use of Background Music in Preschool Free Play Time

Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities

Young Children’s Use of ICT in Shanghai Preschools

What Knowledge and Skills Do Chinese Kindergarten Teachers Need in a Time of Reform: Director’s Perspectives

Early Childhood Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial Skills Across the Kindergarten Curriculum in Ghana

Emotion Map Making. Discovering Teachers’ Relationships with Nature

Supporting Young Children's Language Learning through Teachers' Use of Evidence-Based Instructional Strategies

The Gap between What You Think You Know and What You Know: A Study on Early Childhood Pre-Service Teachers’ Self-Perceptions and Actual Understandings of Musical Knowledge

How Do Early Childhood Teachers Understand and Support the Needs of Young English Language Learners?

Individual and Contextual Factors Shaping Teachers’ Attitudes and Responses to Bullying among Young Children: Is Education Important?

Taiwanese Mothers as Their Child’s First English Teacher: Issues and Challenges

The Relative Effectiveness of Teacher-made Games for Preschoolers’ Understanding Number Concepts

Young Learners: Teachers’ Questions and Prompts as Opportunities for Children’s Language Development

The Effects of Inclusive-Classroom Experience on Early Childhood Preservice Teachers’ Self-Efficacy

A Preschool Teacher’s Action Research Using a Combination of Hands-On Manipulatives and Computer Software to Help Preschoolers Understand Number Concepts

Teachers\' Perception and Status of Science Education in Early Childhood Educational Institutions

Parental Perceptions on Parent Involvement in Korea

A Study on the Early Childhood Mathematics Teachers’ Perceptions and Practices in Support of the Goals and Contents of Early Childhood Mathematics Education

Preschool Curriculum and Policy Changes in Singapore

Japanese Early Childhood Teachers’ Views of Changes in Young Children’s Lifestyles and Relationships with Parents

The Analysis of Activities Related to Fundamental Movement Skills(FMS) in the Teacher’s Guide for the 2007 Korean National Kindergarten Curriculum

What Science Experiences Do Elementary School Teachers Expect in Early Childhood

Exploration of Experiences in Relationships between Mother of Child with Special Need and Teacher, and Their Potential Implications: the Viewpoint of Mother

The effects of child-initiated singing activities through the literature approach on children’s music concepts

How a science education course can influence early childhood teachers’ attitudes toward science?

Through the voices of male teachers in South Korea: The journey to becoming an early childhood teacher

Roles of teachers and peers in conflicts between Korean kindergarteners

Rethinking reflective practices in teacher education through looking at in-service teachers’ experiences

Preservice teacher’s narratives on the experience of early childhood practicum

A study of the involvement of Japanese early childhood teachers in Clean-up Time

The impact of a professional development initiative in numeracy/mathematics on teachers and students in New Zealand

The Relationship between Preschool Children's Representation of Attachment and Their Relationship to Teachers, Social Skills, and Behavior Problems

Teachers' Self-Images in Multicultural Classrooms: Who am I?

Present Situation of the Novice Teacher Induction Education

Singapore Preschool Teachers' Responses to the Introduction of A Framework for a Kindergarten Curriculum in the Context of 3 Preschool Settings

Investigating Changes of Early Childhood Teacher Candidates’ Dispositions: Within One-Year Time Frame

The Role of Teachers in Furthering the Development of Social Competence in Young Children