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

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

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

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

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

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

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

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

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?

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

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

What Science Experiences Do Elementary School Teachers Expect in Early Childhood

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

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?

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

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