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Professionalization and Professionalism: Quality Improvement in Early Childhood Education and Care (ECEC)
Internationally, professionalization has become a key policy strategy targeting quality improvement in early childhood education and care (ECEC),...
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Pandemic-related challenges for team leadership in ECEC centres in Germany
This article investigates Early Childhood Education and Care (ECEC) leadership during the COVID-19 pandemic. The focus is on ECEC leaders’...
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Australia’s ECEC workforce pipeline: Who and how many are pursuing further qualifications?
The significant shortfall of staff in the early childhood education and care (ECEC) workforce identifies an imperative not only to recruit educators...
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Play is the Base! ECEC Leaders’ Views on the Development of Digital Pedagogy
The development of digital pedagogy in early childhood education and care (ECEC) is a relevant issue. The role of the ECEC leader in initiating and...
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“Glorecalization” of ECEC curriculum guidelines: a comparative study of China, Hong Kong, Macau, and Taiwan
In the global world, globalization influences education worldwide; therefore, the dynamics between local and global, termed “glocalization,” is...
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Do the numbers add up? Questioning measurement that places Australian ECEC teaching as ‘low quality’
Internationally, standard observational measures of Early Childhood Education and Care (ECEC) are used to assess the quality of provision. They are...
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Adoption of Pedagogical Documentation in Finnish ECEC Settings
According to educational research, pedagogical documentation, utilised in early childhood education and care (ECEC) settings in several countries...
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Copying from a model that does not fit? How the school staff survey TALIS impacted the new ECEC staff survey TALIS Starting Strong
International organisations use large-scale assessment studies to systematically monitor the educational sector. In doing so, they often strive for...
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Teacher Planning and Curriculum Frameworks: A Case Study of ECEC Practice in Australia
Research indicates an uneasy fit between curriculum frameworks and practice. In this paper, we explore the more subtle practices of context,...
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An Introduction to Assessment and Evaluation in ECEC Context
The quality of early childhood education and care (ECEC) is linked with societal values, understanding of curricula, and future goals. In the hands...
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Worrying with Children and Water in ECEC: Exploring the Pedagogical framing Effects of Actions for Climate Change
Based on Sustainable Development Goals, a recent flurry of activity has begun concerning the responsibilities of teachers to support young children...
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Enabling Knowledge Development Relevant for ECEC
In this first chapter of the volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume), we will introduce the themes and chapters included....
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Develo** Praxeological Understanding in Teacher Education: A Case of Worldview Education in Finnish ECEC
This study investigates the relevance of praxis and practice-based learning processes as a part of professional knowledge formation through the case...
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Late Talkers and Language Learning in Norwegian ECEC for Children Under Three
In this chapter, we explore and discuss the possibilities and challenges in the language learning environment for children under 3 years old who have...
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Layering and institutional change: framework plan revision in Norwegian early childhood education and care
Central among a range of reforms and policy measures aimed at enhancing the quality and social cohesion of Norwegian early childhood education and...
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Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed
This introductory chapter begins with the critical presentation of the concept of parental involvement (PI) as one implying a “democratic deficit”...
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Composition of staff teams in early childhood education and care centres in nine countries
This study draws on data from TALIS Starting Strong 2018, an international survey of early childhood education and care (ECEC) staff and leaders, to...
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Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment
This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood...
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Facilitating Cultures of Reflection Through Professional Development for Sustainable Advancement in ECEC: Insights from a Series of Initiatives in Denmark
This chapter focuses on the attainment of high-quality Early Childhood Education and Care (ECEC) provision through professional development (PD)...