This researcher interviewed preschool teachers to determine the most frequent challenging behaviors they faced. The behaviors included "accommodation problems" "self-control inadequacies" "absence of prosocial behaviors", and "deficiencies in assertiveness skills". The result showed that preschool teachers mainly adopted multiple appropriate strategies which contribute to creating a warm classroom environment in their classrooms.

Drawing on human rights theory, this paper offers an informed approach to consider responses to conflicts that arise between students. While acknowledging that (a) the resolution of these disputes will rarely be clear-cut and (b) that human rights theory and law on this issue is also complex and contested, we suggest that a rights-informed response should, be applied in situations when the interests of one child appear to conflict with the interests of others in schools.

This article examines why challenging behaviors are great obstacles for children's learning and growth and uses four real life strategies to prevent and eliminate behavior problems among preschoolers. All strategies are evidence-based and easy to implement by classroom teachers.

This article provides teachers with step-by-step instructions in three classroom management strategies that, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders.

Managing challenging student behaviors can be difficult for any educator.. Mindfulness is a positive, proactive approach that may help students with emotional and behavioral disorders improve their ability to regulate their own behaviors. This discussion paper describes research-informed mindfulness practices that teachers can use in their classrooms to address challenging behavior.

This article explores the practices and perceptions of early childhood teachers regarding visual arts. Data indicated that teachers are confused about the appropriateness of taking an active role during children's visual arts learning. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood.

This study investigated the group play that occurs within young children's open‐ended drawing activities and how this encourages the development of shared meaning.

This study explored the role of video art in early visual arts education. The findings revealed that the children who participated were able to explore the professional device through epistemic play. Meanwhile, they were able to use film language to share their toy-playing stories and make their own 1-minute video.

In this paper, the emphasis is placed on symbolic and peer play and it is concluded that both types provide opportunities for enhancing all social and emotional competencies (responsible decision-making, social awareness, social skills, self-awareness, and self-management).

This article explores the important components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of young children in order to help strengthen their neurological networks.

Early childhood is a time of great creativity. This article provides tools for building creativity through play across the creative arts including dramatic play, movement and dance, music, and visual arts. Additionally, play and creativity as a tool for creating the self-delve into social and emotional learning, social constructivism, and the spiritual life of children.

This paper presents the findings of a field test that involved two early childhood education teachers, five preschool children, and five parents. Findings validated eight key design principles of the curriculum and revealed that the curriculum contributes to the knowledge, skills, feelings, and dispositions children have towards STEM.

This study explored the EC teachers' pedagogical beliefs and practices about STEM-integrated curriculums and teaching in pre-K settings after attending a series of STEM integration teacher professional development programs. The analysis of data collected from interviews with five EC teachers revealed that they were positively impacted by the STEM-integrated professional development, A discussion of the findings and implications for future research and practice is presented.

This study explores whether and how the STEM practices of early childhood teachers change and develop towards supporting girls' STEM engagement Findings highlight the teachers' developing consciousness regarding girls' STEM engagement through participation in the professional development workshops and Conceptual Worlds, further development opportunities are required to support early childhood teachers in positioning STEM as a welcoming and inclusive space for girls.

This article is investigated a pre-kindergarten (Pre-K) classroom where STEM activities were incorporated Researchers used observation, interviews, focus groups, and a questionnaire to examine how STEM activities were incorporated in Pre-K. Our findings provide support for the inclusion of STEM-based learning experiences for young children.

High levels of aggressive behaviors were observed during the transition times in two self-contained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior.

Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children's physical activity during school hours. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks.

Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions.

This article describes the professional development program, Baby Playspace Learning (BPL), and evaluates its capacity to build close relationships between educators, parents, their infants and infant peers during the morning transitions in ECEC settings.