Table of Contents
Volume 40, Issue 3

The Transition to Kindergarten for Children on the Autism Spectrum: A Qualitative Study Examining the Perspectives of Caregivers and Teachers on Home-School Collaboration

Policy and Advocacy in Early Childhood Teacher Education: Increasing Students’ Advocacy Competence

Citizenship Education in Childhood: French Children’s and Adults’ Views on the Experiences of Children Elected to a Children’s Municipal Council

Multisyllabic Instruction for Upper Elementary Learners: A Pilot Study Exploring Feasibility and Effectiveness

“I’m Just Looking at the Pictures and … ”: The Role of Illustrations in Books from the Perspective of Preschool Children
open access

Effectiveness of a Pronoun Interpretation Explicit Teaching on 1st-Graders’ Comprehension

Emotional Responses to Various Digital Puppet Designs in Children’s Environmental Storytelling Sessions

The Impact of Makerspaces in Early Childhood Education on Children’s Creativity and Self-Efficacy
open access

How Do Young Children Respond to Mistakes?

The Pursuit of Social Justice in Art Education: Sharing Life

Children’s Books as Reflective Tools for Increasing Self-Understanding and Peer-Understanding: The Perspective of Children with Dyslexia

An Interpretative Phenomenological Analysis of Teacher Perspectives, Experiences, and Psychological Approaches Surrounding Music Performance Anxiety in Children
open access

Us and Them: Not in Our School. Bilingual and Binational Education Among Jewish and Arab Children in Israel

Developmental Screening With Indigenous Families: Perspectives of Early Years Home Visitors on the ASQ-3
open access

Teachers’ Perceived Effects of Classroom Physical Activity Breaks on Students’ Self-Regulation: A Mixed-Methods Study

Supporting a Collaborative Professional Learning Experience: Teachers’ Perspectives of Distinctive Features of Professional Development Delivered Primarily Through In-Class Modeling

Effectiveness of a Mindfulness Program on Academic Achievement and Executive Functions Among Spanish and Italian Students K-12

Enhancing Preschool Teachers’ Capacity to Support Children’s Social Emotional Learning in Turkey

Second-Graders’ Functional Thinking in a Generalization Task: An Exploratory Study on Student Responses and Researcher Interventions

Dyslexic Voices Unveiled: Elevating Literate Selves with Virtual Reality

Monitoring Efforts to Restrict Teaching in P-3 to ECE Licensees

Profiles of Low School Readiness Among At-Risk Preschoolers and Their Correlates in Kindergarten and Grade 1

Table of Contents • Special Issue (Open Access)
Volume 38, Issue 1 Supplement

Parent Training and Child Development at Low Cost? Evidence From a Randomized Field Experiment in Mexico 
by Sergio Cárdenas, David K. Evans, and Peter Holland 
This article presents evidence on the effects of a low-cost, group-based ECE program in rural communities in six Mexican states.
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The Virtual Irie Homes Toolbox: Adaptation and Remote Delivery of an Early Childhood, Violence Prevention, Parenting Program in Jamaica 
by Taja Francis, Lelys Dinarte-Diaz, Shawn Powers, and Helen Baker-Henningham 
This article examines the impact of a 10-week program focused on early childhood, violence prevention, and parenting in Jamaica.
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Impact of COVID-19 on Young Children and Families in Jamaica 
by Maureen Samms-Vaughan, Sydonnie Pellington, and Rosan Reynolds-Salmon 
This article outlines impacts of the COVID-19 pandemic on young children and families in Jamaica. Some key findings include financial difficulties, reduced access to education, increased parenting demands, and increased levels of corporal punishment.
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Pre-Primary Education and School Readiness Amid the COVID-19 Pandemic: Evidence From Ethiopia 
by Janice Kim, Mesele Araya, Pauline Rose, and Tassew Woldehanna 
This article investigates the impact of the COVID-19 pandemic on pre-primary-age children’s school readiness in Ethiopia.
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Parental Engagement in Children’s Pre-Primary Education in Marginalized Communities in Tanzania Before and During the COVID-19 Era 
by Richard Shukia and Stansilaus Marobo 
This study examined parental engagement in their children’s pre-primary education in socioeconomically deprived settings in Tanzania. Finding the potential for greater learning loss during the pandemic among children in this group, it points to the importance of additional support for these parents and children.
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Using Early Childhood Data and Measurement to Leverage Change: Are We Making Progress? 
by Abbie Raikes 
As countries make investments in early childhood care and education systems, data and measurement play a critical role in outlining strengths and areas for improvement. This article focuses on the role of measurement in ECCE and key issues facing ECCE data and measurement.
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Parental/Caregiver Engagement in Early Learning Systems:  Findings from Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia 
by Monazza Aslam, Saba Saeed, Belay Hagos, and Baela Jamil 
This study explores the degree of engagement of parents/caregivers of preschool children in Ethiopia and Pakistan and the modes of learning they used for home learning during COVID-19 school closures.
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Pashe Achhi: A Low-Tech Model of Learning and Psychosocial Support for Children and Caregivers 
by Mohammad Safayet Khan, Erum Mariam, Nasrin Akter Akhi, Esrat Jahan, and Sakila Yesmin 
Pashe Achhi is a telecommunication model that emerged out of the COVID-19 pandemic in Bangladesh to provide support for children ages 0-5 and their caregivers through mobile-to-mobile calls. This article examined the impact of the intervention.
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Understanding Access to and Learning Outcomes from ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison 
by Bea Simpson, Mary Goretti Nakabugo, and Ricardo Sabates 
In Uganda, access to early childhood education is limited for children from disadvantaged families, particularly refugees. This article examines the level of access to and learning outcomes from ECE among refugees in Uganda over time.
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Ten Years of Early Childhood Education (ECE) in Punjab (Pakistan): What Have We Learned? 
by Amna Ansari, Tazeen Fasih, and Ella Humphry 
This article explores early childhood education administration across two accountability relationships in Pakistan’s most populous province, Punjab. The results indicate a need to strengthen the province’s early learning system and improve the flow of accountability through effective delegation, finance, information, and motivation.
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Donor Coordination and Evidence Uptake in Early Childhood Education Policy 
by Rachel Hinton, Holly Scott, Shawn Powers, and Salim Salamah 
Although there has been a recent increase in investment in ECE, the share of official development assistance for ECE remains extremely low. This article provides considerations for researchers, practitioners, and policymakers interested in increasing donor finance for ECE.
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