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"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES)-www.iconses.net which took place on October 21-24, 2021 in Chicago, Illinois, USA. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

Cognitive development and sociocultural theories support the role of play and peer cooperative problem solving (CPS) in children's learning and development; nevertheless, we still lack cross-cultural studies that investigate children's CPS during play in natural classroom contexts in early childhood. A nine-month field work including ethnographic informed focal-child observations and video-stimulated teacher interviews was conducted. Preliminary findings showed a) patterns of children's CPS during play between two cultural contexts, and b) teachers' beliefs and decision-making for supporting children's CPS during play. This study not only i) develops an innovative methodological tool to study young children's CPS in natural contexts, cross-culturally, but also ii) informs teacher educators' culturally sensitive teaching and curricula development for the improvement of children's learning.

This document contains the proceedings of a conference on early childhood education. Included are a list of the members of the executive committee of the OMEP and of the conference organizing committee, the program, the keynote addresses, abstracts, and an index of presenters. The keynote addresses were: (1) "Achieving Quality Early Care and Education Internationally: Trends and Recommendations" (Sharon L. Kagan); (2) "Quality Assurance in China's Early Childhood Education" (Chan Guo Mei); and (3) "Yin-Yang as a Sensitive Way of Evaluating Early Childhood Education" (Nadine McCrea). Topics covered in the individual papers presented at various sessions and symposia included: (1) quality in early childhood education; (2) early childhood literacy and Chinese character education; (3) social competence; (4) parents reading to children; (5) stress management for teachers; (6) children's understanding of Cantonese; (7) early intervention services; (8) a motor performance test for Hong Kong kindergarten children; (9) Chinese concepts of giftedness; (10) how beginning teachers and social workers use professional knowledge; (11) Macau's teacher education; (12) children's perceptions of themselves as learners; (13) homework in kindergarten; (14) teaching and learning strategies; (15) language instruction; (16) children's understanding of size concepts; (17) emotional education; (18) moral judgment; (19) teacher-child ratio in Macau preschools; (20) English language education; (21) visual problems in preschoolers; (22) physical education; (23) socialization through games; (24) kindergarten teachers' work attitudes; (25) parent teacher cooperation; enhancing storytelling through music; (26) using play to integrate children with disabilities; (27) parent meetings; (28) math activities; (29) meeting individual needs; (30) shared reading and language experiences; (31) hospital play; (32) outdoor sports areas; and (33) comparisons of teaching methods. Individual papers contain references. (KB)