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Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies of care with 1-year olds in four cultures--England, United States, New Zealand and Hong Kong--guided by Froebel's education philosophy and a view of pedagogies of care as embodiments of culture. The researchers employed sociocultural and ecological theoretical perspectives (Darling, 2016) to attend to cultural meanings at the micro, macro and temporal levels in relation to people, contexts and processes. This lens enabled the researchers to resist the positivist tendency to normalize and unify all children's experiences and maintain the integrity of diverse interpretations. Inspired by Tobin et al.'s (1989, 2009) cross-national research on preschool in three cultures, the researchers utilized a video-cued multivocal and layered interpretation approach to elicit the "voices" of 1-year-olds, their teachers/practitioners and families. This paper focuses on each researcher's discussion of the ways Froebel's principles of "autonomy in learning" and "freedom with guidance" were seen to unfold. The nuances of how these principles were manifested in pedagogies for infants and toddlers is explored in relation to each country's curriculum and cultural ideals.

Using a qualitative descriptive design, researchers describe and identify similarities and differences in the professional preparation of infant-toddler care and education (ITCE) teachers at university based teacher education programmes in Hong Kong China, Aotearoa New Zealand, and the USA. Researchers overview the ITCE landscape, describe statutory regulations, and consider major documents and prevalent ideas influencing ITCE teacher education in their respective countries. Key findings are presented from each researcher's analysis of the teacher education programmes at their own institutions and then summarised in descriptive narratives around four major themes: (1) country-specific values, (2) pedagogical elements, (3) curriculum focus, and (4) teaching practicum expectations. On the basis of a dialogic deliberative process, the three researchers then discuss the findings together by deliberating upon how culture in the forms of norms, values, prevailing beliefs, and expectations, appeared to -- intentionally or unintentionally -- shape the three different approaches to preparing students to become fully-qualified teachers of infants and toddlers.

Turnover is particularly worrisome in Early Head Start/Head Start (EHS/HS) where consistency in relational-care systems and stable environments are critical quality indicators. Key adults in EHS/HS settings including teachers, administrators, specialists, and auxiliary personnel impact young children and families by providing care, education, and essential resources. This study addressed risk of turnover (job satisfaction, intentions to remain in position or profession) in a nation-wide sample of EHS/HS professionals (N = 1,076) through the lens of early childhood professional well-being (ECPW). Research Findings: Three ECPW factors were identified: Community Belonging (CB; [alpha] = 0.90); Safety & Security (SS; [alpha] = 0.84); and Professional Identity (PI; [alpha] = 0.76). ANOVA results indicated administrators, and professionals with college and graduate degrees, and those over 20 years of experience in their settings and the field experienced the highest levels of ECPW. SEM confirmed that ECPW was predictive of risk of turnover. Practice and Policy: Results helped refine researchers' earlier conceptualizations of ECPW. Implications of ECPW and risk of turnover in EHS/HS settings are discussed.

During a time when students are accessing instruction virtually because of COVID-19, reflecting on the sixth of the Standards for Mathematical Practice (SMP 6) is a vital step for educators to take. Although the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010) identifies SMP 6 as Attend to precision, associated expertise includes more than "calculating accurately and efficiently" (p. 7). SMP 6 also states that mathematically proficient students "communicate precisely to others," using "clear definitions in discussion with others and in their own reasoning" (NGA Center and CCSSO 2010, p. 7). Applying exact terminology allows students not only to form and support conjectures but also to engage in mathematical discourse. This, in turn, results in enhanced conceptual understanding because mathematical discourse has been linked to the unveiling of concepts and the debunking of misconceptions (Thompson and Gay 2020). This article describes an eye-opening experience, during which the authors realized that their methods of vocabulary instruction in the virtual environment needed to be revised. Data were collected in the third author's fourth-grade virtual classroom from January through February 2021. The first and third authors were co-teachers, whereas the second author assisted with instructional planning. All students were native English speakers; however, featured practices may also support the cognitive academic language proficiency development of English language learners in a virtual setting.

Infants and toddlers (birth to age 3) learn what it means to be members of, and to belong to and be accepted by, their societies by adopting behaviors, attitudes, manners, and ways of thinking that are deeply rooted in what is valued in their culture. Infant and toddler teachers play a pivotal role as transmitters and maintainers of culture when they make decisions about the curriculum, engage in caregiving interactions, make pedagogical decisions, and use language. Cultural meanings ascribed to teachers' practices in 1-year-old care in the United States and Hong Kong were examined using video data and transcripts of video-elicited focus group discussions. Three important areas in which cultural transmission differed between the United States and Hong Kong relate to: egalitarian versus hierarchical societal structure; individualism versus collectivism; and different goals for independence. Social learning theory and ecological systems theory framed this study and informed interpretation of results.

The current study focuses on infants' sleep-wake states in group child care and relations of those states to infant-caregiver interactions. Qualitative case studies were conducted with four infants (3-7 months old) in an infant room at a child care centre. Video-recordings were the main format for data collection with the four infants and video recordings were made for a period of 3-5 h on each infant on a weekly basis for 11-12 weeks. Video recordings were transcribed using the InqScribe transcription software. Infant states identified in this research are important in the synchrony of infant-caregiver interactions, and have implications for caregivers' awareness of the impact of their actions associated with infant states. Caregivers took active roles in infant state modulation as it related to the infants' smooth or interrupted state transitions in the group care context. This research represents an effort to broaden and stimulate discussions on newer issues for enhancing infant child care practices and skills.

Annually, approximately 27% of early childhood care and education professionals turnover, or leave their positions or the field, which may negatively impact quality in two ways. First, continuity is disrupted when teachers leave, severing important relationship bonds among teachers, children, and families. Second, professionals who are considering leaving may be unhappy and distracted, which may impact their capacity to care mindfully and appropriately for young children. This quantitative study examined the relationship of Early Childhood Professional Well-being (ECPW) to "risk of turnover" (perceived job dissatisfaction and consideration of leaving one's position and/or the field) using the Early Childhood Professional Well-being Questionnaire (ECPW-Q) with a sample of 281 caregivers/teachers and administrators of child-care programs. Three factors of well-being were identified through factor analysis: Supportive Structures -- environment and climate; Collegial Relationships -- between/among adults; and Professional Beliefs & Values -- autonomy, choices, participation in decision-making. Regression results show average ECPW predictive of risk of turnover, with Path Analysis showing specific relationships among variables. Implications for further analyses are considered along with practices and policies that decrease the risk of turnover and increase well-being to support professionals' capacity to care optimally and appropriately in their work with young children and families.

University early childhood programs attempt to balance a traditional tri-part mission: service to children and families; professional development of caregivers/teachers, clinicians, and researchers; and research on child development, learning, and/or education. Increasingly, infants receive care and education on university campuses, yet little is known about serving this population effectively within large institutions. Three infant programs at major research universities were chosen for this descriptive/comparative analysis of campus programs that have prioritized mission values differently. An adaptation of Bronfenbrenner's Bioecological Systems Theory was used to frame this qualitative study. Analysis uncovered three areas of distinction that provide a means to describe differences and similarities among these programs: (1) who holds the power in influencing the mission values and priorities, (2) the implementation of sensitively responsive care with infants, and (3) family-centered practices. (Contains 4 tables, 6 figures, and 1 note.)

This reflective essay describes the author's experiences as an observer in a behaviorist infant classroom. The author developed four categories of practice to describe what happened in the behaviorist infant room: (1) curricular focus on training typically developing infants to meet typical developmental milestones, (2) the use of highly structured play by staff as the means for meeting their training goals for the babies, (3) particular uses of language by staff in the behaviorist classroom, and (4) ways in which the staff's adherence to core beliefs in behaviorism led to a lack of recognition of infants' individual expressions of needs and wants. The article concludes with the author's reflections on researchers' ethical responsibilities when faced with an environment that they consider inappropriate and potentially harmful to children. (Contains 4 figures and 1 note.)

This study examined the relationship between educational background and the philosophical orientation of early childhood educators who worked as caregivers and teachers of preschoolers, ages 3 to 6 years, in one midwestern state (Indiana) in the United States. Specifically, the highest level of education attained by the early childhood professionals and their educational background (whether specific to working with young children or not) were compared to their self-reported beliefs about best practice with young children, using developmentally appropriate practices (DAP) as the philosophy for comparison. A comparison of factor analyses from this study and from studies conducted by Charlesworth and colleagues in 1991 and 1993 indicate clear similarities. A significant, positive correlation was found between level of education and scores for self-reported DAP beliefs. Results from 2 x 3 ANOVAs of the three factors that emerged from these data indicate that professionals with a bachelor's degree or higher more strongly adopted DAP as a philosophy overall than colleagues with less education, whereas coursework specific to working with young children was found to be significant only in the case of beliefs related to child-initiated learning. Thus, in general, participants with 4 years of college or more, even if in an unrelated field, held stronger DAP beliefs than those with less education, even if that education was directly related to working with young children. The article suggests that more research needs to be done to examine whether a 4-year degree may be most desirable in terms of ensuring better-qualified preschool teachers. The article also discusses the implications of this finding for policy and advocacy in the field of early childhood education. (Contains 44 references.) (Author/HTH)

Early childhood programs with infants and toddlers are bustling and alive in ways different from programs that have only preschoolers. Infants and toddlers can make group care environments more caring and family focused spaces, nurturing the well-being of all adults and children participating in the program. The number of infants and toddlers who spend their days in group care in either center or family child care settings in the United States continues to grow. Directors of early childhood programs that opened their doors to infants and toddlers and their families speak of added challenges and responsibilities for administrators, balanced with unique joys and benefits. In this article the authors speak to directors of programs already serving infants and toddlers and their families and those who may be thinking about adding them to existing group care settings. Very young children, birth to age 3, have care and education needs different from and more specialized than those of preschoolers, age 3 to 5. The authors describe practices, such as family-centered early childhood environments and policies, and individualized, sensitively responsive practices, that are beneficial to all young children.

Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. (Contains 3 tables and 3 figures.)

At the same time young babies are developing an understanding of self as separate from others--what it means to be "me"--many also face having to negotiate living, learning, growing, and developing as part of a group--what it means to be "we". This is true for more than half of all infants in the United States under the age of 9 months, who now spend many or most of their waking hours in some type of group care outside the home. This article discusses how to encourage prosocial babies in group settings. It features three classrooms where teachers encourage and support prosocial behaviors in babies and allow strong positive social emotional development to occur in infants and toddlers and prosocial skills to flourish. In the case of these three classrooms, it is evident that infants and toddlers are indeed up to the challenge of grappling with understanding the difficult lessons of becoming "we" and "me" at the same time. This article also provides the authors' definition of babies' prosocial behaviors and shows how young babies have a remarkable capacity for prosocial behavior, an ability greatly underestimated by traditional child development theorists.

This study examined the consistency of Chinese preschool teachers' curriculum beliefs and self-reported practices, similarities and differences between American and Chinese teachers' beliefs, and associations between teachers' personal, professional and socio-cultural characteristics and curriculum beliefs. A total of 296 Chinese teachers and 146 American teachers completed the Teacher Beliefs Scale and the Teachers' Background Information Questionnaire. Chinese teachers also completed the Instructional Activities Scale. Also, 10 teachers in each country were interviewed in depth. Principal components analyses revealed three reliable factors with similar structures for both Chinese and American teacher beliefs. However, a discriminant analysis indicated significant cross-national differences in teachers' level of endorsement of specific beliefs. Moderate associations were found between Chinese teachers' curriculum beliefs and self-reported practices. Chinese teachers' general education, professional training, location of school, and class sizes were all significantly associated with their beliefs. For American teachers, only the general education level was related to curriculum beliefs. (Contains 5 tables.)

The achievement of quality, affordability and availability--what has been called the "trilemma" of child care--continues to pose relevant, moral challenges for administrators, teachers and parents. These three dimensions of the trilemma are directly related to questions of moral significance related to how the US child care structure affects the families, teachers, and administrators who are intimately involved in the care and education of children. An examination of the trilemma is made to clarify mutually dependent dimensions of this complex system and the inherent moral confounds that accentuate the intra- and interrelated flowing moral tensions. The moral orientations of justice and care are reviewed, not to the exclusion of one another, but to characterize each orientation, the tension between them, and the possibility of moral pluralism. The moral orientations of justice, care and moral pluralism are used as lenses through which to view the perspectives of the three study participants (i.e. a parent, teacher, and administrator) and their exploration, advocacy, and decision making on issues they find salient within the child care trilemma. The perspectives and insights shared by the participants in this study contribute to our understanding about the thinking, decision making and action that surround this inherent moral complexity of the trilemma. (Contains 2 tables and 1 figure.)

This article looks at how children in preschool through second grade intuitively solve mathematical problems rather than using textbook strategies with a single path to a solution. The authors discuss Cognitively Guided Instruction (CGI), a curriculum approach that helps teachers understand and encourage children's use of intuitive strategies. They offer vignettes and explanations to demonstrate children's thinking. Two charts categorize mathematics problems by type. In a classroom culture where children's intuitions are respected and valued, and where they are expected to share their thinking and listen to other children's explanations, they naturally pick up more advanced ways of solving problems. (Contains 2 tables.)

In this article the authors explore the need for early childhood practitioners and scholars to engage in joint problem solving to create and support early childhood education and care (ECEC) professional development systems in which all constituents benefit. Primary constituent groups and principal decision-making bodies are defined and analyzed, and the interrelated influences within professional development systems are considered. At the heart of the discussion is how decisions made by all constituent groups are interrelated and affect all parts of the system. For instance, decisions made about professional qualifications have an impact upon pre- and in-service ECEC professionals, current ECEC professionals, children and their families, and individuals within ECEC businesses and communities. Although the discussion in this article is about these issues as they are played out within the USA, the authors believe that the implications raised may be usefully considered by ECEC professionals and those engaged in professional development in other cultures and contexts. (Contains 1 figure.)

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more "traditional" or academic-oriented beliefs.

Analysis of the contents of textbooks is a meaningful way to examine individuals, groups and institutions, as they reflect social values, attention and interests of a society. Education as an institution reflects a society's social ideology, and examination of the sociocultural components of schools can reveal the cultural paradigm upon which a society is based. A content analysis of Korean undergraduate early childhood teacher education social studies textbooks was used to illuminate aspects of social change and dominant sociocultural beliefs in Korea. Specifically, textbooks written in 1993 and 2003 were examined in terms of how the authors treated Korean social concepts and pedagogical expectations of early childhood education, the needs of young children, and the roles of teachers over the two time periods, in light of the socio-historical demands of early childhood education in Korea. The primary focus of the textbook written in 1993 was the social and moral development of children, whereas the 2003 textbook stressed multiculturalism and preparation for living in a cooperative, global society. How the textbook authors' areas of emphases reflected the sociocultural realities and expectations of Korean society at the time they are written is discussed. (Contains 1 table and 3 notes.)

The purpose of this study was to examine what, if anything, caregivers and teachers of 3- to 5-year-old children from the U.S. (n = 412), China (n = 244), Taiwan (n = 222), Korea (n = 574), and Turkey (n = 214), had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's (NAEYC) policy statement for developmentally appropriate practices (DAP). DAP is widely endorsed by early childhood education and care professionals in the U.S. and is assumed to have far reaching impact on curricular beliefs and practices throughout the world. Pearson correlations and one-way ANOVA were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale (TBS) to those of practices measured by the Instructional Activities Scale (IAS) [Charlesworth, R., Hart, C. H., Burts, D. C., & Hernandez, S. (1991). Kindergarten teachers' beliefs and practices. "Early Child Development and Care," 70, 17-35]. Item-by-item analyses were conducted using factor analysis and x[squared] analyses within and across countries. Similarities emerged related to, in particular, those beliefs and teaching practices associated with integrating across the curriculum, promoting social/emotional development, providing concrete/hands-on materials, and allowing play/choice in the curriculum.

In spring 2002, a national sample of more than 800 National Association for the Education of Young Children (NAEYC) members working in the United States in the care and education of children age three to five responded to the following questions: (1) Are they happy with their work?; (2) Are they satisfied with their pay?; and (3) Are they engaged in ongoing professional development? The members responded to these questions by completing the Early Childhood Professional Questionnaire (ECPQ). This study was conducted because it is important to take a snapshot of NAEYC preschool professionals through the lens of quality, focusing on factors known to contribute to developmentally appropriate environments and programs and positive outcomes for young children. Findings of the study reveal that NAEYC's preschool professionals are well educated in general and are happy in their roles and dedicated to their profession. The study also reveals that NAEYC preschool professionals across the United States are engaged in high-quality practices with three- to five-year-old children in early care and education environments.

Investigated the characteristics of early childhood education teachers who both state a belief in developmentally appropriate practices and engage in these practices in their classrooms. Found that beliefs were strongly correlated with practice, and were related to high personal teaching efficacy and internal locus of control, academic background, and experience in preschool education. (JPB)

Discusses development of symbolic thinking in toddlers as a step in language acquisition and skill development. Examines means of encouraging this symbolic problem solving, such as setting the stage for problems, helping children plan problem-solving strategies, and encouraging children in self-evaluating their skills. Examines development of symbol use in young children and its role in literacy. (JPB)

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In the article, the authors discuss how to effectively use play materials in supporting the learning, development and well-being of children from birth to three years of age. Also cited are their book "Infants and Toddlers at Play: Choosing the Right Stuff for Learning and Development," some examples of toys like blocks, rattles and stuffed animals, and examples of resources like art supplies, slides, swings, and abstract assets.

Glycine N-methyltransferase (GNMT) regulates S-adenosylmethionine (SAM) levels and the ratio of SAM:S-adenosylhomocysteine (SAH). In liver, methionine availability, both from the diet and via the folate-dependent one-carbon pool, modulates GNMT activity to maintain an optimal SAM:SAH ratio. The regulation of GNMT activity is accomplished via posttranslational and allosteric mechanisms. We more closely examined GNMT regulation in various tissues as a function of excess dietary methyl groups. Sprague Dawley rats were fed either a control diet (10% casein plus 0.3% L-methionine) or the control diet supplemented with graded levels (0.5-2%) of L-methionine. Pair-fed control groups of rats were included due to the toxicity associated with high methionine consumption. As expected, the hepatic activity of GNMT was significantly elevated in a dose-dependent fashion after 10 d of feeding the diets containing excess methionine. Moreover, the abundance of hepatic GNMT protein was similarly increased. The kidney had a significant increase in GNMT as a function of dietary methionine, but to a much lesser extent than in the liver. For pancreatic tissue, neither the activity of GNMT nor the abundance of the protein was responsive to excess dietary methionine. These data suggest that additional mechanisms contribute to regulation of GNMT such that synthesis of the protein is greater than its degradation. In addition, methionine-induced regulation of GNMT is dose dependent and appears to be tissue specific, the latter suggesting that the role it plays in the kidney and pancreas may in part differ from its hepatic function. KEY WORDS: * methionine * S-adenosylmethionine * tissue-specific * glycine N-methyltransferase * rats

Regulation of S-adenosylmethionine (SAM) and the SAM/S-adenosylhomocysteine (SAH) ratio by the key cytosolic enzyme glycine N-methyltransferase (GNMT) is essential in optimizing methyl group supply and subsequent functioning of methyltransferase enzymes. Therefore, inappropriate activation of GNMT may lead to the loss of methyl groups vital for many SAM-dependent transmethylation reactions. Previously, we demonstrated that the retinoid derivatives 13-cis- (CRA) and all-trans-retinoic acid (ATRA) mediated both the activity of GNMT and its abundance. The present study was conducted to determine whether vitamin A had a similar ability to up-regulate GNMT and to assess the biological importance of GNMT modulation by examining both the transmethylation and transsulfuration pathways after retinoid treatment. Rats were fed a control (10% casein + 0.3% L-methionine) diet and orally given retinyl palmitate (RP), CRA, ATRA or vehicle daily for 10 d. RP, CRA and ATRA elevated hepatic GNMT activity 32, 74 and 124%, respectively, compared with the control group. Moreover, the retinoid-mediated changes in GNMT activity were reflected in GNMT abundance (38, 89 and 107% increases for RP-, CRA-, and ATRA-treated rats, respectively). In addition, hepatic DNA, a substrate for SAM-dependent transmethylation, was hypomethylated (~100%) after ATRA treatment compared with the control group. In contrast, the transsulfuration product glutathione was unaffected by retinoid treatment. These results provide evidence of the following: 1) vitamin A, like its retinoic acid derivatives, can induce enzymatically active GNMT; and 2) inappropriate induction of GNMT can lead to a biologically important loss of methyl groups and the subsequent impairment of essential transmethylation processes. KEY WORDS: * S-adenosylmethionine * glycine N-methyltransferase * vitamin A * hypomethylation * rats