Introduction
Preschools provide an essential foundation for the development of young children. Preschools provide a safe and stimulating environment, along with meaningful social and educational experiences, that are essential for a child’s development. To maintain an effective learning environment, colleagues and preschool professionals must take on specific roles and responsibilities. The classroom layout should be designed to accommodate both individualized instruction and collaborative activities. The layout should also be designed to encourage social interactions while providing the necessary space for individual activities.
Classroom Layout
The class is well-suited for preschool learners in several ways. For instance, it features painting and coloring boards that are small enough for children to reach without struggle, allowing them to work comfortably. The classroom features a small round table and comfortable chairs for the kids, accompanied by a mat on the floor around the dining area, where they can practice their cooking skills and play.
Besides, it is a cupboard with necessary utensils, a basket full of fruits, and other kitchen accessories within the children’s reach. It also has a dishwasher, shopping baskets, and a wheeled shopping cart. They are all well-placed to ensure that the children do not get hurt.
Another classroom section features a large mat in the center, surrounded by a playhouse, a mini grocery store, a small shopping mall, and other shops selling a variety of items. There is another section with learning tables and chairs well-placed at the center, accompanied by shelves containing writing and learning materials that learners can easily access. Another part of the class features more shelves with storybooks and textbooks for young learners, positioned against a wall filled with beautiful paintings and photos of the learners. The opposite wall features an alphabetical order painted in flowers and different colors to attract the young students. The students dine at tables, each with six pupils, using blue cups and a divided tray at the center with six divisions for each.
Physical Space Management
The teacher manages the classroom’s physical space by organizing the furniture and other equipment to suit the preschoolers. They ensure the furniture is well-placed and the learning materials are easily accessible, allowing children to learn and play safely. The teacher also ensures that the classroom is kept clean and tidy, with no clutter that could distract the children from their activities (Barrett et al., 2018). They also create designated areas for each activity, such as a play area, a learning area, and a dining area, to help keep the children organized and focused on their tasks. Finally, the teacher will rearrange the furniture and materials to create various learning and play environments throughout the year.
Inclusivity of the Class
A preschool classroom should be designed to be as inclusive as possible. This means that the physical environment should be designed to accommodate the student’s special needs or physical limitations, and classroom activities and materials should be inclusive of all genders, races, cultures, and disabilities (Barrett et al., 2018). The teaching style should also be supportive and flexible to ensure all students can participate and feel part of the class.
The preschool classroom appears to be quite inclusive, as the room is filled with a diverse range of toys, books, and activities that cater to a wide variety of children. Additionally, the classroom is designed to accommodate all types of children, allowing them to feel comfortable and accepted. For example, the room is divided into different sections with different colors and textures to accommodate children with disabilities or special needs.
The room is brightly colored and features various learning activities that cater to different learning styles and interests. The furniture choices are also designed to promote inclusivity, as the seating arrangements are flexible, and a variety of chairs and tables of different sizes and shapes are available. There are also a variety of toys and materials that accommodate different ages and abilities, allowing students to engage in learning activities that are suitable for their individual needs. The classroom also appears to prioritize the social and emotional well-being of students. There is a designated area for students to come together and interact in a safe and supportive environment.
The classroom organization and approach to teaching appear to be linked, as the physical layout of the classroom influences the teaching approach. For example, the teacher can use an interactive, exploratory approach if the classroom is well-organized and the materials are easily accessible. The teacher can encourage the children to explore their surroundings, ask questions, and engage with their learning materials (Barrett et al., 2018). A play-based teacher may arrange the furniture and materials to encourage exploration, allowing children to move freely and independently. Alternatively, a teacher who takes a more structured, academic approach may arrange the furniture and materials to encourage children to focus on their tasks and provide clear pathways for them to follow.
Children’s Response to Physical Space
Children typically respond positively to the physical space of the classroom. The small-sized round table, comfortable chairs, and mat around the dining area give them a sense of comfort and security, allowing them to feel at ease with their surroundings. The playhouse, mini grocery store, and small shopping mall allow them to explore and engage in creative play.
The learning tables and shelves, stocked with writing and learning materials, help them feel engaged and motivated to learn. They are often drawn to the brightly colored walls, decorations, and furniture, and appreciate that everything is within their reach. Finally, the wall, full of beautiful paintings and photos of the learners, helps them feel connected to the classroom and to each other. The classroom’s physical space can also help reduce stress and anxiety in children.
The primary challenge of the classroom’s physical space is ensuring it is organized in a way that encourages learning and exploration, allowing for freedom and flexibility. The teacher must strike a balance between structure and fun, being careful not to create an overly restrictive or overwhelming environment. The space is not large enough, and children could easily topple over the things around them.
The benefits of the physical classroom as a space are numerous. It encourages children to interact with each other, and their surroundings provide a safe and comfortable learning space and a sense of security and support. The organized and structured space enables the teacher to move around and efficiently monitor the children’s activities.
Outdoor Area
A teacher can make outdoor tasks inclusive by providing a variety of activities that cater to different learning and development styles. This can include physical movement, cooperative games, creative art projects, and sensory exploration. The teacher can also create activities that encourage problem-solving, teamwork, and communication skills.
The outdoor area should also be designed with accessibility in mind, featuring ramps, handrails, and varying difficulty levels to accommodate individuals with different physical abilities (Fane et al., 2020). The teacher should also provide activities that encourage socialization, such as group games and activities that require student collaboration. Finally, the teacher should ensure the outdoor environment is safe and inviting, with plenty of shade and seating.
The agency a child has in the preschool classroom depends on the teacher’s approach to teaching and learning. The more hands-off approach allowed children to explore and discover new things independently, while the more directive approach allowed the teacher to provide more guidance and structure. In either case, the teacher needs to foster an environment where the children feel empowered to make choices and express their creativity (Fane et al., 2020). The teacher should also provide children with adequate opportunities to practice making decisions and solving problems. There was enough guidance and support to help the child make informed choices.
Improving Children’s Agency
Professionals can design tasks to give learners more agency by offering choices and allowing learners to create their own learning paths. This could involve providing a range of activities that cater to different learning styles and offer different levels of challenge. For example, a task could be designed to be completed collaboratively or independently, and learners should be free to choose their approach. Furthermore, the task should be designed to allow learners to explore their own interests and those of their peers (Fane et al., 2020). This could involve creating activities that focus on the specific interests of individual learners and providing opportunities for them to share and discuss their findings.
Another way to provide learners with more agency is by offering opportunities for them to take ownership of their learning. Professionals can design tasks to give learners more agency by allowing them to make their own decisions. This could involve allowing learners to choose from various activities, materials, and approaches. It could also allow them to decide when and how to complete tasks and offer the chance to participate in decision-making processes (Fane et al., 2020).This could involve allowing learners to voice their opinions and provide input into classroom discussions. By doing so, learners can feel like their opinions are valued and respected and that their contributions make a difference.
Learning in the Classroom
Collaborative Learning
Collaborative learning in preschool is a learning method that encourages children to work together to solve problems, complete tasks, and learn new concepts. This form of learning is especially valuable for young children, as it helps them develop essential social skills, including communication, teamwork, and negotiation. It also encourages children to think critically and develop creative solutions to problems (Albuquerque & Martins, 2020). Through collaborative learning, children learn to value the input of their peers and respect different perspectives.
Collaborative learning activities can be designed to facilitate a variety of learning outcomes. For example, activities could be designed to foster problem-solving skills, promote creative thinking, or develop communication and collaboration skills.Activities could also be designed to promote higher-order thinking skills such as analysis, synthesis, and evaluation.Collaborative learning activities could also allow children to practice self-regulation, self-reflection, and metacognition (Albuquerque & Martins, 2020). When creating collaborative learning activities, they should be suitable for the children’s age and customized to match their needs and interests.
Dialogic Teaching
Dialogic teaching is a teaching approach that emphasizes dialogue and discussion among students, teachers, and peers. This approach encourages learners to think critically and develop their ideas and solutions to problems. When employing dialogic teaching to preschool learners, teachers should use open-ended questions to promote discussion and critical thinking (Muhonen et al., 2022).
Additionally, teachers should provide scaffolding to enable learners to build on their existing knowledge and develop new ideas. Teachers should create a safe and supportive environment when engaging in dialogic teaching, encouraging learners to express their ideas and opinions (Muhonen et al., 2022). Teachers should also model the type of dialogue they want to see in the classroom and provide learners with opportunities to practice their conversational skills.
Additionally, teachers should provide constructive feedback and use positive language to validate learners’ ideas and thoughts. Dialogic teaching can be used to facilitate a variety of learning outcomes. For example, it can promote problem-solving, foster higher-order thinking, and develop communication and collaboration skills. Additionally, dialogic teaching can promote self-reflection and metacognitive skills, while also building self-esteem and confidence (Muhonen et al., 2022). Ultimately, dialogic teaching can help learners develop empathy and a deeper understanding of others’ perspectives.
Peer-to-Peer Learning
Peer-to-peer learning is a learning approach that involves learners working together to share knowledge and ideas. This type of learning is particularly beneficial for preschool learners as it allows them to practice valuable social and communication skills, such as active listening and teamwork. Additionally, peer-to-peer learning can help foster a sense of belonging and community in the classroom. When employing peer-to-peer learning in the preschool classroom, it is essential to ensure that learners have guidance and support (Moore, 2020). This can involve providing learners with clear instructions and demonstrating how to complete the task.
Additionally, teachers should ensure that the atmosphere is positive and that learners are encouraged to support and help one another. Furthermore, teachers should provide opportunities for learners to ask questions and offer feedback to one another. To facilitate peer-to-peer learning in the classroom, designing activities involving learners working together to solve a problem is essential. (Moore, 2020). These activities should be tailored to the needs and interests of the learners. Additionally, the activities should be designed to foster critical thinking and problem-solving skills. Finally, the activities should encourage learners to share their ideas and perspectives and practice active listening.
Talk and Exploratory Talk in Learning
Talking is an essential tool for preschool learning, as it helps children understand concepts, develop their language and communication skills, and build relationships with their peers. Teachers can use talking to introduce new topics, explain concepts, and guide children through activities. They can also use talking to ask questions, encourage children to explain their ideas, and provide feedback.
Talking can also help children learn to take turns, practice active listening, and develop their conversational skills. Using talking for learning in preschool also allows children to engage in conversations (Karczmarzyk et al., 2018). This could involve conversing with the whole class, small groups, or individual children. These conversations should be meaningful and allow children to express their ideas and opinions.
Exploratory talk is a language used in preschool to encourage learning that encourages children to ask questions, explore ideas, and solve problems. This type of talk is essential for young learners as it helps them make connections between ideas, develop their understanding, and develop their language skills. Exploratory talk can also be used as a tool for scaffolding learning, as it enables the teacher to provide support and guidance tailored to the child’s needs (Karczmarzyk et al., 2018).
Examples of the exploratory talk include asking open-ended questions, encouraging children to explain their thinking, and providing support and guidance. For example, a teacher could ask a child, “What do you think would happen if we added more water to this mixture?” This question encourages the child to think critically and develop their understanding of the topic.
Talk and Collaborative Chances
In a preschool classroom, children have various opportunities to talk and collaborate. These opportunities can be provided through structured activities such as group discussions, role-playing, and cooperative games. Additionally, teachers can provide opportunities for spontaneous conversations by encouraging children to engage in conversation with their peers during free play and transition times (Karczmarzyk et al., 2018).
Children can also engage in discussions and collaborate through projects and activities that involve creative exploration and problem-solving. These activities may involve constructing models, creating artwork, and experimenting with various materials. By working together, children can learn to express their ideas, listen to the ideas of others, and practice negotiation skills (Karczmarzyk et al., 2018).
Finally, children can be allowed to talk and collaborate through storytelling activities. Storytelling can introduce new topics, explore emotions, and build relationships. Additionally, storytelling can help foster empathy and understanding, while also aiding children in developing their language and communication skills.
Questioning
Questioning is a key tool that teachers and learners use in the preschool classroom. Teachers use questioning to assess children’s understanding and encourage them to think critically, applying their knowledge to new situations. Questions can also foster conversations that allow children to share their ideas and opinions and gain a better understanding of a topic.
Learners can also use questioning to explore a topic or to develop their understanding of a concept (Behnamnia et al., 2020). Questions can help learners clarify confusing points, generate new ideas, and practice problem-solving skills. Additionally, learners can use questioning to ask for help or provide feedback to teachers and their peers.
Learner Development of Learning Areas and Curriculum
Preschool learners develop their skills and follow the curriculum through various approaches, including observation methods, one-on-one support, play-based learning, and constructivist pedagogy. Through observation, teachers can identify the skills that children have already acquired and the areas where they can improve. This helps inform lesson planning and ensure that learners receive the appropriate level of support and challenge.
One-on-one support can provide individualized attention to learners and help them develop more effectively (Behnamnia et al., 2020). This could involve providing extra help and guidance to specific children or helping them practice and refine their skills. One-on-one support can also provide a platform for teachers to assess the progress of individual learners and offer feedback to both learners and their parents.
Play-based learning is an integral part of the preschool curriculum. Children can explore, experiment, and practice their newly acquired skills through play. This approach to learning is especially advantageous for young children because it enables them to learn in a natural and engaging way.
Finally, constructivist pedagogy is an approach that encourages learners to construct their own knowledge and understanding actively (Behnamnia et al., 2020). This could involve learners engaging in activities such as problem-solving, designing experiments, and exploring their ideas (Behnamnia et al., 2020). Constructivist pedagogy helps to develop higher-order thinking skills and encourages learners to take ownership of their learning.
Places and People
Interaction
The responsibilities of preschool professionals include providing a safe and nurturing environment for children, facilitating positive interactions between children and adults, helping children develop social and emotional skills, providing instruction in basic academic skills, engaging children in meaningful activities, developing and maintaining a positive learning environment, and encouraging positive behavior (Correia et al., 2019). In addition, colleagues and professionals should strive to create an atmosphere of respect and acceptance, maintain open communication with parents, and ensure that the physical environment is well-maintained and safe.
Relationships. Authority, Child Voice
Relationships between colleagues and professionals in a preschool should be based on mutual respect, trust, and cooperation. Each professional should be a role model for the children and demonstrate positive behavior. Authority within the preschool should be shared and respected.
Each professional should be allowed to express their opinions and collaborate with others. Child voice should be respected and encouraged without discrimination (Correia et al., 2019). Children should be allowed to express their thoughts, feelings, and ideas to foster a sense of autonomy and self-expression.
Child Agency
Child agency in preschool education refers to young children’s ability to make informed choices, express their thoughts and feelings, and make decisions that affect their learning and development. The child agency encourages children to take ownership of their learning and become more independent and self-directed. It also encourages children to explore their interests, develop social skills, and learn how to problem-solve (Correia et al., 2019). A child agency empowers children to take control of their learning and make decisions that will help them reach their full potential.
Learning in Various Settings
Learning in different settings for preschool learners can vary significantly depending on the environment and the type of learning experiences offered. In a traditional classroom, learning is often structured and teacher-led, with the teacher providing instruction, guidance, and support to students. This type of learning encourages children to develop academic and memorization skills (Larimore, 2020). In a play-based environment, however, learning is more open-ended and child-led, allowing children to explore their interests, engage in creative activities, and develop social skills.
In a nature-based environment, learning often takes place outdoors, allowing children to explore the natural world and develop a profound appreciation for nature. Activities can include exploring the outdoors, gardening, and learning about wildlife. This type of learning encourages children to learn about the environment, develop physical skills, and understand the natural world.
In a home-based environment, learning is often personalized to the individual child, allowing them to explore their interests, develop language and literacy skills, and learn about the world around them (Larimore, 2020). Activities may include reading, playing with toys, exploring the house, and interacting with family members. This type of learning enables children to develop the skills necessary for success in both the home and the community.
Classroom Resources
Resources for SEND Learners
The teacher can access resources tailored to learners’ special educational needs or disabilities (SEND) by creating an inclusive learning environment that accommodates the diverse needs of all students. This includes providing access to assistive technology or physical accommodations, such as wheelchairs or raised desks, that allow students to participate in the classroom. It also involves creating an environment of acceptance and understanding where students feel comfortable asking questions and seeking help (Brenneman et al., 2018). The teacher should also collaborate with specialists and other professionals, such as occupational therapists, speech and language therapists, and psychologists, to ensure that students with SEND receive the necessary support (Jigyel et al., 2018). This could involve setting up individualized education plans (IEPs), providing accommodations for assessments, and adapting the curriculum to meet the learner’s needs.
Finally, the teacher should also be familiar with the SEND resources available to students. This may involve researching websites, books, and other sources of information to gain a deeper understanding of the student’s condition, as well as exploring local services and organizations that can provide support and resources (Jigyel et al., 2018). By providing learners with appropriate resources for their SEND, teachers can create an environment where all students can learn and thrive.
Application of learning Resources by Various Learners
Various groups of learners can utilize different materials in diverse ways to learn. For example, visual learners often utilize pictures, diagrams, and videos to aid in their understanding of information. Auditory learners may utilize spoken language and music to aid in remembering concepts and ideas. Kinesthetic learners often benefit from hands-on activities, such as building models or conducting experiments (Jigyel et al., 2018). Tactile learners use their sense of touch to explore and learn, such as using clay or sand to learn about shapes.
For preschool learners, different materials can help children explore the world around them and develop skills. For example, blocks, puzzles, and toys can help children develop fine motor and problem-solving skills. Art supplies, such as paint and clay, can help children explore their creativity and express themselves. Books can help children develop language and literacy skills, and music can help children learn about rhythm and melody.
Ultimately, technology can facilitate the exploration of new concepts and the development of skills by different groups of learners (Brenneman et al., 2018). For example, interactive games can help children learn about science and mathematics. Videos can help children learn about nature and cultures around the world. Technology can also help children with special needs, such as autism or sensory processing disorder, learn through different modalities. Technology can be used to help children explore their interests, develop skills, and have fun.
Learning Aids in Various Tasks
Different groups of learners utilize various materials to accomplish different tasks, tailored to their individual needs and abilities. For example, visual learners may use pictures and diagrams to help them understand a concept, while auditory learners may prefer to listen to audio recordings. Kinesthetic learners may prefer hands-on activities to help them understand concepts (Jigyel et al., 2018). Other learners may prefer using a combination of materials to complete a task, such as pictures and diagrams to aid understanding, and then utilizing hands-on activities to further the task. Providing various materials and activities is essential to ensure all learners can access the necessary information and complete the task.
Diversity of Learning Materials
Materials used in a preschool should be representative and diverse to ensure that all children can obtain the information they need and participate in meaningful activities. They should represent a range of cultures, perspectives, and abilities, and be suitable for all children. Resources should also be varied and provide different learning methods, such as pictures, books, games, and hands-on activities (Jigyel et al., 2018). It is also essential to provide materials suitable for different age groups and developmental levels, so that all children can access age- and developmentally appropriate materials.
Application of Learning Resources
Teachers and learners utilize these materials in various ways. Teachers can use materials to explain concepts, demonstrate activities, and engage children in meaningful conversations. Learners can use materials to explore their interests, such as books to learn about a topic, games to practice academic skills, or hands-on activities to create and explore (Jigyel et al., 2018). Additionally, materials can encourage creativity and critical thinking, such as using art supplies to create projects or using blocks or other manipulatives to build and construct. Ultimately, teachers and learners can use materials in various ways to aid learning and foster a positive learning environment.
Inclusivity of Learning Materials
Preschool materials should be designed to be inclusive, allowing every child to access information and participate in meaningful activities. Resources should be selected to represent a diverse range of backgrounds, cultures, and abilities, and should be suitable for all children. They should also be varied so that all children can access different types of activities and different ways to learn. Additionally, materials should be age- and developmentally appropriate so that all children can access and understand them (Jigyel et al., 2018). Ultimately, the materials should capture interest and inspire curiosity, encouraging every child to actively explore and learn.
Inclusion in Preschool
Inclusion in preschool is integral to creating a safe and supportive environment for all children. All colleagues and professionals in the preschool must understand their roles and responsibilities in creating an inclusive environment. Colleagues and professionals in a preschool setting should be aware of their responsibility to create a classroom layout conducive to inclusion (Zabeli & Gjelaj, 2020). This includes ensuring that all classrooms are accessible and welcoming to all children, regardless of ability or background. Classrooms should be designed to foster collaboration, communication, and mutual respect among children of diverse backgrounds and abilities.
Additionally, colleagues and professionals should be prepared to provide the necessary resources and support to ensure that all children feel safe and comfortable in their classroom environment. This includes providing materials and equipment tailored to each child’s abilities and any additional support that may be required for children with special needs.
Safeguarding in Preschool
Safeguarding in preschool also involves educating colleagues and professionals on the importance of safeguarding and how to recognize, report, and respond to potential abuse, neglect, or bullying incidents.It also involves developing and implementing policies and procedures that promote a safe and supportive environment, such as providing clear guidance on appropriate interactions with children and implementing physical safety measures such as childproofing the classroom and ensuring appropriate supervision at all times (Foreman, 2019). Finally, educators and other professionals should acknowledge their responsibility to exemplify positive behaviors for all children in the classroom. This presupposes respecting and celebrating the achievements of all children in the classroom (Foreman, 2019). By providing an inclusive environment, educators and other professionals can help ensure that all preschoolers feel accepted, respected, and supported.
Safe, Healthy & Supportive Environment
It includes establishing physical safety measures such as childproofing the classroom, providing appropriate supervision of children at all times, and implementing policies and procedures to prevent and respond to potential incidents of abuse, neglect, or bullying. It also includes creating a positive atmosphere free from discrimination and harassment and providing clear guidance and expectations on appropriate interactions with children (Day et al., 2019). Finally, creating a safe, healthy, and supportive environment involves providing resources and support to help children develop positive relationships with peers, teachers, and staff and celebrate their successes and strengths.
Accessibility
Accessibility of preschool refers to making the preschool classroom and activities accessible for all children, regardless of their abilities. This involves considering the physical layout of the classroom, providing a variety of learning materials and activities that meet the needs of different types of learners, and creating a positive environment free from discrimination and bias (Larsson et al., 2019). It also involves providing communication support for children who need it and creating an inclusive climate where everyone is accepted and respected. Finally, colleagues and professionals should ensure that all children can participate in classroom activities and access the same resources, regardless of their abilities.
Ethical Considerations While Doing Placement in Preschool
When doing a placement in a preschool setting, it is essential to adhere to ethical and professional considerations. This involves respecting all children’s rights, considering their individual needs and abilities, and creating a safe and supportive environment. It also involves maintaining confidentiality and privacy and being aware of cultural, religious, and linguistic differences (Larsson et al., 2019). Finally, colleagues and professionals should be aware of the need to be flexible and responsive to the changing needs of the children in the classroom and be proactive in helping to ensure that all children have access to the resources and opportunities they need to succeed.
Conclusion
The responsibilities of colleagues and professionals in preschool are paramount to providing young children with a safe, nurturing, and stimulating learning environment. All involved must ensure that each child’s physical, social, emotional, and cognitive needs are met and they have the tools necessary to succeed in their educational journey.Children can grow to their full potential through careful classroom layout, proper resources, and positive peer interactions.
Ultimately, the responsibility for a successful preschool experience lies with the colleagues and professionals involved. Through collaboration and support, the educators, parents, and extended family members can ensure that each child has the necessary resources, structure, and learning opportunities to reach their goals. Preschool can open the door to a lifetime of learning and growth for each child by providing a safe, enriching, and stimulating atmosphere.
Reference List
Albuquerque, A. and Martins, M.A. (2020) ‘Invented spelling activities in kindergarten: The role of instructional scaffolding and Collaborative Learning’, International Journal of Early Years Education, 29(1), pp. 96–113. Web.
Barrett, P. et al. (2018) ‘The impact of school infrastructure on learning: A synthesis of the evidence’. Web.
Behnamnia, N. et al. (2020) ‘The effective components of creativity in digital game-based learning among young children: A case study’, Children and Youth Services Review, 116, p. 105227. Web.
Brenneman, K., Lange, A. and Nayfeld, I. (2018) ‘Integrating stem into preschool education; designing a professional development model in diverse settings’, Early Childhood Education Journal, 47(1), pp. 15–28. Web.
Correia, N. et al. (2019) ‘Children’s right to participate in early childhood education settings: A systematic review’,Children and Youth Services Review, 100, pp. 76–88. Web.
Day, J.K., Ioverno, S. and Russell, S.T. (2019) ‘Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices’, Journal of School Psychology, 74, pp. 29–43. Web.
Fane, J. et al. (2020) ‘Preschool aged children’s accounts of their own wellbeing: Are current Wellbeing Indicators Applicable to young children?’,Child Indicators Research, 13(6), pp. 1893–1920. Web.
Foreman, D. (2019) ‘Safeguarding preschool children: A public health perspective’, Journal of Health Visiting, 7(7), pp. 352–360. Web.
Jigyel, K. et al. (2018) ‘Benefits and concerns: Parents’ perceptions of inclusive schooling for children with special educational needs (sen) in Bhutan’, International Journal of Inclusive Education, 24(10), pp. 1064–1080. Web.
Karczmarzyk, M. and Szelągowska, D. (2018) ‘Artists in the eyes of children – semiotic analysis of the meanings about artists constructed by children’, Kultura i Edukacja, 120(2), pp. 131–141. Web.
Larimore, R.A. (2020) ‘Preschool science education: A vision for the future’, Early Childhood Education Journal, 48(6), pp. 703–714. Web.
Larsson, J., Williams, P. and Zetterqvist, A. (2019) ‘The challenge of conducting Ethical Research in preschool’, Early Child Development and Care, 191(4), pp. 511–519. Web.
Moore, E. (2020) ‘be friends with all the children’ : Friendship, Group Membership, and Conflict Management in a Russian preschool’, Linguistics and Education, 59, p. 100744. Web.
Muhonen, H. et al. (2022) ‘Educational dialogue of preschool teachers experiencing different levels of stress’, Research Papers in Education, pp. 1–22. Web.
Zabeli, N. and Gjelaj, M. (2020) ‘Preschool teacher’s awareness, attitudes and challenges towards inclusive early childhood education: A qualitative study’, Cogent Education, 7(1). Web.