Rising teacher attrition rates and classroom stress highlight the need for scalable, low-burden supports in preservice teacher education. This poster examines how teacher educators can use podcasts to address this need within preservice early childhood teachers’ coursework. Evidence from one podcast will be examined because of its focus on interviews with practicing teachers about challenges, advice, and how they sustain joy in their work as teachers. Guided by self-compassion’s “common humanity”, the poster draws on prior literature and qualitative evidence from guest interviews and listeners’ public comments to examine how podcast listening may normalize stressors without adding time demands. 

This study investigates whether 10 weekly Bal-A-Vis-X (BAVX) sessions (15–20 minutes) improve self reported executive functioning (EF) in approximately 35 undergraduate education students. Using the Executive Skills Questionnaire–Revised (ESQ R; Strait et al., 2020), which measures executive dysfunction across inhibition, working memory, cognitive flexibility, planning, and task initiation, we will collect data at pre , mid , and post intervention. Anticipated reductions in ESQ R executive dysfunction scores will demonstrate the potential of brief, accessible movement interventions to enhance pre service teachers’ cognitive regulation, stress management, and classroom readiness for early childhood teaching.

Ghorbani, E., Lake, V. E., Fields, K., Spivey, E., & Carter, B. (2026, Summer). Weekly BAVX interventions and executive function development: A pre-mid-post study [Poster presentation]. National Association for Early Childhood Teacher Educators (NAECTE) Virtual Conference.

This qualitative study explores how teachers understand and implement Bal-A-Vis-X (BAVX), a movement-based program that integrates balance, rhythm, and coordination to enhance learning and emotional well-being. Grounded in the ethic of care framework, the study examines how BAVX fosters empathy, relational connection, and inclusive classroom practices. Data were collected from 32 survey participants, a school administrator interview, and focus group discussions with educators using BAVX in pre-kindergarten and elementary settings. Findings reveal that BAVX strengthens teacher–child and peer relationships, enhances educators’ empathy and responsiveness, and promotes collaboration and care among students. 

Ghorbani, E., Lake, V. E., Lim, B., & Fields, K. (2026, Summer). Moving with care: Teachers’ understandings of Bal-A-Vis-X through an ethic of care framework [Poster presentation]. National Association for Early Childhood Teacher Educators (NAECTE) Virtual Conference

This poster presentation shares preliminary findings from a mixed methods study focused on giving voice to the experiences and perceptions of early childhood teachers who serve as “Mentor Teachers” to undergraduate education students. Survey and interview data sheds light on in-service teachers’ existing knowledge of their roles and expectations as Mentor Teachers, effective mentoring practices, and concerns or challenges related to mentoring pre-service teachers. Implications for teacher education programs and their support of in-service early childhood teachers serving as Mentor Teachers will be shared. 

Family-school partnerships are essential to student success; however, communication between teachers and families is often one-directional and inequitable, limiting access to information and hindering relationship building. This project examines how communication inequities impact families and educators and explores how intentional communication design can support more equitable engagement in early childhood classrooms. Using Epstein’s framework, a kindergarten parent communication toolkit was developed to promote two-way accessible communication, reduce barriers, and center family knowledge, supporting more inclusive and equitable family-school partnerships and stronger collaboration between teachers and families in diverse early childhood settings. 

This study examines how mentor teachers (MTs) build trusting relationships with preservice teachers (PSTs) and how these relationships influence PSTs' perception of MTs. Grounded in Nel Noddings' theory of caring, the study uses a single case with four PSTs and two MTs. Data from observation and videorecording of weekly co-planning meetings, interviews, and journals reveal that trust develops through intentional relationship-building, including personal dialogue, attentive listening, and emotional and instructional support. Findings highlight that caring, reciprocal interactions foster PST confidence, engagement, and professional growth, highlighting the need for structured time and mentor training focused on relational practices. 

We will share how we utilized the Project Approach in our Early Childhood teacher preparation program to cultivate joy by engaging preservice teachers in meaningful, inquiry-driven work rooted in play, creativity, and authentic family and community contexts. 

This poster highlights how participation in the 2026 NAEYC Public Policy Forum strengthened early childhood teacher candidates’ understanding of advocacy as a core professional responsibility. Through plenaries, breakout sessions, state team planning, and congressional meetings, UMES students connected coursework to real policy decisions shaping access, funding, and equity in early childhood education. Their reflections show increased confidence, clearer professional identity, and a deeper commitment to collective advocacy. The experience demonstrates how intentional exposure to policy spaces can prepare emerging educators to use their voices, influence systems, and lead within the early childhood profession. 

This study examines the experiences of elementary preservice teachers in an early field experience as described in their reflective journals. Students in an early literacy methods course participated in an early field experience at a partner P-1 public school across five weeks. Through reflecting on their authentic experiences in early childhood classrooms, they express both joy and tension as they link theory to practice and view gaps in equity, instruction, and access.