Foundational early literacy experiences, beginning before birth, are essential for children on their journeys to becoming fluent readers. It is essential to consider how to embed early Science of Reading (SoR) practices in programs serving infants, toddlers, preschoolers, and primary-aged children. Early experiences occur all day, but it is the early educator's role to be intentional in using early literacy or SoR practices in the classroom. Teacher candidate training is pivotal to support such efforts in the ECE community. Join us as we explore ways to embed joyful, play-based early literacy practices for teacher candidates in coursework using high engagement practices. 

Early childhood teacher educators face rising pressures from generative AI and scripted curricula. This collaborative self study examines how five teacher educators redesigned assignments and pedagogical approaches to sustain joy, protect professional judgment, and maintain equity-centered preparation. Findings show that intentional pedagogy, reflective practice, and leveraging AI can strengthen preservice teachers’ agency, engagement, and professional readiness. 

We will explore “untiming” curriculum (Wien & Kirby-Smith, 1998) as a strategy for promoting joy in early childhood classrooms. As time is becoming more standardized in elementary schools, teachers must find creative ways to utilize time for children’s play in K-3 classrooms. We draw from qualitative data that traces child-directed play during “center-time” within two kindergartens and forefronts the notion that children’s innate curiosity and drive to learn ensured time was well spent. Findings suggest that the construct of time is not neutral but rather negotiated across child-adult hierarchies with joyful learning found when the clock is no longer in charge. 

Despite strong emphasis on play-based pedagogy in teacher preparation programs, pre-service teachers often observe inconsistent uses of play during clinical placements. These contrasting experiences can shape how candidates interpret, value, and implement play in their own emerging practice. This session examines how differing placement environments influence candidates’ beliefs, confidence, and instructional approaches to joyful play in early childhood classrooms. Drawing on current research, professional standards, and faculty observations, the presentation highlights the need for stronger alignment between coursework and clinical experiences while offering strategies to support reflection, coherence, and advocacy for play-based teaching across diverse early childhood settings. 

This study examines early science achievement disparities using nationally representative longitudinal data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K: 2011) and machine learning–based survival analysis. Findings show that gender, racial/ethnic, and socioeconomic gaps emerge in early childhood and widen over time. Language and literacy skills accelerate science learning and reduce disparities, while social-emotional development is also linked to science achievement. The study identifies longitudinal patterns in when children reach science milestones early or late. Implications emphasize cross-domain supports and early science intervention strategies in teacher education to promote equitable outcomes. 

Teacher preparation programs must balance rigorous pedagogy with meaningful, practice-based experiences. This session, Back to the Basics: Engaging Pre-Service Teachers in Joyful, Practice-Driven Classroom Preparation, highlights joyful learning as a critical component of effective preparation. Grounded in research on best practices, the session connects pedagogy to application through engaging, hands-on experiences that strengthen understanding and classroom readiness. Participants will explore strategies such as interactive modeling, collaborative planning, and reflective practice. Emphasis is placed on preparing teachers through joyful experiences they can replicate in their own classrooms, equipping them to create engaging, inclusive, and high-impact learning environments. 

While early childhood educators are encouraged to create joyful, play-based, developmentally appropriate learning environments for young children, their own teacher preparation may rely on rigid, compliance-driven instruction. This presentation argues that teacher educators should model the pedagogies they want future educators to use. Drawing on play-based and developmentally appropriate approaches in teacher education, the session examines how joy, reflection, choice, and responsive teaching can support the professional identity and resilience of early childhood educators. Practical examples will illustrate how teacher educators can design coursework and activities that align content, pedagogy, and the core values of early childhood education. 

This paper examines how cultivating joy through critical consciousness can prepare preservice early childhood educators to sustain commitments to diversity, equity, inclusion, and belonging (DEIB) in increasingly politicized educational contexts. Drawing on course design and student learning experiences in an undergraduate education foundations course, the session explores how structured engagement with systemic bias, historical policy analysis, & reflective pedagogy can foster professional agency, resilience, & purpose. Findings suggest that joy emerges not only through play & creativity, but also through meaningful engagement with justice-oriented practice. Implications highlight strategies teacher educators can use to prepare joyful, equity-minded educators capable of navigating systemic challenges. 

Sustained attention is foundational for learning, yet young children are often expected to demonstrate attention in ways that do not align with their development. This mismatch can reduce engagement and limit learning opportunities. This presentation shares findings from studies examining sustained attention in children ages 1–4 across teaching conditions. Children demonstrate longer engagement when provided choice, meaningful interaction with materials, and responsive adult support, while adult-directed conditions result in shorter attention. Grounded in Developmentally Appropriate Practice and sociocultural theory, this session highlights how teacher preparation can support attention through play, choice, and relationships. Participants will leave with practical strategies. 

Consensus in the field regarding the role of the teacher in dramatic play has changed from a passive one to an active one and the interaction that a teacher has with children at play can shape the quality of those play experiences. There has been little research exploring what it is that influences why a teacher makes these choices, as well as what it is teachers are doing in practice. This study explores why a teacher takes a specific approach to (or role) in play based on their experience and beliefs. 

This study examines the controversy surrounding the introduction of Comprehensive Sexuality Education (CSE) in Ghanaian Early Childhood Education (ECE). Using qualitative discourse analysis of public commentaries from Ghanaian online media platforms published between September 2019 and September 2020, the study explores the goals of CSE and educators' and other stakeholders’ reactions to it. Guided by post-colonial theory, findings reveal that, while CSE aimed to promote sexual health awareness among young learners, educators, and the public perceived the policy as culturally inappropriate and insufficiently contextualised. The study discusses implications for culturally responsive teacher education and curriculum reform in early childhood settings. 

Awortwe, I., Mohammed, M., & Liang, D. (2026, June). Comprehensive Sexuality Education in Ghanaian Early Childhood Education: An Introspection into Policy Proposals and Educators Perspectives. Paper presented at the annual National Association of Early Childhood Teacher Educators Summer 2026 Conference, Virtual, United States. (Paper Session). 

Focusing on early childhood educators as advocates, this study examined 363 Korean pre-service teachers’ perceptions of advocacy and advocacy training. Surveys assessed interest in political/social issues, training experiences, and perceived adequacy and necessity of advocacy education. Social justice advocacy was measured using the Korean-translated SIAS. Most respondents valued advocacy and reported exposure to advocacy content (74.1%). Those with training showed higher self-efficacy, perceived training as more adequate, and recognized its necessity. Social justice advocacy was positively related to advocacy perceptions. Findings highlight the importance of structured advocacy training in teacher preparation programs to strengthen pre-service teachers’ advocacy competence. 

This presentation explores reclaiming joy in Nigerian public kindergartens through Diversity, Equity, Inclusion, and Belonging (DEIB)-oriented home-school partnerships. Grounded in socio-cultural and ecological theories, the study designs practical frameworks that connect classroom and home learning, empower parents, and foster inclusive environments. Findings show improved literacy, numeracy, and socio-emotional outcomes when DEIB principles are embedded in both school and home practices. The study offers scalable models for teacher educators who want to strengthen joyful learning and defend DEIB in early childhood education. 

The purpose of this study is to revisit the concept of play pedagogy in northern academia by examining free, unstructured play in practice within Japanese Early Childhood Education, and to explore ways to reintroduce child-initiated play as a joyous learning tool for all children in a contemporary, diverse society. From a traditional pedagogical approach called Mimamoru (teaching by watching), this study reminded us that the most culturally and developmentally appropriate pedagogy is practice centered on children’s interests, respect for their initiatives, and integrated learning through play, without concern for “schooling” or preparation for the next stage.  

Embracing joyful pedagogies is an essential aspect of teacher educators’ work. In a social and political climate that presents equitable challenges, it is understandable if it is hard to find joy in teaching and defend diversity, equity, inclusion, and belonging (DEIB). This presentation shares the results of an exploratory self-study surfacing joyful pedagogies in teacher education that defend DEIB. Findings highlight the intersections of theoretical, pedagogical, and personal teaching methods that drive student-centered approaches. 

This qualitative study examines how four teacher educators cultivate and sustain joy in one of the most challenging courses in an early childhood teacher preparation program. Grounded in joy centered pedagogy, it identifies seven strategies: creative expression, storytelling, hands on learning, collaboration, strengths-based assessment, celebration, and self-care. Using document analysis, the study shows how joy can be intentionally designed within rigorous coursework. Findings suggest that joy enhances engagement, builds resilience, and supports retention. When modeled, these practices help pre-service and in-service teachers carry a lasting sense of wonder into their PK 3 classrooms. 

Inan, H. Z., Gatlin, M. D., Middleton, K., & Warren, R. (2026, June 8). Cultivating joy in challenging teacher preparation courses: Insights from four teacher educators. NAECTE Summer Virtual Conference 2026. National Association of Early Childhood Teacher Educators. 

Joy and belonging begin with connections through language. This session presents key practices and resources teacher education faculty can use to welcome multilingual teacher candidates and honor their rich diversity of pedagogical approaches and cultural backgrounds. We will discuss ways to build joyous confidence by equipping multilingual students with research-based teaching strategies that make best use of their language abilities in their work and play with young children. We can do more than recruit diverse future teachers. Let’s take a closer look at course content that strengthens preparation for multilingual and monolingual students to teach in multilingual classrooms.