| Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula | Zoi Apostolou, Nektarios Stellakis | 87–102 |
| Silence and its mechanisms as the discursive production of the ‘normal’ in the early childhood classroom | Karen Watson, Zsuzsa Millei, Eva Bendix Petersen | 103–115 |
| Promoting self-regulated learning in preschoolers | Franziska Perels, Lisa Jacob, Manuela Benick, Sandra Dörrenbächer | 116–140 |
| Effects of a parent training using telehealth: Equity and access to early intervention for rural families | Deborah L. Rooks-Ellis, Sarah K. Howorth, Susane Boulette, Megan Kunze, Ella Sulinski | 141–158 |
| Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers | Rachel Boit1 | 167–181 |
| Newcomer families' experiences with programs and services to support early childhood development in Canada: A scoping review | Alison Brown, Jessie-Lee D McIsaac, Sarah Reddington, Taylor Hill, Susan Brigham, Rebecca Spencer, April Mandrona | 182–201 |
| The impact of the quality of early mathematics instruction on mathematics achievement outcomes | Bilge Cerezci | 216–228 |