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Wiley Handbooks in Education

The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline—from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, the Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.

The Wiley Handbook of Early Childhood Care and Education
By Christopher P. Brown (Editor), Mary Benson McMullen (Editor) and Nancy File (Editor)

The Wiley Handbook of Teaching and Learning
By Gene E. Hall (Editor), Donna M. Gollnick (Editor) and Linda F. Quinn (Editor)

The Wiley Handbook of Violence in Education: Forms, Factors, and Preventions
By Harvey Shapiro (Editor)

The Wiley Handbook of Global Educational Reform
By Kenneth J. Saltman (Editor) and Alexander Means (Editor)

The Wiley Handbook of Ethnography of Education
By Dennis Beach (Editor), Carl Bagley (Editor) and Sofia Marques da Silva (Editor)

The Wiley International Handbook of History Teaching and Learning
By Scott Alan Metzger (Editor) and Lauren McArthur Harris (Editor)

The Wiley Handbook of Christianity and Education
By William Jeynes (Editor)

The Wiley Handbook of Diversity in Special Education
By Marie Tejero Hughes (Editor) and Elizabeth Talbott (Editor)

The Wiley International Handbook of Educational Leadership
By Duncan Waite (Editor) and Ira Bogotch (Editor)

The Wiley Handbook of Social Studies Research
By Meghan McGlinn Manfra (Editor) and Cheryl Mason Bolick (Editor)

The Wiley Handbook of School Choice
By Robert A. Fox (Editor) and Nina K. Buchanan (Editor)

The Wiley Handbook of Home Education
By Milton Gaither (Editor)

The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
By Andre A. Rupp (Editor) and Jacqueline P. Leighton (Editor)

The Wiley Handbook of Learning Technology
By Nick Rushby (Editor) and Dan Surry (Editor)

The Wiley Handbook of Early Childhood Care and Education


Edited by Christopher P. Brown, Mary Benson McMullen, and Nancy File







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Notes on Contributors

Debra J. Ackerman, PhD, is an early childhood researcher at Educational Testing Service (ETS). She obtained her PhD in Education from Rutgers University, and prior to joining ETS, was an Assistant Research Professor at the National Institute for Early Education Research. Debra’s research at ETS focuses on the assessments used in settings serving young children, the policies governing their use, and the implications for early care and education and kindergarten teachers, researchers, and policymakers.

Jennifer Keys Adair, PhD, is Associate Professor of Early Childhood Education at The University of Texas at Austin. As a young scholar fellow with the Foundation of Child Development and a major grant recipient of the Spencer Foundation, she uses video‐cued, multivocal ethnography to understand how young children’s learning experiences are limited by discrimination as well as how being agentic at school helps children demonstrate a range of academic, civic, and cultural capabilities. Dr. Adair has published in a wide range of journals and has conducted research projects in the United States, India, New Zealand, and Australia, as well as throughout Europe.

Valarie L. Akerson, PhD, is Professor of Science Education and Science Education Program Coordinator at Indiana University. Her research focuses on elementary and early childhood science teacher education, particularly conceptions of Nature of Science, and young children’s conceptions of science. She has served on the Board of Directors for the Association for Science Teacher Education and is past‐president for NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research.

Nancy E. Barbour, PhD, is a Professor of Early Childhood Education at James Madison University and Emeritus Professor of Kent State University. She has been a member of the National Association for the Education of Young Children’s (NAEYC) National Council for Accreditation of Teacher Education (NCATE) Program Review Panel for 20 years and was appointed as a Commissioner for NAEYC’s Accreditation System for Early Childhood Higher Education Programs in 2015. She has also served on the NCATE Board of Examiners (1998–2006) and now as a CAEP site visitor (2016–present).

Arthur J. Baroody, PhD, is a Professor Emeritus of Curriculum and Instruction at the University of Illinois at Urbana‐Champaign (UIUC) and a Senior Research Fellow at the Morgridge College of Education, University of Denver. His research focuses on early childhood mathematics education—specifically, the development of number, counting, and arithmetic concepts, and skills from 2 to 8 years of age. He is the co‐author of the Test of Early Mathematics Ability (3rd edition; published 2003 by Pro‐Ed).

Maggie Bartlett, PhD, is an Assistant Professor and Program Coordinator of the Early Childhood Exceptional Education Program in the School of Education at the University of Wisconsin—Milwaukee. Her scholarship examines issues of cultural complexities of oppression and exclusion of children with disabilities from educational opportunities. Her university teaching is concerned with working with children with disabilities and their families in culturally sustaining ways.

Mindy Blaise, EdD, is a Professor of Early Childhood Education at Victoria University, Melbourne, Australia. She is a co‐founder and principal researcher of the Common Worlds Research Collective (commonworlds.net) and #FEAS (Feminist Educators Against Sexism, feministeducatorsagainstsexism.com). Her feminist and postfoundational research sets out to interfere with the dominant developmental discourse that pervades early childhood education. She is currently conducting a multispecies, multisensory, and affect‐focused ethnography of children’s relations with the more‐than‐human.

Robert H. Bradley, PhD, is Director of the Center for Child and Family Success at Arizona State University. His research interests include child care, early education, fathers, socioeconomic status, and family factors that affect child well‐being. He served as associate editor of Child Development and Early Childhood Research Quarterly. Dr. Bradley served on steering committees for the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Study of Child Care and Youth Development and the Early Head Start National Evaluation Study. He is co‐developer of the HOME Inventory.

Christopher P. Brown is a Professor of Curriculum and Instruction in Early Childhood Education at the University of Texas at Austin. His research centers on how early childhood education stakeholders across a range of political and educational contexts make sense of and respond to policymakers’ reforms. He has looked at this issue across a range of political and educational contexts using multiple theoretical and practitioner‐based perspectives that span the fields of early childhood education, curriculum and instruction, teacher education, and policy analysis. Through this work, his goal is to advocate for early learning environments that foster, sustain, and extend the complex educational, cultural, and individual goals and aspirations of teachers, children, and their families. To achieve this goal, he has produced empirical, theoretical, and practitioner‐oriented publications on such topics as: high‐stakes standards‐based accountability reform in early childhood, early learning standards, pre‐kindergarten (Pre‐k) assessment, Pre‐k alignment with elementary school, school readiness, culturally relevant and developmentally appropriate teaching, the changed kindergarten, neoliberal reform, teacher education, professional development, and teaching a mandated curriculum.

Cary A. Buzzelli, PhD, is Professor of Early Childhood Education at Indiana University. He is a former preschool teacher. His research focuses on the moral dimensions of teaching. He has co‐authored with Bill Johnston a number of articles and the book, The Moral Dimensions of Teaching (Routledge/Falmer, 2002). Most recently, his interests focus on the implications of the Capability Approach for curriculum development, teaching practices, and assessment methods in early childhood education.

Dina C. Castro, PhD, is a Professor and Endowed Chair at the University of North Texas. Her scholarship focuses on quality and equity in the early education of bilingual, culturally and ethnically diverse children, in immigrant and indigenous communities. She has directed various research and evaluation studies of national relevance in the United States and conducts research internationally on intercultural bilingual education. Dr. Castro has published numerous peer‐reviewed articles, book chapters, research, and policy reports.

Douglas H. Clements, PhD, is the Kennedy Endowed Chair in Early Childhood Learning and Professor at the University of Denver. Clements has published over 135 refereed research studies, 22 books, 86 chapters, and 300 additional publications on the learning and teaching of early mathematics; computer applications; creating, using, and evaluating research‐based curricula; and taking interventions to scale, mostly with colleague and wife Julie Sarama.

Patricia M. Cooper, PhD, is an Associate Professor of Early Childhood Education at Queens College, City University of New York (CUNY). Her research focuses on pre and in‐service teachers’ applied understanding of child development, early literacy, storytelling, imaginative thinking, and socially just teaching. She is the author of numerous articles and chapters, and two books, including Preparing Multicultural Educators in an Age of Teacher Evaluation Systems: Necessary Stories From Field Supervision and The Classrooms All Young Children Need: Lessons in Teaching from Vivian Paley.

Fabienne Doucet, PhD, is Associate Professor of Early Childhood Education at the New York University (NYU) Steinhardt School of Culture, Education, and Human Development. Her research examines how immigrant and US‐born children of color and their families navigate education in the US. She has a PhD in Human Development and Family Studies from the University of North Carolina at Greensboro (UNC‐Greensboro). She was a postdoctoral fellow at the Harvard Graduate School of Education with fellowships from the National Science Foundation and National Academy of Education/Spencer Foundation.

Anne L. Douglass, PhD, is an Associate Professor of Early Childhood Education and Founding Executive Director at the Institute for Early Education Leadership and Innovation at the University of Massachusetts Boston. Her teaching and research focus on early education quality, professional development, leadership, and family engagement. For over two decades, she has worked to strengthen family‐centered and trauma‐informed practice in early care and education settings, with a focus on organizational change, leadership, and resilience.

James Elicker, PhD, is Professor in Human Development and Family Studies at Purdue University. His research focuses on children’s development in the context of early care and education programs. He directed the evaluation of Indiana’s child care quality rating and improvement system (QRIS) and the evaluation of Indiana’s new public prekindergarten program. He teaches classes in child development and early education, coordinated the early childhood teacher education major, and directed the university laboratory preschool.

Nancy File is Kellner Professor of Early Childhood at the University of Wisconsin‐Milwaukee. She earned her Ph.D. from Purdue University. She began her career teaching children from age two to five, including positions at two college/university laboratory preschools. File’s research interests revolve around children’s experiences in classrooms as teachers shape their learning experiences. This has led to an interest in the topic of curriculum in early childhood, particularly for children from infancy through four years of age. File has participated in two multi‐site longitudinal studies of children’s early childhood experiences aimed at examining program effectiveness. Her work has been disseminated in journals for both scholarly and practitioner audiences and in co‐edited and co‐authored books. She balances her scholarly interests with teaching and direction of an early childhood teacher preparation program which is currently the largest such program in her state, focused on preparing teachers for cultural and linguistic diversity in the various sectors of the early childhood field.

Emmanuelle N. Fincham has been an infant/toddler teacher and teacher educator at the Rita Gold Early Childhood Center at Teachers College, Columbia University in New York City for over 10 years. She is currently working on her dissertation, with a focus on examining and reconceptualizing toddler care and education. Emmanuelle actively engages teacher research as part of her teaching practice and has shared much of her work through publications and conference presentations.

Meghan C. Fisher is currently a doctoral candidate at the University of Illinois at Urbana‐Champaign (UIUC) in the Department of Human Development and Family Studies (HDFS). She has spent the past 5 years involved with coordinating and executing research projects at the university’s Child Development Laboratory (CDL). Her research focuses on early childhood educators’ professional development, specifically, on nutrition and feeding practices.

Oona Fontanella‐Nothom is a doctoral student in Learning, Teaching, and Curriculum at the University of Missouri with an emphasis in early childhood education. Oona’s research interests center on the teaching and learning of race and racism in the early childhood classroom, and, more generally, how issues of social justice are taken up and lived out in early childhood classrooms. She was recently described by a colleague as: passionate, outspoken, activist‐scholar, and true friend.

Cristina Gillanders, PhD, is Associate Professor at the School of Education and Human Development at the University of Colorado Denver. She has been involved in the field of early childhood as a bilingual early childhood teacher, director of an early childhood program, professor, and researcher. Her research focuses on young Latino emergent literacy, bilingualism, early childhood teaching practices for Latino dual language learners, and minority parents’ beliefs and practices related to young children’s learning and development.

Rebecca E. Gomez, EEd, is a program officer at the Heising‐Simons Foundation. Prior to joining the Foundation, Rebecca was an Assistant Research Professor at Rutgers University’s National Institute for Early Education Research. Rebecca also served as Research Fellow at the National Center for Children and Families at Teachers College, Columbia University, where she conducted research on governance and professional development. She earned an EdD in curriculum and teaching with an early childhood policy concentration at Columbia University.

Susan Grieshaber, PhD, is Professor of Teaching and Research in the School of Education at La Trobe University, Melbourne, Australia. Her research interests include early childhood curriculum, policy, pedagogies, and women in the academy, with a focus on social justice and equity. She is Foundation Co‐editor of the internationally known journal Contemporary Issues in Early Childhood and is currently working on projects involving digital childhoods, play, and activism in early childhood education.

Diane M. Horm, PhD, is the George Kaiser Family Foundation Endowed Chair of Early Childhood Education and Founding Director of the Early Childhood Education Institute (ECEI) at the University of Oklahoma‐Tulsa. She was appointed as a Commissioner in 2013 and is currently completing a second term with NAEYC’s Accreditation System for Early Childhood Higher Education Programs. In the past, she also served as a member of NAEYC’s NCATE Program Review Panel (2007–2010).

Elisa Huss‐Hage, MEd, is a Professor in the Teacher Education and Human Services Department at Owens Community College in Toledo, Ohio. After initially serving as a peer reviewer for NAEYC’s Accreditation System for Early Childhood Higher Education Programs (2005–2008), she was appointed to the Commission. She completed two terms as a Commissioner (2009–2014), serving as Commission Chair from 2011 to 2014. Elisa is currently serving on the NAEYC Governing Board (2016–2020).

Marilou Hyson, PhD, is a national and international consultant in early childhood development and education. Marilou’s research and writing have addressed social and emotional development, children’s approaches to learning, and early childhood professional development. Her publications include The Emotional Development of Young Children: Building an Emotion‐Centered Curriculum; Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom; and The Early Years Matter: Education, Care, and the Well‐Being of Children, Birth to 8.

James E. Johnson, PhD, is a Professor of Early Childhood Education at The Pennsylvania State University‐University Park. He is a former Fulbright Senior Researcher in Taiwan. He is the series editor of Play & Culture Studies, and co‐editor of International Perspectives on Children’s Play and on the editorial board of International Journal of Play. He is the inaugural recipient of the Edgar Klugman Award for Continued Leadership and Research in the Field of Early Childhood Play, a recipient of the Brian Sutton‐Smith Play Scholar Award, and the 2017 Distinguished Career Award of the Pennsylvania Association for the Education of Young Children.

Elizabeth Pufall Jones, PhD, is a research scientist at the Center for Promise at Boston University. Her research and teaching interests focus on how under‐represented youth navigate and negotiate educational systems and structures. Prior to receiving her PhD from the Eliot Pearson Department of Child Study and Human Development at Tufts University, Elizabeth worked extensively in the field of early childhood education, exploring how to best support children and educators as lifelong learners.

Rebecca Kantor, EdD, Dean of the School of Education and Human Development at the University of Colorado Denver, has had a career as an early childhood teacher, researcher, professor, education policy reformer, and public university administrator. Her scholarship is focused on the study of classrooms as social contexts for teaching and learning and reform of teacher preparation in partnership with schools. Dr. Kantor has published numerous articles, book chapters, and books in her areas of expertise.

Kristie Kauerz, EdD, is Clinical Associate Professor, and Director of the National P‐3 Center, at the University of Colorado Denver’s School of Education and Human Development. Kauerz specializes in reform efforts that address the continuum of learning from birth through third grade, integrating birth‐to‐5 system‐building and K–12 reforms. Kauerz’s expertise spans policy, research, and practice, and is based in her work with more than 40 states and dozens of school districts around the country.

Elizabeth King, PhD, is an Assistant Professor in Childhood Education and Family Studies at Missouri State University. She teaches early childhood development and practicum experience courses. Her research focuses on the preparation and workplace support of early childhood professionals to facilitate children’s development and learning, with a specific emphasis on promoting young children’s social emotional development though teachers’ emotion language in classrooms.

Candace R. Kuby, PhD, is an Associate Professor of Early Childhood Education at the University of Missouri. Her research interests are: (a) the ethico‐onto‐epistemologies of literacy desiring(s) when young children work with materials to create multimodal, digital, and hybrid texts and (b) approaches to qualitative inquiry drawing upon poststructural and posthumanist theories. Candace’s scholarship appears in Qualitative Inquiry; International Journal of Qualitative Studies in Education; Journal of Early Childhood Literacy; Language Arts; and Young Children.

Karen La Paro, PhD, is a Professor in the Department of Human Development and Family Studies at the University of North Carolina at Greensboro. She teaches undergraduate practicum courses and graduate courses related to theory and research. She has been a Co‐PI for state and federal grants focused on student teaching, personnel preparation, and measure development. She is a co‐author of the Classroom Assessment Scoring System (CLASS). Her current research focuses on practicum experiences in teacher preparation programs.

Martha Lash, PhD, is an Associate Professor at Kent State University (KSU), Ohio, in the areas of Early Childhood Teacher Education and Curriculum Studies. At KSU, Dr. Lash serves as the Coordinator for both the International Baccalaureate Primary Years Programme and the Consortium for Overseas Student Teachers. Dr. Lash’s research focuses on teacher preparation and professional development; early childhood curricula; and cultural understandings of early childhood issues.

Brent A. McBride, PhD, is a Professor in the Department of Human Development and Family Studies (HDFS) at the University of Illinois at Urbana/Champaign (UIUC), where he also serves as the Director of the Child Development Laboratory (CDL) program, and as a Professor of Nutritional Sciences. As Director of the CDL for the past 28 years, Dr. McBride has been actively engaged in working with investigators from a variety of disciplines on the UIUC campus as they explore protocols and approaches for studying young children’s development in the context of classroom environments as well as in laboratory settings.

Nicole McGowan is a doctoral candidate and part‐time instructor in the Department of Curriculum and Teaching at Teachers College, Columbia University. As a former kindergarten teacher in Detroit, MI, she is passionate about exploring positive learning experiences of students of color, particularly black boys. Currently, her research focuses on relationships between black boys and black male teachers in early childhood education and the experiences of black boys and black men in educational spaces.

Mary Benson McMullen is a Professor of Early Childhood Education at Indiana University, Bloomington, Indiana where she has been on faculty since 1993. Prior to this she was an infant‐toddler and preschool teacher, and then an early childhood program director for several years, while working to complete M.S. and Ph.D. degrees at Florida State University. Currently, her primary research, teaching, and service‐related interests involve: defining and understanding physical, social‐emotional, and cognitive well‐being in both practitioners and the young children with whom they work in child care environments; exploring the definition of ‘quality’ and how to assess it in infant‐toddler care and education settings; and examining teaching beliefs and practices across cultures and contexts. McMullen’s goal is to advocate for child care and learning environments that promote well‐being in the parents and professionals who care for our youngest citizens. She has disseminated her work in both scholarly‐ and practitioner‐oriented journals, numerous book chapters, and through presentations and keynotes at national and international professional conferences.

Viana Mei‐Hsuan Wu, PhD, is a recent doctoral recipient from The Pennsylvania State University, May 2016. She was a PhD student in Early Childhood Education in the Department of Curriculum and Instruction in the College of Education. Her dissertation was on Taiwanese Pre‐Service Teachers’ Play Perceptions and Practice: A Case Study.

Ann Mickelson, PhD, is an Assistant Professor and Graduate Coordinator for the Department of Special and Early Childhood Education at the University of Wisconsin—Oshkosh. She actively researches personnel preparation, particularly in regards to dual or blended models of early childhood/early childhood special education teacher education and confidence and competence for teaching in inclusive settings. Her other areas of scholarship include licensure patterns in special education, inclusive practice in schools, and early intervention.

Jayanthi Mistry, PhD, is a Professor in the Eliot‐Pearson Department of Child Study and Human Development at Tufts University. Her research and teaching interests include cultural perspectives on children's development, with a focus on ethnic minority, immigrant, and under‐represented communities in the United States; the development of cultural/ethnic/racial identities; and qualitative/interpretive methods in the study of children's development.

Kristen Nawrotzki, PhD, teaches at the University of Education (Pädagogische Hochschule) in Heidelberg, Germany. She has authored numerous articles and essays on the history of early childhood education and related social policy in the USA, the UK, and inter‐ and transnationally. Most recently she co‐edited Kindergarten Narratives on Froebelian Education: Transnational Investigations (Bloomsbury, 2017) with Helen May and Larry Prochner. She also co‐edited Writing History in the Digital Age (University of Michigan, 2013) with Jack Dougherty.

Fikile Nxumalo, PhD, is an Assistant Professor of Early Childhood Education in the Department of Curriculum and Instruction at the University of Texas at Austin, where she is also affiliated faculty with African and African Diaspora Studies, and with Native American and Indigenous Studies. Her current research interests are centered on place‐attuned education in early childhood that is responsive to children’s anthropogenic and settler colonial inheritances.

Nydia Prishker is a certified bilingual educator, currently working on her doctoral dissertation research at the University of North Texas on technology use in the education of young bilingual children. Nydia has taught in inclusive bilingual classrooms. She has presented in local and international conferences. Nydia serves as member of the Community Education Council for District 5 in New York City, where she leads a committee for the improvement of the education of diverse learners.

Larry Prochner, EdD, is a Professor of Early Childhood Education and Chair of the Department of Educational Policy Studies at the University of Alberta, where he studies the history of early childhood education. Recent publications include Kindergarten Narratives on Froebelian Education: Transnational Investigations (Bloomsbury, 2017) with Helen May and Kristen Nawrotzki, and Teacher Education in Diverse Settings: Making Space for Intersecting Worldviews (Sense, 2016) with Ailie Cleghorn, Anna Kirova, and Christine Massing.

Susan L. Recchia, PhD, is Professor and Coordinator of the Integrated Early Childhood Program at Teachers College, Columbia University. As Faculty Director of the Rita Gold Early Childhood Center, she collaborates with staff in professional preparation and development, research, and outreach. Her recent research focuses on relationships and teacher development. She serves on the executive board of the New York Zero to Three Network and the editorial board of the Journal of Early Childhood Teacher Education.

Thomas Rendon

Karen Ruprecht, PhD, is a Content Developer with Child Care Aware of America in Arlington, VA. Her work focuses on translating research to practice for early child care educators across the country. She also has worked directly with early education providers in implementing quality improvement efforts in coaching and curriculum implementation. She previously was the Project Manager for Purdue University’s evaluations of the Indiana QRIS and the Indiana public prekindergarten programs.

Kiyomi Sánchez‐Suzuki Colegrove, PhD, is an Assistant Professor of Bilingual and Bicultural Education at Texas State University. Her research centers on understanding the curricular and pedagogical preferences of Latino immigrant parents in the early grades. Using video‐cued ethnography, she studies how parents’ ideas and experiences compare across multiple contexts. Her research privileges the voices of parents and demonstrates ways in which administrators, teachers, and policymakers can learn from them and engage in more reciprocal relationships.

Julie Sarama, PhD, is Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver. She taught high school mathematics and computer science, gifted, and early mathematics. She directs projects funded by the National Science Foundation and Institute of Education Sciences and has authored over 65 refereed articles, 5 books, 53 chapters, and 50 computer programs. Her interests include development of concepts and competencies, implementation and scale‐up of interventions, and professional development models’ influence on student learning.

Stephanie C. Serriere, PhD, is an Associate Professor of Elementary Social Studies at the School of Education, Indiana University Purdue University—Columbus (IUPUC) and former primary grades elementary teacher. Stephanie’s recent book Civic Education in the Elementary Years: Promoting Student Engagement in an Era of Accountability (Teachers College Press, 2015) highlights young children’s capabilities to engage critically in their classroom, school and wider communities as citizens in a context of support. Her engaged scholarship highlights how young citizens can be engaged in democracy starting at “carpet‐time,” illuminating early civic participation and education.

Mariana Souto‐Manning, PhD, Associate Professor at Teachers College, Columbia University, is an early childhood teacher educator committed to racial and cultural justice. From a critical perspective, her research examines in/equities and in/justices in early childhood teaching and teacher education, critically recentering methodologies and pedagogies on the lives and experiences of people of color and other historically minoritized communities. As she considers issues of colonization, assimilation, and oppression in schooling and society, she critically examines theoretical and methodological issues and dilemmas of doing research with communities of color.

Jennifer Sumsion, PhD, is Professor Emerita of Early Childhood Education at Charles Sturt University, Australia. She has long‐standing research interests in early childhood policy and practice and has published extensively in these areas. Her research has been supported by the Australian Research Council, government agencies, and professional organizations. She was co‐leader of the national consortium that developed Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

Jeffrey Trawick‐Smith, PhD, holds the Phyllis Waite Endowed Chair and is Connecticut State University Professor in the Center for Early Childhood Education at Eastern Connecticut State University. He has authored or edited 5 books and 65 articles and chapters related to young children’s culture, play, and teacher–child interactions in classrooms. His book, Early Childhood Development: A Multicultural Perspective (Pearson, 2013), is published in several languages and read throughout the world. He is a former preschool and kindergarten teacher.

Sarah L. Zalcmann is a doctoral candidate in the Department of Curriculum and Teaching at Teachers College, Columbia University. She engages in research that seeks to foster the development and retention of teachers of color in our nation’s elementary school classrooms, a critical issue facing the field of education. She believes that recruiting, developing, and retaining teachers of color are essential steps for providing all students with the high‐quality education they deserve.

Angie Zapata, PhD, is an Assistant Professor of Literacy Education at the University of Missouri. Her research contributes to the scholarship on multimodal/multilingual composition studies and diverse picture books. Currently, she is exploring how students and their teachers decenter language binaries through posthumanist understandings of translingual literacy practices and text‐making processes. Her most recent publications can be found in Research in the Teaching of English, Journal of Early Childhood Literacy, and Language Arts.