A total of 659 photographs of text in early childhood environments were gathered by student teachers in New Zealand and Sweden, replicating an earlier Swedish study [Gustafsson, K., & Mellgren, E. (2002). Using text in pre-school: A learning environment. Early Child Development and Care, 172(6), 603–624]. The findings of this study support us in understanding student teachers’ conceptions of literacy and the influence of cultural values. The text most photographed reflected traditional artefacts such as alphabet charts, use of labels and organisation of children. Richer aspects of literacy including children making meaning by reading and writing and use of information communication technology were photographed less often. The implication for higher education is that student teachers may need more time and support than assumed to develop deep and embedded understandings of literacy as a meaningful activity and experience for children. Universities, and the settings in which student teachers complete practicum, provide important and complementary contexts within which student teachers can develop this learning.

This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners.

This Special Issue on “Identifying and Supporting Giftedness and Talent in Schools” contains 19 articles from differing international contexts: Australia, Austria, Finland, France, Greece, Norway, Scotland, Sweden, Turkey, and the USA

This research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of ECE students’ literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.