Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research describes processes of developing and evaluating hypothesized developmental progressions. Inclusive engagement of children with and without disabilities is described in examples for each level of each developmental progression. Implications for teaching and learning with inclusive practices are described for children with and without disabilities.

This study explored whether parents’ ability to regulate their behaviour and attention, assessed as components of everyday executive function (EF), was influenced by their past adverse experiences – such as abuse, neglect, and family dysfunction – and in turn, influenced current relationships with their children. The sample included 73 parent–child dyads from children enrolled in three Midwestern early childhood centres serving low-income children and families. Parents reported on their adverse childhood experiences, EF, and rated their relationship with their child. Findings indicate that more parental adverse childhood experiences were associated with higher ratings of parent–child conflict. This association was indirectly linked through parents’ EF. Interventions aimed at parent–child relationships can benefit from addressing parents’ past experiences and associated influences on parents’ EF.

Over the past decade, there has been a dramatic increase in the use of classroom observational assessments to monitor program quality and inform quality improvement efforts across a variety of early childhood initiatives and settings. Despite this recent increase in the use of observational assessments, there has been limited discussion about processes and mechanisms for sharing and using the data from these tools to drive program improvement. The purpose of this article is to articulate lessons learned about the data-sharing process from the embedded evaluator paradigm of assessment and feedback used in Educare, an early childhood program model, to inform the initiatives emerging in the larger field. Research Findings: The application of principles from developmental evaluation and self-determination theory resulted in numerous processes that facilitated the utilization of classroom observation data. These processes, which involved the 3 main steps of establishing a Research-Program Partnership, implementing classroom observations, and sharing the results, are described and discussed. Across these 3 steps, processes were developed to support relatedness, competence, and autonomy as critical needs to be met to facilitate data internalization and use. Practice or Policy: Implications are drawn for the larger early childhood field, including settings without an embedded evaluator.

Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities. The process of generating a priori foundations, building learning trajectories, and testing the results in inclusive settings led to new resources for early childhood education (ECE) and early childhood special education (ECSE) practitioners and generated implications for creating and evaluating learning trajectories in ways that affirm that all children belong in STEM. Challenges faced and lessons learned in this process are presented to guide future research and development using the revised and enhanced CRF.

Research Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration.