Prior research has found relationships between science-based professional development (PD) and early childhood educators’ self-efficacy, perceptions of science education, and challenges they experience implementing activities. However, there is limited understanding of how these connections differ across international contexts. This study explored differences between early childhood educators from Catalonia, Spain, and the Southeastern U.S. regarding science perceptions, experiences, and engagement in PD. A total of 396 early childhood educators from Catalonia (Spain), and the Southeastern U.S. completed the P-TABS Questionnaire. T-test and Pearson's correlations found U.S. educators were more comfortable teaching science and Spain educators engaged in more PD. Across all participants, educators with more experience or those with more PD were more comfortable teaching science and had fewer challenges. Further, participants who engaged in more PD perceived more benefits to children. Implications for future research include examining these differences through qualitative methods.

Exploring preschool teachers’ pedagogical documentation practices in early computer science education, we analyzed 131 artifacts generated by four teachers. Documentation included predominantly photographs capturing interactions and work samples, with fewer video clips and reflective notes. Two teachers emphasized documenting interactions/processes over work samples/products. Most documentation occurred during small group lessons, showcasing varied pedagogical approaches. Through narratives, we illustrate how teacher voice and perspective enrich computer science education. This research emphasizes how, when educators are provided autonomy and choice in documentation, they capture the sociocultural nature of computer science teaching and learning through instances where teachers and children are co-constructing knowledge.

Trauma-informed initiatives that prioritize educator well-being through equitable research-practice partnership (RPP) building are necessary to advance trauma-informed education and care for young children in rural Appalachian communities. Early stages of partnership building that consider dimensions identified by Henrick et al. (2017) foster trusting relationships, address the goals of partnering organizations, and work toward capacity building. Burnout, secondary traumatic stress, and compassion fatigue are common problems faced by early childhood professionals who may be exposed to high levels of stress and trauma in their work with young children. Thus, any initiatives with early childhood educators should include short- and long-term strategies to address the status of the workforce. Recognizing how trauma and social determinants of health impact the rural early childhood workforce and their ability to implement trauma-informed practices in the classroom is a first step toward holistic professional development. The purpose of this article is to highlight how the early stages of a partnership study with a rural Appalachian pre-kindergarten (pre-K) program and two universities provided a foundation for future research, practice, and partnership activities. Often, trauma-informed professional learning relies on classroom strategies and swift problem-solving techniques that do not consider the primary and secondary trauma faced by early childhood educators and how these traumas directly impact educators’ ability to improve classroom practices.