Internationally Educated Teachers’ Content and Pedagogical Knowledge and Alignment with the Canadian Elementary Curriculum
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Internationally Educated Teachers’ Content and Pedagogical Knowledge and Alignment with the Canadian Elementary Curriculum

This poster presents a literature-based analysis of how internationally educated teachers (IETs) align their content and pedagogical knowledge with the Canadian elementary curriculum. Grounded in Shulman’s Pedagogical Content Knowledge framework and Bandura’s theory of Self-Efficacy, the review analyzes how IETs adapt their instructional strategies within unfamiliar curricular, cultural, and systemic contexts. Thematic analysis identifies five…

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The Impact of Excessive Screen Time on the Cognitive and Social Development of Daycare Children Aged 12 Months to 5 Years

Abstract This thematic-based literature review analyzes 20 peer-reviewed studies to examine the effects of excessive screen time on children under the age of five. Excessive screen time is defined as more than two hours per day. The review identifies key findings that highlight how prolonged screen exposure impacts cognitive, social, and emotional development. Furthermore, it…

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Value of Emotional Connection between Educators and Immigrant Children in Early Childhood Academic Development: Insights for Canadian Preschools

This study examines the role of emotional connection between early childhood educators and immigrant children in promoting academic development and social-emotional well-being. The research suggests that secure and nurturing relationships in the classroom significantly improve immigrant children’s adaptation and learning experiences. Educators can influence the lives of immigrant children by fostering welcoming and inclusive classrooms…