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Introduction      

Kathleen G. Burriss, Editor 

In order to promote all children’s holistic learning and development, this IJWC issue provides 

readers with descriptions of integral theoretical underpinnings, new evidence-base data, and 

relevant innovative pedagogical practices. In particular, authors provide teachers, parents, and 

pre-service candidates with numerous hands-on activities, multiple tech-based applications, and 

several strategies to support professional growth. This content allows teachers at all levels the 

opportunity to uncover deeper meanings, implement innovative strategies, and consider holistic 

possibilities for all 21st century children and their families.  

Articles 

In the first article, “Teachers in War Zone Education: Literature Review and Implications,” 

Maryam Sadat Sharifian and Pat Kennedy discuss and conceptualize the under-researched topic 

of war zone education. Building on past research, they describe issues teachers confront as they 

educate children in war zones. Education provides hope for resolving conflict and securing future 

peace. Sharifian and Kennedy highlight the critical role of quality care and further, discuss the 

importance of a teacher’s emotional well-being. They provide information for readers with a 

limited knowledge of the topic and discuss more in-depth issues for those seeking a deeper 

understanding of the concerns.   

In the second article, “International Teacher Perspectives on Quality in ECE: A Case Study,” 

Julie Chappell and Judit Szente, explore guidelines and perceptions regarding quality, care, and 

education for young children. Using data collected in both the United States and Finland, this 

comparative case study, provides readers with insights regarding the similarities and differences 

teachers described for high-quality early care.  Specifically, the researchers examined cultural 

and societal distinctions represented by the U.S. and Finnish teachers. In particular, Chappell and 

Szente provide a voice for those teachers who enforce the high-quality standards they provide for 

their children and families.  



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In the third article, “Developing a Professional Identity in a Global Society,” Jo Beth Oestreich 

and Kathleen Fite provide a rationale for teachers and pre-service candidates to seek an 

understanding of their professional identity. In order to ensure students’ relevant and engaging 

learning, it is important for educators to understand how to implement effective and responsive 

teaching. The authors believe developing a professional identity is crucial to ensuring best 

practices for all children. To support their argument, they describe the positive relationship 

across professional identity and teacher retention, genuine motivation, and sensitive interactions 

with diverse student populations. In addition to their comprehensive review of supporting 

research, Oestreich and Fite identify a variety of learning activities beneficial for teachers and 

learners of all ages and at all stages. 

Pictures for Reflection 

Sandra J. Stone, in her narrative, “About Twins,” describes the biological origins of twins, 

discusses their similarities and differences, and highlights the potential for each child to become 

their own person. Stone not only acknowledges the profound context of what it means to be a 

twin, but also reminds educators to dignify holistic learning and promote each child’s unique 

development. 

Tech Talk 

In “Using Edtech to Enhance Learning,” Brianna Donahoe, Derrian Rickard, Hunter Holden, 

Kerra Blackwell and Nancy Caukin provide readers with a variety of rationales and examples for 

using technology throughout the learning process. Authors describe ways to “begin to use 

edtech,” “introduce the time to use edtech,” “avoid edtech as a distractor,” and finally, “how 

edtech supports assessment.” Authors identify strategies whereby edtech frames students’ 

higher-order and critical thinking.  Additionally, authors discuss how edtech demonstrates the 

possibility of improving student engagement, increasing sustained attention, and designing 

alternative assessment. The authors believe edtech enhances learning, but does not replace the 

teacher.  

ETC. 

In “Equity Audits of Ethnicity in Three Transitional Series: Moving Toward Diverse Series 

Books for Today’s Young Readers,” Sonia M. Balkaran and Sherron Killingsworth-Roberts, 

provide readers with a praxis model for the ETC column. Recalling the aim for the ETC content, 

authors identify effective instructional support by connecting research data with classroom best 



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practices. The authors believe it is important for children to see role models similar to their own 

racial and ethnic contexts. In order for teachers to ensure these types of reading experiences 

occur, it is critical they know how to identify and use literature featuring strong protagonists of 

varying races and ethnicities. Employing an equity audit analysis, Balkaran and Killingsworth-

Roberts describe protagonists of various multicultural backgrounds in three transitional series. 

Additionally, they support teachers’ continued understanding and best practices by identifying 

relevant multicultural series books for young readers. 

Children and Families: Health and Wellness 

In their article, “Dating Violence in Adolescent Relationships,” Tiffany Wilson and Matthew 

Maloney discuss how adolescents undergo physical, social, and emotional changes and describe 

how these changes can cause an adolescent to become more vulnerable to risk-taking behaviors 

and exposure to violence. Existing data show increasing numbers of young adolescents engaging 

in dating relationships. Authors describe how early dating experiences may influence 

adolescents’ views of intimate relationships as well as frame their later behaviors in adult life. 

This information benefits educators, parents, and counselors.  

STEAM 

In their manuscript, “The Potential of Purposeful Play: Using the Lens and Language of 

Crosscutting Concepts to Enhance the Science and Engineering Practices of Play,” Criselda 

Lozon and Jacqueline Grennon Brooks set forth a powerful argument for implementing play into 

children’s learning. They recognize how playful activities naturally foster science and 

engineering practices; purposeful play teaches children to think critically and at a higher-order 

capacity. Lozon and Brooks identify specific strategies and particular language to help teachers 

begin implementing play into children’s science and engineering learning.  

Page Turners: Books for Children 

Editors Maria T. Genest, Katrina Bartow Jacobs, Carla K. Meyer, Michelle J. Sobolak and 

Patricia A. Crawford identify and discuss an array of current children’s literature. They provide 

educators and parents with a variety of books for early childhood, elementary years, and 

adolescent readers; and again, they included an opportunity to introduce children to the wonder 

of poetry. 


	IJWC Fall 2019-Full Issue 6
	IJWC Fall 2019-Full Issue 7
	IJWC Fall 2019-Full Issue 8