1. Introduction

Childhood and teaching have been radically changing in the past few decades. Despite the efforts to implement developmentally appropriate practices and promote good thinking in the classroom, there are increasing gaps between theory, research, and practice. From a pragmatic perspective, the role of the early childhood educators still seems to be debated. Testing pressure (even at young ages), low teacher salaries, and knowledge-based school readiness occupies a high level of attention from administrators, teachers, and even parents. Consequently, quality of education is then compromised [1].

This chapter aims to contribute lessons learned in an action research experience conducted in a preschool that involved teachers who previously participated in professional development courses through a college and their center. It shows evidence that even small changes in adult-child interactions make a difference.
