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Although a large body of literature recognises the impact of parent-teacher relationships on infant everyday experiences, less is known about the emotional experience and associated expectations of the adults themselves during earliest transitions. In the context of a multi-site international investigation across five countries -Brazil, Finland, Scotland, New Zealand, and the United States -the present paper seeks to address this gap. This research examines teacher and parent interviews to reveal expectations prior to and after the transition to ECEC, highlighting the associated emotions that arise during this process. Findings show that, irrespective of whether expectations are met, parents universally express insecurities and fears in relation to the transition. Parents are aware of the impact that the various aspects of the ECEC setting have on their child, and acknowledge difficulty in relinquishing control of the care of their child. Despite these concerns, parents consistently articulate their strong trust in the institution and the professional expertise of the staff. Correspondingly, teachers are keenly aware of the importance of their role in supporting families, and hold certain expectations for how the transition experience will play out accordingly. Regardless of country of context, the study shows that clear communication surrounding both centre and parental expectations establishes high levels of trust and ameliorates anxiety. Teacher-parent dialogues concerning routines, preferences, and anticipations are seen as pivotal in supporting a positive transition for all.

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This study is focused on Problem-Based Learning (PBL) methodology and academic achievement due to the fact that academic achievement is a core learning process which also involves a problem solving task. A quasiexperimental design was employed in this study, where 45 pre-service teachers undertaking a B. Ed (Economics) were randomly assigned to the experimental (n=23) and control groups (n=22). The PBL method was utilised in the experimental group while the traditional learning method was utilised in the control group. The analysis focused on comparisons between the PBL and traditional learning groups in terms of their Academic Achievement Test (AAT), a series of one-way between group analysis of covariance (ANCOVA) tests, in which pre-AAT was used as a covariate when looking at differences between the PBL and TL groups in mid-and post-AAT. Regarding the effects of PBL on pres-service teachers' academic achievement as measured by an instrument, the AAT showed at baseline no differences existed between the two groups. The PBL method yielded significantly higher Achievement scores at mid-intervention and post-intervention test, which indicated better students' academic achievement. The study findings showed the positive effects of PBL towards pre-service teachers' performance in academic on Business Education in Malaysia.