Researchers such as Seyle, Widyatmoko, and Silver (2013) emphasize the significant role of schools and teachers in disaster situations. Studies suggest, however, that teachers often feel unprepared to support children's needs after disasters (Alisic, 2012; Alisic et al., 2012; Reinke, Stormont, Herman, Puri, & Goel, 2011). Based on the above, the 2019 Theme Issue of the Journal of Early Childhood Teacher Education (JECTE) was proposed in hopes to address research-based early childhood teacher preparation practices that can assist early childhood teachers with addressing the social-emotional and academic needs of young children prior to, during, and after a disaster. Researchers and teacher educators from around the world had submitted manuscripts that were reviewed following procedures established for the Journal. For this issue, four articles were selected. (author abstract)