Early Education and Development最新文献_第10页

Parent-Grandparent Co-Parenting and preschoolers’ Self-Control in China : The Roles of Maternal and Grandparental Parenting Styles 父母-祖父母共同养育与中国学龄前儿童自我控制:母亲和祖父母养育方式的作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-03-06 DOI: 10.1080/10409289.2023.2186087

Panpan Yang, Xiaodie Li, Xinqi Li, Dan Li, Xinpei Xu, Chang-min Zhao

引用次数: 2

Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment 社会经济地位对儿童英语语言和读写能力的影响:家庭读写环境的中介作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-03-06 DOI: 10.1080/10409289.2023.2186089

Yushan Jiang, Carrie Lau, C. Tan

引用次数: 0

Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction 托儿服务提供者工作压力与工作满意度测量工具的效度、信度与相关性

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-02-19 DOI: 10.1080/10409289.2023.2179790

Elizabeth Hentschel, Ha Tran, H. Leslie, Aisha K. Yousafzai

引用次数: 0

Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality 突出ECE教师作为设计师的近端过程:教师设计思维参与、TPACK效能和设计活力的调查

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-02-15 DOI: 10.1080/10409289.2023.2177492

N. Chen, Huang-Yao Hong, C. Chai, Jyh‐Chong Liang

引用次数: 1

“Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress “让我们写彼此的信息”:学龄前在线论坛参与写作与早期读写能力的关系

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-02-15 DOI: 10.1080/10409289.2023.2172673

Dorit Aram, C. A. Shachar

引用次数: 0

Profiles of Well-Being Among Early Childhood Educators 幼儿教育工作者的幸福状况

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-02-02 DOI: 10.1080/10409289.2023.2173463

Amy M. Roberts, Alexandra M. Daro, Kathleen C. Gallagher

{"title":"Profiles of Well-Being Among Early Childhood Educators","authors":"Amy M. Roberts, Alexandra M. Daro, Kathleen C. Gallagher","doi":"10.1080/10409289.2023.2173463","DOIUrl":"https://doi.org/10.1080/10409289.2023.2173463","url":null,"abstract":"ABSTRACT Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive well-being group, demonstrating system inequities and opportunities for improvement.Practice or Policy: These findings have implications for supporting the early care and education workforce. Specifically, findings suggest psychological well-being, including self-care and self-compassion, may be relevant focus areas for organizational and systems change efforts or interventions. Furthermore, findings suggest that trauma-informed approaches and support for assistant teachers are particularly important to promote equity and well-being across the workforce.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1414 - 1428"},"PeriodicalIF":2.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47004971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries? 在非洲国家，学前教育是否调节了父亲、母亲和分配者的参与与儿童识字和社交技能之间的关系?

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-01-18 DOI: 10.1080/10409289.2023.2166317

E. Dede Yildirim, Corinne Blake, J. L. Roopnarine

{"title":"Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?","authors":"E. Dede Yildirim, Corinne Blake, J. L. Roopnarine","doi":"10.1080/10409289.2023.2166317","DOIUrl":"https://doi.org/10.1080/10409289.2023.2166317","url":null,"abstract":"ABSTRACT Maternal reports from the UNICEF Multiple Indicator Cluster Surveys were determined whether preschool enrollment strengthened the associations between paternal, maternal, and allocaregivers’ (e.g. grandparents, aunts, uncles) engagement in literacy-type and social activities and children’s literacy and social skills. The sample consisted of 47,832 mother-father pairs, other household members, and preschool-aged children in cultural communities in 14 African countries. Research Findings: Household resources, educational attainment, and educational materials were consistent predictors of children’s literacy and social skills. Children whose mothers, fathers, and allocaregivers read to them and who were in preschool performed better on the literacy skills assessments than those whose caregivers did not read to them and did not attend preschool. Reading was a better predictor of children’s literacy skills than storytelling or naming/counting objects. Preschool enrollment appears to be a better predictor of children’s literacy and social skills than caregiver engagement. Practice and Policy: Expanding literacy materials, encouraging father involvement, and sustaining collaborations between parents and allocaregivers with preschool programs may help to cultivate children's social and literacy skills.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1429 - 1446"},"PeriodicalIF":2.9,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement 质量改进评估的家庭儿童保育版本的仪器开发和验证

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-01-18 DOI: 10.1080/10409289.2022.2163140

M. Perlman, O. Falenchuk, Samantha Burns, Anne Hepditch, Karen Gray

{"title":"Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement","authors":"M. Perlman, O. Falenchuk, Samantha Burns, Anne Hepditch, Karen Gray","doi":"10.1080/10409289.2022.2163140","DOIUrl":"https://doi.org/10.1080/10409289.2022.2163140","url":null,"abstract":"ABSTRACT Research Findings: Measures of home child care (HCC) quality are limited and tend to be labor intensive. This article presents the measure development process as well as psychometric, construct, convergent and discriminant validity analyses for the HCC version of the Assessment for Quality Improvement (HCC-AQI) measure. The HCC-AQI is part of a suite of observational measures developed by the City of Toronto for use in its early childhood education and care Quality Rating and Improvement System. It takes 60–90 minutes to administer, making it significantly more efficient than other measures. Instrument development involved expert panels and item response theory analyses. Exploratory factor analyses and internal consistency analyses indicate that the HCC-AQI measure can be categorized into two subscales: Physical Space and Experiences and Caregiver/Child Interactions. Moderately strong correlations between these subscales also support computing total HCC-AQI scores. Correlations between the Infant/Toddler and Early Childhood Home Observation for Measurement of the Environment and the Responsive Interactions for Learning scale were moderate, providing evidence for convergent validity. Practice or Policy: the HCC-AQI is a promising efficient measure of HCC that can be used for research as well as quality improvement and accountability purposes.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"34 1","pages":"1665 - 1681"},"PeriodicalIF":2.9,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Profiles and Predictors of Physical Abuse and Behavior Problems in Chinese Preschool-Aged Children 中国学龄前儿童身体虐待和行为问题的概况及预测因素

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-01-10 DOI: 10.1080/10409289.2023.2166315

Chen Chen, Nanxi Chen, Jinliang Qin

引用次数: 1

Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning 家庭和领先员工之间的关系：通过家庭参与和学习方法与儿童学业成绩的关系

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-01-05 DOI: 10.1080/10409289.2022.2155772

Sarah N. Lang, Shinyoung Jeon, Erin Tebben

引用次数: 0