Early Education and Development最新文献_第4页

Enhancing preschoolers’ Language and Literacy Development in Costa Rica: A Family-Based Intervention Using Dialogic Reading and Reminiscing 加强哥斯达黎加学龄前儿童的语言和读写能力发展：使用对话阅读和回忆的家庭干预

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-20 DOI: 10.1080/10409289.2025.2504135

Ana M. Carmiol, Alison Sparks, L. Diego Conejo B., Adriana Murillo Castro, Isabel Molina Mesén

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Linking Parent-Child, Teacher-Child, and Peer Relationship Quality to Shyness in Childhood and Adolescence: A Three-Level Meta-Analysis 亲子、师生和同伴关系质量与儿童和青少年害羞的关系：一个三层次的元分析

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-20 DOI: 10.1080/10409289.2025.2505831

Xiang Niu, Li-Xing Gou, Xi Shen, Jin-Liang Wang

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Classroom Quality Moderates the Association Between Sleep Problems and Self-Regulation in the Preschool Classroom 课堂质量调节幼儿课堂睡眠问题与自我调节的关系

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-19 DOI: 10.1080/10409289.2025.2506184

Caroline Hoyniak, Kathleen Rudasill, Reagan Breitenstein, Martinique Sealy, Maureen McQuillan, Angela Staples, John Bates

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Preschool Teachers’ Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building 幼儿教师以孩子为导向的谈话：开启语言学习和知识建构的机会

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-14 DOI: 10.1080/10409289.2025.2503024

Susan B. Neuman, Lauren Krieger, Tanya Kaefer, Hugo Gonzalez-Villisanti

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Head Start Educators’ Occupational Stress: Discovering Common Stressors and Underlying Causes Through the Improvement Science-Based Intervention Data 先行教育工作者的职业压力：通过改进科学干预数据发现常见的压力源及其原因

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-13 DOI: 10.1080/10409289.2025.2503025

Shuai Li, Xiangyu Zhao, Sooyeon Byun, Olivia Braye, Lieny Jeon

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Effects of an Early Childhood Education and Care Prevention Program on Infant-Toddler Teacher Attributes: First Results of a Randomized Controlled Trial 幼儿教育和护理预防项目对幼儿教师属性的影响：随机对照试验的初步结果

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-12 DOI: 10.1080/10409289.2025.2503029

Niklas Ortelbach, Ina Bovenschen, Jennifer Gerlach, Herbert Scheithauer

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Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure 评估户外幼儿教育和护理环境中教育者的反应性：验证学习测量中响应性互动的户外环境版本

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-06 DOI: 10.1080/10409289.2025.2496369

Esther Yu, Samantha Burns, Jennifer Jenkins, Michal Perlman

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The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms 黑人学龄前儿童努力控制与积极冲突教师互动的关系：家庭参与和情感支持教室的调节作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-05-05 DOI: 10.1080/10409289.2025.2484871

Sasha Miller-Marshall, Jason Downer

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Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children's Disruptive Behavior. 课堂互动在教师情绪耗竭与儿童破坏性行为动态相互作用中的中介作用检验。

IF 2.1 3区教育学

Early Education and Development Pub Date : 2025-01-01 Epub Date: 2024-12-10 DOI: 10.1080/10409289.2024.2436827

Xavier Elzie, Jason Downer

{"title":"Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children's Disruptive Behavior.","authors":"Xavier Elzie, Jason Downer","doi":"10.1080/10409289.2024.2436827","DOIUrl":"https://doi.org/10.1080/10409289.2024.2436827","url":null,"abstract":"Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitudinally examine the bi-directional relationship between teachers' emotional exhaustion and children's disruptive classroom behaviors, and 2) examine the degree to which teachers' classroom interactions (i.e., emotional support, instructional support, and classroom organization) mediate this longitudinal and potentially bi-directional relationship. 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers' emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers' emotional exhaustion was linked to children's disruptive classroom behavior and classroom disruptive behaviors were linked with teachers' emotional support and classroom organization. These findings underscore the importance of supporting teachers' well-being to promote children's classroom behaviors and maintain effective teacher classroom interactions.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"36 4","pages":"793-817"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143987265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education. 早期护理和教育中反思性监督专业发展系列的可行性、可接受性和初步有效性。

IF 2.2 3区教育学

Early Education and Development Pub Date : 2025-01-01 Epub Date: 2024-11-10 DOI: 10.1080/10409289.2024.2424733

Lindsay Huffhines, Rebecca B Silver, Christine M Low, Rebecca Newland, Rachel Herman, Isai Ramirez, A Rani Elwy, Stephanie H Parade

{"title":"Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education.","authors":"Lindsay Huffhines, Rebecca B Silver, Christine M Low, Rebecca Newland, Rachel Herman, Isai Ramirez, A Rani Elwy, Stephanie H Parade","doi":"10.1080/10409289.2024.2424733","DOIUrl":"10.1080/10409289.2024.2424733","url":null,"abstract":"The positive impacts of Reflective Supervision (RS) are becoming increasingly evident. This approach may be especially important for early childhood teachers, who must deliver academic curricula and attend to children's social-emotional development while maintaining high-quality program standards in increasingly challenging environmental contexts. However, to effectively provide RS to early childhood teachers, supervisors must first be trained in this approach. This paper describes the results of one such innovative training effort using data from a statewide, community-based program evaluation and a pilot open trial in the United States. Participants (N = 83 supervisors) were offered foundational training in RS followed by monthly skill-building sessions. We used a concurrent mixed methods approach, integrating observational, survey, and interview data collected simultaneously to assess feasibility, acceptability, and preliminary effectiveness of the RS professional development series. Data integration was achieved through contiguous narrative and joint display approaches.Research findings: The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies.Practice or policy: The RS series may represent an opportunity to effectively support the early care and education workforce, and in turn, benefit children. We discuss some differences between samples that may be useful for future implementation efforts across early care and education settings.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"36 5","pages":"967-990"},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12413010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145014145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0