Early Education and Development最新文献_第6页

Preservice Teachers’ Social Justice Teaching Beliefs and Attributions of Black Boys’ Classroom Behavior 职前教师社会公正教学信念与黑人男生课堂行为的归因

3区教育学

Early Education and Development Pub Date : 2023-09-14 DOI: 10.1080/10409289.2023.2257575

Pamela W. Garner, Kyndra V. Middleton

{"title":"Preservice Teachers’ Social Justice Teaching Beliefs and Attributions of Black Boys’ Classroom Behavior","authors":"Pamela W. Garner, Kyndra V. Middleton","doi":"10.1080/10409289.2023.2257575","DOIUrl":"https://doi.org/10.1080/10409289.2023.2257575","url":null,"abstract":"ABSTRACTResearch Findings: We examined whether early childhood preservice teachers’ emotional competence and commitment to social emotional learning moderated associations between their beliefs about social justice and self-reported tolerance for and conceptions of the negative costs of Black preschool boys’ challenging classroom behavior. The 164 participants were mostly White and female. Participants reported on their social justice teaching beliefs, emotional competence, and commitment to social emotional learning. Tolerance for Black boys’ challenging behavior and perceptions of the likely outcomes of behavior were assessed via hypothetical vignettes. Participants with teaching experience scored higher on emotional competence. Black boys were perceived as more likely to experience greater negative academic costs for challenging behavior. The association between social justice teaching beliefs and conceptions of Black boys’ challenging behavior as having high negative social costs was positive for preservice teachers high in emotional competence, but negative when emotional competence was low. The association between social justice teaching beliefs and conceptions of Black boys’ challenging behavior as having high negative social costs was also positive for participants low in the commitment to social emotional learning. Practice and Policy: Results are discussed in relation to early childhood teacher preparation for culturally responsive instructional and classroom management practices. AcknowledgmentsWe thank the preservice teachers who participated in this research and the research assistants for their help with data collection and coding.Disclosure StatementNo potential conflict of interest was reported by the author(s).","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912097","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

Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors 学龄前和幼儿园儿童学习大写和小写字母:儿童和字母相关因素影响的调查

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-29 DOI: 10.1080/10409289.2023.2252706

A. Vinter, Patrick Bard, Helle Lukowski-Duplessy, B. Poulin-Charronnat

引用次数: 0

Towards Better Cultural Enlightenment: Identify Chinese Preschoolers’ Cultural Cognition Traits and Predictors 走向更好的文化启蒙：识别中国学龄前儿童的文化认知特征和预测因素

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-29 DOI: 10.1080/10409289.2023.2250982

Yu Zhou, Shuhan Jiang, Yong-Zhi Jiang

引用次数: 0

Correction 校正

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-24 DOI: 10.1080/10409289.2023.2251232

引用次数: 0

Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes 学前课堂年龄构成与体育素养环境对儿童应急识字结果的影响

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-20 DOI: 10.1080/10409289.2023.2247953

Qingqing Yang, K. Zimmermann, C. Bartholomew, Kelly M. Purtell, Arya Ansari

引用次数: 0

Correlates of Early Handwriting: Differential Patterns for Girls and Boys 早期书写的相关性:女孩和男孩的不同模式

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-07 DOI: 10.1080/10409289.2023.2244349

Michelle N. Maurer

引用次数: 1

The Role of State Subsidy Policies in Early Education Programs’ Decisions to Accept Subsidies: Evidence from Nationally Representative Data 国家补贴政策在早期教育项目接受补贴决策中的作用：来自全国代表性数据的证据

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-07 DOI: 10.1080/10409289.2023.2244859

Gerilyn Slicker, Christina Areizaga Barbieri, Jason T. Hustedt

引用次数: 0

Maternal Control Strategies and Social Functioning in Chinese Preschoolers: The Moderating Effect of Child Surgency 中国学龄前儿童产妇控制策略与社会功能:儿童外科手术的调节作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-06 DOI: 10.1080/10409289.2023.2244858

Jingjing Zhu, Mowei Liu, Yan Li, Lingfei Wang, Minmin Huang

{"title":"Maternal Control Strategies and Social Functioning in Chinese Preschoolers: The Moderating Effect of Child Surgency","authors":"Jingjing Zhu, Mowei Liu, Yan Li, Lingfei Wang, Minmin Huang","doi":"10.1080/10409289.2023.2244858","DOIUrl":"https://doi.org/10.1080/10409289.2023.2244858","url":null,"abstract":"ABSTRACT Research Findings: Parental control is considered to be an important aspect of parenting. However, the meaning and the function of parental control are still controversial, especially when the cultural context is considered. The purpose of the present research was to explore the meaning and the function of parental control in Chinese culture. The participants were 189 preschoolers at age 4 to 5 and their mothers and teachers from Shanghai, China. Mothers were interviewed about the control strategies they utilize when they need to exert control over their children. Information on child surgency, compliance, and aggression was obtained from mothers and teachers. Chinese mothers reported control strategies that were classified into six categories. It was found that coercive behavioral control was most frequently used. Coercive behavioral control was negatively associated with child compliance and positively associated with child aggression. Other forms of control strategies and their links to child compliance and aggression were also examined. The role of child surgency in moderating the effects of maternal control strategies on child compliance and aggression was discussed. Practice or Policy: The present study highlighted the importance of understanding the cultural meaning of parental control.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43680784","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

How Do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions? 儿童和家庭可获得的过渡活动组合如何预测成功的幼儿园过渡?

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-03 DOI: 10.1080/10409289.2023.2229715

K. Cook, Stacy Ehrlich Loewe, Sarah E. Kabourek, J. Francis, Andrew Schaper, Dana Thomson, Tamara Halle, Kristie Kauerz

引用次数: 0

Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity 幼儿教育工作者的体育素养预测其自我效能感和促进体育活动的感知能力

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-08-03 DOI: 10.1080/10409289.2023.2243187

Y. Leung, T. C. Mak, D. Chan, C. Capio

引用次数: 0