Early Education and Development最新文献

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Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model 中国托儿中心教师的适应性照顾信念与专业能力:一个适度中介模型
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-08-02 DOI: 10.1080/10409289.2023.2243188
Xiumin Hong, Sijie Zhao, Qiongyi Shan
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引用次数: 0
Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes 小组教学中的行为管理和参与是学龄前儿童识字技能结果的预测因素
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-08-02 DOI: 10.1080/10409289.2023.2241984
Kandia Lewis, Jessica A. R. Logan, L. J. Thomas, Naomi Schneider, Cynthia M. Zettler-Greeley, Laura L. Bailet, Shayne B. Piasta
{"title":"Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes","authors":"Kandia Lewis, Jessica A. R. Logan, L. J. Thomas, Naomi Schneider, Cynthia M. Zettler-Greeley, Laura L. Bailet, Shayne B. Piasta","doi":"10.1080/10409289.2023.2241984","DOIUrl":"https://doi.org/10.1080/10409289.2023.2241984","url":null,"abstract":"ABSTRACT Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identified as at-risk for literacy difficulties. Hierarchical linear modeling results revealed that collective small-group behavioral engagement was predictive of child expressive vocabulary gains (d = 0.13), but teacher behavior management was not a significant predictor. Practice or Policy: The results demonstrate that high levels of collective small-group behavioral engagement during small-group literacy instruction contributed small positive effects to preschoolers’ expressive vocabulary skills. As many small-group interventions are intended for children at-risk for literacy difficulties, these results are promising because preschool children at-risk for literacy difficulties appear to benefit from the intervention when collective small-group behavioral engagement is high. Including activities that prompt strong child engagement may be a critical factor in realizing the full potential of small-group literacy instruction in young children.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49591824","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
Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement 研究与拉丁裔儿童早期科学成就相关的儿童、家庭、课堂和学校因素
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-17 DOI: 10.1080/10409289.2023.2233369
Natalie L. Bohlmann, Natalia Palacios
{"title":"Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement","authors":"Natalie L. Bohlmann, Natalia Palacios","doi":"10.1080/10409289.2023.2233369","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233369","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44411966","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
“You Have to Do It Like the Duckies Hatch Their Egg”: Parent and Sibling Teaching of Conceptual and Procedural Knowledge in Early Childhood “你必须像鸭子孵蛋一样做”:幼儿时期概念和程序知识的父母和兄弟姐妹教学
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-13 DOI: 10.1080/10409289.2023.2233170
Julia Fuoco, N. Howe, Sandra Della Porta, H. Ross
{"title":"“You Have to Do It Like the Duckies Hatch Their Egg”: Parent and Sibling Teaching of Conceptual and Procedural Knowledge in Early Childhood","authors":"Julia Fuoco, N. Howe, Sandra Della Porta, H. Ross","doi":"10.1080/10409289.2023.2233170","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233170","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42903303","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
What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin 哪些因素促使学区采用普遍学前教育(UPK):来自威斯康星州的证据
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-13 DOI: 10.1080/10409289.2023.2233880
Hyunwoo Yang
{"title":"What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin","authors":"Hyunwoo Yang","doi":"10.1080/10409289.2023.2233880","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233880","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47743224","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
First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects 幼儿教师方块游戏教学质量及其与幼儿知识、兴趣、学业自我概念和认知方面的关系初探
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-11 DOI: 10.1080/10409289.2023.2233879
Lukas Schmitt, A. Weber, Dominik Weber, M. Leuchter
{"title":"First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects","authors":"Lukas Schmitt, A. Weber, Dominik Weber, M. Leuchter","doi":"10.1080/10409289.2023.2233879","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233879","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44996918","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 Two Languages: Dual Language Learning Patterns, Predictors, and Outcomes 学习两种语言:双语学习模式、预测因素和结果
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-11 DOI: 10.1080/10409289.2023.2233395
J. Choi, Shinyoung Jeon, Fattaneh Arabzadehjafari
{"title":"Learning Two Languages: Dual Language Learning Patterns, Predictors, and Outcomes","authors":"J. Choi, Shinyoung Jeon, Fattaneh Arabzadehjafari","doi":"10.1080/10409289.2023.2233395","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233395","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47731351","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
Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms 幼儿课堂教师抑郁症状与师生对话质量
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-09 DOI: 10.1080/10409289.2023.2229714
K. Granger, L. Hanish, Tashia Abry, Dawn Delay, R. Bradley
{"title":"Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms","authors":"K. Granger, L. Hanish, Tashia Abry, Dawn Delay, R. Bradley","doi":"10.1080/10409289.2023.2229714","DOIUrl":"https://doi.org/10.1080/10409289.2023.2229714","url":null,"abstract":"ABSTRACT Research Findings: We examined whether Head Start teachers’ depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers’ conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized estimating equations were used to test study hypotheses. Teachers’ depressive symptoms were negatively associated with the likelihood that a high-quality conversation would occur during an observation interval. The relation between teacher depressive symptoms and high-quality conversations was negative during both structured settings and free choice settings. This relation also remained negative during play (e.g. art, music) and routine (e.g. personal care, clean up) activities. However, the relation between teacher depressive symptoms and high-quality conversations was not significant during academic activities (e.g. math, books, language). Practice or Policy: Potential explanations, strengths and limitations, and implications for study results are discussed.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48364530","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
The Educational Technology Divide in Glocalisation: A Perspective for Interpreting Early Childhood Teachers’ Practices of ICT Implementation 全球化中的教育技术鸿沟——解读幼儿教师实施信息通信技术的实践
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-07-02 DOI: 10.1080/10409289.2023.2231321
Tian-ping Yang, Xiumin Hong
{"title":"The Educational Technology Divide in Glocalisation: A Perspective for Interpreting Early Childhood Teachers’ Practices of ICT Implementation","authors":"Tian-ping Yang, Xiumin Hong","doi":"10.1080/10409289.2023.2231321","DOIUrl":"https://doi.org/10.1080/10409289.2023.2231321","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477405","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
Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education 幼儿教育技术整合课程后职前教师TPACK的成长
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2023-06-18 DOI: 10.1080/10409289.2023.2224219
B. Lim, Vickie E. Lake, Amber H. Beisly, Rae K. Ross-Lightfoot
{"title":"Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education","authors":"B. Lim, Vickie E. Lake, Amber H. Beisly, Rae K. Ross-Lightfoot","doi":"10.1080/10409289.2023.2224219","DOIUrl":"https://doi.org/10.1080/10409289.2023.2224219","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798588","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
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