Early Education and Development最新文献_第9页

Chinese Model of Digital Leadership in Early Childhood Settings: A Grounded Theory Study 中国幼儿数字化领导模式的基础理论研究

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-04-25 DOI: 10.1080/10409289.2023.2203614

Wen-Hsing Luo, Huihua He, Hui Li

引用次数: 0

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement 任务外行为作为课堂执行功能技能的衡量标准?建构效度的证据及其对学前儿童学业成就的贡献

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-04-20 DOI: 10.1080/10409289.2023.2199658

Lillie Moffett, C. Weiland, Meghan McCormick, Joann Hsueh, C. Snow, J. Sachs

引用次数: 0

Maternal Warmth and Prosocial Behaviors Among Chinese Preschool Children: The Roles of Social Competence Sibling Presence 中国学龄前儿童母亲温暖与亲社会行为:社会能力和兄弟姐妹在场的作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-04-20 DOI: 10.1080/10409289.2023.2200338

Juanjuan Sun, Junsheng Liu, Mowei Liu, Yuemin Feng, Yan Li

引用次数: 0

Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language? 成人-儿童互动质量和儿童语言结果的具体指标的关联：哪些教学实践影响语言？

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-04-05 DOI: 10.1080/10409289.2023.2193857

P. Levickis, D. Cloney, Maude Roy-Vallières, P. Eadie

引用次数: 0

Translation and Validation of the Chinese Version of the Problematic Media Use Measure 《问题媒体使用量表》中文版的翻译与验证

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-04-05 DOI: 10.1080/10409289.2023.2193856

Juan Li, Jingyao Wang, Bowen Xiao, Y. Li, Hui Li

引用次数: 2

Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension 共享阅读中的谈话机会：儿童参与和言语参与在叙事听力理解中的中介作用

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-04-03 DOI: 10.1080/10409289.2023.2188865

Janne Lepola, A. Kajamies, E. Laakkonen, Molly F. Collins

{"title":"Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension","authors":"Janne Lepola, A. Kajamies, E. Laakkonen, Molly F. Collins","doi":"10.1080/10409289.2023.2188865","DOIUrl":"https://doi.org/10.1080/10409289.2023.2188865","url":null,"abstract":"ABSTRACT Research Findings: The present study examined children’s listening comprehension during a two-semester-long dialogic reading. We explored the extent to which the development of children’s listening comprehension was accounted for by initial listening comprehension and whether children’s engagement and the amount and level of their verbal participation in shared reading contributed to their later listening comprehension. The opportunities provided by teachers, such as closed and open-ended questions were also examined. A total of 60 five-year-old children participated in 15 story groups. Children’s listening comprehension was evaluated twice. Teachers rated the children’s behavioral and cognitive engagement. Children’s verbal participation and the teachers’ questions were observed directly. A theoretical model involving direct and indirect pathways in the development of listening comprehension was analyzed. Path modeling showed that the children’s cognitive engagement and the amount of verbal participation mediated the development of individual differences in listening comprehension. Additionally, teachers’ open-ended questions contributed indirectly to listening comprehension via children’s verbal participation. Practice or Policy: The findings highlight the benefits of children’s active participation in discussions and talk-intensive reading aloud for their story comprehension.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41835685","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: 3

Latino Home Learning Opportunities, Parental Growth Mindset, and Child Academic Skills 拉丁裔家庭学习机会，父母成长心态和儿童学术技能

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-03-20 DOI: 10.1080/10409289.2023.2190291

D. Leyva, Gloria Yeomans-Maldonado, C. Weiland, Anna Shapiro

引用次数: 0

Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills? 小学低年级师生民族匹配:对执行功能技能的益处?

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-03-16 DOI: 10.1080/10409289.2023.2172674

Michael Gottfried, Michael Little, Arya Ansari

{"title":"Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills?","authors":"Michael Gottfried, Michael Little, Arya Ansari","doi":"10.1080/10409289.2023.2172674","DOIUrl":"https://doi.org/10.1080/10409289.2023.2172674","url":null,"abstract":"The benefits of student-teacher ethnoracial matching on student outcomes—ranging from academic achievement to postsecondary attainment—are well documented. Yet, we know far less about the role of student-teacher ethnoracial matching in the earliest grades school and on less about effects on non-academic outcomes. The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes – working memory and cognitive flexibility. Drawing on data from the Early Childhood Longitudinal Study – Kindergarten Class of 2011, our findings suggest student-teacher ethnoracial matching benefits on working memory skills, though not cognitive flexibility. Observed associations for working memory are of similar size to those for academic achievement outcomes and are largest for Black and Latinx students. Abstract The benefits of student-teacher ethnoracial matching on student outcomes—ranging from academic achievement to postsecondary attainment—are well documented. Yet, we know far less about the role of student-teacher ethnoracial matching in the earliest grades school and on less about effects on non-academic outcomes. The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes – working memory and cognitive flexibility. Drawing on data from the Early Childhood Longitudinal Study – Kindergarten Class of 2011, our findings suggest student-teacher ethnoracial matching benefits on working memory skills, though not cognitive flexibility. Observed associations for working memory are of similar size to those for academic achievement outcomes and are largest for Black and Latinx students.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45255454","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

Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden 瑞典早期第二语言学习者比例高的背景下，幼儿园工作人员在支持儿童时关系承诺的挑战

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-03-15 DOI: 10.1080/10409289.2023.2188866

Johannes Finnman, Maja Söderbäck, Madeleine Sjöman, J. Welander, L. Almqvist

引用次数: 0

Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation 双因素人际反应指数的西班牙语验证:共情、社会能力和情绪调节关系的证据

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-03-07 DOI: 10.1080/10409289.2023.2187189

B. Lucas‐Molina, Marta Giménez-Dasí, Laura Quintanilla, Renata Sarmento-Henrique

引用次数: 1