Early Education and Development最新文献_第9页

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

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

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

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

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

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

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

引用次数: 1

The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills 幼儿体育教师专业发展与儿童基本动作技能的关系

3区教育学

Early Education and Development Pub Date : 2023-06-08 DOI: 10.1080/10409289.2023.2221766

Cristina Honrubia Montesinos, Pedro Gil Madrona, Luisa Losada Puente, Ali Brian, Linda Saraiva

{"title":"The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills","authors":"Cristina Honrubia Montesinos, Pedro Gil Madrona, Luisa Losada Puente, Ali Brian, Linda Saraiva","doi":"10.1080/10409289.2023.2221766","DOIUrl":"https://doi.org/10.1080/10409289.2023.2221766","url":null,"abstract":"Research Findings: The influence of early childhood teachers’ professional development on fundamental movement skills remains unknown in the literature. The purpose of the present study was to examine how early childhood teachers’ professional development in physical education (PE) contributes to predicting children’s fundamental movement skills. For this purpose, sixty early childhood teachers from Spain completed the Questionnaire Professional Development in Infant PE (QPD-IPE) to assess the teachers’ professional development concerning PE. The Test of Gross Motor Development-2 was applied to evaluate the fundamental movement skills of their children (N = 300). Two separate hierarchical linear regressions were conducted to examine the effect of teachers’ professional development in PE on locomotor and object control skills. The results illustrated that 18% of the variance in locomotor skills was predicted by minutes of PE, training and professional development, and external perception. Additionally, 22% of the variance in object control was predicted by minutes of PE, training and professional development, personal perspective, and years of teaching experience. Age and sex were controlled for in both models. Practice or Policy: Early teachers’ professional development should receive attention to support preschoolers’ fundamental movement skills.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215075","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

Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study 巴西东南部儿童早期社会情绪学习干预(SEL kernel)的适应性和有效性:一项准实验研究

IF 2.9 3区教育学

Early Education and Development Pub Date : 2023-06-07 DOI: 10.1080/10409289.2023.2219583

Ana Luiza Raggio Colagrossi, Maria Clara de Magalhães-Barbosa, D. McCoy, Sophie P. Barnes, S. Temko, Rebecca F. Bailey, Stephanie M. Jones, Lucas Monteiro Bianchi, A. J. A. D. da Cunha, A. Prata‐Barbosa

引用次数: 0