Journal of Early Childhood Research最新文献_第3页

The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers 挪威多民族幼儿中心学前和成熟游戏观察工具课堂评估评分系统的因素结构

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-09-07 DOI: 10.1177/1476718x231195708

Lisa-Marie Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, D. Vandell, R. Lekhal

{"title":"The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers","authors":"Lisa-Marie Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, D. Vandell, R. Lekhal","doi":"10.1177/1476718x231195708","DOIUrl":"https://doi.org/10.1177/1476718x231195708","url":null,"abstract":"The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Infants’ emotional and social experiences during and after the transition to early childhood education and care 幼儿在幼儿教育和护理期间和之后的情感和社会经验

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-09-07 DOI: 10.1177/1476718x231195706

Megan E Gath, Laura Herold, Elise Hunkin, Lynn J McNair, B. Redder, N. Rutanen, E. J. White

{"title":"Infants’ emotional and social experiences during and after the transition to early childhood education and care","authors":"Megan E Gath, Laura Herold, Elise Hunkin, Lynn J McNair, B. Redder, N. Rutanen, E. J. White","doi":"10.1177/1476718x231195706","DOIUrl":"https://doi.org/10.1177/1476718x231195706","url":null,"abstract":"The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across five countries (New Zealand, Finland, Australia, Scotland and the United States), observational data, video of key moments, plus re-probing interviews with parents and teachers concerning 10 infants (six females) aged 5–13 months were collected across the first year of ECEC. An embedded case study design was used to analyse infant experiences from both quantitative and qualitative perspectives. Findings indicated low positive affect on infants’ first day of ECEC that increased after the first week and throughout the first year of ECEC. Drop-off periods remained a time of negative emotionality for the first month of ECEC. Over time more positive emotional experiences were evident, with peer interactions fostering positive affect, activeness and involvement, while one-on-one interactions with teachers were an important context for interpersonal engagement and well-being. These findings shed light on the highly charged emotional experience for infants when they transition to institutional care, and how these might be ameliorated in practice.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43099609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Race and the space in between: Practitioner reflections on anti-racist practice in one Froebelian early years setting 种族和两者之间的空间：从业者在一个佛罗贝尔早年背景下对反种族主义实践的反思

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-09-04 DOI: 10.1177/1476718x231195696

Victoria Bamsey, Lynn J McNair, Hattie Campbell, Miss Isabella Vašinová

引用次数: 0

Exploring early mathematics through picturebooks: A case study in the context of Head Start 通过绘本探索早期数学:在启智教育背景下的案例研究

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-08-13 DOI: 10.1177/1476718x231186617

Frédérique C Yova, Jonee Wilson, Temple A Walkowiak

{"title":"Exploring early mathematics through picturebooks: A case study in the context of Head Start","authors":"Frédérique C Yova, Jonee Wilson, Temple A Walkowiak","doi":"10.1177/1476718x231186617","DOIUrl":"https://doi.org/10.1177/1476718x231186617","url":null,"abstract":"The purpose of the study was to better understand the phenomenon of exploring early mathematics through book reading. The study centers on Head Start and lays on Bronfenbrenner’s bioecological framework). Two sub-questions guided the qualitative single case study of six Head Start adult participants (teachers, parents, administrators): (1) What are Head Start participants’ experiences in exploring early mathematics through picturebooks? and (2) What do Head Start participants say about exploring early mathematics through picturebooks? Findings showed that participants expressed interest toward exploring early mathematics through picturebooks. Picturebooks were commonly used in the classroom but also accessible for families. Participants provided evidence of mathematics practices and discussions around mathematics in the school and in the home. The participants’ sayings and experiences in exploring early mathematics through picturebooks aligned with child development and contexts of learning, two cornerstones of Developmentally Appropriate Practice (DAP), but potential obstacles emerged. Implications for researchers and practitioners are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Please help us: Canadian childcare providers’ calls for aid during the COVID-19 pandemic 请帮助我们：新冠肺炎大流行期间，加拿大儿童保育提供者呼吁提供援助

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-08-09 DOI: 10.1177/1476718x231186620

S. Prentice, J. Protudjer, Alicia Nijdam-Jones, S. Shaw, L. E. Kelly, A. Gerstein

{"title":"Please help us: Canadian childcare providers’ calls for aid during the COVID-19 pandemic","authors":"S. Prentice, J. Protudjer, Alicia Nijdam-Jones, S. Shaw, L. E. Kelly, A. Gerstein","doi":"10.1177/1476718x231186620","DOIUrl":"https://doi.org/10.1177/1476718x231186620","url":null,"abstract":"COVID-19 poses serious challenges to the health and safety of childcare providers, and these challenges were particularly acute in early 2022 during the first Omicron wave when vaccines were not available for children. Childcare providers work in environments where the recommended methods to minimize COVID-19 infection were often not possible to implement: children could not wear masks for extended periods and were not able to maintain physical distance. Under these pressures, Canada’s already-fragile childcare sector was strained, caregivers struggled, and existing deficiencies were exacerbated. As part of a larger quality assurance and improvement project examining the impacts of the pandemic on childcare in the Canadian prairie province of Manitoba, this paper reports on qualitative findings to make public health and policy recommendations for the childcare sector. Data were voluntarily provided by a sample of childcare providers between January 6–13, 2022. A thematic analysis of open-text responses was performed, finding: an urgent need for health and safety resources; a need for sustained support and guidelines; and an absence of value and respect. We also identified an emergent theme of gratitude, which was reflected by an overwhelming number of thanks to the project team for listening to the voices of childcare providers. We draw on our qualitative analysis to propose measures to improve public health and safety, funding, and infrastructure, as well as to underscore the importance of systematic data collection and evaluation to protect and support the essential childcare workforce through the COVID-19 pandemic and into the future.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books 走向印尼幼儿园的包容性实践：评估标志支持的大书的影响

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-08-05 DOI: 10.1177/1476718x231188467

K. Sheehy, Budiyanto, S. Widayati, Khofidotur Rofiah

{"title":"Towards inclusive practice in Indonesian kindergartens: Evaluating the impact of Sign Supported Big Books","authors":"K. Sheehy, Budiyanto, S. Widayati, Khofidotur Rofiah","doi":"10.1177/1476718x231188467","DOIUrl":"https://doi.org/10.1177/1476718x231188467","url":null,"abstract":"Indonesia is committed to creating an inclusive education system. Kindergartens have a key role to play in this endeavour. However, there are specific challenges that need to be addressed if this potential is to be fulfilled. It has been suggested that the use of keyword signs within Sign Supported Big Books (SSBB) as part of everyday story time activities might offer one way to begin to address some of these challenges. This research used a questionnaire method to evaluate the uptake and impact of SSBBs from 214 kindergartens across Indonesia. Analysis of teachers’ responses revealed the inclusive affordances of the approach. For the majority of teachers: the books were in regular use in their classrooms, teachers and children enjoyed using them, SSBBs made learning fun, the approach impacted positively on teachers’ classroom practice and they reported that it had benefits for children, including those with special educational needs. These results indicate that SSBBs can make a positive contribution towards creating an inclusive kindergarten pedagogy. Suggestions for further developments of the SSBB approach and future research are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies 意义，关系，身份:幼儿识字的动机和意图的探索

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-08-05 DOI: 10.1177/1476718x231188468

Lucy Rodriguez Leon

{"title":"Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies","authors":"Lucy Rodriguez Leon","doi":"10.1177/1476718x231188468","DOIUrl":"https://doi.org/10.1177/1476718x231188468","url":null,"abstract":"Young children encounter a diverse range of written and multimodal texts in their play and everyday lives. Prior to formal education, children may not be considered ‘readers’ or ‘writers’ in the conventional sense, yet nonetheless, they engage creatively and agentively in everyday literacies. However, little is known about the motives and intentions of our youngest citizens in their activity with text. This paper reports a sub-section of findings from a wider ethnographic involving 3 to 4-year-olds, their families and practitioners at their early childhood setting. Data gathering and analysis were shaped by two distinct theoretical lenses, namely, the neo-Vygotskian concept of perezhivanie and posthumanist affect theories. The study findings are exemplified through two vignettes extracted from data, which illustrate how children’s motives and intent in their everyday encounters with text are underpinned by three overarching and interrelated goals – to make meaning, make relationships and make identities. In addition, building on posthumanist literacy research, this paper considers the nature and emergence of motive and intent in everyday literacies. The study provides more textured understandings and accounts of young children’s everyday encounters with a diverse range of texts.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44256375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading and creating books: Bridging the distance from stories to e-stories 阅读和创作书籍:弥合从故事到电子故事的距离

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-08-05 DOI: 10.1177/1476718x231186616

Hellen Vretudaki, Athina Angeli, Panagiota D. Alexiou, Evaggelia Diamantaki

{"title":"Reading and creating books: Bridging the distance from stories to e-stories","authors":"Hellen Vretudaki, Athina Angeli, Panagiota D. Alexiou, Evaggelia Diamantaki","doi":"10.1177/1476718x231186616","DOIUrl":"https://doi.org/10.1177/1476718x231186616","url":null,"abstract":"The purpose of this study was to investigate the impact of a two-phase intervention programme meant to reinforce comprehension of the structural framework of stories among 92 preschool children (aged 4–6 years) over 4 months. During the first phase, the children were called upon to produce their own original stories following the Story Grammar pattern, while in the second phase, based on their previous training on the structural framework of stories, they were trained to produce digital stories using the web 2 tool StoryJumper. Both phases of the intervention programme included a combination of verbal and visual aids. The quantitative analysis of the data showed that the intervention programme significantly improved children’s ability to comprehend the structural elements of stories and to create organized, comprehensible stories. Following our expectations, the children’s new knowledge on the structure of stories was transferred to their digital creations. The implementation of the intervention programme helped substantive questions emerge about the formation of a multi-level strategy which would effectively support the transfer of knowledge and skills from a traditional to a digital environment through processes that are meaningful for children.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Praising among preschoolers 学龄前儿童的表扬

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-08-02 DOI: 10.1177/1476718x231186619

N. Aoki

引用次数: 0

Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study 教育者对自我调节的理解及其对课堂促进的影响：一项混合方法研究

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-07-20 DOI: 10.1177/1476718x231186613

Casey C Burgess

{"title":"Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study","authors":"Casey C Burgess","doi":"10.1177/1476718x231186613","DOIUrl":"https://doi.org/10.1177/1476718x231186613","url":null,"abstract":"There is growing concern about the mental health and resilience of today’s children and difficulties with self-regulation are implicated in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems. Self-regulation is a growing topic of interest in a variety of disciplines and there are 447 different interpretations of what self-regulation means in the literature, which makes it difficult for educators to interpret and apply it in their classrooms. Due to advances in neuroscience, the Ontario Ministry of Education shifted toward a neurophysiological framework for the Self-Regulation and Well-Being Frame of the Kindergarten Program. The current study examined which frameworks Ontario kindergarten educators were using by analyzing the ways they described and facilitated self-regulation in the classroom through surveys, interviews, report cards, and classroom observations. Findings revealed that educators: have little experience and training with resources aligned with the Kindergarten Program’s approach to self-regulation, describe self-regulation as self-control, and facilitate self-regulation using a learning strategies approach. Educators were observed using fewer than a third of ministry self-regulation recommendations in the classroom. Implications and recommendations for aligning educator practices with the Kindergarten Program’s framework are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0