Journal of Early Childhood Research最新文献_第4页

The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers 学前教育中整合游戏、教学和数字媒体的集体推理概念的中介作用:幼儿教师的赋能代理潜力

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-07-13 DOI: 10.1177/1476718x231179084

Emelie Stavholm, Pernilla Lagerlöf, Cecilia Wallerstedt

{"title":"The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers","authors":"Emelie Stavholm, Pernilla Lagerlöf, Cecilia Wallerstedt","doi":"10.1177/1476718x231179084","DOIUrl":"https://doi.org/10.1177/1476718x231179084","url":null,"abstract":"An international contemporary challenge for early childhood teachers is to integrate digital media in preschool. Research indicates that teachers have concerns regarding the use of digital media in preschool, especially in relation to play. In this study, we explore how an early childhood education and care (ECEC) work team takes on this challenge when, in focus group conversations, discusses digital media in relation to a theoretical framework with principles and implications for understanding play and teaching in preschool. We adopt a sociocultural perspective when examining the mediating role of theoretical concepts for reasoning about the integration of digital media in ECEC. The findings illustrate how the concepts mediate an understanding of (i) play and teaching as responsive activities with a focus on the importance of sharing the same digital media references (ii) play and teaching activities as building on a mutual frame of reference, which is a challenge as children have different experiences of digital media than adults, (iii) play as including fluctuations between “as if” and “as is” and something that must include fantasy and an openness, with digital media contributing to or hindering such openness, and (iv) how teaching can take shape in mutual activities where mutual experiences of digital media can be used as a starting point for teaching. Implications for professional development efforts and teacher agency are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46929784","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

Extended dialogues in establishing children-teacher play: The pattern of initiation–challenge–extension (ICE) 创设幼儿-教师游戏的扩展对话:启动-挑战-延伸模式

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-07-13 DOI: 10.1177/1476718x231185436

Anne Kultti

{"title":"Extended dialogues in establishing children-teacher play: The pattern of initiation–challenge–extension (ICE)","authors":"Anne Kultti","doi":"10.1177/1476718x231185436","DOIUrl":"https://doi.org/10.1177/1476718x231185436","url":null,"abstract":"In studies of classroom discourse in early childhood education and care (ECEC), a dominance of the communicative pattern of initiation, response, follow-up (IRF) is shown, and a need of knowledge about extensive dialogue for meaning making is argued. In the present study, communication between children and teacher(s) in play is consider as a form educational discourse mediating language learning. The study, informed by a sociocultural perspective aims to contribute to the knowledge of pattern of establishing a pedagogical dialogue in play activities. What characterizes the communication establishing a joint play in which children come to participate in extensive dialogues is clarified through reanalyzing video-documented data from a project concerning play, learning and teaching in ECEC. The analysis implies a pattern of ICE: children initiating a play (I)—a teacher challenging the initiative (C)—children expanding the content (E). The function of challenging is understood as the critical contribution for opening for and expanding the children’s verbal participation. A conclusion of changing the follow-up from evaluating to expanding in a pedagogical dialogue is recommended to study further in different contexts.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915824","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

Playing, tinkering, and problem solving: Understanding early computational thinking in libraries and museums 游戏、修补和解决问题:了解图书馆和博物馆的早期计算思维

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-02 DOI: 10.1177/1476718X231175464

Kathleen Campana, J. Elizabeth Mills

{"title":"Playing, tinkering, and problem solving: Understanding early computational thinking in libraries and museums","authors":"Kathleen Campana, J. Elizabeth Mills","doi":"10.1177/1476718X231175464","DOIUrl":"https://doi.org/10.1177/1476718X231175464","url":null,"abstract":"Computational thinking (CT) has emerged as an important method in the United States for helping children learn to solve complex problems and develop skills necessary for coding and other computer science-related endeavors. Research has revealed that CT can be encouraged with children as young as 3–4 years of age. While some preschools and schools are incorporating CT into their curriculum for young children, ages 0–8 years, it is important to understand how environments outside of schools are using CT with young children, particularly given that, in the United States, a large percent of young children, ages 0–5 years, are not in formal school settings. This study provides insight into this area through 20 interviews with educators in libraries and museums to understand how they incorporate CT into their work with young children, ages 0–8 years, and their families. The interviews reveal that library and museum educators are using a variety of developmentally-appropriate approaches, such as play, experimentation, and narrative, to design and offer a diverse array of engaging, hands-on CT activities that allow young children to practice CT in child-centered, meaningful ways.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"369 - 383"},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46679067","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

Conceptual knowledge of writing words and numbers: Developmental data from preschool children 书写单词和数字的概念知识:学龄前儿童的发展数据

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-02 DOI: 10.1177/1476718x231179083

A. Ralli, Asimenia Papoulidi, Despoina Tsaoussi

{"title":"Conceptual knowledge of writing words and numbers: Developmental data from preschool children","authors":"A. Ralli, Asimenia Papoulidi, Despoina Tsaoussi","doi":"10.1177/1476718x231179083","DOIUrl":"https://doi.org/10.1177/1476718x231179083","url":null,"abstract":"Children’s conceptual knowledge of writing words and numbers is an important aspect of their cognitive development. Children use notations as representations that have a communicative value and begin to learn about formal differences between writing words and writing numbers at an early age before the onset of formal schooling. The aim of the present study was to examine preschool children’s conceptual knowledge of writing words and numbers in an ecologically valid task with communicative value. One hundred and twenty Greek-speaking preschool children between the ages of 3 and 6 years old were assessed on the identity card task, which examined their production of notations for words and numbers during their effort to communicate personal information to others. The results demonstrated a developmental trend in the type of notation children produced with the younger children providing more “ambiguous” notations, for both tasks implying writing words and numbers, while as they got older, they provided more “writing-like” notations for the tasks implying writing words and more “number-like” notations for the tasks implying writing numbers. Understanding when and how children differentiate their symbolic representations for words and numbers can inform both theory and practice by expanding our understanding of whether certain constraints characterize the developmental course of a specific notational system. The findings of the present study could be incorporated in educational practice and enhance children’s emerging literacy and numeracy skills.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42385430","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

Examining early childhood education through the lens of stakeholders: A statewide needs assessment 从利益相关者的角度审视幼儿教育：全州需求评估

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-02 DOI: 10.1177/1476718X231175466

L. D’Amico, Xumei Fan, Sandra M. Linder, Tammy Pawloski, K. M. White

引用次数: 0

Engaging with health programming in head start: Parents’ perspectives 提前参与健康规划：父母的观点

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-02 DOI: 10.1177/1476718X231175449

Dara Forrest, Amy Lee, A. Hegde, D. Dev, D. Saum, V. McMillan, V. Stage

{"title":"Engaging with health programming in head start: Parents’ perspectives","authors":"Dara Forrest, Amy Lee, A. Hegde, D. Dev, D. Saum, V. McMillan, V. Stage","doi":"10.1177/1476718X231175449","DOIUrl":"https://doi.org/10.1177/1476718X231175449","url":null,"abstract":"The purpose of this study was to explore parents’ common experiences with healthy eating and physical activity-focused (HE-PA) programming in one Head Start (HS) program (two centers) in eastern North Carolina (NC). Researchers conducted 13 in-depth semi-structured telephone interviews November 2017–May 2018. Participants were parents of preschool children (4–5 years) enrolled in HS. Interviews were recorded and transcribed verbatim. Phenomenology was used to guide study design and analysis to identify themes. Researchers identified seven emergent themes within three categories: (1) strategies to facilitate engagement; (2) motivators for engagement; and (3) barriers to engagement. HS facilitated engagement through HE-PA focused programming. Parents reported they were motivated by self-interest and their children, but engagement was challenged by poor communication and socioeconomic barriers. HS programs may benefit from new strategies that help parents overcome barriers to making HE-PA a priority amongst competing priorities. Research is also needed to explore new methods of communication that align with parent-reported motivations.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"355 - 368"},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44781809","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

‘New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA 是“新常态”还是继续“保持社交距离”?学前班从业者对封锁后英国和美国贫困的反应

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-01 DOI: 10.1177/1476718x231175459

Donald Simpson, P. Mazzocco, S. Loughran, Eunice Lumsden, S. Lyndon, Christian Winterbottom

引用次数: 0

Remote schooling and screentime during COVID-19: Exploring the experiences of low-income families with young children COVID-19期间远程教育和屏幕时间:探索有幼儿的低收入家庭的经验

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-01 DOI: 10.1177/1476718X231175453

Shayl F. Griffith, Samantha M. Casanova, Jillian H. Delisle, Athena A. Mavrakis

{"title":"Remote schooling and screentime during COVID-19: Exploring the experiences of low-income families with young children","authors":"Shayl F. Griffith, Samantha M. Casanova, Jillian H. Delisle, Athena A. Mavrakis","doi":"10.1177/1476718X231175453","DOIUrl":"https://doi.org/10.1177/1476718X231175453","url":null,"abstract":"During the COVID-19 pandemic, families with young children were suddenly tasked with adapting to remote schooling, where lessons were largely delivered online via screen media devices. Meanwhile, concerns rose about increased amount of time young children were spending with screen media devices during periods of “lockdown”. Few studies have examined caregivers’ experiences of navigating remote schooling with the youngest learners, who are likely to be particularly dependent on caregivers. Further, no studies to our knowledge have examined how the COVID-19 pandemic and the transition to remote schooling interacted with caregivers’ perceptions and practices regarding child screen media use at home. Using thematic analysis of semi-structured interviews with 26 low-income caregivers of young children in Miami-Dade County, Florida, we examined caregivers’ experiences with remote schooling and their perceptions of and experiences with child screen media use during the COVID-19 pandemic. Results demonstrated that caregivers experienced challenges in facilitating remote schooling for their young children, and that the pandemic and remote schooling brought about notable changes in perceptions and habits around child screen media use at home. These results have implications for future planning around schooling in times of crisis and around incorporation of educational technology into the schooling process, and suggest the need for updating guidelines for caregivers of young children around screen media use to account for the increased integration of screen media devices in schooling and everyday life.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42378313","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

Kindergarten children's reactions to the COVID-19 pandemic: Creating a sense of coherence. 幼儿园儿童对COVID-19大流行的反应:营造一种连贯性

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-01 Epub Date: 2022-12-28 DOI: 10.1177/1476718X221145471

Bilha Paryente, Roni Gez-Langerman

{"title":"Kindergarten children's reactions to the COVID-19 pandemic: Creating a sense of coherence.","authors":"Bilha Paryente, Roni Gez-Langerman","doi":"10.1177/1476718X221145471","DOIUrl":"10.1177/1476718X221145471","url":null,"abstract":"This article examines kindergarten children's experience of the COVID-19 pandemic. It aims to understand the children's thoughts, emotions, and coping strategies regarding the presence of the COVID-19 virus in their daily lives, using the salutogenic approach to study their sense of coherence and promote relevant professional instruction. Semi-structured in-depth interviews were held with 130 five- to six-year-old children with an equal number of boys and girls. All of the children were recruited from kindergartens affiliated with the state's secular education system. Data were structured into three themes: (1) the child's perception of the pandemic as manageable through significant accompanying and absent figures; (2) the child's comprehension of the virus as dangerous, age-differentiating, and contagious; and (3) the child's emotional processing of the pandemic as arousing fear of death and through images, such as \"thorny\" and \"monster.\" The results demonstrate the young children's sense of coherence, characterized as extrapersonal perception, interpersonal coping, and intrapersonal emotional processing, and the need for greater acknowledgment of child-parent educators' informed interventions that could give children a partial feeling of the adult's awareness of their needs.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"133-146"},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9805994/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41480638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quality early childhood education and care in a time of COVID-19. 2019冠状病毒病背景下的优质幼儿教育和护理

IF 1.2

Journal of Early Childhood Research Pub Date : 2023-06-01 Epub Date: 2023-02-11 DOI: 10.1177/1476718X231153105

Sasha Tregenza, Verity Campbell-Barr

{"title":"Quality early childhood education and care in a time of COVID-19.","authors":"Sasha Tregenza, Verity Campbell-Barr","doi":"10.1177/1476718X231153105","DOIUrl":"10.1177/1476718X231153105","url":null,"abstract":"Contextual approaches to high quality Early Childhood Education and Care (ECEC) seek to capture the complexity of children's lives, developing pedagogical approaches that are responsive to children's needs and interests. In 2020, the COVID-19 pandemic provided a complex layer to the question of what constitutes quality ECEC. A mixed methods appreciative inquiry of educators' and parents' views of quality in one ECEC setting in England, became an unexpected ethnographic exploration of quality ECEC in the time of a global pandemic. The findings indicate how features of quality, such as offering a range of learning environments and structuring the pedagogic environment to offer free-flowing play, had to be adapted to prevent the spread of COVID-19. The focus on quality shifted, prioritising the health and safety of families and staff, over the quality and variety of the curriculum. Greater emphasis was also placed on children's social and emotional well-being to support their ability to understand and manage the changes to routines in response to the pandemic. The findings demonstrate that the early years workforce remains central to understanding and supporting quality, concluding that quality ECEC is shaped by adaptability - adapting to the needs of children, families, staff, and the unprecedented context of COVID-19. The focus on adaptability seeks to highlight how educators frequently respond to unique contexts in juggling concepts of quality ECEC. Consequently, a recommendation is made for future educator training to consider the importance of adaptability, in providing a useful framework for reimaging quality ECEC post COVID-19.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"198-211"},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922662/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43647254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0