Journal of Early Childhood Research最新文献

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Young children and families’ home literacy and technology practices before and during COVID-19 幼儿和家庭在COVID-19之前和期间的家庭扫盲和技术实践
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-05-15 DOI: 10.1177/1476718X231164132
Naomi Lin, M. Molgaard, Alison Wishard Guerra, Shana R. Cohen
{"title":"Young children and families’ home literacy and technology practices before and during COVID-19","authors":"Naomi Lin, M. Molgaard, Alison Wishard Guerra, Shana R. Cohen","doi":"10.1177/1476718X231164132","DOIUrl":"https://doi.org/10.1177/1476718X231164132","url":null,"abstract":"The home is an important setting for young children’s learning and development. We examined home literacy practices and technology usage among families with children ages 5–6 years old (N = 47) before as compared to during COVID-19 with bivariate analyses. Variations by household income were also investigated. Parents completed surveys on home literacy and technological practices and demographic information in the spring of transitional kindergarten and the following kindergarten year. Results demonstrated an increase in child technology usage for school related educational programs, from pre-COVID-19 to COVID-19 and a decrease in home book reading, storytelling, writing, and playing games during COVID-19 home learning. Transitional kindergarten parents from the upper-income bracket reported significantly lower technology use of educational games compared to those in the lower-income group pre-COVID-19. Kindergarten parents from the upper-income bracket reported significantly higher technology use of educational games and lower technology use in watching TV to fall asleep, compared to those in the lower-income group during COVID-19. Findings suggest that there are few differences in home learning environments across family income groups. By characterizing how parents utilize technology and literacy practices with their children, we can better understand how to support families through COVID-19 and beyond.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48630845","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
Parental self-efficacy in relation to family characteristics 父母自我效能感与家庭特征的关系
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-05-03 DOI: 10.1177/1476718X231164133
Juliane Gessulat, Elisa Oppermann, Franziska Cohen, Yvonne Anders
{"title":"Parental self-efficacy in relation to family characteristics","authors":"Juliane Gessulat, Elisa Oppermann, Franziska Cohen, Yvonne Anders","doi":"10.1177/1476718X231164133","DOIUrl":"https://doi.org/10.1177/1476718X231164133","url":null,"abstract":"Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate the structure of PSE. It was a priority whether (1) task-specific and general PSE could be assessed separately or (2) be mapped in a hierarchical model with task-specific PSE factors and a superordinate factor of general PSE. A Chi-square test shows no significant model improvement, which indicates general and task-specific PSE being separate dimensions. US studies suggest that low-income parents, migrants, or parents with a lower educational status experience lower PSE. To adequately support these parents, we need to know whether differences according to families’ background characteristics occur in task-specific and general PSE beliefs. We tested general PSE and PSE in four parenting tasks for differences according to families’ background characteristics. Parents with a university degree they were self-efficacious in communicating responsible media use than parents without a university degree. Parents with a non-German family language they were self-efficacious in communicating a responsible media use, caring for a sick child, and in their general PSE compared to parents with German as a family language. The results of the group differences are discussed in the context of how to support different parent groups.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"224 - 240"},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45006661","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
Early childhood leadership well-being: A phenomenological examination of workplace stress and supports 幼儿领导福祉:工作场所压力和支持的现象学研究
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-05-03 DOI: 10.1177/1476718x231164131
Jamlick Peter Ondieki Bosire, Kathleen C. Gallagher, Amanda Leigh Garrett, Wayne A. Babchuk
{"title":"Early childhood leadership well-being: A phenomenological examination of workplace stress and supports","authors":"Jamlick Peter Ondieki Bosire, Kathleen C. Gallagher, Amanda Leigh Garrett, Wayne A. Babchuk","doi":"10.1177/1476718x231164131","DOIUrl":"https://doi.org/10.1177/1476718x231164131","url":null,"abstract":"Early childhood center directors need to effectively function in their workplace so that they can provide leadership that supports quality. Their personal and professional well-being may affect how they support other educators. Few studies have investigated work-related well-being from directors’ perspectives. This qualitative study investigated the directors’ common experiences about well-being. Specifically, interpretative phenomenological design was used to explore the directors’ work-related stress, work-related support, and well-being. Four early childhood center directors serving children from low socio-economic backgrounds in Mid-Western State were interviewed individually to understand how they understood work-related well-being, sources of work-related stress, and work-related support. Five themes emerged from the data: understanding of well-being (physical and mental health, salary, relationships, and self-care practice); sources of work-related stress (compassion fatigue, role, and learning); managing work-related stress (self-discipline, mindfulness); sources of support (leadership, staff, self-support, family, and friends); source of inspiration (opportunity and value). Implications include establishing formal support networks, and policy review and provision of resources to effectively support directors from burnout.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"10 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41291816","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
Humour and the stretchy temporality of peer conflict in a group early childhood setting: An analysis of relational power 幽默感与幼儿群体中同伴冲突的弹性时间性:关系权力分析
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159300
Carmen Dalli, A. Strycharz-Banaś, M. Meyerhoff
{"title":"Humour and the stretchy temporality of peer conflict in a group early childhood setting: An analysis of relational power","authors":"Carmen Dalli, A. Strycharz-Banaś, M. Meyerhoff","doi":"10.1177/1476718X231159300","DOIUrl":"https://doi.org/10.1177/1476718X231159300","url":null,"abstract":"While research on children’s humour is growing, few investigations have focused on how children use humour in conflict interactions, and specifically in group early childhood settings. Using data extracts from a project that investigated children’s naturally occurring conflict interactions in a multi-ethnic early childhood setting, we use interactional sociolinguistics to analyse how children used humour at unexpected moments during conflict situations. The analysis probes different meanings carried in the children’s use of humour, illustrating how humour intersected with personal and relational power to resolve or defuse conflict, or to coerce compliance with existing peer relational positions. The analysis broadens understandings of the significance of humour in children’s lives in early childhood settings, and particularly in the context of conflict interactions that have a ‘stretchy temporality’ connecting interactive moves to others in the past, and to existing power positions in peer relationships.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"384 - 398"},"PeriodicalIF":1.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47035852","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
‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations “这也发生在我身上”:芬兰学龄前儿童的同伴排斥经历
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159290
Antonina Peltola, Liisa Karlsson, J. Kangas
{"title":"‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations","authors":"Antonina Peltola, Liisa Karlsson, J. Kangas","doi":"10.1177/1476718X231159290","DOIUrl":"https://doi.org/10.1177/1476718X231159290","url":null,"abstract":"Being part of a peer group and feeling a sense of belonging increases the well-being of children in early childhood education and care (ECEC). Still, children face exclusion and rejection by peers. This study examined children’s peer exclusion experiences in pre-primary school settings, investigating children’s voices and perspectives through researching children’s narratives. Ten children participated in the interviews in Finnish pre-primary school during spring 2018. Children’s narrations about exclusion took place during free play time in children’s peer groups. Results showed common features but also a variety of children’s experiences and strategies when facing exclusion, and suggests that children with positive experiences with peers can cope with occasional exclusion. Children had a clear understanding of exclusion and they were capable of expressing their experiences verbally. Furthermore, by researching children’s narratives, we can increase our understanding of peer exclusion in early childhood educational settings.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"328 - 340"},"PeriodicalIF":1.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65921996","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
Parenting self-efficacy in relation to children’s executive function and externalizing behavior 父母自我效能感与儿童执行功能和外化行为的关系
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159293
M. Yovita, D. Hendrawan
{"title":"Parenting self-efficacy in relation to children’s executive function and externalizing behavior","authors":"M. Yovita, D. Hendrawan","doi":"10.1177/1476718X231159293","DOIUrl":"https://doi.org/10.1177/1476718X231159293","url":null,"abstract":"Parenting has a prominent role in predicting children’s externalizing behaviors (EB). Although parenting behavior has been shown by prior research to mediate the relationship between parenting self-efficacy (PSE) as the cognitive aspect of parenting and child EB, the role of children’s cognitive aspects in the relationship is not yet well understood. To improve understanding of the relationship between PSE, children’s EB, and children’s cognitive aspect, the current study aims to investigate the mediating effect of children’s executive function (EF) on the relationship between PSE and children’s EB in early childhood. Questionnaire data on PSE, child EF, and child EB were collected from 217 mothers of typically developed children aged 3 years to 8 years in Indonesia. Hayes PROCESS analysis revealed an indirect effect of maternal PSE on child EB that is mediated by child EF when socioeconomic status is controlled. With this indirect effect accounted for, the direct effect of maternal PSE on child EB disappears, suggesting a full mediation effect. Specifically, the relationship between PSE and child EB is fully mediated by inhibitory control, but only partially mediated by working memory. The discovery indicates that children’s EF deficit may increase child EB, along with a decrease in maternal PSE. These findings imply that in providing EB intervention for children, it is necessary to consider PSE and children’s EF.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"314 - 327"},"PeriodicalIF":1.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45095181","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
Educational efficacy for preschool parents in the time of COVID-19 新冠肺炎疫情下学前家长教育效果分析
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-04-10 DOI: 10.1177/1476718X231159302
Angela M. Kurth, Audra K. Nuru
{"title":"Educational efficacy for preschool parents in the time of COVID-19","authors":"Angela M. Kurth, Audra K. Nuru","doi":"10.1177/1476718X231159302","DOIUrl":"https://doi.org/10.1177/1476718X231159302","url":null,"abstract":"According to the National Center for Educational Statistics, more than 85% of U.S. children under the age of five attend pre-Kindergarten programs. When COVID-19 quickly caused much of the nation to close preschool programs with very little notice, the structure of education changed dramatically. The purpose of the present study was to explore two specific aims: First, the study examines the role of self-efficacy in educational involvement during COVID-19; and second, the study examines the impact of perceived resources on parental efficacy and involvement during COVID-19. Parents of pre-K students reported on their perception of the educational program’s resources and their own involvement and feelings of self-efficacy toward their child’s education. Results indicate that resources, self-efficacy, and involvement were challenged by the pandemic. Taken together, these results strengthen existing research on educational efficacy, parental engagement, and perceptions of resources during times of adversity.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812213","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
Parent perspectives on young children's changing digital practices: Insights from Covid-19. 家长对幼儿不断变化的数字实践的看法:来自Covid-19的见解
IF 1.8
Journal of Early Childhood Research Pub Date : 2023-03-01 Epub Date: 2022-12-28 DOI: 10.1177/1476718X221145486
Kate L Lewis, Steven J Howard, Irina Verenikina, Lisa K Kervin
{"title":"Parent perspectives on young children's changing digital practices: Insights from Covid-19.","authors":"Kate L Lewis, Steven J Howard, Irina Verenikina, Lisa K Kervin","doi":"10.1177/1476718X221145486","DOIUrl":"10.1177/1476718X221145486","url":null,"abstract":"<p><p>Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the pandemic and first lockdown was unfolding in Australia. Data was collected through questionnaire (<i>N</i> = 101) and semistructured interview (<i>n</i> = 20) about status and change in children's digital practices, and parents' rules and flexibility in governing these experiences. Quantitative findings suggested children's frequency and duration of digital device use trended upwards during lockdown, and parents were more flexible in their rules about the amount of screen time, as well as when and where children could use digital devices. Qualitative results suggested that, more than a temporary and situational change, for many parents, exposure to new ways of engaging with digital technologies facilitated a shift in their perceptions, leading to greater consideration of quality in their choices for their children. This study highlights the influential role of parents in shaping children's digital experiences. Understanding their perceptions, as well as children's current and shifting digital practices in the home, is important for informing efforts and guidance for supporting young children's safe and effective use of digital technologies.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"76-90"},"PeriodicalIF":1.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9813658/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45109109","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
Changes in demands and resources faced by the early childhood education workforce due to COVID-19. COVID-19导致幼儿教育工作人员面临的需求和资源变化
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-03-01 Epub Date: 2022-11-15 DOI: 10.1177/1476718X221136463
Charlotte V Farewell, Jennie Quinlan, Lisa Gonzales, Jini Puma
{"title":"Changes in demands and resources faced by the early childhood education workforce due to COVID-19.","authors":"Charlotte V Farewell, Jennie Quinlan, Lisa Gonzales, Jini Puma","doi":"10.1177/1476718X221136463","DOIUrl":"10.1177/1476718X221136463","url":null,"abstract":"<p><p>The primary purpose of this study was to investigate the impacts of the COVID-19 pandemic on demands, resources, and job satisfaction among a convenience sample of early childhood education (ECE) staff employed in Head Start preschools in a large metro area of Colorado. A survey was administered to a sample of Head Start staff at two timepoints: Time 1 (pre-COVID-19 pandemic) in October of 2019 (<i>n</i> = 137) and Time 2 (during the COVID-19 pandemic) in November of 2020 (<i>n</i> = 86). The survey consisted of a combination of validated measures to assess personal and external demands and resources and work satisfaction. Workload is a perceived external <i>demand</i> that significantly improved from pre- to mid-pandemic in this sample (<i>z</i> = -3.3, <i>p</i> < 0.01). Many personal and external <i>resources</i> changed pre- to mid-pandemic, though none were statistically significant. Overall job satisfaction in this sample increased, though it was not statistically significant (<i>z</i> = -1.04, <i>p</i> = 0.3). Mitigating demands, such as minimizing workload, and increasing job-related resources, such as bolstering management supports, may lead to improved job satisfaction of the ECE workforce employed in Head Start settings. Although the COVID-19 pandemic has amplified poor mental health and numerous job demands, some of the pandemic-related regulations may have also decreased the workload for some subgroups of the ECE workforce, potentially translating to improved job satisfaction. However, significant disparities remain with respect to personal and external demands among this sample of the ECE workforce compared to the national workforce suggesting multi-level resources and supports are critical to further buffer these stressors.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"63-75"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9669509/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44571168","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
Listening to mothers’ voices of children’s play challenges and changes during social distancing 倾听母亲对保持社交距离期间儿童游戏挑战和变化的声音
IF 1.2
Journal of Early Childhood Research Pub Date : 2023-02-11 DOI: 10.1177/1476718X231153079
C. Dewhirst, Erin C. Casey
{"title":"Listening to mothers’ voices of children’s play challenges and changes during social distancing","authors":"C. Dewhirst, Erin C. Casey","doi":"10.1177/1476718X231153079","DOIUrl":"https://doi.org/10.1177/1476718X231153079","url":null,"abstract":"This study explores how mothers in the US described challenges to their children’s (ages birth to eight) play experiences at home during social distancing due to the COVID-19 virus. Understanding their lived experiences is valuable because it will add insight into the effects of this unique time period on the critical role parent-child interactions play in children’s physical, social, and emotional well-being. Using a phenomenological design, interviews with 14 mothers revealed a common experience in which play efforts were altered at times due to challenges related to social distancing and COVID-19. Four themes described these challenges: Lack of Parent Resources and Support, Work and Child Care Balance, Children’s Struggles with Social Isolation, and Children’s Uncertainty Regarding COVID-19. Mothers believed it was their responsibility to keep their children engaged in play as part of their childcare duties. They struggled to balance work and childcare, did not always enjoy playing with their children, and desired alone time to recover during this challenging time. They sought to best meet their children’s needs but had to make allowances to their parenting practices and play attitudes. The authors discuss how more intensive parenting philosophies could be difficult to sustain when society does not operate as usual.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"256 - 270"},"PeriodicalIF":1.2,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46094076","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
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