Journal of Early Childhood Research最新文献_第7页

Communication with families: Understanding the perspectives of early childhood teachers 与家庭的沟通:了解幼儿教师的观点

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-12-12 DOI: 10.1177/1476718X221140747

Pearl Avari, Erin E. Hamel, R. Schachter, Holly Hatton-Bowers

{"title":"Communication with families: Understanding the perspectives of early childhood teachers","authors":"Pearl Avari, Erin E. Hamel, R. Schachter, Holly Hatton-Bowers","doi":"10.1177/1476718X221140747","DOIUrl":"https://doi.org/10.1177/1476718X221140747","url":null,"abstract":"Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children’s daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the global COVID-19 pandemic restrictions. Technology such as apps and messaging emerged as an efficient way to reach most families, however difficulties facilitating reciprocal communication with families were described. Further research is needed to identify successful communication strategies for both teachers and families, thus building higher quality teacher-family partnerships.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"241 - 255"},"PeriodicalIF":1.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43492456","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

Exclusion and limitation through favouritism as a strategy in children’s play negotiations: A qualitative analysis of children’s multimodal play 儿童游戏谈判策略中的偏袒排斥与限制:儿童多模式游戏的定性分析

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-12-01 DOI: 10.1177/1476718X221083425

Patricia Donner, Siv Lundström, Mia Heikkilä

{"title":"Exclusion and limitation through favouritism as a strategy in children’s play negotiations: A qualitative analysis of children’s multimodal play","authors":"Patricia Donner, Siv Lundström, Mia Heikkilä","doi":"10.1177/1476718X221083425","DOIUrl":"https://doi.org/10.1177/1476718X221083425","url":null,"abstract":"This study focuses on a close examination of how children express themselves at ECEC in play situations, which form an integral and large part of a typical day. The main research question has been: How can children’s social and emotional expressions be understood through analyses of communication and interaction during free play? A qualitative approach has been deemed suitable for this study, since it can provide insight into children’s social interaction and engagement with their peers and with ECEC staff, in their natural, everyday ECEC environment. The study was carried out at eight different ECEC centres and one pre-school at various locations in the Swedish-speaking regions of Finland. At the time of observation, the group sizes at the ECEC centres and the pre-school ranged from about 10 to 20 children, aged 3–6. The analysis showed an overarching category of exclusion in play, and in the article we present examples of how children limit each other during play. This is done through imposing limits in play through favouritism by prioritising certain children above others. The article exemplifies this with detailed analysis of play situations showing children’s verbal favouritism as well as clear exclusion of other children. The results highlight the need of discussing the issue more in depth.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"449 - 462"},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145344","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: 1

Body-worn cameras as a research tool in early years settings: Strengths and weaknesses 作为早期研究工具的随身相机:优点和缺点

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-11-21 DOI: 10.1177/1476718X221136472

Tanya Richardson

引用次数: 0

Sharing their ideas with the world: The views and voices of young children 与世界分享他们的想法:幼儿的观点和声音

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-09-30 DOI: 10.1177/1476718x221125593

Sonya Gaches

引用次数: 0

Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities 中国学龄前儿童家庭算术经验与数学能力

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-09-23 DOI: 10.1177/1476718X221125583

Yuejuan Pan, B. Hu, J. Hunt, Zhongling Wu, Yuewen Chen, Mengyang He

引用次数: 1

The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center 幼儿教师对幼儿中心各种危机应对能力的看法

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-09-21 DOI: 10.1177/1476718X221125585

Sara A Machado, Patricia N. Anderson

{"title":"The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center","authors":"Sara A Machado, Patricia N. Anderson","doi":"10.1177/1476718X221125585","DOIUrl":"https://doi.org/10.1177/1476718X221125585","url":null,"abstract":"The purpose of this study was to investigate the perspectives of preschool teachers regarding crisis preparedness in independently funded childcare centers. This study was based on the integrated model of school crisis preparedness and intervention proposed by Jimerson, Brock, and Pletcher. This study examined how preschool teachers describe the effect of crisis preparedness drills and training on their ability to handle school crisis events prior to, during, and following a center crisis. Qualitative data for the study were gathered during one-on-one interviews conducted with 15 preschool teachers working in independently funded childcare centers across a Western state of the United States. Preschool teachers indicated that some aspects of crisis preparedness drills and training have increased their ability to handle school crisis events while other aspects appear insufficient, both in anticipation of and during a real emergency. Results from this study may inform preschool center directors about the type of training that preschool teachers have, want, and need, in order to best prepare these teachers to respond to a school crisis event and keep children safe.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"18 - 30"},"PeriodicalIF":1.2,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388910","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

An overview of home and parental factors associated with child nurturing care, stimulatory behaviors, and child outcomes in rural communities in Zambia 对赞比亚农村社区中与儿童养育、刺激行为和儿童结局相关的家庭和父母因素的概述

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-09-21 DOI: 10.1177/1476718X221125584

Tamara Chansa-Kabali

{"title":"An overview of home and parental factors associated with child nurturing care, stimulatory behaviors, and child outcomes in rural communities in Zambia","authors":"Tamara Chansa-Kabali","doi":"10.1177/1476718X221125584","DOIUrl":"https://doi.org/10.1177/1476718X221125584","url":null,"abstract":"Contextual diversity in early childhood development present challenges and opportunities for holistic child development. This study explored home and parental factors associated with early childhood developmental outcomes in rural communities. Using purposive sampling, 175 families with children aged 0–8 (87 girls and 88 boys) were recruited to participate in the study. Parents responded to home and parenting measures assessing early developmental supports at home. Child developmental outcomes (cognition, alphabet knowledge, receptive language, pattern reasoning, attention, and fine motor skills) for 58 children were assessed. Correlations showed positive associations of home and parent measures with child outcomes except socioeconomic status and receptive language. This study highlights presence of nurturance care and stimulatory behaviors in rural communities that reflect variations in child outcomes. Based on findings, it was recommended that parent empowering programs be embedded in practices of childcare that incorporate local knowledge and materials including ways they foster different aspects of early developmental skills.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"3 - 17"},"PeriodicalIF":1.2,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786282","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

Chinese parents’ experiences of reading English storybooks to preschool children: A case in Guangzhou, China 中国父母给学龄前儿童读英语故事书的经验——以广州为例

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-06-28 DOI: 10.1177/1476718X221105379

Yingsheng Liu

{"title":"Chinese parents’ experiences of reading English storybooks to preschool children: A case in Guangzhou, China","authors":"Yingsheng Liu","doi":"10.1177/1476718X221105379","DOIUrl":"https://doi.org/10.1177/1476718X221105379","url":null,"abstract":"This study investigated Chinese parents’ experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most English learners in the world, China has an increasing number of parents making an early start for children to learn English. This study followed the tripartite framework of Family Language Policy (FLP) to examine Chinese parents’ beliefs, practices and management in early storybook reading activities. In-depth interviews with 20 parents in Guangzhou revealed that parents’ English reading practices are language-oriented with utilitarian language ideologies. Parents’ reading practices and management were identified with contextual constraints, including non-English speaking environments, parents’ inadequate English proficiency and knowledge of selecting English storybooks. Our findings highlight the impact of English globalization on the educational practices in local families with implications for educational practitioners in countries with similar changing sociolinguistic landscapes.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"595 - 609"},"PeriodicalIF":1.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65921887","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

Parents’ experiences of home-schooling amid COVID-19 school closures, in London, England 新冠肺炎学校关闭期间，英国伦敦家长在家上学的经历

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-05-25 DOI: 10.1177/1476718X221098666

Tehmina S. Khan

{"title":"Parents’ experiences of home-schooling amid COVID-19 school closures, in London, England","authors":"Tehmina S. Khan","doi":"10.1177/1476718X221098666","DOIUrl":"https://doi.org/10.1177/1476718X221098666","url":null,"abstract":"Upon COVID-19 being declared a pandemic by the World Health Organization, parent-carers worldwide faced major challenges in how to adapt, become resilient, and to continue educating their children at all levels amid school closures. Home-schooling, with parent-carers becoming the substitute teachers, had become the new ‘norm’ during the first and third lockdowns in England. This paper reports on qualitative findings from semi-structured interviews with 35 participants comprised of parents with children aged between 5 and 8 years old in South London, England. Thematical analysis is used to capture parents’ well-being experiences of home-schooling amid COVID-19 compulsory school closures. This paper explores how the pressure on parent-carers to provide education at home akin to a school setting is physically and emotionally challenging. The paper also addresses how parents’ stress levels intensified in the second (January 2021) home-schooling period. A post-structural feminist framework is deployed to unpick gender socio-cultural inequalities relating to the distribution of work/labour/childcare duties at home during lockdown. Existing research has focussed on the impact on low-income families and children’s well-being during the pandemic. This research contributes to existing research by addressing an under-researched area relating to the impact on well-belling for middle-income maternal caregivers. Findings of this research show how financial privilege does not provide an escape from additional stress and how parents’ well-being was affected.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"580 - 594"},"PeriodicalIF":1.2,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42954954","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: 2

Concurrent relations between child-directed speech and children’s language skills in low-income households 低收入家庭儿童定向言语与儿童语言技能的并发关系

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-05-25 DOI: 10.1177/1476718X221098661

Rebecca A. Dore, Xingfeiyue Liu, L. Chaparro-Moreno, L. Justice

引用次数: 0