Journal of Early Childhood Research最新文献_第9页

Social capital investment in social justice: How parents shape socioeconomic diversity within early childhood programs 社会正义中的社会资本投资:父母如何在早期儿童项目中塑造社会经济多样性

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-03-16 DOI: 10.1177/1476718X221083412

Rachel Demma

引用次数: 0

Parent agency in promoting child learning: Family perceptions of focusing on family strengths during early childhood assessment and planning practices 促进儿童学习的家长机构：在幼儿评估和规划实践中注重家庭优势的家庭观念

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-03-15 DOI: 10.1177/1476718X221083420

Bonnie Keilty, C. Trivette, Jennifer Gillespie

引用次数: 0

Parental perceived stress and its consequences on early social-emotional child development during COVID-19 pandemic 在COVID-19大流行期间，父母感受到的压力及其对儿童早期社会情感发展的影响

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-03-15 DOI: 10.1177/1476718X221083423

J. Dillmann, Özlem Sensoy, G. Schwarzer

{"title":"Parental perceived stress and its consequences on early social-emotional child development during COVID-19 pandemic","authors":"J. Dillmann, Özlem Sensoy, G. Schwarzer","doi":"10.1177/1476718X221083423","DOIUrl":"https://doi.org/10.1177/1476718X221083423","url":null,"abstract":"In 2020, the novel coronavirus SARS-CoV-2, and the resulting highly infectious disease COVID-19 led to restrictions based on the principal of social distancing to curb the spread of the virus among the population and to prevent an overload of health system capacities. These restrictions changed the daily lives of young children and parents dramatically. In a German questionnaire study, we aimed to investigate the impact of the COVID-19 pandemic on the magnitude of stress in parent-child systems and on social-emotional child development. Our sample consisted of 90 (39 male, 51 female) children (M = 17.2 months, SD = 9.7 months) aged 7–12 months (n = 38), 13–24 months (n = 31) and 25–38 months (n = 21). Parental stress was measured using the German version of the Parenting Stress Index, namely Eltern-Belastungs-Inventar. Additionally, social-emotional child development was measured using the Social-Emotional Questionnaire of the Bayley-III. Our findings show that parents experienced more stress during the COVID-19 pandemic in Germany compared to norms. Parental perceived stress was higher in parents of older children than younger ones. Interestingly, social-emotional child behavior scores significantly decreased with children’s increasing age. Moreover, higher parental stress was associated with lower values of social-emotional child behavior. Our findings provide important novel data on parental perceived stress and social-emotional child development during the COVID-19 pandemic. However, further research investigating the long-term consequences of the pandemic is needed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"524 - 538"},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43905332","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: 10

Strong conceptual knowledge developed through home reading experiences prior to school 通过上学前的家庭阅读经验培养了强大的概念知识

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-03-10 DOI: 10.1177/1476718X221083413

B. Raban

{"title":"Strong conceptual knowledge developed through home reading experiences prior to school","authors":"B. Raban","doi":"10.1177/1476718X221083413","DOIUrl":"https://doi.org/10.1177/1476718X221083413","url":null,"abstract":"Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordings were reviewed for instances of reading experiences. In addition, parent interviews reported activities with their children, including those not captured on the audio/tape-recordings and others that took place across different days not recorded. Strong relationships were found between measures of family interest in reading and their children’s reading development when they started school. It was also found that Socioeconomic Status (SES) of family background did not necessarily determine these children’s reading development. Those children who had the opportunity to form successful understandings about reading from their home experiences, arrived at school with strong conceptual frameworks that supported their continuing reading development.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"14 9","pages":"357 - 369"},"PeriodicalIF":1.2,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41256861","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

Parents’ attitudes and unequal opportunities in early childhood development: Evidence from Eastern India 父母的态度与幼儿发展中的不平等机会：来自印度东部的证据

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-02-25 DOI: 10.1177/1476718X221077170

Saikat Ghosh, H. Steinberg

引用次数: 2

Childminding professionalism and professionalisation in Ireland: A different story 爱尔兰的育儿专业化和专业化：一个不同的故事

IF 1.2

Journal of Early Childhood Research Pub Date : 2022-02-25 DOI: 10.1177/1476718X221077171

Miriam O'Regan, Ann Marie Halpenny, N. Hayes

{"title":"Childminding professionalism and professionalisation in Ireland: A different story","authors":"Miriam O'Regan, Ann Marie Halpenny, N. Hayes","doi":"10.1177/1476718X221077171","DOIUrl":"https://doi.org/10.1177/1476718X221077171","url":null,"abstract":"This research focussed on documenting the praxis and paedagogy of paid, professional childminding (family childcare/day care) in Ireland. It explored professionalism and professionalisation among childminders in the context of the evolving understanding of professionalism in Early Childhood Education and Care (ECEC) nationally and internationally. The research was conducted within the framework of Ecocultural Theory (ECT) on the eve of mandatory regulation of childminding against the backdrop of Irish ECEC policy. A mixed method approach was adopted, using the Ecocultural Family Interview for Childminders (EFICh), including participants’ photographs, case study surveys, researcher field notes and holistic ratings. We present findings related to childminder professionalism and professionalisation, highlighting its significant differences from centre-based provision. It is vital to understand childminding as an ecocultural adaptation to create a stable family niche, relationally and economically. It helps to explain childminders’ approach to just-in-time training as adult learners, their desire for public recognition of childminding’s differences and unique value, and their need for supportive supervision in their family home ahead of annual inspection. Imposed professionalism is rejected in favour of a participatory approach sensitive to agentic childminders’ professional development. To support and develop professional 21st century childminding, Ireland requires a tailored regulatory system specific to childminding.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"307 - 321"},"PeriodicalIF":1.2,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029052","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

How parents spent time at home with their preschool-aged children during the COVID-19 pandemic of 2020 2020年新冠肺炎大流行期间，父母如何在家陪伴学龄前儿童

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-12-11 DOI: 10.1177/1476718X211059906

Aysenur Duran, E. Ömeroğlu

{"title":"How parents spent time at home with their preschool-aged children during the COVID-19 pandemic of 2020","authors":"Aysenur Duran, E. Ömeroğlu","doi":"10.1177/1476718X211059906","DOIUrl":"https://doi.org/10.1177/1476718X211059906","url":null,"abstract":"The effects of the COVID-19 pandemic have been seen in more than 120 countries, including Turkey, which took public health measures to reduce the spread of the novel virus. The COVID-19 pandemic had a significant impact on the Turkish education system, where schools closed indefinitely on March 16, 2020, due to the pandemic. School closures immediately changed the lives of Turkish children and their parents, as children started to spend more time with their families at home during this pandemic. This article addresses how parents spent time with their children at home during the COVID-19 pandemic, and how their feelings changed during this time. Purposive sampling was used to select 25 parents whose children in preschool education during the spring semester of 2020. This study used qualitative methods, collecting data through a semi-structured interview form. Interviews were conducted over the telephone because of the social distancing guidelines during the pandemic. Results from the interviews show that parents engaged in several different types of activities with their children at home during the pandemic. Parents’ reflections detailed how they noticed behavioral, psychological, socialization, and school-based impacts on their children during the pandemic period. Besides, findings indicate that parents generally experienced negative feelings and effects due to the pandemic. Results are discussed in terms of the effects of the pandemic on the lives of parents and their young children.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"13 - 26"},"PeriodicalIF":1.2,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49407509","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: 4

Making everyday meanings visible: Investigating the use of multimodal map texts to articulate young children’s perspectives 让日常意义变得可见：调查使用多模式地图文本表达幼儿观点

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-12-08 DOI: 10.1177/1476718X211062750

S. J. Gowers

{"title":"Making everyday meanings visible: Investigating the use of multimodal map texts to articulate young children’s perspectives","authors":"S. J. Gowers","doi":"10.1177/1476718X211062750","DOIUrl":"https://doi.org/10.1177/1476718X211062750","url":null,"abstract":"The use of multimodal approaches to articulate young children’s perspectives are evident in a wide range of recent research. This paper explores the creation of multimodal map-texts as a strategy to engage with young children and articulate their perspectives. It describes the development of a flexible map-based approach that was used in home, early years and community settings with children aged 4 to 5 years in England. Illustrative examples are included in which children represented and shared their views on the image-based texts they encountered within their everyday lives through the creation of a multimodal map-text. In this approach to research, children are viewed as competent message creators whose engagements encompass a range of modes and media. Consideration was given to young children’s multimodal meaning-making practices throughout the act of mapping, as well as the resulting text. Taking this approach revealed knowledge, perspectives and contextual information which may otherwise have been overlooked. The paper concludes by identifying the contribution that children’s map-texts can make when building a picture of young children’s experiences, and appraises the advantages and limitations of map-making as a strategy for engaging with young children in research.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"20 1","pages":"259 - 273"},"PeriodicalIF":1.2,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47182203","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

Kindergarten children’s perceptions of the social unrest in Hong Kong 幼儿园小朋友对香港社会动荡的看法

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-12-07 DOI: 10.1177/1476718X211062728

Caroline Cohrssen, N. Rao, P. Kapai, P. G. Londe

引用次数: 2

Measuring early child development across low and middle-income countries: A systematic review. 衡量低收入和中等收入国家儿童早期发展:系统回顾

IF 1.8

Journal of Early Childhood Research Pub Date : 2021-12-01 Epub Date: 2021-06-14 DOI: 10.1177/1476718X211020031

Bernardita Munoz-Chereau, Lynn Ang, Julie Dockrell, Laura Outhwaite, Claire Heffernan

{"title":"Measuring early child development across low and middle-income countries: A systematic review.","authors":"Bernardita Munoz-Chereau, Lynn Ang, Julie Dockrell, Laura Outhwaite, Claire Heffernan","doi":"10.1177/1476718X211020031","DOIUrl":"10.1177/1476718X211020031","url":null,"abstract":"<p><p>The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the development of children between the ages of 0-5 years in LMICs was undertaken. Drawing on education, psychology and health databases, we identified reliable, valid or measures adapted for use in LMICs for either assessments of children's development or their learning environments. The inclusion criteria were (1) peer reviewed papers published between January 2009 and May 2019; (2) assessment tools used to measure cognitive/language development or the early years or home environment in at least one LMIC; (3) report of the psychometric properties (validity and reliability) of the tool, and/or description of the cultural adaptability/translation process undertaken before applying it to a LMIC. Two hundred and forty-nine available records published in the last decade in peer-review journals and nine relevant systematic literature reviews were identified. Fifty-seven records were qualitatively synthesised based on their psychometric properties and cultural adaptation. Forty-three tools were reviewed utilising 12 criteria. Five elements of analysis present in Tables 2 and 3 (study, population tested, validity, reliability and cultural adaptability/translation) focused on the tools' psychometric properties and previous application in LMICs. A further seven dimensions outlined in Tables 4 and 5 identified specific characteristics of the tools from target age, administration method, domains, battery, accessibility, language and country/institution. We suggest these 12 key considerations for the selection of measurement tools that are applicable to effectively assess ECD in LMICs.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"19 1","pages":"443-470"},"PeriodicalIF":1.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12160078/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44702406","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