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

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

‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education “我下面有这个颠覆性的课程”:幼儿教育中微观抵抗的叙述

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-25 DOI: 10.1177/1476718x211059907

Nathan Archer

{"title":"‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education","authors":"Nathan Archer","doi":"10.1177/1476718x211059907","DOIUrl":"https://doi.org/10.1177/1476718x211059907","url":null,"abstract":"<p>Neoliberal thinking has increasingly shaped global and national policy incursions in early childhood education. Research has highlighted the power effects of such policies with consequences for pedagogy, provision and the professional identities of educators. Less well understood are educator responses to these policies. Whilst literature offers some exploration of resistance movements, little is known from empirical studies about how acts of resistance are enacted individually (and collectively) in the professional lives of early years educators. This article explores how English early childhood educators resist policy constructions of ideal professional identities. Using reconceptualized critical theory, this paper considers both neoliberal shaped demands on early educators and their resistance to these. Employing data from professional life story interviews (<i>n</i> = 16) by early educators in a range of contexts, narratives were constructed which document their responses to ECE policies. This paper draws on three of these narratives. A Critical Narrative Analysis reveals that educator resistances are not always large scale, collective or mobilized but are often expressed in atomized contexts through a dispersed network of actors. Individual responses included ‘micro resistances’ which were often local, quiet and invisible but multiple. The paper offers novel insights into c/overt resistances revealing educators’ complex, nuanced and subversive responses to discursive policy manoeuvres.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"7 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538898","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

Preschoolers’ social emotional learning in children’s museums and community playgrounds 学龄前儿童在儿童博物馆和社区游乐场的社会情感学习

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-25 DOI: 10.1177/1476718X211059913

J. Luke, S. Brenkert, Nicole R. Rivera

引用次数: 1

Ageless play: Sustaining intergenerational playgroup programmes 永恒的游戏:维持代际游戏小组计划

IF 1.2

Journal of Early Childhood Research Pub Date : 2021-11-23 DOI: 10.1177/1476718X211059662

Maree Stanley, Penny Allen, Terry-Ann Tunks, Melanie G. Davenport, J. Cartmel

引用次数: 2