Journal of Research in Childhood Education最新文献_第10页

Social Challenges Facing Women as Educators and Mothers 妇女作为教育工作者和母亲面临的社会挑战

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-07-14 DOI: 10.1080/02568543.2022.2086949

Iris Galili

{"title":"Social Challenges Facing Women as Educators and Mothers","authors":"Iris Galili","doi":"10.1080/02568543.2022.2086949","DOIUrl":"https://doi.org/10.1080/02568543.2022.2086949","url":null,"abstract":"ABSTRACT This article addresses the interplay between motherhood and working as a professional educator. It focuses on female educators’ relationships in the public sphere and private sphere, and how these two spheres inform and impact one another. The research aims to establish the degree and extent to which societal dictates affect women’s identities in each of these roles (mother and educator), and how these women, in turn, affect society and challenge traditional perceptions in the private (home) and public spheres. The study employed qualitative methodology; semi-structured interviews were conducted with 22 female early childhood educators. The findings reveal the interviewees’ desire to take part in the broader public sphere and apply their professional skills beyond the confines of the workplace, for example, by counseling parents on issues that have only an indirect connection with the educational framework. The educators need to establish their professional status, which at times conflicts with their role as mothers; at the same time, they utilize their mothering skills with young pupils and disadvantaged mothers in ways that may go beyond the boundaries of their professional role.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"100 - 114"},"PeriodicalIF":1.5,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598313","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

Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain 走向K-6教育的整体教育方法——来自西班牙多个案例研究的证据

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-05-27 DOI: 10.1080/02568543.2022.2065390

Xanthippi Tsortanidou, T. Daradoumis, E. Barberá

{"title":"Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain","authors":"Xanthippi Tsortanidou, T. Daradoumis, E. Barberá","doi":"10.1080/02568543.2022.2065390","DOIUrl":"https://doi.org/10.1080/02568543.2022.2065390","url":null,"abstract":"ABSTRACT This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three different primary schools by fulfilling two learning conditions, without coding/programming and without using digital devices. Within-case and cross-case analyses were conducted by following the qualitative multiple-case study research design. The evidence stems from lesson analysis, observation field notes, and interview transcripts with 152 participants. We collected 94 lessons from the three schools and we analyzed the data by using a predefined coding scheme grounded upon four frameworks. We conclude that the detected teaching practices uncover promising trajectories by demonstrating a great potential to consider the proposed framework as an effective and age-appropriate pedagogical approach applicable to low-technology and coding-free learning environments. The study highlights the need of teacher professional development, especially on computational thinking in reference to cognitive/intellectual, emotional/affective, social, creative/imaginative, and material dimensions for conscious computational thinking practice implementation. Given the paucity of research on unplugged and, especially, non-programming/coding methods at primary education level, this study can open up prominent issues for further examination and validation.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"77 - 99"},"PeriodicalIF":1.5,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46244412","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

A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play 幼儿园教师专业学习对引导游戏实施影响认知的质性研究

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-05-24 DOI: 10.1080/02568543.2022.2064013

Amy Schmidtke

{"title":"A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play","authors":"Amy Schmidtke","doi":"10.1080/02568543.2022.2064013","DOIUrl":"https://doi.org/10.1080/02568543.2022.2064013","url":null,"abstract":"ABSTRACT Despite numerous research findings that support play’s positive impact on children’s learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today’s kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers’ capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers’ capacity for implementing guided play practices. Implications and recommendations for future research are included.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"49 - 76"},"PeriodicalIF":1.5,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965350","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

Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates 背靠背教学:准备幼儿教师候选人的实践为基础的方法

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-04-22 DOI: 10.1080/02568543.2022.2053005

L. Lucero, Wenjie Wang, Mary L. Fahrenbruck, Lynette Bagwell, Blanca Araujo

{"title":"Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates","authors":"L. Lucero, Wenjie Wang, Mary L. Fahrenbruck, Lynette Bagwell, Blanca Araujo","doi":"10.1080/02568543.2022.2053005","DOIUrl":"https://doi.org/10.1080/02568543.2022.2053005","url":null,"abstract":"ABSTRACT In response to the need for explicitly linking field-based experiences with theoretical knowledge of pedagogy to effectively prepare teacher candidates, teacher educators are increasingly rethinking the opportunities they provide in their teacher education programs. In this action research article, we describe our efforts as teacher educators to connect pedagogical theories and strategies with practical experiences through a back-to-back integrated teaching approach. We explore how this experience provided early childhood teacher candidates with opportunities to engage with culturally appropriate practices in an authentic classroom setting. During this experience, teacher candidates were responsible for planning, teaching, and assessing children over a series of consecutive days. Using community of practice theory rooted in sociocultural perspectives, we provide a discussion of the themes that emerged as 13 early childhood teacher candidates navigated the organizational structures of this assignment. We focus on lessons we learned as well as teacher candidates’ strengths that developed because of this assignment. The findings reveal the importance of providing teacher candidates with opportunities to learn how to build relationships with their students, preparing them to become culturally and linguistically responsive teachers, and providing opportunities for teacher candidates to learn about various assessments. Finally, we share the assignment protocol, reflection questions, and outcomes.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"20 - 38"},"PeriodicalIF":1.5,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867944","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

Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education 以儿童为中心的多方法设计：儿童教育中的社会表征方法

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-04-07 DOI: 10.1080/02568543.2022.2048754

Carolina Robledo Castro, Leonor Córdoba Andrade, Liliana Margarita Del Basto Sabogal

{"title":"Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education","authors":"Carolina Robledo Castro, Leonor Córdoba Andrade, Liliana Margarita Del Basto Sabogal","doi":"10.1080/02568543.2022.2048754","DOIUrl":"https://doi.org/10.1080/02568543.2022.2048754","url":null,"abstract":"ABSTRACT For decades, research has made children be known mostly through adults’ observations, powers, and narratives. However, during the last years, the recognition of children as social subjects with their own rights has led to the advent of child-centered research approaches that intend to grant relevance and validity to their voices. Some of those initiatives are the Mosaic approach, the creative-participative techniques, and the arts-based approach. This article offers a multimethod research proposal based on the draw-and-tell conversation technique and the principles of Mosaic approach, both applied to tackle children’s social representations toward childhood education. This is part of a research project aiming to explore the representations of childhood and education within different educational actors. This article presents the designed instruments, the protocol, and the results obtained from the application of the methodological proposal. It is concluded that this multimethod design is a valuable tool to carry out future studies on young children within the frame of recognition of children’s rights, as well as children’s agency and participation capacities in the social construction of reality.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"1 - 19"},"PeriodicalIF":1.5,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088129","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

Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice 小学生机器人编码与调试的表现与认知:实践中的具身方法

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2045399

Woonhee Sung, Junghyun Ahn, John B. Black

{"title":"Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice","authors":"Woonhee Sung, Junghyun Ahn, John B. Black","doi":"10.1080/02568543.2022.2045399","DOIUrl":"https://doi.org/10.1080/02568543.2022.2045399","url":null,"abstract":"ABSTRACT Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners’ LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students’ problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"681 - 696"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48339437","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

Assessing Children’s Drawings in Response to COVID-19 评估儿童绘画对新冠肺炎的反应

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2042431

Taraneh Matloob, Rebecca Leigh

{"title":"Assessing Children’s Drawings in Response to COVID-19","authors":"Taraneh Matloob, Rebecca Leigh","doi":"10.1080/02568543.2022.2042431","DOIUrl":"https://doi.org/10.1080/02568543.2022.2042431","url":null,"abstract":"ABSTRACT The unprecedented onset and extensive spread of COVID‐19 has affected the lives of citizens around the globe. Children, in particular, have been thrust into modified and new learning environments. Although the global lockdown has confined so many, it also has connected people from different but shared experiences. One program that supported such connections is the International Youth Library’s (IYL) effort to invite children to visually respond to this challenging time in their themed call titled: “I-solation. Kids, paint yourself.” Young children from around the world, representing 42 countries, responded to this call with over 800 submissions. The purpose of this article is to share our exploration of how children used art elements and principles of design in their self-portraiture drawings to express their ideas and feelings during the COVID-19 pandemic. This exploration offers relevant curricular implications for teachers seeking to expand their literacy practices by inviting children to visually respond to how they are dealing with global and natural disasters, including difficult situations in their daily lives, that affect one’s sense of self, the home, and community.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"697 - 714"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768606","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

“You Can Hold Two Things to Be True at the Same Time”: Duality in ECE Teachers’ Emotional Experiences during COVID-19 “你可以同时相信两件事”:新冠肺炎期间欧洲经委会教师情感体验的双重性

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2044415

Cassie Sorrells, Samara Madrid Akpovo

{"title":"“You Can Hold Two Things to Be True at the Same Time”: Duality in ECE Teachers’ Emotional Experiences during COVID-19","authors":"Cassie Sorrells, Samara Madrid Akpovo","doi":"10.1080/02568543.2022.2044415","DOIUrl":"https://doi.org/10.1080/02568543.2022.2044415","url":null,"abstract":"ABSTRACT This study represents a qualitative exploration of the emotional experiences of early care and education (ECE) teachers during the COVID-19 pandemic. Research questions consisted of the following: 1) What were the emotional experiences of ECE teachers during COVID-19? 2) How do ECE teachers understand, contextualize, and/or negotiate these emotional experiences? Data were drawn from in-depth individual interviews and one focus group discussion with five white female ECE teachers from the Rocky Mountain region of the United States. Researchers engaged in thematic analysis of the data to develop the themes of duality in teachers’ emotional experiences during the pandemic, including connection/disconnection during school closures, yearning/dread in anticipation of school reopening, joy/fear in the return to in-person learning, and acceptance/resistance to their classroom practices in the “new normal” of teaching during COVID-19. These findings were interpreted through a dialectical theory of emotion to explore the inherent duality and complexity of ECE teachers’ lived emotional experiences during COVID-19. This work adds to the emerging research on the effect of COVID-19 on the field of early care and education. Further, it builds theoretical understandings surrounding the complex nature of early childhood teachers’ emotional experiences by offering an in-depth qualitative portrait of emotional duality.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"36 1","pages":"663 - 680"},"PeriodicalIF":1.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274585","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: 3

Interactive Digital Book Reading in Families with Refugee Backgrounds 难民家庭的交互式数字阅读

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2028944

Aijuan Cun

引用次数: 2

Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools 挪威小学教师提名害羞学生的特征

IF 1.5

Journal of Research in Childhood Education Pub Date : 2022-03-14 DOI: 10.1080/02568543.2022.2027582

L. H. Mjelve, Geir Nyborg, Anne‐Lise Arnesen, Gunnar Bjørnebekk, W. Crozier, R. Coplan

引用次数: 2