Journal of Research in Childhood Education最新文献_第5页

Parental Engagement in Children’s Pre-Primary Education in Marginalized Communities in Tanzania Before and During the COVID-19 Era 在 COVID-19 时代之前和期间，坦桑尼亚边缘化社区家长参与儿童学前教育的情况

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-12-14 DOI: 10.1080/02568543.2023.2281556

Richard Shukia, Stansilaus Marobo

引用次数: 0

Promoting Critical Media Literacy in Bilingual Households Through Mother-Child Conversations About Gender: A Multiple Case Study 在双语家庭中通过母子性别对话促进批判性媒体素养：多案例研究

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-12-14 DOI: 10.1080/02568543.2023.2280792

So Jung Kim, Song An, Christina Convertino, Minhye Son

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Parental/Caregiver Engagement in Early Learning Systems: Findings From Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia 父母/照顾者参与早期教育系统：早期学习伙伴关系 (ELP) COVID-19 在巴基斯坦和埃塞俄比亚的研究结果

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-12-14 DOI: 10.1080/02568543.2023.2222785

Monazza Aslam, Saba Saeed, Belay Hagos, Baela Jamil

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Impact of COVID-19 on Young Children and Families in Jamaica COVID-19 对牙买加幼儿和家庭的影响

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-12-14 DOI: 10.1080/02568543.2023.2281559

Maureen Samms-Vaughan, Sydonnie Pellington, Rosan Reynolds-Salmon

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Pashe Achhi: A Low-Tech Model of Learning and Psychosocial Support for Children and Caregivers Pashe Achhi：为儿童和照顾者提供学习和社会心理支持的低技术模式

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-12-13 DOI: 10.1080/02568543.2023.2281565

Mohammad Safayet Khan, Erum Mariam, Nasrin Akter Akhi, Esrat Jahan, Sakila Yesmin

引用次数: 0

On the Inter-Relationships Between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms 关于创客空间环境中教师、技术和儿童之间的相互关系：幼儿园教室案例比较研究

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-12-13 DOI: 10.1080/02568543.2023.2282662

Adela Peleg, Sharona T. Levy

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Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs 幼儿机器人:儿童阅读和编写程序的信念和客观能力

Journal of Research in Childhood Education Pub Date : 2023-11-13 DOI: 10.1080/02568543.2023.2259946

Rina Zviel Girshin, Nathan Rosenberg, Ida Kukliansky

{"title":"Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs","authors":"Rina Zviel Girshin, Nathan Rosenberg, Ida Kukliansky","doi":"10.1080/02568543.2023.2259946","DOIUrl":"https://doi.org/10.1080/02568543.2023.2259946","url":null,"abstract":"This longitudinal study of robot programming in early childhood (ROPEC) was performed based on summative and formative assessments of the robotics program in kindergarten and year one of elementary school. The study aims to broaden our knowledge about children’s understanding of programming, their confidence in ability to read and write programs, and their real capabilities of reading and explaining programs. In this study, we used a sample of 114 children (age 5–7 years) participating in the robotics program. Quantitative and qualitative data were collected from participant interviews. We added to the usual surveys a real evaluation by experts of children’s capability to read and explain the code. Unique emphasis was put on being able to assess objective vs. subjective aspects of a ROPEC participant. Our findings revealed significant differences between objective beliefs and real capabilities of children that should be dealt with in any robot programming; however, the findings were very positive. The results of this study provide crucial evidence that participation in ROPEC contributes in reducing the gender gap in science and engineering. Girls are not less interested or capable than boys in reading, writing, or explaining the code and in important aspects are even better and more eager.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282219","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

Microaggressions and the Complexities of Smartness in Kindergarten 幼儿园的微侵犯与聪明的复杂性

Journal of Research in Childhood Education Pub Date : 2023-10-19 DOI: 10.1080/02568543.2023.2264931

Melissa Sherfinski

{"title":"Microaggressions and the Complexities of Smartness in Kindergarten","authors":"Melissa Sherfinski","doi":"10.1080/02568543.2023.2264931","DOIUrl":"https://doi.org/10.1080/02568543.2023.2264931","url":null,"abstract":"ABSTRACTThis study follows Mikah, an African American twice exceptional (2E-gifted and attention deficit hyperactivity disorder [ADHD]) kindergarten boy, in a U.S. classroom over the course of an academic semester, considering the research questions: How did Mikah (a pseudonym), age 5, experience microaggression in kindergarten? How were the microaggressions structured by the school/classroom and between home and school? A case study using ethnographic methods and critical discourse analysis methods was used. Data sources were collected and analyzed, including participant observation in the kindergarten classroom; interviews with teachers, children, parents, the coach, principal, and superintendent; children’s work samples; and classroom, school, and district media. The research findings showed how, across the year, Mikah switched his position from a victim of microaggressions by White people to the perpetrator of microaggressions toward Black peers and how Mikah’s White classroom teacher placed both Mikah and his father in perpetual need of disciplining because neither can completely avoid the “need” for her guidance on school-based normativity. The research indicated that racial microaggressions could spread and intensify when White teachers are not trained and committed to inclusive anti-racist approaches in the classroom, and to listening to Black children’s strengths and their parents’ wisdom.KEYWORDS: African American familiesearly childhood educationinclusive educationmicroagressionskindergarten Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728668","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

Hybrid Homeschooling: A Missing Piece of the Gifted Education Puzzle 混合在家上学:天才教育拼图中缺失的一块

Journal of Research in Childhood Education Pub Date : 2023-10-12 DOI: 10.1080/02568543.2023.2265977

Sara Nejatifar, Ahmad Abedi, Amir Ghamarani, Faramarz Asanjarani

{"title":"Hybrid Homeschooling: A Missing Piece of the Gifted Education Puzzle","authors":"Sara Nejatifar, Ahmad Abedi, Amir Ghamarani, Faramarz Asanjarani","doi":"10.1080/02568543.2023.2265977","DOIUrl":"https://doi.org/10.1080/02568543.2023.2265977","url":null,"abstract":"ABSTRACTHybrid homeschooling is still in its initial phase in the Iranian education system and is still a mystery to many educators and parents. This study aimed to explore the reasons for choosing the homeschooling approach for gifted students using a grounded theory method. The sample of this qualitative study included 15 parents of gifted children and 10 specialists in giftedness recruited through purposive sampling. Factors influencing the homeschooling approach were collected through semi-structured interviews with professionals and parents and analyzed by the coding method based on grounded theory (Strauss & Corbin, 1997). The data analysis revealed 143 open codes, 12 axial codes, and three selective codes, including educational challenges of gifted students in school and public education and the demands and expectations of parents and students. The results demonstrated that the Iranian educational system does not meet the needs and expectations of gifted students and their parents; therefore, educators and parents are recommended to use hybrid homeschooling for this group of students. While the participants in this study do not strictly follow a hybrid schooling model, the findings suggest that adopting elements of hybrid schooling could be advantageous for gifted students.KEYWORDS: Educationgifted studentsgrounded theoryhybrid homeschooling AcknowledgmentsThe authors would like to thank the ethics committee of the host university for granting permission for the study and the participants for voluntarily taking part in the study.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135967944","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

The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders 二年级学生语言素养与几何思维的关系

Journal of Research in Childhood Education Pub Date : 2023-10-11 DOI: 10.1080/02568543.2023.2263527

Anat Klemer, Vered Vaknin-Nusbaum

{"title":"The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders","authors":"Anat Klemer, Vered Vaknin-Nusbaum","doi":"10.1080/02568543.2023.2263527","DOIUrl":"https://doi.org/10.1080/02568543.2023.2263527","url":null,"abstract":"ABSTRACTThe correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant differences were found in most literacy measures between children with low and medium-high geometric thinking, in favor of the latter group. The findings suggest that students with a lower level of geometric thinking are also at literacy risk, and that the two processes share cognitive aspects. These relationships appear in 2nd grade, a relatively young age, which can be critical for children’s future development in both domains. Identifying children at risk for developing literacy and geometry difficulties can be essential in planning an integrated curriculum that refers to literacy in all its aspects, as a tool to prevent future failure both in geometry and language arts.KEYWORDS: Early literacyearly mathgeometric thinkingHebrewlanguage abilitieslinguistic literacyreading skills Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063630","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