Journal of Research in Childhood Education最新文献_第6页

Get That App!: Examining Parental Evaluations of Numeracy Apps 获得应用程序!:调查父母对算术应用程序的评价

Journal of Research in Childhood Education Pub Date : 2023-10-06 DOI: 10.1080/02568543.2023.2260433

Nicola Urquhart, Joanne Lee, Eileen Wood

{"title":"Get That App!: Examining Parental Evaluations of Numeracy Apps","authors":"Nicola Urquhart, Joanne Lee, Eileen Wood","doi":"10.1080/02568543.2023.2260433","DOIUrl":"https://doi.org/10.1080/02568543.2023.2260433","url":null,"abstract":"ABSTRACTThe accessibility of mobile technologies opens a new world of possibilities for parents to support their children’s learning through game-based numeracy apps. Carefully designed numeracy apps can be effective at improving children’s foundational numeracy skills. In the absence of industry standards for quality, however, it is important to understand how parents choose numeracy apps for their children. Forty-five parents of children 3 to 6 years old completed a survey and explored four numeracy apps of varying quality and instructional supports. Parent ratings were consistent with trained coders in identification of the highest rated app. However, ratings for the three remaining apps differed from the coders’ ratings. Other factors apart from quality influenced parental ratings. For example, parents who had higher perceived math teaching confidence and those whose children used technology more often generally were more favorable in their app ratings. Overall, the study revealed strengths and challenges parents have evaluating numeracy apps.KEYWORDS: Math appsnumeracy parentstechnologyyoung children Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. No apps were chosen from the Tier 4 rating for this study because none of them met other inclusion criteria, such as being available on both Android and Apple devices and being free.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944273","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 Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison 解释学现象学探究:基于性别比较的陕西省留守儿童的风险与保护因素

Journal of Research in Childhood Education Pub Date : 2023-09-11 DOI: 10.1080/02568543.2023.2248224

Lin Ge

{"title":"A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison","authors":"Lin Ge","doi":"10.1080/02568543.2023.2248224","DOIUrl":"https://doi.org/10.1080/02568543.2023.2248224","url":null,"abstract":"This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938335","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

Acknowledgment of Reviewers for Volume 37 对第37卷审稿人的感谢

Journal of Research in Childhood Education Pub Date : 2023-08-08 DOI: 10.1080/02568543.2023.2268500

引用次数: 0

The Spy Girls and the Quest for “Forbidden” Literacy: Rural Chinese Girls’ Negotiation of “No Christmas” School Policy Through Subversive Literacy Practices 间谍女孩与对“禁忌”文化的追求:中国农村女孩通过颠覆性的文化实践对“无圣诞”学校政策的谈判

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-08-08 DOI: 10.1080/02568543.2023.2237548

Jue Wang

引用次数: 0

Chinese Kindergarten Teachers’ Opinions on Advanced Technology Use 我国幼儿园教师对先进技术应用的看法

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-08-07 DOI: 10.1080/02568543.2023.2239308

Ziyue Wu, Dandan Yang, Hasan Tinmaz

引用次数: 0

What's the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders 有什么不同?与风险和非风险的一年级和二年级学生互动阅读

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-08-04 DOI: 10.1080/02568543.2023.2237559

S. Vanparys, Dries Debeer, H. Van Keer

引用次数: 1

(Not) Discussing Race, via Books, in Mainly White Preschools (非)在以白人为主的幼儿园里，通过书本讨论种族问题

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-08-03 DOI: 10.1080/02568543.2023.2235417

F. Faragó

引用次数: 0

An Examination of Educator Standards for Early Grade Teachers 早期教师教育标准的检验

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-07-27 DOI: 10.1080/02568543.2023.2221719

R. Fowler

引用次数: 1

The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings 隐藏的和看不见的：在幼儿群体环境中支持科学学习

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-07-27 DOI: 10.1080/02568543.2023.2234957

G. Fragkiadaki, M. Fleer, P. Rai

引用次数: 0

Diversity, Economic Characteristics, and Retention of Early Learning and Child Care Workers in Canada 加拿大早期教育和儿童保育工作者的多样性、经济特征和保留

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-07-26 DOI: 10.1080/02568543.2023.2232832

Youjin Choi, Kristyn Frank

引用次数: 0