Australasian Journal of Early Childhood最新文献_第5页

A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings 一种动态系统方法论方法，用于理解幼儿环境中联合注意力的协作性质

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-10-01 DOI: 10.1177/18369391221130784

Sarah Jacobson, S. Degotardi

引用次数: 0

An exploration into early childhood physical literacy programs: A systematic literature review 幼儿体育素养课程的探索:系统的文献回顾

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-09-30 DOI: 10.1177/18369391221118698

Joanne E. Porter, Elissa Dabkowski, V. Prokopiv, K. Missen, Michael S. Barbagallo, Michelle H. James

{"title":"An exploration into early childhood physical literacy programs: A systematic literature review","authors":"Joanne E. Porter, Elissa Dabkowski, V. Prokopiv, K. Missen, Michael S. Barbagallo, Michelle H. James","doi":"10.1177/18369391221118698","DOIUrl":"https://doi.org/10.1177/18369391221118698","url":null,"abstract":"This review explored the impact of physical literacy programs designed to engage two- to five-year-old preschool children. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used. Six EBSCO host databases were searched for the period 2011 to April 2021 using the search terms “physical literacy,” “early childhood,” and “impact.” Articles were excluded if physical literacy was not the focal intervention. The final data set consisted of seven-peer reviewed articles meeting the eligibility criteria and quality assessment for this review. Three themes were created using Braun and Clark’s (2006) approach to thematic analysis: Holistic benefits of physical literacy, Barriers to physical literacy and Education begins at home. Early childhood physical literacy programs provide holistic benefits for children; however, further research is needed in an Australian context. Families and community members working in the early childhood sector could benefit from further education and training to improve physical literacy awareness.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"34 - 49"},"PeriodicalIF":1.8,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46115730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue 形成性游戏数学评估在支持幼儿意向教育中的有效性

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-09-30 DOI: 10.1177/18369391221130787

J. Grimmond, C. Neilsen-Hewett, S. Howard

引用次数: 0

Educators and child health nurses: Working together to support responsive infant and young child feeding practices in early childhood education and care 教育工作者和儿童保健护士:共同努力，在幼儿教育和护理中支持反应灵敏的婴幼儿喂养做法

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-09-29 DOI: 10.1177/18369391221130791

R. Byrne, K. Baxter, Sue Irvine, H. Vidgen, K. Davidson, D. Gallegos

引用次数: 0

Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas 土着地区幼儿园教师科学融入教学的预测因素

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-08-17 DOI: 10.1177/18369391221120956

Ching-Ting Hsin, Hsin-Kai Wu, Jyh‐Chong Liang, Di Tam Luu

{"title":"Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas","authors":"Ching-Ting Hsin, Hsin-Kai Wu, Jyh‐Chong Liang, Di Tam Luu","doi":"10.1177/18369391221120956","DOIUrl":"https://doi.org/10.1177/18369391221120956","url":null,"abstract":"Past studies have shown that kindergarten teachers find it challenging to integrate science into their instruction, but little is understood about factors that influence their science teaching in Indigenous areas. Our study aimed to investigate the associations between kindergarten teachers’ experiences, attitudes, self-efficacy, outcome expectations and science teaching. Partial least square structural equation modelling was employed to analyse 384 questionnaires from kindergarten teachers in Indigenous areas of Taiwan, teaching children aged 2–6 years. Results showed that self-efficacy had stronger predictive power over outcome expectations for the level of teachers’ science integration into teaching. Teachers’ mastery experience, perceived social support and attitude toward teaching diverse children significantly and positively predicted their science teaching self-efficacy and outcome expectations for Indigenous students. Moreover, teachers’ attitude toward diverse groups was significantly associated with their outcome expectations. This study sheds light on ways to enhance teachers’ early science teaching for culturally diverse students.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"50 - 65"},"PeriodicalIF":1.8,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43397040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector 采用多学科、多方法和协同研究设计，调查幼儿部门的健康传播能力

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-08-15 DOI: 10.1177/18369391221120958

S. Degotardi, Manjula Waniganayake, Rebecca Bull, S. Wong, M. Dahm, Fay Hadley, L. Harrison, Lauren Sadow, J. Amin, Michael Donovan, Dung Tran, Y. Zurynski

{"title":"Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector","authors":"S. Degotardi, Manjula Waniganayake, Rebecca Bull, S. Wong, M. Dahm, Fay Hadley, L. Harrison, Lauren Sadow, J. Amin, Michael Donovan, Dung Tran, Y. Zurynski","doi":"10.1177/18369391221120958","DOIUrl":"https://doi.org/10.1177/18369391221120958","url":null,"abstract":"This paper details the research design of a multidisciplinary, multi-method, collaborative research project investigating health communication from the experiences of the early childhood education (ECE) sector during the COVID-19 pandemic. With the rapidly evolving pandemic, the ECE sector was instantly tasked with expanding their required health practices to prevent the spread of infection. It was evident that the sector needed a system to communicate health advice in a timely, consistent and effective manner. Founded on a partnership model based on ‘knowledge brokering’ theory, this project demonstrates the value of a multidisciplinary research team collaborating with stakeholder organisations to investigate how COVID-19 health information traversed through complexities of organisational layers and diverse communities of families and staff. Detailing our data collection and analysis protocols, we conclude by outlining how our innovative research design is generating actionable and impactful recommendations for both the ECE and health sectors.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"245 - 259"},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Unpacking the theory of practice architectures for research in early childhood education 幼儿教育研究的实践架构理论解析

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-08-12 DOI: 10.1177/18369391221119834

Leanne Gibbs, Mandy Cooke, Andi Salamon

引用次数: 1

Promoting safety and belonging for children, families, and early childhood professionals during times of uncertainty 在不确定时期促进儿童、家庭和幼儿专业人员的安全和归属感

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-08-10 DOI: 10.1177/18369391221120333

引用次数: 2

Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study 谁在学习幼儿教育和护理？澳大利亚教育工作者参与进一步研究的综合叙述

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-08-10 DOI: 10.1177/18369391221118699

S. McKinlay, S. Irvine, J. Brownlee, C. Whiteford, A. Farrell

{"title":"Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study","authors":"S. McKinlay, S. Irvine, J. Brownlee, C. Whiteford, A. Farrell","doi":"10.1177/18369391221118699","DOIUrl":"https://doi.org/10.1177/18369391221118699","url":null,"abstract":"Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III, Diploma, Bachelor and Master levels of Australia’s regulated qualifications and training system. An important finding is that the legislative provisions of Australia’s National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"66 - 80"},"PeriodicalIF":1.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46049377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones 风险游戏的有意识教学:实践性研究人员走出他们的舒适区

IF 1.8 4区教育学

Australasian Journal of Early Childhood Pub Date : 2022-07-08 DOI: 10.1177/18369391221112740

K. Higginbottom, L. Newman, Kelly West-Sooby, April Wood

引用次数: 2