International Journal of Early Years Education最新文献_第4页

The psychological well-being of children who play digital games during the COVID-19 pandemic 在 COVID-19 大流行期间玩数字游戏的儿童的心理健康状况

IF 1.9

International Journal of Early Years Education Pub Date : 2024-01-01 DOI: 10.1080/09669760.2023.2299251

Abdullah Atan

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Children’s perspectives on quality in ECEC as a specific form of participation 儿童对作为特定参与形式的幼儿保育和教育中心质量的看法

IF 1.9

International Journal of Early Years Education Pub Date : 2023-12-27 DOI: 10.1080/09669760.2023.2299267

Katrin Macha, Mathias Urban, Jan Lonnemann, Caroline Wronski, Frauke Hildebrandt

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Strategies for optimizing partnership: workshop on teamwork for teachers and parents in early childhood education 优化伙伴关系的策略：幼儿教育中教师和家长的团队合作研讨会

IF 1.9

International Journal of Early Years Education Pub Date : 2023-12-27 DOI: 10.1080/09669760.2023.2299239

Leli Halimah, Margaretha Sri Yuliariatiningsih, Mirawati

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Shifting perspectives: developing and integrating educators’ notions of play and early math learning in kindergarten 转变视角：发展和整合教育者的游戏观念与幼儿园早期数学学习

IF 1.9

International Journal of Early Years Education Pub Date : 2023-12-27 DOI: 10.1080/09669760.2023.2299255

Hanna Wickstrom, Angela Pyle

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What constitutes a high-quality environment for speech and language development? 什么是高质量的言语和语言发展环境?

IF 1.9

International Journal of Early Years Education Pub Date : 2023-12-03 DOI: 10.1080/09669760.2023.2284185

Tanya Richardson

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Understanding parent and staff perspectives on bicycle usage in nurseries and at home 了解家长和员工对在幼儿园和家中使用自行车的看法

IF 1.9

International Journal of Early Years Education Pub Date : 2023-11-14 DOI: 10.1080/09669760.2023.2269982

June O’Sullivan, Saudaa Nadat, Leila Roberts

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Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night 幼儿园学生与职前教师对夜间月亮出现频率的认知

International Journal of Early Years Education Pub Date : 2023-11-05 DOI: 10.1080/09669760.2023.2278468

Aglaia Nikolopoulou, Sofia Fili, Magdalini Founta, Ioannis Starakis

{"title":"Kindergarten students’ and pre-service teachers’ perceptions regarding the frequency of the Moon’s appearance at night","authors":"Aglaia Nikolopoulou, Sofia Fili, Magdalini Founta, Ioannis Starakis","doi":"10.1080/09669760.2023.2278468","DOIUrl":"https://doi.org/10.1080/09669760.2023.2278468","url":null,"abstract":"ABSTRACTThe present research investigates the perceptions of kindergarten students, and pre-service teachers from the Early Childhood Education Department at the University of Athens, concerning the frequency of the Moon's appearance in the night sky. Τhe sample consisted of 15 people from each population group. Semi-structured interviews were conducted to collect the data. Data analysis suggests that the vast majority of both population groups consider the presence of the Moon in the celestial dome to be indicative of the night. Furthermore, when the relevant questions are asked independent of the need to explain other phenomena, the participants usually respond with the tautological statement that they can always see the Moon at night because it is night. The research also revealed that although knowledge which is acquired over time from: (a) observational data (e.g. the periodicity of the Moon’s Apparent Motion is not 24 h), and (b) school/extracurricular activities (e.g. the Moon orbits the Earth with a frequency that is not 24 h) constitutes grounds for doubting the belief that the Moon is always visible in the night sky, it does not actually affect this belief.KEYWORDS: Astronomy educationlunar phenomenastudents’ perceptionspre-service teachers’ perceptionsMoon in the night sky Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe authors report that the study met the ethics/ human subject requirements of the National and Kapodistrian University’s Department of Early Childhood Education (https://www.ecd.uoa.gr/deontologia-erevnas/ – in Greek).Parents’ or guardian’s verbal informed concern has been obtained for all under-aged participants of the study, as required by NKUA’s code of ethics for educational research/ research with under-aged subjects. (http://www.ehr.ecd.uoa.gr – in Greek).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"88 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725684","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

Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools 打乱学习时间:在爱尔兰小学的早期儿童课堂上开展以游戏为基础的课程

International Journal of Early Years Education Pub Date : 2023-10-19 DOI: 10.1080/09669760.2023.2271503

Carol-Ann O’Síoráin, Margaret Kernan, Fíona McArdle

{"title":"Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools","authors":"Carol-Ann O’Síoráin, Margaret Kernan, Fíona McArdle","doi":"10.1080/09669760.2023.2271503","DOIUrl":"https://doi.org/10.1080/09669760.2023.2271503","url":null,"abstract":"In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children aged 4–6 years old in Irish infant primary classrooms. As teacher educators in play and play-based learning, in higher education, we are confronted by pedagogical cultures and classroom experiences within early primary settings that turn play on and off for a period during the day. This is a practice commonly referred to as the ‘Aistear hour’. The aim of this project was to explore our own current understandings and to improve our professional approaches to teaching student teachers about play-based pedagogy and practices. Participants (n = 9) in this small-scale survey research study were tutor colleagues involved in the teaching of elements of Early Childhood and Professional Practice Placement modules. The results indicate a serious need for a professional collective discussion on the adult ‘hijacking’ of play and the need for a rights-based approach to ensure very young children have control and voice in their play experiences in early primary classrooms.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"1227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729867","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

Length, area, volume, and angle and turn measurement in early childhood: validating the early measurement assessment tool 幼儿长度，面积，体积，角度和转动测量:验证早期测量评估工具

International Journal of Early Years Education Pub Date : 2023-10-16 DOI: 10.1080/09669760.2023.2269978

Mehmet Ceylan, Durmuş Aslan

{"title":"Length, area, volume, and angle and turn measurement in early childhood: validating the early measurement assessment tool","authors":"Mehmet Ceylan, Durmuş Aslan","doi":"10.1080/09669760.2023.2269978","DOIUrl":"https://doi.org/10.1080/09669760.2023.2269978","url":null,"abstract":"ABSTRACTThis study aimed to investigate 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. For this purpose, an Early Measurement Assessment Tool (EMAT) was developed for Turkish-speaking children and validated with the multi-dimensional item response theory (MIRT). The EMAT was developed based on Learning Trajectories (LTs). Psychometric properties of the EMAT were reported. The MIRT analysis indicated that the best-fitting model was the one-dimensional two-parameter logistic model (1D2PL) considering the M2 statistics and fit indices. The study revealed that the EMAT was a psychometrically valid and reliable instrument to assess 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. Therefore, it could be useful to identify and support low-performing children in early childhood. In addition, the study extended prior finding that LTs are a good framework for assessment development.KEYWORDS: learning trajectoriesmeasurementearly childhood mathematiclengthareavolume AcknowledgementsThis study was part of the first author’s dissertation. We wish to thank committee members Yaşare Aktaş Arnas and Kamuran Tarım for the advice they provided throughout the study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 P represents the probability of the response; U is the score on the test item for a particular person. θ is the single parameter that describes the characteristics of the person; ai is the parameter related to the maximum slope of the item characteristic curve; di is the intercept term which is scalar; e is the base of natural logarithms.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142277","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

Rethinking agency in literacies: Malawian children’s and teachers’ perspectives 识字能力的重新思考:马拉维儿童和教师的观点

International Journal of Early Years Education Pub Date : 2023-10-03 DOI: 10.1080/09669760.2023.2261488

Natalia Kucirkova, Lucy Rodriguez-Leon, Neema Mwenda Chinula

{"title":"Rethinking agency in literacies: Malawian children’s and teachers’ perspectives","authors":"Natalia Kucirkova, Lucy Rodriguez-Leon, Neema Mwenda Chinula","doi":"10.1080/09669760.2023.2261488","DOIUrl":"https://doi.org/10.1080/09669760.2023.2261488","url":null,"abstract":"This qualitative study contributes theorised and empirically enriched insights from local practices into children’s agency. The authors trace a converging interest in multimodal literacies, postcolonial philosophies and early childhood pedagogy to document and critically engage with children’s agency in stories experienced by Malawian children in their primary schools. Agency is understood as the identities that children assign to their stories and understandings of self [Pahl, K. and Rowsell, J., 2012. Literacy and education (2nd edition), London: SAGE Publications]. Interviews with twenty-five children and two teachers from two primary schools in semi-urban Malawi and drawings from 49 children were analysed using the Sense-making Method [Weick 1995. Sensemaking in Organizations. Vol. 3. Sage]. Children’s drawings and interviews revealed children’s positive portrayals of collective agency in contexts typically associated with subdued identities (domestic chores). Gendered, age-restricted and otherwise limited agency in orchestrating diverse stories in the classroom were explicit in the teachers’ accounts. The discussion imbues contemporary early childhood studies with a new understanding of children’s agency, as a communal and context-dependent phenomenon.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744162","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