European Early Childhood Education Research Journal最新文献_第5页

Transformation in early childhood education: proposing a community-based approach 幼儿教育转型:提出以社区为基础的方法

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-18 DOI: 10.1080/1350293x.2023.2267906

Lesley Wood

引用次数: 0

The enculturation process in early childhood education and care: a mixed methods study 幼儿教育与保育中的文化适应过程:一项混合方法研究

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-13 DOI: 10.1080/1350293x.2023.2268879

Olalla Juaristi, Inaki Larrea, Alexander Muela

{"title":"The enculturation process in early childhood education and care: a mixed methods study","authors":"Olalla Juaristi, Inaki Larrea, Alexander Muela","doi":"10.1080/1350293x.2023.2268879","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2268879","url":null,"abstract":"ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854139","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

Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education 概念游戏世界:为中国新的幼儿园实践创造激励条件，以支持工程教育

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-11 DOI: 10.1080/1350293x.2023.2266784

Yuejiu Wang, Yuwen Ma, Liang Li, Marilyn Fleer

{"title":"Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education","authors":"Yuejiu Wang, Yuwen Ma, Liang Li, Marilyn Fleer","doi":"10.1080/1350293x.2023.2266784","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2266784","url":null,"abstract":"In recent times, engineering education has increasingly emerged as a valued kindergarten practice. Engineering teaching in play brings challenges for Chinese kindergarten teachers. An educational experiment (EE) was conducted to help Chinese kindergarten teachers face this challenge. Qualitative data including video data and interview transcripts were collected in a public kindergarten located in a Chinese provincial capital city. Participants included one focused teacher and 28 children aged four to five years. In the context of early childhood education, drawing upon a cultural-historical perspective, we study how engineering pedagogical practices changed under the conditions of an intervention, called an engineering Conceptual PlayWorld (CPW). The findings show a shift in the focused teacher’s subject positioning, and new practice contexts in which an engineering pedagogy emerged. We argue that a CPW created motivating conditions for Chinese kindergarten teachers to explore new engineering pedagogical practices, wherein they realised a new form of collective imaginary play and designed new engineering pedagogies for teaching young children.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097693","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

A cultural-historical perspective of young children gaining autonomy in the playground 幼儿在操场上获得自主权的文化历史视角

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-06 DOI: 10.1080/1350293x.2023.2262174

Vanessa Ferraz Almeida Neves, Gloria Quiñones, Maria de Fátima Cardoso Gomes, Fabíola Aparecida Faria Ribeiro

{"title":"A cultural-historical perspective of young children gaining autonomy in the playground","authors":"Vanessa Ferraz Almeida Neves, Gloria Quiñones, Maria de Fátima Cardoso Gomes, Fabíola Aparecida Faria Ribeiro","doi":"10.1080/1350293x.2023.2262174","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2262174","url":null,"abstract":"ABSTRACTThis paper draws on a three-year ethnographic study during which we investigated young children's cultural development in a Brazilian early childhood centre. A cultural-historical approach was used to understand the concept of autonomy. We focus on Danilo, a very young child who overcame his fear of using a play slide (a cultural artefact). We believe that this process led to his achievement. Our findings suggest that young children's conquests consist of intentional actions that become part of their individual and social identities.KEYWORDS: Autonomyyoung childrenearly childhood educationcultural-historical theoryethnography AcknowledgementsThe authors would like to express our gratitude to all research participants (the young children in the study as well as their teachers and their families) and the entire research team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico [grant number 402690/2016-8]; Fundação de Amparo à Pesquisa de Minas Gerais [grant number PPM-00675-18]; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior [grant number PROEX-03/2023].","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944028","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

Work demands and work resources in ECEC – turnover intentions explored ECEC的工作需求与工作资源——离职意向探讨

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-06 DOI: 10.1080/1350293x.2023.2265597

C. Heilala, M. Lundkvist, N. Santavirta, M. Kalland

{"title":"Work demands and work resources in ECEC – turnover intentions explored","authors":"C. Heilala, M. Lundkvist, N. Santavirta, M. Kalland","doi":"10.1080/1350293x.2023.2265597","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2265597","url":null,"abstract":"Work climate affects the quality of early childhood education and care activities. The aim was to explore how the staff describe demands and resources in their jobs, and whether different profiles could be distinguished among those with turnover intentions and those without. The research was based on the Job Demands-Resources model [Bakker, A. B., and E. Demerouti. 2007. “The Job Demands-Resources model: State of the art.’ Journal of Managerial Psychology 22 (3): 309–328]. The study used a mixed-methods approach. The results showed that the profiles of those with turnover intentions and those without were similar in terms of perceived resources, but that they differed in terms of perceived demands. Those with turnover intentions reported more aspects related to work demands (e.g. workload, number of children, low pay). The findings also showed that work guidance and support from leaders and special education teachers were linked to turnover intentions. This research improves our knowledge of risk factors related to turnover intentions and can contribute to the development of high-quality working conditions.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346001","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

Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention 提高幼儿教育学生教师的心理化、互动和关系:一种在线干预

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-06 DOI: 10.1080/1350293x.2023.2266782

Jenny Marttila, Ruben Fukkink, Maarit Silvén

{"title":"Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention","authors":"Jenny Marttila, Ruben Fukkink, Maarit Silvén","doi":"10.1080/1350293x.2023.2266782","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2266782","url":null,"abstract":"Despite the growing importance of in-service teachers’ mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor’s degree program to promote Finnish ECE student teachers’ interactional and relational competence via mentalization. The study module included evidence-based lectures and tutorials on children’s language development and teacher–child interactions, supplemented with multimedia material on a digital platform, independent work on assignments, and practical training. The VERP students’ (N = 21) and the trainers’ talk about cognition, but not about emotion, increased. The students rated their attuned interaction skills higher after the VERP training. After the study module, students perceived more closeness and less conflict in their overall relationships with children. The prospective ECE teachers appear to benefit from online mentalization training with complementary curricular content and teaching methods.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345539","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

The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials 自由游戏对学龄前儿童身体活动水平和运动、认知和社会情感能力的影响:随机对照试验的系统回顾

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-10-03 DOI: 10.1080/1350293x.2023.2259641

Alaitz Martín-García, Markel Rico-González

{"title":"The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials","authors":"Alaitz Martín-García, Markel Rico-González","doi":"10.1080/1350293x.2023.2259641","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259641","url":null,"abstract":"ABSTRACTThe present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children’s physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic databases (PubMed, Web of Science) until 19 October 2022. From a total of 674 studies initially found, 16 were included in the qualitative synthesis. The general outcomes suggest that FP, together other methodologies, may foster MC rather than FP by itself. However, other methodologies have shown greater positive effects than FP for improving PA level, CC, and socioemotional competence. Therefore, the implementation of FP methodology rather than others (e.g. structured play) is not supported by published RCT, at least, when it is not implemented with another methodology.KEYWORDS: Unstructured play; structured playearly childhoodkindergartendevelopment Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"1 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":"135695972","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

Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills? 在托儿中心进行的素质培养干预——“三岁成长”，是否能增强儿童的语言技能?

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-09-26 DOI: 10.1080/1350293x.2023.2260131

Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen

{"title":"Does <i>thrive by three</i> , a quality-building intervention in childcare centres, strengthen children’s language skills?","authors":"Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen","doi":"10.1080/1350293x.2023.2260131","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2260131","url":null,"abstract":"This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958344","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

How pandemics like COVID-19 change education in early childhood: the music practice and tendencies in Serbia 像COVID-19这样的大流行如何改变幼儿教育:塞尔维亚的音乐实践和趋势

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-09-20 DOI: 10.1080/1350293x.2023.2259640

Biljana Novković Cvetković, Miljana Mladenović, Ana Spasić Stošić, Ivana Tasić Mitić, Aleksandar Stojadinović

{"title":"How pandemics like COVID-19 change education in early childhood: the music practice and tendencies in Serbia","authors":"Biljana Novković Cvetković, Miljana Mladenović, Ana Spasić Stošić, Ivana Tasić Mitić, Aleksandar Stojadinović","doi":"10.1080/1350293x.2023.2259640","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259640","url":null,"abstract":"ABSTRACTThis paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education.KEYWORDS: Early childhood educationmusic education in preschoolteachers’ attitudeskindergarten teachersCOVID-19 AcknowledgmentThe Faculty of pedagogy, University of Niš, Serbia, fully supported this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Serbia, preschool and kindergarten are both included in the same institution. The institution usually covers all preschool and kindergarten units in the local area. One local unit is both − preschool and kindergarten. It is commonly called ‘kindergarten’.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136306453","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

Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care 移民父母的声音使幼儿教育和护理专业学习社区成为可能

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-09-20 DOI: 10.1080/1350293x.2023.2259643

Alicja R. Sadownik, Laurent Gabriel Ndijuye

引用次数: 0