European Early Childhood Education Research Journal最新文献_第9页

Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type 贵人应有的吗?工作岗位与幼儿领导:学校类型的调节作用

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-06-05 DOI: 10.1080/1350293x.2023.2221003

M. Wang, Xiumin Hong

引用次数: 0

Effects of SuperFIT, an overweight-prevention intervention approach, on pre-schoolers’ dietary intake: a pilot study 预防超重干预方法SuperFIT对学龄前儿童饮食摄入的影响:一项试点研究

4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-05-30 DOI: 10.1080/1350293x.2023.2214714

Lisa S. E. Harms, Jessica S. Gubbels, Ilona van de Kolk, Kathelijne M. H. H. Bessems, Sophie Vanbelle, Marla T. H. Hahnraths, Stef P. J. Kremers, Sanne M. P. L. Gerards

{"title":"Effects of SuperFIT, an overweight-prevention intervention approach, on pre-schoolers’ dietary intake: a pilot study","authors":"Lisa S. E. Harms, Jessica S. Gubbels, Ilona van de Kolk, Kathelijne M. H. H. Bessems, Sophie Vanbelle, Marla T. H. Hahnraths, Stef P. J. Kremers, Sanne M. P. L. Gerards","doi":"10.1080/1350293x.2023.2214714","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2214714","url":null,"abstract":"SuperFIT aims to improve the dietary and physical activity behaviour of children (2–4 years) in the Dutch childcare and home setting. Healthy parenting practices, policies, and availability of materials, fruits, and vegetables were promoted over the course of a year. This pilot study, with a quasi-experimental design, examined the effectiveness of children’s intake of fruits, vegetables, water, and sweet beverages. Families attending intervention preschools could participate in the partial (preschool) or full (preschool + home) intervention. Parental 24-hour recalls assessed the child’s diet at baseline and two follow-ups. Data from 81 control and 88 intervention children was included in a three-level hierarchical logistic regression. The full intervention showed significantly favourable effects for sweet beverages (B = −1.85, P < 0.05) and unfavourable effects for vegetables (B = −1.94, P < 0.05), compared to the control between the second follow-up and baseline. No significant effects were found for fruit or water, nor for the partial intervention. More research in a larger sample is needed to confirm current findings.Trial registration: ClinicalTrials.gov identifier: NCT03021980.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135690205","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

What if children affected by sleep disorder and aggression could regulate their emotions? 如果受睡眠障碍和攻击性影响的儿童能够调节自己的情绪呢?

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-05-14 DOI: 10.1080/1350293x.2023.2211275

Ceyhun Ersan, B. Uslu

引用次数: 0

Educators’ perceptions of Australia’s early childhood education and care quality assurance rating system 教育工作者对澳大利亚幼儿教育和护理质量保证评级体系的看法

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-05-10 DOI: 10.1080/1350293x.2023.2211758

A. Phillips, Marianne Fenech

引用次数: 0

Evidencing practice: re-focusing on children’s flourishing, fulfilment and wellbeing 循证实践:重新关注儿童的成长、实现和福祉

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-05-04 DOI: 10.1080/1350293X.2023.2214021

C. Pascal, Tony Bertram

{"title":"Evidencing practice: re-focusing on children’s flourishing, fulfilment and wellbeing","authors":"C. Pascal, Tony Bertram","doi":"10.1080/1350293X.2023.2214021","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2214021","url":null,"abstract":"It still astonishes us to think that the EECERJ has provided an invaluable multi-disciplinary platform for the dissemination of high-quality research into ECE policy and practice for more than 30 years. The Editorial team throughout this time have worked unstintingly to develop the capacity and capability of the ECE research community, its evidence base and the rigour and reach of its methodologies. We believe we have now an established field of study which, as we live through these momentous and challenging times, is making a deep and transformative difference to ECE policy and practice across the world. Yet, despite our sense of achievement and pride in our collective endeavours, as President of EECERA and Editor in Chief of EECERJ, we have to acknowledge that our field has urgent and unfinished work to do as new global challenges confront us. In this joint Editorial, we want to set out an agenda for EECERA and its research community to debate and develop as a first step to transformative action to enhance the lives of our youngest children. Our case is twofold. First, we need to rethink what is the prime purpose of our early education and care programmes and shift our attention to creating the conditions for our children to flourish and have the chance to lead fulfilled lives with a sense of wellbeing. Currently, with an increasing shift to performative programmes and prescribed outcomes there seems less emphasis on these core aspects of life, and little evidence on how children thrive and are empowered. Second, we need to better promote the importance of systematic and rigorous practitioner/ practice-based research evidence, refocusing on context and processes and to raise the visibility and status of the Greek notion of Eudaimonic. In this editorial, we aim to explore how we can be better at identifying, describing and evaluating the Eudaimonic allowing our children to flourish and live with greater fulfilment and wellbeing.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"305 - 310"},"PeriodicalIF":2.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45790636","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

Cultural heritage in early childhood education: a systematic review 幼儿教育中的文化遗产:系统回顾

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-05-03 DOI: 10.1080/1350293x.2023.2207031

Yasemin Yücesan, Gabriela Portugal, M. Figueiredo

引用次数: 0

Can a theme-based joint block play program promote preschoolers’ cooperative skills: evidence from Shanghai/China 基于主题的联合积木游戏项目能提高学龄前儿童的合作技能吗:来自上海/中国的证据

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-04-27 DOI: 10.1080/1350293x.2023.2207032

Huihua He, Qin Jiang, Xiaoyu Tang, Lu Jiang

引用次数: 0

Zoom play: Affectively mobilised collective play across Family Day Care settings 缩放游戏:在家庭日托设置中有效地动员集体游戏

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-04-26 DOI: 10.1080/1350293X.2023.2200019

M. Fleer, P. Rai

引用次数: 0

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-04-23 DOI: 10.1080/1350293X.2023.2202919

Shu-chen Wu

{"title":"How similar is Hong Kong’s play-based learning pedagogy to Fröbel’s Spielpädagogik?","authors":"Shu-chen Wu","doi":"10.1080/1350293X.2023.2202919","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2202919","url":null,"abstract":"ABSTRACT Curriculum reforms in Hong Kong have put more emphasis on play pedagogy juxtaposed with teacher-directed academic learning. Against this background, this study investigated the nature of the play-based learning approach by reviewing Fröbel’s play pedagogy (Spielpädagogik) and comparing it with the policies and practices of the play-based curriculum in Hong Kong. Data collection consisted of observations, interviews, and analyses of curriculum documents. Based on Fröbel’s educational philosophy on Spielpädagogik, policy documents and the results of empirical studies were analyzed and critically compared. The findings showed that Hong Kong’s play-based learning curriculum had some elements in common with Fröbel’s Spielpädagogik; however, the child-initiative (Selbstbestimmung) aspect emphasized in Fröbel’s Spielpädagogik was not commonly observed in Hong Kong’s classrooms because of time constraints and other sociocultural factors. There were also similarities between Fröbel's “play care” (Spielpflege) and teachers’ roles in children’s play advocated by Hong Kong’s curriculum policies. Yet, comparatively, Fröbel’s play care gave clearer directions on teachers’ roles, particularly on how to use language to guide children’s play. The research findings provide clearer insights into how the play-based approach in Hong Kong should move forward, and suggestions for which direction other places advocate play-based approach should take.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"784 - 796"},"PeriodicalIF":2.3,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43034861","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 study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context 在中国幼儿园的背景下，概念游戏世界如何为个人有意义的数学创造条件的文化历史研究

IF 2.3 4区教育学

European Early Childhood Education Research Journal Pub Date : 2023-04-17 DOI: 10.1080/1350293x.2023.2200020

Yuwen Ma, M. Fleer, L. Li, Yuejiu Wang

引用次数: 1