Early Childhood Education Journal最新文献

{"title":"Tools for Assessing the STEAM Learning Affordances and Quality of Outdoor Learning Environments of Childcare Centers: A Systematic Review","authors":"Nazia Afrin Trina, Muntazar Monsur, Nilda Cosco, Stephanie Shine, Leehu Loon, Ann Mastergeorge","doi":"10.1007/s10643-025-01911-0","DOIUrl":"https://doi.org/10.1007/s10643-025-01911-0","url":null,"abstract":"<p>Science, technology, engineering, arts and mathematics (STEAM) learning is directly connected with children's cognitive development. Measuring the cognitive advancements of young children is more challenging than that of older ones because young children experience vast variations in the different personal, developmental, and environmental factors affecting their learning behaviors. Also, much learning in the early years is informal in nature, posing added challenges in systematic assessment. There are several assessment tools available for evaluating childcare settings and assessing science learning within the context of the classroom, but none for assessing outdoor learning environments. However, research shows that the outdoor physical environment of early childcare facilities has a long-lasting influence on cognitive development as well as on the quality of STEAM learning for children. There is a critical need for systematic tools to assess formal and informal early STEAM learning outdoor environments to advance both fields of early childhood education and design. This systematic review aims to document all existing tools available for assessing (a) the quality of the childcare outdoor environments and (b) the quality of STEAM learning of children aged 3–5 outside the classroom context, addressing the current lack of reliable and valid assessment measures in this emerging field. The synthesis of information from a selection of 20 studies revealed that STEAM-based outdoor learning at the preschool age is a relatively new topic and that there are no assessment tools or indicators that can assess the available opportunities in the outdoor physical environment and their affordances of STEAM learning activities and activity settings in early childhood environments (e.g., childcare centers, family care homes, or preschools). This deficiency demands more research in the areas of systematic environmental assessments of landscape design indicators in early childhood settings to advance spontaneous STEAM learning behaviors in the early years.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"93 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Celebrating Pathways to Joyful and Meaningful Writing with Young Children","authors":"Jan Lacina, Sherron Killingsworth Roberts, Patricia A. Crawford","doi":"10.1007/s10643-025-01914-x","DOIUrl":"https://doi.org/10.1007/s10643-025-01914-x","url":null,"abstract":"<p>Writing instruction benefits all learners, but for the early childhood learner, the benefits are especially profound. Early writing instruction serves as a foundation for future literacy skills and an opportunity for learners to develop emergent writing skills. Early writing instruction enables young children to hone fine motor skills and document their thinking, while also supporting them on their nascent paths to develop their ideas into words, sentences, paragraphs, and more. Creating meaningful writing experiences in the early childhood environment affords teachers joy in the journey, while learners build on a natural curiosity for writing and develop creativity, critical thinking, and confidence in themselves as writers. This introduction provides an overview and roadmap of highlighted early writing facets, including writing development, teaching writing in early childhood settings, bolstering the reading–writing connection, and creating joyful and meaningful writing environments. It also serves as an introduction to (and celebration of) the broad range of timely and insightful articles in this special issue on <i>Joyful and Meaningful Writing with Young Children.</i></p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"73 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Managing Sensory Processing Disorders in an Early Childhood Classroom: Evidence-Based Strategies for Teachers","authors":"Marketa Raevsky, Cassandra A. Nabalta, Julia T. Atiles","doi":"10.1007/s10643-025-01904-z","DOIUrl":"https://doi.org/10.1007/s10643-025-01904-z","url":null,"abstract":"<p>Sensory processing disorders are recognized as a condition where the brain’s sensory systems struggle to integrate sensory information. An individual with sensory processing disorders exhibits atypical (exaggerated or muted) response to sensory stimuli such as loud noises, unfamiliar textures, or being touched. It is estimated that between 5-16% of children have sensory processing disorders. Therefore, many teachers interact daily with children who struggle to self-regulate due to their sensory processing difficulties. This article synthesizes the literature on symptomatology, prevalence, and prognosis of sensory processing disorders. Next, we highlight how these symptoms may manifest in the early childhood classroom and provide practical, evidence-based classroom strategies for educators to help children cope with sensory processing challenges.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"183 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing 3-Year-Old Kindergarten in Victoria: Teachers’, Educators’ and Directors’ Perspectives","authors":"Jane Page, Laura McFarland, Sarah Young, Lisa M. Baker, Penny Levickis, Tricia Eadie","doi":"10.1007/s10643-025-01907-w","DOIUrl":"https://doi.org/10.1007/s10643-025-01907-w","url":null,"abstract":"<p>In the past two decades, Australian governments have initiated a series of reforms to provide accessible, affordable, high quality early childhood education and care (ECEC). At the core of these reforms is the intention to improve learning outcomes for young children in the years where strong foundations are laid and where learning inequalities can be addressed. The Victorian State Government has built on these reforms through its investment in rolling out two years of funded universal kindergarten for 3-and 4-year-old children. This qualitative study reports on teachers’, educators’ and directors’ experiences of implementing funded 3-year-old kindergarten at 26 ECEC services from metropolitan and regional/rural Victorian regions. Online semi-structured interviews were conducted with 44 participants in 2022–2023. Thematic analysis revealed key findings, including the importance of pedagogical differentiation, workforce sustainability, leading and responding to change, and building capacity, as well as the structural impacts on implementation. We conclude that participants’ perspectives and experiences are critical to understanding the optimal opportunities and conditions for 3-year-old children’s learning across diverse contexts in Victoria during a time of reform.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"19 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parental Perspectives on Climate Change and its Impact on Young Children’s Emotional Well-Being: Insights from Malta","authors":"Jane Spiteri","doi":"10.1007/s10643-025-01893-z","DOIUrl":"https://doi.org/10.1007/s10643-025-01893-z","url":null,"abstract":"<p>Parents express concern about climate change, yet there is limited research on their role in helping children navigate climate change and climate anxiety—worry and fear related to the awareness of climate change impacts—especially in early childhood. As the direct and indirect effects of climate change become more evident, understanding this role is crucial. Grounded in theories of hope and self-efficacy, and using semi-structure interviews, this qualitative case study examined the perspectives of 14 Maltese parents on climate change, their understanding of its perceived impact on their children's well-being, and the challenges and opportunities in supporting their children with climate-related issues. Data analysis indicated that parents had a general awareness of climate instability but a limited understanding of its underlying causes. Parents expressed significant concern about the potential impacts of climate change on their children’s health and well-being. They identified barriers to discussing the issue while also sharing positive experiences. Findings suggest that parents would benefit from resources to help them support their children’s understanding of climate change in ways that nurture emotional well-being, resilience, and hope. These results can help inform researchers, educators and policymakers to find ways to emphasise solutions, and encourage action in the context of a changing climate.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"30 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143758070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young Children and Therapy Dogs in Schools: Guidelines for Educators","authors":"Mary Renck Jalongo","doi":"10.1007/s10643-025-01900-3","DOIUrl":"https://doi.org/10.1007/s10643-025-01900-3","url":null,"abstract":"<p>There is a burgeoning area of research in various disciplines to support the assertion\u0000that positive interactions between people and dogs can contribute to the wellness of\u0000both species. Empirical evidence suggests that even relatively brief encounters\u0000between a human who is accepting of dogs and a friendly, well-mannered canine can\u0000elevate positive mood and reduce stress. One type of canine, a therapy dog, is\u0000selected and trained specifically for this purpose. Unlike service dogs, who are trained\u0000to perform specific tasks that assist someone with a disability or emotional support\u0000dogs who provide comfort to one person, therapy dogs are invited to visit hospitals,\u0000schools, libraries, and community events where they interact with many different\u0000people who may be strangers. Therapy dogs are trained, tested, observed, health\u0000checked and well groomed. Together with their handler/owner they become members\u0000of a reputable therapy dog organization and volunteer as a form of community service.\u0000Now, more than ever before, therapy dogs are becoming an accepted part of the\u0000educational landscape. The purpose of this practical article is to guide teachers and\u0000administrators in successfully integrating therapy dogs into various educational\u0000contexts. It is organized around five topics: (1) types of dogs that support human\u0000wellbeing, (2) empirical research on canine-assisted services, (3) procedures to protect\u0000the health, safety, and welfare of both human and canine participants; (4) categories of\u0000canine-assisted services; and (5) strategies for planning, implementing, and evaluating\u0000the contributions of therapy dogs to the educational context. Descriptions of actual\u0000therapy dog events with young children illustrate key points throughout the article.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143723581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Everyday Mathematical Activities of Babies and Toddlers in Early Childhood Education Settings","authors":"Amy MacDonald","doi":"10.1007/s10643-025-01899-7","DOIUrl":"https://doi.org/10.1007/s10643-025-01899-7","url":null,"abstract":"<p>This study explores the everyday mathematical activities of babies and toddlers in Australian early childhood education settings. The qualitative study gathered data within six different early childhood education settings in varying geographical locations. The participants included babies and toddlers aged 2–40 months and their educators. The researcher spent up to 2 days in each site, gathering observational data in the forms of continuous video recordings, video and photographic observations, and field notes. In order to describe the mathematics noticed within the observations, the data were analysed using Bishop’s (1988) framework of six “universal mathematical activities” – counting, measuring, locating, designing, playing, and explaining. Six vignettes are presented and analysed in relation to this framework of mathematical activities. The vignettes demonstrate the mathematical opportunities that were noticed in the everyday activities and interactions of educators and children, and the ways in which the educators responded to those opportunities.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"22 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEAM in Early Childhood: An Analysis Towards Teachers’ and Children’s Perspectives","authors":"Mefharet Veziroglu-Celik, Sevval Ozkaya, Gamzegul Kacar, Zahide Ece Senturk","doi":"10.1007/s10643-025-01897-9","DOIUrl":"https://doi.org/10.1007/s10643-025-01897-9","url":null,"abstract":"<p>This research examines teachers’ and children’s perspectives regarding STEAM (science, technology, engineering, art and math) in early childhood education. The participants of the study consisted of 35 teachers and 73 children selected from the children in the preschool classrooms where the teachers worked. Semi-structured interview forms prepared in line with the relevant literature and expert opinions were used as data collection tools in the research. The data obtained was analyzed using the content analysis technique. The themes obtained from the analysis of teachers’ perspectives and teachers’ knowledge about STEAM, materials used, activity types, activity resources, teacher competence, and solutions. The themes regarding the perspectives of children participants were determined as the topics children are curious about and the activities they enjoy about STEAM. Results showed that teachers did not have sufficient knowledge about STEAM, gave little place to STEAM activities in their classrooms, and had problems finding resources while preparing these activities and in the activity planning process. They also stated that teachers felt inadequate in implementing STEAM activities. According to the other results obtained from the research, the subjects that the children were most curious about in STEAM were science and engineering-related subjects, and the activities they enjoyed participating in the most were experiments, art, and games. The results were discussed per the relevant literature, and suggestions for STEAM applications in early childhood education were presented.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"41 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143703282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher-Led Yoga/Mindfulness in the Key Stage 1 Classroom. Survey of Educators Across North-East England","authors":"Katie Wilkin, Claire Thornton, Georgia Allen-Baker","doi":"10.1007/s10643-025-01903-0","DOIUrl":"https://doi.org/10.1007/s10643-025-01903-0","url":null,"abstract":"<p>Pupils’ behavioural and emotional difficulties are disruptive to classrooms. These issues have exacerbated post-Covid, but little is known about the specific methods used by teachers to manage such issues in the classroom. An online survey was completed by 133 Key Stage 1 (KS1) educators who use yoga and/or mindfulness activities with their seven- to nine-year-old pupils within 101 mainstream state schools in England’s North East Mayoral Combined Authority. Participants reported using these activities ‘To support the children to calm down and relax’ (88% of participants) and, ‘To support pupils’ self-awareness and self-regulation' (62% of participants), with most participants (65%) rating these activities as extremely or very useful for their KS1 pupils. Early career teachers with 0–2 years’ experience in the profession provided significantly fewer reasons for using classroom-based yoga/mindfulness than those who have been in the profession for three years or more (means = 2.38 and 3.48 respectively). Also, teachers who reported being aware of research into the benefits of yoga or mindfulness for schoolchildren provided significantly more reasons for using such activities in the classroom (mean = 3.79) than those unaware of the research (mean = 2.96). This study is the first of its kind to explore teachers’ use of, and reasons for using, yoga/mindfulness activities in KS1 classrooms in the North East, one of the most deprived areas in England. Results are discussed in the context of current research alongside suggestions for future studies and practice recommendations for KS1 teachers.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"191 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143703279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Job Demands-Resources Profiles and Work Capabilities: Effects on Early Childhood Development Practitioners’ Functioning","authors":"Suzette C. Ragadu, Sebastiaan Rothmann","doi":"10.1007/s10643-025-01902-1","DOIUrl":"https://doi.org/10.1007/s10643-025-01902-1","url":null,"abstract":"<p>This study examined the associations between early childhood development practitioners’ job demands-resources profiles, work capabilities, engagement, and intentions to leave. A cross-sectional survey was administered to a convenience sample (<i>N</i> = 426) of early childhood development practitioners in two provinces in South Africa. The Job Demands-Resources Scale (Rothmann et al., A psychometric evaluation of the job demands-resources scale in South Africa. SA Journal of Industrial Psychology, 32(4):76–86, 2006. https://hdl.handle.net/10520/EJC89107), Capability Set for Work Questionnaire (Abma et al., Scandinavian Journal Work, Environment and Health 42:34–42, 2016), Work Engagement Scale (Rautenbach and Rothmann, Journal of Psychology in Africa 27:303–309, 2017), and Intention to Leave Scale (Sjöberg and Sverke, Scandinavian Journal of Psychology 41:247–252, 2000) were administered. Latent profile analyses resulted in four job demands-resources profiles: high demands-low resources (33.18%), moderate demands-high resources (17.17%), moderate demands-low job resources (30.39%), and moderate demands-moderate resources (19.3%). Early childhood practitioners who were in moderate demands-high resources (rather than high demands-low resources or moderate demands-low job resources) jobs and had a robust capability set showed high work engagement and low intentions to leave their jobs. Job demands-resources profiles indirectly affected early childhood development practitioners’ work engagement and intentions to leave via their capability sets.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"183 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143695350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}