Early Childhood Education Journal最新文献_第10页

A Systematic Review of Early Writing Assessment Tools 早期写作评估工具的系统回顾

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-08 DOI: 10.1007/s10643-024-01697-7

Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding

{"title":"A Systematic Review of Early Writing Assessment Tools","authors":"Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding","doi":"10.1007/s10643-024-01697-7","DOIUrl":"https://doi.org/10.1007/s10643-024-01697-7","url":null,"abstract":"There is considerable research regarding measures of early reading but much less in early writing. Nevertheless, writing is a critical skill for success in school and early difficulties in writing are likely to persist without intervention. A necessary step toward identifying those students who need additional support is the use of screening tools. The purpose of this study was to identify tools used with emergent writers and summarize the current state of this empirical literature. A systematic review was conducted for publications between 1990 and 2022. A total of 59 studies focused on early writing for preschool or kindergarten students and met criteria for inclusion in the review. Results indicated the most used early writing measure was Name Writing followed by Letter Writing, and Spelling tasks with some studies using this specific combination of measures. Despite some consistency in the measures used, there was significant variation in the scoring approach. Review of technical adequacy indicated 65% of studies included reliability data while considerably fewer included validity. Future studies using consistent approaches to scoring early writing tasks and additional examinations of validity are needed to improve educators’ ability to identify and intervene in this skill area.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"142 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141292665","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}

引用次数: 0

The Other Side: Preschool Children’s Experience of a Read-Aloud Focused on Social Justice 另一边：学龄前儿童对以社会正义为主题的朗读的体验

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-03 DOI: 10.1007/s10643-024-01683-z

Norline R. Wild

引用次数: 0

Incorporating Humanoid Artificial Intelligence (AI) Robots into Early Childhood Education 将仿人人工智能（AI）机器人纳入幼儿教育

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-30 DOI: 10.1007/s10643-024-01690-0

Joohi Lee, Junoh Jo, Joo Ok Lee, So Hyang Kim

引用次数: 0

Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices 在实地工作经历中建立合作伙伴关系，促进循证实践

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-29 DOI: 10.1007/s10643-024-01692-y

Gospel Y. Kim, Kathleen N. Tuck, Jennifer A. Kurth

{"title":"Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices","authors":"Gospel Y. Kim, Kathleen N. Tuck, Jennifer A. Kurth","doi":"10.1007/s10643-024-01692-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01692-y","url":null,"abstract":"In early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"28 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165225","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}

引用次数: 0

Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study 伊朗儿童校外非正式数字英语学习 (IDLE) 的母亲支架：定性研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-28 DOI: 10.1007/s10643-024-01675-z

Ali Soyoof, Barry Lee Reynolds, Michelle M. Neumann, Boris Vasquez-Calvo

{"title":"Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study","authors":"Ali Soyoof, Barry Lee Reynolds, Michelle M. Neumann, Boris Vasquez-Calvo","doi":"10.1007/s10643-024-01675-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01675-z","url":null,"abstract":"Previous research has acknowledged that informal digital learning of English (IDLE) between parents and children can play an important role in children’s first and second language (L1 and L2) learning. However, most previous parent–child studies have been conducted in Western countries where English is the child’s first language. This study aimed to understand how Iranian children learn English as an L2 in a home context through mother–child home digital experiences. Five Iranian families which included six children, aged 6 to 7 years old, and their mothers were recruited as participants to explore mother–child IDLE experiences. Data was collected through semi-structured interviews and observations of mother–child L2 English interactions with popular culture using Video-Stimulated Recall (VSR) methods. The overall findings revealed children are interested in popular culture (e.g., playing Lego Jurassic World as a digital game, watching Princess Mononoke as an animation, and engaging with Drawing for Kids applications in English) and their dominant Discourses at home were gaming, narration, female role-modeling, music, and artistic experiences. Moreover, the findings showed that the role of mothers as scaffolders is essential for enhancing their children's learning at home, whether by asking questions or helping children discuss their favorite popular culture. However, maternal scaffolding can be improved by providing mothers with guidance to effectively support their children’s IDLE which can further enhance their children’s learning outcomes.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"31 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165231","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}

引用次数: 0

Technology/Media Use in Early Childhood Education: Publication Trends in the U.S. from 2013 to 2022 技术/媒体在幼儿教育中的应用：2013 至 2022 年美国的出版趋势

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-24 DOI: 10.1007/s10643-024-01684-y

Boh Young Lee

引用次数: 0

An Update on Post-COVID-19 Pandemic Early Childhood Music Spaces 关于第 19 届世界艾滋病病毒/艾滋病流行后幼儿音乐空间的最新情况

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-18 DOI: 10.1007/s10643-024-01678-w

Lisa Huisman Koops, Beatriz Ilari, Gina Yi, Katherine Palmer, Tiago Madalozzo, Vivian Madalozzo, Alfredo Bautista, Elizabeth Andang’o

引用次数: 0

Turn-over and Retention Among Head Start Educators 幼儿启蒙教育者的流动和留任

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-16 DOI: 10.1007/s10643-024-01685-x

Delia Vicente, Melanie Venegas, Alma D. Guerrero

引用次数: 0

The Working Conditions and Well-being of Early Childhood Leaders in the United States 美国幼儿领导者的工作条件和福祉

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-14 DOI: 10.1007/s10643-024-01677-x

Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh

{"title":"The Working Conditions and Well-being of Early Childhood Leaders in the United States","authors":"Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh","doi":"10.1007/s10643-024-01677-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01677-x","url":null,"abstract":"There has been a marked increase in attention to educators’ well-being since the pandemic. The majority of this research activity, however, has been focused on the well-being of early childhood teachers while the challenges of early childhood leaders have gone largely undocumented. Using a holistic conceptualization of leader well-being along with the Job-Demands-Resources (JD-R) framework, the purpose of this study was to examine the well-being and working conditions of early childhood leaders in the U.S. To this end, we examine descriptive data on various aspects of the working conditions and physical, psychological, and professional well-being of 547 leaders (directors and associate directors) in center-based settings (ECE) as well as 667 elementary/primary principals nationwide. Overall, we found that ECE center-based leaders were paid 60% less than their K-12 counterparts but reported significantly longer tenure in the profession and in their current school. Both groups reported high workloads, working hours well above the standard 40-h workweek, and few opportunities for professional growth, coaching, and mentoring opportunities. The physical health of both groups was poor; obesity, sedentary behavior, and low physical activity were prevalent. A significant proportion of leaders (40%) were at high risk for depression and exhibited moderate burnout. Despite high demands and poor physical and psychological well-being, both groups had high job satisfaction, but also low intent-to-leave and feelings of isolation.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"2 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919873","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}

引用次数: 0

Learning Together Through Shared Book Reading: Experiences of Burmese Refugee Mothers and Their Preschoolers 通过共享图书阅读共同学习：缅甸难民母亲及其学龄前儿童的经历

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-14 DOI: 10.1007/s10643-024-01655-3

Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern

{"title":"Learning Together Through Shared Book Reading: Experiences of Burmese Refugee Mothers and Their Preschoolers","authors":"Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern","doi":"10.1007/s10643-024-01655-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01655-3","url":null,"abstract":"Shared book reading at home is a beneficial language and literacy learning experience for young children. While there has been extensive research on shared book reading in general, more is needed on understanding what this looks like for multilingual refugee families and their preschool children, particularly among Burmese families in the United States. Past research has focused on literacy development among Burmese refugee children in the school context, but few studies exist on shared book reading among Burmese refugees and their preschoolers in the home context. This qualitative study highlights four Burmese mothers and their young children’s use of dual language books in shared book reading while incorporating interactive reading strategies like questioning, pointing and extratextual talk. Findings indicate that these mothers’ capacities to engage in book talk and scaffolding promote children's and caregivers' literacy skills. The study also highlights the need for resources and interventions that might be developed to support these families in their efforts to boost young children’s literacy using shared book reading strategies.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"115 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919870","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}

引用次数: 0