Early Childhood Education Journal最新文献_第10页

‘I Can Kind of Flow How I Want to Flow’: Motivations and Perceived Contrasts of Providing Care in Home-Based Settings 我可以随心所欲"：在家庭环境中提供护理的动机和认知对比

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-17 DOI: 10.1007/s10643-024-01671-3

Erin Harmeyer, Brittany Wittenberg Camp, Catherine Moon

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":null,"pages":null},"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":null,"pages":null},"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

Great Start Readiness Program and Children’s Academic Achievement: A Longitudinal Study 伟大起步准备计划与儿童学业成绩：纵向研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-10 DOI: 10.1007/s10643-024-01680-2

Huang Wu, Jianping Shen, Xin Li, Megan Russell Johnson, Huilan Y. Krenn

引用次数: 0

Who Has Authority over Their Knowledge? A Case Study of Academic Language Use in Science Education 谁对自己的知识拥有权威？科学教育中学术语言使用的案例研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-10 DOI: 10.1007/s10643-024-01674-0

Catherine Lammert, Brian Hand, Chloe E. Woods

引用次数: 0

What Affects the Resilience of Novice Kindergarten Teachers? - An Empirical Study from 5379 Novice Kindergarten Teachers in China 是什么影响了幼儿园新教师的抗挫折能力？- 来自中国 5379 名幼儿园新教师的实证研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-05-09 DOI: 10.1007/s10643-024-01663-3

Lingyan Wang, Yicong Chang, Yini Ouyang, Hui Mao

引用次数: 0

When Saint-Saëns’ Elephant Becomes a Child’s Raindrops: Korean Young Children’s Appreciation of Music through Drawings 当圣桑的大象变成孩子的雨滴：韩国幼儿通过绘画欣赏音乐

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-04-29 DOI: 10.1007/s10643-024-01672-2

Jung-Yoon Chang, Jinyoung Kim, Seung Yeon Lee

引用次数: 0

Hearing Behavioral Messages: Avoiding Misinterpretation to Make Effective, Inclusive Decisions 聆听行为信息：避免误读，做出有效的包容性决策

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-04-23 DOI: 10.1007/s10643-024-01676-y

Stacy N. McGuire, Victoria J. VanUitert

{"title":"Hearing Behavioral Messages: Avoiding Misinterpretation to Make Effective, Inclusive Decisions","authors":"Stacy N. McGuire, Victoria J. VanUitert","doi":"10.1007/s10643-024-01676-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01676-y","url":null,"abstract":"Behavior is a form of communication. For many young children, they may engage in certain behaviors to consciously or subconsciously communicate a need to access something, such as a desired adult or peer, sensory stimulation, or a tangible item. Other times, children may engage in a behavior to escape or avoid something, such as a particular environment. Sometimes the behaviors in which young children engage can be interpreted as challenging, based on the perceptions of those who work with the child, including the child’s early childhood teacher. These interpretations of challenging behavior derive from one’s own cultural backgrounds, beliefs, and biases. Such interpretations can lead to discriminatory discipline practices, particularly against children from marginalized and minoritized backgrounds. Instead, teachers can consider the behavioral messages expressed by the children they work with from an unbiased perspective, identify if the behavior in which the child is engaging is truly challenging, and implement appropriate intervention if necessary. The purpose of this paper is to present a plan for hearing behavioral messages of marginalized and minoritized children in a way that systematically addresses their needs while also considering the potential mismatch between teacher and child identities.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140643104","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 Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality 口语和誊写技能对幼儿园儿童早期写作的影响：生产率和质量

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-04-20 DOI: 10.1007/s10643-024-01670-4

Cristina Rodríguez, Juan E. Jiménez, Jennifer Balade

{"title":"The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality","authors":"Cristina Rodríguez, Juan E. Jiménez, Jennifer Balade","doi":"10.1007/s10643-024-01670-4","DOIUrl":"https://doi.org/10.1007/s10643-024-01670-4","url":null,"abstract":"This study aimed to investigate the roles of transcription skills and oral language abilities in predicting writing quality and productivity among Spanish-speaking kindergarten children (N = 159). Using Structural Equation Modeling (SEM), the study examined associations between these foundational skills and writing outcomes. The model demonstrated excellent fit, with significant relationships between observed measures and their respective latent variables. Transcription skills were found to robustly predict both writing quality and productivity, while oral language was a significant predictor only for writing quality. A notable covariance was observed between transcription and oral language constructs, emphasizing their interconnected influence on early writing development. The study’s findings contribute to the current discourse by aligning with the ‘not-so-simple’ view of writing, challenging conventional notions that prioritize transcription skills over oral language in early writing. These results have important implications for designing comprehensive early childhood literacy programs and suggest that both transcription and oral language abilities should be integrated for holistic writing development. Limitations and directions for future research are also discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622842","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