Early Childhood Education Journal最新文献

{"title":"Early Childhood Educators’ Pedagogical Knowledge for Effective Practice in Culturally and Linguistically Diverse Contexts","authors":"Leonardo Veliz, Zuocheng Zhang, Somayeh Ba Akhlagh","doi":"10.1007/s10643-025-01912-z","DOIUrl":"https://doi.org/10.1007/s10643-025-01912-z","url":null,"abstract":"<p>This study reports on qualitative research that examined the perceived pedagogical challenges and opportunities that early childhood educators face in attempts to deliver effective practice in culturally and linguistically diverse contexts. Framed through the lens of pedagogical content knowledge (PCK), the study examined data from 9 participants with a view to developing a nuanced understanding of the perceived knowledge they possessed for effective practice in diverse contexts. Data was collected through in-depth semi-structured interviews which addressed two overall dimensions of preparedness and practice for diverse contexts. One dealt with perceptions of pedagogical readiness, involving the role of academic/professional training (either at university or vocational levels) in relation to development of PCK, skills and dispositions. The second addressed systemic issues or challenges influencing, or interfering with, educators’ capacity to provide effective practice in diverse settings. Findings revealed that while educators claim to possess a somewhat adequate level of preparedness for diverse contexts, this does not necessarily stem from professional training but rather from experiential knowledge gained through practice. Findings also revealed a range of (systemic) constraints such as lack of time, unequal distribution of resources or professional development that impact educators’ capacity to cater to the diverse needs of children.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"64 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857541","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":"‘Books Together’, a Dialogic Book Sharing Programme: Adaptation and Feasibility Testing of Online Delivery","authors":"Judy Hutchings, Claire Owen, Anwen Rhys Jones, Margiad E. Williams","doi":"10.1007/s10643-025-01898-8","DOIUrl":"https://doi.org/10.1007/s10643-025-01898-8","url":null,"abstract":"<p>Even before the COVID-19 pandemic the numbers of children entering mainstream education with speech and language learning needs, was significant. Without additional support, these children are at risk of poor academic attainment, mental health difficulties and social problems. This study investigated the feasibility of online delivery of the ‘Books Together’ dialogic book sharing programme. School closures due to COVID-19 meant that parents, initially recruited for a randomised controlled trial (RCT) of the “Books Together” programme, were offered an online version. Participants were 44 parents of 3–5-year-old children. An online weekly survey and end of programme questionnaire explored parental responses to the programme. Measures of child language, child behaviour, social-emotional ability, and parenting competence were collected at baseline. The same measures were collected at follow-up, except the child language measure which could not be collected due to COVID-19 restrictions. Online deivery was feasible with 79% of parents completing the programme (mean 6.06 of 7 sessions attended). Parents reported high satisfaction (80 – 97%) with various components of the programme and all reported continuing to book share with their children. The programme achieved significant post-intervention increases in parenting competence and well-being and child prosocial behaviour and social/emotional ability. The programme is low-cost and can increase the parenting strategies that build children’s linguistic abilities. Results suggest that the online programme is as effective as the group based version. The results of this and the previous group based version of the programme justify a larger trial comparing the two delivery modes.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"24 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847071","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":"Exploring the Relationship Between Engineering Habits of Mind and Self-Regulation Skills in Children","authors":"Ahmet Erol, Mustafa Erol, Merve Canbeldek","doi":"10.1007/s10643-025-01916-9","DOIUrl":"https://doi.org/10.1007/s10643-025-01916-9","url":null,"abstract":"<p>This study investigated the relationship between engineering habits of mind (EHoM) and self-regulation (SR) skills in 5- to 6-year-old children. The study employed a relational survey method and included 25 teachers and 400 children in their classrooms as participants. Data were collected using validated scales measuring engineering habits of mind and self-regulation skills and were analyzed using Pearson correlation analysis. The study’s findings revealed a significant positive relationship between engineering habits of mind and self-regulation skills. Self-regulation components such as attentional flexibility, working memory, and inhibitory control are moderately positively related to systems thinking, optimism, creativity, collaboration, communication, and attention to ethical considerations, which are components of engineering habits of mind. Our findings contribute to the studies on self-regulation skills and engineering habits of mind, which are increasingly prevalent in early childhood.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"240 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143832428","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":"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}