Early Childhood Education Journal最新文献_第2页

An Attachment Perspective on Dyadic Teacher-Child Relationships: Implications for Effective Practice in Early Childhood Education

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-22 DOI: 10.1007/s10643-025-01874-2

Jantine L. Spilt, Liedewij F. N. Borremans, Fren Dieusaert, Caroline Vancraeyveldt

引用次数: 0

How does Parental Media Mediation Regulate the Association between Digital Parental Awareness and the Parent-Child Relationship?

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-22 DOI: 10.1007/s10643-025-01879-x

Muammer Enes Bayar, Taibe Kulaksiz, Mehmet Toran

{"title":"How does Parental Media Mediation Regulate the Association between Digital Parental Awareness and the Parent-Child Relationship?","authors":"Muammer Enes Bayar, Taibe Kulaksiz, Mehmet Toran","doi":"10.1007/s10643-025-01879-x","DOIUrl":"https://doi.org/10.1007/s10643-025-01879-x","url":null,"abstract":"The parent-child relationship is evolving due to the influence of technology in the digital age. Traditional family dynamics are changing, prompting parents to rethink their approach to children’s development and learn how to interact effectively in digital environments. In light of these considerations, this study aims to examine the role of parental media mediation in the relationship between digital parental awareness and the parent-child relationship. The research was conducted as a cross-sectional survey study based on a quantitative research method. The sample consisted of 291 parents with preschool-age children. Data collection tools included the Demographic Information Form, Digital Parental Awareness Scale, Parental Media Mediation Scale, and Child-Parent Relationship Scale. GLM Mediation Model was performed for data analysis. The analysis revealed that parental mediation behaviors partially mediate the parent-child relationship across all dimensions of digital parental awareness, including being a negative role model, digital negligence, efficient usage, and protection from risks.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"85 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473443","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

Contributing a Chapter to a High-Quality Edited Book: Recommendations for Academic Authors

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-20 DOI: 10.1007/s10643-025-01868-0

Mary Renck Jalongo

{"title":"Contributing a Chapter to a High-Quality Edited Book: Recommendations for Academic Authors","authors":"Mary Renck Jalongo","doi":"10.1007/s10643-025-01868-0","DOIUrl":"https://doi.org/10.1007/s10643-025-01868-0","url":null,"abstract":"Many scholarly publishers and leading professional associations publish books that are a collection of chapters written by various academic authors. This practical article begins by delineating the criteria for a high-quality edited book project. It then discusses possible benefits for chapter authors and argues that the edited collection is a unique genre in academic writing. Next, it challenges outdated assumptions about edited books and describes how scholarly publishing has changed to make chapters more searchable, accessible, and impactful. The final portion of the article outlines phases in book chapter development that include (1) conducting a self-assessment, (2) locating a suitable outlet, (3) writing an abstract, (4) rewriting the manuscript many times, (5) revising in response to peer review/editorial feedback, and (5) completing the production process. The concluding argument is that there is value in joining a community of experts capable of delving into a significant topic, trend, issue, or controversy and examining it from multiple perspectives. At its best, the edited book is more than a compilation of individual chapters. It is a cohesive entity that not only deepens insights but also furthers readers’ understandings. At their best, edited book can perform a valuable service within the discipline of education generally and for the field of early childhood education in particular.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"60 3 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143462809","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

Using Reporting Standards to Structure Research Manuscripts: A Narrative Review

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-19 DOI: 10.1007/s10643-025-01877-z

Elizabeth Roepke, Jennifer C. Dalton

{"title":"Using Reporting Standards to Structure Research Manuscripts: A Narrative Review","authors":"Elizabeth Roepke, Jennifer C. Dalton","doi":"10.1007/s10643-025-01877-z","DOIUrl":"https://doi.org/10.1007/s10643-025-01877-z","url":null,"abstract":"Transparent research reporting is essential in ensuring the credibility, replicability, and applicability of scientific findings. This narrative review provides an overview of different reporting standards used for early childhood education research. Reporting standards are guidelines for which information should be reported in research papers. The purpose of this review is to aid researchers and practitioners in structuring manuscripts. We conducted a literature search for reporting standards relevant to early childhood education research in January 2025. We first identified frequently used research designs in early childhood education research. We then searched the databases Google Scholar, PubMed, and Scopus, using terms pertaining to research designs together with the phrase “reporting standards”. Relevant reporting standards were classified by intended use: general, quantitative, qualitative, mixed methods, and review studies. We briefly described each research design, provided an example of each research design as used in early childhood education research, and listed reporting standards appropriate for each design. The article concludes with steps for using reporting standards to structure a manuscript.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"59 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143443414","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

Literate Cultural Capital Building Through Father–Child Shared Book Reading: An Interactional Ethnography

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-19 DOI: 10.1007/s10643-025-01873-3

Chloe Le, Kim Skinner, Laura Piestrzynski, Huy Nguyen

{"title":"Literate Cultural Capital Building Through Father–Child Shared Book Reading: An Interactional Ethnography","authors":"Chloe Le, Kim Skinner, Laura Piestrzynski, Huy Nguyen","doi":"10.1007/s10643-025-01873-3","DOIUrl":"https://doi.org/10.1007/s10643-025-01873-3","url":null,"abstract":"The study explores the dynamics and interactions between a father and a child of a multilingual family during their daily shared book reading (SBR) practice. Through Bourdieu’s lens of cultural capital theory, the study specifically explores how meaning was constructed, over time, through the child and parent’s verbal and nonverbal participation during SBR and how literate cultural capital was constructed through the father and child’s daily participation in SBR. The study employed interactional ethnography, in which the authors utilized multimodal data by collecting video recordings, transcripts, field notes, and books as artifacts to capture the complexity of interactions within a culturally localized context. Important themes emerged regarding meaning making practices and the construction of literate cultural capital. Findings highlight the role of families in cultivating linguistic and cultural resources that influence children’s literacy development, as well as underscore the importance of recognizing and integrating families’ cultural and linguistic resources into broader literacy initiatives to empower multilingual learners effectively.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"65 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452378","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

Analyzing Children’s Spatial Reasoning Using an Existing Learning Progression: Insights from Interviews and Task Performance

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-17 DOI: 10.1007/s10643-025-01862-6

Robyn K. Pinilla, Sarah Wellberg, Moraima Castro-Faix, Leanne R. Ketterlin-Geller

{"title":"Analyzing Children’s Spatial Reasoning Using an Existing Learning Progression: Insights from Interviews and Task Performance","authors":"Robyn K. Pinilla, Sarah Wellberg, Moraima Castro-Faix, Leanne R. Ketterlin-Geller","doi":"10.1007/s10643-025-01862-6","DOIUrl":"https://doi.org/10.1007/s10643-025-01862-6","url":null,"abstract":"Spatial reasoning comprises a set of skills used to mentally visualize, orient, and transform objects or spaces. These skills, which develop in humans through interaction with our physical world and direct instruction, are strongly associated with mathematics achievement but are often neglected in early grades mathematics teaching. To conceptualize ways to increase the representation of spatial reasoning skills in the classroom, we examined the outcomes of cognitive interviews with kindergarten through grade two students in which they engaged with one spatial reasoning task. Qualitative analyses of students’ work samples and verbal reasoning responses on a single shape de/composition task revealed evidence of a continuum of sophistication in their responses that supports a previously articulated hypothetical learning progression. Results suggest that teachers may be able to efficiently infer students’ skills in spatial reasoning using a single task and use the results to make instructional decisions that would support students’ mathematical development. The practical implications of this work indicate that additional classroom-based research could support the adoption of such practices that could help teachers efficiently teach spatial reasoning skills through mathematics instruction.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"64 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435197","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

Early Development of Visual Perspective-Taking: Its Associations with Stimuli Feature, Child Age, and Family Socio-Economic Status

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-17 DOI: 10.1007/s10643-025-01866-2

Jiahao Liang, Jin Sun, Xiaohui Xu, Kerry Lee, Carrey Tik Sze Siu

{"title":"Early Development of Visual Perspective-Taking: Its Associations with Stimuli Feature, Child Age, and Family Socio-Economic Status","authors":"Jiahao Liang, Jin Sun, Xiaohui Xu, Kerry Lee, Carrey Tik Sze Siu","doi":"10.1007/s10643-025-01866-2","DOIUrl":"https://doi.org/10.1007/s10643-025-01866-2","url":null,"abstract":"Visual perspective-taking (VPT) is a foundational skill for understanding the social world and emerges in early childhood. However, its developmental trajectory and associations with visual stimuli features and family socio-economic status (SES) remain underexplored. This study examined 254 preschool children aged 3 to 5 years (130 girls) using the “photographer task,” in which children identified the image representing a photographer’s view under varying stimuli conditions (complexity and angular differences). Primary caregivers provided demographic data via a questionnaire. Results indicated that children performed better with less complex stimuli and when the angular perspectives of the child and photographer aligned. Age differences were evident in most tasks, except those involving high complexity stimuli and conflicting angular perspectives. SES differences emerged, with high-SES children excelling in tasks without angular conflicts, while low-SES children demonstrated better performance in tasks with high complex stimuli with angular differences. These findings highlight the interplay between developmental, environmental, and task-specific factors in shaping early VPT and underscore the importance of tailoring early learning activities to account for these influences.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"26 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143427263","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

Pláticas: A Culturally and Linguistically Responsive Practice for Young Dual Language Learners

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-17 DOI: 10.1007/s10643-025-01872-4

Julia Guadalupe Cuevas-Guerra

{"title":"Pláticas: A Culturally and Linguistically Responsive Practice for Young Dual Language Learners","authors":"Julia Guadalupe Cuevas-Guerra","doi":"10.1007/s10643-025-01872-4","DOIUrl":"https://doi.org/10.1007/s10643-025-01872-4","url":null,"abstract":"Pláticas are informal sustained conversations drawing from the Chicanx/Latinx oral tradition of sharing thoughts, memories, and experiences, embracing storytelling, ambiguities, interpretations, and self-discovery like oral storytelling. This study explored how 13 early childhood teachers in South Texas use pláticas, conversational interactions, as a cultural and linguistically responsive practice, to support young Spanish-and-English Dual Language Learners (DLLs) ages three to 8 years. A 12-question survey, observations, and a focus group interview were conducted to gather qualitative data on how teachers incorporated developmentally appropriate pláticas into their teaching to promote oral language skills in DLLs. Grounded theory analysis identified the following themes: significance of pláticas; using pláticas as a cultural tool for oral language development; integration of pláticas in the classroom; and assessing pláticas. The demographic of multilingual learners is dynamic around the country; therefore, the themes mentioned above nurture multilingual abilities and integrate culturally and linguistically responsive practices to promote effective practice in early childhood education for DLLs. Educators will learn how to best support DLLs’ diverse linguistic needs by building their cultural capital and funds of knowledge and value family’s cultural practices with pláticas to provide a culturally and linguistically responsible and sustaining learning environment.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"129 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435198","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

Examining Preschool Educators’ Beliefs About Authentic Early Writing Experiences

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-16 DOI: 10.1007/s10643-025-01870-6

Isaak Papadopoulos, Anna H. Hall, Denitsa Sekoulla, Qianyi Gao

引用次数: 0

Supporting Preschool Children with Concussions or Traumatic Brain Injuries in Early Childhood Classrooms

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-14 DOI: 10.1007/s10643-025-01876-0

Trinh Le, Megan Kunze, Berenice de la Cruz, Melissa McCart

引用次数: 0