Early Childhood Education Journal最新文献_第2页

The Effect of Growing Up WILD™ Training on Early Childhood Professionals’ Beliefs, Attitudes, and Intentions Toward Outdoor Education

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-10 DOI: 10.1007/s10643-024-01817-3

Morgan Kunde Sekula, Amy Bryan, Kiki Corry, Assem Kassymova, Courtney E. Byrd-Williams

{"title":"The Effect of Growing Up WILD™ Training on Early Childhood Professionals’ Beliefs, Attitudes, and Intentions Toward Outdoor Education","authors":"Morgan Kunde Sekula, Amy Bryan, Kiki Corry, Assem Kassymova, Courtney E. Byrd-Williams","doi":"10.1007/s10643-024-01817-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01817-3","url":null,"abstract":"In this study, we measured attitudes, beliefs, and intentions about implementing outdoor learning experiences among 56 early childhood professionals before and after attending Growing Up WILD™ (GUW) training. Online pre- and post-surveys were distributed to participants measuring a range of attitudes (i.e., comfort and confidence), beliefs, and intentions (i.e., planning). Overall, after attending GUW training, participants reported feeling more confident facilitating conversations with children about nature and science and more comfortable about planning teacher directed activities, allowing children to take risks, and offering free play. They also expressed fewer concerns about potential barriers to going outside such as family concerns, materials, and curriculum. It also demonstrated participants had greater intentions to engage children in outdoor learning experiences (e.g., outdoor field trips and nature walks). Our findings highlight the impact that GUW training, a brief intervention, can have on early childhood professionals’ attitudes, beliefs, and intentions toward implementing outdoor education. We hope that these attitudinal shifts will encourage early childhood professionals to take young children outside so they can enjoy the benefits of outdoor education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"213 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796880","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 Childhood Teachers’ Beliefs About Creativity and Practices for Fostering Creativity: A Review of Recent Literature

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-09 DOI: 10.1007/s10643-024-01816-4

Qianyi Gao, Anna Hall

引用次数: 0

Literacy in Montessori Schools: Perspectives from Canada, Mexico, and Italy

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-05 DOI: 10.1007/s10643-024-01821-7

Pamela Beach

引用次数: 0

Early Childhood Digital Pedagogy: A Scoping Review of Its Practices, Profiles, and Predictors

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-05 DOI: 10.1007/s10643-024-01804-8

Hui Li, Huihua He, Wenwei Luo, Hui Li

引用次数: 0

Designing Features of a Measure of Composing for Young Children

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-02 DOI: 10.1007/s10643-024-01810-w

Hope K. Gerde, Gary E. Bingham, Ryan P. Bowles

{"title":"Designing Features of a Measure of Composing for Young Children","authors":"Hope K. Gerde, Gary E. Bingham, Ryan P. Bowles","doi":"10.1007/s10643-024-01810-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01810-w","url":null,"abstract":"Early writing is an important early literacy skill related to later reading and writing development. Writing assessment and instruction, however, tends to focus on just part of early writing development, transcription (i.e., handwriting and spelling), whereas composing (i.e., text generation) is an essential component of early and later writing. In fact, several assessments of early writing do not include items that elicit composing and others provide composing items that are too challenging for early writers, yielding floor effects. This study provides evidence for a new approach for eliciting and scoring both transcription and composing from preschool age children. Study 1 provides evidence that within a structured and contextualized assessment in which children compose their own messages, young children can demonstrate transcription skills aligning with the skills they demonstrate on traditional writing assessments (e.g., letter and word writing). Study 2 provides evidence that the structured and contextualized assessment can elicit and score children’s transcription and composing skills such as relevance to the theme, idea generation, genre features, verbal-text match. These two studies provide evidence of item functioning for both transcription and composing items important for research and instructional practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"76 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758280","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

Consequence Does Not Mean Punishment: Insights into the Dynamics of Challenging Behavior

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-02 DOI: 10.1007/s10643-024-01813-7

Ban S. Haidar, Hedda Meadan

引用次数: 0

Emergent Leadership and Gender Differences: A Comparative Case Study of 5–6-Year-Olds in Makerspaces

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-29 DOI: 10.1007/s10643-024-01801-x

Adela Peleg, Sharona T. Levy

{"title":"Emergent Leadership and Gender Differences: A Comparative Case Study of 5–6-Year-Olds in Makerspaces","authors":"Adela Peleg, Sharona T. Levy","doi":"10.1007/s10643-024-01801-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01801-x","url":null,"abstract":"This research delves into the dynamics of 5–6-year-old children’s interactions within makerspaces, which are emerging as innovative environments in early childhood education. Despite their growing popularity, there is a notable absence of research evaluating the activities in these spaces for young learners. To address this gap, we conducted a comparative case study, observing three kindergarten classrooms. Qualitative data, gathered through observations, questionnaires, and interviews, provided insights into the children’s makerspace experiences and the social processes in which they engage. The findings yielded two major themes. Firstly, some children, often marginalized in other classroom settings, assumed leadership roles within makerspaces, highlighting their unique knowledge and potential for leadership development. Secondly, gender differences emerged, with boys engaging in mimetic activities influenced by male role models, and girls pursuing goal-oriented approaches. These differences reflect the interplay between gender roles, societal influences, and early childhood learning in makerspaces. We conclude that makerspaces serve as powerful environments in nurturing both resilience and creativity among young learners. This research provides educators with a deeper understanding of how to harness the potential of makerspaces for promoting leadership, achieving gender equity, and unraveling pivotal social interactions—all vital components of contemporary education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"10 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753060","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

Understanding Educator Perceptions in Assessment of Kindergarten Children’s Development

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-29 DOI: 10.1007/s10643-024-01807-5

Natalie Spadafora, Rita Jezrawi, Stefanie De Jesus, David Cameron, Magdalena Janus

{"title":"Understanding Educator Perceptions in Assessment of Kindergarten Children’s Development","authors":"Natalie Spadafora, Rita Jezrawi, Stefanie De Jesus, David Cameron, Magdalena Janus","doi":"10.1007/s10643-024-01807-5","DOIUrl":"https://doi.org/10.1007/s10643-024-01807-5","url":null,"abstract":"Race-related data are not routinely collected as part of the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be used to inform provision of supports for students and educators. Therefore, the goal of our exploratory study was to gather an understanding of teacher perceptions regarding the assessment of items on the EDI in the context of children’s race, gender, and family status and teacher positionality. We conducted a series of four focus groups with educators (kindergarten teachers and designated early childhood educators) from a school board in Ontario, Canada. The major themes identified were: (1) intersections of social identity; (2) systemic biases and preconceived expectations; (3) educator reflections on feelings, attitudes, and circumstances; (4) teacher-child-family relationships; and (5) teacher training, education, and administrative resources. Our findings suggest that educators’ assessment may be influenced and informed by their perception of their own and their students’ identity. Potential of a bias might be reduced by adequate training and education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"69 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753059","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 Association Between Early Childhood Teachers’ Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-28 DOI: 10.1007/s10643-024-01808-4

Shiyi Chen, Rachel Louise Geesa, Hyuksoon S. Song, Burcu Izci

{"title":"The Association Between Early Childhood Teachers’ Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings","authors":"Shiyi Chen, Rachel Louise Geesa, Hyuksoon S. Song, Burcu Izci","doi":"10.1007/s10643-024-01808-4","DOIUrl":"https://doi.org/10.1007/s10643-024-01808-4","url":null,"abstract":"The purpose of this study was to examine which early childhood (EC) teachers’ qualifications (i.e., degree, major, and teaching experience) are linked to teachers’ Metacognitive Awareness (MA) and science teaching efficacy, and to investigate the relation among EC teachers’ MA components and science teaching efficacy. A total of 153 Head Start teachers from eight U.S. states completed validated surveys that measured their science teaching efficacy and MA. Results from multilevel ANOVA and regression analysis showed that teachers with an early childhood education background were more positive about their ability to teach science, more mindful of their teaching strategies, and more likely to self-evaluate their teaching as compared to teachers without an EC education background. Also, teachers who were more aware of their teaching strategies and instructional goals, and monitored their teaching practices reported higher confidence in their ability to teach science. Our results revealed the role of MA in early science teaching efficacy and highlighted the importance of supporting EC teachers’ professional development, particularly for those whose backgrounds are not in EC.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"198 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753058","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

Finding Joy, Meaning and Confidence in Writing: Using Embodied Arts-Based Practices with Children in the Primary Grades

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-28 DOI: 10.1007/s10643-024-01811-9

Elizabeth Curtis, Nicole Delaney, Marthy Watson

引用次数: 0