Early Childhood Education Journal最新文献_第3页

A Systematic Review of Parents’ Experiences during their Child’s Transition to School 系统回顾父母在子女升学过程中的经历

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-17 DOI: 10.1007/s10643-024-01780-z

Alina Morawska, Amy E. Mitchell, Evren Etel, Rebecca Armstrong, Tomomi McAuliffe, Tianyi Ma, Cathy McBryde, Leanne M. Johnston

{"title":"A Systematic Review of Parents’ Experiences during their Child’s Transition to School","authors":"Alina Morawska, Amy E. Mitchell, Evren Etel, Rebecca Armstrong, Tomomi McAuliffe, Tianyi Ma, Cathy McBryde, Leanne M. Johnston","doi":"10.1007/s10643-024-01780-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01780-z","url":null,"abstract":"The transition to school is an important developmental milestone for children and their families and sets the foundation for further educational experiences. There is a paucity of evidence-based interventions to support families during their child’s transition to school. To meet the needs of families during their child’s transition to school, better understanding of parents’ experiences is necessary. This systematic review identified 61 studies which reported on parent experiences of their child’s transition to school, although only a minority of studies explicitly focused on this outcome. Most studies were cross sectional, qualitative and focused on typically developing children. Six themes were identified in a narrative synthesis of the included studies: (1) Parent emotions about the transition to school; (2) Child’s school readiness and adjustment; (3) Parent factors; (4) Positive aspects of transition to school; (5) Practical transition issues; and (6) School partnership and communication. Overarching parent experiences focused on the ecological system within which the transition to school takes place, and we consider the implications for practice based on this framework.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"32 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448561","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

Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms 每个孩子都可能采取基于需要的行动吗？学前班教师在多元文化课堂中的差异化教学

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-16 DOI: 10.1007/s10643-024-01753-2

Zeliha Demirci-Ünal, Gökhan Öztürk

{"title":"Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms","authors":"Zeliha Demirci-Ünal, Gökhan Öztürk","doi":"10.1007/s10643-024-01753-2","DOIUrl":"https://doi.org/10.1007/s10643-024-01753-2","url":null,"abstract":"Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"24 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440360","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

Effects of Trauma-Informed Training on Teacher Perceptions of Child Outcomes: Student-Teacher Relationships, Behavior, and Expulsion Risk 创伤知情培训对教师感知儿童成果的影响：师生关系、行为和开除风险

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-14 DOI: 10.1007/s10643-024-01769-8

Alysse M. Loomis, Finau Rabuka-Conklin, Camille DeSilva

{"title":"Effects of Trauma-Informed Training on Teacher Perceptions of Child Outcomes: Student-Teacher Relationships, Behavior, and Expulsion Risk","authors":"Alysse M. Loomis, Finau Rabuka-Conklin, Camille DeSilva","doi":"10.1007/s10643-024-01769-8","DOIUrl":"https://doi.org/10.1007/s10643-024-01769-8","url":null,"abstract":"A growing number of early childhood education (ECE) programs are using trauma-informed trainings to support teachers in better managing children’s trauma-related challenging behaviors. However, there is not a great deal of research on how effective these programs are for improving children’s school-related outcomes. This study examines whether a 6-hour trauma-informed training provided to preschool teachers was related to children’s child expulsion risk, teacher perception of child behavior, and student-teacher relationships. Seventy-four teachers from 7 elementary schools in the Mountain West region received a six-hour trauma-informed training over three months. Children’s school-related outcomes were collected through teacher report in pre- and post-training surveys. Linear growth modeling was used to estimate change in children’s outcomes over time, adjusting for child gender and student-teacher racial/ethnic match. There were significant decreases in child disruption, a subscale of expulsion risk, and improvements in student-teacher closeness following training; no other child outcomes changed significantly. More evidence-based research is needed to support or refute whether trauma-informed training is effective and promotes positive child outcomes.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"67 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142431310","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

Beyond Open-Ended: Tools to Explore Questions and Power during Decision-Making with Families 超越开放式：在与家庭共同决策过程中探索问题和权力的工具

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-10 DOI: 10.1007/s10643-024-01768-9

Christine L. Hancock

{"title":"Beyond Open-Ended: Tools to Explore Questions and Power during Decision-Making with Families","authors":"Christine L. Hancock","doi":"10.1007/s10643-024-01768-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01768-9","url":null,"abstract":"Questions are an essential aspect of decision-making by families and early educators in a range of contexts, and are particularly important during the informal assessment and collaborative planning that characterize home visits. Yet recommendations for questions tend to focus on form alone, such as encouragement to ask open- rather than closed-ended questions. These recommendations have limited practical application because they frame language as decontextualized and power-free, which can contribute to marginalizing families. Instead, when early educators conceptualize questions as part of discourse—rooted in context and imbued with power—they can better understand nuances of questions and ultimately enact shared decision-making with families. This conceptual paper illustrates the potential of discourse theory as a framework to explore questions and their consequences for decision-making power. Linguistic features of questions are presented along with discursive tools adapted from Gee (2014) that researchers and early educators can use to examine how questions contribute to sharing power or maintaining professional control of decisions. Transcripts from previously conducted, ethically approved investigations using discourse analysis exemplify how the tools can be used to examine how questions function in real conversations between families of infants and toddlers and home visitors. The selected transcripts represent four different home visiting programs in the United States and depict how questions played in role in decision-making about how to support children’s development.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"207 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397844","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

Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching 学前教师在尝试游戏反应式科学教学中使用投影图像和视频的经验

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-10 DOI: 10.1007/s10643-024-01777-8

Kristina Lund, Andreas Redfors, Agneta Jonsson

{"title":"Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching","authors":"Kristina Lund, Andreas Redfors, Agneta Jonsson","doi":"10.1007/s10643-024-01777-8","DOIUrl":"https://doi.org/10.1007/s10643-024-01777-8","url":null,"abstract":"When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they can contribute to. Eleven preschool teachers participated in a Continuous Professional Development project about play-responsive teaching and science. Participating preschool teachers’ discussions about using projected images or videos in attempted play-responsive science teaching was thematically analysed. Three main themes have been developed: content of the projected image or video, different ways of using projected images or videos, and reasons for using a projected image or video in attempted play-responsive science teaching. Results show that projections could be used as support in play, e.g., when imagining being in another place, like under the surface of the ocean or as a way of introducing science concepts in play. Play-responsive science teaching with support of projected images and videos is found to be a threefold challenge for the preschool teachers, encompassing knowledge about play, science, and digital tools. The important role of preschool teachers in making the projections become a part of play-responsive science teaching is discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"55 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397849","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 Intervention under the Australian National Disability Insurance Scheme: Characteristics and Recruitment Practices of Service Providers 澳大利亚国家残疾保险计划下的幼儿干预：服务提供者的特点和招聘做法

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-08 DOI: 10.1007/s10643-024-01759-w

Susana Gavidia-Payne, Jessica Zoe Zanuttini, Sarah Carlon, Coral Kemp

{"title":"Early Childhood Intervention under the Australian National Disability Insurance Scheme: Characteristics and Recruitment Practices of Service Providers","authors":"Susana Gavidia-Payne, Jessica Zoe Zanuttini, Sarah Carlon, Coral Kemp","doi":"10.1007/s10643-024-01759-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01759-w","url":null,"abstract":"The National Disability Insurance Scheme (NDIS) constitutes a major policy reform for Australian people with disabilities. Despite its ten-year implementation, little is known about the characteristics of the workforce delivering Australia’s NDIS early childhood intervention services (ECI). The present study sought to identify the range of skills, knowledge, and experience of ECI professionals as listed in recruitment advertisements, and their alignment with best practice guidelines. Provider data were extracted from 246 advertisements for ECI roles over a 5-month period and assigned into various categories. Interrater reliability was determined by randomly selecting 65 of the 246 of the advertisements, which were coded independently by two researchers and assigned to service provider categories. Significant changes have occurred in the qualities of professionals providing ECI services under the NDIS, and their adherence to best practice guidelines. The limited emphasis on best practice in the recruitment process may result in an ECI workforce that is not well equipped to deliver specialised and inclusive support to young children with disabilities and their families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"12 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384490","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

Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers 他们为可持续发展做好准备了吗？幼儿在职教师的环保态度研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-07 DOI: 10.1007/s10643-024-01775-w

Hua Luo, Wai Chin Li

{"title":"Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers","authors":"Hua Luo, Wai Chin Li","doi":"10.1007/s10643-024-01775-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01775-w","url":null,"abstract":"In recent years, early childhood education for sustainability has received increasing attention. However, research on early childhood teachers in relation to this issue remains marginalized. Teachers’ environmental attitudes support children’s nature play and are strongly associated with sustainability. According to previous studies, environmental knowledge is important to pro-environmental attitudes. This article used a quantitative survey to explore the environmental attitudes of 832 early childhood in-service teachers and determined the relationship between their environmental knowledge and attitudes. The Two Major Environmental Values (2-MEV) scale was adopted to examine the environmental attitudes of the participants, including conservation and utilization. The outcomes showed that the participants had a more positive attitude toward environmental conservation and a less positive attitude toward environmental utilization. Although their environmental knowledge was relatively low, it significantly predicted their environmental attitudes toward both conservation and utilization, but the impacts were minimal. The 2-MEV scale cannot fully resolve controversies regarding the relationship between teachers’ environmental knowledge and attitudes. More attention should be given to other aspects of teachers’ jobs, such as job satisfaction and culture.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"45 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383947","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

Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future 挪威幼儿教育和保育的质量：进展、长期挑战和对未来的建议

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-05 DOI: 10.1007/s10643-024-01770-1

Ingunn Størksen, Ragnhild Lenes, Dieuwer ten Braak, Megan McClelland, Roberta Michnick Golinkoff

{"title":"Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future","authors":"Ingunn Størksen, Ragnhild Lenes, Dieuwer ten Braak, Megan McClelland, Roberta Michnick Golinkoff","doi":"10.1007/s10643-024-01770-1","DOIUrl":"https://doi.org/10.1007/s10643-024-01770-1","url":null,"abstract":"In Norway, children aged one to five years can attend subsidized and publicly regulated Early Childhood Education and Care (ECEC) centers. These centers focus on holistic child development through play, care, and learning. Therefore, Norway should be capable of providing young children with the best possible ECEC environment, thereby laying a solid foundation for their future school success. However, Norwegian 15-year-old students score at or below the average in mathematics, reading, and science compared to students in other OECD countries, and average scores are declining OECD (PISA 2022 Results (Volume I): The state of learning and equity in education, 2023). Several factors may contribute to Norwegian students’ average or below-average school performance, e.g., pedagogical weaknesses that were present even before school, in ECEC. An OECD report from 2015 pointed out several challenges in the Norwegian ECEC quality (Early childhood education and care policy review Norway, 2015), related to factors such as structural standards, monitoring of process quality, lack of independence of inspections, lack of understanding regarding monitoring, and insufficient monitoring practices. In this paper, we present: (1) Norwegian policy initiatives implemented in response to the OECD report, and (2) Research conducted after the OECD report on the quality levels of Norwegian ECEC, along with findings from interventions designed to improve quality. Based on this, we discuss the progress since the 2015 OECD report and highlight continuing challenges and important next steps to secure high ECEC quality in Norway for all children. We find that several policy initiatives have been implemented but observed ECEC quality levels after the 2015 report are still in the medium to low range.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"12 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383946","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

Beginning with Books: Tailoring Formats and Strategies for Infant and Toddler Reading Activities in Early Childhood Education Centers 从书开始为幼儿教育中心的婴幼儿阅读活动量身定制形式和策略

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-10-04 DOI: 10.1007/s10643-024-01772-z

Ming-Fang Hsieh

{"title":"Beginning with Books: Tailoring Formats and Strategies for Infant and Toddler Reading Activities in Early Childhood Education Centers","authors":"Ming-Fang Hsieh","doi":"10.1007/s10643-024-01772-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01772-z","url":null,"abstract":"This study examined various formats and strategies used by caregivers in early reading activities, and assessed how they were tailored to the developmental stages of infants and toddlers. Participants included three caregivers from classrooms for ages 0–12, 13–18, and 19–24 months, and the director of an early childhood education center known for emphasizing early reading experiences. Data were collected from observations of reading activities and interviews with the four participants. The findings revealed that the caregivers intentionally organized reading activities in different formats— one-on-one, group, and free reading—each fulfilling distinct objectives and developmental needs. They employed various strategies, including contextualized linguistic, paralinguistic, social, and decontextualized linguistic approaches, which were all adapted to the children’s developmental levels and reading contexts. This study resulted in a scaffolding framework that informs reading practices in early childhood education centers, offering professional training recommendations and particularly highlighting the necessity of decontextualized talk beyond the book text.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"17 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384873","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

Parent–Child Mealtime Conversations Stimulated with Decorated Tableware 用装饰餐具激发亲子用餐对话

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-30 DOI: 10.1007/s10643-024-01771-0

Natalia Kucirkova, Jarmila Bubikova-Moan

引用次数: 0