Early Childhood Education Journal最新文献_第3页

Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness 通过正念培养幼儿教育博士生的幸福感

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01752-3

Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho

引用次数: 0

Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children 幼儿教育参与时间与入学准备领域之间的联系：马来西亚公立学龄前儿童研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-23 DOI: 10.1007/s10643-024-01757-y

Kimberley Kong, Jean Anne Heng, Shi Ting Tan, Azyan Shafee, Alexandra Cheah

{"title":"Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children","authors":"Kimberley Kong, Jean Anne Heng, Shi Ting Tan, Azyan Shafee, Alexandra Cheah","doi":"10.1007/s10643-024-01757-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01757-y","url":null,"abstract":"This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children’s performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioemotional development. Relative to other domains, children demonstrated lower levels of readiness and greater variability in cognitive development. Using a multi-level modelling approach, the duration of Early Childhood Education (ECE) participation was positively associated with improvements in language and emergent literacy while controlling for child and other contextual factors. However, duration of ECE participation correlated negatively with socioemotional development. Additionally, household wealth was a significant predictor of better academic outcomes in language, literacy, and cognitive development. This study underscores the importance of nuanced educational policies that address the duration and quality of ECE and the socioeconomic disparities that affect school readiness to ensure comprehensive developmental support for Malaysian preschoolers from low-income families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313807","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

Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education 变革的催化剂：通过幼儿教育中的非虚构图画书探索促进社会正义的集体行动

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-23 DOI: 10.1007/s10643-024-01755-0

Brittany Adams, Nance S. Wilson, Katherine A. Patterson

引用次数: 0

Exploring the Impact of Preservice Teachers’ Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children’s Literature 通过儿童文学探索职前教师对社会和情感学习（SEL）的认识和态度的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-20 DOI: 10.1007/s10643-024-01758-x

Tugce B. Arda Tuncdemir, Mary Napoli

引用次数: 0

The Unintended Consequences of Expulsion in Early Childhood Settings: Caregivers’ Perspectives 幼儿环境中开除的意外后果：看护人的观点

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-19 DOI: 10.1007/s10643-024-01756-z

Courtney O’Grady, Mia Chudzik, Catherine Corr, Lynn Burdick, Brandie Bentley, Jiye Kim

{"title":"The Unintended Consequences of Expulsion in Early Childhood Settings: Caregivers’ Perspectives","authors":"Courtney O’Grady, Mia Chudzik, Catherine Corr, Lynn Burdick, Brandie Bentley, Jiye Kim","doi":"10.1007/s10643-024-01756-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01756-z","url":null,"abstract":"The prevalence of early childhood expulsion has been documented for close to two decades, with known disparities for children of color, children with disabilities, and children who have experienced trauma. While empirical data on the lasting impact of early expulsion events continues to emerge, there has been little research focused explicitly on how expulsion impacts caregivers (inclusive of any adult that sees themselves in a primary caretaker role for a young child that had experienced expulsion, such as mothers, fathers, grandparents, and foster parents). The purpose of this research study was to examine the experiences of caregivers of young children who experienced expulsion from an early childhood setting. We used a semi-structured interview to capture caregivers’ experiences pre and post expulsion (N = 26). We used a multi-step, collaborative analysis process to analyze the interview data using thematic and constant comparative methods. Initially, most caregivers reported a positive association with their children’s early education setting. However, despite a positive start, relationships with staff deteriorated, and eventually their children were expelled. In most incidents, caregivers described feeling caught off guard by these expulsions, with lasting negative impact for their family. Implications for research and policy are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245869","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

Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices 幼儿教育中的虚拟质量改进：虚拟观察、目标设定和短信促进循证实践的采用

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-17 DOI: 10.1007/s10643-024-01754-1

Abbie Raikes, Rebecca Sayre Mojgani, Jem Alvarenga Lima, Kelsey Tourek, Jolene Johnson

{"title":"Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices","authors":"Abbie Raikes, Rebecca Sayre Mojgani, Jem Alvarenga Lima, Kelsey Tourek, Jolene Johnson","doi":"10.1007/s10643-024-01754-1","DOIUrl":"https://doi.org/10.1007/s10643-024-01754-1","url":null,"abstract":"Millions of young children attend childcare settings in the United States and the quality of these early childhood settings, such as the activities children engage in and how teachers interact with children, matter for children’s development. This study was designed to test the impacts of a tech-enabled observation and feedback system focused on quality practices in early childcare. A randomized trial of 46 childcare professionals using items from a new observational quality tool outlining specific EBP, Brief Early Childhood Quality Inventory (BEQI), in Nebraska, was conducted. Treatment and control groups were observed virtually for 90 min by trained observers and received results from their observations on a set of evidence-based practices (EBP), such as engaging children in conversations about feelings and reading books. Treatment group participants then engaged in goal setting for EBP and received text-based messages for 12 weeks, while control group members only received observation results. Results indicated that treatment group members were significantly more likely to increase EBP that were targeted for change over the course of 12 weeks, with 62% showing improvement on two or more target EBP, whereas only 21% of the control group showed improvement on two or more target EBP. 70% of treatment group members agreed that the program was beneficial for the children in their care, and 73% would recommend the program to another childcare professional. Providing feedback to educators based on a simple observational tool can help promote adoption of EBP in childcare settings, with positive effects of an intervention focused on goal setting and support for specific practices through text messaging.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235284","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

Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach 与幼儿园早期读写能力、数学知识和社会基础相关的因素：HLM 方法

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-06 DOI: 10.1007/s10643-024-01744-3

Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston

{"title":"Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach","authors":"Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston","doi":"10.1007/s10643-024-01744-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01744-3","url":null,"abstract":"Kindergarten readiness plays a very important role in children’s later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in the southeastern United States were analyzed. Participation in a kindergarten transition program, attendance in a Pre-K program, and family engagement were positively associated with children’s readiness in all three domains. Interaction effects between school-level factors (i.e., poverty, ranking) and child-level factors (i.e., Pre-K program attendance) on children’s performance in early literacy skills were identified. The findings can be used to inform the design and implementation of transition programs as well as policymaking in early education and development. We recommend that policymakers should consider targeting resources to rural, high-poverty, and underinvested communities to promote equitable access to high-quality programs that support children and their families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142142596","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

Exploring the Current Landscape of the United States Early Childhood Care and Education Workforce 探索美国幼儿保育和教育工作者队伍的现状

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-04 DOI: 10.1007/s10643-024-01730-9

Hyunjin Kim, Susan Trostle Brand, Rachael Zeltzer

{"title":"Exploring the Current Landscape of the United States Early Childhood Care and Education Workforce","authors":"Hyunjin Kim, Susan Trostle Brand, Rachael Zeltzer","doi":"10.1007/s10643-024-01730-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01730-9","url":null,"abstract":"This study provides the challenges and opportunities facing the Early Childhood Care and Education (ECCE) workforce in the United States. Acknowledging the pivotal role of early educators in children’s development, the authors argue for comprehensive policy reforms to address economic and societal challenges faced by the ECCE workforce. Examining national best practices, offers a roadmap for enhancing the ECCE sector in the United States, emphasizing the need for improved compensation, professional development opportunities, and greater societal recognition of the ECCE workforce’s value. The discussion extends to the implications of these challenges for the quality of early childhood education and the well-being of educators, suggesting a future research agenda focused on evaluating the effects of proposed reforms and exploring innovative strategies to support the ECCE workforce. This forward-looking approach aims not only to improve the status and quality of early childhood education but also to ensure a brighter future for children through a more supported, recognized, and valued ECCE workforce.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142130678","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 a State Pre-kindergarten Program on the Kindergarten Readiness and Attendance of At-Risk Four-Year-Olds 州立学前班计划对 4 岁高危儿童的入园准备和出勤率的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-04 DOI: 10.1007/s10643-024-01736-3

Jamie Heng-Chieh Wu, Hope Onyinye Akaeze, Laurie A. Van Egeren

{"title":"Effects of a State Pre-kindergarten Program on the Kindergarten Readiness and Attendance of At-Risk Four-Year-Olds","authors":"Jamie Heng-Chieh Wu, Hope Onyinye Akaeze, Laurie A. Van Egeren","doi":"10.1007/s10643-024-01736-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01736-3","url":null,"abstract":"The effect of public pre-kindergarten (pre-K) on the short-term outcomes of children from disadvantaged backgrounds is well established; however, the mechanisms for this effect are not well understood. Of the many factors that influence how pre-K participants progress during and after kindergarten, one understudied factor is the effect of pre-K participation on kindergarten attendance. The effects of absenteeism are cumulative, and habits established early in the school years are likely to affect later school outcomes. Thus, if pre-K improves kindergarten attendance, participants may be poised for later school success. To begin to test this hypothesis, we conducted a quasi-experimental study to examine the kindergarten readiness of 19,490 children and attendance records of 39,113 children who either were enrolled in Michigan’s Great Start Readiness Program (GSRP) or were placed on waitlists because their GSRP sites were full. Using variants of multilevel modeling, we found, as expected, that GSRP children performed better than waitlisted children on the Kindergarten Readiness Assessment. Examination of kindergarten attendance records found that waitlisted children were more likely to be absent than their counterparts who participated in GSRP, with particularly strong effects for children who were Black, economically disadvantaged, or English Language Learners.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152427","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

Teaching Financial Literacy in Early Childhood Classrooms 在幼儿教室教授金融知识

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-03 DOI: 10.1007/s10643-024-01740-7

Saigeetha Jambunathan, Jale Aldemir, J. D. Jayaraman

{"title":"Teaching Financial Literacy in Early Childhood Classrooms","authors":"Saigeetha Jambunathan, Jale Aldemir, J. D. Jayaraman","doi":"10.1007/s10643-024-01740-7","DOIUrl":"https://doi.org/10.1007/s10643-024-01740-7","url":null,"abstract":"The importance of financial literacy has gained attention worldwide in the last few years. The National Financial Educators Council (2013) defines financial literacy “as possessing the skills and knowledge on financial matters to confidently take effective action that best fulfills an individual’s personal, family and global community goals.” Financial literacy is an essential 21st century global skill for everyone to have. This is a practical article that investigates the importance of financial literacy education in early childhood classrooms, with vignettes from various early childhood classrooms where teachers are teaching financial literacy concepts. The present paper will also bring to light the importance of being purposive and intentional in teaching financial literacy concepts in early childhood classrooms. The authors bring to light the importance of training the teachers to teach these concepts. They argue that when teachers are confident about the content, they not only feel good about teaching it, but they are also able to provide depth in their teaching as well. In addition, the authors also provide guidelines grounded in research on how to successfully be intentional and purposive in teaching financial literacy concepts in early childhood classrooms. Finally, this article presents a compilation of appropriate resources and strategies teachers can use to teach this important concept in their classroom and partner with the parents to continue teaching these concepts at home as well.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142124065","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