Early Childhood Education Journal最新文献_第3页

Preschoolers’ Perspectives About Transition to School in Australia and Denmark 澳大利亚和丹麦学龄前儿童对学校过渡的看法

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-04 DOI: 10.1007/s10643-024-01839-x

Maja Højslet Schürer, Anders Kalsgaard Møller, Bob Perry, Sue Dockett

{"title":"Preschoolers’ Perspectives About Transition to School in Australia and Denmark","authors":"Maja Højslet Schürer, Anders Kalsgaard Møller, Bob Perry, Sue Dockett","doi":"10.1007/s10643-024-01839-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01839-x","url":null,"abstract":"This study considered the intricate transition processes as children moved from preschool to primary school in Australia and Denmark. By employing Bronfenbrenner’s bioecological model, our investigations explored how children’s perspectives reflected and reproduced cultural and societal influences during the transition period. A qualitative approach, drawing on focus group interviews and a constructivist analytic approach based on grounded theory, supported the consideration of children’s reflections on transition to primary school. The results indicated that proximal processes played a crucial role in shaping children’s transition experience during this critical period. In Australia children’s perspectives emphasized feeling comfortable, safe, and secure, as underscored in the curriculum framework Belonging, Being and Becoming: The Early Years Learning Framework for Australia. In the Danish context, children’s articulations aligned with the legislative acts and reflected their developing independence when navigating the school’s new academic, social, and personal demands. These findings highlighted the necessity of considering children’s feelings and development when they transitioned from preschool to school. To ensure effective transitions, educational policies and practices should have enhanced targeted support for children unfamiliar with school environments or lacking confidence in their academic abilities, while promoting teacher-led initiatives that scaffolded children’s social, emotional, and personal development during this critical phase. By focusing on the individual experiences and the institutional context, we can better support children in their transition to school and promote their overall well-being and engagement in learning.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925092","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

Beliefs About Infant Toddler Practices (BAITEC): Validating a Tool for Formative Assessment of Professionals and Quality Evaluation 关于婴幼儿实践的信念（BAITEC）：验证专业人员形成性评估和质量评估的工具

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-04 DOI: 10.1007/s10643-024-01814-6

Treshawn L. Anderson, Mary Benson McMullen, James Elicker

{"title":"Beliefs About Infant Toddler Practices (BAITEC): Validating a Tool for Formative Assessment of Professionals and Quality Evaluation","authors":"Treshawn L. Anderson, Mary Benson McMullen, James Elicker","doi":"10.1007/s10643-024-01814-6","DOIUrl":"https://doi.org/10.1007/s10643-024-01814-6","url":null,"abstract":"Approximately two-thirds of US birth-to-age-three-year-olds attend Infant Toddler Care and Education (ITCE) full- or part-time, making it the fastest growing segment of childcare. Despite widespread understanding of the importance of the first three years to lifetime learning and development trajectories, and recognition of the need for quality ITCE for families in the workforce and the US economy, ITCE remains underresearched. Too little is known about what qualifications and characteristics, pedagogical beliefs, and needs and motivations of ITCE professionals related to ensuring quality for children and families. Needed too, are valid and reliable tools to assess these attributes for use in pre- and in-service professional development of ITCE program administration and staff. Thus, the researchers developed and tested reliability and validity of a self-report survey – the Beliefs About Infant Toddler Education and Care (BAITEC). BAITEC items reflect NAEYC’s developmentally appropriate practice (DAP) principles for birth-to-age-three along with other widely adopted DAP-inspired guidelines for ITCE practice from major professional organizations including WestEd PITC, RIE, and ZERO TO THREE. Existing beliefs/practices instruments were used as models of survey language and structure. Reliability (internal consistency), and face, content, construct, and criterion related validity were tested using descriptive statistics, factor analyses, and hierarchical multiple regression. BAITEC was found to be a reliable and valid measure of ITCE teachers’ beliefs and education level moderated the relationship between beliefs and self-reported practices. Implications are identified for use in pre-and-in-service professional development.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"28 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924508","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

Mechanisms of High-Quality Collaborative Partnerships in Early Childhood Settings 幼儿环境中高质量合作伙伴关系的机制

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-03 DOI: 10.1007/s10643-024-01802-w

Kathryn Mason, Alice Brown, Susan Carter

{"title":"Mechanisms of High-Quality Collaborative Partnerships in Early Childhood Settings","authors":"Kathryn Mason, Alice Brown, Susan Carter","doi":"10.1007/s10643-024-01802-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01802-w","url":null,"abstract":"Collaborative partnerships between stakeholders in Early Childhood Education and Care (ECEC) settings are recognized to contribute to positive outcomes for children and improve service quality. However, for many within the field, interpretation and actualisation of the components that make up collaborative partnerships remain an enigma. The concern is that without clear interpretation of key components and inclusions, educators and families struggle to enact and engage in high-quality collaborative partnerships. Motivated by this concern, a major research project sought to explore ECEC stakeholder perspectives and experiences of successful collaborative partnerships. The poststructural case study utilised observation, interviews and situational analysis methods to illuminate the multiple truths of parent and educator participants living the collaborative partnership experience in ECEC. Findings helped expose the key components and inclusions of collaborative partnerships evidenced in three exceeding-level ECEC service. From these insights, families and educators are offered clarity in ways to increase the efficacy for translating mechanisms of high-quality collaborative partnerships in everyday practice in ECEC, including practical applications such as the use of space, the development of synergistic relationships, and being attuned to the service philosophy.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"26 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142917333","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

What Does Your Library Say About Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by Mister Rogers’ Neighborhood 你的图书馆如何描述你的邻居？以罗杰斯先生的社区为灵感设计文化多样的图书馆

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-03 DOI: 10.1007/s10643-024-01838-y

Kathleen I. Harris, Maria Blasioli

{"title":"What Does Your Library Say About Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by Mister Rogers’ Neighborhood","authors":"Kathleen I. Harris, Maria Blasioli","doi":"10.1007/s10643-024-01838-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01838-y","url":null,"abstract":"Through Mister Rogers’ Neighborhood, Fred Rogers fostered fundamental dispositions that young children would need in their futures, including respect for the unique human qualities of others, cultivating positive peer relationships, and a heart for kindness and empathy. Fred Rogers gave his audience grace and hope to celebrate the curiosities of daily life. A small pilot study was conducted to encourage teachers to understand the importance of including a diverse range of reading materials in their classroom libraries by introducing Mister Rogers’ Neighborhood. Findings from the study demonstrates dispositions and qualities on how Fred Rogers provided children with a neighborhood that understood diversity and culturally responsive teaching for all children. Teachers can encourage culturally responsive teaching by reading and providing picture books from a classroom library that encourages conversations, sharing, and interactions with peers. Therefore, the pilot study also questions teacher bias when including picture books that may be criticized for being allowed and available to children to read in classroom libraries. Each teacher has a role to play in building neighborhoods of their own in classroom libraries. Mister Rogers’ Neighborhood has a place in democratic living skills training for teachers to nurture the affective and social lives of young children.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"14 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142917399","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

Responding to the Needs of Early Literacy Teachers: Designing Online Professional Development to Improve Writing Instruction for Multilingual Learners 回应早期识字教师的需求：设计线上专业发展以改善多语学习者的写作教学

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-03 DOI: 10.1007/s10643-024-01841-3

Katie M. Crook, Hazel Vega, Emily Howell, Lindsey W. Rowe, C. C. Bates, Kavita Mittapalli, Amlan Banerjee

{"title":"Responding to the Needs of Early Literacy Teachers: Designing Online Professional Development to Improve Writing Instruction for Multilingual Learners","authors":"Katie M. Crook, Hazel Vega, Emily Howell, Lindsey W. Rowe, C. C. Bates, Kavita Mittapalli, Amlan Banerjee","doi":"10.1007/s10643-024-01841-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01841-3","url":null,"abstract":"While the population of multilingual learners (MLs) in the United States has grown rapidly in recent years, many teachers feel unprepared to teach them. The professional development (PD) teachers receive is often misaligned with their particular needs and experiences. This design-based research study examined the development and impact of online PD designed with teacher input to improve writing instruction for young MLs. Data were collected over twelve months from 25 teachers in six Southeastern U.S. school districts. Researchers evaluated the impact of the PD on teachers’ knowledge and self-efficacy for teaching writing to MLs. Findings highlight how teachers made instructional moves to support the linguistic assets of their students and shifted their beliefs toward more culturally responsive perspectives. These shifts were facilitated by the core PD elements of content focus, active learning, coherence, and duration. The study highlights a need for soliciting iterative feedback on PD from teachers themselves, revising PD based on ongoing feedback, and providing practical opportunities to apply new learning.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"5 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142917334","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

Identfying Early Childhood Educators’ Role in Infectious Disease Prevention: Assessing Educational Needs and Job Development 确定幼儿教育工作者在传染病预防中的作用：评估教育需求和工作发展

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-02 DOI: 10.1007/s10643-024-01828-0

Won-Oak Oh, Eunji Lee, Yoojin Heo, Myung-Jin Jung, Jihee Han

{"title":"Identfying Early Childhood Educators’ Role in Infectious Disease Prevention: Assessing Educational Needs and Job Development","authors":"Won-Oak Oh, Eunji Lee, Yoojin Heo, Myung-Jin Jung, Jihee Han","doi":"10.1007/s10643-024-01828-0","DOIUrl":"https://doi.org/10.1007/s10643-024-01828-0","url":null,"abstract":"Children in early childhood education and care (ECEC) settings are particularly vulnerable to infectious diseases. Therefore, the role of early childhood educators (ECEs) is crucial for infectious disease prevention (IDP). This study aimed to define and analyze ECEs’ role in IDP using the Developing a Curriculum (DACUM) method and educational needs analysis. The DACUM analysis revealed seven key duties: Routine Monitoring, Environmental Management, Education and Guidance, Administrative Responsibility, Risk Management, Self-Development, and Medication Management. Routine Monitoring emerged as a critical duty involving continuous surveillance to detect early signs of infectious diseases, indicating its importance in maintaining overall health. Environmental Management highlighted measures for disinfection and securing the necessary consumables, whereas Education and Guidance focused on developing and implementing educational activities to prevent disease spread. Administrative Responsibilities are required to facilitate effective communication between the ECEs and children’s families. Risk Management ranked highly in the education needs analysis and involved responding to infectious disease outbreaks by planning appropriate play activities under restrictive conditions. Self-Development emphasized the need for ongoing learning to ensure continued IDP in pediatric patients. Lastly, Medication Management highlighted the challenges faced by ECEs in administering medications and the need for clear practice guidelines. Establishing an IDP framework based on these key duties enables ECEs to integrate educational and health priorities more effectively. This framework could serve as a foundation for training programs and policy development, supporting safer learning environments and promoting children’s health and development.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"23 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142911669","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

Association between Teacher Depressive Symptoms and Rural Children's Cognitive Outcomes: Indirect Relations with Early Care and Education Quality. 教师抑郁症状与农村儿童认知结果的关系——与早期护理和教育质量的间接关系

IF 2.3 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-01 Epub Date: 2023-08-26 DOI: 10.1007/s10643-023-01561-0

Miller Elizabeth B, Ku Seulki, Blair Clancy B

引用次数: 0

Engaging Families in the Education of Children with Special Needs: Challenges and Strategic Recommendations 让家庭参与特殊需要儿童的教育：挑战和战略建议

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-28 DOI: 10.1007/s10643-024-01835-1

Yakup Yildirim

{"title":"Engaging Families in the Education of Children with Special Needs: Challenges and Strategic Recommendations","authors":"Yakup Yildirim","doi":"10.1007/s10643-024-01835-1","DOIUrl":"https://doi.org/10.1007/s10643-024-01835-1","url":null,"abstract":"Despite the legal requirements for families to participate in the education of children with special needs, the implementation of these requirements is often inconsistent due to a lack of awareness among both families and educators. This study was conducted to critically examine the roles, challenges, and effective strategies for family involvement using Bronfenbrenner’s Ecological Systems Theory to explain the complex relationship between family and educational systems in supporting child development. Using a mixed-methods research design, this study combines quantitative data from a survey of 157 preschool teachers with qualitative data from in-depth interviews with 16 educators who have experience in inclusive classroom settings. Quantitative analysis showed no significant differences in the implementation of family involvement strategies based on teachers’ professional seniority or gender (p > 0.05). However, educators who implemented classroom adaptations for students with special needs showed higher levels of effective family involvement (p < 0.05). Qualitative findings identified significant barriers to family involvement, such as time constraints due to parents’ work commitments, socio-economic and educational disparities, and inadequate communication between families and schools. Educators proposed solutions, including flexible scheduling, targeted awareness initiatives, and enhanced collaboration among stakeholders to overcome these obstacles. The insights from this study are essential for policymakers, educators, and families working to create inclusive educational environments that effectively address the needs of children with special needs. Recommendations for future research include expanding the study to diverse geographic regions and educational levels and conducting a comprehensive examination of the long-term effects of family involvement on children’s academic and social outcomes, as well as on teachers’ professional development and satisfaction within inclusive education frameworks.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"32 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887373","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’ Use of Discipline Practices and Social Emotional Supports 幼儿教师使用纪律实践与社会情感支持

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-26 DOI: 10.1007/s10643-024-01815-5

Elizabeth A. Steed, Dorothy Shapland Rodriguez, Nancy L. Leech

引用次数: 0

Supporting the Development of Executive Function Skills Through Structured Play: A Qualitative Study of South African Preschool Teachers 通过结构化游戏支持执行功能技能的发展：对南非学前教师的定性研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-25 DOI: 10.1007/s10643-024-01827-1

Elsa Etokabeka

{"title":"Supporting the Development of Executive Function Skills Through Structured Play: A Qualitative Study of South African Preschool Teachers","authors":"Elsa Etokabeka","doi":"10.1007/s10643-024-01827-1","DOIUrl":"https://doi.org/10.1007/s10643-024-01827-1","url":null,"abstract":"Executive function encompasses various cognitive skills that govern our thoughts and actions when completing a task. The skills include self-regulation, memorisation, and cognitive flexibility to ultimately foster autonomy, planning, and problem solving skills. Various interventions have been used to develop executive function skills; however, the use of structured play has not been adequately assessed. Therefore, this qualitative study explored how the development of executive function skills can be supported in preschool settings using structured play. Since acquiring new knowledge and skills is particularly effective during social interaction, Vygotsky’s sociocultural theory was the conceptual framework. A qualitative approach was deemed the most suitable choice as it relied on direct observation of the phenomenon. Eight South African preschool teachers were selected from four preschools with different curricula (National Curriculum Framework, Independent School Association of South Africa curriculum, Montessori, and Reggio Emilia). Research data was obtained using semi-structured interviews and lesson observations. The data was then analysed and coded to arrive at six themes. The themes include: (1) guiding, (2) modelling, (3) instructing, (4) repeating, (5) incorporating child-led activities, and (6) considering children’s interests. Overall, the data supported active engagement through social experiences as a route to develop executive function skills. Given the psychosocial benefits of acquiring executive function skills at an early age, the contribution of this study suggests that play-based strategies are effective in enhancing executive function skills. These strategies are applicable in different learning environments.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"41 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886803","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