Early Childhood Education Journal最新文献_第3页

Words Count: Gratitude Writing in Early Elementary School 言之有物小学低年级的感恩作文

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-08 DOI: 10.1007/s10643-025-01856-4

Simone P. Nguyen, Cameron L. Gordon

{"title":"Words Count: Gratitude Writing in Early Elementary School","authors":"Simone P. Nguyen, Cameron L. Gordon","doi":"10.1007/s10643-025-01856-4","DOIUrl":"https://doi.org/10.1007/s10643-025-01856-4","url":null,"abstract":"Gratitude writing exercises are a common tool used to promote gratitude. However, understanding of the specific writing features that are associated with written expressions of gratitude is limited. In this study, we investigated how fundamental characteristics (words, punctuation marks) of early elementary student’s writing relate to their gratitude. Specifically, we reexamined a subset of data from Nguyen and Gordon (J Happ Stud 25(34), 2024). The data included 4932 gratitude expressions composed by kindergarteners, first graders, second graders, and third graders (N = 2806) who had participated in an annual community writing activity that prompted them to write about what they were thankful for. During this activity teachers submitted students’ writing to local newspapers for publication and circulation online. We found that the number of gratitude categories expressed by students correlated with features of their writing, namely word count and punctuation marks. We also found that student grade level influenced the breadth of gratitude categories they wrote about. These findings have implications for education, providing a basis for developing innovative classroom gratitude writing activities that may foster students’ gratitude across a myriad of categories.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575420","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 Head Start Prenatal Services and Toddlers’ Socioemotional Skills: The Role of Program Approach

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-08 DOI: 10.1007/s10643-025-01892-0

Eleanor Fisk, Caitlin Lombardi, Kyle DeMeo Cook, Rachel Chazan-Cohen

{"title":"Early Head Start Prenatal Services and Toddlers’ Socioemotional Skills: The Role of Program Approach","authors":"Eleanor Fisk, Caitlin Lombardi, Kyle DeMeo Cook, Rachel Chazan-Cohen","doi":"10.1007/s10643-025-01892-0","DOIUrl":"https://doi.org/10.1007/s10643-025-01892-0","url":null,"abstract":"The prenatal period is an ideal time for interventions and social service programs to initiate supports for families, such as is done in many home visiting and two-generation programs, including Early Head Start (EHS). EHS works with pregnant people enrolled in the program to determine what their specific needs for services are, and then either provide the services or offer referrals to them in the community. However, there is incredible variability in what the specific services that programs offer are comprised of. This study explored (1) the availability of prenatal services EHS offers across home- and center-based program approaches; (2) associations between different types of prenatal services and children’s socioemotional skills at age 2 among families enrolled in both program approaches; and (3) differences in these associations across subgroups of children who attended home- or center-based EHS at age one in light of prior research showing differences in EHS’ effect on children’s socioemotional skills across program approaches (Chazan-Cohen et al. Monographs of the Society for Research in Child Development 78:93–109, 2013), using data from the Early Head Start Child and Family Experiences Study 2009–2012 (Baby FACES). We found that the availability of services differed based on program approach, and that the availability of comprehensive services in particular were linked with toddlers’ socioemotional development, especially for those who attended home-based EHS at age one. Implications for research, policy, and practice are discussed, particularly in relation to the work being done to support expectant families in home-based Early Head Start programs.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"23 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575419","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

Parental Motivational Beliefs Predict Science Learning Opportunities in Early Years

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-08 DOI: 10.1007/s10643-025-01888-w

Mesut Saçkes, Kathy Cabe Trundle, Maria Shaheen

{"title":"Parental Motivational Beliefs Predict Science Learning Opportunities in Early Years","authors":"Mesut Saçkes, Kathy Cabe Trundle, Maria Shaheen","doi":"10.1007/s10643-025-01888-w","DOIUrl":"https://doi.org/10.1007/s10643-025-01888-w","url":null,"abstract":"This study examined parents’ beliefs and potential links with their children’s (1) interest in science, (2) competence in learning science, and (3) science learning opportunities offered to their children. The study included a sample of 1,490 parents who had young children enrolled in U.S. preschool (3 years old, 55.9%) and pre-kindergarten (4 years old, 44.1%) classes. Data were collected via online surveys, which included three components: Perceived Science Motivation for Children-Parents Form, Parental Expectation and Support for Learning Science Questionnaire, and socio-demographic questions about parents and their children. Based on rankings of science and other curricular areas, parents’ responses were classified into three groups: Low, Moderate, and High Preference for Science. Few parents prioritized science over other curricular areas in early learning classrooms, and parents’ preferences for science were not associated with their incomes, levels of education, or the children’s ages or sex. Parents’ gender, however, was related to their preferences for science. Their beliefs about children’s interest in science and competence to learn science were associated with home science resources, science-related conversations, and parental preferences for learning science in early childhood classrooms. Results from this study suggest that parents’ beliefs about children’s interest in science and competence to learn science predict the science learning opportunities provided to their children.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"29 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575528","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

An Evaluation of the MoSAIC Training for Early Childhood Educators in New Zealand

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-06 DOI: 10.1007/s10643-025-01890-2

Ashley E. Hinten, Larah van der Meer, Hannah Waddington, Isabel Jamieson, Cathy Andrew, Nicholas Bowden, Joanne Dacombe, Laurie McLay

{"title":"An Evaluation of the MoSAIC Training for Early Childhood Educators in New Zealand","authors":"Ashley E. Hinten, Larah van der Meer, Hannah Waddington, Isabel Jamieson, Cathy Andrew, Nicholas Bowden, Joanne Dacombe, Laurie McLay","doi":"10.1007/s10643-025-01890-2","DOIUrl":"https://doi.org/10.1007/s10643-025-01890-2","url":null,"abstract":"In Aotearoa New Zealand autism identification is often delayed due to the limited availability of trained professionals. Early Childhood Educators (ECEs) could play a critical role in referral for autism assessment, given their frequent contact and familiarity with children in their centers and their vast developmental knowledge. Within this study, we evaluated data from 73 ECEs who received Monitoring of Social Attention, Interaction and Communication (MoSAIC) training, designed to equip them to use the Social Attention and Communication Surveillance-Revised (SACS-R); an evidence-based autism detection tool. Participants completed surveys pre- and post-training, and at 12-week follow-up to ascertain changes in autism knowledge and identification confidence, and perceived acceptability of the tool and training. Post-training interviews were also conducted. Participants’ overall confidence and autism knowledge improved pre- to post-training, and improvements were maintained at follow-up. The training was rated as highly beneficial and culturally appropriate for their work as ECEs. Nationwide MoSAIC training for ECEs could support developmental surveillance and diagnostic processes for Autistic children and their families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"3 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143560609","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 Well-Being of the Early Childhood Workforce: Rural and Urban Differences

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-05 DOI: 10.1007/s10643-025-01880-4

Jini Puma, Julia Pangalangan, Charlotte Farewell

{"title":"The Well-Being of the Early Childhood Workforce: Rural and Urban Differences","authors":"Jini Puma, Julia Pangalangan, Charlotte Farewell","doi":"10.1007/s10643-025-01880-4","DOIUrl":"https://doi.org/10.1007/s10643-025-01880-4","url":null,"abstract":"The early childhood education (ECE) workforce shapes the developmental outcomes of the next generation. Despite the critical nature of this role, ECE providers face high demands and low resources, impacting their well-being, burnout, and turnover intent. Thus far, there is limited evidence on rural–urban differences in the relationship between job demands, resources and experiences of burnout and turnover. This study investigated if perceived job demands and resources differed for rural and urban ECE providers and if the relationship between job demands and resources and burnout and turnover varied by geographic setting, controlling for socio-demographic factors. With regards to socio-demographic factors, a much higher percentage of our rural sample identified as being Hispanic, had lower family incomes, and lower levels of education. There was a statistically significant difference in the emotional exhaustion element of burnout, such that the rural sample had a lower level of emotional exhaustion, on average, than our urban sample (16.2 vs. 21.0) (t-value = -2.03, p < .05), after controlling for significant socio-demographic variables. Predicting both burnout and turnover intent, the individual resources*rurality interactions effects were statistically significant (burnout: = 0.15, p < .05; turnover intent: = 0.14, p < .05), controlling for sociodemographic factors. It appears that individual resources for urban providers may be more protective against burnout and turnover intent. This is the first study to examine rural–urban differences in the relationship between job demands and resources and burnout and turnover. Findings suggest the need for policies that target individual-level resources, such as enhancing professional development and improving resource allocation to address socioeconomic disparities. Such policies and practice improvements could enhance well-being and retention for this essential workforce that educates young children throughout the United States.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"40 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546342","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 Frequency of Informational Text Read-Alouds in Kindergarten and its Association with Students’ Vocabulary and Knowledge Development

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-05 DOI: 10.1007/s10643-025-01885-z

Sen Wang, Sonia Q. Cabell, Elizabeth Burke Hadley, Jill M. Pentimonti, Arzu Gungor Leushuis

{"title":"The Frequency of Informational Text Read-Alouds in Kindergarten and its Association with Students’ Vocabulary and Knowledge Development","authors":"Sen Wang, Sonia Q. Cabell, Elizabeth Burke Hadley, Jill M. Pentimonti, Arzu Gungor Leushuis","doi":"10.1007/s10643-025-01885-z","DOIUrl":"https://doi.org/10.1007/s10643-025-01885-z","url":null,"abstract":"While informational texts have been shown to enhance vocabulary and content knowledge, most prior research indicates that early childhood teachers seldom read such texts to their students. This study offers an updated perspective on the frequency of informational text use during read-aloud sessions by kindergarten teachers. These teachers work in a large urban U.S. district committed to building content knowledge through read-alouds during ELA instruction. Over the course of a semester, 38 teachers completed 174 reading logs, covering 310 titles, which yielded three key findings: the average proportion of informational text read-alouds was higher than reported in previous studies, there was considerable variation among teachers in how often they used informational texts for read-alouds, and informational texts related to social studies and math were read aloud less frequently than those focused on science concepts. Furthermore, the study examined the relation between the frequency of informational text read-alouds and kindergarten students’ gains in vocabulary and content knowledge over one academic year. The results indicated that the frequency of informational text read-alouds did not significantly correlate with students’ vocabulary and knowledge gains, suggesting that the current instructional practices during these read-alouds may not be sufficient to effectively support students’ learning in these areas.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"52 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546341","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

Let’s Do Engineering: Engineers and Creative Practitioners Experiences of Co-creating Activities and Resources for 3–7 Year-Olds, and Teacher Evaluation of Resource Effectiveness

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-03-01 DOI: 10.1007/s10643-025-01858-2

Helen Bridle, Rebecca Donnelly, Annie Padwick, Thusha Rajendran, Joe Shimwell, Carol Davenport

{"title":"Let’s Do Engineering: Engineers and Creative Practitioners Experiences of Co-creating Activities and Resources for 3–7 Year-Olds, and Teacher Evaluation of Resource Effectiveness","authors":"Helen Bridle, Rebecca Donnelly, Annie Padwick, Thusha Rajendran, Joe Shimwell, Carol Davenport","doi":"10.1007/s10643-025-01858-2","DOIUrl":"https://doi.org/10.1007/s10643-025-01858-2","url":null,"abstract":"Let’s do Engineering was a research and engagement project running for 2 years in Scotland, aimed at broadening perceptions of engineering in the early years (ages 3–7). Engineer role models and creative practitioners co-created educational resources which were tested across a variety of settings, including preschool and primary schools. Twenty engineer role models developed over thirty different activities, reaching in excess of 4000 children across Scotland. This article focuses on the impact of the project on the engineer role models, creative practitioners and educators using a mixed methods approach, with data from surveys, interviews and focus groups (n = 49). This study draws out best practices for fostering collaborations between science, technology, engineering, and mathematics (STEM) professionals and creative practitioners (artists) as well as for designing engineering activities for early years audiences. Key evaluation findings were that teachers reported high pupil engagement and valued the diversity of engineering role models, but challenges were identified in linking the resources with child-led early years pedagogies, and the complexity and length of some activities and resources. We have gained knowledge on what educators of 3–7 year olds are looking for when searching for STEM learning materials, and have identified factors that help or hinder the use of learning resources in classrooms.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"211 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528288","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

Emergent Literacy Instruction for Autistic Children: A Preliminary Study of Teacher Knowledge 自闭症儿童的启蒙识字教学：教师知识初步研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-28 DOI: 10.1007/s10643-025-01875-1

Xiaoning Wang

引用次数: 0

Overcoming Bias in ECSE by Incorporating Funds of Knowledge in Teacher Preparation

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-27 DOI: 10.1007/s10643-025-01886-y

Ankita Bhattashali, Gregory A. Cheatham, Chavis Lickvar-Armstrong, Jisun R. Oh, Gospel Kim

{"title":"Overcoming Bias in ECSE by Incorporating Funds of Knowledge in Teacher Preparation","authors":"Ankita Bhattashali, Gregory A. Cheatham, Chavis Lickvar-Armstrong, Jisun R. Oh, Gospel Kim","doi":"10.1007/s10643-025-01886-y","DOIUrl":"https://doi.org/10.1007/s10643-025-01886-y","url":null,"abstract":"Child developmental milestones are deeply rooted in Western developmental theory and, therefore, cannot be assumed to generalize to culturally and racially minoritized (CRM) children and families, including those who are from international backgrounds. When developmental milestones are exclusively used to assess children’s development and make decisions about child goals, Early Childhood Education (ECE) and Early Childhood Special Education (ECSE) practitioners may perpetuate unconscious bias by favoring Western expectations of child development. This can have negative consequences for children and families who are CRM. For example, children can be misdiagnosed with delays and continuing disproportionality in ECSE. To address this problem, we propose strategies to prepare ECE/ECSE preservice teachers to counter biases towards children from CRM backgrounds. In this conceptual paper with an emphasis on practical strategies, we provide an overarching framework of Funds of Knowledge [FoK; Esteban-Guitart and Moll, Cult Psychol 20(1):31–48, 2014] that can be incorporated into a preservice teacher preparation program. Next, we propose the following practical strategies aligned with FoK, which can be included in preservice teacher education: (1) assigning mentor families from CRM backgrounds to support preservice teachers learning about developing meaningful partnerships with families and (2) embedding opportunities for social identity mapping (Jacobson and Mustafa, Int J Qual Methods 18:1–12, 2019), a practice that prompts preservice teachers to reflect on their assumptions and biases.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"130 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528335","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

Empowering Math Curriculum Success in Early Childhood Through Group Coaching

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-25 DOI: 10.1007/s10643-025-01865-3

Myra K. Watson, Cathy L. Grist, Lori A. Caudle

{"title":"Empowering Math Curriculum Success in Early Childhood Through Group Coaching","authors":"Myra K. Watson, Cathy L. Grist, Lori A. Caudle","doi":"10.1007/s10643-025-01865-3","DOIUrl":"https://doi.org/10.1007/s10643-025-01865-3","url":null,"abstract":"Group coaching is defined as a collaborative process where a coach, knowledgeable in facilitating positive group dynamics, is an active member of a community, encouraging productive dialogue and goal achievement. Group coaching is a unique form of professional development because it combines key components of individual teacher coaching within a learning community context. The purpose of this qualitative case study was to investigate how group coaching supported teachers’ implementation of a preschool math curriculum with a particular focus on the role of the coach. Preschool teachers from a rural southern region of the United States were provided with materials, implementation support, and opportunities to share their practices within a collaborative group facilitated by a coach. Six preschool teachers, a psychologist, and an instructional coach met on five occasions between the beginning of the school year and winter break. Transcripts of the group coaching session recordings were coded to investigate the role of the coach in the initial curriculum implementation of an early childhood math curriculum. Results indicate the coach-focused group discussions centered on curriculum activities and planning, math content knowledge, check-ins about curriculum implementation, logistics, use of math materials, and developmental trajectories. Implications include the importance of coaching in increasing the knowledge and practice of preschool teachers. Group coaching, specifically, is effective when the frequency and time span of meetings is shorter, such as a semester, as opposed to a year. When group coaching is systematically implemented, organizational change is more likely to occur.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"5 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143485770","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