Early Childhood Education Journal最新文献_第3页

An Integrated Approach to Social and Emotional Teaching (SET): A Qualitative Study of the Beliefs and Practices of Preschool Teachers in the United States

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-28 DOI: 10.1007/s10643-024-01803-9

Jennifer J. Chen

{"title":"An Integrated Approach to Social and Emotional Teaching (SET): A Qualitative Study of the Beliefs and Practices of Preschool Teachers in the United States","authors":"Jennifer J. Chen","doi":"10.1007/s10643-024-01803-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01803-9","url":null,"abstract":"Given that social and emotional learning (SEL) is critical for children’s current development and future success, effective teaching can enhance this process. This qualitative study investigated which competencies were prioritized most frequently in social and emotional teaching (SET), why, and how. Data collection included: (1) observations of three preschool teachers’ SET in their interactions with children over six days during typically occurring indoor and outdoor activities at a Reggio-inspired childcare center in the United States; and (2) individual interviews with these teachers. The research team coded 75 critical instances of SET for evidence of CASEL’s five social and emotional competencies (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). Additionally, these instances were analyzed according to (Ng and Bull, International Journal of Early Childhood 50:335–352, 2018) four teaching strategies (setting a positive tone, suggestion of solutions, task allocation, and extension). The findings reveal that the teachers: (1) intentionally modeled and taught Relationship Skills most frequently; (2) demonstrated the congruence between beliefs about SEL and practices of SET, especially in relationship skills as promoted in a Reggio-inspired context, and (3) applied an integrated approach to SET by setting a positive tone in all activities, with the most frequent instances occurring during circle time, followed by center/play time, and then mealtime.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"259 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753057","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

Writing as Play: Highlighting Children’s Agency and Creativity Through Home-Based Literacy

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-27 DOI: 10.1007/s10643-024-01774-x

Minhye Son, Su-Jeong Wee

{"title":"Writing as Play: Highlighting Children’s Agency and Creativity Through Home-Based Literacy","authors":"Minhye Son, Su-Jeong Wee","doi":"10.1007/s10643-024-01774-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01774-x","url":null,"abstract":"This qualitative case study explores the affordances of home-based multimodal literacy activities through the case of Mason’s (pseudonym) home writing experiences, a six-year-old bilingual kindergartener. Utilizing a play-based family literacy framework, the study examines 15 handmade mini-books created by Mason, revealing three key themes: (1) agency, creativity, and joy in Mason’s writing, (2) the cultivation of his bilingual and bicultural identities, and (3) the development of multimodal literacy through artistic representation. The study emphasizes the importance of recognizing writing as a playful and meaningful activity, advocating for an inclusive early childhood writing pedagogy that connects home and school literacy practices. By highlighting the interplay of children’s diverse interests, linguistic and cultural backgrounds, and personal experiences, the research underscores the transformative potential of literacy education to empower young learners from diverse backgrounds. This study provides insights into the role of home-based literacy activities in nurturing children's literacy development, positioning writing as an engaging and joyful practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"129 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753050","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 Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms 增强小作家的能力：城市学前班新生写作的多模式案例研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-22 DOI: 10.1007/s10643-024-01797-4

Katie A. Mathew, Vera J. Lee, Claudia Gentile, Casey Hanna, Alene Montgomery

{"title":"Empowering Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms","authors":"Katie A. Mathew, Vera J. Lee, Claudia Gentile, Casey Hanna, Alene Montgomery","doi":"10.1007/s10643-024-01797-4","DOIUrl":"https://doi.org/10.1007/s10643-024-01797-4","url":null,"abstract":"With a view of children as social negotiators, this study explored how preschool children’s voices were nurtured through the implementation of an early-writing/applied phonics approach called Kid Writing (KW). The approach encouraged children to compose writing from their lives as they were guided by an adult who scaffolded the writing process. An analysis of classroom observations, focus groups, and children’s work samples revealed the extent to which preschool children’s voices, motivation, and writing capabilities were supported. Imperative to children’s success as writers in this study was the expansion of preschool teachers’ views of what counts as writing. By legitimizing the full developmental continuum of children’s early writing attempts, including scribbling, mark-making, drawing, and early letter formation, the results of this study documented what young children are capable of when they are empowered to self-express through their joy of writing. The findings disrupt the notion that preschool children are not ready to write. Rather, children’s overall literacy learning is supported by providing opportunities for preschoolers to write from their lived experiences.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"16 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684131","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

Modalities and Effectiveness of Interventions Aimed at Promoting Teacher–Child Interaction to Reduce Children’s Externalizing Behavior Problems in Childcare Centers: A Systematic Review and Meta-Analysis 旨在促进师幼互动以减少托儿所儿童外化行为问题的干预方式和效果：系统回顾和元分析

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-21 DOI: 10.1007/s10643-024-01773-y

Fayçal Harti, Léa Chausseboeuf, Maria Pia Santelices, Jaqueline Wendland

{"title":"Modalities and Effectiveness of Interventions Aimed at Promoting Teacher–Child Interaction to Reduce Children’s Externalizing Behavior Problems in Childcare Centers: A Systematic Review and Meta-Analysis","authors":"Fayçal Harti, Léa Chausseboeuf, Maria Pia Santelices, Jaqueline Wendland","doi":"10.1007/s10643-024-01773-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01773-y","url":null,"abstract":"While problematic behaviors can hamper children’s early positive development, the teacher–child relationship can play a crucial role in mitigating children’s externalizing problem behavior (EPB).This review aims to systematically examine and synthesize evidence on the effectiveness of interventions designed to enhance teacher–child interactions (TCIs) and assess their impact on reducing EPB among children in childcare settings. Systematic literature searches were performed on four electronic databases (EBSCO, ERIC, SCOPUS, and WOS). A complementary search of clinical trial registries (clinicaltrials.gov) was performed. The studies reported on interventions targeting the promotion of TCI to reduce children’s EPB in childcare settings. The children were aged 0–6 years, and their EPB was assessed using self-report questionnaires and/or observational coding instruments. The risk of bias was evaluated using the Joanna Briggs Institute’s Critical Appraisal Tool. The standardized mean differences were pooled using random effects, and a moderator analysis was conducted. The review included 26 studies, 12 of which were included in a meta-analysis, revealing a significant decrease in children’s EPB (SMD = −0.240; 95% CI = [−0.362, −0.117]; p = 0.001). Tier-2 interventions implemented within the Multi-Tiered Systems of Support (MTSS) framework were particularly effective (SMD = −0.508; 95% CI: [−0.755, −0.261]). Furthermore, interventions that integrated video components also showed significant effectiveness (SMD = −0.303; 95% CI: [−0.434, −0.172]). This review emphasizes the importance of enhancing TCIs to reduce children's EPB and recommends innovative training methods and long-term follow-up studies for improved effectiveness.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"40 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684130","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

Social Purpose and Pedagogy in the Baby Room of UK Nurseries: Exploring the What, How and Why of Working with 0–2 Year Olds 英国托儿所婴儿室的社会目的和教学法：探索 0-2 岁儿童工作的内容、方式和原因

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-20 DOI: 10.1007/s10643-024-01792-9

Mona Sakr, Kayla Halls

{"title":"Social Purpose and Pedagogy in the Baby Room of UK Nurseries: Exploring the What, How and Why of Working with 0–2 Year Olds","authors":"Mona Sakr, Kayla Halls","doi":"10.1007/s10643-024-01792-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01792-9","url":null,"abstract":"This article builds on conversations about the nature of a pedagogy specifically for babies, which are defined in this paper as 0–2 year olds. To do this, we explore articulations of social purpose and social pedagogy among 15 baby room educators working in UK nurseries. Our findings suggest four types of social purpose and four types of social pedagogy that inform what baby educators do, how they do it and why they do it. The baby educators in our study articulated their social purpose in terms of providing a secure foundation for childhood and adulthood; acting as a support system for parents; enabling healthy early development; and inspiring learning across the lifespan. Correspondingly, they identified their social pedagogy in terms of giving care and nurture to meet physical and emotional needs; cultivating parent partnerships; planning activities, interactions and resources around developmental goals; and creating provocations to stimulate learning based on individual interests. We hope that this typology helps to deepen our understanding of what baby educators experience and the pedagogies they enact day to day, as well as acting as a reflective tool for baby room educators to use to deepen their practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"99 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142673887","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

Preservice Teachers’ Visions and Understandings of Classroom Documentation and Displays of Children’s Work in Elementary Schools 职前教师对小学课堂文件和儿童作品展示的看法和理解

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-20 DOI: 10.1007/s10643-024-01786-7

Angela Eckhoff

引用次数: 0

Constructing Closeness in Educational Collaboration in Extended Hours ECEC 在延时幼儿保育和教育中心的教育合作中构建亲密关系

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-18 DOI: 10.1007/s10643-024-01798-3

Kaisu Peltoperä, Erja Rautamies, Sarah N. Lang

{"title":"Constructing Closeness in Educational Collaboration in Extended Hours ECEC","authors":"Kaisu Peltoperä, Erja Rautamies, Sarah N. Lang","doi":"10.1007/s10643-024-01798-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01798-3","url":null,"abstract":"Although quality early childhood education and care (ECEC) and strong collaborations between families and ECEC educators are important for all children, they may be particularly important for children and families who utilize nighttime or weekend ECEC. This study focuses on ECEC educators’ discourses about closeness versus distance in educational collaborations between parents with nonstandard schedules and professionals who work in extended hours ECEC. The data for this study were collected by interviewing ECEC teachers (n = 12) and nurses (n = 18) working in Finland. Research findings: Using the principles of discourse analysis, we found three tensional discourses: (a) the timing of ECEC and asynchrony; (b) a sense of time versus hurry; and (c) care versus criticism. Practice and policy: The findings revealed that extended hours ECEC provides both challenges and possibilities for creating close educational collaboration with parents. This has important implications for the kinds of structural supports and training educators in extended hours ECEC may need to foster quality collaboration with families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"10 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670272","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

Fostering Scholarly Writing through the Division for Early Childhood Consortium for Innovations in Doctoral Excellence (DECIDE) Mentorship 通过幼儿教育司卓越博士创新联合会 (DECIDE) 导师制度促进学术写作

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-18 DOI: 10.1007/s10643-024-01806-6

Marisa Macy, Lindsay Diamond, Samantha Riggleman, Laura McCorkle, Ali Zelan

引用次数: 0

Russian Immigrant Families’ Child Care Selection in the United States 俄罗斯移民家庭在美国选择托儿所的情况

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-16 DOI: 10.1007/s10643-024-01796-5

Ekaterina Novikova, Rena Hallam, Annette Pic

{"title":"Russian Immigrant Families’ Child Care Selection in the United States","authors":"Ekaterina Novikova, Rena Hallam, Annette Pic","doi":"10.1007/s10643-024-01796-5","DOIUrl":"https://doi.org/10.1007/s10643-024-01796-5","url":null,"abstract":"Research on immigrant populations shows that child care choices are dependent on the population’s region of origin. While the Russian immigrant population in the United States comprises the largest group of immigrants from Eastern Europe and is likely to increase in the future, there is virtually no research on Russian immigrant families’ child care search and selection criteria. This qualitative study applies the theoretical model of Pungello and Kurtz-Costes (1999), which illustrates how factors such as parental demographic characteristics, environmental context, child characteristics, and parental beliefs play into families’ child care selection. The study draws from semi-structured interviews with 11 Russian immigrant families residing in the Mid-Atlantic region of the United States to examine their child care search processes and selection criteria. Results revealed that most parents found child care through friends’ recommendations, Internet search, and online reviews. Nine themes describing child care criteria valued by Russian immigrant families emerged from the analysis. Specifically, parents mentioned culture and personal beliefs, child characteristics, convenience, cost and subsidy, education and learning, program features, facilities and environment, teacher characteristics, and rating and reputation as the major factors in selecting child care. Understanding Russian immigrant parents’ child care information sources and selection criteria will allow for early care and education (ECE) providers to accommodate the needs of Russian immigrant population and for policymakers to facilitate access to ECE programs for these families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"99 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642559","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

A Review of the Cognitive and Social-Emotional Correlates of Multilingualism: Implications for Multi-Language Learning Motivation 多语言的认知和社会情感相关因素综述：对多语言学习动机的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-16 DOI: 10.1007/s10643-024-01793-8

Helen Fann, Patrick Pieng, Lisa M. Soederberg Miller

{"title":"A Review of the Cognitive and Social-Emotional Correlates of Multilingualism: Implications for Multi-Language Learning Motivation","authors":"Helen Fann, Patrick Pieng, Lisa M. Soederberg Miller","doi":"10.1007/s10643-024-01793-8","DOIUrl":"https://doi.org/10.1007/s10643-024-01793-8","url":null,"abstract":"Extensive studies have documented cognitive and social-emotional benefits associated with bilingualism. However, past research has considered the cognitive and social-emotional benefits of being bilingual separately, despite research suggesting the convergence of these two domains. This tendency persists even for research that decenters English acquisition and focuses more broadly on benefits associated with multi-language learning (MLL). Furthermore, extant theoretical frameworks that address MLL motivation have generally failed to consider the cognitive and social-emotional benefits as motivators for pursuing MLL. Therefore, the present review synthesizes the cognitive and social-emotional benefits associated with multilingualism with the goal of making suggestions for expounding upon MLL frameworks to reflect a broader range of motivations. We suggest that motivation frameworks consider the cognitive and social-emotional gains associated with multilingualism. In doing so, frameworks have the potential to help us better understand caregivers’ and learners’ key impetuses in pursuing MLL.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"322 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642561","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