Early Childhood Education Journal最新文献

{"title":"Understanding the Intersection of Early-Childhood Education and Social Factors that May Contribute to the Preschool-to-Prison Pipeline","authors":"Ambra L. Green, Amanda A. Olsen, Allison Tomlinson, Janine Shuman","doi":"10.1007/s10643-024-01795-6","DOIUrl":"https://doi.org/10.1007/s10643-024-01795-6","url":null,"abstract":"<p>As early as preschool, Black children are more at risk than their peers to receive exclusionary practices. These negative early childhood school experiences can create greater risk for entrance into the preschool-to-prison pipeline. However, familial protective factors can help reduce exposure and mitigate this systemic pipeline for young children. The purpose of this study was to determine the familial factors associated with reducing a child’s entrance into the preschool-to-prison pipeline. Results from this study indicated that there were differences in perspectives among teachers and families regarding their child’s academic and behavioral risk. The findings also suggest that consistent strategies and collaboration among teachers and families can serve as familial protective factors, potentially mitigating the risk of academic failures and behavioral disorders.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"154 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142610601","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}

{"title":"Design-Based Research in Early Childhood Education: A Scoping Review of Methodologies","authors":"Tanya Burr, Sheila Degotardi","doi":"10.1007/s10643-024-01790-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01790-x","url":null,"abstract":"<p>In recent years the notion of teachers as researchers in their own educational settings has become more prominent and encouraged in research literature. In the context of early childhood education (ECE), the participatory role of teachers is especially suited given its multidisciplinary and practice-based research space. This paper explores this premise and presents a scoping review of ECE studies which have employed a Design-based research (DBR) methodology. The review revealed DBR to be a very recent evolution of participatory methodologies with 25 international studies identified from 2013 to 2023, with differing notions and levels of participation within their phase design and overlapping focus areas and outputs. Implications are discussed in relation to the nature of participants’ roles in DBR, and the emergence of DBR as an apt model of research-informed professional learning for early childhood educators.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"80 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596700","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}

{"title":"The Effect of INSIGHTS on Developmental Trajectories of Children’s Self- Regulation","authors":"Kathleen Moritz Rudasill, Ray E. Reichenberg, Jungwon Eum, Jentry Stoneman Barrett, Emily Wilson, Yuenjung Joo, Martinique A. Sealy","doi":"10.1007/s10643-024-01784-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01784-9","url":null,"abstract":"<p>The development of self-regulation is critical for children’s positive interactions with others and successful adjustment to school. Using their self-regulation skills, children can adapt their temperamental, emotional, and behavioral reactions to environmental stimuli. Greater self-regulation is advantageous in the classroom, as more regulated children have an easier time with basic behavioral expectations, and are more likely to persist with difficult tasks, work efficiently, and pay attention to instructions. INSIGHTS into Children’s Temperament (INSIGHTS) is a temperament-based intervention that improves kindergarten and first-grade children’s social-emotional development and academic learning. In the current study, we examined the effects of INSIGHTS on rural Midwestern children’s self-regulation development (i.e., attention, inhibitory control), compared to control classrooms. In addition, we explored the effects of children’s baseline self-regulation and the effects of the intervention on children’s developmental trajectories. Students (<i>N</i> = 147) from 61 classrooms were randomly assigned to INSIGHTS or control conditions by school. Children’s self-regulation skills whereas examined at four different times. Multiple regression models were fit, and results suggest that INSIGHTS participants exhibited greater self-regulation at Time 4 as compared to the control group. Additionally, latent growth curve models were used to model linear growth. Results suggest that INSIGHTS participants experienced increased growth rates for attention, inhibitory control, and sustained attention compared to the control group. Our study provides evidence for the positive effects of a social-emotional classroom intervention on the developmental trajectory of children’s self-regulation.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"6 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596702","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}

{"title":"The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children at Risk for Language Delays","authors":"Taryn Wade, Lindsay Dennis","doi":"10.1007/s10643-024-01791-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01791-w","url":null,"abstract":"<p>This study examined the effect of a shared reading routine on the geometry vocabulary knowledge of four preschool children at risk for language delays. Literacy-based interventions can be used to teach vocabulary for children at risk for language delays, incorporating interactive questioning techniques and explicit definitions. Children were taught geometry vocabulary, specifically attributes (i.e., characteristics) of two-dimensional shapes and examples from the storybooks (i.e., contextualized examples) and personal experiences (i.e., decontextualized examples). A dialogic shared reading activity was used with the PEER scaffolding steps and selected question prompts from CROWD with multiple exposures to the target words. This study utilized a single-case, multiple probe across word sets (i.e., tiers) and intervention sessions were delivered one-on-one with each participant. A probe, referred to as a knowledge check, was administered in every session across phases. Each participant improved in some aspects of geometry vocabulary knowledge. Suggestions for future research to build upon this intervention are discussed.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"45 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596703","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}

{"title":"Conferencing: A Catalyst for Developing Children’s Writing","authors":"Jayne Sherman, Leslie La Croix, Julie K. Kidd, Allison W. Parsons","doi":"10.1007/s10643-024-01778-7","DOIUrl":"https://doi.org/10.1007/s10643-024-01778-7","url":null,"abstract":"<p>The writing process approach is recognized as an effective instructional practice for engaging children in the writing process and developing emerging writing skills. The writing conference is an integral component of the writing process. One-on-one conferencing sessions create differentiated instructional spaces for teachers to respond to the individual needs of learners. Understanding how teachers leverage conferencing sessions to effectively engage and support young learners’ writing remains a limited area of research. This case study documents one experienced teacher’s conferencing practices with 19 first-grade writers. Findings show conferencing conversations worked in an integrated, multidimensional way to support young writers. Conferencing dimensions leveraged children’s funds of knowledge, questioning and affirming statements, and writers’ craft components to nurture relationships and offer feedback aligned with children’s zone of proximal development.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"48 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596701","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}

{"title":"Integrated STEM Education in Early Childhood Classrooms: Voices From the Field","authors":"Lu Wang, Alina Mihai","doi":"10.1007/s10643-024-01794-7","DOIUrl":"https://doi.org/10.1007/s10643-024-01794-7","url":null,"abstract":"<p>Young children are natural scientists, exploring the world around them from infancy. While early childhood classrooms abound in opportunities to integrate Science, Technology, Engineering, and Math (STEM), early educators need to intentionally design and implement accessible learning experiences so that all children can develop STEM knowledge and skills. As such, it is essential to understand teachers’ perspectives toward STEM instruction in their everyday classroom practice. Guided by the integrated STEM framework, we examined eight preschool teachers’ STEM teaching practices through in-depth interviews. We present themes related to teachers’ implementation of transdisciplinary, interdisciplinary, and independent exploratory STEM teaching approaches, their observations of both STEM-specific and non-STEM-specific learning outcomes, strategies teachers employed to create equitable and inclusive STEM learning experiences, and their orientation and confidence toward teaching STEM. This study contributes to the literature by exploring the realities of integrated STEM teaching and learning in everyday preschool settings and offering insights into better supporting teachers in this area.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"13 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594740","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}

{"title":"Receptiveness of the Kindytxt Universal Early Literacy Texting Program by Parents from Low, Medium, and High Socioeconomic Communities","authors":"Susan M. Hill, Caroline Barratt-Pugh, Nicola F. Johnson, Lennie Barblett","doi":"10.1007/s10643-024-01788-5","DOIUrl":"https://doi.org/10.1007/s10643-024-01788-5","url":null,"abstract":"<p>The home literacy environment (HLE) plays an important role in children’s early literacy learning. Texting programs are an increasing feature of family literacy interventions that support parent engagement in their children’s learning. Unlike face-to-face interventions, texting programs can offer sustained parental support at low cost and large scale. Messages can be translated into other languages, saved and shared, thus potentially widening the influence on children’s HLEs. Most early literacy texting programs target families from disadvantaged communities, yet research suggests all families may benefit from guidance on supporting their children’s early literacy. This study examined the receptiveness of a universal early literacy texting program, Kindytxt, by parents of kindergarten children from low, medium and high socioeconomic communities. Kindytxt was developed as a component of a universal book gifting program that uses a library-school model of program delivery and has statewide reach. Parents received 90 texts over 30 weeks and were invited to provide feedback via SMS at several intervals. Non-parametric tests were used to compare parent responses based on community-level socioeconomic status. Similarly high levels of parental support were evident across all socioeconomic strata. We argue that a universal approach can avoid the stigma and potentially lower uptake of programs that target disadvantaged families. Moreover, the Kindytxt cooperative delivery model allows targeted strategies to be incorporated within the universal program. Teachers and librarians can proactively bolster recruitment to the texting program and support parents to differentiate the literacy activities to suit their child’s cultural context and level of literacy development.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"69 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594741","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}

{"title":"Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles?","authors":"Sandy Dellalonga","doi":"10.1007/s10643-024-01789-4","DOIUrl":"https://doi.org/10.1007/s10643-024-01789-4","url":null,"abstract":"<p>The purpose of this qualitative, phenomenological study was to understand early childhood teachers’ perceptions surrounding the topic of childhood scribbles as they relate to emergent literacy. Sociocultural theory provided a foundation for this research because of its focus on relationships between children, other children, and teachers to foster learning experiences. Additionally, social semiotic theory also guided this research because childhood scribbles represent children’s “signs” which can also influence communication and literacy skills. The participants were nine preschool, transitional kindergarten, kindergarten, and first grade teachers (N = 9) who volunteered to complete an open-ended survey, follow-up interviews, and a short survey before and after participating in a “Scribbles Workshop”. This study was guided by a central research question: What are early childhood teachers’ perceptions of children’s scribbling in the classroom environment, with regard to emergent literacy? Findings highlight an overarching theme: Scribbling promotes student and teacher interaction, which is critical to increased emergent literacy. A “Scribbling Interaction Cycle” is interpreted from the data and instances where teachers mentioned the importance of the student and teacher interacting to obtain meaning. Fourteen additional themes are presented which correspond to each explored construct. Findings are discussed and implications are given which relate to improved teacher education at the university level, policy changes at the state and national level, and revising kindergarten and first grade English language arts standards to include developmentally appropriate guidelines.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"13 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574368","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}

{"title":"Perceptions of Conditions that Characterize Projects as a Development Strategy: A Phenomenographical Study of Eleven Swedish Preschool Development Projects","authors":"Ulla Damber, Lena Randevåg","doi":"10.1007/s10643-024-01776-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01776-9","url":null,"abstract":"<p>The present study focuses joint school and university development work in preschool-projects try to increase educational quality. The aim of this study was to explore perceived conditions and perceptions of projects among participants in development projects in eleven preschools. In addition, we were interested in the perceived outcomes of the projects. All projects were aimed at strengthening the preschool principal’s and staff’s competence regarding children’s language and emergent literacy development. The studied projects lasted up to three years. The results are based on phenomenographical analyses of thirteen focus group interviews with principals and staff, including eighty-eight participants, during the project period. Follow-up interviews were conducted with twenty-four representatives from the participating preschools one year after the closure of the projects. The interviews were transcribed and analyzed. Field notes from visits in the preschools contributed to the empirical material. Our findings indicate that the perceptions of a project, contributed to the understanding of a project as loaded with expectations that the development project is limited in time and that it will add extra-curricular work demanding extra resources, which led to the perception that when the project is over, development work is over. The word project, thus, per se functioned as a limiting factor, if on-going development work, was aimed for. Lack of anchoring the development work in the local context was perceived as problematic, with effects for the participants’ experience of agency. Furthermore, difficulties in managing large staff turnover during the project was perceived to cause the development work to come to a stand-still. Active leadership, and shared responsibility were perceived as favorable factors for the progress of the development work. Our conclusions encompass participants’ perceptions of adjustment to the local context, shared responsibility and seeing development work as exceeding time limits as vital components of successful development work.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142563273","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}

{"title":"The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools","authors":"Hüseyin Kotaman, Seval Ördek İnceoğlu, Aslı Balcı, Zeynep Nur Aydın Kılıç","doi":"10.1007/s10643-024-01781-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01781-y","url":null,"abstract":"<p>The purpose of this study is to examine the effects of introductory meetings conducted in preschools on children’s school adjustment and teacher burnout. The study included 110 children in the treatment group and 109 children in the control group. A total of 24 participating teachers, with thirteen in the treatment group and eleven in the control group, were involved in the research. Teachers in the treatment group planned and implemented a one-on-one meeting day with children and parents, lasting approximately half an hour. Six weeks after the schools opened, teachers evaluated the children’s school adjustment levels using the School Adjustment Teacher Rating Scale and assessed teacher burnout using the Teacher Burnout Scale. Additionally, they responded to open-ended survey questions probing the impact of the school adjustment process on children, parents, and teachers. The results indicated that teachers conducting introductory meetings received significantly higher scores in all sub-dimensions of the School Adjustment Scale, including school avoidance, school liking, cooperative participation, and self-directiveness, compared to teachers who did not conduct introductory meetings. There was no significant difference in teacher burnout data between the groups. Open-ended responses data further emphasized that teachers who implemented the practice perceived it as effective in facilitating the school adjustment process.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"15 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490920","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}