Early Childhood Education Journal最新文献

{"title":"Dyadic Examination of Children’s Emotion Regulation in Family Context: Contributions of Coparenting and Parents’ Self-Compassion","authors":"Ibrahim H. Acar, Zeynep Yalçıntaş","doi":"10.1007/s10643-025-01896-w","DOIUrl":"https://doi.org/10.1007/s10643-025-01896-w","url":null,"abstract":"<p>The purpose of the current study was to examine the dyadic association between parents’ self-compassion and children’s emotion regulation in early childhood, with a specific focus on the mediating role of the coparenting relationship (cooperation, conflict, and triangulation). The sample of this study consisted of 333 parental dyads (333 mothers and 333 fathers) who had at least one child between 36 and 96 months (<i>M</i> = 68.89<i>, SD</i> = 15.03). Both mothers and fathers reported their level of self-compassion, the coparenting quality, and their child’s emotion regulation. The Actor–Partner Interdependence Model (APIM) and Actor- Partner Interdependence Mediation Model (APIMeM) were used to investigate the effects of the actor and partner on the study variables. The results from the Actor-Partner Interdependence Model (APIM) revealed a significant and positive association between parents' self-compassion and their respective reports of child emotion regulation. Notably, fathers' self-compassion was significantly associated with mothers' reports of child emotion regulation, but mothers' self-compassion did not show a significant association with fathers' reports of child emotion regulation. Results also demonstrated that fathers' coparenting cooperation mediated the relationship between mothers' self-compassion and fathers' reports of child emotion regulation, as well as the relationship between fathers' self-compassion and their own reports of child emotion regulation. However, conflict and triangulation within the coparenting relationship did not mediate the association between parents' self-compassion and children's emotion regulation.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"34 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677637","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":"“It’s Kind of Like Figure It Out:” Experiences of K-2 Educational Professionals with Teaching Writing","authors":"Meaghan McKenna, Rachel E. Schachter","doi":"10.1007/s10643-025-01905-y","DOIUrl":"https://doi.org/10.1007/s10643-025-01905-y","url":null,"abstract":"<p>The purpose of this article is to elevate the voices of kindergarten through second grade (K-2) educational professionals regarding their experiences teaching writing. Although reading instruction continues to dominate public attention, there is a need to better understand the current state of writing, an often neglected content area, from educational professionals who are delivering instruction. Specifically, this can expand our current knowledge by allowing us to understand the state of writing through educators’ sharing of their lived experiences. Twenty-seven educational professionals (18 general education classroom teachers, six specialists working in intervention and coaching roles, and three speech-language pathologists) working with kindergarten, first, and/or second grade students in public and private school settings across the United States participated in semi-structured interviews. Reflexive thematic analysis was used to analyze data. Results indicate that writing remains a low priority content area. Reasons provided include limited guidance and resources for assessment, instruction, and data-based decision making especially when compared to reading and mathematics. Many participants expressed a lack of confidence and identified writing-related areas of interest for professional growth and development; however, we still identified promising practices used to teach writing. Our findings illustrate the importance of elevating K-2 educators’ perspectives to better understand their teaching practice and call attention to the need for future research to create and evaluate writing-related professional learning opportunities and resources rooted in research and evidence-based practice that can be immediately translated into educational settings.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"71 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677643","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 Use of Questioning Strategies in the Development of Critical Thinking Skills in Children: A Qualitative Study of the Socratic Method","authors":"Kübra Kanat, Zeynep Fulya Temel","doi":"10.1007/s10643-025-01864-4","DOIUrl":"https://doi.org/10.1007/s10643-025-01864-4","url":null,"abstract":"<p>The present study examined the use of the Socratic method in developing children’s critical thinking skills. Accordingly, the study group consisted of fifteen 5–6 year-old kindergarteners along with their 2 teachers. The study is a case design study which is one of the qualitative research methods. A Socratic method-based education program prepared by the researchers was implemented twice a week for 10 weeks. The research data were obtained via “Demographic Information Form”, “Interview Form” and “Video Recordings”. In the analysis of the data, content analysis was performed using the NVIVO 12 Plus program. Themes, subthemes and categories were formed depending on the coding. As a result of the study, two themes were obtained. Namely, critical thinking behaviors and non-critical thinking behaviors, and categories related to these themes were generated. When the program implemented in the study was examined, the frequency of children’s critical thinking behaviors increased from the first quarter to the fourth quarter, while the frequency of children’s behaviors not directed towards critical thinking decreased from the first quarter to the fourth one. According to the results of the research, which were also supported by the teachers’ opinions, it was concluded that the education program prepared according to the Socratic method had a positive contribution to the development of critical thinking skills of 5–6 year old children. It can be said that the Socratic method can be used in early childhood education to improve children’s critical thinking abilities.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"25 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677636","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":"Parent-Teacher Relationships and Home-Based Involvement among Head Start Families: The Role of Immigration Status","authors":"Jaehee Kwon, Jisu Han","doi":"10.1007/s10643-025-01878-y","DOIUrl":"https://doi.org/10.1007/s10643-025-01878-y","url":null,"abstract":"<p>This study examines the relationship between the immigrant status of Head Start parents, their perceptions of parent-teacher relationships, and their home-based involvement in their child’s learning. The study utilized a nationally representative sample from 577 children and families from 60 Head Start programs from the 2014 Head Start Family and Child Experiences Survey (FACES, 2014). Immigrant parents in Head Start perceived less positive parent-teacher relationships than non-immigrant parents. Parents’ immigration status and lower perceptions of parent-teacher relationships were linked to lower home-based involvement. The association between parents’ perceptions of parent-teacher relationships and home-based involvement was stronger when both parents were born outside the United States, compared to families with at least one parent born in the United States. These findings highlight the importance of considering parents’ immigration status and perceptions of parent-teacher relationships when examining parental involvement in early childhood education.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"20 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653365","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":"Both Me and My Daughter Would Cry Sometimes: Parents’ and Children’s Experiences with Home Education During the Early and Later COVID-19 Pandemic","authors":"Esther Yu, Samantha Burns, Calpanaa Jegatheeswaran, Michal Perlman","doi":"10.1007/s10643-025-01887-x","DOIUrl":"https://doi.org/10.1007/s10643-025-01887-x","url":null,"abstract":"<p>The COVID-19 pandemic led to unprecedented disruptions to children’s education across the globe, including abrupt transitions from in-person learning to learning from home. The current study investigates patterns of change in the educational challenges that 453 children and 454 parents experienced at home during the early (2020–2021) and later stages (2021–2022) of the pandemic. The study took place in Toronto, Canada and our sample was diverse and reflected a low-income status. Thematic analyses revealed variation in the educational challenges experienced by children and parents in early and later COVID-19 pandemic. Latent class analyses identified two subgroups of children (79% Consistently Struggling, 21% with Delayed Challenges) and two subgroups of parents (81% Consistently Struggling, 19% with Delayed Challenges) based on their educational challenges across stages of the pandemic. Families with relatively higher socio-economic status (SES) in our sample showed higher levels of mental health symptoms and consistently struggled throughout the pandemic, while families with lower SES initially showed less mental health symptoms but experienced delayed increases in challenges as the pandemic progressed. These subgroups of change in educational challenges across stages of the pandemic were also significantly associated with parental mental health (i.e., depression, anxiety, and stress) and child temperament (anger and fear). These findings highlight the need to investigate the longitudinal impacts of COVID-19 on the wellbeing of young children and their families, and offers valuable knowledge for future preparedness in the face of any global crises. Recommendations for future research and intervention are discussed.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"24 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635748","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":"From “Survival Mode” to “#winning”: Michigan Pre-K Teachers’ Experiences During the First Year of COVID-19","authors":"Bethany Wilinski, Alyssa Morley, Jamie Heng-Chieh Wu","doi":"10.1007/s10643-025-01889-9","DOIUrl":"https://doi.org/10.1007/s10643-025-01889-9","url":null,"abstract":"<p>Increased stress among teachers during the pandemic has driven global concern about burnout, and initial evidence suggests teacher turnover and attrition increased during the pandemic. Burnout and attrition are of particular concern in early childhood education, where teacher turnover was already high pre-pandemic and is negatively associated with program quality and child outcomes. We interviewed 25 public pre-kindergarten teachers in Michigan, United States to understand their experience teaching during the first year of COVID-19. By asking them to choose the meme that best described their experience at two time points—April 2020 and April 2021—we gained insight into how their confidence in their ability to navigate challenges associated with teaching during the pandemic fluctuated over time. We draw on the concept of self-efficacy to make sense of the change from “survival mode” to “#winning” during a time of great uncertainty when teachers were being asked to adapt to entirely new—and shifting—modes of teaching. This study contributes to our understanding of how teachers experienced the first year of the pandemic, adds nuance to existing narratives about teaching during the pandemic (which tend to focus on exhaustion and burnout), and highlights teachers’ ability to successfully navigate unprecedented professional challenges.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143582802","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":"From Telling to Crafting: An Analysis of Peer Review Feedback and Revision Processes of Emerging Scholars Writing for Publication","authors":"Wenqi Cui, Dana Lynn Driscoll","doi":"10.1007/s10643-025-01891-1","DOIUrl":"https://doi.org/10.1007/s10643-025-01891-1","url":null,"abstract":"<p>Writing for publication is a formidable challenge for emerging scholars (graduate students and early career faculty) tied to high-stakes outcomes. One substantial challenge in writing for publication is successfully navigating the blind peer review process. This study focuses on the revision experiences of nine emerging scholars who have successfully published their first solo-authored publication and uses multiple datasets, including an interview and an analysis of publication documents (initial article submission, editorial feedback, revised manuscripts, and final published works). We triangulate between direct observations of writing and revision processes, analysis of peer review and editorial feedback, and self-reported perceptions and emerging scholars’ experiences. Our results include a taxonomy of the most common feedback and revision processes for emerging scholars, including frequently requested and challenging scholarly moves. Drawing upon Kellogg’s (J Writ Res, 1(1), 1–26, 2008) framework of knowledge telling to transforming to crafting, we demonstrate how emerging scholars’ understanding of writing for a disciplinary audience aligns with both the “what to say” and “how to say” aspects of publishing, advancing them from the transforming stage to crafting stage. We also describe the social support systems that emerging scholars use to navigate peer review feedback and engage in effective revision. From these findings, we offer recommendations for supporting graduate students and early career faculty in building confidence and knowledge, including enhancing writing instruction and publication courses, creating structured mentoring opportunities, facilitating writing groups and peer support networks, and cultivating positive dispositions and mindsets towards publication. Contributions of this work include a comprehensive view of how emerging scholars successfully navigate blind review processes and receive feedback, which allows faculty mentors and graduate programs to strengthen their writing for publication support.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143576187","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":"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":"<p>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 (<i>N</i> = 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.</p>","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}

{"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":"<p>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.</p>","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}

{"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":"<p>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.</p>","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}