Early Childhood Education Journal最新文献_第5页

An Evaluation of the MoSAIC Training for Early Childhood Educators in New Zealand 新西兰幼儿教育工作者MoSAIC培训评估

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 幼儿劳动力的福祉：农村和城市差异

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 幼儿园信息性课文朗读频率及其与学生词汇和知识发展的关系

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 让我们来做工程：3-7岁儿童共同创造活动和资源的工程师和创意实践者的经验，以及教师对资源有效性的评价

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 将知识资金纳入教师准备，克服教育教学中的偏见

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 通过小组辅导使幼儿数学课程取得成功

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

Authentic Assessment Practices for Supporting Child Development During the Preschool-to-Kindergarten Transition: A Multiyear Comparison of Parental and Teacher Ratings 学前班到幼稚园过渡期间支持儿童发展的真实评估实践：家长和教师评分的多年比较

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-24 DOI: 10.1007/s10643-025-01884-0

Kelcie Burke, Marisa Macy, Ehichoya Edokhamhen

{"title":"Authentic Assessment Practices for Supporting Child Development During the Preschool-to-Kindergarten Transition: A Multiyear Comparison of Parental and Teacher Ratings","authors":"Kelcie Burke, Marisa Macy, Ehichoya Edokhamhen","doi":"10.1007/s10643-025-01884-0","DOIUrl":"https://doi.org/10.1007/s10643-025-01884-0","url":null,"abstract":"Transitions from preschool to kindergarten can be problematic for children and their families when programs prepare children for kindergarten in groups rather than through an individualized process. Another drawback with current transition practices is that parents and families may lack assessment tools that can provide insights into their perceptions of their child’s growth and development. A multiyear study evaluated the interrater agreement between parent and teacher ratings for preschoolers who were transitioning to kindergarten. The goal of this study was to evaluate parent and teacher evaluations of child developmental and academic abilities across eight domains using authentic assessment practices. There were 53 parents and educators who formed dyads from rural Head Start programs across two years. Data collection was conducted with the third edition of the Assessment, Evaluation, & Programming System transition tools for parents and professionals in the spring for preschoolers moving to kindergarten in the fall. Results draw attention to some areas where parents and professionals have the greatest difference in the assessment. This study has implications for individualized authentic assessment practices for evaluating child development and learning during transition to kindergarten that can support collaboration between families and their schools.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"30 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143477495","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

Cross-Cultural Examination of Early Childhood Life Skills: Comparative Analysis of Educational Practices in Turkey and Rwanda 幼儿生活技能的跨文化检验：土耳其和卢旺达教育实践的比较分析

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-24 DOI: 10.1007/s10643-025-01883-1

Yakup Yildirim, Idrissa Niyomugabo

{"title":"Cross-Cultural Examination of Early Childhood Life Skills: Comparative Analysis of Educational Practices in Turkey and Rwanda","authors":"Yakup Yildirim, Idrissa Niyomugabo","doi":"10.1007/s10643-025-01883-1","DOIUrl":"https://doi.org/10.1007/s10643-025-01883-1","url":null,"abstract":"This cross-cultural study examines the life skills of preschool children in Turkey and Rwanda, exploring similarities, differences, and the socio-cultural and educational contexts that influence these skills. Life skills, defined as adaptive and positive behaviors that enable individuals to cope effectively with life’s demands, are critical for holistic development. Using an exploratory sequential mixed-methods design, quantitative data were collected using the “Preschool Life Skills Scale” from 200 children (100 from each country), while qualitative data were gathered through semi-structured interviews with 30 teachers. Findings demonstrate notable differences in life skills profiles between the two groups, with Turkish children achieving higher scores in specific subdomains like social life, decision-making, and self-care. These differences are contextualized within educational frameworks, socio-economic factors, and community resources in the respective countries. The study highlights the inherent challenges in assessing life skills using psychometric tools and underscores the critical role of culturally adapted education systems. Recommendations focus on fostering life skills through contextualized curricula, targeted investments, and international collaborations that address disparities.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"52 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143477492","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

Exploring Mothers’ Experiences of an Online Musical Parenting Educational Program 探索母亲对在线音乐育儿教育项目的体验

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-02-23 DOI: 10.1007/s10643-025-01871-5

Maria Papazachariou-Christoforou

引用次数: 0