Early Childhood Education Journal最新文献_第5页

Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers 了解同伴效应对不同学龄前儿童执行功能和学业发展的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-12 DOI: 10.1007/s10643-024-01822-6

Haruka Konishi, Ryan P. Bowles, Lori E. Skibbe, Janelle J. Montroy, Claire E. Cameron, Megan M. McClelland

引用次数: 0

Young Children’s Composing Processes: Idea Transformations in Verbalizations from Pre-Writing to Post-Writing 幼儿的写作过程：从写作前到写作后言语化的观念转换

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-10 DOI: 10.1007/s10643-024-01800-y

Rebecca Rohloff, Jackie Ridley, Margaret F. Quinn, Xiao Zhang

{"title":"Young Children’s Composing Processes: Idea Transformations in Verbalizations from Pre-Writing to Post-Writing","authors":"Rebecca Rohloff, Jackie Ridley, Margaret F. Quinn, Xiao Zhang","doi":"10.1007/s10643-024-01800-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01800-y","url":null,"abstract":"Early writing includes both transcription skills (e.g., handwriting and spelling) and composing skills (e.g., the generation, manipulation, and translation of ideas into writing), yet early composing is not as well understood in academic research or by classroom educators. This study seeks to understand 1) how children retained or modified core idea units from pre-writing verbalizations to post-writing verbalizations and 2) how these transformations are related to other composing components, such as connection of ideas. Participants in this study included 133 children at the end of their prekindergarten year. Children completed two composing tasks related to planning a birthday party: an Invitation task and a List task, in which they were asked what they planned to write before writing and then what they had written after writing. Results indicate that most children’s pre- and post-verbalizations were connected in meaning. While children overwhelmingly modified their core ideas on both tasks, more children retained ideas on the List task than the Invitation task. Children most often concurrently added and deleted ideas on both tasks, but did so less often when pre- and post-verbalizations were connected in meaning. Implications for supporting the complete writing process, from planning to review and revision, in classroom practices as well as further directions for research are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"12 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804673","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 Effect of Growing Up WILD™ Training on Early Childhood Professionals’ Beliefs, Attitudes, and Intentions Toward Outdoor Education 成长野外™训练对幼儿专业人员对户外教育的信念、态度和意图的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-10 DOI: 10.1007/s10643-024-01817-3

Morgan Kunde Sekula, Amy Bryan, Kiki Corry, Assem Kassymova, Courtney E. Byrd-Williams

{"title":"The Effect of Growing Up WILD™ Training on Early Childhood Professionals’ Beliefs, Attitudes, and Intentions Toward Outdoor Education","authors":"Morgan Kunde Sekula, Amy Bryan, Kiki Corry, Assem Kassymova, Courtney E. Byrd-Williams","doi":"10.1007/s10643-024-01817-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01817-3","url":null,"abstract":"In this study, we measured attitudes, beliefs, and intentions about implementing outdoor learning experiences among 56 early childhood professionals before and after attending Growing Up WILD™ (GUW) training. Online pre- and post-surveys were distributed to participants measuring a range of attitudes (i.e., comfort and confidence), beliefs, and intentions (i.e., planning). Overall, after attending GUW training, participants reported feeling more confident facilitating conversations with children about nature and science and more comfortable about planning teacher directed activities, allowing children to take risks, and offering free play. They also expressed fewer concerns about potential barriers to going outside such as family concerns, materials, and curriculum. It also demonstrated participants had greater intentions to engage children in outdoor learning experiences (e.g., outdoor field trips and nature walks). Our findings highlight the impact that GUW training, a brief intervention, can have on early childhood professionals’ attitudes, beliefs, and intentions toward implementing outdoor education. We hope that these attitudinal shifts will encourage early childhood professionals to take young children outside so they can enjoy the benefits of outdoor education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"213 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796880","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 Childhood Teachers’ Beliefs About Creativity and Practices for Fostering Creativity: A Review of Recent Literature 幼儿教师对创造力的信念与培养创造力的实践：近期文献综述

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-09 DOI: 10.1007/s10643-024-01816-4

Qianyi Gao, Anna Hall

引用次数: 0

Literacy in Montessori Schools: Perspectives from Canada, Mexico, and Italy 蒙台梭利学校的读写能力：来自加拿大、墨西哥和意大利的观点

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-05 DOI: 10.1007/s10643-024-01821-7

Pamela Beach

引用次数: 0

Early Childhood Digital Pedagogy: A Scoping Review of Its Practices, Profiles, and Predictors 幼儿数字教学法：对其实践、概况和预测因素的范围审查

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-05 DOI: 10.1007/s10643-024-01804-8

Hui Li, Huihua He, Wenwei Luo, Hui Li

引用次数: 0

Designing Features of a Measure of Composing for Young Children 幼儿作曲标准的设计特点

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-02 DOI: 10.1007/s10643-024-01810-w

Hope K. Gerde, Gary E. Bingham, Ryan P. Bowles

{"title":"Designing Features of a Measure of Composing for Young Children","authors":"Hope K. Gerde, Gary E. Bingham, Ryan P. Bowles","doi":"10.1007/s10643-024-01810-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01810-w","url":null,"abstract":"Early writing is an important early literacy skill related to later reading and writing development. Writing assessment and instruction, however, tends to focus on just part of early writing development, transcription (i.e., handwriting and spelling), whereas composing (i.e., text generation) is an essential component of early and later writing. In fact, several assessments of early writing do not include items that elicit composing and others provide composing items that are too challenging for early writers, yielding floor effects. This study provides evidence for a new approach for eliciting and scoring both transcription and composing from preschool age children. Study 1 provides evidence that within a structured and contextualized assessment in which children compose their own messages, young children can demonstrate transcription skills aligning with the skills they demonstrate on traditional writing assessments (e.g., letter and word writing). Study 2 provides evidence that the structured and contextualized assessment can elicit and score children’s transcription and composing skills such as relevance to the theme, idea generation, genre features, verbal-text match. These two studies provide evidence of item functioning for both transcription and composing items important for research and instructional practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"76 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758280","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

Consequence Does Not Mean Punishment: Insights into the Dynamics of Challenging Behavior 结果并不意味着惩罚：对挑战行为动态的洞察

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-12-02 DOI: 10.1007/s10643-024-01813-7

Ban S. Haidar, Hedda Meadan

引用次数: 0

Emergent Leadership and Gender Differences: A Comparative Case Study of 5–6-Year-Olds in Makerspaces 突发领导与性别差异：创客空间中5 - 6岁儿童的比较案例研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-29 DOI: 10.1007/s10643-024-01801-x

Adela Peleg, Sharona T. Levy

{"title":"Emergent Leadership and Gender Differences: A Comparative Case Study of 5–6-Year-Olds in Makerspaces","authors":"Adela Peleg, Sharona T. Levy","doi":"10.1007/s10643-024-01801-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01801-x","url":null,"abstract":"This research delves into the dynamics of 5–6-year-old children’s interactions within makerspaces, which are emerging as innovative environments in early childhood education. Despite their growing popularity, there is a notable absence of research evaluating the activities in these spaces for young learners. To address this gap, we conducted a comparative case study, observing three kindergarten classrooms. Qualitative data, gathered through observations, questionnaires, and interviews, provided insights into the children’s makerspace experiences and the social processes in which they engage. The findings yielded two major themes. Firstly, some children, often marginalized in other classroom settings, assumed leadership roles within makerspaces, highlighting their unique knowledge and potential for leadership development. Secondly, gender differences emerged, with boys engaging in mimetic activities influenced by male role models, and girls pursuing goal-oriented approaches. These differences reflect the interplay between gender roles, societal influences, and early childhood learning in makerspaces. We conclude that makerspaces serve as powerful environments in nurturing both resilience and creativity among young learners. This research provides educators with a deeper understanding of how to harness the potential of makerspaces for promoting leadership, achieving gender equity, and unraveling pivotal social interactions—all vital components of contemporary education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"10 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753060","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

Understanding Educator Perceptions in Assessment of Kindergarten Children’s Development 了解幼儿园儿童发展评价中的教育者认知

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-11-29 DOI: 10.1007/s10643-024-01807-5

Natalie Spadafora, Rita Jezrawi, Stefanie De Jesus, David Cameron, Magdalena Janus

{"title":"Understanding Educator Perceptions in Assessment of Kindergarten Children’s Development","authors":"Natalie Spadafora, Rita Jezrawi, Stefanie De Jesus, David Cameron, Magdalena Janus","doi":"10.1007/s10643-024-01807-5","DOIUrl":"https://doi.org/10.1007/s10643-024-01807-5","url":null,"abstract":"Race-related data are not routinely collected as part of the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be used to inform provision of supports for students and educators. Therefore, the goal of our exploratory study was to gather an understanding of teacher perceptions regarding the assessment of items on the EDI in the context of children’s race, gender, and family status and teacher positionality. We conducted a series of four focus groups with educators (kindergarten teachers and designated early childhood educators) from a school board in Ontario, Canada. The major themes identified were: (1) intersections of social identity; (2) systemic biases and preconceived expectations; (3) educator reflections on feelings, attitudes, and circumstances; (4) teacher-child-family relationships; and (5) teacher training, education, and administrative resources. Our findings suggest that educators’ assessment may be influenced and informed by their perception of their own and their students’ identity. Potential of a bias might be reduced by adequate training and education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"69 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753059","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