Early Childhood Education Journal最新文献_第6页

Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development in German Kindergartens

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-30 DOI: 10.1007/s10643-025-01859-1

Lena Aumann, Rosa Maria Puca, Hedwig Gasteiger

{"title":"Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development in German Kindergartens","authors":"Lena Aumann, Rosa Maria Puca, Hedwig Gasteiger","doi":"10.1007/s10643-025-01859-1","DOIUrl":"https://doi.org/10.1007/s10643-025-01859-1","url":null,"abstract":"Natural everyday situations can offer valuable opportunities for children to develop mathematical ideas. However, as children enter school with widely varying levels of achievement in mathematics, not all children seem to benefit equally from embedded math learning opportunities. To help children take advantage of these opportunities, early childhood (EC) teachers seem to play a significant role in fostering children’s mathematical learning. Previous research suggests that both the teacher’s knowledge and their feedback significantly influence the extent to which children learn. However, most studies on feedback rely on experimental research designs and do not examine naturally occurring feedback in situations involving embedded math learning opportunities. Thus, the influence of EC teachers’ mathematical pedagogical content knowledge (MPCK) and their naturally given feedback on children’s mathematical learning remains underexplored. This paper investigates the effects of naturally given feedback and the MPCK of N = 48 EC teachers on the mathematical development of N = 140 children. Results indicate that process-related feedback positively impacts children’s mathematical development, while other kinds of feedback (e.g., person-related) and teachers’ MPCK do not demonstrate significant effects. These findings highlight the importance of integrating process-related feedback into professional development (PD) programs for EC teachers to enhance their ability to provide effective feedback.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"22 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056181","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

Building a Territory of Peace: Young Children Engage in Research for Transformation

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-28 DOI: 10.1007/s10643-024-01845-z

Tadiana Escorcia, Jhobana Villamil, Flor Ropero, Edgar Sosa

{"title":"Building a Territory of Peace: Young Children Engage in Research for Transformation","authors":"Tadiana Escorcia, Jhobana Villamil, Flor Ropero, Edgar Sosa","doi":"10.1007/s10643-024-01845-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01845-z","url":null,"abstract":"At the José Asunción Silva District Educational Institution and with the support of the ONDAS-COLOMBIA program, qualitative ethnographic research was developed from a horizontal perspective; in this research, 75 children from 4 to 7 years old became coinvestigators to address the violence in their environment and contribute to the construction of a school as a territory of peace. The information was collected through “mica” focus groups, interviews, cartography and observation. The children subsequently analyzed the data via the metaphor of a tree that collects ideas on its leaves, categorizing the information obtained themselves, while the teachers performed a content analysis. To build a territory of peace, it is essential to first identify the actions that cause war or conflict and then focus on those that promote peace. Actions that children identified as generating conflict included the following: interactions with older children, yelling, pushing, and fear. On the other hand, key actions for the construction of peace include the support of close people (family, colleagues and teachers), play, being guardians of the Earth, and hugging as a symbol of reconciliation. A territory of peace is a safe setting in which children can be calm, have fun, learn and share with others. Finally, through this process, young children were able to improve skills such as interest, curiosity, the constant formulation of questions, the design and application of instruments to collect information, the analysis of information and the dissemination of results. investigative skills that allow them to understand the environment.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"28 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049969","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

Promoting Healthy Eating and Physical Activity in the Early Care and Education Setting as a Strategy to Improve Teacher Knowledge and Self-Efficacy

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-27 DOI: 10.1007/s10643-025-01851-9

Diane W. Bales, Caree J. Cotwright, Jung Sun Lee, Nathalie Celestin, Kathryn Parrott, Joanna Akin

{"title":"Promoting Healthy Eating and Physical Activity in the Early Care and Education Setting as a Strategy to Improve Teacher Knowledge and Self-Efficacy","authors":"Diane W. Bales, Caree J. Cotwright, Jung Sun Lee, Nathalie Celestin, Kathryn Parrott, Joanna Akin","doi":"10.1007/s10643-025-01851-9","DOIUrl":"https://doi.org/10.1007/s10643-025-01851-9","url":null,"abstract":"Obesity prevention should begin in early childhood, when children are learning nutrition and physical activity behaviors. Early childhood education (ECE) teachers’ ability to encourage children’s healthy eating and activity is related to their knowledge and self-efficacy. This study evaluated the effects of the Healthy Child Care Georgia intervention on teachers’ nutrition-related knowledge and self-efficacy. After in-depth training, teachers incorporated 30 hands-on activities into their curriculum and made improvements to classroom policies for six weeks. Teacher knowledge and self-efficacy were measured with the Confidence about Nutrition and Activity (CAN-Teach) survey before, immediately after, and 4 weeks after the intervention. Teachers in the immediate-intervention group implemented activities immediately after training. Teachers in the control/delayed-intervention group served as controls for the immediate-intervention group, and completed a second CAN-Teach assessment after the immediate intervention. Teacher knowledge and self-efficacy in the improved between baseline and the end of the intervention for both groups. These improvements persisted at the 4-week follow-up. Teachers in the control/delayed-intervention group did not show improvements in self-efficacy during the control period (between baseline and the end of the immediate intervention), but did show improvements between baseline and the end of implementing the delayed intervention. The HCCG intervention shows evidence of improving teachers’ knowledge and self-efficacy related to early obesity prevention. In-depth teacher training and one-on-one nutrition coaching are effective strategies to increase teacher knowledge and self-efficacy related to nutrition and physical activity.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"35 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143044111","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

Dinosaurs, Mushrooms, and Geometric Forms - Conversations with Young Children About Natural Science and Mathematics

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-27 DOI: 10.1007/s10643-025-01850-w

Ingunn Skalstad, Anne-Line Bjerknes, Siv Svendsen

{"title":"Dinosaurs, Mushrooms, and Geometric Forms - Conversations with Young Children About Natural Science and Mathematics","authors":"Ingunn Skalstad, Anne-Line Bjerknes, Siv Svendsen","doi":"10.1007/s10643-025-01850-w","DOIUrl":"https://doi.org/10.1007/s10643-025-01850-w","url":null,"abstract":"In this case study, we explore how early childhood education and care (ECEC) teachers can foster children’s participation in conversations about natural science and mathematics and what factors influence it. Data consisted of 29 conversations between ECEC teachers and children. The results showed that eight of the conversations were open dialogues in which the teachers and children participated equally. In 19 of the conversations, the ECEC teachers led the conversation, and the children, to various degrees, were active and engaged participants. Two conversations were led by the children. The results showed that the children participated more actively in conversations about natural science than mathematics, and that multisensory artifacts and physical activities enhanced their participation in the conversations. The study suggests that ECEC settings should provide more opportunities for multisensory experiences and physical activities, and that teachers need more guidance on how to explain concepts and phenomena, within natural science and mathematics, to children of different ages.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"93 12 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143044112","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 Scoping Literature Review of the Pyramid Model

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-25 DOI: 10.1007/s10643-025-01852-8

Mia Chudzik, Catherine Corr

引用次数: 0

Assessing Young Children’s Social-Emotional Development Through the Lens of Social-Cultural Ecological Systems 从社会文化生态系统的角度评价幼儿社会情感发展

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-22 DOI: 10.1007/s10643-025-01857-3

Yaoying Xu, Jamie Cage, Chin-Chih Chen, Fa Zhang, Yuyan Xia

{"title":"Assessing Young Children’s Social-Emotional Development Through the Lens of Social-Cultural Ecological Systems","authors":"Yaoying Xu, Jamie Cage, Chin-Chih Chen, Fa Zhang, Yuyan Xia","doi":"10.1007/s10643-025-01857-3","DOIUrl":"https://doi.org/10.1007/s10643-025-01857-3","url":null,"abstract":"Young children’s social-emotional development refers to the development of capacities to form relationships, to express emotions, and to explore the environment. The social-emotional development is one of the critical factors contributing to their school readiness and future success beyond educational settings. However, assessing young children’s social-emotional development often utilizes standardized procedures based on developmental theories, which may lead to inaccurate diagnostic categories that do not reflect children’s cultural backgrounds. Further, these early diagnostic categories or labels could lead to lower expectations resulting in persistent achievement gaps. In this paper we discuss the assessment of young children’s social-emotional development through the lens of social-cultural ecological systems. This approach acknowledges that children's development is shaped by interactions with caregivers, peers, their home and neighborhood, as well as the broader environment and communities. First, we recognize the conceptual and operational misalignments of the current approaches to measuring and understanding social-emotional development. Second, we identify challenges in methodology related to assessing children’s social-emotional development. We then discuss the cultural context that is integral to children’s social-emotional development. To illustrate how the social-cultural ecological framework works in assessing children’s social-emotional development, we use a case study to demonstrate the content, context, interactive relationships of individuals, and implementation with collaborative teamwork.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"14 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143020483","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 Current State Writing Evaluation Rubrics for Early Grades 探索当前国家早期写作评价标准

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-20 DOI: 10.1007/s10643-024-01823-5

Sherron Killingsworth Roberts, Earlisha Whitfield

{"title":"Exploring Current State Writing Evaluation Rubrics for Early Grades","authors":"Sherron Killingsworth Roberts, Earlisha Whitfield","doi":"10.1007/s10643-024-01823-5","DOIUrl":"https://doi.org/10.1007/s10643-024-01823-5","url":null,"abstract":"This content analysis examined the evaluative components of elementary, high-stakes, state standardized writing sample rubrics. We explored the ten most populated states in the United States, and thus most influential states, to yield salient trends in writing evaluation for early grades. Using Spandel’s analytical traits as our conceptual framework and thus, our a priori sieve for this content analysis, this manuscript explored possible commonalities and intersections among the six traits within each state’s writing sample rubric. First, we found that North Carolina no longer requires an elementary writing sample. Further, this content analysis found four of Spandel’s six categories of Ideas, Organization, Sentence Fluency, and Conventions were clearly prominent in each of the other nine most populated state evaluation rubrics. Word Choice and Voice proved to be less obvious, yet embedded within subcomponents or indicators in eight of the nine remaining state rubrics. By bringing these states’ writing rubrics into clarity, related trends across states offer insights for teachers in early grades to streamline and improve elementary writing evaluation and instruction by focusing on these foundational six traits. Findings point to leveraging Spandel’s six analytical categories as a starting point and a foundational anchor, so that teachers can be in compliance with their state’s current and changing high-stakes testing while simultaneously supporting children to become confident, joyful, and capable writers.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"6 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142991248","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

Racial and Ethnic Concordance and Early Childhood Workforce Well-Being 种族和民族和谐与幼儿劳动力福利

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-15 DOI: 10.1007/s10643-024-01849-9

Tiffany Burkhardt, Lee Ann Huang, Cody Oltmans, Reiko Kakuyama-Villaber

{"title":"Racial and Ethnic Concordance and Early Childhood Workforce Well-Being","authors":"Tiffany Burkhardt, Lee Ann Huang, Cody Oltmans, Reiko Kakuyama-Villaber","doi":"10.1007/s10643-024-01849-9","DOIUrl":"https://doi.org/10.1007/s10643-024-01849-9","url":null,"abstract":"Teachers in the early care and education (ECE) workforce have been experiencing elevated levels of depression and job stress, which can lead to lower quality teaching practices, less emotional support to children, and higher staff turnover. Research has shown that racial concordance (or matching) between teachers and their students is associated with positive effects on children’s outcomes and lower stress in teachers of kindergarten through 12th grade. However, no research had examined how racial concordance is related to teacher well-being in ECE settings. To examine the predictors of ECE teacher stress and depression and the role of racial concordance, this study analyzed data collected in 2019 for the National Survey of Early Care and Education (NSECE) using survey-weighted regression models. Higher racial concordance between ECE teachers (n = 3,547) and their students was associated with lower teacher depression levels. Lower staff turnover and Hispanic or Asian teacher identity also predicted lower depression. Lower wages, working less than full time, Hispanic identity, and, for higher-income teachers, greater student racial and ethnic diversity in the classroom were all associated with lower job stress. This study contributes to further understanding ECE teacher well-being and important contextual factors, including racial concordance and classroom diversity.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"77 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142981950","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

Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions 加强学前教育项目中的双语发展：关注意向语言教学和成人-儿童互动

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-15 DOI: 10.1007/s10643-024-01842-2

Christina Miller, Sara Movahedazarhouligh

{"title":"Enhancing Dual Language Development in Preschool Programs: A Focus on Intentional Language Instruction and Adult–Child Interactions","authors":"Christina Miller, Sara Movahedazarhouligh","doi":"10.1007/s10643-024-01842-2","DOIUrl":"https://doi.org/10.1007/s10643-024-01842-2","url":null,"abstract":"Language development is fundamental in early childhood education (ECE). While in recent years, research regarding the importance of dual language development for DLLs in ECE has increased, there remains a great need to determine effective practices and quality measurement tools that effectively support linguistically diverse children in ECE settings. This study investigated the effectiveness of positive adult–child interactions and intentional language instruction as the two recommended practices to support the language and literacy development of at-risk linguistically diverse preschool children in ECE classrooms. A mixed-methods research approach was used to gather data. Positive adult–child interactions in the classroom significantly influenced DLLs’ language and literacy development. Intentional language instruction can positively impact DLLs’ language and literacy development when supportive conversations and language modeling are included as part of the intentional instruction. Discussion of the findings and implications for future research and practice is discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"36 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142986085","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

Using Games and Activities to Increase Inhibitory Control Skills in Kindergarten-aged Children 利用游戏和活动提高幼儿园儿童抑制控制技能

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2025-01-09 DOI: 10.1007/s10643-024-01847-x

Kailyn Lambert, Cynthia F. DiCarlo, Denise Rueter

{"title":"Using Games and Activities to Increase Inhibitory Control Skills in Kindergarten-aged Children","authors":"Kailyn Lambert, Cynthia F. DiCarlo, Denise Rueter","doi":"10.1007/s10643-024-01847-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01847-x","url":null,"abstract":"Executive function skills are critical in early development, as they “form the foundation for children’s ability to self-regulate” (McLelland, et al., 2016, p. 242). Inhibitory control, one component of executive function, is the ability to suppress or inhibit responses to distractions when completing a task. The purpose of this study was to improve children’s inhibitory control in the classroom through ageappropriate games, which promote controlling emotions and remaining on task. Three target children were observed in the classroom they attended with their regular teacher. Baseline data revealed that the target children needed improvement on inhibitory control skills, which included controlling emotions and staying on task. The Inhibitory Control Intervention consisted of age-appropriate games (Uno, Perfection, Matching Cards, I Spy book) that promoted staying on task and controlling emotions independently and with small groups of peers. Data were collected using momentary time sampling for a ten minute period during free choice center time. When the Inhibitory Control Intervention was in place, there was an increase in both on task behavior and controlling emotions during free-choice center time. Providing opportunities for children to practice inhibitory control skills can be beneficial for increasing children’s self-regulation skills.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"26 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142939790","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