Early Childhood Education Journal最新文献_第7页

Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool 整体大于部分之和？家访育儿计划及其与学前教育的互动对儿童成果的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-07-08 DOI: 10.1007/s10643-024-01720-x

Remy Pages, Tracy Payne, Herman T. Knopf

{"title":"Is the Whole Greater than the Sum of Its Parts? Impacts on Child Outcomes from a Home-Visiting Parenting Program and its Interaction with Preschool","authors":"Remy Pages, Tracy Payne, Herman T. Knopf","doi":"10.1007/s10643-024-01720-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01720-x","url":null,"abstract":"This study evaluates the effects of a weekly home-visiting parenting program designed to enhance parent-child engagement with educationally-enriching activities and its potential interaction with children’s participation in state-funded preschool. Utilizing a comprehensive dataset linked across various administrative sources, we employed a quasi-experimental approach featuring inverse probability weighting regression adjustment and nearest neighbor matching to assess outcomes as measured at or leading up to kindergarten entry. We focused on a cohort of 2,000 diverse children born between 2012 and 2016, aged three and four at the intervention’s onset. Participation in the home-visiting program was associated with significant positive effects on children’s cognitive skills, IDEA Part B service uptake, and the likelihood of reported child maltreatment, which persisted after adjusting for state-funded preschool participation. We found no statistical evidence of interactions between the program and preschool, underscoring the program’s additive contributions to early childhood development and family well-being.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141561405","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

Spanish-English Emergent Bilingual Children’s Classroom Language Interactions: A Latent Profile Approach 西班牙语-英语新兴双语儿童的课堂语言互动：潜在特征法

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-07-08 DOI: 10.1007/s10643-024-01712-x

Natalia M. Rojas

{"title":"Spanish-English Emergent Bilingual Children’s Classroom Language Interactions: A Latent Profile Approach","authors":"Natalia M. Rojas","doi":"10.1007/s10643-024-01712-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01712-x","url":null,"abstract":"Despite the importance of classroom language interactions for children’s school readiness skills and the school readiness gaps faced by Spanish-speaking emergent bilinguals (EBs), the field knows little about their classroom language interactions in early childhood education (ECE) classrooms. Expanding upon traditional approaches of observing classroom interactions, this study applies a child-centered analytic method to identify profiles of EBs classroom language interactions, characterized by their vocalizations and conversational turn-taking with teachers and peers, based on audio recordings. Data were drawn from 20 ECE classrooms and 171 EB children (ages 3 to 4) during the 2020–2021 school year. Latent profile analysis using variables from all-day recordings of EB children’s language environment identified three profiles: (1) limited classroom language interactions (58%); (2) engaging in conversations with teachers (14%); and (3) vocalizing and engaging conversations with peers (28%). EB children categorized to the second profile were less likely to speak Spanish and have teachers who spoke Spanish but were more likely to hear more words than EBs in profile 1. EBs children in profile 3 were likelier to be older than EBs in profile 1. Given that most EBs were in a profile of limited language interactions, the findings suggest the importance of improving opportunities and providing more support for EBs to engage in conversational turn-taking with their teachers and peers.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141561404","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

Preschool Teachers’ Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model 学前教师的职业污名意识抑制工作投入：调节中介模型

IF 2.3 3区教育学

Early Childhood Education Journal Pub Date : 2024-07-06 DOI: 10.1007/s10643-024-01711-y

Tingting Li, Ran Zhao, Wenwen Sun, Yue Zhou, Peiling Zhou

引用次数: 0

Characterizing Preschool Teachers’ Use of Teaching Practices to Promote Young Children’s Self-Determination Skills 学前教师利用教学实践提高幼儿自我决定技能的特点

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-07-05 DOI: 10.1007/s10643-024-01705-w

Qunshan Zheng, Patricia Snyder, Fang Xu

{"title":"Characterizing Preschool Teachers’ Use of Teaching Practices to Promote Young Children’s Self-Determination Skills","authors":"Qunshan Zheng, Patricia Snyder, Fang Xu","doi":"10.1007/s10643-024-01705-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01705-w","url":null,"abstract":"Self-determination refers to skills used to experience a quality of life consistent with one’s preferences, strengths, and needs. Theoretical and empirical literature has identified contextual opportunities for children to learn and use these skills in their everyday activities and routines. The present study used an investigator-developed observational coding system to describe and quantify preschool teachers’ use of teaching practices that could promote young children’s foundational self-determination skills. Twenty-one preschool teachers who had children with and without identified disabilities or developmental delays enrolled in their classrooms were observed for 15 min during two types of preschool classroom activities: child-initiated and teacher-directed. Teachers’ use of practices ranged from 6 to 60 occurrences across five self-determination skill categories, with an average of 24.43 occurrences in 30 min. Self-regard, self-direction, and self-advocacy practices were more frequently used than self-regulation and social problem-solving practices. Exploratory analyses of the observational data suggested differences in teachers’ use of self-determination teaching practices across the two types of activities and positive correlations between teachers’ use of self-determination teaching practices and the observed quality of teacher-child interactions. Implications of the study findings for teaching practices teachers can use to promote young children’s self-determination skills during classroom activities are discussed in the context of inclusive and high-quality early childhood education.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545885","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

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education 幼儿教育中的教师效能感、来源和实施

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-29 DOI: 10.1007/s10643-024-01713-w

Harri Pitkäniemi, Riikka Hirvonen, Johanna Heikka, Katja Suhonen

{"title":"Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education","authors":"Harri Pitkäniemi, Riikka Hirvonen, Johanna Heikka, Katja Suhonen","doi":"10.1007/s10643-024-01713-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01713-w","url":null,"abstract":"The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141489578","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

Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement 教学语言和同伴互助学习是英语学习者学生阅读成绩的预测因素

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-29 DOI: 10.1007/s10643-024-01707-8

Monica E. Romero, ChenYu Hung, Stephen D. Whitney

引用次数: 0

A Penguin is Not a Giraffe: Categorizing Preschool Children According to Temperament 企鹅不是长颈鹿：根据气质对学龄前儿童进行分类

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-29 DOI: 10.1007/s10643-024-01696-8

Jana Maine, Timothy J. Huelsman, Sandra Glover Gagnon, Rose Mary Webb, Pamela Kidder-Ashley

{"title":"A Penguin is Not a Giraffe: Categorizing Preschool Children According to Temperament","authors":"Jana Maine, Timothy J. Huelsman, Sandra Glover Gagnon, Rose Mary Webb, Pamela Kidder-Ashley","doi":"10.1007/s10643-024-01696-8","DOIUrl":"https://doi.org/10.1007/s10643-024-01696-8","url":null,"abstract":"Temperament is a widely researched trait that significantly influences children’s lives. Still, theorists differ in their perspectives on the construct. With their nine dimensions of temperament and three “categories” of children—easy, difficult, or slow to warm up—Thomas and colleagues (1968) laid the foundation for future temperament research. Subsequent researchers have identified temperament profiles that are similar to but not completely consistent with Thomas and colleagues’ model. Still, most conceptualizations exist primarily for researchers and may be challenging to translate for educators who work directly with children and their caregivers. Therefore, this study had two aims. First, we used cluster analysis to corroborate and extend research that categorized children into temperament groups. We identified four groups that converge and one group that diverges from previous findings. Our second, more important purpose was to strengthen the link between research and practice by conceptualizing our results in a way that is understandable to educators and caregivers. The challenging task of capturing the nature of each cluster in one or even a few words led us to adopt a zoomorphic approach in which we assigned nonhuman animal names to each group: koalas, penguins, dogs, bobcats, and giraffes. Our findings support previous groupings of children by temperament and provide a consumer-friendly model that facilitates communication between caregivers and educators.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141489548","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

Breaking Barriers: Utilizing a STEM Equity Framework for Analyzing Primary Picture Books 打破障碍：利用 STEM 公平框架分析小学图画书

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-27 DOI: 10.1007/s10643-024-01708-7

Victoria Cardullo, Megan Burton

引用次数: 0

Time Out as a Regulated and Specified Element of Child Care Licensing Policy: Are Policies Aligned with the Research Base? 超时作为托儿所发证政策中的一项规范和具体内容：政策是否与研究基础相一致？

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-26 DOI: 10.1007/s10643-024-01699-5

Martha Buell, Stephanie Kuntz

引用次数: 0

Evaluation of A Business Management Program to Promote Child Care Educator Outcomes: A Randomized Controlled Trial 促进托儿教育工作者成果的商业管理计划评估：随机对照试验

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-19 DOI: 10.1007/s10643-024-01693-x

Songtian Zeng, Yujin Lee, Becky L DelVecchio, Lynne Mendes, Anne Douglass

引用次数: 0