Early Childhood Education Journal最新文献_第7页

Responding to Children’s Semiotic Repertoires in Collaborative Digital Storytelling 在协作式数字故事制作中回应儿童的语义再现

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-27 DOI: 10.1007/s10643-024-01761-2

Sofije Shengjergji, Jenny Myrendal, Niklas Pramling

{"title":"Responding to Children’s Semiotic Repertoires in Collaborative Digital Storytelling","authors":"Sofije Shengjergji, Jenny Myrendal, Niklas Pramling","doi":"10.1007/s10643-024-01761-2","DOIUrl":"https://doi.org/10.1007/s10643-024-01761-2","url":null,"abstract":"In this study, we analyze activities in which early childhood education and care (ECEC) teachers, together with pairs of children, engage in digital storytelling activities with a tablet application. The participating teachers and children speak more than one national language, and the activity has been pursued with the intention of supporting children’s full use of their various semiotic repertoires. Theoretically informed by a sociocultural perspective, the notion of semiotic repertoires here refers to not only national languages, such as English and Swedish, but also other semiotic means for communication such as sign language, gestures, and drawings. With the purpose of addressing how ECEC can be responsive to children’s repertoires of semiotic means of communication, the research question asked is: How are various semiotic repertoires introduced and responded to in the storytelling activities? The results consist of a differentiation and specification of the meaning of responsivity in the context of semiotic repertoires. The implications for children’s participation in developmental activities and the ambition of creating socially just ECEC institutions are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"200 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325616","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 Early Childhood Providers in Ireland 爱尔兰幼儿保育员的福祉

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01767-w

Laura Gormley, Roberta Hines

{"title":"The Well-Being of Early Childhood Providers in Ireland","authors":"Laura Gormley, Roberta Hines","doi":"10.1007/s10643-024-01767-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01767-w","url":null,"abstract":"Early childhood professionals play a critical role in the lives of the children they work with, and their psychological well-being significantly impacts this relationship. Over recent years, societal changes, coupled with new policy, has increased the demands and pressures faced by these professionals. Therefore, the current mixed methods study set out to explore the well-being of early childhood providers (i.e., owner, owner-managers) in Ireland. In total, 489 participants completed the anonymous online survey, which included the WHO-5 questionnaire and an open-ended question that explored reasons for any stress experienced in the previous 2-week period. Almost 60% of participants scored 50 or lower and over 20% scored 28 or lower, indicating poor well-being and potential depression. The majority of participants reported feeling stressed in the 2-week period prior to completing the survey and frequently cited work-related issues as being the source of their stress. The major themes that emerged were burden of administration, overwhelming financial pressure, and staffing issues. These findings indicate that early childhood providers would benefit from bottom-up and top-down assistance to positively support their well-being. This is vital if they are to thrive in their professional roles and provide high quality, transformative experiences for our children.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"33 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325615","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

Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions 早期科学教育中的平板电脑：丰富教师与儿童的互动

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01766-x

Ueli Thomas Studhalter, Priska Jossen, Marco Seeli, Annette Tettenborn

{"title":"Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions","authors":"Ueli Thomas Studhalter, Priska Jossen, Marco Seeli, Annette Tettenborn","doi":"10.1007/s10643-024-01766-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01766-x","url":null,"abstract":"Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers’ video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"104 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321321","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

Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness 通过正念培养幼儿教育博士生的幸福感

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01752-3

Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho

引用次数: 0

Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children 幼儿教育参与时间与入学准备领域之间的联系：马来西亚公立学龄前儿童研究

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-23 DOI: 10.1007/s10643-024-01757-y

Kimberley Kong, Jean Anne Heng, Shi Ting Tan, Azyan Shafee, Alexandra Cheah

{"title":"Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children","authors":"Kimberley Kong, Jean Anne Heng, Shi Ting Tan, Azyan Shafee, Alexandra Cheah","doi":"10.1007/s10643-024-01757-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01757-y","url":null,"abstract":"This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children’s performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioemotional development. Relative to other domains, children demonstrated lower levels of readiness and greater variability in cognitive development. Using a multi-level modelling approach, the duration of Early Childhood Education (ECE) participation was positively associated with improvements in language and emergent literacy while controlling for child and other contextual factors. However, duration of ECE participation correlated negatively with socioemotional development. Additionally, household wealth was a significant predictor of better academic outcomes in language, literacy, and cognitive development. This study underscores the importance of nuanced educational policies that address the duration and quality of ECE and the socioeconomic disparities that affect school readiness to ensure comprehensive developmental support for Malaysian preschoolers from low-income families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"30 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313807","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

Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education 变革的催化剂：通过幼儿教育中的非虚构图画书探索促进社会正义的集体行动

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-23 DOI: 10.1007/s10643-024-01755-0

Brittany Adams, Nance S. Wilson, Katherine A. Patterson

引用次数: 0

Exploring the Impact of Preservice Teachers’ Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children’s Literature 通过儿童文学探索职前教师对社会和情感学习（SEL）的认识和态度的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-20 DOI: 10.1007/s10643-024-01758-x

Tugce B. Arda Tuncdemir, Mary Napoli

引用次数: 0

The Unintended Consequences of Expulsion in Early Childhood Settings: Caregivers’ Perspectives 幼儿环境中开除的意外后果：看护人的观点

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-19 DOI: 10.1007/s10643-024-01756-z

Courtney O’Grady, Mia Chudzik, Catherine Corr, Lynn Burdick, Brandie Bentley, Jiye Kim

{"title":"The Unintended Consequences of Expulsion in Early Childhood Settings: Caregivers’ Perspectives","authors":"Courtney O’Grady, Mia Chudzik, Catherine Corr, Lynn Burdick, Brandie Bentley, Jiye Kim","doi":"10.1007/s10643-024-01756-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01756-z","url":null,"abstract":"The prevalence of early childhood expulsion has been documented for close to two decades, with known disparities for children of color, children with disabilities, and children who have experienced trauma. While empirical data on the lasting impact of early expulsion events continues to emerge, there has been little research focused explicitly on how expulsion impacts caregivers (inclusive of any adult that sees themselves in a primary caretaker role for a young child that had experienced expulsion, such as mothers, fathers, grandparents, and foster parents). The purpose of this research study was to examine the experiences of caregivers of young children who experienced expulsion from an early childhood setting. We used a semi-structured interview to capture caregivers’ experiences pre and post expulsion (N = 26). We used a multi-step, collaborative analysis process to analyze the interview data using thematic and constant comparative methods. Initially, most caregivers reported a positive association with their children’s early education setting. However, despite a positive start, relationships with staff deteriorated, and eventually their children were expelled. In most incidents, caregivers described feeling caught off guard by these expulsions, with lasting negative impact for their family. Implications for research and policy are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"4 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245869","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

Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices 幼儿教育中的虚拟质量改进：虚拟观察、目标设定和短信促进循证实践的采用

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-17 DOI: 10.1007/s10643-024-01754-1

Abbie Raikes, Rebecca Sayre Mojgani, Jem Alvarenga Lima, Kelsey Tourek, Jolene Johnson

{"title":"Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices","authors":"Abbie Raikes, Rebecca Sayre Mojgani, Jem Alvarenga Lima, Kelsey Tourek, Jolene Johnson","doi":"10.1007/s10643-024-01754-1","DOIUrl":"https://doi.org/10.1007/s10643-024-01754-1","url":null,"abstract":"Millions of young children attend childcare settings in the United States and the quality of these early childhood settings, such as the activities children engage in and how teachers interact with children, matter for children’s development. This study was designed to test the impacts of a tech-enabled observation and feedback system focused on quality practices in early childcare. A randomized trial of 46 childcare professionals using items from a new observational quality tool outlining specific EBP, Brief Early Childhood Quality Inventory (BEQI), in Nebraska, was conducted. Treatment and control groups were observed virtually for 90 min by trained observers and received results from their observations on a set of evidence-based practices (EBP), such as engaging children in conversations about feelings and reading books. Treatment group participants then engaged in goal setting for EBP and received text-based messages for 12 weeks, while control group members only received observation results. Results indicated that treatment group members were significantly more likely to increase EBP that were targeted for change over the course of 12 weeks, with 62% showing improvement on two or more target EBP, whereas only 21% of the control group showed improvement on two or more target EBP. 70% of treatment group members agreed that the program was beneficial for the children in their care, and 73% would recommend the program to another childcare professional. Providing feedback to educators based on a simple observational tool can help promote adoption of EBP in childcare settings, with positive effects of an intervention focused on goal setting and support for specific practices through text messaging.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235284","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

Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach 与幼儿园早期读写能力、数学知识和社会基础相关的因素：HLM 方法

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-09-06 DOI: 10.1007/s10643-024-01744-3

Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston

{"title":"Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach","authors":"Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston","doi":"10.1007/s10643-024-01744-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01744-3","url":null,"abstract":"Kindergarten readiness plays a very important role in children’s later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in the southeastern United States were analyzed. Participation in a kindergarten transition program, attendance in a Pre-K program, and family engagement were positively associated with children’s readiness in all three domains. Interaction effects between school-level factors (i.e., poverty, ranking) and child-level factors (i.e., Pre-K program attendance) on children’s performance in early literacy skills were identified. The findings can be used to inform the design and implementation of transition programs as well as policymaking in early education and development. We recommend that policymakers should consider targeting resources to rural, high-poverty, and underinvested communities to promote equitable access to high-quality programs that support children and their families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"147 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142142596","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