Early Childhood Education Journal最新文献_第9页

Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features 培养幼儿教师开展课堂音乐和运动活动的信心：主要专业学习特点

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-24 DOI: 10.1007/s10643-024-01737-2

Sally Savage, Laura. A. Bentley, Kate. E. Williams, Cathy Nielson, Rebecca Eager

{"title":"Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features","authors":"Sally Savage, Laura. A. Bentley, Kate. E. Williams, Cathy Nielson, Rebecca Eager","doi":"10.1007/s10643-024-01737-2","DOIUrl":"https://doi.org/10.1007/s10643-024-01737-2","url":null,"abstract":"Music and movement activities are universal in children’s play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that trained and coached five early childhood teachers, with no prior formal music training, to deliver a specific rhythm and movement program are highlighted throughout this paper. Qualitative data gained through interviews articulates the teachers’ experiences of professional learning, the approach to building their skills and confidence in this area, and the key areas that led to success. Important elements of the professional learning approach included active participation, provision of a video resource library, the nature of the evidence-based and structured program, ease of access, and coaching and implementation support throughout. These key elements, identified as being successful in boosting teacher confidence to use music in their practice, may be readily taken up by other programs, and are transferable to other curriculum and pedagogical areas beyond music.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"146 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142045626","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

Dictating and Acting Out Stories: A Pathway to Writing for Preschoolers 听写和表演故事：学龄前儿童写作之路

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-23 DOI: 10.1007/s10643-024-01732-7

Diane Pesco, Andrea A. N. MacLeod

{"title":"Dictating and Acting Out Stories: A Pathway to Writing for Preschoolers","authors":"Diane Pesco, Andrea A. N. MacLeod","doi":"10.1007/s10643-024-01732-7","DOIUrl":"https://doi.org/10.1007/s10643-024-01732-7","url":null,"abstract":"Story dictation and story acting are joint practices that were popularized some years ago by educator and author Vivian Paley and remain relevant today given their alignment with child-centred, play-based curricula. We review quantitative and qualitative research on these practices, with a focus on young children’s writing as it has been conceptualized in cognitive-linguistic and socio-cultural models. The studies reviewed demonstrate that story dictation and story acting augment children’s print and word awareness, motivate children to handwrite and spell (i.e., transcribe), and enhance vocabulary and narrative skills that are important to composing texts in both oral and written modalities. The practices also foster individual creativity and collaboration amongst children and can thus help teachers and children build a vibrant community of storytellers in their classrooms. In addition to elaborating on the diverse benefits of story dictation and story acting, the review covers ways that the practices can be expanded or modified to engage all children on the path to writing and guides readers to key resources. We conclude with issues that merit reflection by teachers or other practitioners wishing to implement story dictation and story acting in their classroom or other early childhood setting.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"4 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142042407","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

Design-Based Digital Story Program: Enhancing Coding and Computational Thinking Skills in Early Childhood Education 基于设计的数字故事计划：在幼儿教育中提高编码和计算思维能力

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-23 DOI: 10.1007/s10643-024-01728-3

Şermin Metin, Damla Kalyenci, Mehmet Başaran, Emily Relkin, Büşra Bilir

{"title":"Design-Based Digital Story Program: Enhancing Coding and Computational Thinking Skills in Early Childhood Education","authors":"Şermin Metin, Damla Kalyenci, Mehmet Başaran, Emily Relkin, Büşra Bilir","doi":"10.1007/s10643-024-01728-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01728-3","url":null,"abstract":"The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3–6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case–control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"50 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142042406","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

Artful Echoes: Amplifying SEL Through Interactive Read-Alouds and Arts Engagement 艺术的回声：通过互动朗读和艺术参与提高 SEL

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-23 DOI: 10.1007/s10643-024-01738-1

Julie A. Stanley, Christine J. Picot, Jennifer Hopkins-Flory

引用次数: 0

Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading 提示多，扩展少：职前幼儿教育工作者实施对话式阅读的情况

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-22 DOI: 10.1007/s10643-024-01750-5

Montserrat Cubillos, Mariana Gerias

{"title":"Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading","authors":"Montserrat Cubillos, Mariana Gerias","doi":"10.1007/s10643-024-01750-5","DOIUrl":"https://doi.org/10.1007/s10643-024-01750-5","url":null,"abstract":"Shared reading sessions utilizing dialogic reading methods have shown promise in supporting children’s language development and comprehension, though variability in implementation among practitioners remains a concern. This study analyzed 33 videotaped, one-on-one dialogic reading sessions implemented by 14 Chilean preservice early childhood educators and children aged 1 to 6. In total, 1289 sequences were examined for adherence to the PEER structure (prompt, evaluate, expand, and repeat), prompt type, and rate and length of children’s answer. Results showed that, on average, PSECEs executed sequences of 1.75 steps, with only 5% of all sequences reaching the final step. Furthermore, the study investigated the types of prompts employed by PSECEs. Notably, 69% of the prompts included questions, with wh-word-initiated questions comprising 46% of the total questions. Within this category, 16% were classified as high-challenge. Merely 7% of all prompts featured high-challenge questions. Children’s response rates were notably higher for prompts containing questions compared to other types of prompts, as well as for those containing wh-questions compared to other question types. Moreover, children’s answers were observed to be longer in response to prompts including high-challenge questions in contrast to other prompt types. Implications of these findings and future lines of research are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"58 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142042405","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

Young Children’s Social and Emotional Adjustment and Caregiver Stress During the COVID-19 Pandemic 在 COVID-19 大流行期间幼儿的社会和情感适应以及照顾者的压力

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-22 DOI: 10.1007/s10643-024-01721-w

Charis L. Wahman, Kristin Rispoli, Allison White-Cascarilla

{"title":"Young Children’s Social and Emotional Adjustment and Caregiver Stress During the COVID-19 Pandemic","authors":"Charis L. Wahman, Kristin Rispoli, Allison White-Cascarilla","doi":"10.1007/s10643-024-01721-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01721-w","url":null,"abstract":"The COVID-19 pandemic disrupted education for all children, particularly for children with disabilities. Many preschools closed, offered distance learning or nothing at all, or operated in a hybrid format. We examined the impact of enrollment on young children’s social and emotional adjustment for children with and without disabilities, as well as caregiver stress during the pandemic as reported by 229 caregivers of 3 to 5 year old children. Respondents were predominantly White (n = 175) and female with high levels of education and income. In addition, 94% of caregivers were biological/parental caregivers. Children enrolled in preschool and who experienced in-person instruction received more favorable ratings of their social and emotional skills compared to those who were not enrolled or did not receive in-person instruction. However, the benefit of being enrolled and receiving in-person instruction disappeared when children had a stressed caregiver. Of note, children with disabilities had significantly higher ASQ scores than those without disabilities and caregivers with children with disabilities had a higher PSI score. Further research is needed to understand mitigation efforts employed by families and the unique experiences of culturally, linguistically, and racially/ethnically diverse children and their families.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"2 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142042580","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 Engineering Play on Nature Playscapes 学前工程游戏在大自然景观中的应用

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-17 DOI: 10.1007/s10643-024-01743-4

Yuchang Yuan, Wen Zeng, Heidi Kloos, Rhonda Brown, Victoria Carr

{"title":"Preschool Engineering Play on Nature Playscapes","authors":"Yuchang Yuan, Wen Zeng, Heidi Kloos, Rhonda Brown, Victoria Carr","doi":"10.1007/s10643-024-01743-4","DOIUrl":"https://doi.org/10.1007/s10643-024-01743-4","url":null,"abstract":"As an increasingly recognized facet of early childhood development, the integration of play into early STEM education is garnering attention. This paper delves into the role of engineering play within early childhood education, emphasizing its application in natural playscape settings. The focus is on investigating the extent to which engineering play can spontaneously emerge in such natural settings. To explore this, we analyzed extensive video footage of preschool children engaging in play on these playscapes. Our findings reveal a spontaneous occurrence of engineering play, highlighting three illustrative cases. These cases provide valuable insights into how playscapes, complemented by strategic adult involvement, can nurture young children’s engineering skills and behaviors. The findings contribute to the growing evidence that young children are capable explorers, particularly in environments that offer a harmonious mix of structured and unstructured elements tailored to their developmental needs. This research has significant implications for early childhood education. It underscores the importance of incorporating engineering concepts into play-based learning and advocates for a nature-oriented pedagogical approach and curriculum. This approach not only promotes engineering thinking and practices among young learners but also advocates for a curriculum that nurtures these skills through playful, natural interactions.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"49 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141994505","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

Process Quality in Early Childhood Education and Care in Australia: A Systematic Literature Review 澳大利亚幼儿教育和保育的过程质量：系统文献综述

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-14 DOI: 10.1007/s10643-024-01735-4

Nguyen Thi Ngoc Ha, Melissa Tham, Peter Hurley

引用次数: 0

Improving Teacher Health and Well-Being: Mixed Methods Outcomes Evaluation of the Be Well Care Well Program 改善教师的健康和福祉：健康关爱计划的混合方法成果评估

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-09 DOI: 10.1007/s10643-024-01698-6

Angela Moreland, Kerrie Schnake, Laura Lessard, Faraday Davies, Katelyn Prowell, Grace S. Hubel

{"title":"Improving Teacher Health and Well-Being: Mixed Methods Outcomes Evaluation of the Be Well Care Well Program","authors":"Angela Moreland, Kerrie Schnake, Laura Lessard, Faraday Davies, Katelyn Prowell, Grace S. Hubel","doi":"10.1007/s10643-024-01698-6","DOIUrl":"https://doi.org/10.1007/s10643-024-01698-6","url":null,"abstract":"Early Care and Education (ECE) providers earn low wages, have limited access to employer sponsored health insurance, and are at higher risk for poor health (Lessard, 2020). Evidence shows that poor ECE teacher physical and mental health is associated with decreased ability to provide quality care for young children (Esquivel et al., 2016). One potential way to improve ECE teacher health is through workplace wellness interventions. Through longitudinal surveys and qualitative interviews with ECE providers, we found that, over the course of a year, ECE providers who participated in Be Well Care Well (BWCW), a 12-month wellness program designed specifically for ECEproviders, improved significantly on measures of personal strength and resilience, worker stress, job satisfaction, motivation towards health, and engagement in physical activity, which was supported by interviews conducted by a subset of teachers. Providers’ physical activity was specifically associated with the amount of time they reported engaging in components of the BWCW intervention. Compelling data was also gathered about the experience of children in the care of ECE providers who participated in BWCW. Findings show that after participating in BWCW, teachers’ interactions with the children in their care proactively facilitate healthy social and emotional development. This provides initial evidence that BWCW is a promising approach for improving the lives of ECE providers and the quality of care they provide to young children.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"21 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141909291","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 Educators and COVID-19: Reflections on Well-Being 早期教育工作者与 COVID-19：关于幸福的思考

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-08-08 DOI: 10.1007/s10643-024-01716-7

Sheresa Boone Blanchard, Chia Jung Yeh, Dionne Sills Busio, Lydia Mann, Alexis Bruhn

引用次数: 0