Early Childhood Education Journal最新文献_第9页

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

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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

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“Hey, What do you Need?”: How Head Start Directors Responded to COVID-19 Challenges "嘿，你需要什么？儿童启蒙教育机构主任如何应对 COVID-19 的挑战

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-18 DOI: 10.1007/s10643-024-01700-1

H. Callie Silver, Sarai Coba-Rodriguez

{"title":"“Hey, What do you Need?”: How Head Start Directors Responded to COVID-19 Challenges","authors":"H. Callie Silver, Sarai Coba-Rodriguez","doi":"10.1007/s10643-024-01700-1","DOIUrl":"https://doi.org/10.1007/s10643-024-01700-1","url":null,"abstract":"Since its inception in 1965, Head Start has provided low-income families with wraparound early childhood programming. Serving nearly a million children and families nationwide, Head Start’s “Whole Child” philosophy was particularly evident during COVID-19 when families faced unprecedented disruptions at home, school, and work. Utilizing qualitative interviews with 20 Head Start Directors from multiple regions in Illinois and across two different time-points, this study aims to identify the resources that Head Start programs provided for families during COVID-19, and describe the challenges they faced. Findings revealed that all Head Start centers provided families with basic need resources, while some, through community partnerships and granteerelationships, were able to secure additional funding to allocate cash awards for families in more dire need. Using technology needed for remote learning was a challenge for staff, teachers, and families, and many Directors expressed that their ability to continue meeting the needs of children with special needs during closures was less than ideal. Our findings highlight the critical role that Head Start plays for families and ways that practice can be improved in non-pandemic times.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"27 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334378","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}

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Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education 研究 VLS Momentum 项目的实施情况：支持早期保育和教育基础实践的混合方法

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-17 DOI: 10.1007/s10643-024-01688-8

Sarah. N. Lang, Erin Tebben, Dahyung Ryu, Rosalie Odean, Kristen M. Knight, Jovanna Tyree, Summer W. Luckey, Erin G. Fox, Cynthia K. Buettner

{"title":"Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education","authors":"Sarah. N. Lang, Erin Tebben, Dahyung Ryu, Rosalie Odean, Kristen M. Knight, Jovanna Tyree, Summer W. Luckey, Erin G. Fox, Cynthia K. Buettner","doi":"10.1007/s10643-024-01688-8","DOIUrl":"https://doi.org/10.1007/s10643-024-01688-8","url":null,"abstract":"Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"36 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141333617","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

Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills 通过互动框架进行教学的挑战与机遇：CLASS测量和儿童词汇技能的三级元分析

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-14 DOI: 10.1007/s10643-024-01703-y

Hongbin Xie, Hongliu Ouyang, Nik Rosila Nik Yaacob, Daimin Feng, Shuang Wang

{"title":"Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills","authors":"Hongbin Xie, Hongliu Ouyang, Nik Rosila Nik Yaacob, Daimin Feng, Shuang Wang","doi":"10.1007/s10643-024-01703-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01703-y","url":null,"abstract":"In Early Childhood Education and Care (ECEC) programs, the quality of teacher–child interactions is regarded to be important for children's vocabulary development. However, prior studies on the relationships between teacher and child, as measured by the Classroom Assessment Scoring System (CLASS), and children’s vocabulary skills are inconsistent. In this study, we conducted a three-level meta-analysis to investigate the correlation between three CLASS domains and preschool children’s vocabulary skills and then explored the moderating effects of vocabulary components, family SES, publication year, and sample mean age. Relevant literature was searched using four databases (Web of Science, PsycINFO, PsycARTICLES, ERIC) and Google Scholar, leading to the identification of 23 articles published between 2010 and 2022 meeting the inclusion criteria. The findings indicated that the overall effect of the associations between Emotional Support, Classroom Organization, Instructional Support, and vocabulary skills was small to moderate in magnitude. Sensitivity and meta-bias analyses generally supported the robustness of the pooled effect of the association between three CLASS domains and children’s vocabulary skills. Also, the association between Emotional Support and vocabulary skills was moderated by SES, and the components of vocabulary skills, while Classroom Organization and Instructional Support were only moderated by the components of vocabulary skills. Implications for future research on assessing the quality of early childhood education are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"42 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141320036","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

Picturebooks and Young Children: Potential, Power, and Practices 图画书与幼儿：潜力、力量与实践

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-14 DOI: 10.1007/s10643-024-01701-0

Patricia A. Crawford, Sherron Killingsworth Roberts, Jan Lacina

引用次数: 0

“I help them see their potential”: The role of Cultural Navigators in Supporting the Professional Development of Immigrant and Refugee Family Childcare Providers "我帮助他们看到自己的潜力文化导航员在支持移民和难民家庭儿童保育员专业发展中的作用

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-12 DOI: 10.1007/s10643-024-01687-9

Sarah Garrity, Saralyn Miller, Claudia Dunn, Sascha Longstreth

引用次数: 0

The Effects of Systematic Instruction with Math Books to Teach Math to Preschoolers 用数学书进行系统教学对学前儿童数学教学的影响

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-12 DOI: 10.1007/s10643-024-01686-w

Jessica K. Hardy

{"title":"The Effects of Systematic Instruction with Math Books to Teach Math to Preschoolers","authors":"Jessica K. Hardy","doi":"10.1007/s10643-024-01686-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01686-w","url":null,"abstract":"Early math skills predict later achievement for young children; thus, it is important to expand what is known about how to support preschool children’s development of these skills. While there has been some research on interventions, including those using systemic instruction, to teach math skills to preschoolers, there is a need for additional research to expand the field’s knowledge about what works, for whom, and under what conditions. I used an experimental single case design—a multiple probe design across behaviors, replicated across children—to determine if there was a functional relation between the demonstration-practice procedure embedded in researcher-created books and preschoolers’ acquisition of three early math skills. A functional relation was found for each participant, with some modifications needed for one participant. This is consistent with existing research that suggests systematic instruction is an effective approach for supporting preschoolers in acquiring early math skills. Additional research is needed to determine how best to choose skills to target for instruction, how to account for the relationship between math and other domains of development when teaching early math skills to preschoolers, and how to ensure interventions can be implemented with fidelity and adaptability.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141309163","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

Authenticity, Accuracy, and Respect in Picturebooks About Africa: Implications for Pedagogy in the United States 非洲图画书的真实性、准确性和尊重：对美国教学法的启示

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-11 DOI: 10.1007/s10643-024-01691-z

Jacqueline Ariri Onchwari, Meghan Hesterman

{"title":"Authenticity, Accuracy, and Respect in Picturebooks About Africa: Implications for Pedagogy in the United States","authors":"Jacqueline Ariri Onchwari, Meghan Hesterman","doi":"10.1007/s10643-024-01691-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01691-z","url":null,"abstract":"This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"12 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141309138","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 Emotional Labour on Job Dedication Among Early Childhood Teachers in the UAE: The Mediating Role of Teaching Self-Efficacy 情感劳动对阿联酋幼儿教师敬业度的影响：教学自我效能感的中介作用

IF 2.7 3区教育学

Early Childhood Education Journal Pub Date : 2024-06-10 DOI: 10.1007/s10643-024-01702-z

Qilong Zhang, Ghadah AlMurshidi, Ke Jiang

{"title":"The Effect of Emotional Labour on Job Dedication Among Early Childhood Teachers in the UAE: The Mediating Role of Teaching Self-Efficacy","authors":"Qilong Zhang, Ghadah AlMurshidi, Ke Jiang","doi":"10.1007/s10643-024-01702-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01702-z","url":null,"abstract":"Emotional labour is an important part of teaching. Teaching self-efficacy and job dedication are important parameters that influence teaching. Mixed findings have been reported on the link between emotional labour, teaching self-efficacy, and job dedication. This study examined the pattern of emotional labour performed by early childhood teachers, the relationship between emotional labour and job dedication, and the mediating effect of teaching self-efficacy on the relationship. Data were collected through a self-administered questionnaire survey from a convenience sample of 305 teachers from nurseries and kindergartens across the UAE. The mean comparison revealed that surface acting (M = 2.92) was performed significantly less frequently than deep acting (M = 3.90) and expression of naturally felt emotions (M = 4.19). Structural equation modeling with bootstrap mediation analysis revealed that expression of naturally felt emotions had a positive, direct effect on dedication (β = 0.43, p = 0.012) and teaching self-efficacy (β = 0.84, p = 0.002), and that teaching self-efficacy had a partial mediating effect on the relationship between expression of naturally felt emotions and job dedication, with an amount of indirect effect of 0.501 (p = 0.002) and mediating effect ratio of 54.10%. The implications of the results were discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"10 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141299055","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