Early Child Development and Care最新文献

{"title":"Investigating children’s mathematical learning during block play: a video observation research","authors":"Hui Qiao, Jin Huang","doi":"10.1080/03004430.2023.2256992","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256992","url":null,"abstract":"ABSTRACTThis article describes and analyzes the findings of children's observation records of block play with a focus on the wide range of mathematical outcomes resulting from children’s block play. To this end, children’s mathematical learning was analyzed in five areas: set and classification; pattern and symmetry; number and arithmetic; comparison and measurement; and geometry and space. It is found that symmetry accounts for the biggest proportion of mathematical concepts articulated, followed by attribute features and comparison, and graphic feature recognition. In comparison, children performed poorly in the categories of arithmetic, pattern expansion and creation, and measurement. Based on the performed analyses, it is found that investigating the types and frequency of mathematical knowledge that children acquire through block play is helpful to clarify the value and significance of block play in facilitating children’s mathematical learning.KEYWORDS: Mathematical learningblock playpreschool childrenvideo observation Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical standards and informed consentAll procedures followed were in accordance with the ethical standards of the East China Normal University Human Research Ethics Committee (HR 215-2019). Informed consent was obtained from all participants for being included in the study.Additional informationFundingThis work was supported by Collaborative Innovation Center of Assessment towards Basic Education Quality, China (Grant No. BJZK-2023A1-20013).Notes on contributorsHui QiaoHui Qiao is a Ph.D. candidate in the department of Early Childhood Education, Faculty of Education, East China Normal University. Her fields of work include early childhood mathematical development and education, and the quality of early childhood education and care.Jin HuangJin Huang, Ph.D., is a professor in the department of Early Childhood Education, Faculty of Education, East China Normal University. She is the president of the Professional Committee on Preschool Education of the Chinese Society of Education. Her research interests centre around early childhood mathematical education and curriculum.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between the well-being of the early childhood education workforce and caregiver-child relationships in centre- and home-based settings","authors":"Charlotte V. Farewell, Lisa D. Gonzales, Alicia Privett, Emily Maiurro, Jini E. Puma","doi":"10.1080/03004430.2023.2256995","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256995","url":null,"abstract":"ABSTRACTThe purpose of this study was to (1) explore demands and resources among centre-based and Family, Friend and Neighbor (FFN) early childhood education (ECE) caregivers, and (2) investigate how these factors are associated with the quality of caregiver-child relationships. ECE caregivers (n = 257) completed a survey that assessed demands, resources, and the quality of caregiver-child relationships. Analyses included univariate and bivariate analyses and hierarchical linear regression modelling. Centre-based caregivers (n = 173) reported higher stress, less knowledge related to wellness, and lower confidence related to self-care practices compared to FFN caregivers (n = 84) (all p < .05). Mindfulness was associated with higher reported closeness with children in their care (p < .05). Centre-based caregivers may experience more demands and less resources compared to FFN caregivers which could impact the quality of care. Mindfulness strategies may help to mitigate demands and bolster the well-being of ECE caregivers and healthy early childhood development.KEYWORDS: Early childhood developmentmindfulnessmental health promotion Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData is available from the authors upon request.Additional informationFundingThis work was supported by the Temple Hoyne Buell Foundation, The Colorado Springs Health Foundation, and the Colorado Health Foundation (no grant numbers).Notes on contributorsCharlotte V. FarewellDr. Charlotte V. Farewell is an assistant professor with the Rocky Mountain Prevention Research Center and Director of the Population Mental Health and Well-being concentration at the Colorado School of Public Health. She implements interventions rooted in community-based participatory research as well as research and evaluation projects that utilize a unique combination of mixed methods in national and international settings. Dr. Farewell leads intervention projects which focus on promoting the well-being of low-resourced population (e.g. pregnant and postpartum individuals, early care and education caregivers).Lisa D. GonzalesLisa D. Gonzales is a senior health promotion coordinator with the Rocky Mountain Prevention Research Center. She is responsible for implementing early childhood interventions and participates in partnership meetings to continue fostering academic-community partnerships.Alicia PrivettAlicia Privett is a Master of Public Health who supports this early childhood work by conducting interviews, analyzing data and engaging in oral and written dissemination opportunities.Emily MaiurroEmily Maiurro is a senior professional research assistant and research manager of early childhood work at the Rocky Mountain Prevention Research Center. She oversees the implementation of all programmatic components and supports data collection and reporting activities.Jini E. PumaJini E. Puma is the associate director of the Rocky Mountain Preve","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics","authors":"Franka Baron, Anja Linberg, Simone Lehrl","doi":"10.1080/03004430.2023.2256997","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256997","url":null,"abstract":"ABSTRACTThe present study examines the quality and domains of teacher-toddler interactions and associations with structural characteristics using data from 95 German early childcare settings. The results of the confirmatory factor analysis supported a two-factor structure of interaction quality assessed by the CLASS Toddler: emotional and behavioural support (EBS) and engaged support for learning (ESL). The EBS domain showed higher quality ratings (M = 5.33, SD = .59) than the ESL domain (M = 3.23, SD = .70). Structural equation modelling was applied to estimate associations between those domains and structural characteristics within classrooms. Structural characteristics predicting interaction quality were teachers' age (for EBS), teachers' education (for ESL) and children's age composition in the classroom (for EBS and ESL). Overall, the two-factor structure of CLASS Toddler could be replicated. For high-quality interactions, teacher and classroom characteristics are crucial but need to be carefully distinguished. Beyond their limitations, these findings have implications that are discussed.KEYWORDS: Early childhood education and care (ECEC)toddler classroomsteacher–child interactionsinteraction qualitystructural qualityclassroom assessment scoring system CLASS Toddler Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe Ethics Committee of the University of Bamberg approved the project.Additional informationFundingThis work was supported by the German Research Foundation [grant numbers DO 2304/1-1, LE 3245/1-1, LI 3487/1-1, RO 820/18-1, and WE 1478/13-1].Notes on contributorsFranka BaronFranka Baron (from January 2020 to July 2023) was a scientific associate and a PhD-student at the German Youth Institute, Department of Social Monitoring and Methodology. From August 2023she has been a scientific associate at the University of Bern, Interfaculty Centre for Educational Research (ICER).Anja LinbergAnja Linberg (from December 2010 to March 2013) was a scientific associate at the National Educational Panel Study (NEPS), From November 2012 to September 2017 she was a scientific associate at the University of Bamberg, department of elementary and family education. From October 2017 to January 2019: Anja was a PostDoc at the Leibniz Institute for Educational Trajectories (LIfBi), Center of Excellence for Early Childhood Education. Since February 2019 she has been the Head of the Child Competence Team at the German Youth Institute, Department of Social Monitoring and Methodology.Simone LehrlSimone Lehrl (from April 2008 to April 2019) was a scientific associate at the University of Bamberg, department of elementary and family education. From January 2018 to April 2019, Simone was a scientific associate at the University of Bamberg, department psychology I - Developmental Psychology. From May 2019 to December 2021 she was a temporary academic councilor at the University of Bamberg, department of psychol","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Active commuting to early childhood education and care institutions among toddlers (2–3 years)","authors":"Vladimir E. Martínez-Bello, Herminia Vega-Perona, Isaac Estevan, María del Mar Bernabé-Villodre, Cristina Menescardi-Royuela, Javier Molina-García","doi":"10.1080/03004430.2023.2256993","DOIUrl":"https://doi.org/10.1080/03004430.2023.2256993","url":null,"abstract":"Little is known about the modes of active commuting to and from school (ACS) in toddlers (2–3 years old). The aims of the present study are threefold: (a) to describe the modes of transport to and from early childhood education and care (ECEC) institutions in toddlers; (b) to analyze the role of different barriers and neighbourhood characteristics, as perceived by parents, in ACS; and (c) to examine the contribution of ACS on levels of PA. Parents provided written input through a questionnaire about the modes of transport to school they use with their young children, the weekly use-frequency of each mode, as well as the barriers they perceived to walking or riding a bike to ECEC institutions. The final sample consisted of 154 young children from Valencia (Spain). In a randomly selected subsample of 44 children, PA was measured using accelerometers. Cars and strollers were the most common modes of transport in toddlers. Perceived distance to school was negatively correlated to ACS, whereas parents’ perceptions around planning/psychosocial barriers was also negatively associated with ACS. There was a significant and positive association between ACS and total PA. However, ACS contributes positively to toddlers’ overall PA levels. This study provides information about planning/psychosocial barriers as significant predictors of ACS in toddlers.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135733569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education","authors":"Michelle M. Neumann, Imogene Calteaux, David Reilly, David L. Neumann","doi":"10.1080/03004430.2023.2257000","DOIUrl":"https://doi.org/10.1080/03004430.2023.2257000","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social relationships, interactions and learning in early childhood – theoretical approaches, empirical findings and challenges","authors":"Laura Zöggeler-Burkhardt, Eva-Maria Embacher, Wilfried Smidt","doi":"10.1080/03004430.2023.2260976","DOIUrl":"https://doi.org/10.1080/03004430.2023.2260976","url":null,"abstract":"look at interaction quality in child day-care centres by observing preschool teachers ’ behaviour during their interactions with children across 40 preschools in Austria and Switzerland. The study identi fi ed ten types of interactions occurring during free-play and snack-time situations using qualitative analyses. Additionally, quantitative analyses revealed signi fi cant di ff erences in interaction quality based on the speci fi c situation, whether free play or snack time. The study highlights potential avenues for enhancing preschool teachers ’ interactional behaviours within the daily kindergarten routine. The fi fth contribution, titled Activity settings and attributed social disadvantage as in fl uencing factors on teacher – child interaction quality in central Germany by Wadepohl and Bethke, also centres on the quality of teacher-child interactions and the factors that in fl uence it. Drawing from a sample of 48 Early Childhood Education and Care (ECEC) teachers across 16 kindergartens in Germany, the results indicated variations in interaction quality across di ff erent activity settings (free play, dyads, meals) and among children with or without attributed social disadvantages. This study underscores the importance of examining factors such as activity settings and child characteristics to enhance interactions within preschool environments.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136107535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care","authors":"Catharina P. J. van Trijp, R. Lekhal, M. Drugli, Veslemøy Rydland, Elisabet Solheim Buøen","doi":"10.1080/03004430.2023.2247188","DOIUrl":"https://doi.org/10.1080/03004430.2023.2247188","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45733602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Precarity and work-family balance: fathers’ workplace demands and perinatal home visiting participation","authors":"Davies Toluhi, Bola Yusuf, L. Kihlström, Shanda Vereen, J. Marshall","doi":"10.1080/03004430.2023.2249255","DOIUrl":"https://doi.org/10.1080/03004430.2023.2249255","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41270882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prerequisites for emergent literacy in Swedish preschools","authors":"Helene Dahlström, Ulla Damber, Maria Rasmusson","doi":"10.1080/03004430.2023.2248417","DOIUrl":"https://doi.org/10.1080/03004430.2023.2248417","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42294072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can child-friendly tools support young, autistic children to better communicate about their well-being to help inform school provision?","authors":"E. Rees, C. Tissot","doi":"10.1080/03004430.2023.2247180","DOIUrl":"https://doi.org/10.1080/03004430.2023.2247180","url":null,"abstract":"","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41698921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}