Pub Date : 2023-08-03DOI: 10.1080/10409289.2023.2243187
Y. Leung, T. C. Mak, D. Chan, C. Capio
{"title":"Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity","authors":"Y. Leung, T. C. Mak, D. Chan, C. Capio","doi":"10.1080/10409289.2023.2243187","DOIUrl":"https://doi.org/10.1080/10409289.2023.2243187","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237728","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}
Pub Date : 2023-08-02DOI: 10.1080/10409289.2023.2243188
Xiumin Hong, Sijie Zhao, Qiongyi Shan
{"title":"Adaptive Caregiving Beliefs and Professional Competence Among Chinese Childcare Center Teachers: A Moderated Mediation Model","authors":"Xiumin Hong, Sijie Zhao, Qiongyi Shan","doi":"10.1080/10409289.2023.2243188","DOIUrl":"https://doi.org/10.1080/10409289.2023.2243188","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46251962","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}
Pub Date : 2023-08-02DOI: 10.1080/10409289.2023.2241984
Kandia Lewis, Jessica A. R. Logan, L. J. Thomas, Naomi Schneider, Cynthia M. Zettler-Greeley, Laura L. Bailet, Shayne B. Piasta
ABSTRACT Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identified as at-risk for literacy difficulties. Hierarchical linear modeling results revealed that collective small-group behavioral engagement was predictive of child expressive vocabulary gains (d = 0.13), but teacher behavior management was not a significant predictor. Practice or Policy: The results demonstrate that high levels of collective small-group behavioral engagement during small-group literacy instruction contributed small positive effects to preschoolers’ expressive vocabulary skills. As many small-group interventions are intended for children at-risk for literacy difficulties, these results are promising because preschool children at-risk for literacy difficulties appear to benefit from the intervention when collective small-group behavioral engagement is high. Including activities that prompt strong child engagement may be a critical factor in realizing the full potential of small-group literacy instruction in young children.
{"title":"Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes","authors":"Kandia Lewis, Jessica A. R. Logan, L. J. Thomas, Naomi Schneider, Cynthia M. Zettler-Greeley, Laura L. Bailet, Shayne B. Piasta","doi":"10.1080/10409289.2023.2241984","DOIUrl":"https://doi.org/10.1080/10409289.2023.2241984","url":null,"abstract":"ABSTRACT Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identified as at-risk for literacy difficulties. Hierarchical linear modeling results revealed that collective small-group behavioral engagement was predictive of child expressive vocabulary gains (d = 0.13), but teacher behavior management was not a significant predictor. Practice or Policy: The results demonstrate that high levels of collective small-group behavioral engagement during small-group literacy instruction contributed small positive effects to preschoolers’ expressive vocabulary skills. As many small-group interventions are intended for children at-risk for literacy difficulties, these results are promising because preschool children at-risk for literacy difficulties appear to benefit from the intervention when collective small-group behavioral engagement is high. Including activities that prompt strong child engagement may be a critical factor in realizing the full potential of small-group literacy instruction in young children.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49591824","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}
Pub Date : 2023-07-17DOI: 10.1080/10409289.2023.2233369
Natalie L. Bohlmann, Natalia Palacios
{"title":"Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement","authors":"Natalie L. Bohlmann, Natalia Palacios","doi":"10.1080/10409289.2023.2233369","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233369","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44411966","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}
Pub Date : 2023-07-13DOI: 10.1080/10409289.2023.2233170
Julia Fuoco, N. Howe, Sandra Della Porta, H. Ross
{"title":"“You Have to Do It Like the Duckies Hatch Their Egg”: Parent and Sibling Teaching of Conceptual and Procedural Knowledge in Early Childhood","authors":"Julia Fuoco, N. Howe, Sandra Della Porta, H. Ross","doi":"10.1080/10409289.2023.2233170","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233170","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42903303","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}
Pub Date : 2023-07-13DOI: 10.1080/10409289.2023.2233880
Hyunwoo Yang
{"title":"What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin","authors":"Hyunwoo Yang","doi":"10.1080/10409289.2023.2233880","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233880","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47743224","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}
Pub Date : 2023-07-11DOI: 10.1080/10409289.2023.2233879
Lukas Schmitt, A. Weber, Dominik Weber, M. Leuchter
{"title":"First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects","authors":"Lukas Schmitt, A. Weber, Dominik Weber, M. Leuchter","doi":"10.1080/10409289.2023.2233879","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233879","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44996918","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}
Pub Date : 2023-07-11DOI: 10.1080/10409289.2023.2233395
J. Choi, Shinyoung Jeon, Fattaneh Arabzadehjafari
{"title":"Learning Two Languages: Dual Language Learning Patterns, Predictors, and Outcomes","authors":"J. Choi, Shinyoung Jeon, Fattaneh Arabzadehjafari","doi":"10.1080/10409289.2023.2233395","DOIUrl":"https://doi.org/10.1080/10409289.2023.2233395","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47731351","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}
Pub Date : 2023-07-09DOI: 10.1080/10409289.2023.2229714
K. Granger, L. Hanish, Tashia Abry, Dawn Delay, R. Bradley
ABSTRACT Research Findings: We examined whether Head Start teachers’ depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers’ conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized estimating equations were used to test study hypotheses. Teachers’ depressive symptoms were negatively associated with the likelihood that a high-quality conversation would occur during an observation interval. The relation between teacher depressive symptoms and high-quality conversations was negative during both structured settings and free choice settings. This relation also remained negative during play (e.g. art, music) and routine (e.g. personal care, clean up) activities. However, the relation between teacher depressive symptoms and high-quality conversations was not significant during academic activities (e.g. math, books, language). Practice or Policy: Potential explanations, strengths and limitations, and implications for study results are discussed.
{"title":"Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms","authors":"K. Granger, L. Hanish, Tashia Abry, Dawn Delay, R. Bradley","doi":"10.1080/10409289.2023.2229714","DOIUrl":"https://doi.org/10.1080/10409289.2023.2229714","url":null,"abstract":"ABSTRACT Research Findings: We examined whether Head Start teachers’ depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers’ conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized estimating equations were used to test study hypotheses. Teachers’ depressive symptoms were negatively associated with the likelihood that a high-quality conversation would occur during an observation interval. The relation between teacher depressive symptoms and high-quality conversations was negative during both structured settings and free choice settings. This relation also remained negative during play (e.g. art, music) and routine (e.g. personal care, clean up) activities. However, the relation between teacher depressive symptoms and high-quality conversations was not significant during academic activities (e.g. math, books, language). Practice or Policy: Potential explanations, strengths and limitations, and implications for study results are discussed.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48364530","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}
Pub Date : 2023-07-02DOI: 10.1080/10409289.2023.2231321
Tian-ping Yang, Xiumin Hong
{"title":"The Educational Technology Divide in Glocalisation: A Perspective for Interpreting Early Childhood Teachers’ Practices of ICT Implementation","authors":"Tian-ping Yang, Xiumin Hong","doi":"10.1080/10409289.2023.2231321","DOIUrl":"https://doi.org/10.1080/10409289.2023.2231321","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477405","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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