Pub Date : 2023-12-27DOI: 10.1080/10409289.2023.2298643
Hongbiao Yin, Alan Chi Keung Cheung, W. Tam, Elaine Lau
{"title":"Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development: The Potential of Personal and Organizational Enablers","authors":"Hongbiao Yin, Alan Chi Keung Cheung, W. Tam, Elaine Lau","doi":"10.1080/10409289.2023.2298643","DOIUrl":"https://doi.org/10.1080/10409289.2023.2298643","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154247","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 : 2023-12-21DOI: 10.1080/10409289.2023.2297656
Andrea Ritoša, Lena Almqvist, Henrik Danielsson, Mats Granlund
Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and o...
{"title":"Profiles of State and Trait Engagement of Preschool Children","authors":"Andrea Ritoša, Lena Almqvist, Henrik Danielsson, Mats Granlund","doi":"10.1080/10409289.2023.2297656","DOIUrl":"https://doi.org/10.1080/10409289.2023.2297656","url":null,"abstract":"Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and o...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138887349","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 : 2023-12-10DOI: 10.1080/10409289.2023.2280819
Wenwei Luo, Weipeng Yang, Ilene R. Berson
Published in Early Education and Development (Vol. 35, No. 1, 2024)
发表于《早期教育与发展》（第 35 卷第 1 期，2024 年）
{"title":"Digital Transformations in Early Learning: From Touch Interactions to AI Conversations","authors":"Wenwei Luo, Weipeng Yang, Ilene R. Berson","doi":"10.1080/10409289.2023.2280819","DOIUrl":"https://doi.org/10.1080/10409289.2023.2280819","url":null,"abstract":"Published in Early Education and Development (Vol. 35, No. 1, 2024)","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138571530","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 : 2023-12-10DOI: 10.1080/10409289.2024.2287684
Jeffrey Liew
Published in Early Education and Development (Vol. 35, No. 1, 2024)
发表于《早期教育与发展》（第 35 卷第 1 期，2024 年）
{"title":"Translating Vision into Reality for Early Education & Development","authors":"Jeffrey Liew","doi":"10.1080/10409289.2024.2287684","DOIUrl":"https://doi.org/10.1080/10409289.2024.2287684","url":null,"abstract":"Published in Early Education and Development (Vol. 35, No. 1, 2024)","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138571540","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 : 2023-12-10DOI: 10.1080/10409289.2023.2292017
Nadine Correia, Helena Carvalho, Cecília Aguiar
Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings’ quality, and as an investment in children’s development and well-being....
{"title":"Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions","authors":"Nadine Correia, Helena Carvalho, Cecília Aguiar","doi":"10.1080/10409289.2023.2292017","DOIUrl":"https://doi.org/10.1080/10409289.2023.2292017","url":null,"abstract":"Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings’ quality, and as an investment in children’s development and well-being....","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138679600","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 : 2023-12-07DOI: 10.1080/10409289.2023.2287953
Vera Maria Silvério do Vale, Maria Filomena da Fonseca Gaspar
Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce...
{"title":"Nurturing Preschool Children’s Social Skills and Reducing Behavioral Difficulties Through Teacher Practices: The Answer of the Incredible Years Classroom Management Programme","authors":"Vera Maria Silvério do Vale, Maria Filomena da Fonseca Gaspar","doi":"10.1080/10409289.2023.2287953","DOIUrl":"https://doi.org/10.1080/10409289.2023.2287953","url":null,"abstract":"Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544682","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 : 2023-12-06DOI: 10.1080/10409289.2023.2291745
Amanda P. Williford, Pilar Alamos, Jessica E. Whittaker, Maria R. Accavitti
Research Findings: Students perceived as struggling to regulate their emotions and behavior are at risk for experiencing classroom and school exclusion beginning in preschool. In this preliminary a...
{"title":"Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices","authors":"Amanda P. Williford, Pilar Alamos, Jessica E. Whittaker, Maria R. Accavitti","doi":"10.1080/10409289.2023.2291745","DOIUrl":"https://doi.org/10.1080/10409289.2023.2291745","url":null,"abstract":"Research Findings: Students perceived as struggling to regulate their emotions and behavior are at risk for experiencing classroom and school exclusion beginning in preschool. In this preliminary a...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138491899","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 : 2023-11-16DOI: 10.1080/10409289.2023.2278117
Dandan Wu, Xinyi Dong, Danqing Liu, Hui Li
Research Findings: Early digital experience (e.g. screen time and digital use) is believed to impact children’s brain development, functionally and structurally, but this impact has not been system...
{"title":"How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review","authors":"Dandan Wu, Xinyi Dong, Danqing Liu, Hui Li","doi":"10.1080/10409289.2023.2278117","DOIUrl":"https://doi.org/10.1080/10409289.2023.2278117","url":null,"abstract":"Research Findings: Early digital experience (e.g. screen time and digital use) is believed to impact children’s brain development, functionally and structurally, but this impact has not been system...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297682","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 : 2023-11-02DOI: 10.1080/10409289.2023.2275508
Calpanaa Jegatheeswaran, Samantha Burns, Jennifer Jenkins, Michal Perlman
Suboptimal parenting characterized by low self-efficacy and perceived impact is associated with poor child mental health and academic outcomes, especially for at-risk families. This study capitaliz...
{"title":"Influence of Maternal Cognitions on Child Mental Health and Educational Experiences at Home During COVID-19","authors":"Calpanaa Jegatheeswaran, Samantha Burns, Jennifer Jenkins, Michal Perlman","doi":"10.1080/10409289.2023.2275508","DOIUrl":"https://doi.org/10.1080/10409289.2023.2275508","url":null,"abstract":"Suboptimal parenting characterized by low self-efficacy and perceived impact is associated with poor child mental health and academic outcomes, especially for at-risk families. This study capitaliz...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71524934","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 : 2023-11-01DOI: 10.1080/10409289.2023.2274302
Ashley Brunsek, Michelle Rodrigues, Nina Sokolovic, Sahar Borairi, Zeenat Janmohamed, Jennifer M. Jenkins, Michal Perlman
ABSTRACTHigh-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impacts on children’s development. While there is variability in the level of quality among early education and care settings, professional development for early childhood educators has been shown to be an effective means to improve both ECEC quality and child outcomes. As many professional development programs are time and resource intensive, we sought out to test the efficacy of a brief (5 hr) professional development program that included a workshop, individual coaching, video feedback and text messaging. Research Findings: Results of a cluster randomized controlled trial with 93 educators indicated that the program improved educators’ responsivity three-months after intervention (d = 0.60, p = .035), but not classroom-wide levels of emotional support or instructional quality. Trend analysis revealed the greatest improvements occurred after the workshop and first coaching session and leveled off over time. Practice or Policy: Preliminary evidence suggests brief professional development programs may improve interaction quality with effect sizes comparable to those of longer programs. Well-powered studies using multiple arms or sequential randomization will help optimize the efficiency and effectiveness of professional development. AcknowledgmentsThis work was supported by the Social Sciences and Humanities Research Council of Canada under Grant 890-2015-2031. It was conducted in partnership with George Brown College and the City of Toronto. Thank you to Sharon Pauker, Gabriella Nocita, Nellie Kamkar, Justine Biado, Alessandro Eid-Ricci, Shailja Jain and Samantha Burns for their support with the organization and implementation of this project. Finally, we are deeply grateful for the child care center directors and staff who participated in this study.Disclosure StatementNo potential conflict of interest was reported by the author(s).Data Availability StatementThe data that support the findings of this study are available from the corresponding author, MP, upon reasonable request.
{"title":"Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial","authors":"Ashley Brunsek, Michelle Rodrigues, Nina Sokolovic, Sahar Borairi, Zeenat Janmohamed, Jennifer M. Jenkins, Michal Perlman","doi":"10.1080/10409289.2023.2274302","DOIUrl":"https://doi.org/10.1080/10409289.2023.2274302","url":null,"abstract":"ABSTRACTHigh-quality early childhood education and care (ECEC) – particularly care defined by highly responsive interactions between educators and children – has the potential to have lasting positive impacts on children’s development. While there is variability in the level of quality among early education and care settings, professional development for early childhood educators has been shown to be an effective means to improve both ECEC quality and child outcomes. As many professional development programs are time and resource intensive, we sought out to test the efficacy of a brief (5 hr) professional development program that included a workshop, individual coaching, video feedback and text messaging. Research Findings: Results of a cluster randomized controlled trial with 93 educators indicated that the program improved educators’ responsivity three-months after intervention (d = 0.60, p = .035), but not classroom-wide levels of emotional support or instructional quality. Trend analysis revealed the greatest improvements occurred after the workshop and first coaching session and leveled off over time. Practice or Policy: Preliminary evidence suggests brief professional development programs may improve interaction quality with effect sizes comparable to those of longer programs. Well-powered studies using multiple arms or sequential randomization will help optimize the efficiency and effectiveness of professional development. AcknowledgmentsThis work was supported by the Social Sciences and Humanities Research Council of Canada under Grant 890-2015-2031. It was conducted in partnership with George Brown College and the City of Toronto. Thank you to Sharon Pauker, Gabriella Nocita, Nellie Kamkar, Justine Biado, Alessandro Eid-Ricci, Shailja Jain and Samantha Burns for their support with the organization and implementation of this project. Finally, we are deeply grateful for the child care center directors and staff who participated in this study.Disclosure StatementNo potential conflict of interest was reported by the author(s).Data Availability StatementThe data that support the findings of this study are available from the corresponding author, MP, upon reasonable request.","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135370953","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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