Pub Date : 2023-11-01DOI: 10.1080/09575146.2023.2276036
Georgina Normile
ABSTRACTWhere ‘wellbeing’ is referred to in relation to children from Armed Forces (service) backgrounds, it is often done so in absence of an exploration of this conceptually vague term. This is problematic, as there are multiple interpretations and discourses of wellbeing which, in turn, influence how it is both understood and operationalised by practitioners and policy makers worldwide. This article examines the deployment-related wellbeing of an under researched group; pre-school children (aged three to four years) from British Army families. Framed within a cultural historical approach, this study employed interviews (n = 30) with ten non-deployed/at home mothers and fourteen pre-school practitioners. Six of the pre-school children also took part in the interviews. Findings highlight that young children’s relationships and socio-cultural environments influence the impact of a parental deployment on their different domains of wellbeing. Drawing upon different discourses of wellbeing further affords the reframing of young children’s deployment-related wellbeing away from the traditional deficit approach of observable problematised behaviours towards a more positive approach, considering the reasons behind such behaviours. Findings led to the creation of a model to aid practitioners and policy makers seeking to understand and support young Army children’s wellbeing.KEYWORDS: Service childrenmilitary childrenpre-school children Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Service children’s wellbeing in the context of three- to four-year-old Army children experiencing a parental deployment","authors":"Georgina Normile","doi":"10.1080/09575146.2023.2276036","DOIUrl":"https://doi.org/10.1080/09575146.2023.2276036","url":null,"abstract":"ABSTRACTWhere ‘wellbeing’ is referred to in relation to children from Armed Forces (service) backgrounds, it is often done so in absence of an exploration of this conceptually vague term. This is problematic, as there are multiple interpretations and discourses of wellbeing which, in turn, influence how it is both understood and operationalised by practitioners and policy makers worldwide. This article examines the deployment-related wellbeing of an under researched group; pre-school children (aged three to four years) from British Army families. Framed within a cultural historical approach, this study employed interviews (n = 30) with ten non-deployed/at home mothers and fourteen pre-school practitioners. Six of the pre-school children also took part in the interviews. Findings highlight that young children’s relationships and socio-cultural environments influence the impact of a parental deployment on their different domains of wellbeing. Drawing upon different discourses of wellbeing further affords the reframing of young children’s deployment-related wellbeing away from the traditional deficit approach of observable problematised behaviours towards a more positive approach, considering the reasons behind such behaviours. Findings led to the creation of a model to aid practitioners and policy makers seeking to understand and support young Army children’s wellbeing.KEYWORDS: Service childrenmilitary childrenpre-school children Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"46 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135221193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/09575146.2023.2266587
Angela Hodgkins, Peter Gossman, Rachael Paige, Richard Woolley
This article uses selected findings from a small-scale research project entitled ‘Exploring early childhood practitioners’ perceptions of empathic interactions with children and families’. The project used an Interpretive Phenomenological Analysis (IPA) methodology to explore data from a small number of early childhood practitioners working in nurseries and preschools in the UK. Participants completed diaries, reflecting on empathy throughout their working week; this was followed by a semi-structured interview to further discuss the diary content. This article focuses on findings demonstrating emotion within close empathic relationships with children, indicating that the inherent emotional labour has the potential to cause stress and burnout, although empathic satisfaction can counter this to some extent. The findings of the project call for improved reflective supervision for early childhood practitioners who report an impact upon their own well-being daily. There are potential opportunities for applying findings to international contexts and to parallel roles in working with children.
{"title":"‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners","authors":"Angela Hodgkins, Peter Gossman, Rachael Paige, Richard Woolley","doi":"10.1080/09575146.2023.2266587","DOIUrl":"https://doi.org/10.1080/09575146.2023.2266587","url":null,"abstract":"This article uses selected findings from a small-scale research project entitled ‘Exploring early childhood practitioners’ perceptions of empathic interactions with children and families’. The project used an Interpretive Phenomenological Analysis (IPA) methodology to explore data from a small number of early childhood practitioners working in nurseries and preschools in the UK. Participants completed diaries, reflecting on empathy throughout their working week; this was followed by a semi-structured interview to further discuss the diary content. This article focuses on findings demonstrating emotion within close empathic relationships with children, indicating that the inherent emotional labour has the potential to cause stress and burnout, although empathic satisfaction can counter this to some extent. The findings of the project call for improved reflective supervision for early childhood practitioners who report an impact upon their own well-being daily. There are potential opportunities for applying findings to international contexts and to parallel roles in working with children.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"24 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136234923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1080/09575146.2023.2274293
Zeynep Temiz, Mustafa Çevik
ABSTRACTThe Science, Technology, Engineering, Arts and Mathematics (STEAM) approach has a variety of benefits for all children as it triggers multiple senses through hands-on activities, experiential learning, exploration opportunities on different scientific topics, and various tools and materials. Five STEAM activities were designed and implemented with fifteen 60–72-month-old children over a five-week period. Each activity required children to make their own designs to create their product, and was prepared to emphasize a particular feature of STEAM education. Instrumental case study was utilized in this study. It was observed that children engage more and spend more time, demand additional materials and use their imagination to design more creative and various products in STEAM activities.KEYWORDS: Early childhood educationSTEAMdesigning Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"STEAM education with young learners: five different design processes","authors":"Zeynep Temiz, Mustafa Çevik","doi":"10.1080/09575146.2023.2274293","DOIUrl":"https://doi.org/10.1080/09575146.2023.2274293","url":null,"abstract":"ABSTRACTThe Science, Technology, Engineering, Arts and Mathematics (STEAM) approach has a variety of benefits for all children as it triggers multiple senses through hands-on activities, experiential learning, exploration opportunities on different scientific topics, and various tools and materials. Five STEAM activities were designed and implemented with fifteen 60–72-month-old children over a five-week period. Each activity required children to make their own designs to create their product, and was prepared to emphasize a particular feature of STEAM education. Instrumental case study was utilized in this study. It was observed that children engage more and spend more time, demand additional materials and use their imagination to design more creative and various products in STEAM activities.KEYWORDS: Early childhood educationSTEAMdesigning Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"67 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136235027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1080/09575146.2021.1997934
Kristina Jonsson
ABSTRACT Work to support pupils’ social learning in Swedish school-age educare (SAEC) may be understood to depend on how the principal leads the staff and how the vision is set. Therefore, in this article the principals’ vision of social learning is investigated. Data are collected from group interviews with principals and analysed from an interactionist perspective, through Bronfenbrenner’s bioecological theory. The results show a vision of SAEC and compulsory school as one unit. Additionally, work on social learning is viewed as a topic to teach in SAEC. However, the general definition of a vision is not consistent among the participating principals, which gives rise to a need to clarify the construct of the vision, together with the staff.
{"title":"Principals’ vision of social learning in school-age educare","authors":"Kristina Jonsson","doi":"10.1080/09575146.2021.1997934","DOIUrl":"https://doi.org/10.1080/09575146.2021.1997934","url":null,"abstract":"ABSTRACT Work to support pupils’ social learning in Swedish school-age educare (SAEC) may be understood to depend on how the principal leads the staff and how the vision is set. Therefore, in this article the principals’ vision of social learning is investigated. Data are collected from group interviews with principals and analysed from an interactionist perspective, through Bronfenbrenner’s bioecological theory. The results show a vision of SAEC and compulsory school as one unit. Additionally, work on social learning is viewed as a topic to teach in SAEC. However, the general definition of a vision is not consistent among the participating principals, which gives rise to a need to clarify the construct of the vision, together with the staff.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"10 1","pages":"683 - 696"},"PeriodicalIF":1.1,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/09575146.2023.2266590
Patricia Donner, Siv Lundström, Mia Heikkilä
This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following research questions: What strategies do children employ in play negotiations? How do these strategies manifest themselves socially and emotionally? The study was conducted in eight ECEC centers and one preschool located in Swedish-speaking regions of Finland. The target group consisted of children aged 3–6. Data were collected through video observations that captured children’s social interactions and engagement with their peers during free play. A multimodal interaction analysis approach was employed to identify a prominent category termed ”exclusion”, which refers to how children employ strategies (e.g., fantasy and fiction) to limit the participation of other children in play negotiations. The results of this study contribute to our understanding of children’s complex play negotiations and highlight the significance of addressing their social and emotional development in these contexts.
{"title":"A case study of young children’s play negotiations in free play","authors":"Patricia Donner, Siv Lundström, Mia Heikkilä","doi":"10.1080/09575146.2023.2266590","DOIUrl":"https://doi.org/10.1080/09575146.2023.2266590","url":null,"abstract":"This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following research questions: What strategies do children employ in play negotiations? How do these strategies manifest themselves socially and emotionally? The study was conducted in eight ECEC centers and one preschool located in Swedish-speaking regions of Finland. The target group consisted of children aged 3–6. Data were collected through video observations that captured children’s social interactions and engagement with their peers during free play. A multimodal interaction analysis approach was employed to identify a prominent category termed ”exclusion”, which refers to how children employ strategies (e.g., fantasy and fiction) to limit the participation of other children in play negotiations. The results of this study contribute to our understanding of children’s complex play negotiations and highlight the significance of addressing their social and emotional development in these contexts.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"249 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.1080/09575146.2023.2257402
Olivera Kamenarac, Kiri Gould, Parisa Tadi
Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled ‘The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local, national, and global challenges’ (https://www.nzare.org.nz/events/te-aonui-the-mighty-triangle/), this article examines some of the relational complexities and specificities within the Aotearoa New Zealand early childhood education and care policy-research-practice triangle. This article problematises the notion of the ‘mighty’ triangle as a ‘durable’ structure by examining how each corner, side and angle is produced in the context of prevailing global neoliberal discourses. We argue that making sense of the complex dynamics within the Aotearoa ECE policy-research-practice triangle requires understanding the politics, relationships and dynamics of conflict and the struggle of those, directly and indirectly, involved in (and excluded) and influenced by the triangle. Therefore, the article critically engages with the ‘impossibilities’ and complexities of the ECE policy-research-practice triangle and takes a closer look at those impacted and/or marginalised by ‘beautiful durable structures’ of ECE triangle politics, particularly the voices of teachers.
{"title":"The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences","authors":"Olivera Kamenarac, Kiri Gould, Parisa Tadi","doi":"10.1080/09575146.2023.2257402","DOIUrl":"https://doi.org/10.1080/09575146.2023.2257402","url":null,"abstract":"Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled ‘The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local, national, and global challenges’ (https://www.nzare.org.nz/events/te-aonui-the-mighty-triangle/), this article examines some of the relational complexities and specificities within the Aotearoa New Zealand early childhood education and care policy-research-practice triangle. This article problematises the notion of the ‘mighty’ triangle as a ‘durable’ structure by examining how each corner, side and angle is produced in the context of prevailing global neoliberal discourses. We argue that making sense of the complex dynamics within the Aotearoa ECE policy-research-practice triangle requires understanding the politics, relationships and dynamics of conflict and the struggle of those, directly and indirectly, involved in (and excluded) and influenced by the triangle. Therefore, the article critically engages with the ‘impossibilities’ and complexities of the ECE policy-research-practice triangle and takes a closer look at those impacted and/or marginalised by ‘beautiful durable structures’ of ECE triangle politics, particularly the voices of teachers.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/09575146.2023.2255935
Chen Cheng
In recent years, researchers have paid increasing attention to the embodiment of education for sustainable development (ESD) in early childhood education (ECE) policies in various countries, but there is a lack of relevant research in China. Therefore, this study adopts the ESD analytical framework to analyze some representative ECE policies in China. It was found that although these policies did not explicitly mention ESD, they contained related concepts, such as educational content covering the three domains of sustainable development, focusing on cultivating children’s cooperation and problem-solving skills and advocating the principles of child-centeredness and multiple synergies. This is closely related to the theoretical foundation of China’s ECE. However, there are also some deviations in the current policy. In the future, policies should be adjusted to focus on children’s relationship with the multidimensional world, enrich relational thinking in curriculum development, transform children’s learning styles and promote the sustainable development of ECE.
{"title":"A critical analysis of Chinese Early Childhood Education policy documents from the perspective of education for sustainable development","authors":"Chen Cheng","doi":"10.1080/09575146.2023.2255935","DOIUrl":"https://doi.org/10.1080/09575146.2023.2255935","url":null,"abstract":"In recent years, researchers have paid increasing attention to the embodiment of education for sustainable development (ESD) in early childhood education (ECE) policies in various countries, but there is a lack of relevant research in China. Therefore, this study adopts the ESD analytical framework to analyze some representative ECE policies in China. It was found that although these policies did not explicitly mention ESD, they contained related concepts, such as educational content covering the three domains of sustainable development, focusing on cultivating children’s cooperation and problem-solving skills and advocating the principles of child-centeredness and multiple synergies. This is closely related to the theoretical foundation of China’s ECE. However, there are also some deviations in the current policy. In the future, policies should be adjusted to focus on children’s relationship with the multidimensional world, enrich relational thinking in curriculum development, transform children’s learning styles and promote the sustainable development of ECE.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135937831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1080/09575146.2023.2252997
Heidi Chydenius, Tuulikki Ukkonen-Mikkola, Elina Fonsén
{"title":"Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses","authors":"Heidi Chydenius, Tuulikki Ukkonen-Mikkola, Elina Fonsén","doi":"10.1080/09575146.2023.2252997","DOIUrl":"https://doi.org/10.1080/09575146.2023.2252997","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136073470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/09575146.2023.2243549
Burcu Izci, Eda Bakır-Yalçın, Ithel Jones
{"title":"Parent–child play and coping: experiences of parents and young children during the pandemic","authors":"Burcu Izci, Eda Bakır-Yalçın, Ithel Jones","doi":"10.1080/09575146.2023.2243549","DOIUrl":"https://doi.org/10.1080/09575146.2023.2243549","url":null,"abstract":"","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/09575146.2023.2243057
José J. Roa-Trejo, Alejandra Pacheco-Costa, Fernando Guzmán-Simón
ABSTRACTThe concept of assemblage, drawing on the posthuman theorisations of Deleuze and Guattari, delineates a dynamic and new materialist approach to an event. In this approach, desires, material agency and (de)(re)territorialisation emerge as key concepts, and open ways to understand the school classroom in early childhood as a territory where lines of flight challenge the boundaries of normative education. This paper focuses on a classroom assemblage and aims to cartography the material relations between human and non-human bodies, where (de)(re)territorialisation forces are constant. We draw on diffractive ethnography in order to think-with-theory, making use of a vignette and a diagram containing its material relations. Our analysis highlights the agentic relations of matter in the assemblage, the role of desire as a dynamic force and the ever-changing flow of (de)(re)territorialisations that emerge in it. This study shows the complexity of material experience in early childhood, where desire and deterritorialisation frame creative and unexpected processes that defy the idea of education and classroom activities as linear processes controlled by adults. On the contrary, the cartography depicted in this research supports an idea of education as a space for the emergence of creative lines of flight, material relations and non-linear meaning-making.KEYWORDS: Early childhoodcartographyDeleuzeassemblagedeterritorialisation AcknowledgmentsSpecial recognition to Universidad Loyola Andalucía, in gratitude for the Research Assistant grant that made possible this research. We thank the children, parents and teachers who have taken part in this research, for their collaboration and trust, and Dr Hilary McQueen for her careful review of the text.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors disclosed receipt of the following financial support for the research, authorship and/or publication of this article: Research project PID2019-104557GB-I00, funded by MCIN/AEI/10.13039/501100011033/, and the European Union ‘NextGenerationEU’ funds, through the Recovery, Transformation and Resilience Plan and the Ministry of Universities, within the framework of the Support for the Requalification of the Spanish University 2021-2023.
{"title":"‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom","authors":"José J. Roa-Trejo, Alejandra Pacheco-Costa, Fernando Guzmán-Simón","doi":"10.1080/09575146.2023.2243057","DOIUrl":"https://doi.org/10.1080/09575146.2023.2243057","url":null,"abstract":"ABSTRACTThe concept of assemblage, drawing on the posthuman theorisations of Deleuze and Guattari, delineates a dynamic and new materialist approach to an event. In this approach, desires, material agency and (de)(re)territorialisation emerge as key concepts, and open ways to understand the school classroom in early childhood as a territory where lines of flight challenge the boundaries of normative education. This paper focuses on a classroom assemblage and aims to cartography the material relations between human and non-human bodies, where (de)(re)territorialisation forces are constant. We draw on diffractive ethnography in order to think-with-theory, making use of a vignette and a diagram containing its material relations. Our analysis highlights the agentic relations of matter in the assemblage, the role of desire as a dynamic force and the ever-changing flow of (de)(re)territorialisations that emerge in it. This study shows the complexity of material experience in early childhood, where desire and deterritorialisation frame creative and unexpected processes that defy the idea of education and classroom activities as linear processes controlled by adults. On the contrary, the cartography depicted in this research supports an idea of education as a space for the emergence of creative lines of flight, material relations and non-linear meaning-making.KEYWORDS: Early childhoodcartographyDeleuzeassemblagedeterritorialisation AcknowledgmentsSpecial recognition to Universidad Loyola Andalucía, in gratitude for the Research Assistant grant that made possible this research. We thank the children, parents and teachers who have taken part in this research, for their collaboration and trust, and Dr Hilary McQueen for her careful review of the text.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors disclosed receipt of the following financial support for the research, authorship and/or publication of this article: Research project PID2019-104557GB-I00, funded by MCIN/AEI/10.13039/501100011033/, and the European Union ‘NextGenerationEU’ funds, through the Recovery, Transformation and Resilience Plan and the Ministry of Universities, within the framework of the Support for the Requalification of the Spanish University 2021-2023.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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