Pub Date : 2023-08-05DOI: 10.1177/1476718x231186616
Hellen Vretudaki, Athina Angeli, Panagiota D. Alexiou, Evaggelia Diamantaki
The purpose of this study was to investigate the impact of a two-phase intervention programme meant to reinforce comprehension of the structural framework of stories among 92 preschool children (aged 4–6 years) over 4 months. During the first phase, the children were called upon to produce their own original stories following the Story Grammar pattern, while in the second phase, based on their previous training on the structural framework of stories, they were trained to produce digital stories using the web 2 tool StoryJumper. Both phases of the intervention programme included a combination of verbal and visual aids. The quantitative analysis of the data showed that the intervention programme significantly improved children’s ability to comprehend the structural elements of stories and to create organized, comprehensible stories. Following our expectations, the children’s new knowledge on the structure of stories was transferred to their digital creations. The implementation of the intervention programme helped substantive questions emerge about the formation of a multi-level strategy which would effectively support the transfer of knowledge and skills from a traditional to a digital environment through processes that are meaningful for children.
{"title":"Reading and creating books: Bridging the distance from stories to e-stories","authors":"Hellen Vretudaki, Athina Angeli, Panagiota D. Alexiou, Evaggelia Diamantaki","doi":"10.1177/1476718x231186616","DOIUrl":"https://doi.org/10.1177/1476718x231186616","url":null,"abstract":"The purpose of this study was to investigate the impact of a two-phase intervention programme meant to reinforce comprehension of the structural framework of stories among 92 preschool children (aged 4–6 years) over 4 months. During the first phase, the children were called upon to produce their own original stories following the Story Grammar pattern, while in the second phase, based on their previous training on the structural framework of stories, they were trained to produce digital stories using the web 2 tool StoryJumper. Both phases of the intervention programme included a combination of verbal and visual aids. The quantitative analysis of the data showed that the intervention programme significantly improved children’s ability to comprehend the structural elements of stories and to create organized, comprehensible stories. Following our expectations, the children’s new knowledge on the structure of stories was transferred to their digital creations. The implementation of the intervention programme helped substantive questions emerge about the formation of a multi-level strategy which would effectively support the transfer of knowledge and skills from a traditional to a digital environment through processes that are meaningful for children.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1177/1476718x231186619
N. Aoki
This study probed praising among preschoolers in natural settings and investigated their developmental changes. In study 1, teachers in preprimary educational facilities answered queries about the frequency and described episodes of praising among preschoolers. The results indicated that children approximately 3-year-old commonly praised friends, primarily in situations of playing. In study 2, teachers responded to questions on the aspects and circumstances of praising among preschoolers. The findings revealed the developmental trend that 5-year- old preschoolers praised the processes used by their friends more than 3-year-old children. Five-year-old preschoolers also praised their friends more than 3-year-old children in competitive team game situations.
{"title":"Praising among preschoolers","authors":"N. Aoki","doi":"10.1177/1476718x231186619","DOIUrl":"https://doi.org/10.1177/1476718x231186619","url":null,"abstract":"This study probed praising among preschoolers in natural settings and investigated their developmental changes. In study 1, teachers in preprimary educational facilities answered queries about the frequency and described episodes of praising among preschoolers. The results indicated that children approximately 3-year-old commonly praised friends, primarily in situations of playing. In study 2, teachers responded to questions on the aspects and circumstances of praising among preschoolers. The findings revealed the developmental trend that 5-year- old preschoolers praised the processes used by their friends more than 3-year-old children. Five-year-old preschoolers also praised their friends more than 3-year-old children in competitive team game situations.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41643577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1177/1476718x231186613
Casey C Burgess
There is growing concern about the mental health and resilience of today’s children and difficulties with self-regulation are implicated in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems. Self-regulation is a growing topic of interest in a variety of disciplines and there are 447 different interpretations of what self-regulation means in the literature, which makes it difficult for educators to interpret and apply it in their classrooms. Due to advances in neuroscience, the Ontario Ministry of Education shifted toward a neurophysiological framework for the Self-Regulation and Well-Being Frame of the Kindergarten Program. The current study examined which frameworks Ontario kindergarten educators were using by analyzing the ways they described and facilitated self-regulation in the classroom through surveys, interviews, report cards, and classroom observations. Findings revealed that educators: have little experience and training with resources aligned with the Kindergarten Program’s approach to self-regulation, describe self-regulation as self-control, and facilitate self-regulation using a learning strategies approach. Educators were observed using fewer than a third of ministry self-regulation recommendations in the classroom. Implications and recommendations for aligning educator practices with the Kindergarten Program’s framework are discussed.
{"title":"Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study","authors":"Casey C Burgess","doi":"10.1177/1476718x231186613","DOIUrl":"https://doi.org/10.1177/1476718x231186613","url":null,"abstract":"There is growing concern about the mental health and resilience of today’s children and difficulties with self-regulation are implicated in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems. Self-regulation is a growing topic of interest in a variety of disciplines and there are 447 different interpretations of what self-regulation means in the literature, which makes it difficult for educators to interpret and apply it in their classrooms. Due to advances in neuroscience, the Ontario Ministry of Education shifted toward a neurophysiological framework for the Self-Regulation and Well-Being Frame of the Kindergarten Program. The current study examined which frameworks Ontario kindergarten educators were using by analyzing the ways they described and facilitated self-regulation in the classroom through surveys, interviews, report cards, and classroom observations. Findings revealed that educators: have little experience and training with resources aligned with the Kindergarten Program’s approach to self-regulation, describe self-regulation as self-control, and facilitate self-regulation using a learning strategies approach. Educators were observed using fewer than a third of ministry self-regulation recommendations in the classroom. Implications and recommendations for aligning educator practices with the Kindergarten Program’s framework are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An international contemporary challenge for early childhood teachers is to integrate digital media in preschool. Research indicates that teachers have concerns regarding the use of digital media in preschool, especially in relation to play. In this study, we explore how an early childhood education and care (ECEC) work team takes on this challenge when, in focus group conversations, discusses digital media in relation to a theoretical framework with principles and implications for understanding play and teaching in preschool. We adopt a sociocultural perspective when examining the mediating role of theoretical concepts for reasoning about the integration of digital media in ECEC. The findings illustrate how the concepts mediate an understanding of (i) play and teaching as responsive activities with a focus on the importance of sharing the same digital media references (ii) play and teaching activities as building on a mutual frame of reference, which is a challenge as children have different experiences of digital media than adults, (iii) play as including fluctuations between “as if” and “as is” and something that must include fantasy and an openness, with digital media contributing to or hindering such openness, and (iv) how teaching can take shape in mutual activities where mutual experiences of digital media can be used as a starting point for teaching. Implications for professional development efforts and teacher agency are discussed.
{"title":"The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers","authors":"Emelie Stavholm, Pernilla Lagerlöf, Cecilia Wallerstedt","doi":"10.1177/1476718x231179084","DOIUrl":"https://doi.org/10.1177/1476718x231179084","url":null,"abstract":"An international contemporary challenge for early childhood teachers is to integrate digital media in preschool. Research indicates that teachers have concerns regarding the use of digital media in preschool, especially in relation to play. In this study, we explore how an early childhood education and care (ECEC) work team takes on this challenge when, in focus group conversations, discusses digital media in relation to a theoretical framework with principles and implications for understanding play and teaching in preschool. We adopt a sociocultural perspective when examining the mediating role of theoretical concepts for reasoning about the integration of digital media in ECEC. The findings illustrate how the concepts mediate an understanding of (i) play and teaching as responsive activities with a focus on the importance of sharing the same digital media references (ii) play and teaching activities as building on a mutual frame of reference, which is a challenge as children have different experiences of digital media than adults, (iii) play as including fluctuations between “as if” and “as is” and something that must include fantasy and an openness, with digital media contributing to or hindering such openness, and (iv) how teaching can take shape in mutual activities where mutual experiences of digital media can be used as a starting point for teaching. Implications for professional development efforts and teacher agency are discussed.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46929784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.1177/1476718x231185436
Anne Kultti
In studies of classroom discourse in early childhood education and care (ECEC), a dominance of the communicative pattern of initiation, response, follow-up (IRF) is shown, and a need of knowledge about extensive dialogue for meaning making is argued. In the present study, communication between children and teacher(s) in play is consider as a form educational discourse mediating language learning. The study, informed by a sociocultural perspective aims to contribute to the knowledge of pattern of establishing a pedagogical dialogue in play activities. What characterizes the communication establishing a joint play in which children come to participate in extensive dialogues is clarified through reanalyzing video-documented data from a project concerning play, learning and teaching in ECEC. The analysis implies a pattern of ICE: children initiating a play (I)—a teacher challenging the initiative (C)—children expanding the content (E). The function of challenging is understood as the critical contribution for opening for and expanding the children’s verbal participation. A conclusion of changing the follow-up from evaluating to expanding in a pedagogical dialogue is recommended to study further in different contexts.
{"title":"Extended dialogues in establishing children-teacher play: The pattern of initiation–challenge–extension (ICE)","authors":"Anne Kultti","doi":"10.1177/1476718x231185436","DOIUrl":"https://doi.org/10.1177/1476718x231185436","url":null,"abstract":"In studies of classroom discourse in early childhood education and care (ECEC), a dominance of the communicative pattern of initiation, response, follow-up (IRF) is shown, and a need of knowledge about extensive dialogue for meaning making is argued. In the present study, communication between children and teacher(s) in play is consider as a form educational discourse mediating language learning. The study, informed by a sociocultural perspective aims to contribute to the knowledge of pattern of establishing a pedagogical dialogue in play activities. What characterizes the communication establishing a joint play in which children come to participate in extensive dialogues is clarified through reanalyzing video-documented data from a project concerning play, learning and teaching in ECEC. The analysis implies a pattern of ICE: children initiating a play (I)—a teacher challenging the initiative (C)—children expanding the content (E). The function of challenging is understood as the critical contribution for opening for and expanding the children’s verbal participation. A conclusion of changing the follow-up from evaluating to expanding in a pedagogical dialogue is recommended to study further in different contexts.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/1476718X231175464
Kathleen Campana, J. Elizabeth Mills
Computational thinking (CT) has emerged as an important method in the United States for helping children learn to solve complex problems and develop skills necessary for coding and other computer science-related endeavors. Research has revealed that CT can be encouraged with children as young as 3–4 years of age. While some preschools and schools are incorporating CT into their curriculum for young children, ages 0–8 years, it is important to understand how environments outside of schools are using CT with young children, particularly given that, in the United States, a large percent of young children, ages 0–5 years, are not in formal school settings. This study provides insight into this area through 20 interviews with educators in libraries and museums to understand how they incorporate CT into their work with young children, ages 0–8 years, and their families. The interviews reveal that library and museum educators are using a variety of developmentally-appropriate approaches, such as play, experimentation, and narrative, to design and offer a diverse array of engaging, hands-on CT activities that allow young children to practice CT in child-centered, meaningful ways.
{"title":"Playing, tinkering, and problem solving: Understanding early computational thinking in libraries and museums","authors":"Kathleen Campana, J. Elizabeth Mills","doi":"10.1177/1476718X231175464","DOIUrl":"https://doi.org/10.1177/1476718X231175464","url":null,"abstract":"Computational thinking (CT) has emerged as an important method in the United States for helping children learn to solve complex problems and develop skills necessary for coding and other computer science-related endeavors. Research has revealed that CT can be encouraged with children as young as 3–4 years of age. While some preschools and schools are incorporating CT into their curriculum for young children, ages 0–8 years, it is important to understand how environments outside of schools are using CT with young children, particularly given that, in the United States, a large percent of young children, ages 0–5 years, are not in formal school settings. This study provides insight into this area through 20 interviews with educators in libraries and museums to understand how they incorporate CT into their work with young children, ages 0–8 years, and their families. The interviews reveal that library and museum educators are using a variety of developmentally-appropriate approaches, such as play, experimentation, and narrative, to design and offer a diverse array of engaging, hands-on CT activities that allow young children to practice CT in child-centered, meaningful ways.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46679067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/1476718x231179083
A. Ralli, Asimenia Papoulidi, Despoina Tsaoussi
Children’s conceptual knowledge of writing words and numbers is an important aspect of their cognitive development. Children use notations as representations that have a communicative value and begin to learn about formal differences between writing words and writing numbers at an early age before the onset of formal schooling. The aim of the present study was to examine preschool children’s conceptual knowledge of writing words and numbers in an ecologically valid task with communicative value. One hundred and twenty Greek-speaking preschool children between the ages of 3 and 6 years old were assessed on the identity card task, which examined their production of notations for words and numbers during their effort to communicate personal information to others. The results demonstrated a developmental trend in the type of notation children produced with the younger children providing more “ambiguous” notations, for both tasks implying writing words and numbers, while as they got older, they provided more “writing-like” notations for the tasks implying writing words and more “number-like” notations for the tasks implying writing numbers. Understanding when and how children differentiate their symbolic representations for words and numbers can inform both theory and practice by expanding our understanding of whether certain constraints characterize the developmental course of a specific notational system. The findings of the present study could be incorporated in educational practice and enhance children’s emerging literacy and numeracy skills.
{"title":"Conceptual knowledge of writing words and numbers: Developmental data from preschool children","authors":"A. Ralli, Asimenia Papoulidi, Despoina Tsaoussi","doi":"10.1177/1476718x231179083","DOIUrl":"https://doi.org/10.1177/1476718x231179083","url":null,"abstract":"Children’s conceptual knowledge of writing words and numbers is an important aspect of their cognitive development. Children use notations as representations that have a communicative value and begin to learn about formal differences between writing words and writing numbers at an early age before the onset of formal schooling. The aim of the present study was to examine preschool children’s conceptual knowledge of writing words and numbers in an ecologically valid task with communicative value. One hundred and twenty Greek-speaking preschool children between the ages of 3 and 6 years old were assessed on the identity card task, which examined their production of notations for words and numbers during their effort to communicate personal information to others. The results demonstrated a developmental trend in the type of notation children produced with the younger children providing more “ambiguous” notations, for both tasks implying writing words and numbers, while as they got older, they provided more “writing-like” notations for the tasks implying writing words and more “number-like” notations for the tasks implying writing numbers. Understanding when and how children differentiate their symbolic representations for words and numbers can inform both theory and practice by expanding our understanding of whether certain constraints characterize the developmental course of a specific notational system. The findings of the present study could be incorporated in educational practice and enhance children’s emerging literacy and numeracy skills.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42385430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/1476718X231175466
L. D’Amico, Xumei Fan, Sandra M. Linder, Tammy Pawloski, K. M. White
A southeastern state engaged in a systematic landscape study to identify needs and priorities for young children and their families. Early childhood and research methods experts, representing five Institutions of Higher Education (IHE), along with equity and family engagement experts developed three strategies to collect data from various stakeholders throughout the state to inform the needs and priorities related to the education of young children. A total of 4615 parents/caregivers, organizational representatives, and community members participated in regional meetings, an online survey, and focus groups. A mixed-methods convergent study revealed the accessibility and affordability of high quality early care and education and kindergarten readiness as common priorities. Stakeholders also valued professional culture, empowering families, and support for children with special needs. This study also found that families of different sociodemographic backgrounds prioritized different aspects of early learning and education.
{"title":"Examining early childhood education through the lens of stakeholders: A statewide needs assessment","authors":"L. D’Amico, Xumei Fan, Sandra M. Linder, Tammy Pawloski, K. M. White","doi":"10.1177/1476718X231175466","DOIUrl":"https://doi.org/10.1177/1476718X231175466","url":null,"abstract":"A southeastern state engaged in a systematic landscape study to identify needs and priorities for young children and their families. Early childhood and research methods experts, representing five Institutions of Higher Education (IHE), along with equity and family engagement experts developed three strategies to collect data from various stakeholders throughout the state to inform the needs and priorities related to the education of young children. A total of 4615 parents/caregivers, organizational representatives, and community members participated in regional meetings, an online survey, and focus groups. A mixed-methods convergent study revealed the accessibility and affordability of high quality early care and education and kindergarten readiness as common priorities. Stakeholders also valued professional culture, empowering families, and support for children with special needs. This study also found that families of different sociodemographic backgrounds prioritized different aspects of early learning and education.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47077766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/1476718X231175449
Dara Forrest, Amy Lee, A. Hegde, D. Dev, D. Saum, V. McMillan, V. Stage
The purpose of this study was to explore parents’ common experiences with healthy eating and physical activity-focused (HE-PA) programming in one Head Start (HS) program (two centers) in eastern North Carolina (NC). Researchers conducted 13 in-depth semi-structured telephone interviews November 2017–May 2018. Participants were parents of preschool children (4–5 years) enrolled in HS. Interviews were recorded and transcribed verbatim. Phenomenology was used to guide study design and analysis to identify themes. Researchers identified seven emergent themes within three categories: (1) strategies to facilitate engagement; (2) motivators for engagement; and (3) barriers to engagement. HS facilitated engagement through HE-PA focused programming. Parents reported they were motivated by self-interest and their children, but engagement was challenged by poor communication and socioeconomic barriers. HS programs may benefit from new strategies that help parents overcome barriers to making HE-PA a priority amongst competing priorities. Research is also needed to explore new methods of communication that align with parent-reported motivations.
{"title":"Engaging with health programming in head start: Parents’ perspectives","authors":"Dara Forrest, Amy Lee, A. Hegde, D. Dev, D. Saum, V. McMillan, V. Stage","doi":"10.1177/1476718X231175449","DOIUrl":"https://doi.org/10.1177/1476718X231175449","url":null,"abstract":"The purpose of this study was to explore parents’ common experiences with healthy eating and physical activity-focused (HE-PA) programming in one Head Start (HS) program (two centers) in eastern North Carolina (NC). Researchers conducted 13 in-depth semi-structured telephone interviews November 2017–May 2018. Participants were parents of preschool children (4–5 years) enrolled in HS. Interviews were recorded and transcribed verbatim. Phenomenology was used to guide study design and analysis to identify themes. Researchers identified seven emergent themes within three categories: (1) strategies to facilitate engagement; (2) motivators for engagement; and (3) barriers to engagement. HS facilitated engagement through HE-PA focused programming. Parents reported they were motivated by self-interest and their children, but engagement was challenged by poor communication and socioeconomic barriers. HS programs may benefit from new strategies that help parents overcome barriers to making HE-PA a priority amongst competing priorities. Research is also needed to explore new methods of communication that align with parent-reported motivations.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44781809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/1476718x231175459
Donald Simpson, P. Mazzocco, S. Loughran, Eunice Lumsden, S. Lyndon, Christian Winterbottom
Just as illness can sometimes heal us, some have speculated an unexpected silver lining of COVID-19 may be an invigoration of a prosocial vision as the ‘new normal’ necessitates new ways of thinking and doing things differently across society and in preschool. This article explores this and reports survey research completed with preschool practitioners post-lockdown across several locations in England and the USA. This repeated a previous survey we did in 2014 which found notable levels of ‘social distancing’ – that is restrictions in social connection between preschool practitioners and children and their parents in poverty. Yet, since 2014 with austerity and then COVID-19, the pressure, and need, for prosocial preschool systems to work flexibly and inclusively with children and families in poverty has never been greater. We report findings from our 2021 survey and raise some concerns in the context of COVID-19 recovery policies emerging across both countries post-lockdown.
{"title":"‘New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA","authors":"Donald Simpson, P. Mazzocco, S. Loughran, Eunice Lumsden, S. Lyndon, Christian Winterbottom","doi":"10.1177/1476718x231175459","DOIUrl":"https://doi.org/10.1177/1476718x231175459","url":null,"abstract":"Just as illness can sometimes heal us, some have speculated an unexpected silver lining of COVID-19 may be an invigoration of a prosocial vision as the ‘new normal’ necessitates new ways of thinking and doing things differently across society and in preschool. This article explores this and reports survey research completed with preschool practitioners post-lockdown across several locations in England and the USA. This repeated a previous survey we did in 2014 which found notable levels of ‘social distancing’ – that is restrictions in social connection between preschool practitioners and children and their parents in poverty. Yet, since 2014 with austerity and then COVID-19, the pressure, and need, for prosocial preschool systems to work flexibly and inclusively with children and families in poverty has never been greater. We report findings from our 2021 survey and raise some concerns in the context of COVID-19 recovery policies emerging across both countries post-lockdown.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45760986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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