Journal of Early Childhood Research最新文献

英文中文

Instructing the neoliberal student on the conduct of school: A case study of a schoolwide positive behavior system in kindergarten 指导新自由主义学生的学校行为:幼儿园全校积极行为系统的个案研究

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-12-12 DOI: 10.1177/1476718X221140758

Christopher P. Brown, Joanna Englehardt, D. Ku

Schoolwide positive behavior interventions and supports continue to be employed in elementary school settings that children attend across the globe. Such neoliberal systems of conduct teach children how to portray themselves as students so that they are ready to succeed in school and the larger society. For the most part, these systems are framed as successful behavior interventions. As a result, how such programs impact school personnel and students’ own conceptions of what it means to be a student is rarely troubled. Thus, through examining a case study of schoolwide positive behavior interventions and supports in a kindergarten classroom in the United States, we investigated this issue. Specifically, we employed Foucault’s conceptions of neoliberalism and biopolitics to examine how a sample of school personnel and kindergarteners made sense of their schoolwide positive behavior system. Doing so provided us with the opportunity to rethink and challenge these neoliberal systems of control.

学校范围内的积极行为干预和支持继续在全球儿童就读的小学环境中使用。这种新自由主义的行为体系教导孩子们如何把自己描绘成学生，以便他们准备好在学校和更大的社会中取得成功。在大多数情况下，这些系统被定义为成功的行为干预。因此，这些项目如何影响学校人员和学生自己对学生的概念很少受到困扰。因此，通过对美国幼儿园课堂积极行为干预和支持的案例研究，我们调查了这一问题。具体来说，我们采用福柯的新自由主义和生命政治学的概念来研究学校工作人员和幼儿园儿童如何理解他们的全校积极行为系统。这样做为我们提供了重新思考和挑战这些新自由主义控制体系的机会。

引用次数: 0

Communication with families: Understanding the perspectives of early childhood teachers 与家庭的沟通:了解幼儿教师的观点

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-12-12 DOI: 10.1177/1476718X221140747

Pearl Avari, Erin E. Hamel, R. Schachter, Holly Hatton-Bowers

Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children’s daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the global COVID-19 pandemic restrictions. Technology such as apps and messaging emerged as an efficient way to reach most families, however difficulties facilitating reciprocal communication with families were described. Further research is needed to identify successful communication strategies for both teachers and families, thus building higher quality teacher-family partnerships.

幼儿时期教师与家庭之间的沟通是教师与家庭成功互动的一个关键方面。这项探索性研究的目的是调查教师在幼儿课堂上如何与家庭沟通，以及他们沟通的内容。这项针对31名从事5岁以下儿童工作的教师的研究，主要在美国中西部地区，研究了他们如何使用半结构化访谈来描述与家庭的沟通。研究结果表明，教师使用多种形式与家庭交流儿童的日常生活、发展进展和其他相关信息。尽管由于课堂动态和全球新冠肺炎疫情限制，出现了挑战，但教师更喜欢亲自交流。应用程序和消息等技术已成为联系大多数家庭的有效方式，但也有人描述了促进与家庭相互沟通的困难。需要进一步研究，为教师和家庭确定成功的沟通策略，从而建立更高质量的教师-家庭伙伴关系。

{"title":"Communication with families: Understanding the perspectives of early childhood teachers","authors":"Pearl Avari, Erin E. Hamel, R. Schachter, Holly Hatton-Bowers","doi":"10.1177/1476718X221140747","DOIUrl":"https://doi.org/10.1177/1476718X221140747","url":null,"abstract":"Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children’s daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the global COVID-19 pandemic restrictions. Technology such as apps and messaging emerged as an efficient way to reach most families, however difficulties facilitating reciprocal communication with families were described. Further research is needed to identify successful communication strategies for both teachers and families, thus building higher quality teacher-family partnerships.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43492456","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}

引用次数: 0

Exclusion and limitation through favouritism as a strategy in children’s play negotiations: A qualitative analysis of children’s multimodal play 儿童游戏谈判策略中的偏袒排斥与限制:儿童多模式游戏的定性分析

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-12-01 DOI: 10.1177/1476718X221083425

Patricia Donner, Siv Lundström, Mia Heikkilä

This study focuses on a close examination of how children express themselves at ECEC in play situations, which form an integral and large part of a typical day. The main research question has been: How can children’s social and emotional expressions be understood through analyses of communication and interaction during free play? A qualitative approach has been deemed suitable for this study, since it can provide insight into children’s social interaction and engagement with their peers and with ECEC staff, in their natural, everyday ECEC environment. The study was carried out at eight different ECEC centres and one pre-school at various locations in the Swedish-speaking regions of Finland. At the time of observation, the group sizes at the ECEC centres and the pre-school ranged from about 10 to 20 children, aged 3–6. The analysis showed an overarching category of exclusion in play, and in the article we present examples of how children limit each other during play. This is done through imposing limits in play through favouritism by prioritising certain children above others. The article exemplifies this with detailed analysis of play situations showing children’s verbal favouritism as well as clear exclusion of other children. The results highlight the need of discussing the issue more in depth.

这项研究的重点是仔细观察孩子们在游戏环境中如何在ECEC中表达自己，这是一天中不可或缺的重要组成部分。主要的研究问题是：如何通过分析自由游戏中的交流和互动来理解儿童的社交和情感表达？定性方法被认为适合这项研究，因为它可以深入了解儿童在其自然、日常的ECEC环境中与同龄人和ECEC工作人员的社交互动和参与。这项研究在芬兰瑞典语地区的八个不同的欧共体中心和一个不同地点的幼儿园进行。在观察时，幼儿中心和学前教育中心的小组人数约为10至20名3-6岁的儿童。该分析显示了游戏中排斥的总体类别，在文章中，我们举例说明了孩子们在游戏中如何限制彼此。这是通过将某些孩子置于其他孩子之上的偏袒来限制游戏。这篇文章通过对游戏情境的详细分析来说明这一点，游戏情境显示了孩子们在言语上的偏袒以及对其他孩子的明显排斥。结果突出表明，有必要更深入地讨论这个问题。

{"title":"Exclusion and limitation through favouritism as a strategy in children’s play negotiations: A qualitative analysis of children’s multimodal play","authors":"Patricia Donner, Siv Lundström, Mia Heikkilä","doi":"10.1177/1476718X221083425","DOIUrl":"https://doi.org/10.1177/1476718X221083425","url":null,"abstract":"This study focuses on a close examination of how children express themselves at ECEC in play situations, which form an integral and large part of a typical day. The main research question has been: How can children’s social and emotional expressions be understood through analyses of communication and interaction during free play? A qualitative approach has been deemed suitable for this study, since it can provide insight into children’s social interaction and engagement with their peers and with ECEC staff, in their natural, everyday ECEC environment. The study was carried out at eight different ECEC centres and one pre-school at various locations in the Swedish-speaking regions of Finland. At the time of observation, the group sizes at the ECEC centres and the pre-school ranged from about 10 to 20 children, aged 3–6. The analysis showed an overarching category of exclusion in play, and in the article we present examples of how children limit each other during play. This is done through imposing limits in play through favouritism by prioritising certain children above others. The article exemplifies this with detailed analysis of play situations showing children’s verbal favouritism as well as clear exclusion of other children. The results highlight the need of discussing the issue more in depth.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145344","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}

引用次数: 1

Body-worn cameras as a research tool in early years settings: Strengths and weaknesses 作为早期研究工具的随身相机:优点和缺点

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-11-21 DOI: 10.1177/1476718X221136472

Tanya Richardson

This paper discusses the innovative research method of using body-worn cameras for capturing speech and experiences of 3- to 5-year olds in English early years settings. The strengths and weaknesses will be discussed in this multiple case study approach to capturing the quality of speech from young children (n = 43). Adopting an interactionist theoretical framework and viewing the project through an interpretive paradigm, it is asserted there is the necessity to capture data in a way that is naturalistic and ethical at all times. It is argued that that in order to gain a full and deep understanding of young children’s lives, the use of body-worn cameras is pivotal in gaining the data that may not exist otherwise. It is therefore argued throughout this paper that although both strengths and weaknesses exist that weaknesses should be overcome and accommodated in order to enhance future research.

本文讨论了使用穿戴式相机捕捉3- 5岁儿童在英语早期环境下的语言和经历的创新研究方法。在这个多案例研究方法中，将讨论从幼儿(n = 43)获取语言质量的优势和劣势。采用互动主义的理论框架，并通过解释范式来看待项目，它断言有必要在任何时候都以自然主义和道德的方式捕获数据。有人认为，为了全面而深入地了解幼儿的生活，使用随身携带的摄像机对于获得可能不存在的数据至关重要。因此，本文认为，尽管存在优势和劣势，但应克服和适应劣势，以加强未来的研究。

引用次数: 0

Sharing their ideas with the world: The views and voices of young children 与世界分享他们的想法:幼儿的观点和声音

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-09-30 DOI: 10.1177/1476718x221125593

Sonya Gaches

Following a report from the United Nations Convention of the Rights of the Child Monitoring Group in 2017 noting that in Aotearoa New Zealand children’s views were not being sought in matters regarding their school, play and feelings of safety, the Children’s Commissioner conducted research with school-aged children seeking their related perspectives. However, young children’s perspectives, those under 5 years old, have not been included in this research. Concurrently, this researcher sought to learn more about children of her new community having recently relocated to Aotearoa New Zealand. In response to these two circumstances this small-scale study presents the views and voices of 12 young children regarding when and how they learn, how they participate in their communities and their hopes for the future.

2017年，《联合国儿童权利公约》监测组的一份报告指出，在奥特亚罗阿，新西兰儿童在学校、游戏和安全感方面没有征求他们的意见，儿童事务专员对学龄儿童进行了研究，寻求他们的相关观点。然而，5岁以下儿童的观点岁，尚未纳入本研究。与此同时，这位研究人员试图了解更多关于她新社区的孩子的信息，这些孩子最近搬到了新西兰的奥特亚。针对这两种情况，这项小规模研究提出了12名幼儿对他们何时以及如何学习、如何参与社区以及他们对未来的希望的看法和声音。

引用次数: 0

Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities 中国学龄前儿童家庭算术经验与数学能力

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-09-23 DOI: 10.1177/1476718X221125583

Yuejuan Pan, B. Hu, J. Hunt, Zhongling Wu, Yuewen Chen, Mengyang He

The purpose of the present study was to examine the association between Chinese preschool children’s home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children’s formal and informal math ability, while number application activities positively predicted young children’s informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children’s math learning at home.

摘要本研究旨在探讨中国学龄前儿童家庭算术经验与其数学能力的关系。515名4至5岁学龄前儿童的父母报告了他们参加家庭计算活动的频率，并对儿童的数学能力进行了评估。结果显示，家长在家中参与了正式和非正式的数学活动。家庭社会经济地位与数字游戏和数字应用活动呈显著正相关。父母参与数字技能活动正向预测幼儿的正式和非正式数学能力，数字应用活动正向预测幼儿的非正式数学能力。这些结果表明，家长应该注意支持孩子在家学习数学的正式和非正式活动。

引用次数: 1

The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center 幼儿教师对幼儿中心各种危机应对能力的看法

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-09-21 DOI: 10.1177/1476718X221125585

Sara A Machado, Patricia N. Anderson

The purpose of this study was to investigate the perspectives of preschool teachers regarding crisis preparedness in independently funded childcare centers. This study was based on the integrated model of school crisis preparedness and intervention proposed by Jimerson, Brock, and Pletcher. This study examined how preschool teachers describe the effect of crisis preparedness drills and training on their ability to handle school crisis events prior to, during, and following a center crisis. Qualitative data for the study were gathered during one-on-one interviews conducted with 15 preschool teachers working in independently funded childcare centers across a Western state of the United States. Preschool teachers indicated that some aspects of crisis preparedness drills and training have increased their ability to handle school crisis events while other aspects appear insufficient, both in anticipation of and during a real emergency. Results from this study may inform preschool center directors about the type of training that preschool teachers have, want, and need, in order to best prepare these teachers to respond to a school crisis event and keep children safe.

本研究的目的是调查幼儿教师对独立资助的儿童保育中心危机准备的看法。本研究基于Jimerson、Brock和Pletcher提出的学校危机准备和干预的综合模型。这项研究考察了幼儿教师如何描述危机准备演习和培训对他们在中心危机之前、期间和之后处理学校危机事件的能力的影响。这项研究的定性数据是在对美国西部各州独立资助的儿童保育中心的15名学前教师进行一对一采访时收集的。幼儿教师表示，危机准备演习和培训的某些方面提高了他们处理学校危机事件的能力，而其他方面似乎不足，无论是在预期还是在真正的紧急情况下。这项研究的结果可能会让学前教育中心主任了解学前教师拥有、想要和需要的培训类型，以便让这些教师做好应对学校危机事件的最佳准备，并确保儿童的安全。

{"title":"The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center","authors":"Sara A Machado, Patricia N. Anderson","doi":"10.1177/1476718X221125585","DOIUrl":"https://doi.org/10.1177/1476718X221125585","url":null,"abstract":"The purpose of this study was to investigate the perspectives of preschool teachers regarding crisis preparedness in independently funded childcare centers. This study was based on the integrated model of school crisis preparedness and intervention proposed by Jimerson, Brock, and Pletcher. This study examined how preschool teachers describe the effect of crisis preparedness drills and training on their ability to handle school crisis events prior to, during, and following a center crisis. Qualitative data for the study were gathered during one-on-one interviews conducted with 15 preschool teachers working in independently funded childcare centers across a Western state of the United States. Preschool teachers indicated that some aspects of crisis preparedness drills and training have increased their ability to handle school crisis events while other aspects appear insufficient, both in anticipation of and during a real emergency. Results from this study may inform preschool center directors about the type of training that preschool teachers have, want, and need, in order to best prepare these teachers to respond to a school crisis event and keep children safe.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388910","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}

引用次数: 0

An overview of home and parental factors associated with child nurturing care, stimulatory behaviors, and child outcomes in rural communities in Zambia 对赞比亚农村社区中与儿童养育、刺激行为和儿童结局相关的家庭和父母因素的概述

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-09-21 DOI: 10.1177/1476718X221125584

Tamara Chansa-Kabali

Contextual diversity in early childhood development present challenges and opportunities for holistic child development. This study explored home and parental factors associated with early childhood developmental outcomes in rural communities. Using purposive sampling, 175 families with children aged 0–8 (87 girls and 88 boys) were recruited to participate in the study. Parents responded to home and parenting measures assessing early developmental supports at home. Child developmental outcomes (cognition, alphabet knowledge, receptive language, pattern reasoning, attention, and fine motor skills) for 58 children were assessed. Correlations showed positive associations of home and parent measures with child outcomes except socioeconomic status and receptive language. This study highlights presence of nurturance care and stimulatory behaviors in rural communities that reflect variations in child outcomes. Based on findings, it was recommended that parent empowering programs be embedded in practices of childcare that incorporate local knowledge and materials including ways they foster different aspects of early developmental skills.

幼儿发展的背景多样性为儿童的全面发展带来了挑战和机遇。本研究探讨了与农村社区幼儿发展结果相关的家庭和父母因素。通过有目的的抽样，175个有0-8岁儿童的家庭（87名女孩和88名男孩）被招募参与这项研究。父母对评估家庭早期发展支持的家庭和育儿措施作出回应。对58名儿童的发展结果（认知、字母表知识、接受性语言、模式推理、注意力和精细运动技能）进行了评估。相关性显示，除了社会经济地位和接受语言外，家庭和父母的测量与儿童的结果呈正相关。这项研究强调了农村社区中存在的养育护理和刺激行为，这些行为反映了儿童结果的差异。根据研究结果，建议将父母赋权计划纳入儿童保育实践，纳入当地知识和材料，包括培养早期发展技能不同方面的方法。

{"title":"An overview of home and parental factors associated with child nurturing care, stimulatory behaviors, and child outcomes in rural communities in Zambia","authors":"Tamara Chansa-Kabali","doi":"10.1177/1476718X221125584","DOIUrl":"https://doi.org/10.1177/1476718X221125584","url":null,"abstract":"Contextual diversity in early childhood development present challenges and opportunities for holistic child development. This study explored home and parental factors associated with early childhood developmental outcomes in rural communities. Using purposive sampling, 175 families with children aged 0–8 (87 girls and 88 boys) were recruited to participate in the study. Parents responded to home and parenting measures assessing early developmental supports at home. Child developmental outcomes (cognition, alphabet knowledge, receptive language, pattern reasoning, attention, and fine motor skills) for 58 children were assessed. Correlations showed positive associations of home and parent measures with child outcomes except socioeconomic status and receptive language. This study highlights presence of nurturance care and stimulatory behaviors in rural communities that reflect variations in child outcomes. Based on findings, it was recommended that parent empowering programs be embedded in practices of childcare that incorporate local knowledge and materials including ways they foster different aspects of early developmental skills.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786282","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}

引用次数: 0

Shared Book Reading Intervention for Parents of Infants and Toddlers. 针对婴幼儿家长的图书共享阅读干预。

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Research

Pub Date : 2022-09-01 Epub Date: 2022-05-04 DOI: 10.1177/1476718x221091462

Brenda Salley, Debora Daniels, Corinne Walker, Kandace Fleming

Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a book-sharing intervention for parents of 12- to 36-month-olds. The current study evaluated acceptability/usability and preliminary efficacy of book-sharing intervention in a randomized controlled trial. Parent-child dyads were randomized to either 8-week book-sharing intervention (n=15) or wait list control (n=15). Parent book-sharing skills were assessed at baseline, post-intervention, and 2-month follow-up. Results indicated parents found the intervention highly acceptable and useful. Parents receiving intervention demonstrated significant improvement in book-sharing strategies compared to controls at post-intervention and 2-month follow-up. The current study provides evidence for the benefit of a brief, low intensity, targeted intervention to enhance parent book-sharing with infants and toddlers.

共读图书是促进儿童语言和早期发展的一种行之有效的手段。然而，现有的分享阅读干预措施主要只针对 3 岁及以上的儿童，而高质量的对话策略则较少系统地应用于婴幼儿。为了弥补这一不足，我们为 12 到 36 个月大的婴幼儿家长开发了一种图书分享干预方法。本研究通过随机对照试验评估了图书分享干预的可接受性/可用性和初步疗效。亲子二人组被随机分配到为期 8 周的图书分享干预（15 人）或候补对照组（15 人）。在基线、干预后和两个月的随访中，对家长的图书分享技能进行了评估。结果表明，家长们认为干预非常容易接受和有用。与对照组相比，接受干预的家长在干预后和两个月的随访中，分享图书的策略有了明显改善。本研究提供了证据，证明简短、低强度、有针对性的干预对促进家长与婴幼儿分享图书是有益的。

{"title":"Shared Book Reading Intervention for Parents of Infants and Toddlers.","authors":"Brenda Salley, Debora Daniels, Corinne Walker, Kandace Fleming","doi":"10.1177/1476718x221091462","DOIUrl":"10.1177/1476718x221091462","url":null,"abstract":"<p><p>Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a book-sharing intervention for parents of 12- to 36-month-olds. The current study evaluated acceptability/usability and preliminary efficacy of book-sharing intervention in a randomized controlled trial. Parent-child dyads were randomized to either 8-week book-sharing intervention (n=15) or wait list control (n=15). Parent book-sharing skills were assessed at baseline, post-intervention, and 2-month follow-up. Results indicated parents found the intervention highly acceptable and useful. Parents receiving intervention demonstrated significant improvement in book-sharing strategies compared to controls at post-intervention and 2-month follow-up. The current study provides evidence for the benefit of a brief, low intensity, targeted intervention to enhance parent book-sharing with infants and toddlers.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9455889/pdf/nihms-1782005.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10132944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chinese parents’ experiences of reading English storybooks to preschool children: A case in Guangzhou, China 中国父母给学龄前儿童读英语故事书的经验——以广州为例

IF 1.2 Q2 Social Sciences

Journal of Early Childhood Research

Pub Date : 2022-06-28 DOI: 10.1177/1476718X221105379

Yingsheng Liu

This study investigated Chinese parents’ experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most English learners in the world, China has an increasing number of parents making an early start for children to learn English. This study followed the tripartite framework of Family Language Policy (FLP) to examine Chinese parents’ beliefs, practices and management in early storybook reading activities. In-depth interviews with 20 parents in Guangzhou revealed that parents’ English reading practices are language-oriented with utilitarian language ideologies. Parents’ reading practices and management were identified with contextual constraints, including non-English speaking environments, parents’ inadequate English proficiency and knowledge of selecting English storybooks. Our findings highlight the impact of English globalization on the educational practices in local families with implications for educational practitioners in countries with similar changing sociolinguistic landscapes.

本研究调查了中国父母给学龄前儿童读英语故事书的经验。虽然英语作为一种全球语言的传播与对英语教育的日益重视有关，但很少有研究调查它对非英语国家早期家庭读写习惯的影响。中国是世界上英语学习者最多的国家，越来越多的家长让孩子早早开始学习英语。本研究采用家庭语言政策(FLP)的三方框架，考察了中国父母在早期故事书阅读活动中的信念、实践和管理。通过对广州20位家长的深度访谈发现，家长的英语阅读行为是语言导向的，具有功利主义的语言意识形态。父母的阅读实践和管理受到语境限制，包括非英语环境、父母英语水平不足和选择英语故事书的知识。我们的研究结果强调了英语全球化对当地家庭教育实践的影响，这对具有类似变化的社会语言学景观的国家的教育从业者具有启示意义。

{"title":"Chinese parents’ experiences of reading English storybooks to preschool children: A case in Guangzhou, China","authors":"Yingsheng Liu","doi":"10.1177/1476718X221105379","DOIUrl":"https://doi.org/10.1177/1476718X221105379","url":null,"abstract":"This study investigated Chinese parents’ experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most English learners in the world, China has an increasing number of parents making an early start for children to learn English. This study followed the tripartite framework of Family Language Policy (FLP) to examine Chinese parents’ beliefs, practices and management in early storybook reading activities. In-depth interviews with 20 parents in Guangzhou revealed that parents’ English reading practices are language-oriented with utilitarian language ideologies. Parents’ reading practices and management were identified with contextual constraints, including non-English speaking environments, parents’ inadequate English proficiency and knowledge of selecting English storybooks. Our findings highlight the impact of English globalization on the educational practices in local families with implications for educational practitioners in countries with similar changing sociolinguistic landscapes.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65921887","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}

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Journal of Early Childhood Research

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀