Pub Date : 2022-11-07DOI: 10.1080/02568543.2022.2134235
E. Hoctor, E. Murphy, L. Connaughton, M. O’Connor, L. McHugh, Heidi McCarron, J. Breen, G. O’Reilly
ABSTRACT During childhood and adolescence, it is crucial for individuals to develop appropriate emotional literacy, coping, and social skills. Programmes targeting youth well-being are increasingly being implemented in schools around the world. This study aims to describe the opinions of schoolchildren with low levels of subjective well-being in relation to A Lust for Life Schools Programme, a universal well-being and resilience programme for primary school students in Ireland. The study also aims to illustrate participants’ descriptions of emotions, coping skills, relationships, and well-being-related concepts, both before and after engaging in the programme through pre- and post-programme interviews. The journey of 20 primary school students (ages 10–13) who engaged in A Lust for Life Schools Programme was captured through semi-structured interviews conducted at three timepoints; pre-programme (n = 20), immediately post-programme (n = 8), and 12–16 weeks post-programme (n = 12). Thematic analysis was conducted on the interview data. Five primary themes were constructed: 1) programme feedback, 2) understanding feelings, 3) coping skills, 4) connection, and 5) illustrations of change. Findings suggest that A Lust for Life Schools Programme is an enjoyable and beneficial way for schoolchildren with low levels of subjective well-being to learn emotional literacy and coping skills in a social, interactive way.
{"title":"Schoolchildren’s Experience of Engaging in A Lust for Life Schools Programme","authors":"E. Hoctor, E. Murphy, L. Connaughton, M. O’Connor, L. McHugh, Heidi McCarron, J. Breen, G. O’Reilly","doi":"10.1080/02568543.2022.2134235","DOIUrl":"https://doi.org/10.1080/02568543.2022.2134235","url":null,"abstract":"ABSTRACT During childhood and adolescence, it is crucial for individuals to develop appropriate emotional literacy, coping, and social skills. Programmes targeting youth well-being are increasingly being implemented in schools around the world. This study aims to describe the opinions of schoolchildren with low levels of subjective well-being in relation to A Lust for Life Schools Programme, a universal well-being and resilience programme for primary school students in Ireland. The study also aims to illustrate participants’ descriptions of emotions, coping skills, relationships, and well-being-related concepts, both before and after engaging in the programme through pre- and post-programme interviews. The journey of 20 primary school students (ages 10–13) who engaged in A Lust for Life Schools Programme was captured through semi-structured interviews conducted at three timepoints; pre-programme (n = 20), immediately post-programme (n = 8), and 12–16 weeks post-programme (n = 12). Thematic analysis was conducted on the interview data. Five primary themes were constructed: 1) programme feedback, 2) understanding feelings, 3) coping skills, 4) connection, and 5) illustrations of change. Findings suggest that A Lust for Life Schools Programme is an enjoyable and beneficial way for schoolchildren with low levels of subjective well-being to learn emotional literacy and coping skills in a social, interactive way.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49407120","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 : 2022-10-14DOI: 10.1080/02568543.2022.2130664
Published in Journal of Research in Childhood Education (Vol. 36, No. 4, 2022)
发表于《儿童教育研究》2022年第36卷第4期
{"title":"Acknowledgment of Reviewers for Volume 36","authors":"","doi":"10.1080/02568543.2022.2130664","DOIUrl":"https://doi.org/10.1080/02568543.2022.2130664","url":null,"abstract":"Published in Journal of Research in Childhood Education (Vol. 36, No. 4, 2022)","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517124","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 : 2022-09-21DOI: 10.1080/02568543.2022.2118913
T. Bastianello, M. Brondino, V. Persici, M. Majorano
ABSTRACT The present contribution aims at presenting an assessment tool (i.e., the TALK-assessment) built to evaluate the language development and school readiness of Italian preschoolers before they enter primary school, and its predictive validity for the children’s reading and writing skills at the end of the first year of primary school. The early literacy competences of 98 preschoolers were assessed and the statistical proprieties (item difficulty level and Discrimination Index, and the factorial structure using Confirmatory Factor Analysis) of each subtest of the assessment were presented (Study 1). Results showed that the subtests of the tool have good psychometric properties, with the only exception of the morpho-syntactic comprehension task, and are adequate for use with preschoolers in the school context. Study 2 investigated the early literacy skills of a group of 62 preschoolers and their reading and writing abilities at the end of primary school 1st grade. The scores obtained in the phonological awareness task of the final version of the assessment in preschool significantly predicted children’s reading scores 12 months later, at primary school. The scores obtained in the lexical comprehension and morpho-syntactic production (i.e., sentence repetition) tasks of the final version of the assessment in preschool significantly predicted children’s writing scores 12 months later, at primary school. The assessment has specific characteristics that make it a valuable candidate for adoption in educational settings, both to identify fragile areas in time to modify the children’s developmental paths to literacy and to prevent future language and literacy difficulties at primary school.
{"title":"A Novel Computer-Based Assessment Tool for Evaluating Early Literacy Skills in Italian Preschoolers","authors":"T. Bastianello, M. Brondino, V. Persici, M. Majorano","doi":"10.1080/02568543.2022.2118913","DOIUrl":"https://doi.org/10.1080/02568543.2022.2118913","url":null,"abstract":"ABSTRACT The present contribution aims at presenting an assessment tool (i.e., the TALK-assessment) built to evaluate the language development and school readiness of Italian preschoolers before they enter primary school, and its predictive validity for the children’s reading and writing skills at the end of the first year of primary school. The early literacy competences of 98 preschoolers were assessed and the statistical proprieties (item difficulty level and Discrimination Index, and the factorial structure using Confirmatory Factor Analysis) of each subtest of the assessment were presented (Study 1). Results showed that the subtests of the tool have good psychometric properties, with the only exception of the morpho-syntactic comprehension task, and are adequate for use with preschoolers in the school context. Study 2 investigated the early literacy skills of a group of 62 preschoolers and their reading and writing abilities at the end of primary school 1st grade. The scores obtained in the phonological awareness task of the final version of the assessment in preschool significantly predicted children’s reading scores 12 months later, at primary school. The scores obtained in the lexical comprehension and morpho-syntactic production (i.e., sentence repetition) tasks of the final version of the assessment in preschool significantly predicted children’s writing scores 12 months later, at primary school. The assessment has specific characteristics that make it a valuable candidate for adoption in educational settings, both to identify fragile areas in time to modify the children’s developmental paths to literacy and to prevent future language and literacy difficulties at primary school.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903171","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 : 2022-08-31DOI: 10.1080/02568543.2022.2111482
Warabud Suppalarkbunlue, Nuanchan Chutabhakdikul, Kanda Lertladaluck, Y. Moriguchi
ABSTRACT Executive function (EF) is an early cognitive skill that rapidly develops during the preschool years. One of the common EF issues in young children is inhibitory control. This study investigates the impact of music-movement activities on children’s inhibitory control. We designed the music-movement training (MMT) program for preschoolers to practice monitoring and controlling their actions. A quasi-experimental, pretest-posttest design was used to investigate the effectiveness of the MMT program on children’s EF. Preschoolers age 4–5 years old were assigned to receive the 45-minute MMT, three times/week, for eight weeks (n = 39; 21 boys, mean age 4.36 ± 0.42 years), or regular classroom activities (n = 40; 17 boys, mean age 4.49 ± 0.29 years). After training, the MMT group showed greater improvement in the performance of inhibitory control tasks as compared to the control group, but showed no significant change in working memory and cognitive flexibility. In conclusion, music-movement activities may be helpful for teachers to enhance inhibitory control in preschool children. We suggest that the preschool curriculum should emphasize more music-movement activities by integrating them into everyday learning activities.
{"title":"Promoting Inhibitory Control in Preschool Children Through Music-Movement Activities in the Classroom","authors":"Warabud Suppalarkbunlue, Nuanchan Chutabhakdikul, Kanda Lertladaluck, Y. Moriguchi","doi":"10.1080/02568543.2022.2111482","DOIUrl":"https://doi.org/10.1080/02568543.2022.2111482","url":null,"abstract":"ABSTRACT Executive function (EF) is an early cognitive skill that rapidly develops during the preschool years. One of the common EF issues in young children is inhibitory control. This study investigates the impact of music-movement activities on children’s inhibitory control. We designed the music-movement training (MMT) program for preschoolers to practice monitoring and controlling their actions. A quasi-experimental, pretest-posttest design was used to investigate the effectiveness of the MMT program on children’s EF. Preschoolers age 4–5 years old were assigned to receive the 45-minute MMT, three times/week, for eight weeks (n = 39; 21 boys, mean age 4.36 ± 0.42 years), or regular classroom activities (n = 40; 17 boys, mean age 4.49 ± 0.29 years). After training, the MMT group showed greater improvement in the performance of inhibitory control tasks as compared to the control group, but showed no significant change in working memory and cognitive flexibility. In conclusion, music-movement activities may be helpful for teachers to enhance inhibitory control in preschool children. We suggest that the preschool curriculum should emphasize more music-movement activities by integrating them into everyday learning activities.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49024797","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 : 2022-08-26DOI: 10.1080/02568543.2022.2107588
Jennifer J. Chen, Hui Li
ABSTRACT In this conceptual paper, we propose a new three-pronged theoretical framework derived from Chinese philosophy: (1) Tian Shi (timing), (2) Di Li (context), and (3) Ren He (human capital). Specifically, we delineate the nature of Tian Shi, Di Li, Ren He required for the successful translation of top-down education policy into practice using Hong Kong as a case example. Applying this new conceptual framework, we conducted secondary data analysis of two cases examining the implementability of U.S.-originated and popular child-centered early childhood models by Hong Kong kindergarten teachers (serving children ages 3–6), with one case focusing on the Project Approach in one kindergarten, and the other on the HighScope Curriculum in another kindergarten. The findings revealed that Hong Kong had not yet attained favorable Tian Shi, Di Li, Ren He to render success in these kindergarten teachers’ adoption of imported early childhood approaches with fidelity due to incompatibility in sociocultural and educational realities as well as professional competence. Instead, the teachers’ implementation behaviors made a case for a hybrid model as a viable and potentially sustainable solution to reconcile these contextual incompatibilities by weaving local and global practices into a conflation.
{"title":"Tian Shi (Timing) Di Li (Context) Ren He (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model","authors":"Jennifer J. Chen, Hui Li","doi":"10.1080/02568543.2022.2107588","DOIUrl":"https://doi.org/10.1080/02568543.2022.2107588","url":null,"abstract":"ABSTRACT In this conceptual paper, we propose a new three-pronged theoretical framework derived from Chinese philosophy: (1) Tian Shi (timing), (2) Di Li (context), and (3) Ren He (human capital). Specifically, we delineate the nature of Tian Shi, Di Li, Ren He required for the successful translation of top-down education policy into practice using Hong Kong as a case example. Applying this new conceptual framework, we conducted secondary data analysis of two cases examining the implementability of U.S.-originated and popular child-centered early childhood models by Hong Kong kindergarten teachers (serving children ages 3–6), with one case focusing on the Project Approach in one kindergarten, and the other on the HighScope Curriculum in another kindergarten. The findings revealed that Hong Kong had not yet attained favorable Tian Shi, Di Li, Ren He to render success in these kindergarten teachers’ adoption of imported early childhood approaches with fidelity due to incompatibility in sociocultural and educational realities as well as professional competence. Instead, the teachers’ implementation behaviors made a case for a hybrid model as a viable and potentially sustainable solution to reconcile these contextual incompatibilities by weaving local and global practices into a conflation.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44320652","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 : 2022-08-22DOI: 10.1080/02568543.2022.2100021
S. Alam, A. Dubé
ABSTRACT There is little empirical data on the extent of home numeracy practice using technology, though previous research shows that home numeracy activities are linked with children’s mathematics abilities. This study describes the process of constructing an inventory of digital home numeracy practice (DHNP-i). Parents (n = 126) of elementary children participated in the study. Psychometric assessments (such as internal consistency of items, composite reliability, convergent validity) were used to validate the scale, which measures the frequency of DHNP, parents’ role in common DHNP (e.g., mobile math games/apps), how math apps are selected, math app types, supports provided by math apps, and parental perceptions of math app effectiveness. The results suggest that the DHNP measurement model (consisting of 19 items and five constructs) underlying the scale is a reliable and valid tool to assess home numeracy practice using technology. The newly developed scale will ultimately help researchers explore the impact of DHNP on young children’s mathematics development.
{"title":"Measuring Digital Home Numeracy Practice: A Scale Development and Validation Study","authors":"S. Alam, A. Dubé","doi":"10.1080/02568543.2022.2100021","DOIUrl":"https://doi.org/10.1080/02568543.2022.2100021","url":null,"abstract":"ABSTRACT There is little empirical data on the extent of home numeracy practice using technology, though previous research shows that home numeracy activities are linked with children’s mathematics abilities. This study describes the process of constructing an inventory of digital home numeracy practice (DHNP-i). Parents (n = 126) of elementary children participated in the study. Psychometric assessments (such as internal consistency of items, composite reliability, convergent validity) were used to validate the scale, which measures the frequency of DHNP, parents’ role in common DHNP (e.g., mobile math games/apps), how math apps are selected, math app types, supports provided by math apps, and parental perceptions of math app effectiveness. The results suggest that the DHNP measurement model (consisting of 19 items and five constructs) underlying the scale is a reliable and valid tool to assess home numeracy practice using technology. The newly developed scale will ultimately help researchers explore the impact of DHNP on young children’s mathematics development.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49483188","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 : 2022-08-12DOI: 10.1080/02568543.2022.2097348
Annegien Langeloo, Marjolein I. Deunk, Mayra Mascareño Lara, J. Strijbos
ABSTRACT With a growing number of multilingual children entering early childhood education, teachers are challenged to create appropriate learning opportunities for all children. Given diverse literacy skills and cultural backgrounds, early childhood educators might provide different support to children after an inappropriate child response depending on the child’s language background. Therefore, the present study aimed to identify different types of teacher third-position support (i.e., support provided after not being satisfied with the child response or nonresponse) in interaction with multilingual and monolingual kindergartners. We conducted a multiple case study in which three kindergarten teachers and seven multilingual and five monolingual children were observed in the classroom during one school year. Support sequences were analyzed using content analysis. We identified six different types of teacher third-position support in educational interactions with multilingual children: allocate turn to another child, provision of hints, reduction of choice, establishing common ground, modeling, and using the home language. Teachers tended to use reduction of choice more with multilingual children, whereas provision of hints was used more with monolingual children. Overall, the presented study enabled us to obtain an in-depth view of how teachers differentially adopt types of third-position support in interaction with multilingual and monolingual kindergartners.
{"title":"Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms","authors":"Annegien Langeloo, Marjolein I. Deunk, Mayra Mascareño Lara, J. Strijbos","doi":"10.1080/02568543.2022.2097348","DOIUrl":"https://doi.org/10.1080/02568543.2022.2097348","url":null,"abstract":"ABSTRACT With a growing number of multilingual children entering early childhood education, teachers are challenged to create appropriate learning opportunities for all children. Given diverse literacy skills and cultural backgrounds, early childhood educators might provide different support to children after an inappropriate child response depending on the child’s language background. Therefore, the present study aimed to identify different types of teacher third-position support (i.e., support provided after not being satisfied with the child response or nonresponse) in interaction with multilingual and monolingual kindergartners. We conducted a multiple case study in which three kindergarten teachers and seven multilingual and five monolingual children were observed in the classroom during one school year. Support sequences were analyzed using content analysis. We identified six different types of teacher third-position support in educational interactions with multilingual children: allocate turn to another child, provision of hints, reduction of choice, establishing common ground, modeling, and using the home language. Teachers tended to use reduction of choice more with multilingual children, whereas provision of hints was used more with monolingual children. Overall, the presented study enabled us to obtain an in-depth view of how teachers differentially adopt types of third-position support in interaction with multilingual and monolingual kindergartners.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44759463","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 : 2022-08-11DOI: 10.1080/02568543.2022.2098427
Junyi Yang, J. Lawrence, V. Grøver
ABSTRACT This study examined how parental expectations were associated with Chinese-Norwegian dual language learners’ Chinese language skills. A total of 118 Chinese parents in Norway completed a questionnaire in which they reported their expectations for their children’s Chinese language development, characteristics of the home literacy environment (resources and practices), and children’s Chinese language skills. The children were ages 1;6–14;0 (M = 6;2, SD = 2;6) and spoke Chinese at home while learning Norwegian in preschool and school. We found that parental expectations positively linked to parent-reported Chinese language skills. Moreover, this link was partially a factor of children’s Chinese home literacy environment. The results suggest that parents who manifested their expectations by facilitating a rich home literacy environment (i.e., children’s books and activities like shared reading, storytelling, listening to songs, online chatting with Chinese relatives, and playing with Chinese friends) supported their children’s Chinese language skills. By documenting parents’ efforts and their association with improved language outcomes, this study adds nuance to our understanding of the high expectations set by Chinese immigrant parents, and provides implications for parents, teachers, and researchers.
{"title":"Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners","authors":"Junyi Yang, J. Lawrence, V. Grøver","doi":"10.1080/02568543.2022.2098427","DOIUrl":"https://doi.org/10.1080/02568543.2022.2098427","url":null,"abstract":"ABSTRACT This study examined how parental expectations were associated with Chinese-Norwegian dual language learners’ Chinese language skills. A total of 118 Chinese parents in Norway completed a questionnaire in which they reported their expectations for their children’s Chinese language development, characteristics of the home literacy environment (resources and practices), and children’s Chinese language skills. The children were ages 1;6–14;0 (M = 6;2, SD = 2;6) and spoke Chinese at home while learning Norwegian in preschool and school. We found that parental expectations positively linked to parent-reported Chinese language skills. Moreover, this link was partially a factor of children’s Chinese home literacy environment. The results suggest that parents who manifested their expectations by facilitating a rich home literacy environment (i.e., children’s books and activities like shared reading, storytelling, listening to songs, online chatting with Chinese relatives, and playing with Chinese friends) supported their children’s Chinese language skills. By documenting parents’ efforts and their association with improved language outcomes, this study adds nuance to our understanding of the high expectations set by Chinese immigrant parents, and provides implications for parents, teachers, and researchers.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45438821","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 : 2022-08-10DOI: 10.1080/02568543.2022.2097349
Jiahong Su, Weipeng Yang, Hui Li
ABSTRACT Coding (or computer programming) helps equip children with an intellectual structure that is valuable for their lifelong learning and development. The proliferation of innovative coding platforms, especially screen-free programmable robotics, has made it possible for coding to be integrated into early childhood education (ECE). However, how the coding curriculum has been designed and used in ECE settings, as well as its effectiveness, is understudied. This scoping review evaluates, synthesizes, and displays 20 studies on coding curriculum in early childhood published in 2012–2021, involving curriculum design, coding platforms, pedagogical approaches, research methods, and research findings. The review contributes to a mapping of existing work focusing on coding curricula in early childhood, thus demystifying and clarifying the characteristics and effectiveness of these intervention programs. Its findings also shed light on the improvement mechanism and solutions of early computing education in both quantity and quality.
{"title":"A Scoping Review of Studies on Coding Curriculum in Early Childhood: Investigating Its Design, Implementation, and Evaluation","authors":"Jiahong Su, Weipeng Yang, Hui Li","doi":"10.1080/02568543.2022.2097349","DOIUrl":"https://doi.org/10.1080/02568543.2022.2097349","url":null,"abstract":"ABSTRACT Coding (or computer programming) helps equip children with an intellectual structure that is valuable for their lifelong learning and development. The proliferation of innovative coding platforms, especially screen-free programmable robotics, has made it possible for coding to be integrated into early childhood education (ECE). However, how the coding curriculum has been designed and used in ECE settings, as well as its effectiveness, is understudied. This scoping review evaluates, synthesizes, and displays 20 studies on coding curriculum in early childhood published in 2012–2021, involving curriculum design, coding platforms, pedagogical approaches, research methods, and research findings. The review contributes to a mapping of existing work focusing on coding curricula in early childhood, thus demystifying and clarifying the characteristics and effectiveness of these intervention programs. Its findings also shed light on the improvement mechanism and solutions of early computing education in both quantity and quality.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45824039","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 : 2022-07-14DOI: 10.1080/02568543.2022.2075497
S. Harbin, Angel Fettig
ABSTRACT Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive behavior support (PBS) strategies to effectively address young children’s challenging behaviors and promote prosocial skills. However, there is limited research investigating the feasibility of a PBIS approach in Part C early intervention settings, which employ a family-centered approach to serve an increasingly culturally and linguistically heterogeneous population of young children and their families. This article presents findings from a convergent mixed methods study aiming to understand the impact of PBIS approach components implemented in an early intervention context (PBIS-EI) to support diverse families in addressing children’s challenging behaviors at home. EI practitioners’ implementation of PBS strategies is measured over time and practitioner experiences with supporting parents’ use of PBS strategies are explored via qualitative interviews. Findings show increases in EI practitioner confidence and implementation of strategies, as well as practitioner-reported experiences. Implications for practice and future research are discussed.
{"title":"Equipping EI Practitioners in Using PBS Strategies to Support Families With Addressing Challenging Behaviors: A Mixed Methods Pilot Study","authors":"S. Harbin, Angel Fettig","doi":"10.1080/02568543.2022.2075497","DOIUrl":"https://doi.org/10.1080/02568543.2022.2075497","url":null,"abstract":"ABSTRACT Challenging behaviors are linked to negative long-term developmental outcomes for young children with disabilities and remain a primary focus of service delivery for many early intervention practitioners and families. Positive Behavior Interventions and Supports (PBIS) is a tiered prevention framework that recommends evidence-based positive behavior support (PBS) strategies to effectively address young children’s challenging behaviors and promote prosocial skills. However, there is limited research investigating the feasibility of a PBIS approach in Part C early intervention settings, which employ a family-centered approach to serve an increasingly culturally and linguistically heterogeneous population of young children and their families. This article presents findings from a convergent mixed methods study aiming to understand the impact of PBIS approach components implemented in an early intervention context (PBIS-EI) to support diverse families in addressing children’s challenging behaviors at home. EI practitioners’ implementation of PBS strategies is measured over time and practitioner experiences with supporting parents’ use of PBS strategies are explored via qualitative interviews. Findings show increases in EI practitioner confidence and implementation of strategies, as well as practitioner-reported experiences. Implications for practice and future research are discussed.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45134203","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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