Pub Date : 2023-12-14DOI: 10.1080/02568543.2023.2280792
So Jung Kim, Song An, Christina Convertino, Minhye Son
This qualitative case study explores the intersection of family literacy, bilingualism, and critical media literacy by examining how mother-child conversations about children’s videos helped presch...
{"title":"Promoting Critical Media Literacy in Bilingual Households Through Mother-Child Conversations About Gender: A Multiple Case Study","authors":"So Jung Kim, Song An, Christina Convertino, Minhye Son","doi":"10.1080/02568543.2023.2280792","DOIUrl":"https://doi.org/10.1080/02568543.2023.2280792","url":null,"abstract":"This qualitative case study explores the intersection of family literacy, bilingualism, and critical media literacy by examining how mother-child conversations about children’s videos helped presch...","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"32 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683423","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 : 2023-12-14DOI: 10.1080/02568543.2023.2222785
Monazza Aslam, Saba Saeed, Belay Hagos, Baela Jamil
Caregiver support has been identified as a key feature of systems that deliver high-quality early childhood education. The purpose of this study is to explore the degree of engagement of parents/ca...
{"title":"Parental/Caregiver Engagement in Early Learning Systems: Findings From Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia","authors":"Monazza Aslam, Saba Saeed, Belay Hagos, Baela Jamil","doi":"10.1080/02568543.2023.2222785","DOIUrl":"https://doi.org/10.1080/02568543.2023.2222785","url":null,"abstract":"Caregiver support has been identified as a key feature of systems that deliver high-quality early childhood education. The purpose of this study is to explore the degree of engagement of parents/ca...","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"139 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683686","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}
This study aimed to assess the vulnerabilities of young Jamaican children in the first few months after the COVID-19 pandemic emerged in Jamaica in March 2020. The study participants (n = 649) were...
{"title":"Impact of COVID-19 on Young Children and Families in Jamaica","authors":"Maureen Samms-Vaughan, Sydonnie Pellington, Rosan Reynolds-Salmon","doi":"10.1080/02568543.2023.2281559","DOIUrl":"https://doi.org/10.1080/02568543.2023.2281559","url":null,"abstract":"This study aimed to assess the vulnerabilities of young Jamaican children in the first few months after the COVID-19 pandemic emerged in Jamaica in March 2020. The study participants (n = 649) were...","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"84 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683687","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 : 2023-12-13DOI: 10.1080/02568543.2023.2281565
Mohammad Safayet Khan, Erum Mariam, Nasrin Akter Akhi, Esrat Jahan, Sakila Yesmin
Pashe Achhi is a telecommunication model that emerged out of the COVID-19 pandemic in Bangladesh to provide support to 0- to 5-year-old children and their caregivers through mobile-to-mobile phone ...
{"title":"Pashe Achhi: A Low-Tech Model of Learning and Psychosocial Support for Children and Caregivers","authors":"Mohammad Safayet Khan, Erum Mariam, Nasrin Akter Akhi, Esrat Jahan, Sakila Yesmin","doi":"10.1080/02568543.2023.2281565","DOIUrl":"https://doi.org/10.1080/02568543.2023.2281565","url":null,"abstract":"Pashe Achhi is a telecommunication model that emerged out of the COVID-19 pandemic in Bangladesh to provide support to 0- to 5-year-old children and their caregivers through mobile-to-mobile phone ...","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"78 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683415","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 : 2023-12-13DOI: 10.1080/02568543.2023.2282662
Adela Peleg, Sharona T. Levy
While early childhood education worldwide has become increasingly interested in integrating makerspaces into their curricula, little research has examined how this can be done. We conducted a compa...
{"title":"On the Inter-Relationships Between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms","authors":"Adela Peleg, Sharona T. Levy","doi":"10.1080/02568543.2023.2282662","DOIUrl":"https://doi.org/10.1080/02568543.2023.2282662","url":null,"abstract":"While early childhood education worldwide has become increasingly interested in integrating makerspaces into their curricula, little research has examined how this can be done. We conducted a compa...","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"103 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683417","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 : 2023-11-13DOI: 10.1080/02568543.2023.2259946
Rina Zviel Girshin, Nathan Rosenberg, Ida Kukliansky
This longitudinal study of robot programming in early childhood (ROPEC) was performed based on summative and formative assessments of the robotics program in kindergarten and year one of elementary school. The study aims to broaden our knowledge about children’s understanding of programming, their confidence in ability to read and write programs, and their real capabilities of reading and explaining programs. In this study, we used a sample of 114 children (age 5–7 years) participating in the robotics program. Quantitative and qualitative data were collected from participant interviews. We added to the usual surveys a real evaluation by experts of children’s capability to read and explain the code. Unique emphasis was put on being able to assess objective vs. subjective aspects of a ROPEC participant. Our findings revealed significant differences between objective beliefs and real capabilities of children that should be dealt with in any robot programming; however, the findings were very positive. The results of this study provide crucial evidence that participation in ROPEC contributes in reducing the gender gap in science and engineering. Girls are not less interested or capable than boys in reading, writing, or explaining the code and in important aspects are even better and more eager.
{"title":"Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs","authors":"Rina Zviel Girshin, Nathan Rosenberg, Ida Kukliansky","doi":"10.1080/02568543.2023.2259946","DOIUrl":"https://doi.org/10.1080/02568543.2023.2259946","url":null,"abstract":"This longitudinal study of robot programming in early childhood (ROPEC) was performed based on summative and formative assessments of the robotics program in kindergarten and year one of elementary school. The study aims to broaden our knowledge about children’s understanding of programming, their confidence in ability to read and write programs, and their real capabilities of reading and explaining programs. In this study, we used a sample of 114 children (age 5–7 years) participating in the robotics program. Quantitative and qualitative data were collected from participant interviews. We added to the usual surveys a real evaluation by experts of children’s capability to read and explain the code. Unique emphasis was put on being able to assess objective vs. subjective aspects of a ROPEC participant. Our findings revealed significant differences between objective beliefs and real capabilities of children that should be dealt with in any robot programming; however, the findings were very positive. The results of this study provide crucial evidence that participation in ROPEC contributes in reducing the gender gap in science and engineering. Girls are not less interested or capable than boys in reading, writing, or explaining the code and in important aspects are even better and more eager.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"54 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282219","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 : 2023-10-19DOI: 10.1080/02568543.2023.2264931
Melissa Sherfinski
ABSTRACTThis study follows Mikah, an African American twice exceptional (2E-gifted and attention deficit hyperactivity disorder [ADHD]) kindergarten boy, in a U.S. classroom over the course of an academic semester, considering the research questions: How did Mikah (a pseudonym), age 5, experience microaggression in kindergarten? How were the microaggressions structured by the school/classroom and between home and school? A case study using ethnographic methods and critical discourse analysis methods was used. Data sources were collected and analyzed, including participant observation in the kindergarten classroom; interviews with teachers, children, parents, the coach, principal, and superintendent; children’s work samples; and classroom, school, and district media. The research findings showed how, across the year, Mikah switched his position from a victim of microaggressions by White people to the perpetrator of microaggressions toward Black peers and how Mikah’s White classroom teacher placed both Mikah and his father in perpetual need of disciplining because neither can completely avoid the “need” for her guidance on school-based normativity. The research indicated that racial microaggressions could spread and intensify when White teachers are not trained and committed to inclusive anti-racist approaches in the classroom, and to listening to Black children’s strengths and their parents’ wisdom.KEYWORDS: African American familiesearly childhood educationinclusive educationmicroagressionskindergarten Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Microaggressions and the Complexities of Smartness in Kindergarten","authors":"Melissa Sherfinski","doi":"10.1080/02568543.2023.2264931","DOIUrl":"https://doi.org/10.1080/02568543.2023.2264931","url":null,"abstract":"ABSTRACTThis study follows Mikah, an African American twice exceptional (2E-gifted and attention deficit hyperactivity disorder [ADHD]) kindergarten boy, in a U.S. classroom over the course of an academic semester, considering the research questions: How did Mikah (a pseudonym), age 5, experience microaggression in kindergarten? How were the microaggressions structured by the school/classroom and between home and school? A case study using ethnographic methods and critical discourse analysis methods was used. Data sources were collected and analyzed, including participant observation in the kindergarten classroom; interviews with teachers, children, parents, the coach, principal, and superintendent; children’s work samples; and classroom, school, and district media. The research findings showed how, across the year, Mikah switched his position from a victim of microaggressions by White people to the perpetrator of microaggressions toward Black peers and how Mikah’s White classroom teacher placed both Mikah and his father in perpetual need of disciplining because neither can completely avoid the “need” for her guidance on school-based normativity. The research indicated that racial microaggressions could spread and intensify when White teachers are not trained and committed to inclusive anti-racist approaches in the classroom, and to listening to Black children’s strengths and their parents’ wisdom.KEYWORDS: African American familiesearly childhood educationinclusive educationmicroagressionskindergarten Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728668","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 : 2023-10-12DOI: 10.1080/02568543.2023.2265977
Sara Nejatifar, Ahmad Abedi, Amir Ghamarani, Faramarz Asanjarani
ABSTRACTHybrid homeschooling is still in its initial phase in the Iranian education system and is still a mystery to many educators and parents. This study aimed to explore the reasons for choosing the homeschooling approach for gifted students using a grounded theory method. The sample of this qualitative study included 15 parents of gifted children and 10 specialists in giftedness recruited through purposive sampling. Factors influencing the homeschooling approach were collected through semi-structured interviews with professionals and parents and analyzed by the coding method based on grounded theory (Strauss & Corbin, 1997). The data analysis revealed 143 open codes, 12 axial codes, and three selective codes, including educational challenges of gifted students in school and public education and the demands and expectations of parents and students. The results demonstrated that the Iranian educational system does not meet the needs and expectations of gifted students and their parents; therefore, educators and parents are recommended to use hybrid homeschooling for this group of students. While the participants in this study do not strictly follow a hybrid schooling model, the findings suggest that adopting elements of hybrid schooling could be advantageous for gifted students.KEYWORDS: Educationgifted studentsgrounded theoryhybrid homeschooling AcknowledgmentsThe authors would like to thank the ethics committee of the host university for granting permission for the study and the participants for voluntarily taking part in the study.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Hybrid Homeschooling: A Missing Piece of the Gifted Education Puzzle","authors":"Sara Nejatifar, Ahmad Abedi, Amir Ghamarani, Faramarz Asanjarani","doi":"10.1080/02568543.2023.2265977","DOIUrl":"https://doi.org/10.1080/02568543.2023.2265977","url":null,"abstract":"ABSTRACTHybrid homeschooling is still in its initial phase in the Iranian education system and is still a mystery to many educators and parents. This study aimed to explore the reasons for choosing the homeschooling approach for gifted students using a grounded theory method. The sample of this qualitative study included 15 parents of gifted children and 10 specialists in giftedness recruited through purposive sampling. Factors influencing the homeschooling approach were collected through semi-structured interviews with professionals and parents and analyzed by the coding method based on grounded theory (Strauss & Corbin, 1997). The data analysis revealed 143 open codes, 12 axial codes, and three selective codes, including educational challenges of gifted students in school and public education and the demands and expectations of parents and students. The results demonstrated that the Iranian educational system does not meet the needs and expectations of gifted students and their parents; therefore, educators and parents are recommended to use hybrid homeschooling for this group of students. While the participants in this study do not strictly follow a hybrid schooling model, the findings suggest that adopting elements of hybrid schooling could be advantageous for gifted students.KEYWORDS: Educationgifted studentsgrounded theoryhybrid homeschooling AcknowledgmentsThe authors would like to thank the ethics committee of the host university for granting permission for the study and the participants for voluntarily taking part in the study.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135967944","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 : 2023-10-11DOI: 10.1080/02568543.2023.2263527
Anat Klemer, Vered Vaknin-Nusbaum
ABSTRACTThe correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant differences were found in most literacy measures between children with low and medium-high geometric thinking, in favor of the latter group. The findings suggest that students with a lower level of geometric thinking are also at literacy risk, and that the two processes share cognitive aspects. These relationships appear in 2nd grade, a relatively young age, which can be critical for children’s future development in both domains. Identifying children at risk for developing literacy and geometry difficulties can be essential in planning an integrated curriculum that refers to literacy in all its aspects, as a tool to prevent future failure both in geometry and language arts.KEYWORDS: Early literacyearly mathgeometric thinkingHebrewlanguage abilitieslinguistic literacyreading skills Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders","authors":"Anat Klemer, Vered Vaknin-Nusbaum","doi":"10.1080/02568543.2023.2263527","DOIUrl":"https://doi.org/10.1080/02568543.2023.2263527","url":null,"abstract":"ABSTRACTThe correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant differences were found in most literacy measures between children with low and medium-high geometric thinking, in favor of the latter group. The findings suggest that students with a lower level of geometric thinking are also at literacy risk, and that the two processes share cognitive aspects. These relationships appear in 2nd grade, a relatively young age, which can be critical for children’s future development in both domains. Identifying children at risk for developing literacy and geometry difficulties can be essential in planning an integrated curriculum that refers to literacy in all its aspects, as a tool to prevent future failure both in geometry and language arts.KEYWORDS: Early literacyearly mathgeometric thinkingHebrewlanguage abilitieslinguistic literacyreading skills Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063630","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 : 2023-10-06DOI: 10.1080/02568543.2023.2260433
Nicola Urquhart, Joanne Lee, Eileen Wood
ABSTRACTThe accessibility of mobile technologies opens a new world of possibilities for parents to support their children’s learning through game-based numeracy apps. Carefully designed numeracy apps can be effective at improving children’s foundational numeracy skills. In the absence of industry standards for quality, however, it is important to understand how parents choose numeracy apps for their children. Forty-five parents of children 3 to 6 years old completed a survey and explored four numeracy apps of varying quality and instructional supports. Parent ratings were consistent with trained coders in identification of the highest rated app. However, ratings for the three remaining apps differed from the coders’ ratings. Other factors apart from quality influenced parental ratings. For example, parents who had higher perceived math teaching confidence and those whose children used technology more often generally were more favorable in their app ratings. Overall, the study revealed strengths and challenges parents have evaluating numeracy apps.KEYWORDS: Math appsnumeracy parentstechnologyyoung children Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. No apps were chosen from the Tier 4 rating for this study because none of them met other inclusion criteria, such as being available on both Android and Apple devices and being free.
{"title":"Get That App!: Examining Parental Evaluations of Numeracy Apps","authors":"Nicola Urquhart, Joanne Lee, Eileen Wood","doi":"10.1080/02568543.2023.2260433","DOIUrl":"https://doi.org/10.1080/02568543.2023.2260433","url":null,"abstract":"ABSTRACTThe accessibility of mobile technologies opens a new world of possibilities for parents to support their children’s learning through game-based numeracy apps. Carefully designed numeracy apps can be effective at improving children’s foundational numeracy skills. In the absence of industry standards for quality, however, it is important to understand how parents choose numeracy apps for their children. Forty-five parents of children 3 to 6 years old completed a survey and explored four numeracy apps of varying quality and instructional supports. Parent ratings were consistent with trained coders in identification of the highest rated app. However, ratings for the three remaining apps differed from the coders’ ratings. Other factors apart from quality influenced parental ratings. For example, parents who had higher perceived math teaching confidence and those whose children used technology more often generally were more favorable in their app ratings. Overall, the study revealed strengths and challenges parents have evaluating numeracy apps.KEYWORDS: Math appsnumeracy parentstechnologyyoung children Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. No apps were chosen from the Tier 4 rating for this study because none of them met other inclusion criteria, such as being available on both Android and Apple devices and being free.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944273","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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