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":null,"pages":null},"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}
Pub Date : 2023-09-11DOI: 10.1080/02568543.2023.2248224
Lin Ge
This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.
{"title":"A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison","authors":"Lin Ge","doi":"10.1080/02568543.2023.2248224","DOIUrl":"https://doi.org/10.1080/02568543.2023.2248224","url":null,"abstract":"This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938335","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 : 2023-08-08DOI: 10.1080/02568543.2023.2268500
{"title":"Acknowledgment of Reviewers for Volume 37","authors":"","doi":"10.1080/02568543.2023.2268500","DOIUrl":"https://doi.org/10.1080/02568543.2023.2268500","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841114","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 : 2023-08-08DOI: 10.1080/02568543.2023.2237548
Jue Wang
{"title":"The Spy Girls and the Quest for “Forbidden” Literacy: Rural Chinese Girls’ Negotiation of “No Christmas” School Policy Through Subversive Literacy Practices","authors":"Jue Wang","doi":"10.1080/02568543.2023.2237548","DOIUrl":"https://doi.org/10.1080/02568543.2023.2237548","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48345247","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 : 2023-08-07DOI: 10.1080/02568543.2023.2239308
Ziyue Wu, Dandan Yang, Hasan Tinmaz
{"title":"Chinese Kindergarten Teachers’ Opinions on Advanced Technology Use","authors":"Ziyue Wu, Dandan Yang, Hasan Tinmaz","doi":"10.1080/02568543.2023.2239308","DOIUrl":"https://doi.org/10.1080/02568543.2023.2239308","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46454789","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 : 2023-08-04DOI: 10.1080/02568543.2023.2237559
S. Vanparys, Dries Debeer, H. Van Keer
{"title":"What's the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders","authors":"S. Vanparys, Dries Debeer, H. Van Keer","doi":"10.1080/02568543.2023.2237559","DOIUrl":"https://doi.org/10.1080/02568543.2023.2237559","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47929356","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 : 2023-08-03DOI: 10.1080/02568543.2023.2235417
F. Faragó
{"title":"(Not) Discussing Race, via Books, in Mainly White Preschools","authors":"F. Faragó","doi":"10.1080/02568543.2023.2235417","DOIUrl":"https://doi.org/10.1080/02568543.2023.2235417","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42744276","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 : 2023-07-27DOI: 10.1080/02568543.2023.2221719
R. Fowler
{"title":"An Examination of Educator Standards for Early Grade Teachers","authors":"R. Fowler","doi":"10.1080/02568543.2023.2221719","DOIUrl":"https://doi.org/10.1080/02568543.2023.2221719","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48398772","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 : 2023-07-27DOI: 10.1080/02568543.2023.2234957
G. Fragkiadaki, M. Fleer, P. Rai
{"title":"The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings","authors":"G. Fragkiadaki, M. Fleer, P. Rai","doi":"10.1080/02568543.2023.2234957","DOIUrl":"https://doi.org/10.1080/02568543.2023.2234957","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45562844","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 : 2023-07-26DOI: 10.1080/02568543.2023.2232832
Youjin Choi, Kristyn Frank
{"title":"Diversity, Economic Characteristics, and Retention of Early Learning and Child Care Workers in Canada","authors":"Youjin Choi, Kristyn Frank","doi":"10.1080/02568543.2023.2232832","DOIUrl":"https://doi.org/10.1080/02568543.2023.2232832","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43860956","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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