Pub Date : 2023-02-16DOI: 10.1080/02568543.2023.2168802
Jyotsna Pattnaik, N. Nath, Sangeeta Nath
ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.
{"title":"Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry","authors":"Jyotsna Pattnaik, N. Nath, Sangeeta Nath","doi":"10.1080/02568543.2023.2168802","DOIUrl":"https://doi.org/10.1080/02568543.2023.2168802","url":null,"abstract":"ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42713855","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 : 2023-01-27DOI: 10.1080/02568543.2023.2167025
J. Spong, T. Iacono, Ana Garcia-Melgar, K. Bagley, C. McKinstry, Nerida Hyett, M. Arthur-Kelly
ABSTRACT Training key stakeholders in the design of reasonable adjustments for students with disabilities could promote collaboration and inclusion. We tested the feasibility of a randomized controlled trial to evaluate the effectiveness of online education (intervention) in designing reasonable adjustments by Victorian (Australian) parents and professionals (n = 31). Participants suggested reasonable adjustments for contrived students with varied needs to support their participation in described classroom activities. Data collected pre- and post-intervention, and, at follow-up, were rated across five dimensions: Authenticity, Agency, Real Learning, Strengths Based, and Inclusion. Analyses from 15 intervention and 14 control participants (10 parents, 10 teaching staff, and 9 allied health professionals) showed higher scores for Inclusion post-intervention for the intervention group. This difference was maintained at follow-up, generalized to a new contrived student scenario, and mostly attributable to parents. Online education may improve parents’ contribution in the design of reasonable adjustments that promote inclusion. A larger study is warranted.
{"title":"Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia","authors":"J. Spong, T. Iacono, Ana Garcia-Melgar, K. Bagley, C. McKinstry, Nerida Hyett, M. Arthur-Kelly","doi":"10.1080/02568543.2023.2167025","DOIUrl":"https://doi.org/10.1080/02568543.2023.2167025","url":null,"abstract":"ABSTRACT Training key stakeholders in the design of reasonable adjustments for students with disabilities could promote collaboration and inclusion. We tested the feasibility of a randomized controlled trial to evaluate the effectiveness of online education (intervention) in designing reasonable adjustments by Victorian (Australian) parents and professionals (n = 31). Participants suggested reasonable adjustments for contrived students with varied needs to support their participation in described classroom activities. Data collected pre- and post-intervention, and, at follow-up, were rated across five dimensions: Authenticity, Agency, Real Learning, Strengths Based, and Inclusion. Analyses from 15 intervention and 14 control participants (10 parents, 10 teaching staff, and 9 allied health professionals) showed higher scores for Inclusion post-intervention for the intervention group. This difference was maintained at follow-up, generalized to a new contrived student scenario, and mostly attributable to parents. Online education may improve parents’ contribution in the design of reasonable adjustments that promote inclusion. A larger study is warranted.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43992269","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 : 2023-01-24DOI: 10.1080/02568543.2022.2161678
Yvonne Reyhing, S. Perren
ABSTRACT Quality of educator-child interaction is a well-established predictor of children’s well-being and development. Situational and personal characteristics seem to play an important role in the quality of interactions. More challenging situations, such as a large number of children or activities like meals or transitions, show lower quality. One important personal characteristic might be educator self-efficacy. However, empirical findings of the relation between self-efficacy and interaction quality are inconsistent. Situational characteristics might explain these inconsistent findings. We investigate the effects of educator self-efficacy as well as situational characteristics on the observed interaction quality and the moderating role of the situation on the relation between educators’ self-efficacy and interaction quality. A total of 245 early childhood care educators from 103 groups in Switzerland participated. A self-report questionnaire was used to assess educators’ self-efficacy. Interaction quality was observed using a standardized observation tool (CLASS Toddler). Results confirm that the presence of many children and activities like meals, routines, and transitions are related to lower interaction quality. Including situational characteristics like group size or mealtimes yielded some significant – and partly contradictory – associations between educator self-efficacy and interaction quality. We discuss the still unclear and partly problematic transmission of self- efficacy into interaction quality.
{"title":"The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care","authors":"Yvonne Reyhing, S. Perren","doi":"10.1080/02568543.2022.2161678","DOIUrl":"https://doi.org/10.1080/02568543.2022.2161678","url":null,"abstract":"ABSTRACT Quality of educator-child interaction is a well-established predictor of children’s well-being and development. Situational and personal characteristics seem to play an important role in the quality of interactions. More challenging situations, such as a large number of children or activities like meals or transitions, show lower quality. One important personal characteristic might be educator self-efficacy. However, empirical findings of the relation between self-efficacy and interaction quality are inconsistent. Situational characteristics might explain these inconsistent findings. We investigate the effects of educator self-efficacy as well as situational characteristics on the observed interaction quality and the moderating role of the situation on the relation between educators’ self-efficacy and interaction quality. A total of 245 early childhood care educators from 103 groups in Switzerland participated. A self-report questionnaire was used to assess educators’ self-efficacy. Interaction quality was observed using a standardized observation tool (CLASS Toddler). Results confirm that the presence of many children and activities like meals, routines, and transitions are related to lower interaction quality. Including situational characteristics like group size or mealtimes yielded some significant – and partly contradictory – associations between educator self-efficacy and interaction quality. We discuss the still unclear and partly problematic transmission of self- efficacy into interaction quality.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604297","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 : 2023-01-23DOI: 10.1080/02568543.2022.2155736
Christine Massing, Needal Ghadi, Daniel Kikulwe, Katerina Nakutnyy
ABSTRACT In response to the ongoing war in Syria, displaced persons fleeing war and persecution transited in neighboring countries before going on to resettle permanently in countries of reception such as Canada. The overall purpose of the study reported on here was to inquire into Syrian refugee background children’s early educational experiences in Syria, in transit countries, and in Canadian elementary schools. There is very limited scholarship on young refugee-background children’s schooling from their own perspectives across contexts, yet elements of these experiences have broader implications for understanding educational gaps and provisions. Theoretically framed by hermeneutics, in this qualitative interpretive inquiry, artistic and interview data were collected from eight Syrian children from refugee backgrounds, their parents, and their teachers over the period of a year. Data were analyzed within the hermeneutic circle following two arcs structuring iterative movement between our preliminary interpretations and interrogations of these understandings. Educational loss, safety, and resources and supports are elaborated as themes across contexts to exemplify assets the participants accrued in spite of adverse circumstances. Implications for constructing inclusive spaces for children from refugee backgrounds enrolled in elementary schools will be discussed.
{"title":"Elementary Schooling Across Borders: Refugee-Background Children’s Pre- and Post-Migration Experiences","authors":"Christine Massing, Needal Ghadi, Daniel Kikulwe, Katerina Nakutnyy","doi":"10.1080/02568543.2022.2155736","DOIUrl":"https://doi.org/10.1080/02568543.2022.2155736","url":null,"abstract":"ABSTRACT In response to the ongoing war in Syria, displaced persons fleeing war and persecution transited in neighboring countries before going on to resettle permanently in countries of reception such as Canada. The overall purpose of the study reported on here was to inquire into Syrian refugee background children’s early educational experiences in Syria, in transit countries, and in Canadian elementary schools. There is very limited scholarship on young refugee-background children’s schooling from their own perspectives across contexts, yet elements of these experiences have broader implications for understanding educational gaps and provisions. Theoretically framed by hermeneutics, in this qualitative interpretive inquiry, artistic and interview data were collected from eight Syrian children from refugee backgrounds, their parents, and their teachers over the period of a year. Data were analyzed within the hermeneutic circle following two arcs structuring iterative movement between our preliminary interpretations and interrogations of these understandings. Educational loss, safety, and resources and supports are elaborated as themes across contexts to exemplify assets the participants accrued in spite of adverse circumstances. Implications for constructing inclusive spaces for children from refugee backgrounds enrolled in elementary schools will be discussed.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634970","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 : 2023-01-01DOI: 10.1080/02568543.2022.2053006
Brianne A. Bruijns, Andrew M. Johnson, S. Burke, P. Tucker
ABSTRACT Early childhood educators (ECEs) play a vital role in encouraging healthy physical activity (PA) in childcare. As such, measuring ECEs’ self-efficacy to facilitate such programming is important. The ECE Confidence in Outdoor Movement, PA, and Sedentary and Screen Behaviors (ECE-COMPASS) questionnaire (30 items) was developed via expert consensus. A test-retest design was used to assess the reliability and validity of the questionnaire with 165 Canadian ECEs via an online survey administered twice, one week apart. Reliability was assessed using Cronbach’s alpha and test-retest statistics, and exploratory factor analysis (EFA) was employed to determine factorial validity. Internal consistency and factorial validity of a revised version of the tool (31 items) was also tested with 120 additional ECEs. The ECE-COMPASS questionnaire showed high internal consistency (Cronbach’s alpha > 0.90 across subscales) and modest temporal stability (test-retest statistics > 0.62). A two-factor solution was identified by the EFA for both versions of the tool, with the two-factor solution explaining 10% more variability within the revised version, compared with the original tool. The revised ECE-COMPASS questionnaire was found to be valid and reliable and is recommended for use to measure ECEs’ self-efficacy to promote PA and outdoor play and minimize sedentary behaviors in childcare.
{"title":"Educators’ Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study","authors":"Brianne A. Bruijns, Andrew M. Johnson, S. Burke, P. Tucker","doi":"10.1080/02568543.2022.2053006","DOIUrl":"https://doi.org/10.1080/02568543.2022.2053006","url":null,"abstract":"ABSTRACT Early childhood educators (ECEs) play a vital role in encouraging healthy physical activity (PA) in childcare. As such, measuring ECEs’ self-efficacy to facilitate such programming is important. The ECE Confidence in Outdoor Movement, PA, and Sedentary and Screen Behaviors (ECE-COMPASS) questionnaire (30 items) was developed via expert consensus. A test-retest design was used to assess the reliability and validity of the questionnaire with 165 Canadian ECEs via an online survey administered twice, one week apart. Reliability was assessed using Cronbach’s alpha and test-retest statistics, and exploratory factor analysis (EFA) was employed to determine factorial validity. Internal consistency and factorial validity of a revised version of the tool (31 items) was also tested with 120 additional ECEs. The ECE-COMPASS questionnaire showed high internal consistency (Cronbach’s alpha > 0.90 across subscales) and modest temporal stability (test-retest statistics > 0.62). A two-factor solution was identified by the EFA for both versions of the tool, with the two-factor solution explaining 10% more variability within the revised version, compared with the original tool. The revised ECE-COMPASS questionnaire was found to be valid and reliable and is recommended for use to measure ECEs’ self-efficacy to promote PA and outdoor play and minimize sedentary behaviors in childcare.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49088505","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 : 2022-12-01DOI: 10.1080/02568543.2022.2147258
M. Majorano, T. Bastianello, E. Florit, M. Lavelli, Beatrice Bertelli, Rachele Ferrari
ABSTRACT Studies have reported the importance of intervention programs to support early literacy in preschool. However, very few studies have tested the efficacy of intervention programs based on the syllabic method. This study aims to evaluate the effectiveness of a novel computer-based program based on the syllabic method for preschoolers (the Simo-syl program). Sixty-three 5-year-old children participated in the study, and their language and early literacy skills were tested. Thirty-four of them were included in the 12-week computer-based intervention program. The early literacy skills of all the children were then re-tested. The Simo-syl group showed a significant improvement in the syllabic segmentation and word identification tasks. Children with low language competences displayed greater improvements after the intervention than children with higher language competences. The Simo-syl intervention program effectively promotes early literacy skills, especially for children with language fragilities.
{"title":"An Intervention Program Based on the Syllabic Method for Enhancing Early Literacy in Preschool Children","authors":"M. Majorano, T. Bastianello, E. Florit, M. Lavelli, Beatrice Bertelli, Rachele Ferrari","doi":"10.1080/02568543.2022.2147258","DOIUrl":"https://doi.org/10.1080/02568543.2022.2147258","url":null,"abstract":"ABSTRACT Studies have reported the importance of intervention programs to support early literacy in preschool. However, very few studies have tested the efficacy of intervention programs based on the syllabic method. This study aims to evaluate the effectiveness of a novel computer-based program based on the syllabic method for preschoolers (the Simo-syl program). Sixty-three 5-year-old children participated in the study, and their language and early literacy skills were tested. Thirty-four of them were included in the 12-week computer-based intervention program. The early literacy skills of all the children were then re-tested. The Simo-syl group showed a significant improvement in the syllabic segmentation and word identification tasks. Children with low language competences displayed greater improvements after the intervention than children with higher language competences. The Simo-syl intervention program effectively promotes early literacy skills, especially for children with language fragilities.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45723868","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 : 2022-11-30DOI: 10.1080/02568543.2022.2146816
Tanya Christ, Iman Bakhoda, M. Chiu, X. C. Wang, Alexandra Schindel, Yu Liu
ABSTRACT We explored how teacher and child talk-turns were related to children’s subsequent comprehension responses during read-alouds. Data included three kindergarten teachers’ interactive read-alouds (736 talk-turns across six video-recorded and transcribed sessions). Talk-turns were coded using a priori and emergent codes. Statistical discourse analysis, which analyzes how previous talk-turns in a conversation are related to later talk-turns in the conversation, was used to identify how specific teacher an d child talk-turns within a read-aloud were related to a child’s later comprehension expressions during that same read-aloud. Findings show how specific talk-turns in which teachers mediate children’s behavior by (a) promoting particular child actions related to the read-aloud content or (b) restricting or expanding ways that children can participate, predict children’s subsequent comprehension responses during the read-aloud. Further, findings show how children’s talk-turns that mediate other children’s action related to the read-aloud content predict those children’s subsequent comprehension responses. These findings suggest new and more fine-grained ways that teachers and children can support children’s listening comprehension and vocabulary responses during read-aloud discussions.
{"title":"Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions","authors":"Tanya Christ, Iman Bakhoda, M. Chiu, X. C. Wang, Alexandra Schindel, Yu Liu","doi":"10.1080/02568543.2022.2146816","DOIUrl":"https://doi.org/10.1080/02568543.2022.2146816","url":null,"abstract":"ABSTRACT We explored how teacher and child talk-turns were related to children’s subsequent comprehension responses during read-alouds. Data included three kindergarten teachers’ interactive read-alouds (736 talk-turns across six video-recorded and transcribed sessions). Talk-turns were coded using a priori and emergent codes. Statistical discourse analysis, which analyzes how previous talk-turns in a conversation are related to later talk-turns in the conversation, was used to identify how specific teacher an d child talk-turns within a read-aloud were related to a child’s later comprehension expressions during that same read-aloud. Findings show how specific talk-turns in which teachers mediate children’s behavior by (a) promoting particular child actions related to the read-aloud content or (b) restricting or expanding ways that children can participate, predict children’s subsequent comprehension responses during the read-aloud. Further, findings show how children’s talk-turns that mediate other children’s action related to the read-aloud content predict those children’s subsequent comprehension responses. These findings suggest new and more fine-grained ways that teachers and children can support children’s listening comprehension and vocabulary responses during read-aloud discussions.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48255523","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 : 2022-11-18DOI: 10.1080/02568543.2022.2143969
Mefharet Veziroglu-Celik, Ibrahim H. Acar, Cansu Kaygisiz, Irem Koc
ABSTRACT Using a convergent parallel mixed methods design, the present study examined children’s screen time and social behaviors through parents’ perceptions. The participants were 113 children and their parents for the quantitative strand and 42 randomly selected parents for the qualitative strand of the study. Parents reported on children’s social behaviors and screen time in the quantitative strand, and semi-structured interviews were conducted with parents in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an open-coding system; following that, the quantitative and qualitative results were collaboratively discussed. Using cluster analyses, children were categorized into two groups (positive and relatively social negative behaviors) that reflect their social behaviors during peer play context. Qualitative analyses identified parents’ perceptions of their children’s social behavior and screen time. Accordingly, qualitative results consistently supported the two groups categorized in the quantitative strand. In addition, parents’ use of screen-related strategies was related to children’s positive social behaviors. Findings from the current study suggest that considering children’s engagement with screen time may contribute to a greater understanding of children’s social behaviors.
{"title":"A Convergent Parallel Mixed-Methods Study of Screen Time and Social Behaviors in Early Childhood","authors":"Mefharet Veziroglu-Celik, Ibrahim H. Acar, Cansu Kaygisiz, Irem Koc","doi":"10.1080/02568543.2022.2143969","DOIUrl":"https://doi.org/10.1080/02568543.2022.2143969","url":null,"abstract":"ABSTRACT Using a convergent parallel mixed methods design, the present study examined children’s screen time and social behaviors through parents’ perceptions. The participants were 113 children and their parents for the quantitative strand and 42 randomly selected parents for the qualitative strand of the study. Parents reported on children’s social behaviors and screen time in the quantitative strand, and semi-structured interviews were conducted with parents in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an open-coding system; following that, the quantitative and qualitative results were collaboratively discussed. Using cluster analyses, children were categorized into two groups (positive and relatively social negative behaviors) that reflect their social behaviors during peer play context. Qualitative analyses identified parents’ perceptions of their children’s social behavior and screen time. Accordingly, qualitative results consistently supported the two groups categorized in the quantitative strand. In addition, parents’ use of screen-related strategies was related to children’s positive social behaviors. Findings from the current study suggest that considering children’s engagement with screen time may contribute to a greater understanding of children’s social behaviors.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44660671","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 : 2022-11-16DOI: 10.1080/02568543.2022.2143459
Burcu Izci, R. Geesa, Shiyi Chen, Hyuksoon S. Song
ABSTRACT In this study, we explored Pre-K through 3rd-grade children’s home learning environments and caregivers’ perceptions, strategies, and attitudes regarding home learning during the COVID-19 pandemic. Participants included 10 caregivers and their Pre-K through 3rd-grade children. Data were collected via caregiver and child interviews, and a caregiver survey in Summer 2020. Descriptive statistics, and open, axial, and selective coding were used to analyze research data. Findings indicated that caregivers provided academic support for children’s learning, supervised their children’s technology use for academic purposes, and created study areas. Children’s learning activities were mainly in mathematics and language arts. During COVID-19, children completed homework and participated in activities with caregivers and siblings. Children reported missing their schools, friends, teachers, and school activities. Findings deepened our limited understanding of the home learning environment during the COVID-19 pandemic from caregivers’ and children’s perspectives and illuminated possible pathways to improve children’s learning at home with the assistance of caregivers and technology use.
{"title":"Home Learning Environments During the COVID-19 Pandemic: Caregivers’ and Children’s Perceptions","authors":"Burcu Izci, R. Geesa, Shiyi Chen, Hyuksoon S. Song","doi":"10.1080/02568543.2022.2143459","DOIUrl":"https://doi.org/10.1080/02568543.2022.2143459","url":null,"abstract":"ABSTRACT In this study, we explored Pre-K through 3rd-grade children’s home learning environments and caregivers’ perceptions, strategies, and attitudes regarding home learning during the COVID-19 pandemic. Participants included 10 caregivers and their Pre-K through 3rd-grade children. Data were collected via caregiver and child interviews, and a caregiver survey in Summer 2020. Descriptive statistics, and open, axial, and selective coding were used to analyze research data. Findings indicated that caregivers provided academic support for children’s learning, supervised their children’s technology use for academic purposes, and created study areas. Children’s learning activities were mainly in mathematics and language arts. During COVID-19, children completed homework and participated in activities with caregivers and siblings. Children reported missing their schools, friends, teachers, and school activities. Findings deepened our limited understanding of the home learning environment during the COVID-19 pandemic from caregivers’ and children’s perspectives and illuminated possible pathways to improve children’s learning at home with the assistance of caregivers and technology use.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46732415","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 : 2022-11-11DOI: 10.1080/02568543.2022.2139784
Karyn Allee, M. H. Clark, S. Roberts, B. Hu
ABSTRACT The role of play in early elementary education (K-2) generates dichotomous opinions, and more research is required to support efficacious pedagogical decision-making. This pilot study explored the effects of pedagogical approaches on Title I kindergarten students’ executive function (EF) to test the hypothesis that children, especially those from low socioeconomic backgrounds, will show greater gains in EF, reading, and math achievement when purposeful play is incorporated into learning. Students in the play-based group had statistically significantly stronger EF health than children in the contemporary group per teacher reports, and parents in the contemporary group were more concerned about children’s EF skills than those in the play-based group, although this was not statistically significant. Students in the play-based group had greater reading gains than students in the contemporary group. There were no statistically significant differences between classrooms in math growth, but there was a moderate effect size. The greater the teacher’s level of concern about students’ EF skills, the lower a child’s reading and math gains tended to be. Parent observations of children’s EF were not correlated to any measure. Despite some study limitations, the findings encourage continued exploration of play-based pedagogy to increase children’s EF skills and academic achievement outcomes.
{"title":"Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens","authors":"Karyn Allee, M. H. Clark, S. Roberts, B. Hu","doi":"10.1080/02568543.2022.2139784","DOIUrl":"https://doi.org/10.1080/02568543.2022.2139784","url":null,"abstract":"ABSTRACT The role of play in early elementary education (K-2) generates dichotomous opinions, and more research is required to support efficacious pedagogical decision-making. This pilot study explored the effects of pedagogical approaches on Title I kindergarten students’ executive function (EF) to test the hypothesis that children, especially those from low socioeconomic backgrounds, will show greater gains in EF, reading, and math achievement when purposeful play is incorporated into learning. Students in the play-based group had statistically significantly stronger EF health than children in the contemporary group per teacher reports, and parents in the contemporary group were more concerned about children’s EF skills than those in the play-based group, although this was not statistically significant. Students in the play-based group had greater reading gains than students in the contemporary group. There were no statistically significant differences between classrooms in math growth, but there was a moderate effect size. The greater the teacher’s level of concern about students’ EF skills, the lower a child’s reading and math gains tended to be. Parent observations of children’s EF were not correlated to any measure. Despite some study limitations, the findings encourage continued exploration of play-based pedagogy to increase children’s EF skills and academic achievement outcomes.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45665756","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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