Pub Date : 2023-11-29DOI: 10.1177/14639491231217067
Zeynep Avcı, Feyza Tantekin Erden, Fatma Yalçın
International migration, although interrupted slightly by the travel restrictions due to Covid-19, is still quite common and influential resulting in cultural, ethnic, and religious diversity within countries. Designing educational settings that meet the needs of a diverse population is crucial in promoting integration of migrant newcomers. By promoting integration through specific policies, countries may eliminate inequality, poverty, and injustice. National documents can provide information that represents these policies. Thus, the aim of this study was to examine the early childhood education curriculum of the top five countries ranked in the educational integration domain of the Migrant Integration Policy Index (MIPEX). Document analysis method was used to determine the reflections of integration policy. It was concluded that integration is promoted through target curricula by specific focus on democratic and humanitarian values and rights. Also, flexibility of the curricula allowed practitioners to adapt their practices based on local needs. Thus, according to these results, several implications were provided for future research and practice.
{"title":"Integration within national documents: An examination of early childhood education curriculum of five high-achieving countries of MIPEX","authors":"Zeynep Avcı, Feyza Tantekin Erden, Fatma Yalçın","doi":"10.1177/14639491231217067","DOIUrl":"https://doi.org/10.1177/14639491231217067","url":null,"abstract":"International migration, although interrupted slightly by the travel restrictions due to Covid-19, is still quite common and influential resulting in cultural, ethnic, and religious diversity within countries. Designing educational settings that meet the needs of a diverse population is crucial in promoting integration of migrant newcomers. By promoting integration through specific policies, countries may eliminate inequality, poverty, and injustice. National documents can provide information that represents these policies. Thus, the aim of this study was to examine the early childhood education curriculum of the top five countries ranked in the educational integration domain of the Migrant Integration Policy Index (MIPEX). Document analysis method was used to determine the reflections of integration policy. It was concluded that integration is promoted through target curricula by specific focus on democratic and humanitarian values and rights. Also, flexibility of the curricula allowed practitioners to adapt their practices based on local needs. Thus, according to these results, several implications were provided for future research and practice.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"175 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211731","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 : 2023-11-27DOI: 10.1177/14639491231215387
Flóra Faragó, Sarah Savoy, Tingting Xu, Yuan He
The current study analyzed body-weight representation of characters in 50 children's picturebooks about body image. A repeated-measures ANOVA confirmed that average-weight characters were depicted significantly more often than thin and fat characters, both of which were depicted equally as often. There were four times as many average-weight characters as fat characters and nearly 11 times as many average-weight characters as thin characters in the picturebooks. Average-weight and fat characters were depicted significantly more often with positive traits compared to negative traits. Average-weight characters were depicted engaging with food and exercise more often than fat and thin characters. White children and girls were predominantly portrayed in the picturebooks. There appears to be a lack of diverse body-weight representation in the picturebooks analyzed, which leaves room for diversifying the representation of children of varied body weights across children's picturebooks.
{"title":"Body weight representation in children's picturebooks","authors":"Flóra Faragó, Sarah Savoy, Tingting Xu, Yuan He","doi":"10.1177/14639491231215387","DOIUrl":"https://doi.org/10.1177/14639491231215387","url":null,"abstract":"The current study analyzed body-weight representation of characters in 50 children's picturebooks about body image. A repeated-measures ANOVA confirmed that average-weight characters were depicted significantly more often than thin and fat characters, both of which were depicted equally as often. There were four times as many average-weight characters as fat characters and nearly 11 times as many average-weight characters as thin characters in the picturebooks. Average-weight and fat characters were depicted significantly more often with positive traits compared to negative traits. Average-weight characters were depicted engaging with food and exercise more often than fat and thin characters. White children and girls were predominantly portrayed in the picturebooks. There appears to be a lack of diverse body-weight representation in the picturebooks analyzed, which leaves room for diversifying the representation of children of varied body weights across children's picturebooks.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"20 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139229450","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 : 2023-11-26DOI: 10.1177/14639491231217069
Robby Anggriawan
{"title":"Book review: A Pedagogy of Play: Supporting Playful Learning in Classrooms and Schools by Ben Mardell, Jen Ryan, Mara Krechevky, Megina Baker, Savhannah Schulz and Tvinne Liu Constant","authors":"Robby Anggriawan","doi":"10.1177/14639491231217069","DOIUrl":"https://doi.org/10.1177/14639491231217069","url":null,"abstract":"","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"15 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235562","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 : 2023-11-23DOI: 10.1177/14639491231209586
Patricia A. Edwards, Patriann Smith
A plethora of services in early childhood care and education has not sufficiently resulted in equitable practice for families and, specifically, families of Color across the globe. Despite numerous programs geared toward alleviating literacy challenges, families of Color worldwide continue to experience Eurocentric approaches to addressing the literacies of their children, as well as the practices they hold dear. This insistence on programming that is focused on family literacy and not “family literacies” has created a context where the playing field remains unlevel, and all students are not provided with equal opportunities. Moreover, even with largely sanctioned programming, the potentiality of the multiple literacies of families of Color has been left untapped and thus obscured, making it impossible to identify the meaningful contributions that such families can provide to the field. The authors argue in this article that this obscured potentiality, engendered through centuries of assumptions made about the supposed ‘illiteracy' of families of Color, and inadvertently reinforced by the silencing of parents and families of Color in drawing from the imagination of their children and on the extant narratives of their daily lives, continues to be maintained through Eurocentric mechanisms that tout a false notion of what young children of Color can and cannot do. In response, parent-of-Color stories is presented as a mechanism for recognizing and restoring the potentiality of families of Color worldwide.
{"title":"From illiterate assumption to literate potentiality: Harnessing the possibility of parent-of-Color stories","authors":"Patricia A. Edwards, Patriann Smith","doi":"10.1177/14639491231209586","DOIUrl":"https://doi.org/10.1177/14639491231209586","url":null,"abstract":"A plethora of services in early childhood care and education has not sufficiently resulted in equitable practice for families and, specifically, families of Color across the globe. Despite numerous programs geared toward alleviating literacy challenges, families of Color worldwide continue to experience Eurocentric approaches to addressing the literacies of their children, as well as the practices they hold dear. This insistence on programming that is focused on family literacy and not “family literacies” has created a context where the playing field remains unlevel, and all students are not provided with equal opportunities. Moreover, even with largely sanctioned programming, the potentiality of the multiple literacies of families of Color has been left untapped and thus obscured, making it impossible to identify the meaningful contributions that such families can provide to the field. The authors argue in this article that this obscured potentiality, engendered through centuries of assumptions made about the supposed ‘illiteracy' of families of Color, and inadvertently reinforced by the silencing of parents and families of Color in drawing from the imagination of their children and on the extant narratives of their daily lives, continues to be maintained through Eurocentric mechanisms that tout a false notion of what young children of Color can and cannot do. In response, parent-of-Color stories is presented as a mechanism for recognizing and restoring the potentiality of families of Color worldwide.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"75 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242789","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 : 2023-11-21DOI: 10.1177/14639491231215370
Robby Anggriawan
{"title":"Book review: Technology’s Child: Digital Media’s Role in the Ages and Stages of Growing Up by Katie Davis","authors":"Robby Anggriawan","doi":"10.1177/14639491231215370","DOIUrl":"https://doi.org/10.1177/14639491231215370","url":null,"abstract":"","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"49 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251751","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: 10.1177/14639491231213986
Jiaen Ou, Benjamin Luke Moorhouse
As young children need more careful support and guidance than adolescents and adult learners, teachers in lower grades have extra considerations as they shift between teaching modalities. This colloquium seeks to bring attention to the experiences of one Hong Kong primary school English language teacher as she shifted between face-to-face, online and hybrid teaching over a two-year period during the COVID-19 pandemic. It is hoped that by sharing the teacher's first-hand accounts and reflections, pre-service and in-service teachers of young learners will be better prepared for changing realities and modalities.
{"title":"Shifting between face-to-face, online and hybrid teaching modes: A reflection on one Hong Kong primary school teacher's experiences with young learners during the COVID-19 pandemic","authors":"Jiaen Ou, Benjamin Luke Moorhouse","doi":"10.1177/14639491231213986","DOIUrl":"https://doi.org/10.1177/14639491231213986","url":null,"abstract":"As young children need more careful support and guidance than adolescents and adult learners, teachers in lower grades have extra considerations as they shift between teaching modalities. This colloquium seeks to bring attention to the experiences of one Hong Kong primary school English language teacher as she shifted between face-to-face, online and hybrid teaching over a two-year period during the COVID-19 pandemic. It is hoped that by sharing the teacher's first-hand accounts and reflections, pre-service and in-service teachers of young learners will be better prepared for changing realities and modalities.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"133 33","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351963","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 : 2023-11-08DOI: 10.1177/14639491231212943
Henri V Pesonen, Aino Äikäs, Elina Viljamaa, Noora Heiskanen, Marja Syrjämäki, Eija Kärnä
The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and early childhood education and care nurses). The data was collected by using the method of empathy-based stories, which prompts participants to produce stories. A qualitative analysis of 104 professionals’ stories produced one overarching theme of professionalism comprising two interconnected main themes: (1) established support solutions and (2) a willingness to understand the child. The findings suggest that understanding a child as a unique individual with autism is a cornerstone of favourable pedagogical support solutions for belonging.
{"title":"Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care","authors":"Henri V Pesonen, Aino Äikäs, Elina Viljamaa, Noora Heiskanen, Marja Syrjämäki, Eija Kärnä","doi":"10.1177/14639491231212943","DOIUrl":"https://doi.org/10.1177/14639491231212943","url":null,"abstract":"The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and early childhood education and care nurses). The data was collected by using the method of empathy-based stories, which prompts participants to produce stories. A qualitative analysis of 104 professionals’ stories produced one overarching theme of professionalism comprising two interconnected main themes: (1) established support solutions and (2) a willingness to understand the child. The findings suggest that understanding a child as a unique individual with autism is a cornerstone of favourable pedagogical support solutions for belonging.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"52 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430772","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 : 2023-11-07DOI: 10.1177/14639491231206944
Shin Ae Han, Joseph Tobin
In this article, the authors reflect on examples they have recorded of children spending time on the thresholds of their classmates’ activities during activity-area times. They use these examples to reconceptualize some commonplace understandings of the places and practices of everyday life in contemporary preschools. They do so by drawing on three related concepts of Walter Benjamin: the arcades (akin to the contemporary shopping mall), the threshold, and the flâneur (who observes the sites and crowds of the city without joining in). They draw parallels between Benjamin's writings on the flâneurs who occupied the thresholds of the 19th-century Paris arcades and the young children who look on without entering the learning and play areas of the contemporary progressive preschool classroom. Following Benjamin, it is suggested that children may remain on the thresholds of activities not just because of shyness or bewilderment but also to experience the pleasures of anticipation and, in some cases, as acts of quiet resistance. Although Benjamin's writings have been rarely applied to the field of early childhood education, they can stimulate new understandings of children's lives in preschool and provoke implications for rethinking aspects of preschool teaching practice.
{"title":"Using Walter Benjamin to rethink children's non-participation in play activities","authors":"Shin Ae Han, Joseph Tobin","doi":"10.1177/14639491231206944","DOIUrl":"https://doi.org/10.1177/14639491231206944","url":null,"abstract":"In this article, the authors reflect on examples they have recorded of children spending time on the thresholds of their classmates’ activities during activity-area times. They use these examples to reconceptualize some commonplace understandings of the places and practices of everyday life in contemporary preschools. They do so by drawing on three related concepts of Walter Benjamin: the arcades (akin to the contemporary shopping mall), the threshold, and the flâneur (who observes the sites and crowds of the city without joining in). They draw parallels between Benjamin's writings on the flâneurs who occupied the thresholds of the 19th-century Paris arcades and the young children who look on without entering the learning and play areas of the contemporary progressive preschool classroom. Following Benjamin, it is suggested that children may remain on the thresholds of activities not just because of shyness or bewilderment but also to experience the pleasures of anticipation and, in some cases, as acts of quiet resistance. Although Benjamin's writings have been rarely applied to the field of early childhood education, they can stimulate new understandings of children's lives in preschool and provoke implications for rethinking aspects of preschool teaching practice.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"12 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480108","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 : 2023-10-17DOI: 10.1177/14639491231206001
Kristin Lyn Whyte, Katherine K Delaney
In early childhood education there has long been a focus on “professionalizing the field.” While professionalization initiatives can be well meaning, they can have unintended consequences that exacerbate already existing systemic inequities present in the early childhood workforce, such as restricting opportunities for teachers of color to both progress in their fields and contribute to the knowledge that is often valued in “child-centered” spaces. In this article, the authors explore the consequences of professionalization policies from the perspective of a veteran Head Start teacher, Monae, whose tenure in early childhood started as a child attendee of the Head Start grant that her mother, and several other Black women, implemented in a Midwestern rust-belt city beginning in 1967. Drawing from post-qualitative and narrative methodologies, they foreground Monae's lived experience, as she had a front-row seat to a rising tide of accountability and the ways in which professionalization efforts created structures that limited the participation of many early childhood teachers. The organization that had held the Head Start grant in Monae's community since 1967 failed to meet rising accountability requirements. Monae describes what happened next, when a local district took over the grant. Through these stories, we can learn lessons about how problematic power dynamics and inequitable district policies can weaken the relationships between teachers, families, and Head Start classrooms, as well as between Head Start and the broader community.
{"title":"Exploring professionalization in early childhood: Reflections from a veteran Head Start teacher","authors":"Kristin Lyn Whyte, Katherine K Delaney","doi":"10.1177/14639491231206001","DOIUrl":"https://doi.org/10.1177/14639491231206001","url":null,"abstract":"In early childhood education there has long been a focus on “professionalizing the field.” While professionalization initiatives can be well meaning, they can have unintended consequences that exacerbate already existing systemic inequities present in the early childhood workforce, such as restricting opportunities for teachers of color to both progress in their fields and contribute to the knowledge that is often valued in “child-centered” spaces. In this article, the authors explore the consequences of professionalization policies from the perspective of a veteran Head Start teacher, Monae, whose tenure in early childhood started as a child attendee of the Head Start grant that her mother, and several other Black women, implemented in a Midwestern rust-belt city beginning in 1967. Drawing from post-qualitative and narrative methodologies, they foreground Monae's lived experience, as she had a front-row seat to a rising tide of accountability and the ways in which professionalization efforts created structures that limited the participation of many early childhood teachers. The organization that had held the Head Start grant in Monae's community since 1967 failed to meet rising accountability requirements. Monae describes what happened next, when a local district took over the grant. Through these stories, we can learn lessons about how problematic power dynamics and inequitable district policies can weaken the relationships between teachers, families, and Head Start classrooms, as well as between Head Start and the broader community.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944502","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 : 2023-10-17DOI: 10.1177/14639491231206004
Nomisha Kurian
Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the ‘empathy gap’ that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.
{"title":"AI's empathy gap: The risks of conversational Artificial Intelligence for young children's well-being and key ethical considerations for early childhood education and care","authors":"Nomisha Kurian","doi":"10.1177/14639491231206004","DOIUrl":"https://doi.org/10.1177/14639491231206004","url":null,"abstract":"Rapid technological advancements make it easier than ever for young children to ‘talk to’ artificial intelligence (AI). Conversational AI models spanning education and entertainment include those specifically designed for early childhood education and care, as well as those not designed for young children but easily accessible by them. It is therefore crucial to critically analyse the ethical implications for children's well-being when a conversation with AI is just a click away. This colloquium flags the ‘empathy gap’ that characterises AI systems that are designed to mimic empathy, explaining the risks of erratic or inadequate responses for child well-being. It discusses key social and technical concerns, tracing how conversational AI may be unable to adequately respond to young children's emotional needs and the limits of natural language processing due to AI's operation within predefined contexts determined by training data. While proficient at recognising patterns and data associations, conversational AI can falter when confronted with unconventional speech patterns, imaginative scenarios or the playful, non-literal language that is typical of children's communication. In addition, societal prejudices can infiltrate AI training data or influence the output of conversational AI, potentially undermining young children's rights to safe, non-discriminatory environments. This colloquium therefore underscores the ethical imperative of safeguarding children and responsible child-centred design. It offers a set of practical considerations for policies, practices and critical ethical reflection on conversational AI for the field of early childhood education and care, emphasising the need for transparent communication, continual evaluation and robust guard rails to prioritise children's well-being.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032704","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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