Pub Date : 2023-03-22DOI: 10.1177/14639491231162158
C. Nolan, C. Brennan, Tasha Tropp Laman
This study examined the potential role of critical reflection as a tool to support pre-service early childhood teacher interns in understanding and questioning pedagogical choices witnessed in their preschool internships while developing their own socially responsible teaching capacity. This study contributes to the field of critical reflection in teacher education by emphasizing an analysis of power, using Patricia Hill Collins’ matrices of power to understand the complexities of systemic injustices and identify potential solutions. The authors conducted an analysis of students’ critical reflections, which were completed weekly during their quarter-long preschool internship. The authors found that a critical analytic lens, using power, created intentional space to pause and expand interpretations of unequal and inequitable dynamics within the students’ preschool internship experiences, and had the potential to impact their subsequent pedagogical decisions. These findings hold the possibility for teacher preparation programs to bolster students’ reflective praxis and seed justice-oriented possibilities in early childhood education.
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Pub Date : 2023-03-16DOI: 10.1177/14639491231162185
Maria Cooper
Child well-being is of critical importance to who children are, what they do, and how they grow and develop in years to come (Organisation for Economic Co-operation and Development, 2021). This topic is of increasing interest to scholars and in debates about quality in early childhood education. However, research-based explorations of babies’well-being as a factor of quality in early childhood education are a rare find in the literature. Mary Benson McMullen’s book is a timely exception, with its main focus on the well-being of babies, their relational experiences with their families and care teachers, and the baby rooms they are part of. Based on her observations of baby rooms and experience of working with babies, families and care teachers, McMullen presents and analyses life stories to highlight both possibilities and tensions in infant/toddler care and education. I am drawn in particular to McMullen’s revelation that these curated stories derive from 12 years of research observations in four baby rooms in the USA. This careful selection and history gives each story a sense of authority to teach us something of value. Even though the stories are of a particular time and place, the reader is left in no doubt about the significance of these stories for today and tomorrow through the messages they embody. As I venture further into McMullen’s book, I feel excited about the possibility of using this book with my student teachers so that they, like me, may experience these stories in unique and meaningful ways. The book itself exhibits traces of many genres, from ethnographic to autobiographic, dramatic, historical non-fiction, and even romance and horror, depending on how the book is felt and experienced. No matter the genre, stories that are ‘bursting to be told’ (112) are the beating heart of this book. The protagonists are the babies, their families and their care teachers, who feature in plots that are engaging, gripping and noteworthy. Drawing inspiration from the works of Vivian Gussin Paley, McMullen’s book suggests we can all be storytellers and storysharers. The 160-page book is structured as six chapters. The first chapter sets the scene and provides a rationale for why the book is needed. The definitions and explanations are steeped in personal and professional wisdom. McMullen’s model of well-being, a central idea in this and other chapters, emphasises dimensions or ‘senses’ of well-being that have equal weighting in terms of importance. These senses include comfort and security, belonging, respect and communication, engagement and contribution, and efficacy and agency. McMullen describes her holistic model as a reimagining of Maslow’s (1943) original theory, intended to highlight the interconnections between the senses of well-being for babies, their families and their care teachers. For me, McMullen’s model represents a much-needed pushback on the linear progression and superficial ranking of human Book review
{"title":"Book Review: On being and well-being in infant/toddler care & education: Life stories from baby rooms by Mary Benson McMullen","authors":"Maria Cooper","doi":"10.1177/14639491231162185","DOIUrl":"https://doi.org/10.1177/14639491231162185","url":null,"abstract":"Child well-being is of critical importance to who children are, what they do, and how they grow and develop in years to come (Organisation for Economic Co-operation and Development, 2021). This topic is of increasing interest to scholars and in debates about quality in early childhood education. However, research-based explorations of babies’well-being as a factor of quality in early childhood education are a rare find in the literature. Mary Benson McMullen’s book is a timely exception, with its main focus on the well-being of babies, their relational experiences with their families and care teachers, and the baby rooms they are part of. Based on her observations of baby rooms and experience of working with babies, families and care teachers, McMullen presents and analyses life stories to highlight both possibilities and tensions in infant/toddler care and education. I am drawn in particular to McMullen’s revelation that these curated stories derive from 12 years of research observations in four baby rooms in the USA. This careful selection and history gives each story a sense of authority to teach us something of value. Even though the stories are of a particular time and place, the reader is left in no doubt about the significance of these stories for today and tomorrow through the messages they embody. As I venture further into McMullen’s book, I feel excited about the possibility of using this book with my student teachers so that they, like me, may experience these stories in unique and meaningful ways. The book itself exhibits traces of many genres, from ethnographic to autobiographic, dramatic, historical non-fiction, and even romance and horror, depending on how the book is felt and experienced. No matter the genre, stories that are ‘bursting to be told’ (112) are the beating heart of this book. The protagonists are the babies, their families and their care teachers, who feature in plots that are engaging, gripping and noteworthy. Drawing inspiration from the works of Vivian Gussin Paley, McMullen’s book suggests we can all be storytellers and storysharers. The 160-page book is structured as six chapters. The first chapter sets the scene and provides a rationale for why the book is needed. The definitions and explanations are steeped in personal and professional wisdom. McMullen’s model of well-being, a central idea in this and other chapters, emphasises dimensions or ‘senses’ of well-being that have equal weighting in terms of importance. These senses include comfort and security, belonging, respect and communication, engagement and contribution, and efficacy and agency. McMullen describes her holistic model as a reimagining of Maslow’s (1943) original theory, intended to highlight the interconnections between the senses of well-being for babies, their families and their care teachers. For me, McMullen’s model represents a much-needed pushback on the linear progression and superficial ranking of human Book review","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"369 - 370"},"PeriodicalIF":1.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45896278","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 : 2023-03-16DOI: 10.1177/14639491231161876
Khusna Irfiana, Romadhon
It is not an overstatement to say that teaching languages to young children with diverse backgrounds is challenging and dilemmatic for early childhood educators, particularly in addressing their unique needs. Limited research has been conducted to examine how early childhood education, teaching and care might address such issues. Karen Nemeth’s Educating Young Children with Diverse Languages and Cultures offers an insight into early childhood education for multilingual and/or bilingual children, and is therefore a must-read for early childhood educators. This book addresses issues related to the needs of children from diverse experiences, cultures, abilities and languages, with discussions of relevant competencies for the successful work of early childhood educators in inclusive and multidisciplinary perspectives on language development. It is worth noting that the title clearly addresses the content of the book: educating young children with diverse languages and cultures. The word ‘language’ is the central focus of this book, while ‘diversity’ is part of the discussion. The book starts with mentioning the core focus in the study of language development and its connections to all of the chapter topics, which is followed by a glossary of key terms and a list of essential competencies for early childhood educators. The remaining chapters correlate with the competencies that early childhood educators must uphold, such as how to support language development (chapter 2), how to get started as an early childhood educator (chapter 3), how to recognise the elements of a high-quality curriculum (chapter 3), and how to meet individual needs, the environment and materials, and family and community (chapters 4, 5 and 6, respectively). The following two chapters (chapters 7 and 8) discuss processes and practices for co-teaching and collaborating, as well as professional ethics and teacher dispositions in early childhood education. The last chapter (chapter 9) revisits the content of the preceding chapters from the perspectives of school administrators, teacher preparation instructors and professional development providers. The key contribution of this book is its concise description of language development and its links to becoming an early childhood educator with an eye towards success and resilience in a changing field. In the midst of shifting public opinion and attitudes towards teaching young children with diverse languages, early childhood educators may be perplexed about how to prepare for early childhood education while taking into account all of the needs of diverse children. Nemeth says: ‘Not every early childhood educator needs to be an expert in everything, but they do need to have the confidence to deal with every child’ (2). This book offers practical information for families and early childhood educators in maintaining and developing young children’s languages. For the Book review
{"title":"Book review: Educating young children with diverse languages and cultures by Karen N. Nemeth","authors":"Khusna Irfiana, Romadhon","doi":"10.1177/14639491231161876","DOIUrl":"https://doi.org/10.1177/14639491231161876","url":null,"abstract":"It is not an overstatement to say that teaching languages to young children with diverse backgrounds is challenging and dilemmatic for early childhood educators, particularly in addressing their unique needs. Limited research has been conducted to examine how early childhood education, teaching and care might address such issues. Karen Nemeth’s Educating Young Children with Diverse Languages and Cultures offers an insight into early childhood education for multilingual and/or bilingual children, and is therefore a must-read for early childhood educators. This book addresses issues related to the needs of children from diverse experiences, cultures, abilities and languages, with discussions of relevant competencies for the successful work of early childhood educators in inclusive and multidisciplinary perspectives on language development. It is worth noting that the title clearly addresses the content of the book: educating young children with diverse languages and cultures. The word ‘language’ is the central focus of this book, while ‘diversity’ is part of the discussion. The book starts with mentioning the core focus in the study of language development and its connections to all of the chapter topics, which is followed by a glossary of key terms and a list of essential competencies for early childhood educators. The remaining chapters correlate with the competencies that early childhood educators must uphold, such as how to support language development (chapter 2), how to get started as an early childhood educator (chapter 3), how to recognise the elements of a high-quality curriculum (chapter 3), and how to meet individual needs, the environment and materials, and family and community (chapters 4, 5 and 6, respectively). The following two chapters (chapters 7 and 8) discuss processes and practices for co-teaching and collaborating, as well as professional ethics and teacher dispositions in early childhood education. The last chapter (chapter 9) revisits the content of the preceding chapters from the perspectives of school administrators, teacher preparation instructors and professional development providers. The key contribution of this book is its concise description of language development and its links to becoming an early childhood educator with an eye towards success and resilience in a changing field. In the midst of shifting public opinion and attitudes towards teaching young children with diverse languages, early childhood educators may be perplexed about how to prepare for early childhood education while taking into account all of the needs of diverse children. Nemeth says: ‘Not every early childhood educator needs to be an expert in everything, but they do need to have the confidence to deal with every child’ (2). This book offers practical information for families and early childhood educators in maintaining and developing young children’s languages. For the Book review","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"232 - 234"},"PeriodicalIF":1.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41645132","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 : 2023-03-13DOI: 10.1177/14639491231162152
J. Byman, K. Kumpulainen, Jenny Renlund, C. Wong, P. Renshaw
Drawing on Donna Haraway's notion of speculative fabulation, in this study the authors investigate how a pedagogy grounded in mythical nature spirits, children's imaginative explorations and storying activities created spaces for children to explore socio-ecological worlds. Their inquiry draws on an ethnographic case study of three children (aged seven to eight) in a Finnish primary school who participated in a cross-curricular unit framed by a set of pedagogical materials called ‘The Riddle of the Spirit’. Their inquiry shows how speculative fabulations emerged into performing spaces, in which imaginary fabulations of humans, spirits and places created alternative narratives about more-than-human relations. Such fabulations emerged when the children became spirits, when the spirits were transformed from kings to queens, and when trees that humans had cut down could be revived and returned to the forest. Thus, the authors’ inquiry suggests that myths embedded in storying activities can offer unexplored educational opportunities to invite children to attend to and imagine socio-ecological worlds.
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Pub Date : 2023-03-02DOI: 10.1177/14639491231157143
M. White, M. Gibson, M. Theobald, A. Farrell
This article puts forward a discursive analysis of early childhood leadership in Australia, offering new ways of understanding the work of early childhood leaders and adding to the methodological tools used to consider work in early childhood education and care. While an emerging body of work recognises the complexities of early childhood leadership, there is little empirical work that identifies how early childhood leaders draw on discourses to understand their roles. This article reports on a study that problematises discursive understandings of ‘good’ early childhood leadership in collective-biography workshops with seven participants. A poststructural feminist inquiry, informed by Foucauldian theory, enabled complex and nuanced readings of early childhood leaders’ accounts. Discourses – or ways of thinking, speaking and doing – were identified and scrutinised through Foucauldian-informed discourse analysis. The findings were conceptualised through ironic categories that hold together discursive tensions and contradictions. Ironic categories, such as ‘diplomatically bossy’, provoke and stimulate new ways of thinking about what it means to be a ‘good’ early childhood leader. The findings add to the emerging conversation and new methodological approaches that address complexity, diversity and contingency in understandings of early childhood leadership.
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Pub Date : 2023-03-01DOI: 10.1177/14639491231156262
{"title":"Thanks to reviewers","authors":"","doi":"10.1177/14639491231156262","DOIUrl":"https://doi.org/10.1177/14639491231156262","url":null,"abstract":"","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136271108","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 : 2023-03-01DOI: 10.1177/14639491231153289
Nicola Yelland
In the first issue of 2023, we publish six articles, a colloquium and a book review that reflect the range and diversity of the field. The articles consider superdiversity and gender diversity, a review of research regarding the Anthropocene, experiences with the more-than-human, and children’s rights. Since we entered the global pandemic in 2020, it seems paradoxically inevitable that time has both stopped and moved with unstoppable speed. At the time of writing, the numbers of people contracting and being hospitalised with COVID-19 seem to be on the rise as the northern hemisphere progresses through winter, and in the south we welcome visitors from all over the globe seeking respite from the cold, as well as from the pandemic. Everyone seems to be craving a return to ‘normal’ that is being characterised with the term ‘the new normal’, while many of us regard normal as being irrelevant, or non-existent, and seek just to live fulfilling and sustainable lives. The articles in this issue seek new and alternative ways of reflecting on children’s lives as we move slowly on from the identification of the global pandemic, with the hope that the schism created offers us hope for doing things differently, to obtain more equitable and just childhoods for all children and their families and communities. In the first article, Chan and Ritchie ask us to participate in ‘Exploring a Tiriti-based superdiversity paradigm within early childhood care and education in Aotearoa New Zealand’. The article uses the lens of Te Tiriti o Waitangi (the Treaty of Waitangi, on Indigenous rights) to report the findings of their study, which ‘used a process of document analysis to examine early childhood care and education responses to increasing superdiversity in the “bicultural” legislative context of Aotearoa New Zealand’. The authors consider official documents that privilege the settler population’s view of Indigenous and migrant populations, which they deem to be ‘vulnerable’. They then use the lens of Te Tiriti o Waitangi and Vertovec’s (2007, 2019) superdiversity approach to explore these representations in an attempt to reconceptualise ways in which the nation’s priority learners might be supported. Next, Merewether interrogates one aspect of Piaget’s original works related to young children’s animism in ‘Enchanted animism: A matter of care’. Piaget maintained that young children can be characterised as being at a stage of ‘primitive thought’ prior to becoming more rational at a later stage. Merewether’s article calls for us to rethink this notion and suggests that ‘children’s animism, or “enchanted animism”’, is a ‘matter of care’, which then enables ‘an ethic of living more responsively and attentively with more-than-human others’. In her article, Merewether maintains that young children’s playful and enchanted animism enables them to experience their lifeworlds, including the more-than-human, in new and dynamic ways, and that adults should be attuned to this new wa
在2023年的第一期，我们发表了六篇文章，一个讨论会和一篇书评，反映了该领域的范围和多样性。这些文章讨论了超多样性和性别多样性，对人类世研究的回顾，超越人类的经验，以及儿童权利。自从我们在2020年进入全球大流行以来，看似矛盾的是，时间既停止了，又以不可阻挡的速度前进。在撰写本文时，随着北半球进入冬季，感染和住院的COVID-19人数似乎在上升，在南半球，我们欢迎来自全球各地的游客寻求缓解寒冷和大流行的机会。每个人似乎都渴望回归“正常”，这被称为“新常态”，而我们中的许多人认为正常是无关紧要的，或者不存在的，而只是寻求充实和可持续的生活。在我们缓慢地摆脱对这一全球流行病的确认之际，本期的文章寻求以新的和替代的方式来反思儿童的生活，希望所造成的分裂给我们带来希望，以不同的方式做事，为所有儿童及其家庭和社区获得更公平和公正的童年。在第一篇文章中，Chan和Ritchie要求我们参与“在新西兰奥特罗阿的早期儿童保育和教育中探索基于tiriti的超多样性范式”。这篇文章以《怀唐伊条约》(The Tiriti o Waitangi Treaty，关于原住民权利的条约)为视角，报告了他们的研究结果，该研究“使用文献分析的过程来检查幼儿保育和教育对新西兰“双文化”立法背景下日益增加的超级多样性的反应”。这组作者认为，官方文件赋予了定居者对土著和移民人口的特权，他们认为土著和移民人口是“脆弱的”。然后，他们使用Te Tiriti o Waitangi和Vertovec(2007年，2019年)的超多样性方法来探索这些表征，试图重新定义支持国家优先学习者的方式。接下来，Merewether在“魔法万物有灵论:一个关心的问题”中询问皮亚杰与幼儿万物有灵论相关的原创作品的一个方面。皮亚杰认为，幼儿在后期变得更加理性之前，可以被描述为处于“原始思维”阶段。Merewether的文章呼吁我们重新思考这一概念，并建议“儿童万物有灵论，或“魔法万物有灵论”，是一种“关心的问题”，它使“一种比人类更积极、更专注地生活的伦理”成为可能。在她的文章中，梅雷韦瑟坚持认为，幼儿的有趣和迷人的万物有灵论使他们能够以新的和充满活力的方式体验他们的生活世界，包括超越人类的世界，成年人应该适应这种新的思维方式。蒂蒙斯和艾顿在他们的文章《早期欢迎性别多样性:解读性别扩张实践的专业指导文件》中也质疑了官方文件。在这篇文章中，文件涉及整个加拿大的人权保护-特别是社论
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Pub Date : 2023-02-27DOI: 10.1177/14639491231155971
S. Michael-Luna, Daniel J. Castner
In this article, the authors consider the shift from neoliberalism to authoritarian practice and its chilling effect on early childhood education policy, practice, and advocacy work. Firstly, they consider the history of resistance found within the field of early childhood education, recognizing the success of the reconceptualization movement. Secondly, they present the case of the 2021–2022 US legislative session in the state of Florida as evidence of the emergence of authoritarian practices. The authors conclude with proposals for partial, provisional, and practical ways of responding to the increasingly authoritarian conditions governing the education of young children.
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Pub Date : 2023-02-19DOI: 10.1177/14639491231155554
Victoria Damjanovic, Jennifer K. Ward
This qualitative case study aims to explore the ways in which communities of practice support teacher learning, decision-making, and the purposeful infusion of social justice topics that are important to children within project work. The authors draw from transformative learning theory and critical pedagogy to guide their work in supporting early childhood education teachers in how social justice issues are connected to diversity, equity, advocacy, and liberation. The preliminary findings indicate the ways the communities of practice provided a safe space for the teachers to support one another regarding tensions of practice, and a space to center the knowledge and truth of children when integrating social justice topics in project work.
{"title":"Communities of practice as a launchpad for social justice planning in early childhood education","authors":"Victoria Damjanovic, Jennifer K. Ward","doi":"10.1177/14639491231155554","DOIUrl":"https://doi.org/10.1177/14639491231155554","url":null,"abstract":"This qualitative case study aims to explore the ways in which communities of practice support teacher learning, decision-making, and the purposeful infusion of social justice topics that are important to children within project work. The authors draw from transformative learning theory and critical pedagogy to guide their work in supporting early childhood education teachers in how social justice issues are connected to diversity, equity, advocacy, and liberation. The preliminary findings indicate the ways the communities of practice provided a safe space for the teachers to support one another regarding tensions of practice, and a space to center the knowledge and truth of children when integrating social justice topics in project work.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"363 - 368"},"PeriodicalIF":1.2,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47895510","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 : 2023-02-08DOI: 10.1177/14639491231152617
Kiri Gould, J.-P. E. Boyd, M. Tesar
This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much debate has focused on the counter-colonial, bicultural and transformative potential of the early childhood curriculum Te Whāriki, research has also focused on the complexities of requiring a largely monocultural (Pākeha/of European descent) and underprepared workforce to meet its complex aspirations in the context of a neo-liberal policy landscape. An under-recognised aspect of this challenge is how the same contexts give rise to inequitable and divisive relationships between teachers, diminishing opportunities for transformative justice for children and families. This article brings these two matters into dialogue: first, it is a critical examination of teachers’ narratives about their work and the complex and overlapping discourses that influence them and, second, it considers the transformative potential of inter-teacher groups as sites for restorative justice between teachers, leading to critical engagement with issues of inequity and collective advocacy.
{"title":"Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand","authors":"Kiri Gould, J.-P. E. Boyd, M. Tesar","doi":"10.1177/14639491231152617","DOIUrl":"https://doi.org/10.1177/14639491231152617","url":null,"abstract":"This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much debate has focused on the counter-colonial, bicultural and transformative potential of the early childhood curriculum Te Whāriki, research has also focused on the complexities of requiring a largely monocultural (Pākeha/of European descent) and underprepared workforce to meet its complex aspirations in the context of a neo-liberal policy landscape. An under-recognised aspect of this challenge is how the same contexts give rise to inequitable and divisive relationships between teachers, diminishing opportunities for transformative justice for children and families. This article brings these two matters into dialogue: first, it is a critical examination of teachers’ narratives about their work and the complex and overlapping discourses that influence them and, second, it considers the transformative potential of inter-teacher groups as sites for restorative justice between teachers, leading to critical engagement with issues of inequity and collective advocacy.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"176 - 188"},"PeriodicalIF":1.2,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129273","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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