Pub Date : 2021-06-01DOI: 10.1177/18369391211017245
S. Edwards
{"title":"Editorial","authors":"S. Edwards","doi":"10.1177/18369391211017245","DOIUrl":"https://doi.org/10.1177/18369391211017245","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211017245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45537828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-07DOI: 10.1177/18369391211018518
Caroline Cohrssen
An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.
{"title":"Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia","authors":"Caroline Cohrssen","doi":"10.1177/18369391211018518","DOIUrl":"https://doi.org/10.1177/18369391211018518","url":null,"abstract":"An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211018518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48123582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.1177/18369391211011264
Christopher Speldewinde, A. Kilderry, Coral Campbell
Bush kindergarten programmes (known as bush kinders), where preschool children learn in, about and with nature, are proliferating in Australian early childhood education. This scoping review reports on, and analyses, the research literature pertaining to how ethnography has been applied to the bush kinder context. We included studies conducted in related contexts, such as forest schools, and other programmes that focus on nature pedagogy, as these contexts assist us to better understand bush kinders. The findings from our literature review illustrate and confirm that empirical research in bush kinder settings is in its early stages. Consequently, bush kinders present opportunities for piloting research methodologies. After a review of the research literature, it was found that ethnography as a research methodology is valuable to understand teacher pedagogy, young children’s learning, the implications of researcher positionality, the context and the place of bush kinders in early childhood education and care.
{"title":"Ethnography and Bush Kinder Research: A Review of the Literature","authors":"Christopher Speldewinde, A. Kilderry, Coral Campbell","doi":"10.1177/18369391211011264","DOIUrl":"https://doi.org/10.1177/18369391211011264","url":null,"abstract":"Bush kindergarten programmes (known as bush kinders), where preschool children learn in, about and with nature, are proliferating in Australian early childhood education. This scoping review reports on, and analyses, the research literature pertaining to how ethnography has been applied to the bush kinder context. We included studies conducted in related contexts, such as forest schools, and other programmes that focus on nature pedagogy, as these contexts assist us to better understand bush kinders. The findings from our literature review illustrate and confirm that empirical research in bush kinder settings is in its early stages. Consequently, bush kinders present opportunities for piloting research methodologies. After a review of the research literature, it was found that ethnography as a research methodology is valuable to understand teacher pedagogy, young children’s learning, the implications of researcher positionality, the context and the place of bush kinders in early childhood education and care.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211011264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41800023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.1177/18369391211009696
Janet Scull, J. Page, M. Cock, C. Nguyen, L. Murray, P. Eadie, J. Sparling
There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument – the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children’s early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.
{"title":"Developing and Validating a Tool to Assess Young Children’s Early Literacy Engagement","authors":"Janet Scull, J. Page, M. Cock, C. Nguyen, L. Murray, P. Eadie, J. Sparling","doi":"10.1177/18369391211009696","DOIUrl":"https://doi.org/10.1177/18369391211009696","url":null,"abstract":"There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument – the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children’s early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211009696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44455370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-29DOI: 10.1177/18369391211014759
Alfredo Bautista, Y. Ho
Despite the urgent need to provide kindergarten teachers with professional development (PD) in music and movement, little is known about their needs, motivations, and preferences in this area. This interview study explores Hong Kong kindergarten teachers’ prior music and movement educational experiences and their self-perceived usefulness of such experiences, their needs and motivations to participate in further music and movement PD, and their preferences regarding PD facilitators, times, and learning activities. Evidence reveals that participants felt unprepared to enact the local music and movement curriculum guidelines, perceiving their prior educational experiences to be of low quality. Teachers showed high levels of need and motivation to participate in music and movement PD, showing preferences for initiatives facilitated by expert kindergarten teachers and musicians/performers, conducted during working hours or online, and involving classroom-based and content-focused activities. Findings raise awareness about the importance of providing kindergarten teachers with responsive music and movement PD.
{"title":"Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers","authors":"Alfredo Bautista, Y. Ho","doi":"10.1177/18369391211014759","DOIUrl":"https://doi.org/10.1177/18369391211014759","url":null,"abstract":"Despite the urgent need to provide kindergarten teachers with professional development (PD) in music and movement, little is known about their needs, motivations, and preferences in this area. This interview study explores Hong Kong kindergarten teachers’ prior music and movement educational experiences and their self-perceived usefulness of such experiences, their needs and motivations to participate in further music and movement PD, and their preferences regarding PD facilitators, times, and learning activities. Evidence reveals that participants felt unprepared to enact the local music and movement curriculum guidelines, perceiving their prior educational experiences to be of low quality. Teachers showed high levels of need and motivation to participate in music and movement PD, showing preferences for initiatives facilitated by expert kindergarten teachers and musicians/performers, conducted during working hours or online, and involving classroom-based and content-focused activities. Findings raise awareness about the importance of providing kindergarten teachers with responsive music and movement PD.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211014759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65701980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-28DOI: 10.1177/18369391211007327
Li Ling, Nicola Yelland, M. Hatzigianni, Camille Dickson-Deane
The Internet of Things is reshaping many households’ digital landscape and influencing children’s play and learning, especially in the form of toys that are named the Internet of Toys (IoToys). IoToys may generate a significant influence on children’s growth. While increasing attention is drawn to the IoToys, confusion around their conceptualization and use is evident. Without a thorough understanding of what the IoToys are, the progress of meaningful research on this topic will be greatly hindered. We, thus, conducted a systematic review to determine existing definitions of the IoToys using seven major databases over the past 20 years. After analyzing the definitions identified, we found that the previous definitions neglected the significance of defining “toys” in their work. The review led to a discussion around how to understand “toys” and then a more precise conceptualization of the IoToys, based on which implications for future research are offered.
{"title":"Toward a conceptualization of the internet of toys","authors":"Li Ling, Nicola Yelland, M. Hatzigianni, Camille Dickson-Deane","doi":"10.1177/18369391211007327","DOIUrl":"https://doi.org/10.1177/18369391211007327","url":null,"abstract":"The Internet of Things is reshaping many households’ digital landscape and influencing children’s play and learning, especially in the form of toys that are named the Internet of Toys (IoToys). IoToys may generate a significant influence on children’s growth. While increasing attention is drawn to the IoToys, confusion around their conceptualization and use is evident. Without a thorough understanding of what the IoToys are, the progress of meaningful research on this topic will be greatly hindered. We, thus, conducted a systematic review to determine existing definitions of the IoToys using seven major databases over the past 20 years. After analyzing the definitions identified, we found that the previous definitions neglected the significance of defining “toys” in their work. The review led to a discussion around how to understand “toys” and then a more precise conceptualization of the IoToys, based on which implications for future research are offered.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211007327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-21DOI: 10.1177/18369391211010344
A. Gibbons, S. Stover, Kiri Gould, S. Farquhar, M. Tesar, S. Arndt
The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.
{"title":"‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team","authors":"A. Gibbons, S. Stover, Kiri Gould, S. Farquhar, M. Tesar, S. Arndt","doi":"10.1177/18369391211010344","DOIUrl":"https://doi.org/10.1177/18369391211010344","url":null,"abstract":"The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211010344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41262775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-21DOI: 10.1177/18369391211010971
R. Ahtiainen, Elina Fonsén, Laura Kiuru
Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ (N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
{"title":"Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change","authors":"R. Ahtiainen, Elina Fonsén, Laura Kiuru","doi":"10.1177/18369391211010971","DOIUrl":"https://doi.org/10.1177/18369391211010971","url":null,"abstract":"Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ (N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211010971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-16DOI: 10.1177/18369391211009698
Sue Dockett, B. Perry
Most children starting primary school in Australia do so after attending early childhood education and participating in a transition to school programme. While this has become the expected pathway, it is not the one followed by all children and their families. In this article, we describe visible transitions as those that are known, understood and planned – that is, they follow the expected path. In contrast, invisible transitions occur when children and families arrive unexpectedly at school. Drawing on two studies involving 30 schools in two different states of Australia, we report the scope and nature of invisible transitions and the challenges and opportunities arising from invisible transitions in these schools. Each of the schools reported instances of invisible transitions. Some, but not all, schools promoted strategies involving school staff, other families and children to support those arriving unexpectedly. While invisible transition was identified as a challenge, the opportunities for reflecting on existing transition approaches and building inclusive strategies were also noted.
{"title":"Invisible transitions: Transitions to school following different paths","authors":"Sue Dockett, B. Perry","doi":"10.1177/18369391211009698","DOIUrl":"https://doi.org/10.1177/18369391211009698","url":null,"abstract":"Most children starting primary school in Australia do so after attending early childhood education and participating in a transition to school programme. While this has become the expected pathway, it is not the one followed by all children and their families. In this article, we describe visible transitions as those that are known, understood and planned – that is, they follow the expected path. In contrast, invisible transitions occur when children and families arrive unexpectedly at school. Drawing on two studies involving 30 schools in two different states of Australia, we report the scope and nature of invisible transitions and the challenges and opportunities arising from invisible transitions in these schools. Each of the schools reported instances of invisible transitions. Some, but not all, schools promoted strategies involving school staff, other families and children to support those arriving unexpectedly. While invisible transition was identified as a challenge, the opportunities for reflecting on existing transition approaches and building inclusive strategies were also noted.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/18369391211009698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42201298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.1177/1836939121999849
T. King, A. Scovelle, Anneke Meehl, A. Milner, N. Priest
This review aimed to synthesise studies examining the presence of gender stereotypes and biases expressed by young children aged 3–5 years, with a focus on informing early childhood settings. Our review located only 21 separate studies in 16 articles, highlighting a dearth of research in this area. There was substantial heterogeneity in the operationalisation of gender stereotypes and biases. There was evidence that children in early childhood are aware of, and can apply, gender stereotypes. There was also evidence of the malleability of these biases and stereotypes. The social and cultural environment plays a large role in defining the cues by which young children classify on the basis of gender. Research is needed to understand ways to support the establishment of equitable gender attitudes amongst children in early childhood, as this could deliver important benefits to individuals across their lifetime, as well as society more broadly.
{"title":"Gender stereotypes and biases in early childhood: A systematic review","authors":"T. King, A. Scovelle, Anneke Meehl, A. Milner, N. Priest","doi":"10.1177/1836939121999849","DOIUrl":"https://doi.org/10.1177/1836939121999849","url":null,"abstract":"This review aimed to synthesise studies examining the presence of gender stereotypes and biases expressed by young children aged 3–5 years, with a focus on informing early childhood settings. Our review located only 21 separate studies in 16 articles, highlighting a dearth of research in this area. There was substantial heterogeneity in the operationalisation of gender stereotypes and biases. There was evidence that children in early childhood are aware of, and can apply, gender stereotypes. There was also evidence of the malleability of these biases and stereotypes. The social and cultural environment plays a large role in defining the cues by which young children classify on the basis of gender. Research is needed to understand ways to support the establishment of equitable gender attitudes amongst children in early childhood, as this could deliver important benefits to individuals across their lifetime, as well as society more broadly.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1836939121999849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49470202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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