Pub Date : 2023-10-02DOI: 10.1080/09669760.2023.2275413
I. Palaiologou
{"title":"Early childhood provision, practice and quality: the ambiguity of the meaning of quality","authors":"I. Palaiologou","doi":"10.1080/09669760.2023.2275413","DOIUrl":"https://doi.org/10.1080/09669760.2023.2275413","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09669760.2023.2261501
Tahir Saleem, Baber Sultan Ali Khan
ABSTRACTThe current study investigates how educational media influences the early bilingual language development of Pakistani children. An exploratory sequential research design was employed, spanning a 16-week observation period and the utilisation of a Likert-scale based questionnaire. A cohort of twenty 5-year-old children and their parents participated in the study. The findings reveal that exposure to second language (L2) culture through educational media can positively impact learning. However, the efficacy of this influence is contingent upon various factors such as media quality, frequency and duration of exposure, and cultural relevance. Furthermore, the study outlines both favourable and adverse outcomes of L2 cultural exposure on children's behaviour. Positive effects include fostering an appreciation for diverse cultures, enhancing language proficiency, and promoting cultural competence. Conversely, negative consequences encompass inappropriate behaviour and an over-reliance on screen time. The paper concludes by offering suggestions to parents and educators for mitigating negative effects. These recommendations involve monitoring screen time, introducing alternative forms of entertainment, and leveraging cartoons and nursery rhymes as tools to teach cultural diversity and encourage identity formation. Lastly, the study underscores the significance of combining the use of educational media with other language learning techniques to deliver a holistic language learning experience.KEYWORDS: Mediabilingual language developmentPakistani childrencartoons and nursery rhymescultural exposure AcknowledgementWe appreciate Maryum Tahir, an MS Applied Linguistics scholar, for assisting with data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Exploring the efficacy of children’s media use in enhancing L2 vocabulary acquisition","authors":"Tahir Saleem, Baber Sultan Ali Khan","doi":"10.1080/09669760.2023.2261501","DOIUrl":"https://doi.org/10.1080/09669760.2023.2261501","url":null,"abstract":"ABSTRACTThe current study investigates how educational media influences the early bilingual language development of Pakistani children. An exploratory sequential research design was employed, spanning a 16-week observation period and the utilisation of a Likert-scale based questionnaire. A cohort of twenty 5-year-old children and their parents participated in the study. The findings reveal that exposure to second language (L2) culture through educational media can positively impact learning. However, the efficacy of this influence is contingent upon various factors such as media quality, frequency and duration of exposure, and cultural relevance. Furthermore, the study outlines both favourable and adverse outcomes of L2 cultural exposure on children's behaviour. Positive effects include fostering an appreciation for diverse cultures, enhancing language proficiency, and promoting cultural competence. Conversely, negative consequences encompass inappropriate behaviour and an over-reliance on screen time. The paper concludes by offering suggestions to parents and educators for mitigating negative effects. These recommendations involve monitoring screen time, introducing alternative forms of entertainment, and leveraging cartoons and nursery rhymes as tools to teach cultural diversity and encourage identity formation. Lastly, the study underscores the significance of combining the use of educational media with other language learning techniques to deliver a holistic language learning experience.KEYWORDS: Mediabilingual language developmentPakistani childrencartoons and nursery rhymescultural exposure AcknowledgementWe appreciate Maryum Tahir, an MS Applied Linguistics scholar, for assisting with data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09669760.2023.2261479
Eve Müller, Lauren Hunter Naples, Lynn Cannon, Brenna Haffner, Andrea Mullins
ABSTRACTThis article uses qualitative data in the form of 13 staff interviews, as well as detailed observation notes from 18 classroom lessons, to explore the process through which an integrated arts program facilitated social and emotional learning (SEL) in young children with social cognition challenges. Students ages five through eight years old received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL was infused throughout. As part of a larger study that documented improvements in students’ SEL awareness and skill levels, the present article seeks to identify how instructors used integrated arts instruction and activities to promote student outcomes. Using thematic analysis of interview transcripts and classroom observation notes, authors identified key strategies employed by instructors during arts activities to support development of the five key SEL domains identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL): (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision making.KEYWORDS: Early childhoodartsocial and emotional learningsocial cognitionlearning disabilities Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"How an integrated arts program facilitated social and emotional learning","authors":"Eve Müller, Lauren Hunter Naples, Lynn Cannon, Brenna Haffner, Andrea Mullins","doi":"10.1080/09669760.2023.2261479","DOIUrl":"https://doi.org/10.1080/09669760.2023.2261479","url":null,"abstract":"ABSTRACTThis article uses qualitative data in the form of 13 staff interviews, as well as detailed observation notes from 18 classroom lessons, to explore the process through which an integrated arts program facilitated social and emotional learning (SEL) in young children with social cognition challenges. Students ages five through eight years old received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL was infused throughout. As part of a larger study that documented improvements in students’ SEL awareness and skill levels, the present article seeks to identify how instructors used integrated arts instruction and activities to promote student outcomes. Using thematic analysis of interview transcripts and classroom observation notes, authors identified key strategies employed by instructors during arts activities to support development of the five key SEL domains identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL): (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision making.KEYWORDS: Early childhoodartsocial and emotional learningsocial cognitionlearning disabilities Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/09669760.2023.2261496
Katariina Waltzer, Sirpa Kärkkäinen, Sari Havu-Nuutinen
The present study sought to determine how and where pedagogical decisions are made, as well as how such pedagogical decisions construct pedagogy, in the early childhood education context. The data was collected through interviews conducted with 46 early childhood education professionals, both teachers and practical nurses. The questions focused on the participants’ perceptions of the children’s learning and their own role in the process. Both data-based and theory-driven analyses were employed. The theory-driven analysis was based on the ecological dimensions introduced by Bronfenbrenner [Bronfenbrenner, Urie. 1976. “The Experimental Ecology of Education.” Educational Researcher 5 (9): 5–15. https://doi.org/10.3102/0013189X005009005] and Sheridan (Sheridan, Sonja. 2007. “Dimensions of Pedagogical Quality in Preschool.” International Journal of Early Years Education 15 (2): 197–217. https://doi.org/10.1080/09669760701289151, 2009. “Discerning Pedagogical Quality in Preschool.” Scandinavian Journal of Educational Research 53 (3): 245–261. https://doi.org/10.1080/00313830902917295). We found that teachers and practical nurses generally make pedagogical decisions based on their knowledge of child development. Moreover, they use their knowledge of pedagogy and learning theories when making decisions as they make plans for the child or a group of children in advance.
{"title":"Early childhood professionals’ pedagogical decision making","authors":"Katariina Waltzer, Sirpa Kärkkäinen, Sari Havu-Nuutinen","doi":"10.1080/09669760.2023.2261496","DOIUrl":"https://doi.org/10.1080/09669760.2023.2261496","url":null,"abstract":"The present study sought to determine how and where pedagogical decisions are made, as well as how such pedagogical decisions construct pedagogy, in the early childhood education context. The data was collected through interviews conducted with 46 early childhood education professionals, both teachers and practical nurses. The questions focused on the participants’ perceptions of the children’s learning and their own role in the process. Both data-based and theory-driven analyses were employed. The theory-driven analysis was based on the ecological dimensions introduced by Bronfenbrenner [Bronfenbrenner, Urie. 1976. “The Experimental Ecology of Education.” Educational Researcher 5 (9): 5–15. https://doi.org/10.3102/0013189X005009005] and Sheridan (Sheridan, Sonja. 2007. “Dimensions of Pedagogical Quality in Preschool.” International Journal of Early Years Education 15 (2): 197–217. https://doi.org/10.1080/09669760701289151, 2009. “Discerning Pedagogical Quality in Preschool.” Scandinavian Journal of Educational Research 53 (3): 245–261. https://doi.org/10.1080/00313830902917295). We found that teachers and practical nurses generally make pedagogical decisions based on their knowledge of child development. Moreover, they use their knowledge of pedagogy and learning theories when making decisions as they make plans for the child or a group of children in advance.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136153805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/09669760.2023.2259430
Kristy Timmons, Emma Bozek, Elizabeth Sharp
ABSTRACTBased on emerging literature on the important role of self-regulation in supporting learning, policy makers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite these efforts, there is limited understanding of what self-regulation is and how best to support these skills in the day-to-day life of early years classrooms. Thus, there is a need to systematically analyse and examine these efforts. This research directly responds to this need by examining the ways self-regulation is discussed and promoted in early childhood curriculum frameworks in Canada. The impact of this research involves changed thinking that will evolve through improved clarity in defining and fostering self-regulation.KEYWORDS: Self-regulationearly yearskindergartenpolicyco-regulation AcknowledgementsWe would like to acknowledge the support of Dr. Janette Pelletier, Dr. Carl Corter and their research teams who supported with data analysis for the Ontario document scan.Disclosure statementNo potential conflict of interest was reported by the author(s).Research ethicsThis research involved a document analysis of curriculum documents and therefore ethical review was not required.Additional informationFundingThis work was supported by the [Atkinson Charitable Foundation]; [SSHRC Institutional Grant (Queen’s University)]; and [the UofT Connaught Global Challenge Fund].
{"title":"A Pan-Canadian document analysis: examining policies and practices that foster self-regulation in the early years","authors":"Kristy Timmons, Emma Bozek, Elizabeth Sharp","doi":"10.1080/09669760.2023.2259430","DOIUrl":"https://doi.org/10.1080/09669760.2023.2259430","url":null,"abstract":"ABSTRACTBased on emerging literature on the important role of self-regulation in supporting learning, policy makers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite these efforts, there is limited understanding of what self-regulation is and how best to support these skills in the day-to-day life of early years classrooms. Thus, there is a need to systematically analyse and examine these efforts. This research directly responds to this need by examining the ways self-regulation is discussed and promoted in early childhood curriculum frameworks in Canada. The impact of this research involves changed thinking that will evolve through improved clarity in defining and fostering self-regulation.KEYWORDS: Self-regulationearly yearskindergartenpolicyco-regulation AcknowledgementsWe would like to acknowledge the support of Dr. Janette Pelletier, Dr. Carl Corter and their research teams who supported with data analysis for the Ontario document scan.Disclosure statementNo potential conflict of interest was reported by the author(s).Research ethicsThis research involved a document analysis of curriculum documents and therefore ethical review was not required.Additional informationFundingThis work was supported by the [Atkinson Charitable Foundation]; [SSHRC Institutional Grant (Queen’s University)]; and [the UofT Connaught Global Challenge Fund].","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136235678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/09669760.2023.2260415
Iylia Dayana Shamsudin, M. Kadar, H. F. M. Rasdi, T. Brown, J. Bacotang, M. Dzainudin
ABSTRACTPretend play is one of the most beneficial and complex forms of play that promotes a myriad of children’s development. Children’s engagement in pretend play can be influenced by their genders, age, material or toys available, and adults’ support. Pretend play has been long studied globally, however, there is still a dearth of available information about it in the Malaysian context. This study explored 85 young children’s engagement in pretend play at home from the perspectives of parents, the differences in engagement based on children’s age and gender; and the perceived benefits of pretend play for young children. Children mostly engage in pretend play at home alone, with siblings and their parents. Children as young as 2 years old engaged in from the simplest to the complex form of pretend play. However, no statistical differences were found in pretend play engagement across age and gender groups. Most parents perceive that pretend play is beneficial for children’s development especially creativity, imagination, social and communication skills. Results are from a single source and are to be interpreted with caution which can be improved with multiple sources of data collected in future research.KEYWORDS: Pretend playYoung childrenMalaysiaChildren’s developmentParents’ perspectives AcknowledgementsThe authors would like to acknowledge the participants and colleagues involved in the validation process of the questionnaires.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Child Development Research Centre (NCDRC) [grant number 2020-0023-107-04].
{"title":"Pretend play of young children in the Malaysian context","authors":"Iylia Dayana Shamsudin, M. Kadar, H. F. M. Rasdi, T. Brown, J. Bacotang, M. Dzainudin","doi":"10.1080/09669760.2023.2260415","DOIUrl":"https://doi.org/10.1080/09669760.2023.2260415","url":null,"abstract":"ABSTRACTPretend play is one of the most beneficial and complex forms of play that promotes a myriad of children’s development. Children’s engagement in pretend play can be influenced by their genders, age, material or toys available, and adults’ support. Pretend play has been long studied globally, however, there is still a dearth of available information about it in the Malaysian context. This study explored 85 young children’s engagement in pretend play at home from the perspectives of parents, the differences in engagement based on children’s age and gender; and the perceived benefits of pretend play for young children. Children mostly engage in pretend play at home alone, with siblings and their parents. Children as young as 2 years old engaged in from the simplest to the complex form of pretend play. However, no statistical differences were found in pretend play engagement across age and gender groups. Most parents perceive that pretend play is beneficial for children’s development especially creativity, imagination, social and communication skills. Results are from a single source and are to be interpreted with caution which can be improved with multiple sources of data collected in future research.KEYWORDS: Pretend playYoung childrenMalaysiaChildren’s developmentParents’ perspectives AcknowledgementsThe authors would like to acknowledge the participants and colleagues involved in the validation process of the questionnaires.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Child Development Research Centre (NCDRC) [grant number 2020-0023-107-04].","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/09669760.2023.2259434
Kaisa Harju, Maiju Paananen, Mari Vuorisalo, Niina Rutanen
This study focuses on transitions that emerge between the child’s first transition from home to early childhood education and care (ECEC) and the transition to pre-primary education in Finnish centre-based ECEC. Group-based organisation of Finnish ECEC produces transitions between groups within settings but children transition between centres also. The aim is to reach the fringes of transition focusing on other change processes children encounter during their years in ECEC. Thus, transition is defined as a relationally constituted change process framed by educational institutions and their practices. We examine how children’s lived spaces of transition are socio-spatially constituted. Two analytical narratives from a longitudinal, multimethods multi-case study dataset are presented as examples of relational socio-spatial constitution of transitions. Henri Lefebvre’s theory about production of social space is applied. We discuss how educational transitions within ECEC as relational processes concerns children who are not designated to move from one group or centre to another. For them, the relationality of transitions rearranges groups and centres as networks of socio-spatial relations in various, context-specific ways, constituting lived spaces of transitions.
{"title":"At the fringes of transitions: socio-spatial constitution of transitions within early childhood education and care institutions in Finland","authors":"Kaisa Harju, Maiju Paananen, Mari Vuorisalo, Niina Rutanen","doi":"10.1080/09669760.2023.2259434","DOIUrl":"https://doi.org/10.1080/09669760.2023.2259434","url":null,"abstract":"This study focuses on transitions that emerge between the child’s first transition from home to early childhood education and care (ECEC) and the transition to pre-primary education in Finnish centre-based ECEC. Group-based organisation of Finnish ECEC produces transitions between groups within settings but children transition between centres also. The aim is to reach the fringes of transition focusing on other change processes children encounter during their years in ECEC. Thus, transition is defined as a relationally constituted change process framed by educational institutions and their practices. We examine how children’s lived spaces of transition are socio-spatially constituted. Two analytical narratives from a longitudinal, multimethods multi-case study dataset are presented as examples of relational socio-spatial constitution of transitions. Henri Lefebvre’s theory about production of social space is applied. We discuss how educational transitions within ECEC as relational processes concerns children who are not designated to move from one group or centre to another. For them, the relationality of transitions rearranges groups and centres as networks of socio-spatial relations in various, context-specific ways, constituting lived spaces of transitions.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/09669760.2023.2259443
Yew Lee Marcruz Ong, Manabu Kawata
ABSTRACTEarly understanding of base-10 concept has been shown to be associated with superior mathematical achievement among East Asian children. In addition to their base-10 structured number system, teacher support in kindergarten is also crucial to children's development of this complex mathematical concept. Therefore, this study examined how Japanese kindergarten teachers support children's base-10 understanding through informal learning activities. One class of 35 4-year-old children in a private Japanese kindergarten was observed. Our findings reveal that teacher support in their informal learning activities shared two common aspects, namely, ‘children as the manipulatives’ and ‘every child’s contribution is essential’. The former aspect suggests that using children as the manipulatives can also be effective in promoting children’s base-10 understanding. Interestingly, the latter reflects that Japanese kindergarten teachers place great emphasis in nurturing children’s social skills while supporting children in learning base-10 concept unconsciously. This study also provides new directions for future research on how free-choice/child-led play and activities, as well as music and body movement related activities can promote children’s mathematical knowledge.KEYWORDS: Base-10 conceptkindergartenteacher supportinformal learning activitiesmanipulatives AcknowledgementsThe authors thank all kindergarten staff, children and parents who kindly contributed to this study.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Teacher support for children’s base-10 understanding in Japanese kindergartens","authors":"Yew Lee Marcruz Ong, Manabu Kawata","doi":"10.1080/09669760.2023.2259443","DOIUrl":"https://doi.org/10.1080/09669760.2023.2259443","url":null,"abstract":"ABSTRACTEarly understanding of base-10 concept has been shown to be associated with superior mathematical achievement among East Asian children. In addition to their base-10 structured number system, teacher support in kindergarten is also crucial to children's development of this complex mathematical concept. Therefore, this study examined how Japanese kindergarten teachers support children's base-10 understanding through informal learning activities. One class of 35 4-year-old children in a private Japanese kindergarten was observed. Our findings reveal that teacher support in their informal learning activities shared two common aspects, namely, ‘children as the manipulatives’ and ‘every child’s contribution is essential’. The former aspect suggests that using children as the manipulatives can also be effective in promoting children’s base-10 understanding. Interestingly, the latter reflects that Japanese kindergarten teachers place great emphasis in nurturing children’s social skills while supporting children in learning base-10 concept unconsciously. This study also provides new directions for future research on how free-choice/child-led play and activities, as well as music and body movement related activities can promote children’s mathematical knowledge.KEYWORDS: Base-10 conceptkindergartenteacher supportinformal learning activitiesmanipulatives AcknowledgementsThe authors thank all kindergarten staff, children and parents who kindly contributed to this study.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/09669760.2023.2260413
E. Tympa, V. Karavida
ABSTRACTChild-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process aspects of Greek private and state preschool settings after the COVID-19 crisis and to provide empirical evidence for efforts to maintain the early childhood education curriculum. Comparisons between state and private preschool settings in two regions of Epirus showed the difference between the two types of preschools. All processes are perfectly in line with the current trends of educational programmes in Greece presented by the Institute for Educational Policy. The Early Childhood Environment Rating Scale-Revised (ECERS-R) in Greek translation was used in schools where children aged 3–5 years are enrolled. The results indicate that the quality of care in private preschools differed significantly from the quality of care in the state samples, although all scored good overall quality. A follow-up study will determine whether the quality of preschool processes is related to the quality of the home learning environment.KEYWORDS: Preschool educationECERS-Robservational rating scalespreschool qualitystate settingprivate setting Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"State vs. private preschool setting: assessing school quality for a successful learning environment","authors":"E. Tympa, V. Karavida","doi":"10.1080/09669760.2023.2260413","DOIUrl":"https://doi.org/10.1080/09669760.2023.2260413","url":null,"abstract":"ABSTRACTChild-care researchers agree on the importance of preschool quality as an essential factor in developmental and cognitive outcomes. This study is a first attempt to assess structural and process aspects of Greek private and state preschool settings after the COVID-19 crisis and to provide empirical evidence for efforts to maintain the early childhood education curriculum. Comparisons between state and private preschool settings in two regions of Epirus showed the difference between the two types of preschools. All processes are perfectly in line with the current trends of educational programmes in Greece presented by the Institute for Educational Policy. The Early Childhood Environment Rating Scale-Revised (ECERS-R) in Greek translation was used in schools where children aged 3–5 years are enrolled. The results indicate that the quality of care in private preschools differed significantly from the quality of care in the state samples, although all scored good overall quality. A follow-up study will determine whether the quality of preschool processes is related to the quality of the home learning environment.KEYWORDS: Preschool educationECERS-Robservational rating scalespreschool qualitystate settingprivate setting Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/09669760.2023.2259422
Harriet R. Tenenbaum, Jo Van Herwegen
Many technological applications (apps) purport to help children learn academic material. Building on research in developmental and educational psychology, we developed and tested an app to teach biological and physical science content to preschool children. There were 21 children in the control condition (Mage = 50.30 months, SD = 8.61) and 21 children in the intervention condition (Mage = 53.21 months old, SD = 6.36). Children were given pre- assessments and post-assessments of their understanding of living things, inheritance, buoyancy, and balance. Half were assigned to play the app for 3 weeks or to a control condition that only completed the assessments. Based on ANCOVA and ANOVA models, children in the app condition increased in their understanding of living things and buoyancy on a near-transfer task from pre-test to post-test assessment, whereas the children in the control condition did not increase their understanding. The findings suggest that drill and tests apps focusing on science content that take account of folk theories of science can support children’s science learning.
{"title":"Young children’s science learning from a touchscreen app","authors":"Harriet R. Tenenbaum, Jo Van Herwegen","doi":"10.1080/09669760.2023.2259422","DOIUrl":"https://doi.org/10.1080/09669760.2023.2259422","url":null,"abstract":"Many technological applications (apps) purport to help children learn academic material. Building on research in developmental and educational psychology, we developed and tested an app to teach biological and physical science content to preschool children. There were 21 children in the control condition (Mage = 50.30 months, SD = 8.61) and 21 children in the intervention condition (Mage = 53.21 months old, SD = 6.36). Children were given pre- assessments and post-assessments of their understanding of living things, inheritance, buoyancy, and balance. Half were assigned to play the app for 3 weeks or to a control condition that only completed the assessments. Based on ANCOVA and ANOVA models, children in the app condition increased in their understanding of living things and buoyancy on a near-transfer task from pre-test to post-test assessment, whereas the children in the control condition did not increase their understanding. The findings suggest that drill and tests apps focusing on science content that take account of folk theories of science can support children’s science learning.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063096","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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