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":"6 1","pages":"0"},"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}
Pub Date : 2023-09-10DOI: 10.1080/09669760.2023.2254822
Hiwet Mariam Costa, Laura Ann Outhwaite, Jo Van Herwegen
{"title":"Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice","authors":"Hiwet Mariam Costa, Laura Ann Outhwaite, Jo Van Herwegen","doi":"10.1080/09669760.2023.2254822","DOIUrl":"https://doi.org/10.1080/09669760.2023.2254822","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072990","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 : 2023-09-07DOI: 10.1080/09669760.2023.2254819
Eva Mikuska, Nikki Fairchild, Alex Sabine, Sarah Barton
{"title":"Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences","authors":"Eva Mikuska, Nikki Fairchild, Alex Sabine, Sarah Barton","doi":"10.1080/09669760.2023.2254819","DOIUrl":"https://doi.org/10.1080/09669760.2023.2254819","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715975","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 : 2023-08-28DOI: 10.1080/09669760.2023.2240836
Eunice Lumsden, J. Musgrave
ABSTRACT This mixed methods study sought the views of early childhood studies students from three universities in England. The research explored motivations, professional aspirations and the attributes they believed were required to work in early childhood. Findings highlighted that the holistic study of early childhood is valued by students and placements offered a space where they grew and flourished, as they made sense of where their personal intersected with wider theoretical, practice and political systems embedded in early childhood. Students follow a range of career trajectories, either by choice or because there is no specific practitioner role underpinned by the holistic study of early childhood. This study also revealed factors that led to their choice and place of study, as well as the ways that students’ personal circumstances affected their studies, reinforcing the importance of academic and pastoral support. Very significantly, this research led to discussions about the core purpose of the early childhood studies degree and helped to inform the development of the Graduate Competencies as an addition to ECS degrees that included placements.
{"title":"‘Early childhood studies is more than a degree; it is an experience’: undergraduate students’ motivations, professional aspirations and attributes","authors":"Eunice Lumsden, J. Musgrave","doi":"10.1080/09669760.2023.2240836","DOIUrl":"https://doi.org/10.1080/09669760.2023.2240836","url":null,"abstract":"ABSTRACT\u0000 This mixed methods study sought the views of early childhood studies students from three universities in England. The research explored motivations, professional aspirations and the attributes they believed were required to work in early childhood. Findings highlighted that the holistic study of early childhood is valued by students and placements offered a space where they grew and flourished, as they made sense of where their personal intersected with wider theoretical, practice and political systems embedded in early childhood. Students follow a range of career trajectories, either by choice or because there is no specific practitioner role underpinned by the holistic study of early childhood. This study also revealed factors that led to their choice and place of study, as well as the ways that students’ personal circumstances affected their studies, reinforcing the importance of academic and pastoral support. Very significantly, this research led to discussions about the core purpose of the early childhood studies degree and helped to inform the development of the Graduate Competencies as an addition to ECS degrees that included placements.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42516363","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 : 2023-07-03DOI: 10.1080/09669760.2023.2238399
J. Murray
Following the launch of the Sustainable Development Goals (SDGs) (United Nations 2015), Early Childhood Education (ECE) which includes care – is fast becoming the first part of the formal education journey experienced by C21st world citizens. Education is defined as ‘the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits’ (UNESCO 2023) and we experience education informally through everyday life from birth, non-formally, for example through hobbies, or formally through structured teaching provided by institutions including early childhood settings, schools, colleges and universities (OECD 2023a). Across the World, country governments invest in formal Education: the global average of countries’ expenditure on Education was 4.3% of Gross Domestic Product (GDP) in 2021 (World Bank 2022). Education is a right for all, with States’ parties the main duty bearers responsible for ensuring that right, but Education is framed in diverse ways. This paper contextualises ECE within the wider field of Education, exploring some of those framings to address an important question for human development: What is the purpose of Education?
{"title":"What is the purpose of education? A context for early childhood education","authors":"J. Murray","doi":"10.1080/09669760.2023.2238399","DOIUrl":"https://doi.org/10.1080/09669760.2023.2238399","url":null,"abstract":"Following the launch of the Sustainable Development Goals (SDGs) (United Nations 2015), Early Childhood Education (ECE) which includes care – is fast becoming the first part of the formal education journey experienced by C21st world citizens. Education is defined as ‘the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits’ (UNESCO 2023) and we experience education informally through everyday life from birth, non-formally, for example through hobbies, or formally through structured teaching provided by institutions including early childhood settings, schools, colleges and universities (OECD 2023a). Across the World, country governments invest in formal Education: the global average of countries’ expenditure on Education was 4.3% of Gross Domestic Product (GDP) in 2021 (World Bank 2022). Education is a right for all, with States’ parties the main duty bearers responsible for ensuring that right, but Education is framed in diverse ways. This paper contextualises ECE within the wider field of Education, exploring some of those framings to address an important question for human development: What is the purpose of Education?","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"31 1","pages":"571 - 578"},"PeriodicalIF":1.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43936785","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 : 2023-06-06DOI: 10.1080/09669760.2023.2221686
Eleftheria Beazidou, Kafenia Botsoglou
{"title":"Fostering positive relationships among classmates: useful models for social pedagogical actions","authors":"Eleftheria Beazidou, Kafenia Botsoglou","doi":"10.1080/09669760.2023.2221686","DOIUrl":"https://doi.org/10.1080/09669760.2023.2221686","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42477763","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 : 2023-06-04DOI: 10.1080/09669760.2023.2220766
A. Nolan, L. Paatsch
{"title":"Name it and claim it: supporting early childhood teachers to recognise themselves as researchers","authors":"A. Nolan, L. Paatsch","doi":"10.1080/09669760.2023.2220766","DOIUrl":"https://doi.org/10.1080/09669760.2023.2220766","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695772","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 : 2023-05-02DOI: 10.1080/09669760.2023.2208609
Selina L. P. Mushi
{"title":"Fostering metacognitive skills in young children","authors":"Selina L. P. Mushi","doi":"10.1080/09669760.2023.2208609","DOIUrl":"https://doi.org/10.1080/09669760.2023.2208609","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45293923","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 : 2023-05-02DOI: 10.1080/09669760.2023.2208171
M. Mart
ABSTRACT Daily plans are the key tool for teachers to ensure their delivery meets the expectations of the programme, and math activities are one of the important activities required to be offered daily in the early years to form the foundations of future math knowledge. As outdoor environments provide various learning opportunities, assessing the math activities offered in daily plans is necessary, in part to review teachers’ practices. Therefore, analysing the preschool teachers’ daily plans was the aim of this research. Semi-structured interviews with preschool teachers and some shared daily plan examples were used to collect data. The findings show a discrepancy between teachers’ statements and the plans used. Although the participating teachers pointed to the use of the outdoors for math activities, the shared daily plans were limited in practice in their use of the out-of-classroom opportunities. The daily plans that teachers offered were mainly paper-based classroom activities instead of illustrating a broad use of various learning environments and opportunities. This finding indicates that preschool teachers might benefit from professional development courses that encourage them to address the early mathematics needs of children in their daily plans and through pedagogic practices that use a wide range of outdoor learning environments.
{"title":"Math in daily plans: is it possible to conduct in the outdoors by preschool teachers?","authors":"M. Mart","doi":"10.1080/09669760.2023.2208171","DOIUrl":"https://doi.org/10.1080/09669760.2023.2208171","url":null,"abstract":"ABSTRACT Daily plans are the key tool for teachers to ensure their delivery meets the expectations of the programme, and math activities are one of the important activities required to be offered daily in the early years to form the foundations of future math knowledge. As outdoor environments provide various learning opportunities, assessing the math activities offered in daily plans is necessary, in part to review teachers’ practices. Therefore, analysing the preschool teachers’ daily plans was the aim of this research. Semi-structured interviews with preschool teachers and some shared daily plan examples were used to collect data. The findings show a discrepancy between teachers’ statements and the plans used. Although the participating teachers pointed to the use of the outdoors for math activities, the shared daily plans were limited in practice in their use of the out-of-classroom opportunities. The daily plans that teachers offered were mainly paper-based classroom activities instead of illustrating a broad use of various learning environments and opportunities. This finding indicates that preschool teachers might benefit from professional development courses that encourage them to address the early mathematics needs of children in their daily plans and through pedagogic practices that use a wide range of outdoor learning environments.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45596326","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 : 2023-04-26DOI: 10.1080/09669760.2023.2205446
Laila Zahir Al Salmi, Iskender Gelir
{"title":"Early language and culture development in the social context of an Arab homes: multimodal practices","authors":"Laila Zahir Al Salmi, Iskender Gelir","doi":"10.1080/09669760.2023.2205446","DOIUrl":"https://doi.org/10.1080/09669760.2023.2205446","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706544","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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