Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with chi...
{"title":"Transforming transitions to primary school: using children’s funds of knowledge and identity","authors":"Fiona Boylan, Lennie Barblett, Leanne Lavina, Amelia Ruscoe","doi":"10.1080/1350293x.2023.2291354","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2291354","url":null,"abstract":"Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with chi...","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"30 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680446","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 : 2023-11-08DOI: 10.1080/1350293x.2023.2279544
Elena Castro Rodríguez, María D. Torres González, Marina Maniega Fernández
ABSTRACTThis case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response, she did not prompt them to reason their ideas, but either ignored their response or guided them to the right answer with manipulatives. Moreover, less varied and simpler problem-solving strategies were employed when the teacher gave instructions than when she gave help or clues. From this, we conclude that the intervention determined the type of strategy used by the children and the teacher varied their discourse depending on the children’s performance.KEYWORDS: Problem solvinginterventionsteacher’s speechearly childhood education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Interventions of an early childhood teacher during problem-solving activities","authors":"Elena Castro Rodríguez, María D. Torres González, Marina Maniega Fernández","doi":"10.1080/1350293x.2023.2279544","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2279544","url":null,"abstract":"ABSTRACTThis case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response, she did not prompt them to reason their ideas, but either ignored their response or guided them to the right answer with manipulatives. Moreover, less varied and simpler problem-solving strategies were employed when the teacher gave instructions than when she gave help or clues. From this, we conclude that the intervention determined the type of strategy used by the children and the teacher varied their discourse depending on the children’s performance.KEYWORDS: Problem solvinginterventionsteacher’s speechearly childhood education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" 25","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341100","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 : 2023-11-06DOI: 10.1080/1350293x.2023.2265600
Sandra Hubert, Lena Nusser, Susanne Kuger
ABSTRACTEarly childhood education and care (ECEC) has been found to be beneficial for the development of children below three years. However, many children do not attend ECEC facilities. Frequently, structural family characteristics (SFC), such as migration background, educational attainment and income, are used to explain differing probabilities of attendance, while parental attitudes are mostly not considered. Thus, assuming that SFC influence attitudes, this paper investigates whether the attitudes and views of parents towards ECEC explain why one- and two-year-old children from disadvantaged families attend day care less often, although they would strongly benefit from high-quality ECEC. The underlying data are from the German DJI Child Care Study (KiBS). The results show that parental attitudes substantially contribute to explaining diverging attendance probabilities. The more positive parents evaluate day care, the higher the probability of their child attending. However, SFC maintain most of their explanatory power. Besides, SFC and parental attitudes interact. The probability of ECEC attendance increases differently depending on the (varying degree of positivity of) attitudes by SFC.KEYWORDS: ECECstructural characteristicsorientationsocial inequalityearly childhoodattitudes towards day carechild care Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData are publicly available for scientific use from December 2023 at: https://doi.org/10.17621/kibs2021 (Lippert, Kerstin; Anton, Jeffrey; Hüsken, Katrin; Hubert, Sandra; Kayed, Theresia; Wieschke, Johannes; Hoang, Tony; Jähnert, Alexandra; Kuger, Susanne (2023): DJI-Kinderbetreuungsstudie – KiBS. Paneldatensatz 2012–2021. Version: 1. DJI - The German Youth Institute. Dataset. https://doi.org/10.17621/kibs2021). Project Homepage: www.dji.de/KiBS.Notes1 They range between 47 and 65% in eastern Germany and between 16 and 47% in western Germany (Source: Statistical Offices of the Federal States). Early day care in the GDR was normal, as was maternal employment. After the unification, the number of day care facilities in the East decreased. However, the rates have remained considerably higher. Daily duration of care is longer, with facilities opening earlier and closing later.2 Federal Ministry for Family Affairs, Senior Citizens, Women and Youth.3 The legal entitlement refers to one- and two-year-olds, but not for children younger than one year. However, the number of children in day care is mostly specified for all children under three years of age in official reporting. Only a very low share of children below one year attends ECEC.4 For more information, please visit the project site: www.dji.de/KiBS.5 All three percentages refer only to the parents of one- and two-year-old children.6 The first adult was weighted by 1. The second and each subsequent person aged at least 14 years was weighted by 0.5, while children under 14 years were
{"title":"The relation between structural family characteristics and parental attitudes with respect to the use of ECEC for one- and two-year-old children in Germany","authors":"Sandra Hubert, Lena Nusser, Susanne Kuger","doi":"10.1080/1350293x.2023.2265600","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2265600","url":null,"abstract":"ABSTRACTEarly childhood education and care (ECEC) has been found to be beneficial for the development of children below three years. However, many children do not attend ECEC facilities. Frequently, structural family characteristics (SFC), such as migration background, educational attainment and income, are used to explain differing probabilities of attendance, while parental attitudes are mostly not considered. Thus, assuming that SFC influence attitudes, this paper investigates whether the attitudes and views of parents towards ECEC explain why one- and two-year-old children from disadvantaged families attend day care less often, although they would strongly benefit from high-quality ECEC. The underlying data are from the German DJI Child Care Study (KiBS). The results show that parental attitudes substantially contribute to explaining diverging attendance probabilities. The more positive parents evaluate day care, the higher the probability of their child attending. However, SFC maintain most of their explanatory power. Besides, SFC and parental attitudes interact. The probability of ECEC attendance increases differently depending on the (varying degree of positivity of) attitudes by SFC.KEYWORDS: ECECstructural characteristicsorientationsocial inequalityearly childhoodattitudes towards day carechild care Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData are publicly available for scientific use from December 2023 at: https://doi.org/10.17621/kibs2021 (Lippert, Kerstin; Anton, Jeffrey; Hüsken, Katrin; Hubert, Sandra; Kayed, Theresia; Wieschke, Johannes; Hoang, Tony; Jähnert, Alexandra; Kuger, Susanne (2023): DJI-Kinderbetreuungsstudie – KiBS. Paneldatensatz 2012–2021. Version: 1. DJI - The German Youth Institute. Dataset. https://doi.org/10.17621/kibs2021). Project Homepage: www.dji.de/KiBS.Notes1 They range between 47 and 65% in eastern Germany and between 16 and 47% in western Germany (Source: Statistical Offices of the Federal States). Early day care in the GDR was normal, as was maternal employment. After the unification, the number of day care facilities in the East decreased. However, the rates have remained considerably higher. Daily duration of care is longer, with facilities opening earlier and closing later.2 Federal Ministry for Family Affairs, Senior Citizens, Women and Youth.3 The legal entitlement refers to one- and two-year-olds, but not for children younger than one year. However, the number of children in day care is mostly specified for all children under three years of age in official reporting. Only a very low share of children below one year attends ECEC.4 For more information, please visit the project site: www.dji.de/KiBS.5 All three percentages refer only to the parents of one- and two-year-old children.6 The first adult was weighted by 1. The second and each subsequent person aged at least 14 years was weighted by 0.5, while children under 14 years were ","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"2019 2-3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135636480","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 : 2023-10-31DOI: 10.1080/1350293x.2023.2274541
Yuan Yang, Xin’ge Tan, Jian Gao, Zi’ning Liu
ABSTRACTTo explore the chain mediating effect of teacher–child conflict and sleeping disorders between work intensification on vocal fatigue of kindergarten teachers, 847 kindergarten teachers in China were investigated using the Work Intensification Scale, Teacher–Child Relationship Scale (TCRS), Athens Insomnia Scale (AIS) and Vocal Fatigue Index (VFI). Data were analyzed by JASP 0.14.1 and structural equation model was built through Mplus8.3. It showed that there were significant differences in vocal fatigue of kindergarten teachers in areas, age and education level. Work intensification, teacher–child conflict and sleeping disorders were positively correlated with vocal fatigue of kindergarten teachers after controlling for demographic variables such as the nature of the kindergarten, geographic areas, gender, age and education level of the teachers. In the multiple mediation model, work intensification could directly predict vocal fatigue of kindergarten teachers significantly through the mediating role of sleeping disorders but not teacher–child conflict. Moreover, teacher–child conflict and sleeping disorders had a chain mediating effect between work intensification and vocal fatigue of kindergarten teachers. So the government and education authorities should reduce the workload of kindergarten teachers, vocal training should be included in the curriculum of preschool education in universities, and it's necessary to strengthen the pre-service and post-service kindergarten teachers’ training about voice using so as to improve the health care awareness. Teachers should develop communication skills to create effective interactions between teachers and children, and good environment should be created by mindful training to improve sleeping.KEYWORDS: Work intensificationvocal fatigue of kindergarten teachersteacher–child conflictsleeping disorder Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData availability is not applicable to this article as no new data were created or analyzed in this study. The data that support the findings of this study are available from the corresponding author, [Yuan Yang], upon reasonable request.Statement of knowledgeFirst of all, the 953 participants involved in this paper gave informed consent and participated voluntarily. Secondly, this paper does not require ethics committee approval for the setup of a research study.
{"title":"Vocal fatigue of kindergarten teachers in China and its influential factors: a chain mediating model","authors":"Yuan Yang, Xin’ge Tan, Jian Gao, Zi’ning Liu","doi":"10.1080/1350293x.2023.2274541","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2274541","url":null,"abstract":"ABSTRACTTo explore the chain mediating effect of teacher–child conflict and sleeping disorders between work intensification on vocal fatigue of kindergarten teachers, 847 kindergarten teachers in China were investigated using the Work Intensification Scale, Teacher–Child Relationship Scale (TCRS), Athens Insomnia Scale (AIS) and Vocal Fatigue Index (VFI). Data were analyzed by JASP 0.14.1 and structural equation model was built through Mplus8.3. It showed that there were significant differences in vocal fatigue of kindergarten teachers in areas, age and education level. Work intensification, teacher–child conflict and sleeping disorders were positively correlated with vocal fatigue of kindergarten teachers after controlling for demographic variables such as the nature of the kindergarten, geographic areas, gender, age and education level of the teachers. In the multiple mediation model, work intensification could directly predict vocal fatigue of kindergarten teachers significantly through the mediating role of sleeping disorders but not teacher–child conflict. Moreover, teacher–child conflict and sleeping disorders had a chain mediating effect between work intensification and vocal fatigue of kindergarten teachers. So the government and education authorities should reduce the workload of kindergarten teachers, vocal training should be included in the curriculum of preschool education in universities, and it's necessary to strengthen the pre-service and post-service kindergarten teachers’ training about voice using so as to improve the health care awareness. Teachers should develop communication skills to create effective interactions between teachers and children, and good environment should be created by mindful training to improve sleeping.KEYWORDS: Work intensificationvocal fatigue of kindergarten teachersteacher–child conflictsleeping disorder Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData availability is not applicable to this article as no new data were created or analyzed in this study. The data that support the findings of this study are available from the corresponding author, [Yuan Yang], upon reasonable request.Statement of knowledgeFirst of all, the 953 participants involved in this paper gave informed consent and participated voluntarily. Secondly, this paper does not require ethics committee approval for the setup of a research study.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"198 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135928445","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 : 2023-10-30DOI: 10.1080/1350293x.2023.2274540
Maria Papakosma
{"title":"Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden","authors":"Maria Papakosma","doi":"10.1080/1350293x.2023.2274540","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2274540","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104267","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 : 2023-10-30DOI: 10.1080/1350293x.2023.2254532
Natalia Kucirkova, Ida Bruheim Jensen
This study extends the research on shared book reading (SBR) by specifically examining the role of smell in parent–child SBR sessions observed at home. Drawing on qualitative methods, we analysed the verbal engagement of ten Norwegian families and their three to five-year-olds reading an olfactory book (the scratch-and-sniff book Peter Follows His Nose). We followed socio-semiotic theorisations (Kress and Van Leeuwen Citation2002), to critically evaluate the role of olfaction as a communicative resource in SBR. We outline the principal ways in which smell fulfils three linguistic metafunctions during adult–child SBR with olfactory storybooks: the interpersonal function of signalling individual interests, the textual function of creating a dialogic space and the ideational function of revealing divergent interpretations. We propose that olfaction can be seen as a semiotic mode in SBR, which similarly to colour, has distinct grammar and systematic communication properties, with unique multimodal qualities.
{"title":"Parent–child shared reading of scratch-and-sniff books: the communicative affordance of olfaction","authors":"Natalia Kucirkova, Ida Bruheim Jensen","doi":"10.1080/1350293x.2023.2254532","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254532","url":null,"abstract":"This study extends the research on shared book reading (SBR) by specifically examining the role of smell in parent–child SBR sessions observed at home. Drawing on qualitative methods, we analysed the verbal engagement of ten Norwegian families and their three to five-year-olds reading an olfactory book (the scratch-and-sniff book Peter Follows His Nose). We followed socio-semiotic theorisations (Kress and Van Leeuwen Citation2002), to critically evaluate the role of olfaction as a communicative resource in SBR. We outline the principal ways in which smell fulfils three linguistic metafunctions during adult–child SBR with olfactory storybooks: the interpersonal function of signalling individual interests, the textual function of creating a dialogic space and the ideational function of revealing divergent interpretations. We propose that olfaction can be seen as a semiotic mode in SBR, which similarly to colour, has distinct grammar and systematic communication properties, with unique multimodal qualities.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"5 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067701","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 : 2023-10-26DOI: 10.1080/1350293x.2023.2274545
Ipek Ozbay, Yagmur Ozge Ugurelli
ABSTRACTThis study aimed to explore stepfamily representation in fairy tales and their animations on YouTube. The data was collected via document analysis in the study. The data source of the research is Grimm's fairy tales which are classical fairy tales. The results demonstrate that stepmothers identify with the stereotypical wicked women, both in the book of Grimm’s fairy tales and in the animations of these fairy tales. Also, stepchildren were imaged to neglect and abuse, and it was determined that the stepfather was hardly visible in fairy tales. In line with these results, it is recommended to increase the awareness of families and educators of wicked stepparent stereotyping in children’s fairy tales.KEYWORDS: Stepmotherstepfatherstep-siblingdivorceremarriagefairy story Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Mirror, mirror, on the wall! Are all stepparents wicked? Impressions of stepparents’ role in the fairy tales","authors":"Ipek Ozbay, Yagmur Ozge Ugurelli","doi":"10.1080/1350293x.2023.2274545","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2274545","url":null,"abstract":"ABSTRACTThis study aimed to explore stepfamily representation in fairy tales and their animations on YouTube. The data was collected via document analysis in the study. The data source of the research is Grimm's fairy tales which are classical fairy tales. The results demonstrate that stepmothers identify with the stereotypical wicked women, both in the book of Grimm’s fairy tales and in the animations of these fairy tales. Also, stepchildren were imaged to neglect and abuse, and it was determined that the stepfather was hardly visible in fairy tales. In line with these results, it is recommended to increase the awareness of families and educators of wicked stepparent stereotyping in children’s fairy tales.KEYWORDS: Stepmotherstepfatherstep-siblingdivorceremarriagefairy story Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"5 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017828","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 : 2023-10-26DOI: 10.1080/1350293x.2023.2274537
Mirka Kivimäki, Kirsti Karila, Maarit Alasuutari
Parents` significance in early childhood education and care (ECEC) is emphasized in the research, but primarily from the perspective of ECEC professionals. Drawing on discursive institutionalism, we analysed what parents of young children in Finland constructed as essential in ECEC from the child`s point of view in their discussions concerning the forms of ECEC services. We found that parents constructed ECEC through two interconnected frames: enrichment and safety. The frames indicate that an individual child and her well-being here and now are considered essential in ECEC for Finnish parents. Parents’ interpretations differ from one of the global discourses of ECEC, which emphasizes children`s development for the future. On the other hand, parents’ discourses maintain the cultural distinctions traditionally present in the Finnish ECEC institution. Our study underscores the significance of scrutinizing the construction of educational institutions in the discourses of those whose everyday lives these institutions are.
{"title":"Enrichment and safety -the parents of young children constructing early childhood education and care institution in Finland","authors":"Mirka Kivimäki, Kirsti Karila, Maarit Alasuutari","doi":"10.1080/1350293x.2023.2274537","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2274537","url":null,"abstract":"Parents` significance in early childhood education and care (ECEC) is emphasized in the research, but primarily from the perspective of ECEC professionals. Drawing on discursive institutionalism, we analysed what parents of young children in Finland constructed as essential in ECEC from the child`s point of view in their discussions concerning the forms of ECEC services. We found that parents constructed ECEC through two interconnected frames: enrichment and safety. The frames indicate that an individual child and her well-being here and now are considered essential in ECEC for Finnish parents. Parents’ interpretations differ from one of the global discourses of ECEC, which emphasizes children`s development for the future. On the other hand, parents’ discourses maintain the cultural distinctions traditionally present in the Finnish ECEC institution. Our study underscores the significance of scrutinizing the construction of educational institutions in the discourses of those whose everyday lives these institutions are.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135018085","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 : 2023-10-26DOI: 10.1080/1350293x.2023.2268927
{"title":"Panel of Referees","authors":"","doi":"10.1080/1350293x.2023.2268927","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2268927","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907204","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 : 2023-10-18DOI: 10.1080/1350293x.2023.2254534
Aada Heikkilä, Jyrki Reunamo
This quantitative study examines the connection between the years that children spent in early childhood education and care (ECEC) and their social orientations and main objects of attention. The data were collected within the Progressive Feedback project by observing children: 20,457 observations of 972 six-year-olds from 360 child groups in Finland. According to the results, the years children spent in ECEC have a connection to their social orientations and main objects of attention, and differences between genders were discovered. The longer the children had attended ECEC, the less adaptive orientation was observed. The children that had attended ECEC for under a year were observed to be the least participative. Dominant orientation increased the longer the children had attended ECEC. Those that had been in ECEC for more than four years rarely paid attention to non-social objects and adults and often paid attention to several children.
{"title":"The years children spent in early education in relation to their social relations and objects of attention","authors":"Aada Heikkilä, Jyrki Reunamo","doi":"10.1080/1350293x.2023.2254534","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254534","url":null,"abstract":"This quantitative study examines the connection between the years that children spent in early childhood education and care (ECEC) and their social orientations and main objects of attention. The data were collected within the Progressive Feedback project by observing children: 20,457 observations of 972 six-year-olds from 360 child groups in Finland. According to the results, the years children spent in ECEC have a connection to their social orientations and main objects of attention, and differences between genders were discovered. The longer the children had attended ECEC, the less adaptive orientation was observed. The children that had attended ECEC for under a year were observed to be the least participative. Dominant orientation increased the longer the children had attended ECEC. Those that had been in ECEC for more than four years rarely paid attention to non-social objects and adults and often paid attention to several children.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824832","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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