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European Early Childhood Education Research Journal最新文献

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Teachers’ interactions with children in micro-level transitions in Norwegian preschools 挪威幼儿园教师在微观层面转变中与儿童的互动
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-23 DOI: 10.1080/1350293x.2023.2247594
Lillian Pedersen, Astrid Reidun Berglid Bakken, K. Johannessen, Sigrid Bøyum
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引用次数: 0
Becoming school-parents: contrasts between mothers’ and fathers’ speech samples and links with psychological distress and household disorder 成为学校家长:父母言语样本的对比以及与心理困扰和家庭障碍的联系
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-23 DOI: 10.1080/1350293x.2023.2247593
Caoimhe Dempsey, J. Grimmel, Elian Fink, Claire Hughes
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引用次数: 0
Detection of children at risk of maltreatment: longitudinal understanding of teachers’ concern for children’s home situation in Sweden 发现有受虐待风险的儿童:瑞典教师对儿童家庭状况关注的纵向理解
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-23 DOI: 10.1080/1350293x.2023.2248428
Birgitta Persdotter, Evelina Landstedt, Karin Hellfeldt
Teachers in preschools and schools have a central role in detecting children at risk of maltreatment. The aim of this study was to provide a longitudinal understanding of teachers ’ temporary and prolonged concerns for children ’ s home situations (CCHS), from preschool (age 3 – 5 years) to year 1 – 3 of elementary school (age 8 – 10 years). Teacher-and parent reports from an ongoing prospective longitudinal study was used (baseline n = 2,113; 5-year follow-up n = 1,829). The study applied the bio-ecological systems framework by assessing how teachers ’ CCHS were associated with person, process, and context-related factors. Both temporary and prolonged CCHS were primarily associated with teachers ’ concern for di ff erent aspects of the children ’ s development, poor contact with parents and low parental SES, while school-related factors were less prominent. The longitudinal pattern indicates three risk levels and highlights the importance of the contact between teachers and parents in understanding when CCHS arises, ceases, or persists over time.
幼儿园和学校的教师在发现面临虐待风险的儿童方面发挥着核心作用。摘要本研究旨在探讨教师对幼儿家庭状况的短期及长期关注,从学前班(3 - 5岁)到小学1 - 3年级(8 - 10岁)。使用了一项正在进行的前瞻性纵向研究的教师和家长报告(基线n = 2,113;5年随访n = 1829)。本研究应用生物生态系统框架,评估教师CCHS与个人、过程和情境相关因素的关系。短期和长期CCHS主要与教师对儿童发展各方面的关注、与家长接触不良和家长社会经济地位低有关,而学校相关因素不太突出。纵向模式表明了三个风险水平,并强调了教师和家长之间接触的重要性,以了解CCHS何时出现、停止或持续一段时间。
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引用次数: 0
ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years ChatGPT、护理和早期与教学和研究纠缠的道德困境
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-23 DOI: 10.1080/1350293X.2023.2250218
K. Murris
Care as a concept is intricately entangled with our theories and practices in Early Childhood Education and Care (ECEC). The eleven articles in this issue show the striking and intriguing ways in which care manifests itself. My curiosity piqued, I turn to the Artificial Intelligence (AI) application ChatGPT and input various prompts about care. This recently released app produces human-like text in conversational mode. This poses fundamental questions about the relationship between humans and machines, ranging from issues about intellectual property, authorship and ownership of ideas (Peters et al. 2023), to political concern for workers in the Global South who are paid a pittance to ‘clean up’ the violent, racist, homophobic and sexual content that circulates on the (dark) web. This is traumatic for the workers involved who, on the margins, contribute to the billion-dollar Silicon Valley industries such as Google and Microsoft (Perrigo 2023). Already entangled in this complex epistemological, ethical and ontological human-machine labour relationship (Barad 2007), I continue my search. As posthumanists acknowledge, humans and more-than-humans (animals, machines, curriculum guidance, microbes, etc) are ontologically interdependent – part of the same world. As I narrow down my prompts to the philosophical use of the term ‘care’ a list of principles emerges. I thank the machine. Lightly edited, ChatGPT gives the summary below. The app is descriptive and draws from ‘what is around’ (after extensive filtering). These selection processes are neither transparent nor open to question. Justification, verification, accuracy or truth are a ‘post-hoc activity’. Like a parrot, ChatGPT lacks critical thinking and the ability to evaluate the credibility of sources or their normativity (Peters et al. 2023, 6, 15–17).
护理作为一个概念与我们在幼儿教育和护理(ECEC)中的理论和实践错综复杂。本期的十一篇文章展示了关爱的惊人而有趣的表现方式。我的好奇心被激发了,我转向人工智能(AI)应用程序ChatGPT,输入各种关于护理的提示。这个最近发布的应用程序以对话模式生成类似人类的文本。这对人类和机器之间的关系提出了根本性的问题,从知识产权、作者和思想所有权的问题(Peters等人,2023),到对全球南方工人的政治关注,这些工人获得了微薄的报酬来“清理”(暗网)上流传的暴力、种族主义、恐同和性内容。这对那些为谷歌和微软等价值数十亿美元的硅谷产业做出贡献的边缘工人来说是一种创伤(Perrigo 2023)。我已经陷入了这种复杂的认识论、伦理和本体论的人机劳动关系中(Barad 2007),我继续寻找。正如后人类主义者所承认的那样,人类和人类(动物、机器、课程指南、微生物等)在本体论上是相互依存的,是同一世界的一部分。当我将提示缩小到“护理”一词的哲学用法时,一系列原则浮出水面。我感谢这台机器。经过轻微编辑,ChatGPT给出了以下摘要。该应用程序是描述性的,并借鉴了“周围的东西”(经过广泛筛选)。这些甄选过程既不透明,也不值得质疑。证明、核实、准确性或真实性是一项“事后活动”。像鹦鹉一样,ChatGPT缺乏批判性思维和评估来源可信度或其规范性的能力(Peters等人,2023,6,15-17)。
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引用次数: 0
Practitioner inquiry: troubling certainty 从业者询问:令人不安的确定性
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-23 DOI: 10.1080/1350293x.2023.2247591
Lynn J. McNair, Simon Bateson, M. Kustatscher, J. Ravenscroft
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引用次数: 0
Professionalising ECCE in South Africa is not child’s play! Determining skills gaps and implications for future sector development 在南非,专业的ECCE不是一件容易的事!确定技能差距及其对未来行业发展的影响
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-04 DOI: 10.1080/1350293x.2023.2241119
L. Wood, M. Neethling
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引用次数: 0
Early Years leadership development during workforce crisis: perspectives of 24 UK training providers 劳动力危机期间的早期领导力发展:24家英国培训机构的观点
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-24 DOI: 10.1080/1350293x.2023.2234108
M. Sakr, Kayla Halls, Kerris Cooper
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引用次数: 0
Evaluating popular STEM applications for young children 评估儿童流行的STEM应用
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-18 DOI: 10.1080/1350293x.2023.2221414
A. Konca, Burcu Izci, Ahmet Simsar
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引用次数: 0
Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers 捷克学前教育的课程设计和内容:学生教师的方法和经验
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-12 DOI: 10.1080/1350293x.2023.2234111
Barbora Loudová Stralczynská, Eva Koželuhová, Zora Syslová, Petra Ristić
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引用次数: 0
Childcare context and socio-emotional development in toddlers – a quantitative report from the FinnBrain Birth Cohort Study, Finland 幼儿的育儿环境和社会情感发展——芬兰FinnBrain出生队列研究的定量报告
IF 2.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-11 DOI: 10.1080/1350293x.2023.2234110
K. Tervahartiala, S. Nolvi, Eeva-Leena Kataja, Milka Seppälä, T. Autere, Hetti Hakanen, H. Karlsson, A. Carter, L. Karlsson, R. Korja
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引用次数: 0
期刊
European Early Childhood Education Research Journal
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