首页 > 最新文献

European Early Childhood Education Research Journal最新文献

英文 中文
Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention 提高幼儿教育学生教师的心理化、互动和关系:一种在线干预
4区 教育学 Q2 Social Sciences Pub Date : 2023-10-06 DOI: 10.1080/1350293x.2023.2266782
Jenny Marttila, Ruben Fukkink, Maarit Silvén
Despite the growing importance of in-service teachers’ mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor’s degree program to promote Finnish ECE student teachers’ interactional and relational competence via mentalization. The study module included evidence-based lectures and tutorials on children’s language development and teacher–child interactions, supplemented with multimedia material on a digital platform, independent work on assignments, and practical training. The VERP students’ (N = 21) and the trainers’ talk about cognition, but not about emotion, increased. The students rated their attuned interaction skills higher after the VERP training. After the study module, students perceived more closeness and less conflict in their overall relationships with children. The prospective ECE teachers appear to benefit from online mentalization training with complementary curricular content and teaching methods.
尽管在职教师心理化在幼儿教育中越来越重要,但对职前教师的研究却很少。我们在学士学位课程的在线学习模块中嵌入了一个新开发版本的视频增强反思实践(VERP)计划,以通过心智化提高芬兰ECE学生教师的互动和关系能力。学习模块包括以证据为基础的关于儿童语言发展和师生互动的讲座和教程,辅以数字平台上的多媒体材料、独立作业和实践培训。参与VERP的学生(N = 21)和培训师在认知方面的谈话有所增加,而在情感方面的谈话没有增加。经过VERP训练后,学生们对自己的协调互动技能的评价更高。在学习模块之后,学生们在与孩子的整体关系中感觉更亲密,冲突更少。未来的ECE教师似乎受益于在线心理培训与补充课程内容和教学方法。
{"title":"Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention","authors":"Jenny Marttila, Ruben Fukkink, Maarit Silvén","doi":"10.1080/1350293x.2023.2266782","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2266782","url":null,"abstract":"Despite the growing importance of in-service teachers’ mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor’s degree program to promote Finnish ECE student teachers’ interactional and relational competence via mentalization. The study module included evidence-based lectures and tutorials on children’s language development and teacher–child interactions, supplemented with multimedia material on a digital platform, independent work on assignments, and practical training. The VERP students’ (N = 21) and the trainers’ talk about cognition, but not about emotion, increased. The students rated their attuned interaction skills higher after the VERP training. After the study module, students perceived more closeness and less conflict in their overall relationships with children. The prospective ECE teachers appear to benefit from online mentalization training with complementary curricular content and teaching methods.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345539","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}
引用次数: 0
The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials 自由游戏对学龄前儿童身体活动水平和运动、认知和社会情感能力的影响:随机对照试验的系统回顾
4区 教育学 Q2 Social Sciences Pub Date : 2023-10-03 DOI: 10.1080/1350293x.2023.2259641
Alaitz Martín-García, Markel Rico-González
ABSTRACTThe present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children’s physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic databases (PubMed, Web of Science) until 19 October 2022. From a total of 674 studies initially found, 16 were included in the qualitative synthesis. The general outcomes suggest that FP, together other methodologies, may foster MC rather than FP by itself. However, other methodologies have shown greater positive effects than FP for improving PA level, CC, and socioemotional competence. Therefore, the implementation of FP methodology rather than others (e.g. structured play) is not supported by published RCT, at least, when it is not implemented with another methodology.KEYWORDS: Unstructured play; structured playearly childhoodkindergartendevelopment Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要本文通过随机对照试验(RCT)设计,系统总结了自由游戏(FP)对学龄前儿童身体活动(PA)水平以及运动(MC)、认知(CC)和社会情绪能力的影响。使用两个电子数据库(PubMed, Web of Science)对相关文章进行系统综述,直至2022年10月19日。从最初发现的总共674项研究中,有16项被纳入定性综合。一般结果表明,计划生育与其他方法一起,可能会促进管理,而不是计划生育本身。然而,在提高PA水平、CC和社会情绪能力方面,其他方法显示出比FP更大的积极作用。因此,FP方法的实施而不是其他方法(如结构化游戏)不被已发表的RCT所支持,至少当它没有被另一种方法实施时。关键词:非结构化游戏;如:(1)披露声明作者未报告潜在的利益冲突。
{"title":"The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials","authors":"Alaitz Martín-García, Markel Rico-González","doi":"10.1080/1350293x.2023.2259641","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259641","url":null,"abstract":"ABSTRACTThe present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children’s physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic databases (PubMed, Web of Science) until 19 October 2022. From a total of 674 studies initially found, 16 were included in the qualitative synthesis. The general outcomes suggest that FP, together other methodologies, may foster MC rather than FP by itself. However, other methodologies have shown greater positive effects than FP for improving PA level, CC, and socioemotional competence. Therefore, the implementation of FP methodology rather than others (e.g. structured play) is not supported by published RCT, at least, when it is not implemented with another methodology.KEYWORDS: Unstructured play; structured playearly childhoodkindergartendevelopment Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695972","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}
引用次数: 0
Does thrive by three , a quality-building intervention in childcare centres, strengthen children’s language skills? 在托儿中心进行的素质培养干预——“三岁成长”,是否能增强儿童的语言技能?
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-26 DOI: 10.1080/1350293x.2023.2260131
Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen
This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.
本研究考察了“三人成长”干预对1 ~ 3岁儿童语言发展的效果。数据来自78个托儿中心、187个幼儿教室和1561名儿童(91.4%为挪威本地人)。结果显示,干预组儿童的语言发展略快于对照组,但差异无统计学意义。由于先前的研究发现儿童保育中的语言刺激因性别而异,我们也研究了“三人成长”干预对男孩和女孩的影响是否不同。我们发现干预的效果只出现在女孩的语言发展上。从基线到干预后,干预组的女孩比对照组的女孩多说了17个单词。干预组与对照组的男孩语言发展变化无统计学差异。结果讨论了理论和文献可能解释我们的发现。
{"title":"Does <i>thrive by three</i> , a quality-building intervention in childcare centres, strengthen children’s language skills?","authors":"Ratib Lekhal, May-Britt Drugli, Lisa Karlsen, Stian Lydersen, Elisabet Solheim Buøen","doi":"10.1080/1350293x.2023.2260131","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2260131","url":null,"abstract":"This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958344","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}
引用次数: 0
How pandemics like COVID-19 change education in early childhood: the music practice and tendencies in Serbia 像COVID-19这样的大流行如何改变幼儿教育:塞尔维亚的音乐实践和趋势
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-20 DOI: 10.1080/1350293x.2023.2259640
Biljana Novković Cvetković, Miljana Mladenović, Ana Spasić Stošić, Ivana Tasić Mitić, Aleksandar Stojadinović
ABSTRACTThis paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education.KEYWORDS: Early childhood educationmusic education in preschoolteachers’ attitudeskindergarten teachersCOVID-19 AcknowledgmentThe Faculty of pedagogy, University of Niš, Serbia, fully supported this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Serbia, preschool and kindergarten are both included in the same institution. The institution usually covers all preschool and kindergarten units in the local area. One local unit is both − preschool and kindergarten. It is commonly called ‘kindergarten’.
摘要本文探讨了塞尔维亚一家学前教育机构是否为疫情期间的教育做好了准备。研究对象是9个幼儿园-学前教育单位,140名教师为大约2500名6.5岁以下的儿童提供服务。我们调查了所有在幼儿园工作的老师。本研究旨在以音乐教育为个案,回答:新冠肺炎疫情是否影响了学前音乐教育工作的变化;基于网络的应用程序和教育资源能否改善学龄前儿童的音乐效果,尤其是在大流行期间?网络应用和教育资源会降低财务成本吗?网络应用和教育资源会促进家长与教师的沟通吗?调查结果显示,幼儿教师大多使用传统的线下教育技术和工具,但需要更多的在线学习工具、网络资源和应用程序,尤其是在远程工作时。他们认为这些资源可以降低财务成本,改善家长与教师的沟通。该研究发现,大流行迫使人们改变了做法。然而,教师们认为,由于基于网络的教育技术使幼儿教育的所有参与者更紧密地联系在一起,这些变化可以加强未来大流行后的实践。关键词:幼儿教育;学前教师对音乐教育的态度;幼儿园教师;披露声明作者未报告潜在的利益冲突。注1在塞尔维亚,学前班和幼儿园都包括在同一机构内。该机构通常涵盖当地所有学前班和幼儿园单位。一个地方单位同时是学前班和幼儿园。它通常被称为“幼儿园”。
{"title":"How pandemics like COVID-19 change education in early childhood: the music practice and tendencies in Serbia","authors":"Biljana Novković Cvetković, Miljana Mladenović, Ana Spasić Stošić, Ivana Tasić Mitić, Aleksandar Stojadinović","doi":"10.1080/1350293x.2023.2259640","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259640","url":null,"abstract":"ABSTRACTThis paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education.KEYWORDS: Early childhood educationmusic education in preschoolteachers’ attitudeskindergarten teachersCOVID-19 AcknowledgmentThe Faculty of pedagogy, University of Niš, Serbia, fully supported this research.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Serbia, preschool and kindergarten are both included in the same institution. The institution usually covers all preschool and kindergarten units in the local area. One local unit is both − preschool and kindergarten. It is commonly called ‘kindergarten’.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136306453","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}
引用次数: 0
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care 移民父母的声音使幼儿教育和护理专业学习社区成为可能
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-20 DOI: 10.1080/1350293x.2023.2259643
Alicja R. Sadownik, Laurent Gabriel Ndijuye
The existing body of knowledge on the global experiences of im/migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents’ own patterns of engagement in this realm. Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions, poses a significant challenge for ECEC practitioners. Against this background, this article draws on a collection of im/migrant and refugee parents’ experiences in the ECEC settings of the very different socio-cultural contexts of Tanzania and Norway. It explores how these voices can serve as sources of inspiration for the development of professional learning communities (PLC) among ECEC professionals. Furthermore, this article examines how professionals can manoeuvre through the impossibilities of satisfying every parent and instead create arenas for constructive dialogue (and disagreement).
现有的关于移民/移民父母在幼儿教育和护理(ECEC)环境中的全球经验的知识体系揭示了广泛的关注,包括机构教育和护理的各个方面,以及父母自己在这一领域的参与模式。在众多且日益多样化的父母观点中导航,这些观点往往以相互冲突的观点为标志,这对ECEC从业者构成了重大挑战。在此背景下,本文收集了移民/移民和难民父母在坦桑尼亚和挪威这两个社会文化背景截然不同的ECEC环境中的经历。它探讨了这些声音如何成为ECEC专业人员之间专业学习社区(PLC)发展的灵感来源。此外,本文探讨了专业人士如何通过不可能的操作来满足每一位家长,而不是为建设性的对话(和分歧)创造舞台。
{"title":"Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care","authors":"Alicja R. Sadownik, Laurent Gabriel Ndijuye","doi":"10.1080/1350293x.2023.2259643","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2259643","url":null,"abstract":"The existing body of knowledge on the global experiences of im/migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents’ own patterns of engagement in this realm. Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions, poses a significant challenge for ECEC practitioners. Against this background, this article draws on a collection of im/migrant and refugee parents’ experiences in the ECEC settings of the very different socio-cultural contexts of Tanzania and Norway. It explores how these voices can serve as sources of inspiration for the development of professional learning communities (PLC) among ECEC professionals. Furthermore, this article examines how professionals can manoeuvre through the impossibilities of satisfying every parent and instead create arenas for constructive dialogue (and disagreement).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136306639","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}
引用次数: 0
Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten 挪威一所幼儿园儿童在自发户外游戏中的整体学习
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-18 DOI: 10.1080/1350293x.2023.2257911
Teresa K. Aslanian, Anne-Line Bjerknes, Anne Kristin Andresen
This article explores children’s self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children’s self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children’s self-initiated outdoor play contributes to children’s holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, taking field notes and photographs. We analyzed it with a biosocial approach, where learning is understood as produced through an assemblage of social and biological forces. We found that with a creative and imaginative attitude, children sought intense and novel physical experiences and interactions with each other, other species, and things, while also navigating rules, relationships, and their own and others’ emotions. We discussed the strategies we observed in relation to ‘indirect pedagogy’ and teacher-led pedagogy, challenges relating to risk, and young children’s opportunities for holistic learning through self-initiated play in ECEC.
本文探讨了挪威一所幼儿园儿童自发的户外游戏与整体学习。虽然北欧ECEC重视儿童的自发游戏,但很少分析其与整体学习的关系。为了探索儿童自发的户外游戏如何有助于儿童在ECEC中的整体学习,我们观察了一组24岁的儿童在挪威一家幼儿园的户外游戏中,并记录了现场笔记和照片。我们用生物社会的方法来分析它,在这种方法中,学习被理解为通过社会和生物力量的组合产生的。我们发现,以一种富有创造力和想象力的态度,孩子们寻求强烈而新颖的身体体验,以及与他人、其他物种和事物的互动,同时也驾驭着规则、关系、自己和他人的情感。我们讨论了我们观察到的与“间接教学法”和教师主导教学法相关的策略,与风险相关的挑战,以及幼儿在ECEC中通过自我发起的游戏进行整体学习的机会。
{"title":"Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten","authors":"Teresa K. Aslanian, Anne-Line Bjerknes, Anne Kristin Andresen","doi":"10.1080/1350293x.2023.2257911","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2257911","url":null,"abstract":"This article explores children’s self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children’s self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children’s self-initiated outdoor play contributes to children’s holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, taking field notes and photographs. We analyzed it with a biosocial approach, where learning is understood as produced through an assemblage of social and biological forces. We found that with a creative and imaginative attitude, children sought intense and novel physical experiences and interactions with each other, other species, and things, while also navigating rules, relationships, and their own and others’ emotions. We discussed the strategies we observed in relation to ‘indirect pedagogy’ and teacher-led pedagogy, challenges relating to risk, and young children’s opportunities for holistic learning through self-initiated play in ECEC.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154247","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}
引用次数: 0
The effect of ECEC process quality on school performance and the mediating role of early social skills ECEC过程质量对学业成绩的影响及早期社会技能的中介作用
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-16 DOI: 10.1080/1350293x.2023.2254531
Erik Eliassen, Ragnhild Eek Brandlistuen, Mari Vaage Wang
Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years along two dimensions: ‘pedagogical practices’ and ‘structured activities’, and school performance was measured at age 11 years (5th grade) using mandatory national tests in math, reading, and English. The results show that the indirect effect of pedagogical practices on school outcomes through social skills was small but statistically significant. In contrast, there was no statistically significant indirect effect of structured activities on school performance through social skills.
许多研究已经将幼儿教育和护理的质量与学校表现联系起来,但是幼儿教育和护理过程质量如何以导致提高学校表现的方式影响儿童的机制尚不清楚。本研究以挪威的7431名儿童为研究对象,检验了早期社会技能对ECEC过程质量与后期学校表现之间关系的中介假设。在5岁时,通过“教学实践”和“结构化活动”两个维度来衡量过程质量,在11岁(5年级)时,使用强制性的国家数学、阅读和英语测试来衡量学校表现。结果表明,教学实践通过社会技能对学校成绩的间接影响很小,但具有统计学意义。相比之下,通过社交技能,结构化活动对学校表现没有统计上显著的间接影响。
{"title":"The effect of ECEC process quality on school performance and the mediating role of early social skills","authors":"Erik Eliassen, Ragnhild Eek Brandlistuen, Mari Vaage Wang","doi":"10.1080/1350293x.2023.2254531","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254531","url":null,"abstract":"Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years along two dimensions: ‘pedagogical practices’ and ‘structured activities’, and school performance was measured at age 11 years (5th grade) using mandatory national tests in math, reading, and English. The results show that the indirect effect of pedagogical practices on school outcomes through social skills was small but statistically significant. In contrast, there was no statistically significant indirect effect of structured activities on school performance through social skills.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135308607","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}
引用次数: 0
Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States 家庭和学前教育对英国、爱沙尼亚和美国早期读写和计算能力发展的影响
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-12 DOI: 10.1080/1350293x.2023.2257913
Yau Yu Chan, Nirmala Rao
{"title":"Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States","authors":"Yau Yu Chan, Nirmala Rao","doi":"10.1080/1350293x.2023.2257913","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2257913","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878315","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}
引用次数: 0
The learning early childhood education and care institution as an inclusion arena 学习幼儿教育和保育机构作为一个包容的舞台
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-12 DOI: 10.1080/1350293x.2023.2254533
Anne Grethe Sønsthagen
Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.
挪威的幼儿教育和护理具有广泛的使命,除其他外,通过立法和框架规定纠正社会不公正和强调包容。然而,研究表明,象征权力往往存在于早期儿童教育和护理机构。在这篇概念性的论文中,讨论了幼儿教育和护理机构的当地一线领导和员工在参与多元文化专业发展时如何分析和挑战他们的工作。在此过程中,提出了一个模型,作为帮助直线领导和员工的工具。有人认为,要发挥学习包容舞台的作用,地方一线领导和员工有必要批判性地探索机构如何为所有参与者发挥作用,并设想和挑战机构中潜在的象征性权力。
{"title":"The learning early childhood education and care institution as an inclusion arena","authors":"Anne Grethe Sønsthagen","doi":"10.1080/1350293x.2023.2254533","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254533","url":null,"abstract":"Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826178","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}
引用次数: 0
Explaining children’s social relationships in early childhood: the role of parental social networks 解释儿童早期的社会关系:父母社会网络的作用
4区 教育学 Q2 Social Sciences Pub Date : 2023-09-12 DOI: 10.1080/1350293x.2023.2257912
Marita Neitola, Piia af Ursin, Päivi Pihlaja
{"title":"Explaining children’s social relationships in early childhood: the role of parental social networks","authors":"Marita Neitola, Piia af Ursin, Päivi Pihlaja","doi":"10.1080/1350293x.2023.2257912","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2257912","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878508","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}
引用次数: 0
期刊
European Early Childhood Education Research Journal
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1