Pub Date : 2023-06-05DOI: 10.1080/1350293x.2023.2221003
M. Wang, Xiumin Hong
{"title":"Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type","authors":"M. Wang, Xiumin Hong","doi":"10.1080/1350293x.2023.2221003","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2221003","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727475","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 : 2023-05-30DOI: 10.1080/1350293x.2023.2214714
Lisa S. E. Harms, Jessica S. Gubbels, Ilona van de Kolk, Kathelijne M. H. H. Bessems, Sophie Vanbelle, Marla T. H. Hahnraths, Stef P. J. Kremers, Sanne M. P. L. Gerards
SuperFIT aims to improve the dietary and physical activity behaviour of children (2–4 years) in the Dutch childcare and home setting. Healthy parenting practices, policies, and availability of materials, fruits, and vegetables were promoted over the course of a year. This pilot study, with a quasi-experimental design, examined the effectiveness of children’s intake of fruits, vegetables, water, and sweet beverages. Families attending intervention preschools could participate in the partial (preschool) or full (preschool + home) intervention. Parental 24-hour recalls assessed the child’s diet at baseline and two follow-ups. Data from 81 control and 88 intervention children was included in a three-level hierarchical logistic regression. The full intervention showed significantly favourable effects for sweet beverages (B = −1.85, P < 0.05) and unfavourable effects for vegetables (B = −1.94, P < 0.05), compared to the control between the second follow-up and baseline. No significant effects were found for fruit or water, nor for the partial intervention. More research in a larger sample is needed to confirm current findings.Trial registration: ClinicalTrials.gov identifier: NCT03021980.
SuperFIT旨在改善荷兰儿童保育和家庭环境中儿童(2-4岁)的饮食和体育活动行为。在一年的时间里，促进了健康的育儿实践、政策以及材料、水果和蔬菜的供应。这项试点研究采用准实验设计，考察了儿童摄入水果、蔬菜、水和甜饮料的有效性。参加干预学前班的家庭可以参加部分(学前班)或全部(学前班+家庭)干预。父母24小时回顾评估了孩子的饮食基线和两次随访。81名对照儿童和88名干预儿童的数据纳入三水平分层逻辑回归。与第二次随访和基线的对照组相比，完全干预对甜饮料有显著的有利影响(B = - 1.85, P < 0.05)，对蔬菜有不利影响(B = - 1.94, P < 0.05)。没有发现水果或水的显著影响，也没有发现部分干预。要证实目前的发现，还需要在更大的样本中进行更多的研究。试验注册:ClinicalTrials.gov标识符:NCT03021980。
{"title":"Effects of SuperFIT, an overweight-prevention intervention approach, on pre-schoolers’ dietary intake: a pilot study","authors":"Lisa S. E. Harms, Jessica S. Gubbels, Ilona van de Kolk, Kathelijne M. H. H. Bessems, Sophie Vanbelle, Marla T. H. Hahnraths, Stef P. J. Kremers, Sanne M. P. L. Gerards","doi":"10.1080/1350293x.2023.2214714","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2214714","url":null,"abstract":"SuperFIT aims to improve the dietary and physical activity behaviour of children (2–4 years) in the Dutch childcare and home setting. Healthy parenting practices, policies, and availability of materials, fruits, and vegetables were promoted over the course of a year. This pilot study, with a quasi-experimental design, examined the effectiveness of children’s intake of fruits, vegetables, water, and sweet beverages. Families attending intervention preschools could participate in the partial (preschool) or full (preschool + home) intervention. Parental 24-hour recalls assessed the child’s diet at baseline and two follow-ups. Data from 81 control and 88 intervention children was included in a three-level hierarchical logistic regression. The full intervention showed significantly favourable effects for sweet beverages (B = −1.85, P < 0.05) and unfavourable effects for vegetables (B = −1.94, P < 0.05), compared to the control between the second follow-up and baseline. No significant effects were found for fruit or water, nor for the partial intervention. More research in a larger sample is needed to confirm current findings.Trial registration: ClinicalTrials.gov identifier: NCT03021980.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135690205","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 : 2023-05-14DOI: 10.1080/1350293x.2023.2211275
Ceyhun Ersan, B. Uslu
{"title":"What if children affected by sleep disorder and aggression could regulate their emotions?","authors":"Ceyhun Ersan, B. Uslu","doi":"10.1080/1350293x.2023.2211275","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2211275","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084748","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 : 2023-05-10DOI: 10.1080/1350293x.2023.2211758
A. Phillips, Marianne Fenech
{"title":"Educators’ perceptions of Australia’s early childhood education and care quality assurance rating system","authors":"A. Phillips, Marianne Fenech","doi":"10.1080/1350293x.2023.2211758","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2211758","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47589384","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 : 2023-05-04DOI: 10.1080/1350293X.2023.2214021
C. Pascal, Tony Bertram
It still astonishes us to think that the EECERJ has provided an invaluable multi-disciplinary platform for the dissemination of high-quality research into ECE policy and practice for more than 30 years. The Editorial team throughout this time have worked unstintingly to develop the capacity and capability of the ECE research community, its evidence base and the rigour and reach of its methodologies. We believe we have now an established field of study which, as we live through these momentous and challenging times, is making a deep and transformative difference to ECE policy and practice across the world. Yet, despite our sense of achievement and pride in our collective endeavours, as President of EECERA and Editor in Chief of EECERJ, we have to acknowledge that our field has urgent and unfinished work to do as new global challenges confront us. In this joint Editorial, we want to set out an agenda for EECERA and its research community to debate and develop as a first step to transformative action to enhance the lives of our youngest children. Our case is twofold. First, we need to rethink what is the prime purpose of our early education and care programmes and shift our attention to creating the conditions for our children to flourish and have the chance to lead fulfilled lives with a sense of wellbeing. Currently, with an increasing shift to performative programmes and prescribed outcomes there seems less emphasis on these core aspects of life, and little evidence on how children thrive and are empowered. Second, we need to better promote the importance of systematic and rigorous practitioner/ practice-based research evidence, refocusing on context and processes and to raise the visibility and status of the Greek notion of Eudaimonic. In this editorial, we aim to explore how we can be better at identifying, describing and evaluating the Eudaimonic allowing our children to flourish and live with greater fulfilment and wellbeing.
{"title":"Evidencing practice: re-focusing on children’s flourishing, fulfilment and wellbeing","authors":"C. Pascal, Tony Bertram","doi":"10.1080/1350293X.2023.2214021","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2214021","url":null,"abstract":"It still astonishes us to think that the EECERJ has provided an invaluable multi-disciplinary platform for the dissemination of high-quality research into ECE policy and practice for more than 30 years. The Editorial team throughout this time have worked unstintingly to develop the capacity and capability of the ECE research community, its evidence base and the rigour and reach of its methodologies. We believe we have now an established field of study which, as we live through these momentous and challenging times, is making a deep and transformative difference to ECE policy and practice across the world. Yet, despite our sense of achievement and pride in our collective endeavours, as President of EECERA and Editor in Chief of EECERJ, we have to acknowledge that our field has urgent and unfinished work to do as new global challenges confront us. In this joint Editorial, we want to set out an agenda for EECERA and its research community to debate and develop as a first step to transformative action to enhance the lives of our youngest children. Our case is twofold. First, we need to rethink what is the prime purpose of our early education and care programmes and shift our attention to creating the conditions for our children to flourish and have the chance to lead fulfilled lives with a sense of wellbeing. Currently, with an increasing shift to performative programmes and prescribed outcomes there seems less emphasis on these core aspects of life, and little evidence on how children thrive and are empowered. Second, we need to better promote the importance of systematic and rigorous practitioner/ practice-based research evidence, refocusing on context and processes and to raise the visibility and status of the Greek notion of Eudaimonic. In this editorial, we aim to explore how we can be better at identifying, describing and evaluating the Eudaimonic allowing our children to flourish and live with greater fulfilment and wellbeing.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"305 - 310"},"PeriodicalIF":2.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45790636","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 : 2023-05-03DOI: 10.1080/1350293x.2023.2207031
Yasemin Yücesan, Gabriela Portugal, M. Figueiredo
{"title":"Cultural heritage in early childhood education: a systematic review","authors":"Yasemin Yücesan, Gabriela Portugal, M. Figueiredo","doi":"10.1080/1350293x.2023.2207031","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2207031","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874087","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 : 2023-04-27DOI: 10.1080/1350293x.2023.2207032
Huihua He, Qin Jiang, Xiaoyu Tang, Lu Jiang
{"title":"Can a theme-based joint block play program promote preschoolers’ cooperative skills: evidence from Shanghai/China","authors":"Huihua He, Qin Jiang, Xiaoyu Tang, Lu Jiang","doi":"10.1080/1350293x.2023.2207032","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2207032","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59704956","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 : 2023-04-26DOI: 10.1080/1350293X.2023.2200019
M. Fleer, P. Rai
ABSTRACT The theorisation of digital technologies for play-based settings has received a great deal of attention. However, less is known about how zoom modalities, which are increasingly becoming commonplace at work and in the home, have impacted on the play of children in Family Day Care. Whilst theoretical attention has been given to conceptualising multimodalities in centre programmes, Family Day Care is uniquely different. This paper takes up this challenge by studying Family Day Care educators, their leaders (n = 7) and the children (n = 38) from their respective FDC homes (digital data of 797.46 min). The results identify the pedagogical practice of zoom play, which is a form of collective imaginings, a common narrative, and a crystallised affective imagining when digitally connected across a virtual landscape.
{"title":"Zoom play: Affectively mobilised collective play across Family Day Care settings","authors":"M. Fleer, P. Rai","doi":"10.1080/1350293X.2023.2200019","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2200019","url":null,"abstract":"ABSTRACT The theorisation of digital technologies for play-based settings has received a great deal of attention. However, less is known about how zoom modalities, which are increasingly becoming commonplace at work and in the home, have impacted on the play of children in Family Day Care. Whilst theoretical attention has been given to conceptualising multimodalities in centre programmes, Family Day Care is uniquely different. This paper takes up this challenge by studying Family Day Care educators, their leaders (n = 7) and the children (n = 38) from their respective FDC homes (digital data of 797.46 min). The results identify the pedagogical practice of zoom play, which is a form of collective imaginings, a common narrative, and a crystallised affective imagining when digitally connected across a virtual landscape.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"826 - 843"},"PeriodicalIF":2.3,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43062543","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 : 2023-04-23DOI: 10.1080/1350293X.2023.2202919
Shu-chen Wu
ABSTRACT Curriculum reforms in Hong Kong have put more emphasis on play pedagogy juxtaposed with teacher-directed academic learning. Against this background, this study investigated the nature of the play-based learning approach by reviewing Fröbel’s play pedagogy (Spielpädagogik) and comparing it with the policies and practices of the play-based curriculum in Hong Kong. Data collection consisted of observations, interviews, and analyses of curriculum documents. Based on Fröbel’s educational philosophy on Spielpädagogik, policy documents and the results of empirical studies were analyzed and critically compared. The findings showed that Hong Kong’s play-based learning curriculum had some elements in common with Fröbel’s Spielpädagogik; however, the child-initiative (Selbstbestimmung) aspect emphasized in Fröbel’s Spielpädagogik was not commonly observed in Hong Kong’s classrooms because of time constraints and other sociocultural factors. There were also similarities between Fröbel's “play care” (Spielpflege) and teachers’ roles in children’s play advocated by Hong Kong’s curriculum policies. Yet, comparatively, Fröbel’s play care gave clearer directions on teachers’ roles, particularly on how to use language to guide children’s play. The research findings provide clearer insights into how the play-based approach in Hong Kong should move forward, and suggestions for which direction other places advocate play-based approach should take.
{"title":"How similar is Hong Kong’s play-based learning pedagogy to Fröbel’s Spielpädagogik?","authors":"Shu-chen Wu","doi":"10.1080/1350293X.2023.2202919","DOIUrl":"https://doi.org/10.1080/1350293X.2023.2202919","url":null,"abstract":"ABSTRACT Curriculum reforms in Hong Kong have put more emphasis on play pedagogy juxtaposed with teacher-directed academic learning. Against this background, this study investigated the nature of the play-based learning approach by reviewing Fröbel’s play pedagogy (Spielpädagogik) and comparing it with the policies and practices of the play-based curriculum in Hong Kong. Data collection consisted of observations, interviews, and analyses of curriculum documents. Based on Fröbel’s educational philosophy on Spielpädagogik, policy documents and the results of empirical studies were analyzed and critically compared. The findings showed that Hong Kong’s play-based learning curriculum had some elements in common with Fröbel’s Spielpädagogik; however, the child-initiative (Selbstbestimmung) aspect emphasized in Fröbel’s Spielpädagogik was not commonly observed in Hong Kong’s classrooms because of time constraints and other sociocultural factors. There were also similarities between Fröbel's “play care” (Spielpflege) and teachers’ roles in children’s play advocated by Hong Kong’s curriculum policies. Yet, comparatively, Fröbel’s play care gave clearer directions on teachers’ roles, particularly on how to use language to guide children’s play. The research findings provide clearer insights into how the play-based approach in Hong Kong should move forward, and suggestions for which direction other places advocate play-based approach should take.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"784 - 796"},"PeriodicalIF":2.3,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43034861","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 : 2023-04-17DOI: 10.1080/1350293x.2023.2200020
Yuwen Ma, M. Fleer, L. Li, Yuejiu Wang
{"title":"A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context","authors":"Yuwen Ma, M. Fleer, L. Li, Yuejiu Wang","doi":"10.1080/1350293x.2023.2200020","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2200020","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047346","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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