首页 > 最新文献

Early Childhood Education Journal最新文献

英文 中文
A Systematic Review of Early Writing Assessment Tools 早期写作评估工具的系统回顾
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-08 DOI: 10.1007/s10643-024-01697-7
Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding

There is considerable research regarding measures of early reading but much less in early writing. Nevertheless, writing is a critical skill for success in school and early difficulties in writing are likely to persist without intervention. A necessary step toward identifying those students who need additional support is the use of screening tools. The purpose of this study was to identify tools used with emergent writers and summarize the current state of this empirical literature. A systematic review was conducted for publications between 1990 and 2022. A total of 59 studies focused on early writing for preschool or kindergarten students and met criteria for inclusion in the review. Results indicated the most used early writing measure was Name Writing followed by Letter Writing, and Spelling tasks with some studies using this specific combination of measures. Despite some consistency in the measures used, there was significant variation in the scoring approach. Review of technical adequacy indicated 65% of studies included reliability data while considerably fewer included validity. Future studies using consistent approaches to scoring early writing tasks and additional examinations of validity are needed to improve educators’ ability to identify and intervene in this skill area.

有关早期阅读的研究相当多,但有关早期写作的研究却少得多。然而,写作是学业成功的关键技能,如果不进行干预,早期写作困难很可能会持续存在。使用筛查工具是识别需要额外支持的学生的必要步骤。本研究的目的是确定用于初学写作者的工具,并总结这一实证文献的现状。我们对 1990 年至 2022 年间发表的文献进行了系统回顾。共有 59 项研究关注学龄前或幼儿园学生的早期写作,符合纳入综述的标准。结果表明,使用最多的早期写作测量方法是姓名书写,其次是字母书写和拼写任务,有些研究还使用了这种特定的测量方法组合。尽管所使用的测量方法有一定的一致性,但评分方法却存在很大差异。对技术充分性的审查表明,65%的研究包含可靠性数据,而包含有效性数据的研究则少得多。未来的研究需要使用一致的方法对早期写作任务进行评分,并对有效性进行更多的检查,以提高教育工作者识别和干预这一技能领域的能力。
{"title":"A Systematic Review of Early Writing Assessment Tools","authors":"Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding","doi":"10.1007/s10643-024-01697-7","DOIUrl":"https://doi.org/10.1007/s10643-024-01697-7","url":null,"abstract":"<p>There is considerable research regarding measures of early reading but much less in early writing. Nevertheless, writing is a critical skill for success in school and early difficulties in writing are likely to persist without intervention. A necessary step toward identifying those students who need additional support is the use of screening tools. The purpose of this study was to identify tools used with emergent writers and summarize the current state of this empirical literature. A systematic review was conducted for publications between 1990 and 2022. A total of 59 studies focused on early writing for preschool or kindergarten students and met criteria for inclusion in the review. Results indicated the most used early writing measure was Name Writing followed by Letter Writing, and Spelling tasks with some studies using this specific combination of measures. Despite some consistency in the measures used, there was significant variation in the scoring approach. Review of technical adequacy indicated 65% of studies included reliability data while considerably fewer included validity. Future studies using consistent approaches to scoring early writing tasks and additional examinations of validity are needed to improve educators’ ability to identify and intervene in this skill area.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"142 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141292665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Other Side: Preschool Children’s Experience of a Read-Aloud Focused on Social Justice 另一边:学龄前儿童对以社会正义为主题的朗读的体验
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-03 DOI: 10.1007/s10643-024-01683-z
Norline R. Wild

The purpose of this article is to detail preschool age students’ exploration of social justice as they cocreated with their teacher an interactive read-aloud approach, named Picturebooks for Social Justice. Over the three phases, the teacher researcher studied her own preschool teaching as she read and explored 12 picturebooks with the 3-5-year-old children in her preschool class. Guided by relational and critical theoretical perspectives, findings demonstrate and detail examples of the children’s learning across the social justice standards of identity, diversity, justice, and action. These standards, which functioned both as the content and the goals of Picturebooks for Social Justice, were explored through books in the context of the strong bond between the children and teacher. The insights gained in this study can guide educators and researchers in understanding young children’s capacity to explore and understand social justice.

本文旨在详细介绍学龄前学生在与老师共同创造一种名为 "社会正义图画书 "的互动朗读方法时对社会正义的探索。在这三个阶段中,教师研究者研究了自己的学前教学,她与学前班中 3-5 岁的儿童一起阅读和探索了 12 本图画书。在关系和批判理论观点的指导下,研究结果展示并详细介绍了儿童在身份、多样性、正义和行动等社会正义标准方面的学习实例。这些标准既是 "社会公正图画书 "的内容,也是其目标。本研究获得的启示可以指导教育工作者和研究人员了解幼儿探索和理解社会公正的能力。
{"title":"The Other Side: Preschool Children’s Experience of a Read-Aloud Focused on Social Justice","authors":"Norline R. Wild","doi":"10.1007/s10643-024-01683-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01683-z","url":null,"abstract":"<p>The purpose of this article is to detail preschool age students’ exploration of social justice as they cocreated with their teacher an interactive read-aloud approach, named <i>Picturebooks for Social Justice</i>. Over the three phases, the teacher researcher studied her own preschool teaching as she read and explored 12 picturebooks with the 3-5-year-old children in her preschool class. Guided by relational and critical theoretical perspectives, findings demonstrate and detail examples of the children’s learning across the social justice standards of identity, diversity, justice, and action. These standards, which functioned both as the content and the goals of <i>Picturebooks for Social Justice</i>, were explored through books in the context of the strong bond between the children and teacher. The insights gained in this study can guide educators and researchers in understanding young children’s capacity to explore and understand social justice.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"91 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141236041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Incorporating Humanoid Artificial Intelligence (AI) Robots into Early Childhood Education 将仿人人工智能(AI)机器人纳入幼儿教育
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-30 DOI: 10.1007/s10643-024-01690-0
Joohi Lee, Junoh Jo, Joo Ok Lee, So Hyang Kim

In recent times, the field of education has experienced significant technological advancements, especially in area of Artificial Intelligence (AI). A particularly groundbreaking development is the emergence of humanoid AI robots, which holds immense promise for enhancing children’s learning experiences during early childhood. Unlike other forms of AI, humanoid AI robots bear a closer resemblance to humans, making them more approachable and engaging for young children. This paper explores a practical framework for incorporating humanoid AI robots into early childhood education. This framework includes several key components: first, introducing AI concepts in a child-friendly manner; second, fostering a relationship between children and AI; third, designing developmentally appropriate activities facilitated by AI; and finally, addressing the challenges associated with integrating AI into early childhood classrooms. The aim is to utilize the potential of AI in a way that enriches the educational environment for young learners.

近来,教育领域经历了重大的技术进步,尤其是在人工智能(AI)领域。仿人人工智能机器人的出现尤其具有开创性,它为提升儿童早期学习体验带来了巨大希望。与其他形式的人工智能不同,仿人人工智能机器人与人类更为相似,因此更容易接近,也更能吸引幼儿。本文探讨了将仿人人工智能机器人纳入幼儿教育的实用框架。该框架包括几个关键部分:首先,以儿童喜闻乐见的方式介绍人工智能概念;其次,培养儿童与人工智能之间的关系;第三,设计由人工智能促进的适合儿童发展的活动;最后,应对将人工智能融入幼儿课堂的相关挑战。目的是利用人工智能的潜力,丰富幼儿学习者的教育环境。
{"title":"Incorporating Humanoid Artificial Intelligence (AI) Robots into Early Childhood Education","authors":"Joohi Lee, Junoh Jo, Joo Ok Lee, So Hyang Kim","doi":"10.1007/s10643-024-01690-0","DOIUrl":"https://doi.org/10.1007/s10643-024-01690-0","url":null,"abstract":"<p>In recent times, the field of education has experienced significant technological advancements, especially in area of Artificial Intelligence (AI). A particularly groundbreaking development is the emergence of humanoid AI robots, which holds immense promise for enhancing children’s learning experiences during early childhood. Unlike other forms of AI, humanoid AI robots bear a closer resemblance to humans, making them more approachable and engaging for young children. This paper explores a practical framework for incorporating humanoid AI robots into early childhood education. This framework includes several key components: first, introducing AI concepts in a child-friendly manner; second, fostering a relationship between children and AI; third, designing developmentally appropriate activities facilitated by AI; and finally, addressing the challenges associated with integrating AI into early childhood classrooms. The aim is to utilize the potential of AI in a way that enriches the educational environment for young learners.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"98 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices 在实地工作经历中建立合作伙伴关系,促进循证实践
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-29 DOI: 10.1007/s10643-024-01692-y
Gospel Y. Kim, Kathleen N. Tuck, Jennifer A. Kurth

In early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.

在幼儿教育中,实施循证实践(EBPs)对于提高儿童的发展成果至关重要。虽然教育者预备课程通常涵盖了 EBPs 的内容知识,但这些知识在实地工作环境中的应用却很有限。这导致幼儿教育机构很少实施 EBPs,突出表明需要更好的策略。促进教育工作者实施 EBPs 的一个有效方法是在实地工作经验中融入行为技能培训(BST)模式。将行为技能培训纳入儿童早期教育工作者准备课程,可以培养团队成员之间强有力的合作关系,促进EBPs的识别和有意使用,以支持个别儿童的学习和发展。我们在实地工作经验中描述了这种新的协作伙伴关系模式,以展示职前教育者、在职教育者和师范教育者如何在影响彼此的表现方面发挥关键作用。这种合作旨在促进 EBPs 的实施,从而改善儿童的发展成果。
{"title":"Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices","authors":"Gospel Y. Kim, Kathleen N. Tuck, Jennifer A. Kurth","doi":"10.1007/s10643-024-01692-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01692-y","url":null,"abstract":"<p>In early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"28 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study 伊朗儿童校外非正式数字英语学习 (IDLE) 的母亲支架:定性研究
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-28 DOI: 10.1007/s10643-024-01675-z
Ali Soyoof, Barry Lee Reynolds, Michelle M. Neumann, Boris Vasquez-Calvo

Previous research has acknowledged that informal digital learning of English (IDLE) between parents and children can play an important role in children’s first and second language (L1 and L2) learning. However, most previous parent–child studies have been conducted in Western countries where English is the child’s first language. This study aimed to understand how Iranian children learn English as an L2 in a home context through mother–child home digital experiences. Five Iranian families which included six children, aged 6 to 7 years old, and their mothers were recruited as participants to explore mother–child IDLE experiences. Data was collected through semi-structured interviews and observations of mother–child L2 English interactions with popular culture using Video-Stimulated Recall (VSR) methods. The overall findings revealed children are interested in popular culture (e.g., playing Lego Jurassic World as a digital game, watching Princess Mononoke as an animation, and engaging with Drawing for Kids applications in English) and their dominant Discourses at home were gaming, narration, female role-modeling, music, and artistic experiences. Moreover, the findings showed that the role of mothers as scaffolders is essential for enhancing their children's learning at home, whether by asking questions or helping children discuss their favorite popular culture. However, maternal scaffolding can be improved by providing mothers with guidance to effectively support their children’s IDLE which can further enhance their children’s learning outcomes.

以往的研究承认,父母与子女之间的非正式英语数字化学习(IDLE)在儿童的第一语言和第二语言(L1 和 L2)学习中发挥着重要作用。然而,以前的大多数亲子研究都是在西方国家进行的,因为英语是孩子的第一语言。本研究旨在通过母子家庭数字体验,了解伊朗儿童如何在家庭环境中学习英语作为第二语言。本研究招募了五个伊朗家庭作为参与者,其中包括六名 6 至 7 岁的儿童及其母亲,以探索母子 IDLE 体验。数据是通过半结构式访谈和使用视频刺激回忆(VSR)方法观察母子第二语言英语与流行文化互动收集的。总体研究结果显示,儿童对流行文化感兴趣(例如,玩乐高《侏罗纪世界》数字游戏、看《梦幻公主》动画片、用英语参与《儿童绘画》应用软件),他们在家中的主导话语是游戏、叙述、女性榜样、音乐和艺术体验。此外,研究结果表明,无论是通过提问还是帮助孩子讨论他们喜爱的流行文化,母亲作为支架的作用对于促进孩子在家中的学习至关重要。然而,母亲的支架作用可以通过为母亲提供指导来改善,以有效支持子女的 IDLE,从而进一步提高子女的学习成绩。
{"title":"Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study","authors":"Ali Soyoof, Barry Lee Reynolds, Michelle M. Neumann, Boris Vasquez-Calvo","doi":"10.1007/s10643-024-01675-z","DOIUrl":"https://doi.org/10.1007/s10643-024-01675-z","url":null,"abstract":"<p>Previous research has acknowledged that informal digital learning of English (IDLE) between parents and children can play an important role in children’s first and second language (L1 and L2) learning. However, most previous parent–child studies have been conducted in Western countries where English is the child’s first language. This study aimed to understand how Iranian children learn English as an L2 in a home context through mother–child home digital experiences. Five Iranian families which included six children, aged 6 to 7 years old, and their mothers were recruited as participants to explore mother–child IDLE experiences. Data was collected through semi-structured interviews and observations of mother–child L2 English interactions with popular culture using Video-Stimulated Recall (VSR) methods. The overall findings revealed children are interested in popular culture (e.g., playing <i>Lego Jurassic World</i> as a digital game, watching <i>Princess Mononoke</i> as an animation, and engaging with <i>Drawing for Kids</i> applications in English) and their dominant Discourses at home were gaming, narration, female role-modeling, music, and artistic experiences. Moreover, the findings showed that the role of mothers as scaffolders is essential for enhancing their children's learning at home, whether by asking questions or helping children discuss their favorite popular culture. However, maternal scaffolding can be improved by providing mothers with guidance to effectively support their children’s IDLE which can further enhance their children’s learning outcomes.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"31 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Technology/Media Use in Early Childhood Education: Publication Trends in the U.S. from 2013 to 2022 技术/媒体在幼儿教育中的应用:2013 至 2022 年美国的出版趋势
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-24 DOI: 10.1007/s10643-024-01684-y
Boh Young Lee

This paper examines the research publication trends in the United States regarding the use of technology and media with or for young children (infants, toddlers, and preschoolers) from 2013 to 2022 after the joint National Association for the Education of Young Children (NAEYC) and Fred Rogers Center (FRC) position statement was released in 2012 to indicate areas for further exploration. Articles were carefully selected with predetermined exclusion criteria within three chosen databases that cover professional and scholarly peer-reviewed journals in a variety of areas in education. The final 124 articles were analyzed and categorized with predefined categories: publication year, type of article participants, methodology, research setting, purpose(s) of study.

美国全国幼儿教育协会(NAEYC)和弗雷德-罗杰斯中心(FRC)于 2012 年联合发布了立场声明,指出了有待进一步探索的领域,本文研究了自 2013 年至 2022 年期间美国有关幼儿(婴儿、学步儿童和学龄前儿童)使用技术和媒体的研究发表趋势。我们根据预先确定的排除标准,在所选的三个数据库中对文章进行了仔细筛选,这些数据库涵盖了教育各领域的专业和学术同行评审期刊。对最终的 124 篇文章进行了分析,并按照预先确定的类别进行了分类:出版年份、文章参与者类型、研究方法、研究环境、研究目的。
{"title":"Technology/Media Use in Early Childhood Education: Publication Trends in the U.S. from 2013 to 2022","authors":"Boh Young Lee","doi":"10.1007/s10643-024-01684-y","DOIUrl":"https://doi.org/10.1007/s10643-024-01684-y","url":null,"abstract":"<p>This paper examines the research publication trends in the United States regarding the use of technology and media with or for young children (infants, toddlers, and preschoolers) from 2013 to 2022 after the joint National Association for the Education of Young Children (NAEYC) and Fred Rogers Center (FRC) position statement was released in 2012 to indicate areas for further exploration. Articles were carefully selected with predetermined exclusion criteria within three chosen databases that cover professional and scholarly peer-reviewed journals in a variety of areas in education. The final 124 articles were analyzed and categorized with predefined categories: publication year, type of article participants, methodology, research setting, purpose(s) of study.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"111 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141091855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
An Update on Post-COVID-19 Pandemic Early Childhood Music Spaces 关于第 19 届世界艾滋病病毒/艾滋病流行后幼儿音乐空间的最新情况
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-18 DOI: 10.1007/s10643-024-01678-w
Lisa Huisman Koops, Beatriz Ilari, Gina Yi, Katherine Palmer, Tiago Madalozzo, Vivian Madalozzo, Alfredo Bautista, Elizabeth Andang’o

In early 2021, early childhood music educators and researchers from six global regions contributed to a book chapter documenting that state of early childhood music education during the early months of the COVID-19 pandemic. Over three years have passed since the onset of the global pandemic. This article represents an update from five of the six authors describing (a) how the pandemic is viewed in their setting as of March 2023, (b) how procedures and offerings have changed since the height of the pandemic, (c) positive or negative changes to early childhood offerings as a result of the pandemic, and (d) broader societal impacts of COVID that may be interrelated with early childhood music instruction. The intent of this article is to document the changes to specific early childhood programs in five global cultures as well as to reflect on the impact of socio-political events and movements on early childhood music education.

2021 年初,来自全球六个地区的幼儿音乐教育工作者和研究人员撰写了书中的一章,记录了 COVID-19 大流行初期的幼儿音乐教育状况。全球疫情爆发至今已有三年多。本文代表了六位作者中五位的最新情况,他们描述了:(a)截至 2023 年 3 月,他们是如何看待大流行的;(b)自大流行高峰期以来,程序和课程是如何变化的;(c)由于大流行,幼儿课程发生了积极或消极的变化;以及(d)COVID 可能与幼儿音乐教学相关的更广泛的社会影响。本文旨在记录全球五种文化中特定幼儿教育项目的变化,并反思社会政治事件和运动对幼儿音乐教育的影响。
{"title":"An Update on Post-COVID-19 Pandemic Early Childhood Music Spaces","authors":"Lisa Huisman Koops, Beatriz Ilari, Gina Yi, Katherine Palmer, Tiago Madalozzo, Vivian Madalozzo, Alfredo Bautista, Elizabeth Andang’o","doi":"10.1007/s10643-024-01678-w","DOIUrl":"https://doi.org/10.1007/s10643-024-01678-w","url":null,"abstract":"<p>In early 2021, early childhood music educators and researchers from six global regions contributed to a book chapter documenting that state of early childhood music education during the early months of the COVID-19 pandemic. Over three years have passed since the onset of the global pandemic. This article represents an update from five of the six authors describing (a) how the pandemic is viewed in their setting as of March 2023, (b) how procedures and offerings have changed since the height of the pandemic, (c) positive or negative changes to early childhood offerings as a result of the pandemic, and (d) broader societal impacts of COVID that may be interrelated with early childhood music instruction. The intent of this article is to document the changes to specific early childhood programs in five global cultures as well as to reflect on the impact of socio-political events and movements on early childhood music education.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"25 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Turn-over and Retention Among Head Start Educators 幼儿启蒙教育者的流动和留任
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-16 DOI: 10.1007/s10643-024-01685-x
Delia Vicente, Melanie Venegas, Alma D. Guerrero

Educators shape the quality of early education programs and are essential to children’s learning and healthy development. However, the early childhood education field is often challenged in retaining educational staff. Using a descriptive research design this study explores turnover and retention through the voices of Head Start and Early Head Start education staff. Education staff identified retention factors to be, holding a job with meaning and purpose that made a positive difference for children, families and communities, access to professional development opportunities, and positive connections with colleagues. While, low wages, high volumes of paperwork, complex caseloads, lack of recognition, weak onboarding, teacher preparation practices, and lack of voice in program changes, were identified as turnover factors. Despite low wages educators voiced they are more likely to stay when their growth and relatedness needs are being met. Overall turnover and retention were influenced by an organization’s systems, practices, and working conditions and how well these met the human core needs of its staff.

教育工作者决定着早期教育计划的质量,对儿童的学习和健康成长至关重要。然而,幼儿教育领域在留住教育工作者方面往往面临挑战。本研究采用描述性研究设计,通过 "启蒙教育 "和 "早期启蒙教育 "教育工作者的声音来探讨人员流动和留任问题。教育工作者认为,留住员工的因素包括:从事一份有意义、有目的的工作,为儿童、家庭和社区带来积极的变化;获得专业发展机会;与同事建立积极的联系。而低工资、大量文书工作、复杂的工作量、缺乏认可、入职培训薄弱、教师培训实践以及在计划变更中缺乏发言权则被认为是离职因素。尽管工资低,但教育工作者表示,如果他们的成长和相关性需求得到满足,他们就更有可能留下来。一个组织的制度、实践和工作条件,以及这些制度、实践和条件在多大程度上满足了员工的核心需求,都会影响到员工的整体流失率和留任率。
{"title":"Turn-over and Retention Among Head Start Educators","authors":"Delia Vicente, Melanie Venegas, Alma D. Guerrero","doi":"10.1007/s10643-024-01685-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01685-x","url":null,"abstract":"<p>Educators shape the quality of early education programs and are essential to children’s learning and healthy development. However, the early childhood education field is often challenged in retaining educational staff. Using a descriptive research design this study explores turnover and retention through the voices of Head Start and Early Head Start education staff. Education staff identified retention factors to be, holding a job with meaning and purpose that made a positive difference for children, families and communities, access to professional development opportunities, and positive connections with colleagues. While, low wages, high volumes of paperwork, complex caseloads, lack of recognition, weak onboarding, teacher preparation practices, and lack of voice in program changes, were identified as turnover factors. Despite low wages educators voiced they are more likely to stay when their growth and relatedness needs are being met. Overall turnover and retention were influenced by an organization’s systems, practices, and working conditions and how well these met the human core needs of its staff.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"27 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140949751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Working Conditions and Well-being of Early Childhood Leaders in the United States 美国幼儿领导者的工作条件和福祉
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-14 DOI: 10.1007/s10643-024-01677-x
Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh

There has been a marked increase in attention to educators’ well-being since the pandemic. The majority of this research activity, however, has been focused on the well-being of early childhood teachers while the challenges of early childhood leaders have gone largely undocumented. Using a holistic conceptualization of leader well-being along with the Job-Demands-Resources (JD-R) framework, the purpose of this study was to examine the well-being and working conditions of early childhood leaders in the U.S. To this end, we examine descriptive data on various aspects of the working conditions and physical, psychological, and professional well-being of 547 leaders (directors and associate directors) in center-based settings (ECE) as well as 667 elementary/primary principals nationwide. Overall, we found that ECE center-based leaders were paid 60% less than their K-12 counterparts but reported significantly longer tenure in the profession and in their current school. Both groups reported high workloads, working hours well above the standard 40-h workweek, and few opportunities for professional growth, coaching, and mentoring opportunities. The physical health of both groups was poor; obesity, sedentary behavior, and low physical activity were prevalent. A significant proportion of leaders (40%) were at high risk for depression and exhibited moderate burnout. Despite high demands and poor physical and psychological well-being, both groups had high job satisfaction, but also low intent-to-leave and feelings of isolation.

自大流行病以来,对教育工作者福祉的关注明显增加。然而,大部分研究活动都集中在幼儿教师的幸福感上,而幼儿教育领导者所面临的挑战却基本上没有被记录下来。为此,我们研究了全国范围内 547 名中心幼儿园(ECE)领导(园长和副园长)以及 667 名小学/小学校长的工作条件、身体、心理和职业幸福感等各方面的描述性数据。总体而言,我们发现幼教中心领导的薪酬比幼儿园和 12 年级的同行低 60%,但他们在本行业和当前学校的任职时间要长得多。这两个群体的工作量都很大,工作时间远远超过每周 40 小时的标准工作时间,而且很少有机会获得专业成长、辅导和指导。两组人的身体健康状况都很差;肥胖、久坐不动和运动量少是普遍现象。相当一部分领导者(40%)有抑郁的高风险,并表现出中度的职业倦怠。尽管工作要求高、身心健康状况不佳,但两组领导者的工作满意度都很高,而且离职意愿低,有孤独感。
{"title":"The Working Conditions and Well-being of Early Childhood Leaders in the United States","authors":"Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh","doi":"10.1007/s10643-024-01677-x","DOIUrl":"https://doi.org/10.1007/s10643-024-01677-x","url":null,"abstract":"<p>There has been a marked increase in attention to educators’ well-being since the pandemic. The majority of this research activity, however, has been focused on the well-being of early childhood teachers while the challenges of early childhood leaders have gone largely undocumented. Using a holistic conceptualization of leader well-being along with the Job-Demands-Resources (JD-R) framework, the purpose of this study was to examine the well-being and working conditions of early childhood leaders in the U.S. To this end, we examine descriptive data on various aspects of the working conditions and physical, psychological, and professional well-being of 547 leaders (directors and associate directors) in center-based settings (ECE) as well as 667 elementary/primary principals nationwide. Overall, we found that ECE center-based leaders were paid 60% less than their K-12 counterparts but reported significantly longer tenure in the profession and in their current school. Both groups reported high workloads, working hours well above the standard 40-h workweek, and few opportunities for professional growth, coaching, and mentoring opportunities. The physical health of both groups was poor; obesity, sedentary behavior, and low physical activity were prevalent. A significant proportion of leaders (40%) were at high risk for depression and exhibited moderate burnout. Despite high demands and poor physical and psychological well-being, both groups had high job satisfaction, but also low intent-to-leave and feelings of isolation.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"2 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Learning Together Through Shared Book Reading: Experiences of Burmese Refugee Mothers and Their Preschoolers 通过共享图书阅读共同学习:缅甸难民母亲及其学龄前儿童的经历
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-14 DOI: 10.1007/s10643-024-01655-3
Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern

Shared book reading at home is a beneficial language and literacy learning experience for young children. While there has been extensive research on shared book reading in general, more is needed on understanding what this looks like for multilingual refugee families and their preschool children, particularly among Burmese families in the United States. Past research has focused on literacy development among Burmese refugee children in the school context, but few studies exist on shared book reading among Burmese refugees and their preschoolers in the home context. This qualitative study highlights four Burmese mothers and their young children’s use of dual language books in shared book reading while incorporating interactive reading strategies like questioning, pointing and extratextual talk. Findings indicate that these mothers’ capacities to engage in book talk and scaffolding promote children's and caregivers' literacy skills. The study also highlights the need for resources and interventions that might be developed to support these families in their efforts to boost young children’s literacy using shared book reading strategies.

在家共读图书对幼儿来说是一种有益的语言和识字学习体验。虽然对一般的共享阅读已有广泛的研究,但对于多语种难民家庭及其学龄前儿童,尤其是美国的缅甸家庭来说,还需要更多的了解。以往的研究主要关注缅甸难民儿童在学校环境中的读写能力发展,但有关缅甸难民及其学龄前儿童在家庭环境中共同阅读图书的研究却很少。本定性研究重点介绍了四位缅甸母亲及其年幼子女在共读图书时使用双语图书的情况,同时结合了提问、指点和课外谈话等互动阅读策略。研究结果表明,这些母亲参与图书谈话和搭建脚手架的能力促进了儿童和照顾者的识字能力。这项研究还强调了开发资源和干预措施的必要性,以支持这些家庭利用共享图书阅读策略提高幼儿的读写能力。
{"title":"Learning Together Through Shared Book Reading: Experiences of Burmese Refugee Mothers and Their Preschoolers","authors":"Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern","doi":"10.1007/s10643-024-01655-3","DOIUrl":"https://doi.org/10.1007/s10643-024-01655-3","url":null,"abstract":"<p>Shared book reading at home is a beneficial language and literacy learning experience for young children. While there has been extensive research on shared book reading in general, more is needed on understanding what this looks like for multilingual refugee families and their preschool children, particularly among Burmese families in the United States. Past research has focused on literacy development among Burmese refugee children in the school context, but few studies exist on shared book reading among Burmese refugees and their preschoolers in the home context. This qualitative study highlights four Burmese mothers and their young children’s use of dual language books in shared book reading while incorporating interactive reading strategies like questioning, pointing and extratextual talk. Findings indicate that these mothers’ capacities to engage in book talk and scaffolding promote children's and caregivers' literacy skills. The study also highlights the need for resources and interventions that might be developed to support these families in their efforts to boost young children’s literacy using shared book reading strategies.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"115 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Early Childhood Education 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