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The Efficacy of the TEACH e-Learning Course at Improving Early Childhood Education Students’ Physical Activity and Sedentary Behaviour Related Self-Efficacy, Knowledge, Intentions, and Perceived Behavioural Control
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-02-02 DOI: 10.1007/s10643-025-01855-5
Myranda Hawthorne, Matthew Bourke, Brianne A. Bruijns, Leigh M. Vanderloo, Jennifer D. Irwin, Rachel Heydon, Valerie Carson, Andrew M. Johnson, Kristi B. Adamo, Shauna M. Burke, Brian W. Timmons, Patricia Tucker

Promoting high levels of physical activity and reducing sedentary behaviour in early childhood is essential for children’s health and wellbeing. However, despite existing recommendations, pre-service early childhood educators do not receive adequate training to promote physical activity and reduce sedentary behaviour among young children in childcare settings. This study aimed to evaluate the efficacy of the TEACH e-Learning course in enhancing physical activity and sedentary behaviour-related self-efficacy, knowledge, and behavioural intentions among a sample of pre-service early childhood educators (ECEs) across Canada. For this study, a quasi-experimental design was used, with participants (175 intervention, 117 comparison) recruited from 19 English-speaking Canadian colleges and universities offering pre-service ECE programs. The intervention group completed a 4-module e-Learning course on physical activity and sedentary behaviour, including subtopics on risky play and screen time. Data were collected at baseline, post-intervention, and 3-month follow-up using validated questionnaires. Changes in outcomes (e.g., self-efficacy, knowledge, behaviour intentions and control) were examined using linear mixed-effects models. Significant improvements were observed in the intervention group’s task self-efficacy (d = 0.54), knowledge of physical activity and sedentary behaviour guidelines (d = 0.66), and intentions to promote physical activity and reduce sedentary behaviour (0.38 ≤ d ≤ 0.44) post-intervention compared to the comparison group. However, these gains were not sustained at the 3-month follow-up. Perceived behavioural control showed limited improvement, and the intervention did not significantly impact intentions to avoid screen time. The TEACH e-Learning course improved short-term self-efficacy, knowledge, and behavioural intentions related to physical activity and sedentary behaviour among pre-service ECEs. However, the results of this study have shown that there are factors affecting desired outcomes that can not be adequately resolved through short-term training. Integrating such courses into pre-service training programs could enhance ECEs’ competencies in promoting physical activity, benefiting children’s long-term health. Further research should explore more long-term strategies to promote retention of increases in self-efficacy, knowledge and behavioural intentions related to physical activity and sedentary behaviour among ECEs.

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引用次数: 0
The Jigsaw Puzzle Performance of Preschoolers and Its Relationship with Inhibitory Control
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-02-01 DOI: 10.1007/s10643-025-01853-7
Cong Xin, Ping Cheng, Yuanxia Zheng, Yue Shen, Guoxiong Liu

The appeal of jigsaw puzzles lies in their varying levels of difficulty and thematic diversity, which engage children across developmental stages. This study investigated the effects of puzzle difficulty and thematic content on preschoolers’ jigsaw puzzle performance and examined the role of inhibitory control, a key cognitive function. Employing a mixed design, the study assessed 94 children aged 4 to 6 years, categorized into three age groups, across three puzzle themes (vehicles, animals, and characters) and two difficulty levels (high and low). Participants completed six types of puzzles, inhibitory control tasks, and a sustained attention task. A three-way repeated measures ANOVA revealed that puzzle performance was significantly influenced by age, puzzle difficulty, and theme. Notably, 4-year-olds showed less sensitivity to puzzle difficulty, while 6-year-olds excelled in character-themed puzzles. Hierarchical regression analyses and a mediation effect test revealed that both age and inhibitory control significantly predicted puzzle performance, with inhibitory control partially mediating the effect of age on puzzle performance. These findings underscore developmental differences in puzzle-solving abilities among preschoolers and highlight the importance of inhibitory control. The results have implications for designing educational materials and interventions that align with preschoolers’ cognitive development.

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引用次数: 0
Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development in German Kindergartens
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-30 DOI: 10.1007/s10643-025-01859-1
Lena Aumann, Rosa Maria Puca, Hedwig Gasteiger

Natural everyday situations can offer valuable opportunities for children to develop mathematical ideas. However, as children enter school with widely varying levels of achievement in mathematics, not all children seem to benefit equally from embedded math learning opportunities. To help children take advantage of these opportunities, early childhood (EC) teachers seem to play a significant role in fostering children’s mathematical learning. Previous research suggests that both the teacher’s knowledge and their feedback significantly influence the extent to which children learn. However, most studies on feedback rely on experimental research designs and do not examine naturally occurring feedback in situations involving embedded math learning opportunities. Thus, the influence of EC teachers’ mathematical pedagogical content knowledge (MPCK) and their naturally given feedback on children’s mathematical learning remains underexplored. This paper investigates the effects of naturally given feedback and the MPCK of N = 48 EC teachers on the mathematical development of N = 140 children. Results indicate that process-related feedback positively impacts children’s mathematical development, while other kinds of feedback (e.g., person-related) and teachers’ MPCK do not demonstrate significant effects. These findings highlight the importance of integrating process-related feedback into professional development (PD) programs for EC teachers to enhance their ability to provide effective feedback.

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引用次数: 0
Building a Territory of Peace: Young Children Engage in Research for Transformation
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-28 DOI: 10.1007/s10643-024-01845-z
Tadiana Escorcia, Jhobana Villamil, Flor Ropero, Edgar Sosa

At the José Asunción Silva District Educational Institution and with the support of the ONDAS-COLOMBIA program, qualitative ethnographic research was developed from a horizontal perspective; in this research, 75 children from 4 to 7 years old became coinvestigators to address the violence in their environment and contribute to the construction of a school as a territory of peace. The information was collected through “mica” focus groups, interviews, cartography and observation. The children subsequently analyzed the data via the metaphor of a tree that collects ideas on its leaves, categorizing the information obtained themselves, while the teachers performed a content analysis. To build a territory of peace, it is essential to first identify the actions that cause war or conflict and then focus on those that promote peace. Actions that children identified as generating conflict included the following: interactions with older children, yelling, pushing, and fear. On the other hand, key actions for the construction of peace include the support of close people (family, colleagues and teachers), play, being guardians of the Earth, and hugging as a symbol of reconciliation. A territory of peace is a safe setting in which children can be calm, have fun, learn and share with others. Finally, through this process, young children were able to improve skills such as interest, curiosity, the constant formulation of questions, the design and application of instruments to collect information, the analysis of information and the dissemination of results. investigative skills that allow them to understand the environment.

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引用次数: 0
Promoting Healthy Eating and Physical Activity in the Early Care and Education Setting as a Strategy to Improve Teacher Knowledge and Self-Efficacy
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-27 DOI: 10.1007/s10643-025-01851-9
Diane W. Bales, Caree J. Cotwright, Jung Sun Lee, Nathalie Celestin, Kathryn Parrott, Joanna Akin

Obesity prevention should begin in early childhood, when children are learning nutrition and physical activity behaviors. Early childhood education (ECE) teachers’ ability to encourage children’s healthy eating and activity is related to their knowledge and self-efficacy. This study evaluated the effects of the Healthy Child Care Georgia intervention on teachers’ nutrition-related knowledge and self-efficacy. After in-depth training, teachers incorporated 30 hands-on activities into their curriculum and made improvements to classroom policies for six weeks. Teacher knowledge and self-efficacy were measured with the Confidence about Nutrition and Activity (CAN-Teach) survey before, immediately after, and 4 weeks after the intervention. Teachers in the immediate-intervention group implemented activities immediately after training. Teachers in the control/delayed-intervention group served as controls for the immediate-intervention group, and completed a second CAN-Teach assessment after the immediate intervention. Teacher knowledge and self-efficacy in the improved between baseline and the end of the intervention for both groups. These improvements persisted at the 4-week follow-up. Teachers in the control/delayed-intervention group did not show improvements in self-efficacy during the control period (between baseline and the end of the immediate intervention), but did show improvements between baseline and the end of implementing the delayed intervention. The HCCG intervention shows evidence of improving teachers’ knowledge and self-efficacy related to early obesity prevention. In-depth teacher training and one-on-one nutrition coaching are effective strategies to increase teacher knowledge and self-efficacy related to nutrition and physical activity.

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引用次数: 0
Dinosaurs, Mushrooms, and Geometric Forms - Conversations with Young Children About Natural Science and Mathematics
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-27 DOI: 10.1007/s10643-025-01850-w
Ingunn Skalstad, Anne-Line Bjerknes, Siv Svendsen

In this case study, we explore how early childhood education and care (ECEC) teachers can foster children’s participation in conversations about natural science and mathematics and what factors influence it. Data consisted of 29 conversations between ECEC teachers and children. The results showed that eight of the conversations were open dialogues in which the teachers and children participated equally. In 19 of the conversations, the ECEC teachers led the conversation, and the children, to various degrees, were active and engaged participants. Two conversations were led by the children. The results showed that the children participated more actively in conversations about natural science than mathematics, and that multisensory artifacts and physical activities enhanced their participation in the conversations. The study suggests that ECEC settings should provide more opportunities for multisensory experiences and physical activities, and that teachers need more guidance on how to explain concepts and phenomena, within natural science and mathematics, to children of different ages.

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引用次数: 0
A Scoping Literature Review of the Pyramid Model
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-25 DOI: 10.1007/s10643-025-01852-8
Mia Chudzik, Catherine Corr

Children in the early childhood years experience trauma at high rates. Trauma can impact children’s social-emotional, cognitive, and physical development, as well as their behavior in the classroom. Therefore, early childhood education professionals need to be prepared to support children through the use of trauma-informed care. The Pyramid Model is a framework for early childhood educators that promotes social-emotional competence and strives to prevent and address children’s challenging behavior that is used to train both pre-service and in-service early childhood teachers. Because of this, it is critical to understand the connections between the Pyramid Model and trauma-informed care. The initial aim of this scoping literature review was to synthesize the literature available on the Pyramid Model and trauma-informed care. However, due to limited research on the topics together, we had to expand our search to examine the range of research on the Pyramid Model and identify gaps in the literature and future directions related to trauma-informed care and the Pyramid Model.

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引用次数: 0
Assessing Young Children’s Social-Emotional Development Through the Lens of Social-Cultural Ecological Systems 从社会文化生态系统的角度评价幼儿社会情感发展
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-22 DOI: 10.1007/s10643-025-01857-3
Yaoying Xu, Jamie Cage, Chin-Chih Chen, Fa Zhang, Yuyan Xia

Young children’s social-emotional development refers to the development of capacities to form relationships, to express emotions, and to explore the environment. The social-emotional development is one of the critical factors contributing to their school readiness and future success beyond educational settings. However, assessing young children’s social-emotional development often utilizes standardized procedures based on developmental theories, which may lead to inaccurate diagnostic categories that do not reflect children’s cultural backgrounds. Further, these early diagnostic categories or labels could lead to lower expectations resulting in persistent achievement gaps. In this paper we discuss the assessment of young children’s social-emotional development through the lens of social-cultural ecological systems. This approach acknowledges that children's development is shaped by interactions with caregivers, peers, their home and neighborhood, as well as the broader environment and communities. First, we recognize the conceptual and operational misalignments of the current approaches to measuring and understanding social-emotional development. Second, we identify challenges in methodology related to assessing children’s social-emotional development. We then discuss the cultural context that is integral to children’s social-emotional development. To illustrate how the social-cultural ecological framework works in assessing children’s social-emotional development, we use a case study to demonstrate the content, context, interactive relationships of individuals, and implementation with collaborative teamwork.

幼儿的社会情感发展是指建立关系、表达情感和探索环境的能力的发展。社会情感发展是影响他们入学准备和未来成功的关键因素之一。然而,评估幼儿的社会情感发展通常使用基于发展理论的标准化程序,这可能导致不准确的诊断类别,不能反映儿童的文化背景。此外,这些早期的诊断分类或标签可能导致较低的期望,从而导致持续的成就差距。本文从社会文化生态系统的角度探讨了幼儿社会情感发展的评价。这种方法承认,儿童的发展是由与照顾者、同伴、家庭和社区以及更广泛的环境和社区的相互作用形成的。首先,我们认识到目前测量和理解社会情感发展的方法在概念和操作上的偏差。其次,我们确定了与评估儿童社会情感发展相关的方法方面的挑战。然后我们讨论了对儿童社会情感发展不可或缺的文化背景。为了说明社会文化生态框架如何在评估儿童社会情感发展中起作用,我们使用一个案例研究来展示内容、背景、个体的互动关系以及与协作团队合作的实施。
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引用次数: 0
Exploring Current State Writing Evaluation Rubrics for Early Grades 探索当前国家早期写作评价标准
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-20 DOI: 10.1007/s10643-024-01823-5
Sherron Killingsworth Roberts, Earlisha Whitfield

This content analysis examined the evaluative components of elementary, high-stakes, state standardized writing sample rubrics. We explored the ten most populated states in the United States, and thus most influential states, to yield salient trends in writing evaluation for early grades. Using Spandel’s analytical traits as our conceptual framework and thus, our a priori sieve for this content analysis, this manuscript explored possible commonalities and intersections among the six traits within each state’s writing sample rubric. First, we found that North Carolina no longer requires an elementary writing sample. Further, this content analysis found four of Spandel’s six categories of Ideas, Organization, Sentence Fluency, and Conventions were clearly prominent in each of the other nine most populated state evaluation rubrics. Word Choice and Voice proved to be less obvious, yet embedded within subcomponents or indicators in eight of the nine remaining state rubrics. By bringing these states’ writing rubrics into clarity, related trends across states offer insights for teachers in early grades to streamline and improve elementary writing evaluation and instruction by focusing on these foundational six traits. Findings point to leveraging Spandel’s six analytical categories as a starting point and a foundational anchor, so that teachers can be in compliance with their state’s current and changing high-stakes testing while simultaneously supporting children to become confident, joyful, and capable writers.

本内容分析研究了小学、高考、州标准化写作样本评分标准的评价内容。我们研究了美国人口最多的十个州,因此也是最有影响力的州,从而得出低年级写作评价的显著趋势。本手稿以斯潘德尔的分析特质为概念框架,并以此作为内容分析的先验筛子,探讨了各州写作样本评分标准中六种特质之间可能存在的共同点和交叉点。首先,我们发现北卡罗来纳州不再要求小学写作样本。此外,通过内容分析,我们发现斯潘德尔六大特征中的四项,即立意、组织、句子流畅性和约定俗成,在其他九个人口最多的州的评价标准中都明显突出。事实证明,在其余九个州的评分标准中,有八个州的选词和语音不那么明显,但却包含在子部分或指标中。通过澄清这些州的写作评分标准,各州的相关趋势为低年级教师提供了启示,使他们能够通过关注这六种基本特质来简化和改进小学写作评价和教学。研究结果表明,利用斯潘德尔的六个分析类别作为起点和基础锚,教师就可以在支持孩子们成为自信、快乐和有能力的写作者的同时,符合本州当前和不断变化的高考要求。
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引用次数: 0
Racial and Ethnic Concordance and Early Childhood Workforce Well-Being 种族和民族和谐与幼儿劳动力福利
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-15 DOI: 10.1007/s10643-024-01849-9
Tiffany Burkhardt, Lee Ann Huang, Cody Oltmans, Reiko Kakuyama-Villaber

Teachers in the early care and education (ECE) workforce have been experiencing elevated levels of depression and job stress, which can lead to lower quality teaching practices, less emotional support to children, and higher staff turnover. Research has shown that racial concordance (or matching) between teachers and their students is associated with positive effects on children’s outcomes and lower stress in teachers of kindergarten through 12th grade. However, no research had examined how racial concordance is related to teacher well-being in ECE settings. To examine the predictors of ECE teacher stress and depression and the role of racial concordance, this study analyzed data collected in 2019 for the National Survey of Early Care and Education (NSECE) using survey-weighted regression models. Higher racial concordance between ECE teachers (n = 3,547) and their students was associated with lower teacher depression levels. Lower staff turnover and Hispanic or Asian teacher identity also predicted lower depression. Lower wages, working less than full time, Hispanic identity, and, for higher-income teachers, greater student racial and ethnic diversity in the classroom were all associated with lower job stress. This study contributes to further understanding ECE teacher well-being and important contextual factors, including racial concordance and classroom diversity.

早期护理和教育(ECE)工作队伍中的教师一直在经历高水平的抑郁和工作压力,这可能导致教学质量下降,对儿童的情感支持减少,以及人员流动率上升。研究表明,教师和学生之间的种族一致性(或匹配)对幼儿园到12年级教师的儿童结果和降低压力有积极影响。然而,没有研究调查种族和谐如何与欧洲经委会环境中的教师福利有关。为了研究ECE教师压力和抑郁的预测因素以及种族一致性的作用,本研究使用调查加权回归模型分析了2019年为全国早期护理和教育调查(NSECE)收集的数据。欧洲经委会教师(n = 3,547)与其学生之间较高的种族一致性与较低的教师抑郁水平相关。较低的员工流动率、西班牙裔或亚裔教师身份也预示着较低的抑郁程度。较低的工资、低于全职的工作时间、西班牙裔身份,以及对收入较高的教师来说,课堂上学生的种族和民族多样性更高,这些都与较低的工作压力有关。本研究有助于进一步了解欧洲经委会教师幸福感和重要的背景因素,包括种族一致性和课堂多样性。
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引用次数: 0
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Early Childhood Education Journal
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