Early Childhood Education Journal最新文献

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.

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.

Language development is fundamental in early childhood education (ECE). While in recent years, research regarding the importance of dual language development for DLLs in ECE has increased, there remains a great need to determine effective practices and quality measurement tools that effectively support linguistically diverse children in ECE settings. This study investigated the effectiveness of positive adult–child interactions and intentional language instruction as the two recommended practices to support the language and literacy development of at-risk linguistically diverse preschool children in ECE classrooms. A mixed-methods research approach was used to gather data. Positive adult–child interactions in the classroom significantly influenced DLLs’ language and literacy development. Intentional language instruction can positively impact DLLs’ language and literacy development when supportive conversations and language modeling are included as part of the intentional instruction. Discussion of the findings and implications for future research and practice is discussed.

Executive function skills are critical in early development, as they “form the foundation for children’s ability to self-regulate” (McLelland, et al., 2016, p. 242). Inhibitory control, one component of executive function, is the ability to suppress or inhibit responses to distractions when completing a task. The purpose of this study was to improve children’s inhibitory control in the classroom through ageappropriate games, which promote controlling emotions and remaining on task. Three target children were observed in the classroom they attended with their regular teacher. Baseline data revealed that the target children needed improvement on inhibitory control skills, which included controlling emotions and staying on task. The Inhibitory Control Intervention consisted of age-appropriate games (Uno, Perfection, Matching Cards, I Spy book) that promoted staying on task and controlling emotions independently and with small groups of peers. Data were collected using momentary time sampling for a ten minute period during free choice center time. When the Inhibitory Control Intervention was in place, there was an increase in both on task behavior and controlling emotions during free-choice center time. Providing opportunities for children to practice inhibitory control skills can be beneficial for increasing children’s self-regulation skills.

This study details the methodology of a case study conducted with children aged 6–7 on COVID-19, emphasizing their important roles as co-researchers. During the study, children’s competencies were highlighted, and their voices were listened to with minimal adult interference. The research was conducted using the research with-children method, and 14 first-grade students from a private primary school in Istanbul, Turkey, actively contributed. Children participated in the research as researchers through their drawings, photographs, and individual and group interviews. The research process revealed that when children choose their research topics and create their questions, they enthusiastically engage and take ownership of their learning, fostering leadership and active participation. Research involving children should not be viewed merely as asking questions through adults. Using participant-friendly methods can enhance the enjoyment and meaning of the study for everyone involved.

Teacher-child shared-book reading is an everyday activity that promotes preschoolers’ oral language and reading development. Previous studies have investigated various facets of teachers’ questioning techniques. Little research, however, has focused on text-based questions (TQ) and life-experience-based questions (LQ) and how they are associated with children’s responsiveness. Furthermore, teachers’ questioning in the Mandarin Chinese context remains underexplored. This study examines how text-based questions and life-experience based questions influenced teacher-child talk during two shared-book reading activities. The participants included 88 children and 15 teachers who were randomly paired with 5 to 7 children for one-on-one shared book reading sessions on different themes, totaling 88 dyads. All the sessions were videotaped and transcribed. We coded teachers’ questions by type and content based on level of cognitive demand, and the form of response elicited from the children. The results indicate that life-experience based questions significantly, positively predicted children’s verbal response, when controlling for the variables of children’s Expressive Vocabulary Test scores, age, quantity of teachers’ questions, and book themes. Conversely, text-based questions negatively predicted children’s verbal responses. Open questions (rather than closed questions) were associated with increased verbal response from the children. These findings suggest that teachers could increase the effectiveness of shared-book reading and preschoolers’ engagement in discussions by incorporating more open-ended, life-experience based questions.

This study considered the intricate transition processes as children moved from preschool to primary school in Australia and Denmark. By employing Bronfenbrenner’s bioecological model, our investigations explored how children’s perspectives reflected and reproduced cultural and societal influences during the transition period. A qualitative approach, drawing on focus group interviews and a constructivist analytic approach based on grounded theory, supported the consideration of children’s reflections on transition to primary school. The results indicated that proximal processes played a crucial role in shaping children’s transition experience during this critical period. In Australia children’s perspectives emphasized feeling comfortable, safe, and secure, as underscored in the curriculum framework Belonging, Being and Becoming: The Early Years Learning Framework for Australia. In the Danish context, children’s articulations aligned with the legislative acts and reflected their developing independence when navigating the school’s new academic, social, and personal demands. These findings highlighted the necessity of considering children’s feelings and development when they transitioned from preschool to school. To ensure effective transitions, educational policies and practices should have enhanced targeted support for children unfamiliar with school environments or lacking confidence in their academic abilities, while promoting teacher-led initiatives that scaffolded children’s social, emotional, and personal development during this critical phase. By focusing on the individual experiences and the institutional context, we can better support children in their transition to school and promote their overall well-being and engagement in learning.

Approximately two-thirds of US birth-to-age-three-year-olds attend Infant Toddler Care and Education (ITCE) full- or part-time, making it the fastest growing segment of childcare. Despite widespread understanding of the importance of the first three years to lifetime learning and development trajectories, and recognition of the need for quality ITCE for families in the workforce and the US economy, ITCE remains underresearched. Too little is known about what qualifications and characteristics, pedagogical beliefs, and needs and motivations of ITCE professionals related to ensuring quality for children and families. Needed too, are valid and reliable tools to assess these attributes for use in pre- and in-service professional development of ITCE program administration and staff. Thus, the researchers developed and tested reliability and validity of a self-report survey – the Beliefs About Infant Toddler Education and Care (BAITEC). BAITEC items reflect NAEYC’s developmentally appropriate practice (DAP) principles for birth-to-age-three along with other widely adopted DAP-inspired guidelines for ITCE practice from major professional organizations including WestEd PITC, RIE, and ZERO TO THREE. Existing beliefs/practices instruments were used as models of survey language and structure. Reliability (internal consistency), and face, content, construct, and criterion related validity were tested using descriptive statistics, factor analyses, and hierarchical multiple regression. BAITEC was found to be a reliable and valid measure of ITCE teachers’ beliefs and education level moderated the relationship between beliefs and self-reported practices. Implications are identified for use in pre-and-in-service professional development.

Collaborative partnerships between stakeholders in Early Childhood Education and Care (ECEC) settings are recognized to contribute to positive outcomes for children and improve service quality. However, for many within the field, interpretation and actualisation of the components that make up collaborative partnerships remain an enigma. The concern is that without clear interpretation of key components and inclusions, educators and families struggle to enact and engage in high-quality collaborative partnerships. Motivated by this concern, a major research project sought to explore ECEC stakeholder perspectives and experiences of successful collaborative partnerships. The poststructural case study utilised observation, interviews and situational analysis methods to illuminate the multiple truths of parent and educator participants living the collaborative partnership experience in ECEC. Findings helped expose the key components and inclusions of collaborative partnerships evidenced in three exceeding-level ECEC service. From these insights, families and educators are offered clarity in ways to increase the efficacy for translating mechanisms of high-quality collaborative partnerships in everyday practice in ECEC, including practical applications such as the use of space, the development of synergistic relationships, and being attuned to the service philosophy.

Through Mister Rogers’ Neighborhood, Fred Rogers fostered fundamental dispositions that young children would need in their futures, including respect for the unique human qualities of others, cultivating positive peer relationships, and a heart for kindness and empathy. Fred Rogers gave his audience grace and hope to celebrate the curiosities of daily life. A small pilot study was conducted to encourage teachers to understand the importance of including a diverse range of reading materials in their classroom libraries by introducing Mister Rogers’ Neighborhood. Findings from the study demonstrates dispositions and qualities on how Fred Rogers provided children with a neighborhood that understood diversity and culturally responsive teaching for all children. Teachers can encourage culturally responsive teaching by reading and providing picture books from a classroom library that encourages conversations, sharing, and interactions with peers. Therefore, the pilot study also questions teacher bias when including picture books that may be criticized for being allowed and available to children to read in classroom libraries. Each teacher has a role to play in building neighborhoods of their own in classroom libraries. Mister Rogers’ Neighborhood has a place in democratic living skills training for teachers to nurture the affective and social lives of young children.