{"title":"Educators’ Perspectives on the Science of Reading for English Learners in VPK-Grade 3","authors":"Vassiliki Zygouris-Coe, Laila Noor, Marjorie Ceballos, Florin M. Mihai, Leslie Dugger Carvajal","doi":"10.1007/s10643-025-02110-7","DOIUrl":"https://doi.org/10.1007/s10643-025-02110-7","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"42 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146095674","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}
Pub Date : 2026-01-27DOI: 10.1007/s10643-025-02101-8
Eleni Korosidou
{"title":"Story-Inspired Design Thinking: Advancing Language Learning and Skill Development with Early Childhood Learners","authors":"Eleni Korosidou","doi":"10.1007/s10643-025-02101-8","DOIUrl":"https://doi.org/10.1007/s10643-025-02101-8","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"30 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056060","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}
Pub Date : 2026-01-23DOI: 10.1007/s10643-025-02094-4
Kara DeCoursey, Kathleen A. J. Mohr
Learning to write is a critical aspect of early literacy learning, however, there is a need to better understand the complexities of writing instruction and growth in the early grades. Generative or compositional writing has been studied less frequently in early-grade research than transcriptional skills (i.e., handwriting, spelling, punctuation, grammar). The purpose of this study was to gain insight into possibilities for young writers’ development related to generative writing processes and to better understand student agency during writing in an early-grade context. Utilizing an instrumental case study approach, 10 observations were conducted during writing sessions in one first-grade classroom to examine students’ actions and generative writing opportunities. From a sociocultural perspective, five focal students’ actions and experiences were studied closely and used to elucidate student agency in the first-grade classroom context. Findings show that the teacher played a significant role in the agentic and generative writing opportunities (i.e., autonomous production of text) of their students and that the first graders were able to write generatively early in the school year. Descriptive scenarios reveal the students’ enactment of positional, motivational, and dispositional agency and the highly nuanced, idiosyncratic nature of agency. Our findings add to the existing literature by providing examples of first-grade students engaging in generative writing processes, making decisions about the physical environment, writing materials, and interactions with others, providing insight into how students might develop individual agentic dispositions and writer identities in the early grades.
{"title":"Understanding First Graders’ Agency during Writing through Student Self-Perceptions and Actions","authors":"Kara DeCoursey, Kathleen A. J. Mohr","doi":"10.1007/s10643-025-02094-4","DOIUrl":"https://doi.org/10.1007/s10643-025-02094-4","url":null,"abstract":"Learning to write is a critical aspect of early literacy learning, however, there is a need to better understand the complexities of writing instruction and growth in the early grades. Generative or compositional writing has been studied less frequently in early-grade research than transcriptional skills (i.e., handwriting, spelling, punctuation, grammar). The purpose of this study was to gain insight into possibilities for young writers’ development related to generative writing processes and to better understand student agency during writing in an early-grade context. Utilizing an instrumental case study approach, 10 observations were conducted during writing sessions in one first-grade classroom to examine students’ actions and generative writing opportunities. From a sociocultural perspective, five focal students’ actions and experiences were studied closely and used to elucidate student agency in the first-grade classroom context. Findings show that the teacher played a significant role in the agentic and generative writing opportunities (i.e., autonomous production of text) of their students and that the first graders were able to write generatively early in the school year. Descriptive scenarios reveal the students’ enactment of positional, motivational, and dispositional agency and the highly nuanced, idiosyncratic nature of agency. Our findings add to the existing literature by providing examples of first-grade students engaging in generative writing processes, making decisions about the physical environment, writing materials, and interactions with others, providing insight into how students might develop individual agentic dispositions and writer identities in the early grades.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"7 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048476","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}
Pub Date : 2026-01-22DOI: 10.1007/s10643-026-02116-9
Margaret Meldrum, Jaclyn Russo, Caroline Kerns, Karen R. Gouze, Anna Sroka, Carmen Holley
Early childhood education (ECE) settings are key contexts through which young children develop foundational social and emotional skills. ECE educators play a critical role in this process by teaching children about emotions through emotion-focused teaching (EFT). As well, positive teacher-child relationships are associated with better developmental outcomes for children. However, educators’ own wellbeing can impact the extent to which they are able to support the children in their classroom. This was particularly true throughout the COVID-19 pandemic while educators were responding to the heightened needs of children and families as well as personal stressors. The current paper uses a case study approach to explore how the stress and support experienced by ECE educators ( n = 5) is related to (a) their use of EFT practices and (b) the warmth of their classroom. The results indicate that stress levels vary across teachers and across time-of-day. Teachers did not report experiencing any support from their colleagues or program. Stress was not associated with EFT practice-use; however, teachers who used more EFT practices had a warmer classroom environment. Empirical recommendations for promoting the wellbeing of ECE educators and their use of EFT practices are provided.
{"title":"The Impacts of Stress and Support on Early Childhood Educators’ Emotion-Focused Teaching Practices: Lessons Learned during the COVID-19 Pandemic","authors":"Margaret Meldrum, Jaclyn Russo, Caroline Kerns, Karen R. Gouze, Anna Sroka, Carmen Holley","doi":"10.1007/s10643-026-02116-9","DOIUrl":"https://doi.org/10.1007/s10643-026-02116-9","url":null,"abstract":"Early childhood education (ECE) settings are key contexts through which young children develop foundational social and emotional skills. ECE educators play a critical role in this process by teaching children about emotions through emotion-focused teaching (EFT). As well, positive teacher-child relationships are associated with better developmental outcomes for children. However, educators’ own wellbeing can impact the extent to which they are able to support the children in their classroom. This was particularly true throughout the COVID-19 pandemic while educators were responding to the heightened needs of children and families as well as personal stressors. The current paper uses a case study approach to explore how the stress and support experienced by ECE educators ( <jats:italic>n</jats:italic> = 5) is related to (a) their use of EFT practices and (b) the warmth of their classroom. The results indicate that stress levels vary across teachers and across time-of-day. Teachers did not report experiencing any support from their colleagues or program. Stress was not associated with EFT practice-use; however, teachers who used more EFT practices had a warmer classroom environment. Empirical recommendations for promoting the wellbeing of ECE educators and their use of EFT practices are provided.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"41 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048478","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}
Pub Date : 2026-01-20DOI: 10.1007/s10643-025-02093-5
Xueqin Wang, Jie Wang, Liping Qin, Yunpeng Wu, Jianfen Wu
{"title":"Promoting Cognitive and Affective Perspective-Taking in 4-5-Year-Olds through Social Story Training: A Quasi-Experimental Study","authors":"Xueqin Wang, Jie Wang, Liping Qin, Yunpeng Wu, Jianfen Wu","doi":"10.1007/s10643-025-02093-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02093-5","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"45 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006105","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}
Pub Date : 2026-01-15DOI: 10.1007/s10643-025-02095-3
Jabari Mahiri, Alison Munzer, Ilke Bayazitli
This qualitative study explored how STEM learning and social emotional learning (SEL) were enabled with four and five-year-olds in a public after-school program in Northern California. Two teachers implemented a project and play-based pedagogy that used LEGO materials to guide the students in designing and building LEGO objects and structures and in programming and building LEGO robotic devices. The teachers also focused the program on developing SEL abilities. Eight of 11 students were in transitional kindergarten (TK) and three were in kindergarten while also participating in this free program. Researchers observed, video recorded, wrote video content logs and fieldnotes, reviewed curricular materials, and conducted semi-structured and informal interviews with the teachers during Fall and Spring semesters of one academic year. Results were that all students developed foundational science and math skills that were focused on in the lesson plans of a LEGO kit that the teachers used to guide students to design and build objects and structures. Further results were that the students developed technology and engineering computational skills and mindsets through the teachers’ use of lesson plans in a second LEGO kit to guide students to program and build robots. Finally, through the teachers’ extensive focus on SEL in conjunction with STEM learning in a project and play-based pedagogy, the students embodied and demonstrated the abilities and skills reflected in the five CASEL pillars. These findings are significant for informing the current movement in California and other states about viable pedagogical approaches and tools to stimulate and guide STEM learning at the TK and kindergarten levels, particularly as it can be facilitated through SEL.
{"title":"STEM and SEL for Four and Five-Year-Olds in a Lego Robotics Afterschool Program","authors":"Jabari Mahiri, Alison Munzer, Ilke Bayazitli","doi":"10.1007/s10643-025-02095-3","DOIUrl":"https://doi.org/10.1007/s10643-025-02095-3","url":null,"abstract":"This qualitative study explored how STEM learning and social emotional learning (SEL) were enabled with four and five-year-olds in a public after-school program in Northern California. Two teachers implemented a project and play-based pedagogy that used LEGO materials to guide the students in designing and building LEGO objects and structures and in programming and building LEGO robotic devices. The teachers also focused the program on developing SEL abilities. Eight of 11 students were in transitional kindergarten (TK) and three were in kindergarten while also participating in this free program. Researchers observed, video recorded, wrote video content logs and fieldnotes, reviewed curricular materials, and conducted semi-structured and informal interviews with the teachers during Fall and Spring semesters of one academic year. Results were that all students developed foundational science and math skills that were focused on in the lesson plans of a LEGO kit that the teachers used to guide students to design and build objects and structures. Further results were that the students developed technology and engineering computational skills and mindsets through the teachers’ use of lesson plans in a second LEGO kit to guide students to program and build robots. Finally, through the teachers’ extensive focus on SEL in conjunction with STEM learning in a project and play-based pedagogy, the students embodied and demonstrated the abilities and skills reflected in the five CASEL pillars. These findings are significant for informing the current movement in California and other states about viable pedagogical approaches and tools to stimulate and guide STEM learning at the TK and kindergarten levels, particularly as it can be facilitated through SEL.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"51 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145972529","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}
Pub Date : 2026-01-13DOI: 10.1007/s10643-025-02100-9
Shuting He, Yue Yang, Mingyue Pu
{"title":"A Systematic Review of Challenges and Strategies for the Integration of Early Childhood Education and Care","authors":"Shuting He, Yue Yang, Mingyue Pu","doi":"10.1007/s10643-025-02100-9","DOIUrl":"https://doi.org/10.1007/s10643-025-02100-9","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"38 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145955083","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}
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