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Cultivating the Well-Being of Ph.D. Students in Early Childhood Education Through Mindfulness 通过正念培养幼儿教育博士生的幸福感
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01752-3
Qianyi Gao, Anna Hall, Grace Bache-Wiig, Audry Christine Counts-Davis, Morohunkeji Orija, Lauretta Osho

The pursuit of a Ph.D. is a demanding journey that requires doctoral students to prioritize their well-being and be mindful of their response to pressure. Mindfulness practice has shown to be effective in reducing stress and enhancing overall well-being. The current study explores the impact of an 8-week mindfulness program on the well-being of Ph.D. students in early childhood education. Four participants engaged in daily mindfulness sessions and meditations using the Healthy Minds Program application. Results indicate that mindfulness practice had a positive impact on participants’ awareness and attention, emotional intelligence and regulation, stress and anxiety levels, and compassion levels. The findings suggest that mindfulness practice can be a valuable tool for doctoral students in managing the challenges of their program and supporting their emotional well-being. While this study yields promising results, it is important to acknowledge its limitations such as small sample size and mixed outcomes, which may limit our understanding.

攻读博士学位是一段艰苦的旅程,要求博士生优先考虑自己的幸福,并注意自己对压力的反应。正念练习已被证明能有效减轻压力,提高整体健康水平。本研究探讨了为期 8 周的正念课程对幼儿教育专业博士生幸福感的影响。四名参与者使用 "健康心灵计划 "应用程序参与了每日正念课程和冥想。结果表明,正念练习对参与者的意识和注意力、情绪智力和调节、压力和焦虑水平以及同情心水平都有积极影响。研究结果表明,正念练习可以成为博士生应对课程挑战和支持其情绪健康的宝贵工具。虽然这项研究取得了令人鼓舞的结果,但必须承认其局限性,如样本量小、结果不一,这可能会限制我们的理解。
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引用次数: 0
Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children 幼儿教育参与时间与入学准备领域之间的联系:马来西亚公立学龄前儿童研究
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-23 DOI: 10.1007/s10643-024-01757-y
Kimberley Kong, Jean Anne Heng, Shi Ting Tan, Azyan Shafee, Alexandra Cheah

This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children’s performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioemotional development. Relative to other domains, children demonstrated lower levels of readiness and greater variability in cognitive development. Using a multi-level modelling approach, the duration of Early Childhood Education (ECE) participation was positively associated with improvements in language and emergent literacy while controlling for child and other contextual factors. However, duration of ECE participation correlated negatively with socioemotional development. Additionally, household wealth was a significant predictor of better academic outcomes in language, literacy, and cognitive development. This study underscores the importance of nuanced educational policies that address the duration and quality of ECE and the socioeconomic disparities that affect school readiness to ensure comprehensive developmental support for Malaysian preschoolers from low-income families.

本研究考察了马来西亚七所公立幼儿园中来自低收入家庭的 170 名学龄前儿童在入学准备四个方面的相关因素。对学龄前儿童在一系列任务中的表现进行的直接评估表明,他们在学习方法、语言和初步读写能力以及社会情感发展方面的准备程度达到了良好水平。相对于其他领域,儿童在认知发展方面的准备程度较低,差异较大。利用多层次建模方法,在控制儿童和其他环境因素的情况下,参与幼儿教育(ECE)的持续时间与语言和初步识字能力的提高呈正相关。然而,幼儿教育参与时间的长短与社会情感发展呈负相关。此外,家庭财富也是预测语言、识字和认知发展等学业成果的重要因素。这项研究强调了制定细致入微的教育政策的重要性,这些政策应解决幼儿教育的持续时间和质量问题,以及影响入学准备的社会经济差异问题,以确保为来自低收入家庭的马来西亚学龄前儿童提供全面的发展支持。
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引用次数: 0
Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education 变革的催化剂:通过幼儿教育中的非虚构图画书探索促进社会正义的集体行动
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-23 DOI: 10.1007/s10643-024-01755-0
Brittany Adams, Nance S. Wilson, Katherine A. Patterson

This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society.

本研究探讨了过去十年(2013-2023 年)中以集体行动促进幼儿教育社会正义为主题的获奖非虚构图画书。通过对 Orbis Pictus 和西伯特图书奖章获奖作品的批判性内容分析,我们重点介绍了四本展示集体行动历史典范的图书。这些书籍挑战了社会规范,引发了关于公平和公正的讨论。利用 "认识、询问、行动"(ReAD)框架,我们提出了教学策略,以帮助教育工作者解决不公平问题,促进集体行动。在审查制度令人担忧的情况下,我们让教育工作者有能力将培养社会公正心态的优质文学作品融入其中。通过强调促进集体行动和社会变革的文本,本研究为幼儿教育中的公平性和包容性讨论做出了贡献,为建立一个更加公正的社会奠定了基础。
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引用次数: 0
Exploring the Impact of Preservice Teachers’ Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children’s Literature 通过儿童文学探索职前教师对社会和情感学习(SEL)的认识和态度的影响
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-20 DOI: 10.1007/s10643-024-01758-x
Tugce B. Arda Tuncdemir, Mary Napoli

This study explores the impact of integrating social-emotional learning (SEL) into teacher training programs through children’s literature on the knowledge and attitudes of preservice teachers towards SEL. The research involved creating SEL-themed tote bags, developing lesson plans, and participating in an SEL book reading session to prepare future PreK-4 teachers to nurture essential SEL competencies for academic success. The research used convenience sampling to select undergraduate students in Early Childhood and Elementary Education courses for interviews. The findings provide valuable insights into how preservice teachers’ knowledge and attitudes shift towards the implementation of SEL activities in their future classrooms.

本研究探讨了通过儿童文学将社会情感学习(SEL)融入教师培训课程对职前教师对社会情感学习的认识和态度的影响。研究内容包括制作以 SEL 为主题的手提袋、制定课程计划和参加 SEL 图书阅读会,为未来的学前班至四年级教师培养基本的 SEL 能力,以取得学业成功做好准备。研究采用方便抽样的方式,选择了幼儿教育和小学教育课程的本科生进行访谈。研究结果为了解职前教师的知识和态度如何转向在未来课堂上实施 SEL 活动提供了宝贵的见解。
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引用次数: 0
The Unintended Consequences of Expulsion in Early Childhood Settings: Caregivers’ Perspectives 幼儿环境中开除的意外后果:看护人的观点
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-19 DOI: 10.1007/s10643-024-01756-z
Courtney O’Grady, Mia Chudzik, Catherine Corr, Lynn Burdick, Brandie Bentley, Jiye Kim

The prevalence of early childhood expulsion has been documented for close to two decades, with known disparities for children of color, children with disabilities, and children who have experienced trauma. While empirical data on the lasting impact of early expulsion events continues to emerge, there has been little research focused explicitly on how expulsion impacts caregivers (inclusive of any adult that sees themselves in a primary caretaker role for a young child that had experienced expulsion, such as mothers, fathers, grandparents, and foster parents). The purpose of this research study was to examine the experiences of caregivers of young children who experienced expulsion from an early childhood setting. We used a semi-structured interview to capture caregivers’ experiences pre and post expulsion (N = 26). We used a multi-step, collaborative analysis process to analyze the interview data using thematic and constant comparative methods. Initially, most caregivers reported a positive association with their children’s early education setting. However, despite a positive start, relationships with staff deteriorated, and eventually their children were expelled. In most incidents, caregivers described feeling caught off guard by these expulsions, with lasting negative impact for their family. Implications for research and policy are discussed.

近二十年来,儿童早期被驱逐的情况时有发生,有色人种儿童、残疾儿童和经历过心理创伤的儿童被驱逐的情况也不尽相同。虽然有关早期驱逐事件的持久影响的经验数据不断涌现,但很少有研究明确关注驱逐事件如何影响照顾者(包括任何认为自己是经历过驱逐事件的幼儿的主要照顾者的成年人,如母亲、父亲、祖父母和养父母)。这项研究的目的是考察曾被幼儿机构开除的幼儿的看护人的经历。我们采用半结构化访谈的方式,记录了照顾者在被开除前后的经历(26 人)。我们采用多步骤协作分析流程,使用主题和恒定比较方法对访谈数据进行分析。最初,大多数看护人都表示与子女所在的早期教育机构有积极的联系。然而,尽管一开始是积极的,但与工作人员的关系却恶化了,最终他们的孩子被开除了。在大多数事件中,看护人对这些开除行为感到措手不及,并对其家庭产生了持久的负面影响。本文讨论了对研究和政策的影响。
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引用次数: 0
Virtual Quality Improvement in Early Childhood: Virtual Observations, Goal Setting, and Text Messaging to Promote Adoption of Evidence-based Practices 幼儿教育中的虚拟质量改进:虚拟观察、目标设定和短信促进循证实践的采用
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1007/s10643-024-01754-1
Abbie Raikes, Rebecca Sayre Mojgani, Jem Alvarenga Lima, Kelsey Tourek, Jolene Johnson

Millions of young children attend childcare settings in the United States and the quality of these early childhood settings, such as the activities children engage in and how teachers interact with children, matter for children’s development. This study was designed to test the impacts of a tech-enabled observation and feedback system focused on quality practices in early childcare. A randomized trial of 46 childcare professionals using items from a new observational quality tool outlining specific EBP, Brief Early Childhood Quality Inventory (BEQI), in Nebraska, was conducted. Treatment and control groups were observed virtually for 90 min by trained observers and received results from their observations on a set of evidence-based practices (EBP), such as engaging children in conversations about feelings and reading books. Treatment group participants then engaged in goal setting for EBP and received text-based messages for 12 weeks, while control group members only received observation results. Results indicated that treatment group members were significantly more likely to increase EBP that were targeted for change over the course of 12 weeks, with 62% showing improvement on two or more target EBP, whereas only 21% of the control group showed improvement on two or more target EBP. 70% of treatment group members agreed that the program was beneficial for the children in their care, and 73% would recommend the program to another childcare professional. Providing feedback to educators based on a simple observational tool can help promote adoption of EBP in childcare settings, with positive effects of an intervention focused on goal setting and support for specific practices through text messaging.

美国有数百万幼儿在托儿所就读,这些幼儿教育机构的质量,如儿童参与的活动以及教师与儿童的互动方式,对儿童的发展至关重要。本研究的目的是测试技术辅助观察和反馈系统对幼儿保育质量实践的影响。在内布拉斯加州,对 46 名儿童保育专业人员进行了随机试验,使用新的质量观察工具 "幼儿质量简明量表(BEQI)"中的项目,该工具概述了具体的 EBP。训练有素的观察员对治疗组和对照组进行了 90 分钟的虚拟观察,并从他们的观察中获得了一系列循证实践(EBP)的结果,如让儿童参与有关感受的对话和阅读书籍。然后,治疗组参与者参与 EBP 目标设定,并在 12 周内收到基于文本的信息,而对照组成员只收到观察结果。结果表明,在 12 周的时间里,治疗组的成员明显更有可能增加目标 EBP,其中 62% 的成员在两个或两个以上的目标 EBP 上有所改进,而对照组只有 21% 的成员在两个或两个以上的目标 EBP 上有所改进。70%的治疗组成员认为该计划对他们所照顾的儿童有益,73%的治疗组成员会向其他儿童保育专业人员推荐该计划。根据一个简单的观察工具向教育工作者提供反馈,有助于促进在托儿机构中采用 EBP,通过短信重点关注目标设定和支持特定实践的干预措施会产生积极的效果。
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引用次数: 0
Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach 与幼儿园早期读写能力、数学知识和社会基础相关的因素:HLM 方法
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-06 DOI: 10.1007/s10643-024-01744-3
Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston

Kindergarten readiness plays a very important role in children’s later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in the southeastern United States were analyzed. Participation in a kindergarten transition program, attendance in a Pre-K program, and family engagement were positively associated with children’s readiness in all three domains. Interaction effects between school-level factors (i.e., poverty, ranking) and child-level factors (i.e., Pre-K program attendance) on children’s performance in early literacy skills were identified. The findings can be used to inform the design and implementation of transition programs as well as policymaking in early education and development. We recommend that policymakers should consider targeting resources to rural, high-poverty, and underinvested communities to promote equitable access to high-quality programs that support children and their families.

幼儿园入学准备对儿童日后的学业成功起着非常重要的作用。本研究采用分层线性建模(HLM)方法,调查了与幼儿园早期读写能力、数学知识和社会基础相关的因素。研究分析了美国东南部一个州 28 所小学中 30 个班级的 617 名幼儿园学生(5 岁)的评估数据。参与幼儿园过渡项目、参加学前班项目和家庭参与与儿童在所有三个领域的准备程度均呈正相关。研究发现,学校层面的因素(即贫困、排名)和儿童层面的因素(即学前班课程的参加率)对儿童早期识字技能的表现具有交互作用。研究结果可为过渡项目的设计和实施以及早期教育和发展的政策制定提供参考。我们建议政策制定者应考虑将资源用于农村、高贫困率和投资不足的社区,以促进公平获得支持儿童及其家庭的高质量计划。
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引用次数: 0
Exploring the Current Landscape of the United States Early Childhood Care and Education Workforce 探索美国幼儿保育和教育工作者队伍的现状
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-04 DOI: 10.1007/s10643-024-01730-9
Hyunjin Kim, Susan Trostle Brand, Rachael Zeltzer

This study provides the challenges and opportunities facing the Early Childhood Care and Education (ECCE) workforce in the United States. Acknowledging the pivotal role of early educators in children’s development, the authors argue for comprehensive policy reforms to address economic and societal challenges faced by the ECCE workforce. Examining national best practices, offers a roadmap for enhancing the ECCE sector in the United States, emphasizing the need for improved compensation, professional development opportunities, and greater societal recognition of the ECCE workforce’s value. The discussion extends to the implications of these challenges for the quality of early childhood education and the well-being of educators, suggesting a future research agenda focused on evaluating the effects of proposed reforms and exploring innovative strategies to support the ECCE workforce. This forward-looking approach aims not only to improve the status and quality of early childhood education but also to ensure a brighter future for children through a more supported, recognized, and valued ECCE workforce.

本研究介绍了美国幼儿保育和教育(ECCE)工作者面临的挑战和机遇。作者认识到早期教育工作者在儿童发展中的关键作用,主张进行全面的政策改革,以应对幼儿保育和教育工作者所面临的经济和社会挑战。通过研究各国的最佳实践,作者为加强美国的幼儿保育和教育部门提供了一个路线图,强调了改善报酬、提供专业发展机会以及提高社会对幼儿保育和教育工作者价值认可的必要性。讨论延伸到这些挑战对幼儿教育质量和教育工作者福祉的影响,提出了未来的研究议程,重点是评估拟议改革的效果和探索支持幼儿保育和教育工作者的创新战略。这种前瞻性的方法不仅旨在提高幼儿教育的地位和质量,还旨在通过一支得到更多支持、认可和重视的幼儿保育和教育队伍,确保儿童拥有一个更加光明的未来。
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引用次数: 0
Effects of a State Pre-kindergarten Program on the Kindergarten Readiness and Attendance of At-Risk Four-Year-Olds 州立学前班计划对 4 岁高危儿童的入园准备和出勤率的影响
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-04 DOI: 10.1007/s10643-024-01736-3
Jamie Heng-Chieh Wu, Hope Onyinye Akaeze, Laurie A. Van Egeren

The effect of public pre-kindergarten (pre-K) on the short-term outcomes of children from disadvantaged backgrounds is well established; however, the mechanisms for this effect are not well understood. Of the many factors that influence how pre-K participants progress during and after kindergarten, one understudied factor is the effect of pre-K participation on kindergarten attendance. The effects of absenteeism are cumulative, and habits established early in the school years are likely to affect later school outcomes. Thus, if pre-K improves kindergarten attendance, participants may be poised for later school success. To begin to test this hypothesis, we conducted a quasi-experimental study to examine the kindergarten readiness of 19,490 children and attendance records of 39,113 children who either were enrolled in Michigan’s Great Start Readiness Program (GSRP) or were placed on waitlists because their GSRP sites were full. Using variants of multilevel modeling, we found, as expected, that GSRP children performed better than waitlisted children on the Kindergarten Readiness Assessment. Examination of kindergarten attendance records found that waitlisted children were more likely to be absent than their counterparts who participated in GSRP, with particularly strong effects for children who were Black, economically disadvantaged, or English Language Learners.

公立学前班(pre-K)对弱势儿童短期成果的影响已得到公认;然而,这种影响的机制却不甚明了。在影响学前班参与者在幼儿园期间和之后的进步的诸多因素中,一个未被充分研究的因素是学前班的参与对幼儿园出勤率的影响。旷课的影响是累积性的,学龄初期养成的习惯很可能会影响以后的学习成绩。因此,如果学前班提高了幼儿园的出勤率,那么参加学前班的学生就可能为以后的学业成功做好准备。为了开始验证这一假设,我们进行了一项准实验研究,考察了 19490 名儿童的幼儿园就学准备情况和 39113 名儿童的出勤记录,这些儿童要么参加了密歇根州的 "良好开端准备计划"(Great Start Readiness Program,GSRP),要么因其 "良好开端准备计划 "地点已满而被列入候补名单。通过使用多层次模型的变体,我们发现,正如预期的那样,GSRP 儿童在幼儿园准备评估中的表现优于候补名单上的儿童。对幼儿园出勤记录的检查发现,与参加 GSRP 的儿童相比,被列入候补名单的儿童更有可能缺勤,这对黑人儿童、经济困难儿童或英语语言学习者的影响尤为明显。
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引用次数: 0
Teaching Financial Literacy in Early Childhood Classrooms 在幼儿教室教授金融知识
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-03 DOI: 10.1007/s10643-024-01740-7
Saigeetha Jambunathan, Jale Aldemir, J. D. Jayaraman

The importance of financial literacy has gained attention worldwide in the last few years. The National Financial Educators Council (2013) defines financial literacy “as possessing the skills and knowledge on financial matters to confidently take effective action that best fulfills an individual’s personal, family and global community goals.” Financial literacy is an essential 21st century global skill for everyone to have. This is a practical article that investigates the importance of financial literacy education in early childhood classrooms, with vignettes from various early childhood classrooms where teachers are teaching financial literacy concepts. The present paper will also bring to light the importance of being purposive and intentional in teaching financial literacy concepts in early childhood classrooms. The authors bring to light the importance of training the teachers to teach these concepts. They argue that when teachers are confident about the content, they not only feel good about teaching it, but they are also able to provide depth in their teaching as well. In addition, the authors also provide guidelines grounded in research on how to successfully be intentional and purposive in teaching financial literacy concepts in early childhood classrooms. Finally, this article presents a compilation of appropriate resources and strategies teachers can use to teach this important concept in their classroom and partner with the parents to continue teaching these concepts at home as well.

在过去几年中,金融素养的重要性在全球范围内得到了广泛关注。美国国家金融教育家委员会(2013 年)将金融素养定义为 "掌握金融方面的技能和知识,从而自信地采取有效行动,最大限度地实现个人、家庭和全球社区的目标"。金融扫盲是 21 世纪每个人都必须掌握的一项基本全球技能。本文是一篇实用的文章,通过教师在不同的幼儿课堂上教授金融知识概念的小故事,探究金融知识教育在幼儿课堂上的重要性。本文还将揭示在幼儿课堂上有目的、有意识地教授金融知识概念的重要性。作者指出了培训教师教授这些概念的重要性。他们认为,当教师对教学内容充满信心时,他们不仅对教学内容感觉良好,而且还能在教学中深入浅出。此外,作者还以研究为基础,就如何在幼儿课堂上成功地有意识、有目的地教授金融知识概念提供了指导。最后,本文汇集了教师可用于在课堂上教授这一重要概念的适当资源和策略,并与家长合作,在家中继续教授这些概念。
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引用次数: 0
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Early Childhood Education Journal
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