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A Systematic Review of Parents’ Experiences during their Child’s Transition to School 系统回顾父母在子女升学过程中的经历
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-17 DOI: 10.1007/s10643-024-01780-z
Alina Morawska, Amy E. Mitchell, Evren Etel, Rebecca Armstrong, Tomomi McAuliffe, Tianyi Ma, Cathy McBryde, Leanne M. Johnston

The transition to school is an important developmental milestone for children and their families and sets the foundation for further educational experiences. There is a paucity of evidence-based interventions to support families during their child’s transition to school. To meet the needs of families during their child’s transition to school, better understanding of parents’ experiences is necessary. This systematic review identified 61 studies which reported on parent experiences of their child’s transition to school, although only a minority of studies explicitly focused on this outcome. Most studies were cross sectional, qualitative and focused on typically developing children. Six themes were identified in a narrative synthesis of the included studies: (1) Parent emotions about the transition to school; (2) Child’s school readiness and adjustment; (3) Parent factors; (4) Positive aspects of transition to school; (5) Practical transition issues; and (6) School partnership and communication. Overarching parent experiences focused on the ecological system within which the transition to school takes place, and we consider the implications for practice based on this framework.

对儿童及其家庭而言,入学过渡是一个重要的发展里程碑,为今后的教育经历奠定了基础。在孩子的入学过渡期间,为家庭提供支持的循证干预措施很少。为了满足孩子升学期间家庭的需求,有必要更好地了解家长的经历。本系统性综述确定了 61 项研究,这些研究报告了家长在孩子升学过程中的经历,尽管只有少数研究明确关注这一结果。大多数研究都是横断面的、定性的,并以发育正常的儿童为研究对象。在对所纳入的研究进行叙述性综合时,确定了六个主题:(1)家长对入学过渡的情绪;(2)孩子的入学准备和适应;(3)家长因素;(4)入学过渡的积极方面;(5)实际过渡问题;以及(6)学校伙伴关系和沟通。家长的主要经验集中在过渡到学校的生态系统上,我们在此框架的基础上考虑了对实践的影响。
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引用次数: 0
Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms 每个孩子都可能采取基于需要的行动吗?学前班教师在多元文化课堂中的差异化教学
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-16 DOI: 10.1007/s10643-024-01753-2
Zeliha Demirci-Ünal, Gökhan Öztürk

Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.

差异化教学(DI)是一种针对儿童个体学习需求的教学理念。这项多案例研究旨在调查学前教师在多元文化课堂中对教学内容、教学过程、教学评价和学习环境的差异化程度。通过观察、访谈、照片和实地记录,研究了四位幼儿教师的经验。研究发现,教师在教学过程和内容上采用了多种差异化策略。在具体的学习中,示范、提供身体支持、同伴观察或重复指导等策略尤为突出。此外,研究还发现,在多元文化课堂上,教师实施了多种策略,如使用视觉材料和活动,和/或将类似主题的活动类型多样化,以实现教学内容的差异化。此外,教师使用的策略数量有限,包括灵活管理时间和资源,以此作为区分学习环境 的一种手段。同样,他们也很少报告或被观察到进行差异化评估。因此,教师的差异化实践,尤其是基于学习环境和评价的差异化实践,应与有效的教育政策相结合。总之,这项研究的价值是毋庸置疑的,它提供了一个视角,使教育工作者能够应对在不同国家实施促进文化发展的教育所面临的这些挑战。
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引用次数: 0
Effects of Trauma-Informed Training on Teacher Perceptions of Child Outcomes: Student-Teacher Relationships, Behavior, and Expulsion Risk 创伤知情培训对教师感知儿童成果的影响:师生关系、行为和开除风险
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-14 DOI: 10.1007/s10643-024-01769-8
Alysse M. Loomis, Finau Rabuka-Conklin, Camille DeSilva

A growing number of early childhood education (ECE) programs are using trauma-informed trainings to support teachers in better managing children’s trauma-related challenging behaviors. However, there is not a great deal of research on how effective these programs are for improving children’s school-related outcomes. This study examines whether a 6-hour trauma-informed training provided to preschool teachers was related to children’s child expulsion risk, teacher perception of child behavior, and student-teacher relationships. Seventy-four teachers from 7 elementary schools in the Mountain West region received a six-hour trauma-informed training over three months. Children’s school-related outcomes were collected through teacher report in pre- and post-training surveys. Linear growth modeling was used to estimate change in children’s outcomes over time, adjusting for child gender and student-teacher racial/ethnic match. There were significant decreases in child disruption, a subscale of expulsion risk, and improvements in student-teacher closeness following training; no other child outcomes changed significantly. More evidence-based research is needed to support or refute whether trauma-informed training is effective and promotes positive child outcomes.

越来越多的幼儿教育(ECE)项目正在使用创伤知情培训来支持教师更好地管理儿童与创伤相关的挑战性行为。然而,关于这些项目在改善儿童学校相关成果方面有多大成效的研究并不多。本研究探讨了为学前教师提供的 6 小时创伤知情培训是否与儿童被开除的风险、教师对儿童行为的看法以及师生关系有关。来自美国西部山区 7 所小学的 74 名教师在三个月内接受了 6 小时的创伤知情培训。通过教师在培训前和培训后的调查报告,收集了儿童在学校的相关表现。采用线性增长模型来估算儿童的学习成绩随时间推移而发生的变化,并根据儿童的性别和学生与教师的种族/民族匹配情况进行调整。结果表明,培训后,儿童的干扰程度、被开除风险的分量表明显降低,师生亲密程度也有所改善;其他儿童结果没有明显变化。需要更多的循证研究来支持或反驳创伤知情培训是否有效,是否能促进积极的儿童成果。
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引用次数: 0
Beyond Open-Ended: Tools to Explore Questions and Power during Decision-Making with Families 超越开放式:在与家庭共同决策过程中探索问题和权力的工具
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-10 DOI: 10.1007/s10643-024-01768-9
Christine L. Hancock

Questions are an essential aspect of decision-making by families and early educators in a range of contexts, and are particularly important during the informal assessment and collaborative planning that characterize home visits. Yet recommendations for questions tend to focus on form alone, such as encouragement to ask open- rather than closed-ended questions. These recommendations have limited practical application because they frame language as decontextualized and power-free, which can contribute to marginalizing families. Instead, when early educators conceptualize questions as part of discourse—rooted in context and imbued with power—they can better understand nuances of questions and ultimately enact shared decision-making with families. This conceptual paper illustrates the potential of discourse theory as a framework to explore questions and their consequences for decision-making power. Linguistic features of questions are presented along with discursive tools adapted from Gee (2014) that researchers and early educators can use to examine how questions contribute to sharing power or maintaining professional control of decisions. Transcripts from previously conducted, ethically approved investigations using discourse analysis exemplify how the tools can be used to examine how questions function in real conversations between families of infants and toddlers and home visitors. The selected transcripts represent four different home visiting programs in the United States and depict how questions played in role in decision-making about how to support children’s development.

提问是家庭和早期教育工作者在各种情况下做出决策的一个重要方面,在作为家访特点的非正式评估和合作计划中尤为重要。然而,有关提问的建议往往只注重形式,如鼓励提出开放式而非封闭式的问题。这些建议的实际应用有限,因为它们将语言定格为非语境化和无权力的,这可能会导致家庭边缘化。相反,当早期教育工作者将问题概念化为话语的一部分--植根于语境并充满力量--他们就能更好地理解问题的细微差别,并最终与家庭共同做出决策。这篇概念性论文说明了话语理论作为一种框架,在探索问题及其对决策权的影响方面所具有的潜力。本文介绍了问题的语言特点以及改编自 Gee(2014 年)的话语工具,研究人员和早期教育工作者可以利用这些工具来研究问题如何有助于分享权力或保持对决策的专业控制。这些记录来自之前进行的、经伦理批准的使用话语分析进行的调查,以实例说明如何使用这些工具来研究问题如何在婴幼儿家庭与家庭访视者之间的真实对话中发挥作用。所选记录代表了美国四个不同的家庭访视项目,描述了问题如何在有关如何支持儿童发展的决策中发挥作用。
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引用次数: 0
Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching 学前教师在尝试游戏反应式科学教学中使用投影图像和视频的经验
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-10 DOI: 10.1007/s10643-024-01777-8
Kristina Lund, Andreas Redfors, Agneta Jonsson

When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they can contribute to. Eleven preschool teachers participated in a Continuous Professional Development project about play-responsive teaching and science. Participating preschool teachers’ discussions about using projected images or videos in attempted play-responsive science teaching was thematically analysed. Three main themes have been developed: content of the projected image or video, different ways of using projected images or videos, and reasons for using a projected image or video in attempted play-responsive science teaching. Results show that projections could be used as support in play, e.g., when imagining being in another place, like under the surface of the ocean or as a way of introducing science concepts in play. Play-responsive science teaching with support of projected images and videos is found to be a threefold challenge for the preschool teachers, encompassing knowledge about play, science, and digital tools. The important role of preschool teachers in making the projections become a part of play-responsive science teaching is discussed.

当学前教师尝试启动游戏反应式科学教学时,就会出现进一步发展或挑战游戏的机 会,例如,引入或关注科学内容。本文的目的是就如何在尝试游戏反应式科学教学中使用投影图像和视频以及它们能做出什么贡献产生知识。11 名学前教师参加了关于游戏反应式教学和科学的持续专业发展项目。我们对参与的学前教师在尝试游戏反应式科学教学中使用投影图像或视频的讨论进行了专题分析。形成了三大主题:投影图像或视频的内容、使用投影图像或视频的不同方式以及在尝试游戏反应式科学教学中使用投影图像或视频的原因。结果表明,投影可作为游戏的辅助工具,例如,当想象自己在另一个地方,如在海面下,或作为在游戏中引入科学概念的一种方式。在投影图像和视频的支持下进行游戏反应式科学教学,对学前教师来说是一个三重挑 战,包括游戏知识、科学知识和数字工具。讨论了学前教师在使投影成为游戏反应式科学教学的一部分方面所起的重要作用。
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引用次数: 0
Early Childhood Intervention under the Australian National Disability Insurance Scheme: Characteristics and Recruitment Practices of Service Providers 澳大利亚国家残疾保险计划下的幼儿干预:服务提供者的特点和招聘做法
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-08 DOI: 10.1007/s10643-024-01759-w
Susana Gavidia-Payne, Jessica Zoe Zanuttini, Sarah Carlon, Coral Kemp

The National Disability Insurance Scheme (NDIS) constitutes a major policy reform for Australian people with disabilities. Despite its ten-year implementation, little is known about the characteristics of the workforce delivering Australia’s NDIS early childhood intervention services (ECI). The present study sought to identify the range of skills, knowledge, and experience of ECI professionals as listed in recruitment advertisements, and their alignment with best practice guidelines. Provider data were extracted from 246 advertisements for ECI roles over a 5-month period and assigned into various categories. Interrater reliability was determined by randomly selecting 65 of the 246 of the advertisements, which were coded independently by two researchers and assigned to service provider categories. Significant changes have occurred in the qualities of professionals providing ECI services under the NDIS, and their adherence to best practice guidelines. The limited emphasis on best practice in the recruitment process may result in an ECI workforce that is not well equipped to deliver specialised and inclusive support to young children with disabilities and their families.

国家残疾保险计划(NDIS)是澳大利亚残疾人的一项重大政策改革。尽管该计划已实施了十年,但人们对提供澳大利亚 NDIS 早期儿童干预服务(ECI)的工作人员的特点却知之甚少。本研究旨在确定招聘广告中列出的儿童早期干预专业人员的技能、知识和经验范围,以及这些技能、知识和经验与最佳实践指南的一致性。研究人员从 246 份为期 5 个月的幼儿保育员招聘广告中提取了保育员数据,并将其归入不同类别。从 246 份广告中随机抽取 65 份,由两名研究人员对其进行独立编码,并将其归入服务提供者类别,从而确定相互之间的可靠性。在NDIS下提供ECI服务的专业人员的素质及其对最佳实践指南的遵守情况发生了重大变化。在招聘过程中对最佳实践的重视程度有限,可能会导致幼儿保育和教育工作者队伍装备不足,无法为残疾幼儿及其家庭提供专业化和包容性的支持。
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引用次数: 0
Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers 他们为可持续发展做好准备了吗?幼儿在职教师的环保态度研究
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-07 DOI: 10.1007/s10643-024-01775-w
Hua Luo, Wai Chin Li

In recent years, early childhood education for sustainability has received increasing attention. However, research on early childhood teachers in relation to this issue remains marginalized. Teachers’ environmental attitudes support children’s nature play and are strongly associated with sustainability. According to previous studies, environmental knowledge is important to pro-environmental attitudes. This article used a quantitative survey to explore the environmental attitudes of 832 early childhood in-service teachers and determined the relationship between their environmental knowledge and attitudes. The Two Major Environmental Values (2-MEV) scale was adopted to examine the environmental attitudes of the participants, including conservation and utilization. The outcomes showed that the participants had a more positive attitude toward environmental conservation and a less positive attitude toward environmental utilization. Although their environmental knowledge was relatively low, it significantly predicted their environmental attitudes toward both conservation and utilization, but the impacts were minimal. The 2-MEV scale cannot fully resolve controversies regarding the relationship between teachers’ environmental knowledge and attitudes. More attention should be given to other aspects of teachers’ jobs, such as job satisfaction and culture.

近年来,幼儿可持续发展教育日益受到关注。然而,有关幼儿教师在这一问题上的研究仍然处于边缘地位。教师的环保态度支持儿童的自然游戏,并与可持续发展密切相关。根据以往的研究,环境知识对亲环境态度非常重要。本文采用定量调查的方法,探讨了 832 名幼儿在职教师的环保态度,并确定了他们的环保知识与环保态度之间的关系。采用两大环境价值观(2-MEV)量表来考察参与者的环境态度,包括保护和利用。结果显示,参与者对环境保护的态度较为积极,而对环境利用的态度则不太积极。虽然他们的环境知识相对较少,但却能显著预测他们对保护和利用的环境态度,但影响甚微。2-MEV 量表并不能完全解决教师环境知识和态度之间关系的争议。应更多地关注教师工作的其他方面,如工作满意度和文化。
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引用次数: 0
Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future 挪威幼儿教育和保育的质量:进展、长期挑战和对未来的建议
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-05 DOI: 10.1007/s10643-024-01770-1
Ingunn Størksen, Ragnhild Lenes, Dieuwer ten Braak, Megan McClelland, Roberta Michnick Golinkoff

In Norway, children aged one to five years can attend subsidized and publicly regulated Early Childhood Education and Care (ECEC) centers. These centers focus on holistic child development through play, care, and learning. Therefore, Norway should be capable of providing young children with the best possible ECEC environment, thereby laying a solid foundation for their future school success. However, Norwegian 15-year-old students score at or below the average in mathematics, reading, and science compared to students in other OECD countries, and average scores are declining OECD (PISA 2022 Results (Volume I): The state of learning and equity in education, 2023). Several factors may contribute to Norwegian students’ average or below-average school performance, e.g., pedagogical weaknesses that were present even before school, in ECEC. An OECD report from 2015 pointed out several challenges in the Norwegian ECEC quality (Early childhood education and care policy review Norway, 2015), related to factors such as structural standards, monitoring of process quality, lack of independence of inspections, lack of understanding regarding monitoring, and insufficient monitoring practices. In this paper, we present: (1) Norwegian policy initiatives implemented in response to the OECD report, and (2) Research conducted after the OECD report on the quality levels of Norwegian ECEC, along with findings from interventions designed to improve quality. Based on this, we discuss the progress since the 2015 OECD report and highlight continuing challenges and important next steps to secure high ECEC quality in Norway for all children. We find that several policy initiatives have been implemented but observed ECEC quality levels after the 2015 report are still in the medium to low range.

在挪威,一至五岁的儿童可在受补贴和公共监管的幼儿教育和保育(ECEC)中心就读。这些中心注重通过游戏、保育和学习促进儿童的全面发展。因此,挪威应该有能力为幼儿提供尽可能好的幼儿教育和保育环境,从而为他们未来的学业成功奠定坚实的基础。然而,与其他经合组织国家的学生相比,挪威15岁学生在数学、阅读和科学方面的成绩处于或低于平均水平,而且平均成绩还在下降:经合组织(国际学生评估计划2022年结果(第一卷):学习状况与教育公平,2023年)。导致挪威学生在校表现一般或低于平均水平的因素可能有几个,例如,在入学前,在幼儿保育和教育中就已存在的教学弱点。经合组织(OECD)2015年的一份报告指出了挪威幼儿保育和教育质量所面临的若干挑战(挪威幼儿教育和保育政策审查,2015年),涉及结构标准、过程质量监测、检查缺乏独立性、对监测缺乏了解以及监测实践不足等因素。在本文中,我们将介绍:(1)挪威为回应经合组织报告而实施的政策举措;(2)经合组织报告发布后对挪威幼儿保育和教育质量水平开展的研究,以及旨在提高质量的干预措施的研究结果。在此基础上,我们讨论了自2015年经合组织报告发布以来所取得的进展,并强调了为确保挪威所有儿童都能享受高质量的幼儿保育和教育所面临的持续挑战和今后的重要步骤。我们发现,挪威已实施了多项政策措施,但2015年报告发布后观察到的幼儿保育和教育质量水平仍处于中低水平。
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引用次数: 0
Beginning with Books: Tailoring Formats and Strategies for Infant and Toddler Reading Activities in Early Childhood Education Centers 从书开始为幼儿教育中心的婴幼儿阅读活动量身定制形式和策略
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-04 DOI: 10.1007/s10643-024-01772-z
Ming-Fang Hsieh

This study examined various formats and strategies used by caregivers in early reading activities, and assessed how they were tailored to the developmental stages of infants and toddlers. Participants included three caregivers from classrooms for ages 0–12, 13–18, and 19–24 months, and the director of an early childhood education center known for emphasizing early reading experiences. Data were collected from observations of reading activities and interviews with the four participants. The findings revealed that the caregivers intentionally organized reading activities in different formats— one-on-one, group, and free reading—each fulfilling distinct objectives and developmental needs. They employed various strategies, including contextualized linguistic, paralinguistic, social, and decontextualized linguistic approaches, which were all adapted to the children’s developmental levels and reading contexts. This study resulted in a scaffolding framework that informs reading practices in early childhood education centers, offering professional training recommendations and particularly highlighting the necessity of decontextualized talk beyond the book text.

本研究考察了保育员在早期阅读活动中使用的各种形式和策略,并评估了这些形式和策略如何适合婴幼儿的发展阶段。参与者包括来自 0-12 个月、13-18 个月和 19-24 个月班级的三名保育员,以及一家以强调早期阅读体验而闻名的幼儿教育中心的主任。通过对阅读活动的观察和对四位参与者的访谈收集了数据。研究结果表明,保育员有意识地组织了不同形式的阅读活动--一对一阅读、小组阅读和自由阅读--每种形式都满足了不同的目标和发展需要。他们采用了各种策略,包括语境化语言方法、准语言方法、社交方法和非语境化语言方法,这些方法都适应儿童的发展水平和阅读语境。这项研究提出了一个支架式框架,为幼儿教育中心的阅读实践提供了参考,提出了专业培训建议,特别强调了书本文本之外的非语境化谈话的必要性。
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引用次数: 0
Parent–Child Mealtime Conversations Stimulated with Decorated Tableware 用装饰餐具激发亲子用餐对话
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-30 DOI: 10.1007/s10643-024-01771-0
Natalia Kucirkova, Jarmila Bubikova-Moan

This explorative qualitative study investigated how families engage in mealtime conversations supported with decorated plates that were specially designed to promote family conversations. Our aim was to examine the main thematic and discursive patterns that naturally occurred in these conversations. Six Norwegian families of pre-school children aged 3–6 years were provided with five decorated plates and asked to audio-record their conversations during a meal. Transcripts of the audio-recordings were analysed with manifest content-related analysis, followed by an abductive analysis and a mapping of the main discourse types and interactional patterns. We demonstrate that the conversations displayed great thematic heterogeneity and represented a continuum of extended and non-extended talk, ranging from basic labelling and vocabulary recall to narration, explanation and argumentation. Variable engagement levels among the participants were also noted. We argue that decorated tableware can serve as a valuable tool for studying linguistic input and the nature of adult–child conversations during mealtimes at home and beyond.

这项探索性定性研究调查了家庭如何利用专门为促进家庭对话而设计的装饰餐盘进行用餐对话。我们的目的是研究这些对话中自然出现的主要主题和话语模式。我们向六个挪威学龄前儿童(3-6岁)家庭提供了五个装饰盘,并要求他们对用餐时的对话进行录音。我们对录音记录进行了分析,首先是与内容相关的分析,然后是归纳分析,并绘制了主要话语类型和互动模式图。我们发现,对话显示出很大的主题异质性,代表了扩展和非扩展谈话的连续性,从基本的标记和词汇回忆到叙述、解释和论证。参与者的参与程度也各不相同。我们认为,装饰餐具可以作为一种宝贵的工具,用于研究语言输入和家庭内外用餐时成人与儿童对话的性质。
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引用次数: 0
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Early Childhood Education Journal
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