Early Childhood Education Journal最新文献

Spatial reasoning comprises a set of skills used to mentally visualize, orient, and transform objects or spaces. These skills, which develop in humans through interaction with our physical world and direct instruction, are strongly associated with mathematics achievement but are often neglected in early grades mathematics teaching. To conceptualize ways to increase the representation of spatial reasoning skills in the classroom, we examined the outcomes of cognitive interviews with kindergarten through grade two students in which they engaged with one spatial reasoning task. Qualitative analyses of students’ work samples and verbal reasoning responses on a single shape de/composition task revealed evidence of a continuum of sophistication in their responses that supports a previously articulated hypothetical learning progression. Results suggest that teachers may be able to efficiently infer students’ skills in spatial reasoning using a single task and use the results to make instructional decisions that would support students’ mathematical development. The practical implications of this work indicate that additional classroom-based research could support the adoption of such practices that could help teachers efficiently teach spatial reasoning skills through mathematics instruction.

Visual perspective-taking (VPT) is a foundational skill for understanding the social world and emerges in early childhood. However, its developmental trajectory and associations with visual stimuli features and family socio-economic status (SES) remain underexplored. This study examined 254 preschool children aged 3 to 5 years (130 girls) using the “photographer task,” in which children identified the image representing a photographer’s view under varying stimuli conditions (complexity and angular differences). Primary caregivers provided demographic data via a questionnaire. Results indicated that children performed better with less complex stimuli and when the angular perspectives of the child and photographer aligned. Age differences were evident in most tasks, except those involving high complexity stimuli and conflicting angular perspectives. SES differences emerged, with high-SES children excelling in tasks without angular conflicts, while low-SES children demonstrated better performance in tasks with high complex stimuli with angular differences. These findings highlight the interplay between developmental, environmental, and task-specific factors in shaping early VPT and underscore the importance of tailoring early learning activities to account for these influences.

Pláticas are informal sustained conversations drawing from the Chicanx/Latinx oral tradition of sharing thoughts, memories, and experiences, embracing storytelling, ambiguities, interpretations, and self-discovery like oral storytelling. This study explored how 13 early childhood teachers in South Texas use pláticas, conversational interactions, as a cultural and linguistically responsive practice, to support young Spanish-and-English Dual Language Learners (DLLs) ages three to 8 years. A 12-question survey, observations, and a focus group interview were conducted to gather qualitative data on how teachers incorporated developmentally appropriate pláticas into their teaching to promote oral language skills in DLLs. Grounded theory analysis identified the following themes: significance of pláticas; using pláticas as a cultural tool for oral language development; integration of pláticas in the classroom; and assessing pláticas. The demographic of multilingual learners is dynamic around the country; therefore, the themes mentioned above nurture multilingual abilities and integrate culturally and linguistically responsive practices to promote effective practice in early childhood education for DLLs. Educators will learn how to best support DLLs’ diverse linguistic needs by building their cultural capital and funds of knowledge and value family’s cultural practices with pláticas to provide a culturally and linguistically responsible and sustaining learning environment.

This study explores the pivotal role of authentic writing experiences in early childhood education by examining preschool educators' beliefs. Utilizing a comprehensive questionnaire, data were gathered from a diverse group of preschool educators, revealing their perspectives on the significance of authentic writing. The research highlights the importance of self-expression, creativity, and communication in children's writing and drawing over accuracy and perfection. Key developmental indicators identified include communication skills, creativity, letter and shape recognition, and motor skills. Ultimately, this research emphasizes the importance of authentic written language in early education, advocating for educational practices and educator training that prioritize developmental milestones and holistic learning experiences.

This manuscript provides information about how to support young children who sustain concussions or traumatic brain injuries (TBIs) in their classrooms. A description of concussion or TBI symptoms, ways of communication with young children, classroom accommodations, and parental support are presented. The concussion signs and symptoms in children are slightly different from those of adults. When talking about these symptoms with preschoolers, it is essential to use simple, straightforward, and gentle language. Three main classroom accommodations are recommended including reducing physical activities, simplifying cognitive tasks, and creating a restful, calm environment. Resources for parent support are also provided to inform parents of what to expect and where to get help when a concussion/TBI occurs. The purpose of this paper is to increase the awareness of concussions and TBIs in young children and to equip teachers with practical knowledge in working with these children and their families, resulting in the teachers’ timely and efficient responses when concussions occur.

The Maker Movement has gained popularity in educational settings due to its emphasis on hands-on creation and fostering creative expression. While making is often associated with STEM disciplines, literacy educators are increasingly interested in exploring the intersection between making and writing. This qualitative study examines the impact of LEGO building on young children’s writing. Over the course of eight weeks, five participants from a third-grade classroom engaged in small group sessions that integrated LEGO building with writing tasks. Participants demonstrated enhanced expository writing skills, increased concentration and focus during writing tasks, and a shift in emphasis from spelling accuracy to content clarity. The findings underscore the potential of LEGO building as a valuable tool for improving the writing of young children and highlight the promise of integrating making activities to writing instruction.

Early language and communication skills are critical for children’s development and early years educators are well-placed to support children’s learning; however, many early years educators receive little training to support the development of these skills. While professional development programmes offer a potential solution, existing programmes have yielded mixed findings, and little is known about why this is the case since most programmes do not describe their intended mechanisms of change. Moreover, most programmes require abundant resources, leading to limited sustainability and scalability. This paper presents a theoretical framework for a low-resource professional development programme aimed at enhancing educators’ abilities to support preschool children’s language and communication skills. We identify core characteristics (sustained, multi-format, flexible, context-sensitive, focused) and active components (coaching, practice, feedback, reflection, goal setting, modelling, group engagement) of effective professional development programmes, which we use to inform the programme design. The proposed programme integrates three main components: (1) LangQuest, a free, downloadable self-assessment tool designed to help educators reflect on their language-supporting strategies, (2) an online course that promotes meaningful use of the LangQuest and builds educators’ knowledge of how and when to use different pedagogical strategies, and (3) Learning Circles, a form of professional learning communities to promote social learning. We envision that this programme will enhance educators’ procedural knowledge of language-supporting strategies and improve teacher-child interactions, ultimately fostering children’s language and communication skills. By identifying features of effective early years programmes, the paper provides a practical roadmap to those interested in developing PD programmes or integrating the LangQuest into existing programmes.

The interplay between playfulness, executive functions, and creativity is paramount for children’s cognitive and emotional development, as these variables significantly impact early learning and problem-solving abilities. The current study investigates the associations between playfulness, executive functions, and creativity among kindergarteners, with a focus on the mediating role of self-regulation. A sample of 124 Arab Israeli children (64 females) aged 5–6 years completed the head-toes-knees-shoulders (HTKS; Ponitz et al. in Developmental Psychology, 45(3):605–619, 2009, https://doi.org/10.1037/a0015365) task, the Hand Movement Test (Kaufman and Kaufman (Kaufman Assessment Battery for Children (KABC, K-ABC), APA PsycTests, 1983, https://doi.org/10.1037/t27677-000), the Beery Visual-Motor Integration [Beery and Beery (The Beery-Buktenica developmental test of visual-motor integration: Administration, scoring, and teaching manual, NCS Pearson, 2004)] test, and the Thinking Creatively in Action and Movement [Torrance (Thinking creatively in action and movement, Scholastic-Testing Service, 1981)] measures while the teachers completed The Children’s Playfulness Scale (Barnett in Play & Culture, 3(4):319–336, 1990). Correlation analyses revealed significant associations between playfulness factors and creativity, indicating that playful behaviors are positively linked to creative expression. Notably, the HTKS task demonstrated a significant mediating effect in the relationship between total playfulness and creativity, as confirmed by Sobel test results (z ≈ 7.49). This highlights the crucial role of self-regulation in facilitating creative thought processes during play. The findings highlighted the importance of promoting playfulness and self-regulation abilities in early childhood education to advance creative development. Implications for educational practices and the need for future research exploring these constructs across diverse populations and settings are discussed. This study contributes to the expanding body of literature connecting executive functions to creativity, especially within the context of play, underscoring the necessity of holistic approaches in early childhood development.

Play spaces facilitate play as a child’s primary occupation which is essential for learning and early childhood development. In South African early childhood development centres, almost 11% do not have access to outdoor play areas, 20% have no outdoor play equipment, and 50% have no access to educational toys (Early Childhood Development in South Africa. Education Series. IV (No. 92-01-04),100, Available: http://www.statssa.gov.za/publications/92-01-04/92-01-042016.pdf). This research aimed to compare the physical design and resources of outdoor play spaces in low socioeconomic (LSE) versus high socioeconomic (HSE) early childhood development (ECD) centres in Johannesburg. A descriptive comparative research design was used, with a total population sampling method for the distribution of a self-developed questionnaire adapted from play literature. Results were obtained from a total sample size of 82 ECD centres, 28 reported LSE and 54 reported HSE. Quantitative data was analysed using descriptive and inferential statistics. LSE-ECD centres (57% community-based sites) had significantly less funding frequency compared to HSE-ECD centres (83% independent / private schools), with 87% private funding at least annually for outdoor play space upkeep. LSE-ECD centres had limited outdoor play space resource variety and quantity (7% had no outdoor play space, 43% had traditional playground designs, 14% had no fixed playground equipment), compared to HSE-ECD centres with a wide variety and abundance of outdoor play space resources. Chi-square statistics revealed a significantly higher number of fixed and loose manufactured equipment, movement toys, fixed and loose natural resources, and multi-sensory exploration spaces in HSE-ECD centres. Cramer’s V statistics revealed outdoor play space physical design and resource availability have a strong dependence on socioeconomic status.

Previous research shows that preschool parents in the United States (U.S.) prioritize literacy over mathematics, despite the importance of both subjects for their child’s future academic success. However, less is known about how parents in other countries socialize the literacy and mathematics skills of young children. This paper examines the beliefs of preschool parents from Bulgaria (N = 103), Israel (N = 167), Spain (N = 138), and the U.S. (N = 183). These countries were selected due to differences in location, economics, religions, languages, and alphabet. Specifically, we examine the importance parents place on home literacy and mathematics, the time spent in the home on those activities, and parents’ confidence in supporting their child’s learning in both domains. We also examined the type of support and resources parents in each country would value receiving from their child’s teacher. The results indicated the importance of expanding research from just U.S. participants. Parents from all four countries valued home literacy and mathematics but viewed literacy as significantly more important. While parents from all four countries viewed literacy as more important, differences between countries were noted when it came to the time spent on different subjects, with Spain and the U.S. spending more time on literacy and Bulgaria and Israel spending more time on mathematics. Parents from the U.S. indicated significantly higher levels of confidence in supporting literacy than parents in the other three countries; however, no differences were noted in confidence for supporting mathematics. The types of resources that parents would like to receive also varied by country.