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Reciprocal Family Engagement Strategies in U.S. Early Childhood Systems: A Qualitative Study 美国幼儿教育系统中的互惠家庭参与策略:定性研究
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-30 DOI: 10.1007/s10643-024-01763-0
Rebecca Huber, Meera Menon, Kirsten Klatka, Rebecca B. Russell, Tara Bristol Rouse, Scott D. Berns

The early childhood period has lasting effects on physical and mental health. Most U.S. families rely on daily non-parental care for children under five, highlighting the importance of integrating family preferences with educator practices through reciprocal family engagement (RFE). Systems change initiatives are promising to promote RFE due to the potential to realign early childhood systems (ECS) to meet family preferences and promote positive outcomes/in The i3 we are a village grant: Successes, challenges. However, there is little research on systems-level RFE strategies. We held two focus groups with eight informants involved in RFE activities in an ECS initiative and asked informants about enablers and barriers to systems building RFE. We performed a thematic analysis using a phenomenological approach, and identified three themes: building team cohesion, capacity building and reach, and resources and capital. Our findings suggest that ECS leaders looking to enhance programmatic RFE strategy could employ relational techniques to affirm flexibility in RFE duties, model open communication, appreciate existing skills, and provide opportunities to expand skills. ECS-building may benefit from an RFE approach but should be met with bureaucratic buy-in for RFE to succeed on a structural level.

幼儿期对身心健康有着持久的影响。大多数美国家庭都依靠非父母的日常照料来照顾五岁以下的儿童,这凸显了通过互惠式家庭参与(RFE)将家庭偏好与教育实践相结合的重要性。i3 我们是一个村 "补助金中的系统变革倡议有可能重新调整幼儿教育系统(ECS),以满足家庭的偏好并促进积极的成果,因此在促进互惠家庭参与方面大有可为:成功与挑战。然而,有关系统层面的 RFE 战略的研究却很少。我们举行了两次焦点小组会议,邀请了八位参与家庭护理服务活动的信息提供者参加,并向他们询问了建立家庭护理服务系统的促进因素和障碍。我们采用现象学方法进行了主题分析,并确定了三个主题:建立团队凝聚力、能力建设和影响力,以及资源和资本。我们的研究结果表明,希望加强计划性RFE战略的ECS领导者可以采用关系技巧来肯定RFE职责的灵活性,树立开放沟通的典范,欣赏现有的技能,并提供拓展技能的机会。环境监控中心的建设可能会从 RFE 方法中获益,但要使 RFE 在结构层面上取得成功,还需要官僚机构的支持。
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引用次数: 0
Impact of Parental Relationships and Parents’ Emotional Intelligence on Children’s Development of Emotional Intelligence: A Dyadic Clinical Intervention 父母关系和父母的情商对儿童情商发展的影响:双亲临床干预
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-29 DOI: 10.1007/s10643-024-01762-1
Ofra Walter, Ezabella Mirochnik, Batel Hazan-Liran

The early years of childhood represent a critical time frame in emotional development. This qualitative study sought to elucidate the impact of parental relationships and parents’ emotional intelligence on young children’s development of emotional intelligence capacity, as well as changes in this development when a dyadic clinical intervention was applied. The study setting was a children’s psychiatric clinic in Israel. Participants were five preschool non-clinically diagnosed children (3 girls, 2 boys, aged 5–6) and their parents (1 father, 4 mothers) and five preschool clinically diagnosed children (3 boys, 2 girls, aged 5–6) and their parents (5 fathers, 4 mothers) (N = 20). Clinically diagnosed children and parents received a dyadic intervention; non-clinically diagnosed children and parents did not. The methodological framework was rooted in phenomenology. We gathered data using semi-structured interviews and applied thematic analysis to dissect the complex interplay between parents’ emotional intelligence and relationship with their children, and the children’s emotional development. Initial findings pointed to a nuanced improvement in the emotional expression abilities of clinically diagnosed children post-intervention, implying the efficacy of the intervention and suggesting the importance of integrating parental education on emotional intelligence and responsive strategies as part of child-focused interventions. This could foster children’s emotional growth and enhance parent-child relationships, contributing to a holistic strategy for fostering emotional intelligence in early childhood.

幼儿时期是情绪发展的关键时期。这项定性研究旨在阐明父母关系和父母的情商对幼儿情商能力发展的影响,以及在采取双亲临床干预措施后,幼儿情商能力发展的变化。研究地点是以色列的一家儿童精神科诊所。参与者包括 5 名学龄前非临床诊断儿童(3 名女孩,2 名男孩,5-6 岁)及其父母(1 名父亲,4 名母亲)和 5 名学龄前临床诊断儿童(3 名男孩,2 名女孩,5-6 岁)及其父母(5 名父亲,4 名母亲)(N = 20)。经过临床诊断的儿童和家长接受了一项二元干预;未经过临床诊断的儿童和家长没有接受干预。研究方法框架以现象学为基础。我们通过半结构式访谈收集数据,并运用主题分析法剖析父母的情商、与子女的关系以及子女的情绪发展之间复杂的相互作用。初步研究结果表明,经过干预后,临床诊断儿童的情绪表达能力有了细微的改善,这意味着干预取得了成效,同时也表明了将家长的情商教育和应对策略纳入以儿童为中心的干预措施的重要性。这既能促进儿童的情感成长,又能增进亲子关系,有助于在幼儿期形成培养情商的整体策略。
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引用次数: 0
Responding to Children’s Semiotic Repertoires in Collaborative Digital Storytelling 在协作式数字故事制作中回应儿童的语义再现
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-27 DOI: 10.1007/s10643-024-01761-2
Sofije Shengjergji, Jenny Myrendal, Niklas Pramling

In this study, we analyze activities in which early childhood education and care (ECEC) teachers, together with pairs of children, engage in digital storytelling activities with a tablet application. The participating teachers and children speak more than one national language, and the activity has been pursued with the intention of supporting children’s full use of their various semiotic repertoires. Theoretically informed by a sociocultural perspective, the notion of semiotic repertoires here refers to not only national languages, such as English and Swedish, but also other semiotic means for communication such as sign language, gestures, and drawings. With the purpose of addressing how ECEC can be responsive to children’s repertoires of semiotic means of communication, the research question asked is: How are various semiotic repertoires introduced and responded to in the storytelling activities? The results consist of a differentiation and specification of the meaning of responsivity in the context of semiotic repertoires. The implications for children’s participation in developmental activities and the ambition of creating socially just ECEC institutions are discussed.

在本研究中,我们分析了幼儿教育和保育(ECEC)教师与成对儿童一起使用平板电脑应用程序开展数字故事活动的情况。参与活动的教师和儿童讲一种以上的国家语言,活动的目的是支持儿童充分使用他们的各种符号库。从社会文化的理论视角来看,这里的符号库概念不仅指英语和瑞典语等国家语言,还包括手语、手势和绘画等其他符号交流手段。为了解决幼儿保育和教育如何能够对儿童的符号交流手段库作出反应的问题,研究提出的问题是:在讲故事活动中如何引入和回应各种符号库?研究结果包括区分和具体说明在符号语汇方面的反应性的含义。讨论了儿童参与发展活动的意义以及创建社会公正的幼儿保育和教育机构的目标。
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引用次数: 0
The Well-Being of Early Childhood Providers in Ireland 爱尔兰幼儿保育员的福祉
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01767-w
Laura Gormley, Roberta Hines

Early childhood professionals play a critical role in the lives of the children they work with, and their psychological well-being significantly impacts this relationship. Over recent years, societal changes, coupled with new policy, has increased the demands and pressures faced by these professionals. Therefore, the current mixed methods study set out to explore the well-being of early childhood providers (i.e., owner, owner-managers) in Ireland. In total, 489 participants completed the anonymous online survey, which included the WHO-5 questionnaire and an open-ended question that explored reasons for any stress experienced in the previous 2-week period. Almost 60% of participants scored 50 or lower and over 20% scored 28 or lower, indicating poor well-being and potential depression. The majority of participants reported feeling stressed in the 2-week period prior to completing the survey and frequently cited work-related issues as being the source of their stress. The major themes that emerged were burden of administration, overwhelming financial pressure, and staffing issues. These findings indicate that early childhood providers would benefit from bottom-up and top-down assistance to positively support their well-being. This is vital if they are to thrive in their professional roles and provide high quality, transformative experiences for our children.

幼儿教育专业人员在他们所服务的儿童的生活中扮演着至关重要的角色,他们的心理健康对这种关系有着重大影响。近年来,社会的变化以及新的政策增加了这些专业人员所面临的要求和压力。因此,本项混合方法研究旨在探讨爱尔兰幼儿教育提供者(即所有者、所有者-管理者)的幸福感。共有 489 名参与者完成了匿名在线调查,其中包括 WHO-5 问卷和一个开放式问题,该问题探讨了在过去两周内经历任何压力的原因。近 60% 的参与者得分在 50 分或 50 分以下,超过 20% 的参与者得分在 28 分或 28 分以下,这表明他们的幸福感较差,有可能患上抑郁症。大多数参与者表示,在完成调查之前的两周内感到压力很大,并经常将与工作有关的问题作为压力的来源。出现的主要问题是管理负担、不堪重负的经济压力和人员配置问题。这些调查结果表明,幼儿保育员将受益于自下而上和自上而下的援助,以积极支持他们的福祉。如果他们要在专业岗位上茁壮成长,并为我们的孩子提供高质量的、变革性的体验,这一点至关重要。
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引用次数: 0
Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions 早期科学教育中的平板电脑:丰富教师与儿童的互动
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-26 DOI: 10.1007/s10643-024-01766-x
Ueli Thomas Studhalter, Priska Jossen, Marco Seeli, Annette Tettenborn

Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers’ video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions.

参与生动的对话对于幼儿的社交和认知发展以及建立他们对科学现象的理解至关 重要。在这方面,教育者通过提供适当的支架来促进持续的共同思考,从而在与学习者的互动中发挥关键作用。平板电脑被认为在支持学习方面具有巨大的潜力,特别是在丰富交流与合作以及使科学现象更易于理解方面。然而,有人担心,屏幕时间的增加可能会导致社会隔离。针对这种情况,本多项案例研究探讨了在科学领域的特定游戏式学习情景中,使用平板电脑的视频功能对教师与幼儿互动质量的影响。调查采用了混合方法,分别跟踪了两位教师在 24 节课中的录像情况,并分离出 200 个与科学内容相关的互动片段。在使用 MAXQDA 的互评一致程序中,根据互动质量对这些片段进行了编码。高质量的互动被定义为教师与至少一名儿童之间进行的深入、持久、知识性和内容相关的交流,教师和儿童在参与谈话的过程中都发挥了积极作用。研究结果表明,在所调查的特定游戏情景中使用平板电脑与教师和幼儿之间持续时间更长的互动、教师之间不同的支架质量以及幼儿更多的言语参与有关。这些结果消除了人们对使用数字媒体可能导致基于屏幕的隔离的担忧,并表明平板电脑可用于有价值的教育互动。
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引用次数: 0
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
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Early Childhood Education Journal
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