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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
Free Play Matters: Promoting Kindergarten Children’s Science Learning Using Questioning Strategies during Loose Parts Play 自由游戏很重要:在松散游戏中使用提问策略促进幼儿园儿童的科学学习
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-02 DOI: 10.1007/s10643-024-01741-6
Han Qi Zeng, Siew Chin Ng

Early science inquiries and experiences increase young children’s awareness and interest for science. The importance of promoting science process skills which bolster children’s confidence to formulate and communicate personal ideas have been emphasised by international guidelines. As Loose Parts Play (LPP) is a form of free play involving open-ended play materials, its flexible nature promotes active exploration with materials that encourages children’s interaction with science-related experiences. This teacher action research aims to explore the influence of open-ended questions on children’s science process skills, as well as the scientific concepts that children are capable of exploring independently during play experiences. Analyses draw on video- and audio-recorded observation, child observation notes, and teacher journals. A total of 180 open-ended questions were employed by the teacher-researcher and 155 instances of science process skills were observed in a group of five-year-old children. Findings revealed that periods of uninterrupted play time followed by open-ended questions, extend children’s science process skills, and add complexity to their scientific exploration. Furthermore, children were observed to self-initiate exploration of scientific concepts, such as transforming materials and changing motion, during these uninterrupted play periods. Overall, this teacher action research highlights the pivotal role that educators play in young children’s playful learning experiences, where their timely use of open-ended questions has the capacity to facilitate children’s early science learning during LPP. This study serves to define an educator’s role within student-driven or child-initiated learning experiences, as well as guide educators in the utility of loose part materials, provision of uninterrupted play periods, and planning of open-ended questions to stimulate children’s science exploration.

早期的科学探究和体验可以提高幼儿对科学的认识和兴趣。国际指南强调了促进科学过程技能的重要性,这种技能可增强儿童提出和交流个人 想法的信心。由于 "松散部件游戏"(Loose Parts Play,LPP)是一种涉及开放式游戏材料的自由 游戏形式,其灵活的性质促进了儿童对材料的积极探索,鼓励了儿童与科学相关经验的互 动。这项教师行动研究旨在探索开放式问题对儿童科学过程技能的影响,以及儿童在游戏体验中能够独立探索的科学概念。分析参考了观察录像和录音、儿童观察记录和教师日志。教师-研究者共使用了 180 个开放式问题,观察了一组五岁儿童的 155 次科学过程技能。研究结果表明,不间断的游戏时间和开放式问题可以扩展儿童的科学过程技能,增加他们科学探索的复杂性。此外,据观察,在这些不间断的游戏时间里,儿童会自主探索科学概念,如转换材料和改变运动。总之,这项教师行动研究强调了教育者在幼儿的游戏性学习体验中所扮演的关键角 色,他们适时地使用开放式问题能够促进幼儿在低年级科学活动中的早期科学学习。这项研究有助于界定教育者在学生驱动或儿童主动的学习体验中的角色,并指导教育者如何利用松散的材料、提供不间断的游戏时间以及规划开放式问题来激发儿童的科学探索。
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引用次数: 0
Perspectives on Teachers’ Work in Australian Early Childhood Education and Care Settings: Evidence and Ecology 澳大利亚幼儿教育和保育机构中教师工作的视角:证据与生态学
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-29 DOI: 10.1007/s10643-024-01745-2
Erin Harper, Susan McGrath-Champ, Rachel Wilson

ECEC educators play a vital role in educating and caring for children during the first five years of life, a critical period for learning, growth, and development. University-trained early childhood teachers make a particularly significant contribution to overall service quality. This exploratory interview study brings an ecological lens to the perspectives of nine Australian university-trained early childhood teachers on the nature and quantity of their work and workload. As part of the mixed methods Early Learning Work Matters project, this Phase II interview study supports findings from the prior international systematic review that work in ECEC is complex and demanding. Interviews yielded new findings indicating the potential changing nature of early childhood teachers’ work, some of whom reported little to no capacity to focus on service quality. Concerningly, analysis revealed burdensome influences at all ecological levels, with only a few uplifting microsystems which were inconsistently experienced by participants.

幼儿保育和教育(ECEC)教育工作者在儿童生命最初五年的教育和照顾方面发挥着至关重要的作用,而这五年正是儿童学习、成长和发展的关键时期。受过大学培训的幼儿教师对整体服务质量的贡献尤为突出。这项探索性访谈研究以生态学的视角,观察了九名澳大利亚接受过大学培训的幼儿教师对其工作性质和数量以及工作量的看法。作为 "早期学习工作事项 "混合方法项目的一部分,第二阶段的访谈研究支持了之前国际系统性审查的结果,即幼儿保育和教育工作是复杂而繁重的。访谈得出的新结果表明,幼儿教师的工作性质可能会发生变化,其中一些教师表示几乎没有能力关注服务质量。令人担忧的是,分析表明,在所有生态层面上都存在繁重的影响,只有少数微观系统令人振奋,但参与者的体验并不一致。
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引用次数: 0
Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children 不插电:在四岁儿童心中播下替换的种子并使之成长
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-28 DOI: 10.1007/s10643-024-01746-1
Amber Simpson, Rebecca Borowski, Ashleigh Colquhoun, Zhengqi Hu

With the increase of computational thinking (CT) tools in education, there are questions as to whether and how CT might support and/or hinder algebraic thinking of young children. Utilizing seeds of algebraic thinking, we add to this scholarly discussion by presenting examples from a CT activity with four-year old children in which we illustrate how young children are engaged in early algebraic thinking. More specifically, we highlight children’s pre-instructional engagement with replacement, a precursor to the concept of variable. The included examples add to our limited scholarship regarding young children’s (i.e., ages 3 to 5 years) early development of algebraic thinking of replacement through an unplugged activity that can be implemented within multiple learning environments within children’s larger STEM ecosystem.

随着计算思维(Computational Thinking,CT)工具在教育领域的应用越来越多,人们对计算思维是否以及如何支持和/或阻碍幼儿的代数思维产生了疑问。我们利用代数思维的种子,通过介绍四岁儿童 CT 活动中的实例,说明幼儿是如何进行早期代数思维的,从而为这一学术讨论添砖加瓦。更具体地说,我们强调了儿童在教学前对置换(变量概念的前身)的参与。这些例子为我们有限的关于幼儿(即 3 至 5 岁)早期代数替换思维发展的学术研究增添了新的内容,这些活动可以在儿童更大的 STEM 生态系统中的多种学习环境中实施。
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引用次数: 0
Remixed Recipes and Mimicked Mentor Texts: Reading Young Children’s Play(Giarism) as Complex Scenes of Early Writing 重新混合的食谱和模仿的指导文本:将幼儿游戏(Giarism)作为早期写作的复杂场景来阅读
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-28 DOI: 10.1007/s10643-024-01751-4
Jon M. Wargo

Questioning the common practice of treating texts as property that can be stolen and instead exploring the social and rhetorical dimensions that define what is owned (and what is not), as well as what can be taken and appropriated, I drew on data from a yearlong qualitative investigation of young children writing with technology to interrogate how one young child’s scene of play(giarism) can be rendered as consequential writing. Entering this work from a sociocultural perspective wherein literacy learning is intersubjective, findings highlight the descriptive contexts wherein individuality came to intersect with the politics of social belonging and academic obligation. Realizing individual freedoms through contesting compositional forms, play(giarism) meshes personal ways of being and knowing with the doing of (and sometimes disciplining from) others.

我质疑将文本视为可被偷窃的财产的普遍做法,转而探索界定什么是拥有的(什么不是)以及什么可以被拿走和占有的社会和修辞维度,我利用对幼儿使用技术写作的长达一年的定性调查数据,探讨幼儿的游戏(游戏主义)场景如何被呈现为具有结果性的写作。从识字学习是主体间性的社会文化视角切入这项工作,研究结果凸显了个性与社会归属政治和学术义务相交织的描述性语境。通过对构成形式的争论来实现个人自由,游戏主义将个人的存在和认知方式与他人的行为(有时是他人的约束)结合在一起。
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引用次数: 0
Fostering Play in the COVID Crisis: Insights from Infant-Toddler Teachers 在 COVID 危机中促进游戏:幼儿教师的见解
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-27 DOI: 10.1007/s10643-024-01742-5
Minsun Shin

Play is pivotal in supporting young children’s holistic development. The COVID-19 crisis further highlighted the importance of play in supporting children’s well-being and in providing a sense of normalcy. Guided by the phenomenographic method, this study aimed to examine Korean in-service infant-toddler teachers’ experiences in fostering play in early childhood educational classrooms during the COVID-19 crisis. The study involved 10 infant-toddler teachers working with children under the age of three years at a large university-based childcare center. They participated in drawing tasks and in-person focus group interviews. The findings revealed that the pandemic caused and exacerbated barriers to everyday play. However, despite challenges, the participants demonstrated their strong commitment to play in the classroom, exhibiting resilience, adaptability, creativity, and resourcefulness. They continued to create a playful environment, support play in various forms, and prioritize play-based learning, demonstrating their strong commitment to play. One notable change expressed by the participants was limited social interaction during mealtime. This study found that the much-needed, unavoidable public health interventions during the COVID-19 crisis may have resulted in unintended consequences for infants’ and toddlers’ social-emotional and language development. Such findings reinforce the idea that play should remain at the forefront of education during the pandemic and beyond.

游戏是支持幼儿全面发展的关键。COVID-19 危机进一步强调了游戏在支持儿童幸福和提供正常感方面的重要性。在现象学方法的指导下,本研究旨在考察 COVID-19 危机期间韩国在职婴幼儿教师在幼儿教育课堂上促进游戏的经验。10 名婴幼儿教师在一家大型大学托儿所从事三岁以下儿童的教育工作。他们参与了绘画任务和面对面的焦点小组访谈。研究结果显示,大流行病造成并加剧了日常游戏的障碍。然而,尽管面临挑战,参与者们还是表现出了对课堂游戏的坚定承诺,表现出了复原力、适应力、创造力和机智。他们继续创设游戏环境,支持各种形式的游戏,优先考虑以游戏为基础的学习,表明了 他们对游戏的坚定承诺。参与者所表达的一个显著变化是用餐时间的社交互动受到了限制。本研究发现,COVID-19 危机期间亟需的、不可避免的公共卫生干预可能会对婴幼儿的社交情感和语言发展造成意想不到的后果。这些发现强化了这样一个观点,即在大流行病期间及以后,游戏仍应处于教育的最前沿。
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引用次数: 0
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Early Childhood Education Journal
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