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Investigating Informational Text Read-alouds in Greek Kindergarten Classrooms: Differences According to Text Structures 调查希腊幼儿园课堂中的信息文本朗读:文本结构的差异
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-27 DOI: 10.1007/s10643-024-01749-y
Elissavet Chlapana, Emmanouil Ntagkinis

The purpose of the present study was to examine teachers’ practices for reading aloud informational texts to kindergarteners and describe whether these are affected by the different text structures. Ten (10) teachers working in public kindergartens located in different regions of Greece participated in the study. The sample teachers read informational texts that were created to represent the most common informational text structures: compare-contrast, description, cause-effect, problem-solution, and sequence. Read-aloud sessions were recorded and analyzed according to parameters that refer to well-documented read-aloud styles and ensure discussion quality and text comprehension. Indicative parameters were the timing of the discussion, teachers’ prompts and techniques for enhancing children’s language production, and their verbal participation in the text discussion. Data analysis showed that the teachers’ read-aloud practices stand more in favor of a dialogic reading style. Furthermore, the predominance of low cognitive demand questions and the children’s few initiatives to ask their own questions were representative of the discussion quality. There were also differences in the teachers’ read-aloud practices according to the structure of the texts, with the compare-contract structure being the most challenging one for the teachers and the children. The results of the present study have several implications for improving teachers’ read-aloud practices and kindergarteners’ text comprehension.

本研究的目的是考察教师为幼儿园儿童朗读信息文本的做法,并描述这些做法是否受到不同文本结构的影响。十(10)名在希腊不同地区公立幼儿园工作的教师参与了本研究。样本教师朗读了代表最常见信息文本结构的信息文本:比较-对比、描述、因果关系、问题-解决方案和顺序。朗读过程被记录下来,并根据有据可查的朗读风格参数进行分析,以确保讨论质量和文本理解。这些参数包括讨论的时间安排、教师的提示和提高儿童语言能力的技巧,以及儿童对文本讨论的口头参与。数据分析显示,教师的朗读方式更倾向于对话式阅读。此外,低认知要求的问题居多,儿童很少主动提出自己的问题,这也代表了讨论的质量。根据课文结构的不同,教师的朗读实践也存在差异,其中比较--契约结构对教师和儿童来说都是最具挑战性的结构。本研究的结果对改善教师的朗读实践和幼儿园儿童的文本理解能力有几方面的启示。
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引用次数: 0
Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review 美国早期 STEM 干预文献中的人口统计报告与分析:系统回顾
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-25 DOI: 10.1007/s10643-024-01739-0
Hsiu-Wen Yang, Christine Harradine, Chih-Ing Lim, Douglas H. Clements, Megan Vinh, Julie Sarama

Given the increased diversity of the population in the United States and the importance of early science, technology, engineering, and mathematics (STEM) learning, it is crucial to identify ways to reduce racial, ethnic, and gender disparities in STEM education. This is particularly important for children with disabilities with intersecting identities, who are more likely to experience opportunity gaps in STEM. One way to address the issue of inequitable STEM learning opportunities is to make sure that research on evidence-based strategies is conducted with a wide range of children with diverse needs and characteristics, so that they can be generalized in real-life settings. To date, little is known about the representation of participants in the early STEM intervention literature. This review analyzed demographic reporting practices and participants’ demographic characteristics in the early STEM intervention literature. The findings suggest that there is a lack of consistency in the reporting of demographic data, particularly regarding race and ethnicity. This inconsistency presents a potential challenge to the field, as it may hinder progress toward achieving equity and reducing disparities in early STEM education. This review highlights the urgent need to establish a consistent method for collecting and reporting participants’ demographic data.

鉴于美国人口的日益多样化以及早期科学、技术、工程和数学(STEM)学习的重要性,找到减少 STEM 教育中种族、民族和性别差异的方法至关重要。这对于具有交叉身份的残疾儿童尤为重要,因为他们更有可能在 STEM 方面遭遇机会差距。解决 STEM 学习机会不公平问题的方法之一,是确保以证据为基础的策略研究是在具有不同需求和特征的广泛儿童中进行的,这样才能在现实生活环境中推广。迄今为止,人们对早期 STEM 干预文献中参与者的代表性知之甚少。本综述分析了早期 STEM 干预文献中的人口统计报告实践和参与者的人口统计特征。研究结果表明,人口统计学数据的报告缺乏一致性,尤其是在种族和民族方面。这种不一致性给该领域带来了潜在的挑战,因为它可能会阻碍早期 STEM 教育在实现公平和减少差异方面取得进展。本综述强调,迫切需要建立一种统一的方法来收集和报告参与者的人口统计数据。
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引用次数: 0
Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features 培养幼儿教师开展课堂音乐和运动活动的信心:主要专业学习特点
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-24 DOI: 10.1007/s10643-024-01737-2
Sally Savage, Laura. A. Bentley, Kate. E. Williams, Cathy Nielson, Rebecca Eager

Music and movement activities are universal in children’s play and socialisation and are fundamental tools to utilise in early years teaching. Early childhood teachers tend to value the positive role music and movement can play in their work, however teacher confidence to implement music-based activities varies, often due to a lack of professional learning opportunities. Findings from a study that trained and coached five early childhood teachers, with no prior formal music training, to deliver a specific rhythm and movement program are highlighted throughout this paper. Qualitative data gained through interviews articulates the teachers’ experiences of professional learning, the approach to building their skills and confidence in this area, and the key areas that led to success. Important elements of the professional learning approach included active participation, provision of a video resource library, the nature of the evidence-based and structured program, ease of access, and coaching and implementation support throughout. These key elements, identified as being successful in boosting teacher confidence to use music in their practice, may be readily taken up by other programs, and are transferable to other curriculum and pedagogical areas beyond music.

音乐和动作活动在儿童的游戏和社交活动中十分普遍,是幼儿教学中的基本工具。幼儿教师往往重视音乐和运动在其工作中发挥的积极作用,但教师实施音乐活动的信心却参差不齐,这往往是由于缺乏专业学习机会造成的。本文重点介绍了一项研究的结果,该研究培训和指导了五名没有接受过正规音乐培训的幼儿教师,让他们开展特定的节奏与动作活动。通过访谈获得的定性数据阐述了教师们的专业学习经历、培养他们在这一领域的技能和信心的方法,以及取得成功的关键领域。专业学习方法的重要因素包括:积极参与、提供视频资源库、以证据为基础的结构化计划的性质、获取的便利性以及全程的辅导和实施支持。这些关键要素被认为成功地增强了教师在实践中使用音乐的信心,其他计划也可以借鉴这些要素,并将其应用到音乐以外的其他课程和教学领域。
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引用次数: 0
Dictating and Acting Out Stories: A Pathway to Writing for Preschoolers 听写和表演故事:学龄前儿童写作之路
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-23 DOI: 10.1007/s10643-024-01732-7
Diane Pesco, Andrea A. N. MacLeod

Story dictation and story acting are joint practices that were popularized some years ago by educator and author Vivian Paley and remain relevant today given their alignment with child-centred, play-based curricula. We review quantitative and qualitative research on these practices, with a focus on young children’s writing as it has been conceptualized in cognitive-linguistic and socio-cultural models. The studies reviewed demonstrate that story dictation and story acting augment children’s print and word awareness, motivate children to handwrite and spell (i.e., transcribe), and enhance vocabulary and narrative skills that are important to composing texts in both oral and written modalities. The practices also foster individual creativity and collaboration amongst children and can thus help teachers and children build a vibrant community of storytellers in their classrooms. In addition to elaborating on the diverse benefits of story dictation and story acting, the review covers ways that the practices can be expanded or modified to engage all children on the path to writing and guides readers to key resources. We conclude with issues that merit reflection by teachers or other practitioners wishing to implement story dictation and story acting in their classroom or other early childhood setting.

故事听写和故事表演是多年前由教育家和作家维维安-佩利(Vivian Paley)推广的联合实践,由于它们与以儿童为中心、以游戏为基础的课程相一致,因此在今天仍然具有现实意义。我们回顾了有关这些实践的定量和定性研究,重点是认知语言学和社会文化模型中概念化的幼儿写作。所回顾的研究表明,故事听写和故事表演能增强儿童的印刷和文字意识,激励儿童手写和拼写(即抄写),并提高词汇量和叙事技能,这对以口头和书面模式撰写文章非常重要。这些做法还能培养儿童的个人创造力和协作精神,从而帮助教师和儿童在课堂上建立一个充满活力的讲故事者社区。除了阐述故事听写和故事表演的各种益处外,本评论还介绍了扩展或修改这些做法的方法,以便让所有儿童都参与到写作的道路中来,并为读者提供了关键资源的指南。最后,我们提出了一些值得教师或其他希望在课堂或其他幼儿教育环境中实施故事听写和故事表演的从业人员反思的问题。
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引用次数: 0
Design-Based Digital Story Program: Enhancing Coding and Computational Thinking Skills in Early Childhood Education 基于设计的数字故事计划:在幼儿教育中提高编码和计算思维能力
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-23 DOI: 10.1007/s10643-024-01728-3
Şermin Metin, Damla Kalyenci, Mehmet Başaran, Emily Relkin, Büşra Bilir

The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3–6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case–control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.

幼儿教育领域越来越重视培养编码和计算思维(CT)能力。学者们深入研究了在幼儿课堂上提高这些能力的适当方法。本研究旨在调查数字故事设计课程(或称 "基于设计的数字故事课程",Design-Based Digital Story Program,DBDS)对 5 岁儿童编码和计算思维能力的影响。DBDS 计划专为 3-6 岁儿童设计,符合建构主义原则,提倡体验式学习。该研究采用病例对照的准实验设计,进行干预前和干预后评估,并在一个月后进行跟踪复测。干预措施包括在11周内实施数字故事设计计划,每周三次,每次60至90分钟,对象是5岁的参与者。研究结果表明,与对照组相比,DBDS 计划能显著提高 CT 和编码技能。此外,女性参与者在干预后的 CT 技能比男性参与者有更明显的提高,而在编码技能方面没有观察到明显的性别效应。这些研究结果表明,DBDS 计划能有效支持幼儿编码和 CT 能力的培养,值得在不同教育环境和不同年级进一步探索。
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引用次数: 0
Artful Echoes: Amplifying SEL Through Interactive Read-Alouds and Arts Engagement 艺术的回声:通过互动朗读和艺术参与提高 SEL
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-23 DOI: 10.1007/s10643-024-01738-1
Julie A. Stanley, Christine J. Picot, Jennifer Hopkins-Flory

This article outlines a series of mini-lessons designed to integrate interactive read-alouds, arts-engaged activities, and social-emotional learning (SEL) themes to support literacy development and socioemotional well-being in students. Each lesson pairs a carefully selected anchor text with a creative arts activity and online resources, aiming to foster engagement and holistic growth. SEL competencies such as identity exploration, impulse control, managing strong emotions, and responsible decision-making are emphasized. Practical strategies and implementation steps are provided to assist educators in integrating these approaches into their curriculum, promoting equity and accessibility while nurturing a positive classroom culture.

本文概述了一系列旨在整合互动式朗读、艺术参与活动和社会情感学习(SEL)主题的迷你课程,以支持学生的读写能力发展和社会情感健康。每节课都将精心挑选的锚文本与创意艺术活动和在线资源相结合,旨在促进学生的参与和全面发展。SEL 能力,如身份探索、冲动控制、管理强烈情绪和负责任的决策,都得到了强调。本书提供了实用的策略和实施步骤,以帮助教育工作者将这些方法融入课程,在培养积极的课堂文化的同时,促进公平性和可及性。
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引用次数: 0
Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading 提示多,扩展少:职前幼儿教育工作者实施对话式阅读的情况
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-22 DOI: 10.1007/s10643-024-01750-5
Montserrat Cubillos, Mariana Gerias

Shared reading sessions utilizing dialogic reading methods have shown promise in supporting children’s language development and comprehension, though variability in implementation among practitioners remains a concern. This study analyzed 33 videotaped, one-on-one dialogic reading sessions implemented by 14 Chilean preservice early childhood educators and children aged 1 to 6. In total, 1289 sequences were examined for adherence to the PEER structure (prompt, evaluate, expand, and repeat), prompt type, and rate and length of children’s answer. Results showed that, on average, PSECEs executed sequences of 1.75 steps, with only 5% of all sequences reaching the final step. Furthermore, the study investigated the types of prompts employed by PSECEs. Notably, 69% of the prompts included questions, with wh-word-initiated questions comprising 46% of the total questions. Within this category, 16% were classified as high-challenge. Merely 7% of all prompts featured high-challenge questions. Children’s response rates were notably higher for prompts containing questions compared to other types of prompts, as well as for those containing wh-questions compared to other question types. Moreover, children’s answers were observed to be longer in response to prompts including high-challenge questions in contrast to other prompt types. Implications of these findings and future lines of research are discussed.

采用对话式阅读方法的分享式阅读课在支持儿童的语言发展和理解能力方面大有可为,但从业人员在实施过程中的差异仍然令人担忧。本研究分析了 33 个由 14 名智利职前幼儿教育工作者和 1 至 6 岁儿童实施的一对一对话式阅读课程录像。总共对 1289 个序列进行了检查,以确定是否遵循 PEER 结构(提示、评价、扩展和重复)、提示类型以及儿童回答的速度和长度。结果显示,PSECE 儿童平均执行 1.75 个步骤的序列,只有 5%的序列达到最后一个步骤。此外,研究还调查了 PSECE 使用的提示类型。值得注意的是,69%的提示包括问题,其中由wh-word引发的问题占问题总数的46%。在这一类别中,16%被归类为高难度问题。在所有提示语中,只有 7% 的提示语包含高难度问题。与其他类型的提示语相比,含有问题的提示语的儿童回答率明显更高;与其他问题类型相比,含有问答题的提示语的儿童回答率也更高。此外,与其他类型的提示语相比,儿童对包含高挑战性问题的提示语的回答时间更长。本文讨论了这些发现的意义和未来的研究方向。
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引用次数: 0
Young Children’s Social and Emotional Adjustment and Caregiver Stress During the COVID-19 Pandemic 在 COVID-19 大流行期间幼儿的社会和情感适应以及照顾者的压力
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-22 DOI: 10.1007/s10643-024-01721-w
Charis L. Wahman, Kristin Rispoli, Allison White-Cascarilla

The COVID-19 pandemic disrupted education for all children, particularly for children with disabilities. Many preschools closed, offered distance learning or nothing at all, or operated in a hybrid format. We examined the impact of enrollment on young children’s social and emotional adjustment for children with and without disabilities, as well as caregiver stress during the pandemic as reported by 229 caregivers of 3 to 5 year old children. Respondents were predominantly White (n = 175) and female with high levels of education and income. In addition, 94% of caregivers were biological/parental caregivers. Children enrolled in preschool and who experienced in-person instruction received more favorable ratings of their social and emotional skills compared to those who were not enrolled or did not receive in-person instruction. However, the benefit of being enrolled and receiving in-person instruction disappeared when children had a stressed caregiver. Of note, children with disabilities had significantly higher ASQ scores than those without disabilities and caregivers with children with disabilities had a higher PSI score. Further research is needed to understand mitigation efforts employed by families and the unique experiences of culturally, linguistically, and racially/ethnically diverse children and their families.

COVID-19 大流行扰乱了所有儿童的教育,尤其是残疾儿童的教育。许多学前教育机构关闭、提供远程教育或完全不提供远程教育,或以混合形式运营。根据 229 名 3 至 5 岁儿童的看护人的报告,我们研究了入学对残疾儿童和非残疾儿童的社会和情绪适应的影响,以及大流行期间看护人的压力。受访者主要为白人(n = 175)、女性、高教育水平和高收入人群。此外,94% 的照顾者是亲生/父母照顾者。与未入学或未接受面对面指导的儿童相比,入学并接受过面对面指导的儿童在社交和情感技能方面获得了更高的评价。然而,当儿童的照顾者压力过大时,入园和接受面对面指导的好处就消失了。值得注意的是,残疾儿童的 ASQ 分数明显高于非残疾儿童,而残疾儿童的照顾者的 PSI 分数较高。要了解家庭所采取的缓解措施,以及不同文化、语言和种族/族裔儿童及其家庭的独特经历,还需要进一步的研究。
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引用次数: 0
Preschool Engineering Play on Nature Playscapes 学前工程游戏在大自然景观中的应用
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-17 DOI: 10.1007/s10643-024-01743-4
Yuchang Yuan, Wen Zeng, Heidi Kloos, Rhonda Brown, Victoria Carr

As an increasingly recognized facet of early childhood development, the integration of play into early STEM education is garnering attention. This paper delves into the role of engineering play within early childhood education, emphasizing its application in natural playscape settings. The focus is on investigating the extent to which engineering play can spontaneously emerge in such natural settings. To explore this, we analyzed extensive video footage of preschool children engaging in play on these playscapes. Our findings reveal a spontaneous occurrence of engineering play, highlighting three illustrative cases. These cases provide valuable insights into how playscapes, complemented by strategic adult involvement, can nurture young children’s engineering skills and behaviors. The findings contribute to the growing evidence that young children are capable explorers, particularly in environments that offer a harmonious mix of structured and unstructured elements tailored to their developmental needs. This research has significant implications for early childhood education. It underscores the importance of incorporating engineering concepts into play-based learning and advocates for a nature-oriented pedagogical approach and curriculum. This approach not only promotes engineering thinking and practices among young learners but also advocates for a curriculum that nurtures these skills through playful, natural interactions.

作为儿童早期发展中一个日益被认可的方面,将游戏融入早期 STEM 教育正引起人们 的关注。本文深入探讨了工程学游戏在儿童早期教育中的作用,强调其在自然游戏环境中的应用。重点是研究工程游戏在这种自然环境中自发出现的程度。为了探索这一点,我们分析了学龄前儿童在这些游戏场景中进行游戏的大量视频录像。我们的研究结果揭示了工程学游戏的自发出现,并突出强调了三个说明性案例。这些案例提供了宝贵的见解,让我们了解游戏景观如何通过成人的战略性参与来培养幼儿的工程技能和行为。越来越多的证据表明,幼儿是能干的探索者,尤其是在根据其发展需要提供结构化和非结构化元素和谐组合的环境中。这项研究对幼儿教育具有重要意义。它强调了将工程学概念融入以游戏为基础的学习中的重要性,并倡导以自然为导向的教学方法和课程。这种方法不仅能促进幼儿学习者的工程学思维和实践,而且还提倡通过游戏性的自然 互动来培养这些技能的课程。
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引用次数: 0
Process Quality in Early Childhood Education and Care in Australia: A Systematic Literature Review 澳大利亚幼儿教育和保育的过程质量:系统文献综述
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-14 DOI: 10.1007/s10643-024-01735-4
Nguyen Thi Ngoc Ha, Melissa Tham, Peter Hurley

This review examines the extant Australian literature on process quality in ECEC, which is understood as children’s actual experience within a childcare setting such as interactions between educators and children. A thematic analysis of empirical evidence from the 21 qualified articles reveals key characteristics of ECEC process quality studies, the benefits of process quality to child outcomes, and some factors influencing process quality. The review highlights the increasing interest in ECEC process quality in Australia and that process quality can be linked to children’s outcomes in the early years. It also underscores that outdoor environments and educators’ attributes such as personal experiences and qualifications stood out as the key supporting factors of process quality. More importantly, the review found that most of the process quality studies in Australia were conducted in metropolitan areas, and there were only two studies focused on children from disadvantaged backgrounds. The paper calls for more actions to combine process quality with equity across types of ECEC services.

本综述研究了澳大利亚关于幼儿保育和教育过程质量的现有文献,过程质量被理解为儿童在保育环境中的实际体验,如教育者与儿童之间的互动。通过对 21 篇合格文章中的经验证据进行专题分析,揭示了幼儿保育和教育过程质量研究的主要特点、过程质量对儿童结果的益处以及影响过程质量的一些因素。综述强调了澳大利亚对幼儿保育和教育过程质量日益增长的兴趣,以及过程质量与儿童早期教育成果之间的联系。审查还强调,户外环境和教育者的个人经历和资历等特质是过程质量的关键支持因素。更重要的是,综述发现,澳大利亚的大多数过程质量研究都是在大都市地区进行的,只有两项研究的重点是来自贫困背景的儿童。本文呼吁采取更多行动,将过程质量与各类幼儿保育和教育服务的公平性结合起来。
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引用次数: 0
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Early Childhood Education Journal
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