Pub Date : 2025-11-24DOI: 10.1007/s10643-025-02066-8
Lisa Furlong, Tanya Serry, Shane Erickson, Meryl Lefort, Megan Gath, Meg Morris
{"title":"Finding the Needle in the Haystack: A Quality Appraisal of Mobile Applications for Foundational Literacy Skills","authors":"Lisa Furlong, Tanya Serry, Shane Erickson, Meryl Lefort, Megan Gath, Meg Morris","doi":"10.1007/s10643-025-02066-8","DOIUrl":"https://doi.org/10.1007/s10643-025-02066-8","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145583342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-24DOI: 10.1007/s10643-025-02081-9
Daniel Hernández-Torrano, Laura Ibrayeva, Manat Sergazina, Anara Burambayeva, Aiida Kulsary, Dianne Vella-Brodrick, Patricia Eadie
{"title":"What Makes Young Children Happy? Exploring Well-Being Through Children’s Perspectives in Early Childhood Education","authors":"Daniel Hernández-Torrano, Laura Ibrayeva, Manat Sergazina, Anara Burambayeva, Aiida Kulsary, Dianne Vella-Brodrick, Patricia Eadie","doi":"10.1007/s10643-025-02081-9","DOIUrl":"https://doi.org/10.1007/s10643-025-02081-9","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"15 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145583341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-24DOI: 10.1007/s10643-025-02046-y
Soizic Le Courtois, Matthew Barnes, Jenny L. Gibson
Automated methodologies and artificial intelligence (AI) raise new opportunities to support assessment of young children’s development. Little is known about parents’ views on such technologies, which could have implications for development and adoption of innovations in this area. In this study, we use an acceptability framework to explore in what contexts and under what conditions, automated, AI-based assessment of early child development might be accepted by parents. Seventy-three complete online survey responses were gathered from parents of children under 5 years of age, living in England. Analysis was conducted via a combination of descriptive and thematic analyses. We found that parents showed a mixture of worry and optimism about AI-based assessment, as well as a substantial number who were ambivalent or uncertain of their views. We discuss findings in relation to acceptability considerations for wide-spread innovation and implementation of automated analyses in early childhood services.
{"title":"“It Depends on the Choices that Are Made Now.” Parental Perspectives on the Use of Automated Methods in Early Childhood Developmental Checks","authors":"Soizic Le Courtois, Matthew Barnes, Jenny L. Gibson","doi":"10.1007/s10643-025-02046-y","DOIUrl":"https://doi.org/10.1007/s10643-025-02046-y","url":null,"abstract":"Automated methodologies and artificial intelligence (AI) raise new opportunities to support assessment of young children’s development. Little is known about parents’ views on such technologies, which could have implications for development and adoption of innovations in this area. In this study, we use an acceptability framework to explore in what contexts and under what conditions, automated, AI-based assessment of early child development might be accepted by parents. Seventy-three complete online survey responses were gathered from parents of children under 5 years of age, living in England. Analysis was conducted via a combination of descriptive and thematic analyses. We found that parents showed a mixture of worry and optimism about AI-based assessment, as well as a substantial number who were ambivalent or uncertain of their views. We discuss findings in relation to acceptability considerations for wide-spread innovation and implementation of automated analyses in early childhood services.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"107 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145593581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-21DOI: 10.1007/s10643-025-02053-z
Rachel E. Schachter, Laura Cutler, Kelly M. Purtell, Shayne B. Piasta, A. Busra Ceviren, Jessica A. R. Logan
Early childhood classroom environments are critical for children’s language learning. The differing types of activity contexts in which children participate likely shape opportunities for language learning, yet how these activity contexts are studied is limited both in terms of observation timing as well as the measures used to study these activity contexts. In this study, we describe the frequency and duration of activities in 100 EC classrooms focusing on teacher organization of classroom activities and examine the extent to which the proportion of time children spent in specific classroom activities (i.e., large-group circle, small group, activity time: choice, meals/snack) predicted changes in children’s language skills over the course of an academic year. Findings indicated that large-group circle was the most frequent activity context in both Fall and Spring and that activity choice constituted the largest proportion of instructional time for both Fall and Spring. Proportion of time in activity contexts did not predict language change. Implications for research are discussed.
{"title":"Activity Contexts in Early Childhood Classrooms and Children's Language Change","authors":"Rachel E. Schachter, Laura Cutler, Kelly M. Purtell, Shayne B. Piasta, A. Busra Ceviren, Jessica A. R. Logan","doi":"10.1007/s10643-025-02053-z","DOIUrl":"https://doi.org/10.1007/s10643-025-02053-z","url":null,"abstract":"Early childhood classroom environments are critical for children’s language learning. The differing types of activity contexts in which children participate likely shape opportunities for language learning, yet how these activity contexts are studied is limited both in terms of observation timing as well as the measures used to study these activity contexts. In this study, we describe the frequency and duration of activities in 100 EC classrooms focusing on teacher organization of classroom activities and examine the extent to which the proportion of time children spent in specific classroom activities (i.e., large-group circle, small group, activity time: choice, meals/snack) predicted changes in children’s language skills over the course of an academic year. Findings indicated that large-group circle was the most frequent activity context in both Fall and Spring and that activity choice constituted the largest proportion of instructional time for both Fall and Spring. Proportion of time in activity contexts did not predict language change. Implications for research are discussed.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"113 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-20DOI: 10.1007/s10643-025-02057-9
Christopher Pierce Brown, Lauren C. McKenzie
How early elementary teachers instruct their students new information matters. However, in contexts like the United States, early elementary school classrooms are becoming more regulated and standardized, which leaves little room for teachers to engage in instructional activities that offer their students choice and voice in their learning. This matters because such learning activities improve students’ social and emotional development and increase their interests in such academic areas as literacy and mathematics. Two key groups that are often absent from these conversations about what types of learning experiences should be occurring in early elementary school are the classroom teachers themselves and their students. We begin to attend to this issue by presenting findings from a case study that examined how two classrooms of second graders and their teachers in Texas made sense of how students should be taught new information in school. Examining these teachers and students’ sensemaking of instruction reveals several opportunities for early childhood stakeholders to support teachers in early elementary classrooms so that they can engage in a range of teaching practices that allow all their students to thrive as learners in and out of school.
{"title":"Seeing Teaching and Learning Differently: A Case Study of How Second Grade Teachers and their Students in Texas Make Sense of Instruction","authors":"Christopher Pierce Brown, Lauren C. McKenzie","doi":"10.1007/s10643-025-02057-9","DOIUrl":"https://doi.org/10.1007/s10643-025-02057-9","url":null,"abstract":"How early elementary teachers instruct their students new information matters. However, in contexts like the United States, early elementary school classrooms are becoming more regulated and standardized, which leaves little room for teachers to engage in instructional activities that offer their students choice and voice in their learning. This matters because such learning activities improve students’ social and emotional development and increase their interests in such academic areas as literacy and mathematics. Two key groups that are often absent from these conversations about what types of learning experiences should be occurring in early elementary school are the classroom teachers themselves and their students. We begin to attend to this issue by presenting findings from a case study that examined how two classrooms of second graders and their teachers in Texas made sense of how students should be taught new information in school. Examining these teachers and students’ sensemaking of instruction reveals several opportunities for early childhood stakeholders to support teachers in early elementary classrooms so that they can engage in a range of teaching practices that allow all their students to thrive as learners in and out of school.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"146 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145553349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-18DOI: 10.1007/s10643-025-02070-y
Jaakko Hilppö
In this micro-ethnographic study, I explore the tensions and contradictions of sleep practices in early childhood education and care (ECEC) settings from a cultural-historical activity theory perspective. By drawing on interactional analysis of children’s and adults’ sleep time conduct in two Finnish kindergarten groups and an analysis of interviews with them, the kindergarten leaders and the children’s guardians, my study shows how the troubles experienced stemmed from several contradictions embedded in the sleep time practices and their enactment. These results are consistent with existing research but also go beyond it by providing a more nuanced and layered picture of the conflicting demands placed on sleep time in ECEC settings. Such a picture is vital if we want ECEC settings to provide for more quality sleep during early childhood, and assist in finding ways which allow for this.
{"title":"Troubled Sleep in ECEC: Exploring Tension and Contradictions in Two Finnish Kindergarten Groups’ Sleep Time Practices","authors":"Jaakko Hilppö","doi":"10.1007/s10643-025-02070-y","DOIUrl":"https://doi.org/10.1007/s10643-025-02070-y","url":null,"abstract":"In this micro-ethnographic study, I explore the tensions and contradictions of sleep practices in early childhood education and care (ECEC) settings from a cultural-historical activity theory perspective. By drawing on interactional analysis of children’s and adults’ sleep time conduct in two Finnish kindergarten groups and an analysis of interviews with them, the kindergarten leaders and the children’s guardians, my study shows how the troubles experienced stemmed from several contradictions embedded in the sleep time practices and their enactment. These results are consistent with existing research but also go beyond it by providing a more nuanced and layered picture of the conflicting demands placed on sleep time in ECEC settings. Such a picture is vital if we want ECEC settings to provide for more quality sleep during early childhood, and assist in finding ways which allow for this.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"127 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145536568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-17DOI: 10.1007/s10643-025-02047-x
Jessica K. Hardy, Laura S. McCorkle, Robert C. Pennington, Thai Williams, Amanda L. Duncan, Casey K. H. Kim
{"title":"Coaching Practitioners and Families to Provide Academic Instruction to Young Children: A Systematic Review of Single Case Experimental Studies","authors":"Jessica K. Hardy, Laura S. McCorkle, Robert C. Pennington, Thai Williams, Amanda L. Duncan, Casey K. H. Kim","doi":"10.1007/s10643-025-02047-x","DOIUrl":"https://doi.org/10.1007/s10643-025-02047-x","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"375 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145532090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-17DOI: 10.1007/s10643-025-02043-1
Jing Ning, Jang Hyejin
{"title":"Pathways to Quality: Teacher Efficacy Mediates Professional Perceptions’ Impact on Teacher–Child Interactions","authors":"Jing Ning, Jang Hyejin","doi":"10.1007/s10643-025-02043-1","DOIUrl":"https://doi.org/10.1007/s10643-025-02043-1","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"59 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145532091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-15DOI: 10.1007/s10643-025-02060-0
Hilal Karakuş Özkan
{"title":"Examining the Relationship between Parenting Styles and Parental Math Involvement: The Role of Parental Math Beliefs","authors":"Hilal Karakuş Özkan","doi":"10.1007/s10643-025-02060-0","DOIUrl":"https://doi.org/10.1007/s10643-025-02060-0","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"150 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-14DOI: 10.1007/s10643-025-02059-7
Jerrell C. Cassady, Sydney Katherine Johnson, Danielle Davis, Quinton Quagliano, Ana C. Aoqui, Mary Gibble
{"title":"Impact of a Book Distribution Program on Reading Performance at Kindergarten Enrollment","authors":"Jerrell C. Cassady, Sydney Katherine Johnson, Danielle Davis, Quinton Quagliano, Ana C. Aoqui, Mary Gibble","doi":"10.1007/s10643-025-02059-7","DOIUrl":"https://doi.org/10.1007/s10643-025-02059-7","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"59 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145509063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：