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Improving Teacher Health and Well-Being: Mixed Methods Outcomes Evaluation of the Be Well Care Well Program 改善教师的健康和福祉:健康关爱计划的混合方法成果评估
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-09 DOI: 10.1007/s10643-024-01698-6
Angela Moreland, Kerrie Schnake, Laura Lessard, Faraday Davies, Katelyn Prowell, Grace S. Hubel

Early Care and Education (ECE) providers earn low wages, have limited access to employer sponsored health insurance, and are at higher risk for poor health (Lessard, 2020). Evidence shows that poor ECE teacher physical and mental health is associated with decreased ability to provide quality care for young children (Esquivel et al., 2016). One potential way to improve ECE teacher health is through workplace wellness interventions. Through longitudinal surveys and qualitative interviews with ECE providers, we found that, over the course of a year, ECE providers who participated in Be Well Care Well (BWCW), a 12-month wellness program designed specifically for ECEproviders, improved significantly on measures of personal strength and resilience, worker stress, job satisfaction, motivation towards health, and engagement in physical activity, which was supported by interviews conducted by a subset of teachers. Providers’ physical activity was specifically associated with the amount of time they reported engaging in components of the BWCW intervention. Compelling data was also gathered about the experience of children in the care of ECE providers who participated in BWCW. Findings show that after participating in BWCW, teachers’ interactions with the children in their care proactively facilitate healthy social and emotional development. This provides initial evidence that BWCW is a promising approach for improving the lives of ECE providers and the quality of care they provide to young children.

早期保育和教育(ECE)提供者工资低,获得雇主赞助的医疗保险的机会有限,健康状况不佳的风险较高(Lessard,2020 年)。有证据表明,幼教教师身心健康状况不佳与为幼儿提供优质保育服务的能力下降有关(Esquivel 等人,2016 年)。改善幼教教师健康状况的一个潜在方法是采取工作场所健康干预措施。通过对幼教机构的纵向调查和定性访谈,我们发现,在一年的时间里,参加了专门为幼教机构设计的为期 12 个月的健康计划--Be Well Care Well (BWCW)的幼教机构,在个人力量和抗压能力、工作压力、工作满意度、对健康的积极性以及参与体育活动等方面都有显著改善,这一点也得到了部分教师访谈的支持。教师的体育锻炼与他们报告的参与 BWCW 干预活动的时间特别相关。此外,我们还收集到了有关参加 BWCW 的幼教机构所照顾的儿童的经历的令人信服的数据。研究结果表明,参加 BWCW 后,教师与所照看儿童的互动能积极促进儿童在社交和情感方面的健康发展。这初步证明,《幼儿保育和工作》是改善幼教机构生活和提高其幼儿保育质量的一种有前途的方法。
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引用次数: 0
Early Educators and COVID-19: Reflections on Well-Being 早期教育工作者与 COVID-19:关于幸福的思考
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-08 DOI: 10.1007/s10643-024-01716-7
Sheresa Boone Blanchard, Chia Jung Yeh, Dionne Sills Busio, Lydia Mann, Alexis Bruhn

Early childhood educators (birth through second grade) have faced a wide range of challenges while providing education and care for the youngest group of children. Their positions often range from child-care settings to grade school, with different configurations for benefits, class size, and salary. During the first year of the COVID-19 pandemic, 192 early educators shared their perceived stress levels and personal and employment context including relationship status, caregiving responsibilities, education level, work setting, and age group. While there were noted differences across the group, educators working in school-aged settings and those who were caregivers (outside of work) reported higher levels of stress. Interview results from a subset of survey respondents showed concerns about online learning and the well-being of their students, while also underscoring personal growth through the challenges.

幼儿教育工作者(从出生到二年级)在为最年幼的儿童群体提供教育和保育的同时,也面临着各种各样的挑战。他们的岗位通常从托儿所到小学,在福利、班级规模和工资方面有不同的配置。在 COVID-19 大流行的第一年,192 名早期教育工作者分享了他们所感受到的压力水平以及个人和就业背景,包括关系状况、照顾责任、教育水平、工作环境和年龄组。虽然各组之间存在明显差异,但在学龄环境中工作的教育工作者和那些(工作之外)承担照顾者责任的教育工作者报告的压力水平较高。对部分调查对象的访谈结果显示,他们对在线学习和学生的福祉感到担忧,同时也强调了个人在挑战中的成长。
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引用次数: 0
Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning 检验课堂支持儿童参与学习的观察工具的有效性
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-07 DOI: 10.1007/s10643-024-01731-8
Sharon Wolf, Matthew C. H. Jukes, Hirokazu Yoshikawa, Jonathan Stern, Sharon Kim

High-quality early childhood education provides children with opportunities for engaged learning. Yet there are currently no classroom-level measures that focus specifically on how teachers support engagement in the classroom, a key underlying dimension of playful learning. We introduce the Playful Learning Across the Years (PLAY) observational tool, a new tool designed to assess support for engaged learning in early childhood classrooms. Using data from videos of Ghanaian preprimary classrooms (N = 420) coded using the tool, we conduct factor analysis to assess the underlying domains of engaged learning opportunities at the classroom-level and find three domains representing support for exploration, social connectedness, and positive emotional climate. We then examine if these domains are sensitive to impacts of a teacher professional development program and find that the program had large impacts on all three domains (d = 0.55–1.01). Finally, we explore concurrent validity of the tool using classroom process quality scores from a separate classroom observational tool and teacher characteristics and find some evidence from each. This study aims to systematically operationalize opportunities for engaged learning at the classroom-level in an under-studied context, with implications for measuring quality and promoting children’s school readiness in early educational settings globally.

高质量的幼儿教育为儿童提供了参与式学习的机会。然而,目前还没有专门针对教师如何支持课堂参与(游戏性学习的一个重要基本维度)的课堂测量方法。我们介绍了跨年游戏性学习(Playful Learning Across the Years,PLAY)观察工具,这是一种新的工具,旨在评估幼儿课堂对参与性学习的支持。通过使用该工具对加纳学前班教室(N = 420)的视频数据进行编码,我们进行了因子分析,以评估教室层面参与式学习机会的基本领域,并发现了代表探索支持、社会联系和积极情绪氛围的三个领域。然后,我们研究了这些领域是否对教师专业发展项目的影响敏感,发现该项目对所有三个领域都有很大影响(d = 0.55-1.01)。最后,我们使用另一个课堂观察工具中的课堂过程质量评分和教师特征来探讨该工具的并发有效性,并从每个工具中发现了一些证据。本研究的目的是在研究不足的情况下,在课堂层面系统地操作参与式学习的机会,这对衡量全球早期教育机构的质量和促进儿童的入学准备具有重要意义。
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引用次数: 0
Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests 混合教学法,在标准化写作测试时代培养快乐而有创造力的小作家
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-31 DOI: 10.1007/s10643-024-01726-5
Deb Brosseuk

Global trends suggest that teaching writing focuses on a skills-based approach to preparing children for high-stakes standardised tests. In the early years, teachers are grappling with finding a better balance between preparing children for such tests and satisfying their sense of pedagogic responsibility to teach them to become joyful, creative writers. This paper explores an Australian Preparatory teacher’s teaching of writing framed by the pedagogic framework LAUNCH. Using video and audio recordings, as well as children-made artefacts, the paper considers the impact of this framework on the writing experiences of fourteen five- and six-year-old children. Basil Bernstein’s visible and invisible pedagogies provide the theoretical frame. Findings assert that a pedagogic mix allows early years teachers to teach children to be skilled and confident writers while nurturing their imaginations and creativity. This is significant given that current debates around children’s writing experiences are often tied to high-stakes, standardised test-based writing.

全球趋势表明,写作教学的重点是以技能为基础的方法,让孩子们为高风险的标准化考试做准备。在低年级,教师们正在努力寻求一种更好的平衡,既要让孩子们为这些考试做好准备,又要满足他们的教学责任感,教他们成为快乐的、有创造力的写作者。本文以 "LAUNCH "教学框架为框架,探讨了一位澳大利亚预科教师的写作教学。论文利用视频和音频记录以及儿童制作的手工艺品,探讨了这一框架对十四名五六岁儿童写作经验的影响。Basil Bernstein 的可见和不可见教学法提供了理论框架。研究结果表明,幼儿教师可以将两种教学法结合起来,在培养儿童的想象力和创造力的同时,教导他们成为熟练而自信的写作者。鉴于目前围绕儿童写作经验的辩论往往与高风险、标准化考试的写作联系在一起,这一点意义重大。
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引用次数: 0
Children’s Agency Through Writing in Elementary Classrooms 小学课堂中儿童通过写作发挥的作用
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-30 DOI: 10.1007/s10643-024-01734-5
Sarah J. McCarthey, Ngan Vu, Jaidi Zhang

Through a qualitative, collective case study design, the study investigated children’s demonstration of agency in composing writing projects in three elementary classrooms within one school. Researchers conducted interviews with the teachers, observed classroom writing instruction, interviewed children individually or in small focus groups, and collected student texts. The findings demonstrate how the curriculum, which supported choice and expression of student voice, shaped students’ responses in unique ways. Across classrooms students found ways to embed their out-of-school experiences within their writing and express their linguistic identities and cultures. The shared philosophy of the school using a Reggio-Emilia inspired model of instruction supported the argument that agency is relational and mediated through the ways in which people use tools within their social settings. Implications for practice include building community, providing choices within and across genres, and encouraging children to use their full linguistic resources to support student agency.

本研究通过定性、集体案例研究设计,调查了一所学校三个小学班级中儿童在写作项目中的代理权展示。研究人员对教师进行了访谈,观察了课堂写作教学,对儿童进行了个别访谈或小组访谈,并收集了学生的文章。研究结果表明,支持选择和表达学生声音的课程是如何以独特的方式塑造学生的反应的。在各个班级,学生们都找到了将校外经历融入写作、表达自己的语言身份和文化的方法。受雷焦-艾米利亚教学模式启发的学校的共同理念支持了以下论点:代理是关系性的,通过人们在社会环境中使用工具的方式进行中介。对实践的启示包括:建立社区,在不同体裁中提供选择,鼓励孩子们充分利用语言资源来支持学生的能动性。
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引用次数: 0
Preschool Children’s Agency in Play-activities with Science Content 学龄前儿童在含有科学内容的游戏活动中的作用
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-26 DOI: 10.1007/s10643-024-01729-2
Anna Henriksson, Marie Fridberg, Lotta Leden

The Swedish preschool educational tradition is based on a holistic view where care, play, learning, and teaching are intertwined. Previous research argues for the need to develop teaching approaches that simultaneously direct attention towards content and children’s perspectives. The aim of this study is to contribute with knowledge about how preschool children’s agency is supported in activities that integrate play and science, with a special focus on the use of representations. The empirical data consists of video-observations of teachers’ and children’s (2-4-years) participation in activities that integrate play and science. In the analysis, the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC) is used. Here, teaching and play are understood as a mutual activity. In these mutual activities, teachers and children are constantly shifting back and forth between as if (fantasy) and as is (reality) (Pramling et al., 2019). Three narratives have been constructed that exemplify how children’s agency is supported in activities that integrate play and science. These narratives highlight how children’s initiatives are given space to evolve and enrich both play and science; how children’s initiatives become valuable for teachers’ opportunities to trigger and further explore science content and; how teacher’s constantly must respond to children’s different initiatives and balance between them. Implications for preschool teachers and preschool practice are discussed in relation to children’s agency in science teaching in preschool.

瑞典学前教育的传统是以整体观为基础的,即保育、游戏、学习和教学相互交织。以往的研究表明,有必要开发同时关注教学内容和儿童视角的教学方法。本研究的目的是了解学龄前儿童在游戏与科学相结合的活动中如何发挥能动性,并特别关注表象的使用。实证数据包括教师和儿童(2-4 岁)参与游戏与科学相结合活动的视频观察。在分析过程中,使用了游戏反应式幼儿教育和保育(PRECEC)的理论框架。在这里,教学和游戏被理解为一种相互活动。在这些相互活动中,教师和儿童不断地在 "好像"(幻想)和 "就是"(现实)之间来回转换(Pramling et al.)我们构建了三个叙事,以说明在游戏与科学相结合的活动中,儿童的能动性是如何得 到支持的。这些叙事强调了儿童的主动性如何获得发展和丰富游戏与科学的空间;儿童的主动性如 何成为教师触发和进一步探索科学内容的宝贵机会;教师如何不断地回应儿童的不同主动 性并在它们之间取得平衡。讨论了儿童在学前科学教学中的能动性对学前教师和学前实践的影响。
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引用次数: 0
Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success 博士候选人期间的学术著作:成功的障碍、益处和策略
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 10.1007/s10643-024-01724-7
Mary Renck Jalongo

There is little question that writing manuscripts and contributing to the scholarly literature in peer-reviewed outlets is a valued activity for college and university professors. Expectations have risen to the point that, in growing numbers of doctoral programs throughout the world, publication has become a formal part of the curriculum, an alternative to the traditional dissertation, or even a condition that must be met prior to graduation. The premise of this conceptual and practical article is that engagement with varied publication projects early, during doctoral candidature, provides an important opportunity to learn the practices, policies, and processes of scientific communication. The argument presented here in favor of publication during doctoral study is grounded in a review of the relevant research literature. Key points are illustrated through vignettes based on 25 years of experience teaching a writing for publication course to doctoral students and co-authoring/publishing a wide array of manuscripts with them. The article begins by describing the growing diversity amongst doctoral students and numerous obstacles confronted by novices seeking to publish their work in scholarly outlets. Next, it describes the importance of being socialized into the academic writing community and building the requisite skill set of academic authors. It then offers recommendations based on a review of the research as well as 25 years of experience as the editor-in-chief of Early Childhood Education Journal. The conclusion asserts that, when doctoral candidates participate in varied writing projects, acquire the writing habit, and collaborate with faculty members and peers, they become socialized into the norms of academic publication and are better prepared to launch careers as productive scholars.

毫无疑问,撰写手稿并在同行评议的刊物上发表学术论文是大学教授的一项重要活动。在全世界越来越多的博士项目中,发表论文已成为课程的正式组成部分、传统论文的替代方案,甚至是毕业前必须满足的条件。这篇概念性和实用性文章的前提是,在候选博士期间尽早参与各种出版项目,为学习科学交流的实践、政策和流程提供了重要机会。本文在回顾相关研究文献的基础上,提出了支持在攻读博士学位期间发表论文的论点。文章通过25年来为博士生讲授发表论文写作课程以及与博士生共同撰写/发表大量手稿的经验,以小故事的形式阐述了文章的要点。文章首先描述了博士生中日益增长的多样性,以及新手在学术渠道发表作品时面临的众多障碍。接着,文章阐述了学术写作社区社会化和培养学术作者必要技能的重要性。然后,根据研究综述以及担任《幼儿教育期刊》主编 25 年的经验,提出了一些建议。结论认为,当博士生参与各种写作项目、养成写作习惯并与教师和同行合作时,他们就会融入学术出版规范的社会,并为成为卓有成效的学者做好更充分的准备。
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引用次数: 0
Declared Practices of Language Facilitation in Early Childhood Education and Care with Children Younger than Two Years 两岁以下幼儿教育和保育中的语言促进申报做法
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-22 DOI: 10.1007/s10643-024-01719-4
Eeva Asp, Eija Räikkönen, Niina Rutanen, Tuija Aro, Paula Salmi, Marja-Leena Laakso

Early reciprocal language experiences are crucial for children’s language development. Early childhood education and care (ECEC) has the potential to facilitate language development. However, knowledge on ECEC educators’ actions in implementing early language facilitation is scarce. This study surveyed educators’ declared practices of early language facilitation and its relationship with their educational background. Open-ended responses gathered from 644 Finnish ECEC educators were categorized by content and analyzed in relation to the educators’ qualifications and work experience. The findings showed that when reporting on their practices, the educators typically did not focus on the child’s communicative initiatives and reciprocal language. However, the responses of educators with a qualification in ECEC special education contained more focused content on child-led reciprocity. Moreover, both ECEC special education teachers and educators with experience in infant-toddler ECEC underlined the importance of interaction. The findings indicate a need to increase educators’ awareness of their actions in facilitating children’s early language skills. To achieve the educational and preventive rehabilitative potential of ECEC, it is crucial that centers both include ECEC special educators in their teaching staff and invest in educator training.

早期互惠的语言体验对儿童的语言发展至关重要。幼儿教育和保育(ECEC)具有促进语言发展的潜力。然而,有关幼儿教育和保育工作者实施早期语言促进行动的知识却很少。本研究调查了教育工作者宣称的早期语言促进做法及其与教育背景的关系。对从 644 名芬兰幼儿保育和教育工作者那里收集到的开放式回答按内容进行了分类,并结合教育工作者的学历和工作经验进行了分析。研究结果表明,教育工作者在汇报他们的做法时,通常并不关注儿童的交流主动性和互惠语言。然而,拥有幼儿保育和特殊教育教师资格的教育工作者在回答问题时,更注重儿童主导的互惠内容。此外,幼儿保育和特殊教育教师和具有婴幼儿幼儿保育和特殊教育经验的教育工作者都强调了互动的重要性。研究结果表明,有必要提高教育工作者对自己在促进儿童早期语言技能方面的行动的认识。为了实现幼儿保育和教育中心的教育和预防康复潜力,各中心必须将幼儿保育和教育中心的特殊教育教师纳入其教师队伍,并投资于教育工作者的培训。
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引用次数: 0
Impact of Perceived Organizational Support on Early Childhood Teachers’ Career Success in an Inclusive Education Context 在全纳教育背景下,感知到的组织支持对幼儿教师职业成功的影响
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-22 DOI: 10.1007/s10643-024-01722-9
Ziqi Xu, Linkang Xu, Junyan Chen, Cuiyan Wang

Recent calls and general interest have increased to strengthen preschool and special education’s inclusivity to empower early childhood teachers’ professional development. In response, this study explores the mediating role of early childhood teachers’ attitudes toward inclusive education in the relationship between perceived organizational support and career success and the moderating role of empathy in the mediation path. A questionnaire survey conducted among early childhood teachers from a city in Shandong Province was used as the research instrument. The analysis, based on 414 valid responses, found that (1) perceived organizational support had a significant positive impact on career success; (2) inclusive education attitudes played a partially mediating role between perceived organizational support and career success; and (3) empathy negatively moderated the first half of the mediation path. Compared to more empathetic participants, perceived organizational support had a significantly stronger positive predictive effect on attitudes toward inclusive education of less empathetic participants. This result confirms the relationship between early childhood teachers’ organizational support, inclusive educational attitudes, and career success. In addition, it provides an empirical reference for improving early childhood teachers’ inclusive education knowledge and competency.

最近,加强学前教育和特殊教育的全纳性,以增强幼儿教师专业发展能力的呼声越来越高,人们对此普遍表示关注。为此,本研究探讨了幼儿教师对全纳教育的态度在感知组织支持与职业成功之间的中介作用,以及移情在中介路径中的调节作用。研究以山东省某市幼儿教师为调查对象,采用问卷调查的方法。基于 414 份有效问卷的分析发现:(1) 感知到的组织支持对职业成功有显著的正向影响;(2) 全纳教育态度在感知到的组织支持和职业成功之间起到了部分中介作用;(3) 共情对中介路径的前半部分起到了负向调节作用。与移情能力较强的参与者相比,感知到的组织支持对移情能力较弱的参与者的全纳教育态度有明显更强的正向预测作用。这一结果证实了幼儿教师的组织支持、全纳教育态度和职业成功之间的关系。此外,它还为提高幼儿教师的全纳教育知识和能力提供了实证参考。
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引用次数: 0
Preschool Teachers’ Knowledge, Understanding, and Beliefs Regarding Children with Speech Sound Disorders and Inclusion in the General Education Setting 学前教师对有语言障碍的儿童和普通教育环境中的融合问题的认识、理解和信念
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-11 DOI: 10.1007/s10643-024-01714-9
Kelly Meadows, Kellie Rine, Sandy K. Bowen

The importance of early literacy skills is well established in previous studies; reading abilities and academic success in later grades depend on the foundational early literacy skills developed in preschools. However, little is known about preschool teachers’ understanding of the impact of speech sound disorder (SSD) on early literacy skills. Preschool teachers are in a unique position, as they may be the first to notice speech sound errors in young children and to collaborate with Speech Language Pathologists (SLPS) to ensure these young children develop a strong literacy foundation. The purpose of this study was to determine preschool teachers’ (N = 75) beliefs and attitudes towards the inclusion of children with SSD, their understanding of the effect of SSD on pre-literacy skills, their beliefs about their roles and responsibilities in educating preschoolers with SSD, and how these three areas are influenced by their years of teaching experience. Descriptive and inferential statistics were used to analyze the data. Results indicated that years of teaching experience did not predict preschool teachers’ attitudes or beliefs regarding the inclusion of children with SSD, their understanding of SSD and pre-literacy skills, or their understanding of their roles and responsibilities. However, higher education levels positively correlated with positive beliefs about the inclusion of children with SSD in the general education classroom. The responses from the survey indicated that preschool teachers have a general understanding of how SSD affects the development of pre-literacy skills. Preschool teachers suggested that they would like more opportunities for collaboration and carryover to support children with SSD.

早期识字技能的重要性已在以往的研究中得到证实;阅读能力和在以后年级的学业成功与否取决于在学前教育中培养的基础早期识字技能。然而,学前教师对言语发音障碍(SSD)对早期识字能力的影响的理解却鲜为人知。学前班教师处于一个独特的位置,因为他们可能最先发现幼儿的语音错误,并与言语语言病理学家(SLPS)合作,确保这些幼儿打下坚实的识字基础。本研究的目的是了解学前教师(人数=75)对接纳有 SSD 儿童的信念和态度、他们对 SSD 对识字前技能的影响的理解、他们对自己在教育有 SSD 的学前儿童中的角色和责任的信念,以及他们的教学经验对这三个方面的影响。数据分析采用了描述性和推论性统计方法。结果表明,教学年限并不能预测学前教师对接纳有特殊障碍儿童的态度或信念、对特殊障碍和识字前技能的理解,以及对自身角色和责任的理解。然而,较高的教育水平与在普通教育课堂中接纳有特殊障碍儿童的积极信念呈正相关。调查结果显示,学前班教师普遍了解特殊教育需要如何影响识字前技能的发展。学前班教师提出,他们希望有更多的合作和延续机会,以支持患有 SSD 的儿童。
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引用次数: 0
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Early Childhood Education Journal
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